COMP 3711 – Design and Analysis of Algorithms 2025 Spring Semester – Written Assignment 1 Distributed: 9:00 on February 14, 2025 Due: 23:59 on February 28, 2025 Your solution should contain (i) your name, (ii) your student ID #, and (iii) your email address at the top of its first page. Some Notes: • Please write clearly and briefly. In particular, your solutions should be written or printed on clean white paper with no watermarks, i.e., student society paper is not allowed. • Please also follow the guidelines on doing your own work and avoiding plagiarism as described on the class home page. You must acknowl-edge individuals who assisted you, or sources where you found solutions. Failure to do so will be considered plagiarism. • The term Documented Pseudocode means that your pseudocode must con-tain documentation, i.e., comments, inside the pseudocode, briefly ex-plaining what each part does. • Many questions ask you to explain things, e.g., what an algorithm is doing, why it is correct, etc. To receive full points, the explanation must also be understandable as well as correct. • Submit a SOFTCOPY of your assignment to Canvas by the deadline. If your submission is a scan of a handwritten solution, make sure that it is of high enough resolution to be easily read. At least 300dpi and possibly denser. 1. (20 points) For each pair of expressions (A, B) below, indicate whether A is O, Ω , or Θ of B. Note that zero, one, or more of these relations may hold for a given pair. List all applicable relations. No explanation is needed. If A = Θ(B) then write A = Θ(B) which already implies that A = O(B) and A = Ω(B). If A = Θ(B) and you write A = O(B) or A = Ω(B) only, you will only receive partial credits. It often happens that some students will get the directions wrong, so please write out the relation in full, i.e., A = O(B), A = Ω(B), or A = Θ(B) and not just O(B), Ω(B) or Θ(B). 2. (20 points) Derive asymptotic upper bounds for T(n) in the following recurrences. Make your bounds as tight as possible. Do not use the master theorem. Derive your solutions from scratch. Show all your steps in order to gain full credits (either using the repeated expansion method or the recursion tree method). You may assume that n is a power of 2 for (b), n is a power of 3 for (c), √ n is an integer for (d), and n is a power of 5 for (e). (a) T(1) = 1; T(n) = T(n − 1) + n log n for n > 1. (b) T(1) = 1; T(n) = 5T(n/2) + n 2 for n > 1. (c) T(1) = 1; T(n) = 2T(n/3) + n for n > 1. (d) T(c) = 1 for any constant c > 1 that is convenient for you; T(n) = T( √n) + 1 for n > c. (e) T(c) = 1 for any constant c > 1 that is convenient for you; T(n) = T(n/5) + T(4n/5) + n for n > 1. Hint: Draw the recursion tree. Examine of the sum of costs across a level. Guess a solution. Then, try to prove by induction. 3. (20 points) Let A[1..n] be an array of n numbers, where n is a positive integer. (a) (10 points) Describe a recursive algorithm that returns a list of all per-mutations of A[1..n]. Describe your algorithm using a documented pseudocode. Make sure that your algorithm is recursive; otherwise, you will lose most of the points for problem 3. Make sure that your description is understandable. (b) (10 points) Write down the recurrence for the running time of your recursive algorithm in (a) with the boundary condition(s). Explain your notations. Solve your recurrence from scratch to obtain the the running time of your algorithm. 4. (20 points) Let P = {(xi , yi) : 1 ≤ i ≤ n} be a set of n points in the plane. Assume that no two of them have the same x- or y-coordinate. A point (xi , yi) is dominant if for every point (xj , yj ) ∈ P, xj > xi implies that yj < yi . Design an O(n log n)-time algorithm to find all dominant points in P by following the steps below. (a) Recursively find the dominant points in the subset {(xi, yi) : 1 ≤ i ≤ n/2}. (b) Recursively find the dominant points in the subset {(xi, yi) : n/2+1 ≤ i ≤ n}. (c) “Combine” these two sets of dominant points into the set of dominant points of P. Describe your algorithm. Explain in detail how the “combine” step works and why it works. Derive the running time of the algorithm by establish-ing a recurrence and solving it. 5. (20 points) (a) (10 points) You are given an array A[1..n], where n ≥ 3, A[1] = 0, A[n] = 0, and all the other elements are distinct positive numbers, i.e., A[i] > 0, for all i ∈ [2, n − 1]. For any i ∈ [2, n − 1], A[i] is a peak element if it is larger than both its neighbors, i.e., A[i] > A[i − 1] and A[i] > A[i + 1]. For example if A = [0, 8, 9, 2, 1, 3, 0], the peak elements are A[3] = 9 and A[6] = 3. Describe an O(log n) divide-and-conquer algorithm for returning the position of a peak element in A (no need to find all peak elements). Give the pseudo-code, describe and justify the recurrence for the running time T(n), and solve your recurrence. (b) (10 points) You are given an array A[1..n], where all elements are distinct positive numbers (not necessarily integers). Describe an O(n log n) algorithm that rearranges the elements of A, so that (i) every element at an even position is a peak element, and (ii) the peak elements are in increasing order. For example, if A = [7, 1, 3, 4, 5, 6, 2], valid outputs include: [1,3,2,5,4,7,6] or [1,5,2,6,3,7,4] (the peak elements are in bold). Recall from the previous part that A[i] is a peak element, if A[i] > A[i − 1] and A[i] > A[i + 1]. Show that the running time of your algorithm is O(n log n). Hint: You can use any sorting algorithm as a black box.
[pdf-embedder url="https://assignmentchef.com/wp-content/uploads/2025/02/1678256060_6846406__655.pdf" title="1678256060_6846406__655."] ENCMP 100 Computer Programming for Engineers Lab Assignment 4:Geomatics and the Travelling Sales[person] Problem According to the ISO/TC 211,geomatics is the"discipline concerned with the collection,distribution, storage,analysis,processing,[and]presentation of geographic data or geographic information." Geomatics is associated with the travelling salesman problem(TSP),a fundamental computing problem about which there is an award-winning feature film.In this lab assignment,a University of Alberta student completes a Python program to analyze,process,and present entries,stored in a binary data file,of the TSPLIB,a database collected and distributed by the University of Heidelberg. Version 0:Get Started Unzip VOGetStarted.zip into your Working Directory.Double-click on the tspTest_v0.txt file,a text file,to open and review it in Spyder.Open the tspAbout.txt file externally,e.g.,right-click on it and select open externally.Close tspAbout.Double-click on the tspAnalyze.py file,a code file, to open it in Spyder.There is also a tspData.mat file,a binary file(non-text file)discussed below. Review the tspAnalyze.py file in the Editor.The program consists of one long script that nests deeply twice:repetition within selection inside repetition;and selection within selection inside repetition.The code,related to menu selection,exhibits duplication.With an if statement,there is code for print and plot options("choice ==1"and "choice==3")but no code for a limit option("choice==2"). Make a copy of the tspAnalyze.py file.Call it tspAnalyze_v0.py and keep it for reference. When a code file is opened in the Editor,Spyder looks for syntax errors and reports them in the margin. The given program has no syntax errors!Select Run >>Run to run it.When prompted,enter input as specified in tspTest_vo.With these test cases,there are no runtime errors!When the program ends, in the Variable Explorer pane,next to Plots,double-click on the tsp variable to explore its structure,a list of tuples.Double-click on an index to review one record,a tuple,in the table-like database.In the Console,enter print(tsp[7])to display a record.Enter print(tsp[0])for headings. Click the three-bars button in the top-right corner of the Console and select Undock.Resize the Console to accommodate wide lines of text.Compare the Console contents to tspTest_vo,a diary of Console side effects for(any version of)the program when the Version O test cases are entered correctly. Version 1:Refactor and Plot Unzip the two files,tspTest_v1.txt and tspPlot_v1.png, in the V1Refactor&Plot.zip file into your Working Directory.When you complete Version 1 sufficiently and test it as specified,the iPython Console side effects of your tspAnalyze program should match tspTest_v1.Once you finish,there should also be an output file,tspPlot.png,that resembles tspPlot_v1.png,when you open and compare both images externally.Compare the tspTest_vo and tspTest_vl files carefully. Convert the tspAnalyze program from a script to a modular form having five functions,main,menu, tspPrint,tspPlot, and plotEuc2D. Invoke the main function,having no arguments,at the end.This conversion,called refactoring, will not impact functional attributes of the program(notwithstanding variables available to explore after the program ends),as evidenced partly by unchanged side effects for Version O test cases.Refactor and test,as follows,before completing and testing the plot option. Start by defining the main function to have all code below the import statements.Fix syntax errors,like bad indentation,and runtime errors.Failing to invoke main is a logical error.Copy the menu-selection code,a sequence of print statements followed by a related while loop,into a menu function,having no input arguments but returning one output argument,choice.Replace all instances of the menu-selection code in the main function with invocations of the new menu function.Test for errors. Copy the"choice ==1"action from the main function into a LspPrinL function,which returns no output argument but requires one input argument,tsp.Replace the"choice==1"action in the main function with an appropriate tspPrint invocation.Similarly,move the"choice==3"action from the main function into a tspPlot function,invoking the latter in the former.Test for errors. Check the program,once it satisfies all the Version O test cases,with the Version 1 test cases. When side effects are incorrect,there are logical errors.Complete the tspPlot function so that a plot is created,using matplotlib.pyplot(import it),according to the story of a given test case.Create a variable tspl in tspPlot,before the if statement,equal to tsp[num].In the edge='EUC_2D' action,replace the print statement with plotEuc2D(tsp1[10],tsp1[2],tsp1[0]).Define a function,called plotEuc2D,with three input arguments,called coord,comment,and name. For an entry of the tsp database that has 'EUC_2D'node coordinates,the tspPlot function invokes the plotEuc2D function to make and show a plot,including annotations.Plot the second column(y- axis)of the coord argument,a NumPy array,vs.the first column(x-axis).Use solid lines (blue)with dot markers.After extracting into lists coordinates of the last and first points,plot a red line to link them. Include plt.savefig('tspPlot.png')to output the plot as an image file,tspPlot.png. Submit your Version 1solution by the Version 1 deadline.Submit tspAnalyze only,after completing the initial comment header.Before submission,test the code in a folder where all other relevant files are as given.To match tspTest_v1 exactly,review the text printed in the Console and refine your code,e.g.,plotEuc2D.Consistent with Version 1 requirements,other test cases are possible. Version 2:Limit Dimension Unzip the files,tspTest_v2.txt and tspPlot_v2.png,in the V2LimitDimension.zip file into your Working Directory.When you complete Version 2 sufficiently and test it as specified,the Console side effects(text input/output)of your tspAnalyze program will match tspTest_v2.There will also be an output file,tspPlot.png,that will resemble tspPlot_v2.png,when you open and compare both images externally.Given test cases are a very small subset of the possible test cases. Review your Version 1 program and its requirements.Write suitable comment headers,in your own words,for the non-main functions,i.e.,menu,tspPrint,tspPlot,and plotEuc2D.Each comment header must summarize the function's purpose,any input(formal parameter)arguments,any output (returned)arguments,and side effects (such as Console input and output,as well as plots). To complete the limit option of the program,define a function,tspLimit,with one input/output argument,tsp,a list passed by reference.In the main function,invoke tspLimit appropriately in the action of a“choice ==2”,an elif block added to the if statement.When invoked,a completed tspLimit may modify the main function's database copy,tsp,leaving it with fewer records. In the tspLimit function,compute the minimum and maximum dimension(number of cities)of all records in the tsp database.Second,print the min and max dimension to the Console.Third,prompt the user to input a limit value,following the tspTest_v2 storyboard.Finally,delete records with a dimension field more than the limit.Therefore,tspLimit may modify the tsp database. The menu function uses a while loop to error-check user input.An integer less than a valid minimum or greater than a valid maximum prompts the user for the input again.Modify tspLimit and tspPlot to error-check user input the same way.An integer less than the minimum or greater than the maximum dimension is an invalid limit value.As the table header,tsp[0]is not a valid record for plotting. Consider refactoring a completed tspLimit function.Move code that computes the minimum and maximum dimension into a new function,tspMinMax,having one input argument,tsp,and returning two output arguments,minVal and maxVa1.You need not do this if you believe you can successfully appeal a decision by a teaching assistant who decides your code is less readable otherwise. C Write suitable comment headers,in your own words,for the tspLimit function and any other new function,like tspMinMax.Review the initial comment header of the program,especially reported percentages.Submit your Version 2 solution by the Version 2 deadline.Submit tspAnalyze only. Before submission,test the code in a folder where all other relevant files are as given. Revision History This document and related files were created using MATLAB,in 2021,and edited using Python,in 2022, by Dileepan Joseph, with contributions from Edward Tiong and Wing Hoy. They were edited again,in 2024,by Joseph with contributions from Antonio Andara Lara.Two ENCMP 100 Programming Contest entries, Distance Matters and Open Street Maps Path Generator,motivated the lab assignment.
Java Lab 11: More Memos Fall 2022 This lab will re-use your solution to Lab 9. Create a new project, Lab11. Copy MakeANote into the src package. Make a new package underneath src named NotePackage. Copy all the other classes from Lab 9 into it. IntelliJ should add “package NotePackage” at the top of each .java file there – make sure that’s true. 1. Change the Note class by having it implement the Comparable interface. Write the compareTo( ) method that compares notes based on their name data field. 2. Add a method to NoteCollection called sortByName( ). It should sort the noteList by calling Collections.sort() with the noteList as a parameter. 3. Add a menu choice to the displayMenu( ) strings, "Sort by Name", before "Return to previous menu". Add that new case (or if-condition, if you coded it that way) to the display sub-menu processing; don't forget to change the case for "Return to previous menu" and the loop condition. When the user chooses this option, call sortByName( ), but don't display it – the user will still have to choose #1 on this submenu. Test this by adding a few notes with different names; make sure the note list really does display in sorted order. 4. Create a new class (in NotePackage) called NumberSorter that implements the Comparator interface. Implement its compare( ) method, comparing two Note objects on their noteNumber data field. 5. Add a method to NoteCollection called SortByNumber( ). It should sort the noteList by calling Collections.sort( ) with noteList as the first parameter and an instance of NumberSorter as the second parameter. 6. Similar to #3: add a menu choice to the displayMenu( ) strings, "Sort by Number", before "Return to previous menu". Add that new case (or if condition, if you coded it that way) to the display sub-menu processing; don't forget to change the case for "Return to previous menu" and the loop condition. When the user chooses this option, call sortByNumber( ), but don't display it – the user will still have to choose #1 on this submenu. Again, test this by adding a few notes with different names; make sure the note list really does display in sorted order by number; then sort it by name again and display it. 7. One more time: create a new class SizeSorter that implements Comparator; it should compare the two notes on the size of the String returned by toString( ). Add SortBySize( ) to NoteCollection. Change the display menu one more time. Test by alternating among the three different sorts
Introduction to Strategic Communication (COMU1052) Sem 1 2025 Assessment details Learning Reflection Mode Written Category Notebook/ Logbook, Reflection Weight 25% 1000 words (2 reflective journal entries, 500 words each) Due date 16/05/2025 4:00 pm Submit both reflections by no later than 4pm Friday 16 May 2025 (see Blackboard for details) Learning outcomes L01, L02 Task description This assignment task involves students reflecting on their learning and writing two reflective journal entries. This experience helps to build reflective practice, which is emerging as a vitally important component of strategic communication. It is through reflection that today's communication practitioners and experts become more attuned to the challenges of implementing best practice approaches. Through reflection, professionals adopt more critical perspectives on developments in the field, and develop as flexible, adaptable, and strategic members of their organizations and consultancies. In our second week, you are to prepare one learning journal entry. Entry #1 will be a pre-reflection on the course, Entry #2 will be written throughout the course time and it will be a post-reflection on the course. Your tutor will provide detailed guidance and instructions on how to complete the two entries. This needs to be a critical reflection. Therefore, you will need to move beyond merely describing your learning experience. Instead, you should aim to highlight, explain, and analyse the changes in your understandings and approaches as a result of your learning experience. Unfold the moments when you consider you came to deeper realisations and understandings (the 'aha moments'). Assess the implications of what you have learned for your future professional practice. Here is the schedule and structure for your journal entries: Entry #1 Pre-Reflection (complete by Week 2) As you begin studying this course, record your reflections on: What do you think is involved in strategic communication? What has shaped your current thinking about what strategic communication is? What do you think are the key challenges of strategic communication and particularly public relations today? What value do you think strategic communication brings to an organisation – of whatever kind (Nonprofit, corporate, political organization etc.? Entry #2 Post-Reflection (complete by Week 11, See Blackboard for details) As you are coming to the end of this course, record your reflections on: Now, what do you think is involved in strategic communication? Which aspects of the course learning experience have been most helpful in shaping your current thinking about what is involved in public relations? (The lectures? The tutorials? The workshops? The textbook chapters? The video interviews with PR professionals? The assignment tasks?) Which aspects of the course learning experience have been most challenging for you, and why? Now, what do you think are the key challenges of public relations in the contemporary organisation? Now, what value do you think public relations brings to an organisation? Student use of AI in Assessment 1 This assessment task evaluates students’ abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct. Case Study Analysis Mode Written Category Essay/ Critique Weight 25% 1500 words Due date 4/04/2025 4:00 pm Learning outcomes L01, L02 Task description This assignment task is designed to enable students to demonstrate their understanding of key elements of effective, best-practice, public relations campaign design, and to apply this understanding through critically analysing a public relations campaign case study. During the lectures and tutorials, a best-practice communication campaign planning framework will be provided. This is an individual assignment. The student will undertake a critical analysis of a case study public relations campaign plan that will be provided. Each student needs to prepare a 1500-word report of an analysis of a case study. This case study will be made available via learning resources on Blackboard in Week 4. Your purpose in this report is to present a case on whether or not the campaign plan is effective or not – whether it contains (and effectively applies) the components of campaign design identified via best practice frameworks. An important part of this assignment is demonstrating your understanding of best practice frameworks (for example, the framework that contained in the course textbook by Silverman & Smith). Your paper will be assessed on the quality and depth of your critical analysis. Ensure the critical analysis is explained and justified. The report should not be simply descriptive. The report should also include recommendations for improvements to the plan. Suggested amendments and inclusions to the campaign plan should be provided, with specific examples of redrafted elements included. Ensure that all sources of information used in this report are acknowledged via intext referencing and a list of references (using APA 7th edition referencing format). The report should be prepared in Microsoft Word format. Ensure that the file is named as follows: FamilyName,FirstName_StudentNumber_CourseNumber_AssessmentTask.docx. The document itself should be formatted with 1.5-2 line spacing, minimum size 12 font (preferably Times New Roman), and 2.5cm margins. Student use of AI in assessment 2 Assignments have been designed to be challenging, authentic and complex. Whilst students may use AI technologies, successful completion of assessments in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference AI or MT technologies use may constitute student misconduct under the Student Code of Conduct. If you are using AI or MT tools, collate all prompts and responses with the URL and date in a single PDF document as an appendix and submit it along with your assignments. To pass assessments for this course, students will be required to demonstrate detailed comprehension of their written submission independent of AI or MT tools. Campaign Pitch, Documents, Peer Group Evaluation Mode Written Category Paper/ Report/ Annotation, Presentation Weight 50% Due date 23/05/2025 4:00 pm Campaign Pitch Presentation: In-class presentation in Week 11 and 12 tutorials Documents and Peer Group Evaluation: Due by 4pm 23 May 2025 Learning outcomes L01, L02, L03 Task description This assignment task is designed to enable students to demonstrate their understanding of effective, strategic, engaging, best-practice, public relations campaign design – particularly how to develop a campaign plan, and present a pitch for this campaign plan. During the tutorials, peer groups for this assignment task will be formed. Each peer group will research and develop a public relations campaign plan for a client organisation, and present an oral pitch of this campaign plan. (Groups will be formed by the end of Week 5 in tutorials where continued attendance is strongly encouraged as tutors will guide group work and documentation activities). For the purpose of this assignment, the peer group should take on the role of a PR consultancy – so you should 'create' a consultancy for the peer groups. The public relations campaign being developed should be for a real organisation OF YOUR GROUP’S CHOICE (to be discussed with your tutor). It is expected that each member of the peer group will sustain a strong level of engagement with the work of the team, will show a degree of respect for the opinions/input of others into decision-making, will demonstrate a willingness to take on responsibilities and complete these on time, and will adopt a collaborative approach (working well with all team members - avoiding passivity, submissiveness or domination). Each member of the peer group is required to share equally in the development of the communication campaign plan, in presenting the pitch, and in preparing the supporting documentation to be submitted. Information from academic sources should be used in the preparation of this assignment. Sources used should be acknowledged following appropriate academic referencing process. A reference list should be provided in the campaign pitch Powerpoint/Prezi slide presentation. There are three components to be completed: 1. Supporting Documents for Campaign Pitch Presentation (2,000 words maximum) You are to prepare the following documents: A consultancy credentials document (SWOT analysis and Problem/Vision statement, links and reference page to research identified, campaign schedule and budget). A document which contains the Powerpoint/Prezi slides used for the pitch presentation (and any other supporting materials used); You are to bring to the pitch presentation a printed copy of the presentation slides (you may scale slides to fit to 1-2 pages) for your tutor, who you will present to. NOTE: Ensure that you clearly include the full names and student numbers of all members of the peer group on a title page/cover page. The material should be prepared in Microsoft Word format. Ensure that the file is named as follows: ConsultancyName_TutorialDayandTime _CourseNumber_AssessmentTask.docx Ensure that all sources of information used in this report are acknowledged via intext referencing and a list of references (using APA 7th edition referencing format). 2. Campaign Pitch Presentation The pitch presentation should be 15 minutes, with a further 5 minutes at the end allocated for a question time. (As a team, you should develop a strategy for addressing questions – prepare potential questions and answers, and nominate who should respond to which types of questions.) The pitch presentation should provide an intelligible and clear account of the PR campaign plan. You should address the following: Introduction: A brief introduction about your PR consultancy/team, your credentials, and any relevant information about your PR consultancy. Where are we now? A clear, and concise, account of the current situation that the client is facing; the situation analysis (including, for example, an assessment of major competitors, supporters, opponents, public perceptions of the organisation, and key publics for this current situation); the problem/opportunity to be addressed through the campaign. Where do we want to be? A clear, and concise, account of the purpose for the campaign (this should be visionary, but realistic for the organisation); the design of the campaign (e.g. how it positions the organisations); the goal of the campaign (e.g. why the campaign is needed and the predicted outcome/s); the objectives (and how these will shape the development of the campaign). How will we get there? A clear, and concise, account of the messaging strategy (the key messages for the specific target publics); the communication tactics (i.e. how the messaging strategy for the target publics will be executed; the campaign schedule; the campaign budget. How will we know we've achieved good outcomes? A clear, and concise, account of the plan for monitoring and evaluating the effectiveness of the campaign (this should link to the campaign objectives); how successful outcome/s of the campaign will be determined Conclusion and question time: Provide a clear summary statement of the campaign purpose, key strengths/uniqueness in the campaign design, and the end outcome/s that will be achieved. (Include the Powerpoint/Prezi slide with the reference list here.) Then, open up a Q&A time. The presentation should be professional in approach. Aim to enliven the material and present it in an engaging, persuasive manner rather than reading information from a script. Ensure that the presentation incorporates Powerpoint or Prezi slides (or similar) – and that these are of a professional standard. You should rehearse the pitch presentation to ensure it is well-paced and keeps within the allocated time. Rehearsing will also ensure that there is a smooth flow between presenters. Following the presentation and question-time, the peer team will then participate in a brief feedback process on their plan and pitch. 3. Peer Team Evaluation (Buddy Check) Each student is to provide an evaluation of each member of the peer group via Buddy Check. This will be outlined further and will focus on contributions of each member to the group work and the outcomes the group achieved, the group's performance in presenting work as an integrated whole, the way in which the team members interacted and worked together. Student use of AI in assessment 3 Assignments have been designed to be challenging, authentic and complex. Whilst students may use AI technologies, successful completion of assessments in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference AI or MT technologies use may constitute student misconduct under the Student Code of Conduct. If you are using AI or MT tools, collate all prompts and responses with the URL and date in a single PDF document as an appendix and submit it along with your assignments. To pass assessments for this course, students will be required to demonstrate detailed comprehension of their written submission independent of AI or MT tools. Recording of Oral and Practical Assessment All presentations will be recorded for marking purposes via recording facilities available where the assessment takes place (eg. ECHO360, Zoom, camera device) Recordings will be retained by the School of Communication and Arts for at least 12 months from the release of the final grade for the course. Recordings will be stored in a secure manner and will only be accessed by authorised school staff for the purposes of: Moderation of marking; Provision of feedback to the student(s) recorded; and/or Re-marking following a successful re-mark application.
Media and Society (COMU1120) Sem 1 2025 Assessment details Weekly Quizzes Mode Written Category Quiz Weight 20% Due date Week 1 - Week 11 Quizzes will run in Weeks 1, 2, 3, 4, 5, 6, 7, 9, and 11 Each quiz opens on the Monday morning of that week at 8am, and must be completed by 4pm the following Monday. Once you begin, you will have 10 minutes to complete each quiz. You can only submit each quiz once. Learning outcomes L01, L02 Task description These are weekly online quizzes (via Blackboard) scheduled throughout the semester, designed to test your understanding of key ideas explored in the seminars and online course materials. Each quiz is worth five marks. Your best four attempts will be added together to give you a mark out of 20. We encourage you to attempt as many as you can. You are welcome to use your seminar and reading notes but you are not allowed to work with other students. These quizzes are tests of your own knowledge and understanding of material covered in each week of the course. Further guidance about how to access and complete these quizzes is available in the Assessment folder on Blackboard. We will also discuss the quizzes in class. This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct. Media Research Journal Mode Written Category Paper/ Report/ Annotation, Reflection Weight 10% Due date 31/03/2025 4:00 pm Learning outcomes L01, L02 Task description This piece of assessment will develop and test your capacity to analyse your own use of media, helping you pay attention to the technical, symbolic, and social features of media technologies. We will provide you with a detailed template and detailed instructions (via Blackboard and UQ Extend) for this task, and in seminars and tutorials we will explore and practice the "walkthrough" as a research method. Your Media Research Journal then becomes the basis for the second stage of the Walkthrough Project: the Audio Script. This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct. Audio Script Mode Written Category Paper/ Report/ Annotation, Role play/ Simulation Weight 30% 1000 words Due date 2/05/2025 4:00 pm Learning outcomes L01, L02, L03 Task description Write a script. for a short audio story that critically reflects on your media use, based on the findings of your Media Research Journal. The script. will need to consider your media use in relation to key concepts and arguments in the seminars, online materials, and readings for the course. Word limit: 1,000 words +/- 10%, not including the references list. To be eligible for a passing grade, you must cite at least one academic source. This can include the recommended course text (Carah and Louw, 2021). Other sources can be non-scholarly, such as news reports or feature articles. You must use APA style. referencing and include at least two citations in total. The assessment will be discussed in detail in seminars and tutorials. There is also extensive advice available on UQ Extend. This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct. Representation and Power Essay Mode Written Category Essay/ Critique Weight 40% 1500 words Due date 9/06/2025 4:00 pm Learning outcomes L01, L02, L03 Task description Write a 1,500-word (+/- 10%, not including the references list) essay in response to either of the two following questions: 1. How does representation influence the meaning and legitimacy of Australia Day? 2. How does representation influence the meaning and legitimacy of a national day of your choice? (For example, Independence Day in the United States.) In answering this question, you should analyse at least three texts produced by one or more groups or individuals engaged in the debate over your chosen national holiday, considering how the texts are designed to either maintain or challenge social consensus. (These do not include academic essays.) You should further analyse how these representations reflect the individual's or group's capacity to exercise power in society, and how effectively that capacity has been used. Specific advice will be given in seminars, tutorials, and online resources about how you should research, structure, and write your essay. Your response should: Define key terms relevant to your case. Make a clear critical argument using appropriate primary texts and academic sources as evidence. Cite at least three academic sources You must reference at least three different academic sources in order to achieve a passing grade. One source can include the recommended course text (Carah and Louw, 2021). This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
21-259: Calculus in Three Dimensions Exam 1 Spring 2025 1. (8 pts) Determine whether the following two lines are intersecting, parallel, skew, or equal: L1 : x = 2t, y = t, z = 2 L2 : x = 1− s, y = 8+ s, z = 7+ s 2. (4 pts) A sled is pulled by exerting a force of 100 N on a rope that makes an angle of 30◦ with the horizontal. Find the work done in pulling the sled 20 m. 3. (8 pts) Find the limit, if it exists: 4. (8 pts) Find parametric equations for the tangent line to the graph of the vector function at the point (5,9,−9). 5. (8 pts) Find an equation of the plane passing through the points P = (1,2,3), Q = (2,−1,4), and R = (4,3,−2). Write it in the form. Ax +B y +C z +D = 0. 6. (6 pts) Consider the surface given by the equation −x2 + y2 − 2y + z2 + 6z = −9. Categorize the surface and give a sketch. 7. (8 pts) Reparametrize the curve r (t) = in terms of arc length from a starting point of (0,0,3). Then find the point which is located exactly π units of arc length from the starting point. 8. (Math bonus, 4 pts) Find the ditsance between the parallel planes: 6z = 4y −2x, 9z = 1−3x +6y 9. (Pop culture bonus, 2 pts) Choose ONE of the following: (a) “I could do this all day.” Who said it, and what movie is it from? (b) What does “i.e.” stand for in Latin, and what is the English translation? (c) What does “e.g.” stand for in Latin, and what is the English translation?
Advanced Econometrics I EMET4314/8014 Semester 1, 2025 Assignment 2 Exercises Provide transparent derivations. Justify steps that are not obvious. Use self sufficientproofs. Make reasonable assumptions where necessary. 1. Let X2, X3,Y E L2. Use calculus to derive the following: Provide explicit and fully derived solutions for β2 and β3 Do not use linear algebra! Compare your results to the projections of Y on sp (X2, X3) (from assignment 1) and of Y on sp (1, X2, X3) (from the lecture). 2. Let Y, E L2 for i =1,...,N be a scalar random variables with independent and identical distribution with py :=EY and o :=VarY, < oo. The sample average is defined as YN :=ΣNi=1Y/N. Derive EYN and VarYN. 3. Using the same definitions as in exercise (2), define Derive VarZN. This result illustrates that, if the limit distribution of Zy exists, it will be non-degenerate. That is, it does not just collapse to a point. Remark: You may correctly conjecture, based on the CLT, that the limit distribution is standard normal under mild conditions. Proving this requires some not too difficult manipulations of moment generating (or characteristic) functions. 4. The definition of the OLS estimator using matrix notation is: where dim X = N x K and dim Y =N x 1. Derive oLs using calculus. The following tools from matrix calculus may be helpful: Lemma 1. 5. Let A be some real number. Show that A/N=o,(1). 6. Let Y=XB+u, where E(Xu)=0, where dim X=Kx1 and dim Y=1x1. Define where λ > 0 and Ix is the K-dimensional identity matrix. Derive the probability limit of θ. Is consistent for β*? In your derivation, make use of the op,(1) and Op,(1) notation!
Computing Term 2 Advanced Excel Practice Exam Time: 40 Minutes + 5 minutes reading time Marks: 60 Note: This exam has 1 file, containing one instruction sheet and three (3) worksheets. MyCar RENTALS After opening the file MyCar Rentals.xlsx, save as Z#######MyCar Rentals.xlsx where Z####### is your ZID, and work on the file with your ZID. In addition to the instruction worksheet, this workbook has 3 worksheets: Car Model Hired, Statistics and Car Loan Calculator. SAVE your work frequently while you are completing this activity. Each worksheet contains the same instructions to follow that are on this instruction sheet. You may solve the worksheets in any order, but should complete the stepson the worksheet in the same order as the instructions. If you cannot solve a step, move to the nextstep and go back if you have time. You may add extra columns if you wish, to assist with calculation. Part A - Car Model Hired (25 Marks) MyCar Rentals is a car hire company that hires different types of cars. The worksheet Car Model Hired shows details of customers who have hired cars during the first quarter of 2021. Insert appropriate functions and formulas, using absolute cell referencing where necessary, to complete this sheet as follows: 1. Age at Time of Return (column C) • Use the date hired to calculate each customer’sage at the time they returned the car. Show age as a whole number. 2. Total Days Hired (column H) • Use the date hired and the date returned to calculate the number of days each customer hired the car. 3. Cost Per Day (column I) • Using the information provided below the spreadsheet, calculate the cost per day. 4. Cost Per Km (column J) • Using the information provided below the spreadsheet, calculate the cost per kilometre. 5. Total Cost (column K) • Calculate the total cost for each customer. This will vary based on the following: a. The number of days hired and the cost per day b. The number of kilometres travelled and the cost per kilometre c. Drivers aged 26 or under at the time of hiring the car pay an additional charge of 30% on the Cost Per Day 6. SUMMARY (from row 36) • Calculate the Total Cost for each Car Model hired 7. Format the spreadsheet as follows: • Main Heading in Row 1: merge and centre the main heading across all columns in the worksheet. Increase the font size to 16pts, bold, and add a light colour shading to the cell. • Column Headings in Row 3: Wrap the text for all column headings, and align with the data in the column. Format the column headings to bold, with middle alignment. Apply a light colour shading. Ensure all heading text is visible and is not cutoff. • Format all cells containing monetary values to Currency with 2 decimal places. • Add borders and shading to the Car Model table and the Summary table. Ensure all heading text is proper aligned, visible and is not cut off. Save your file. Part B - Statistics (10 Marks) This worksheet has yearly statistics for income generated from the hire of cars from 2016 to 2020. These statistics show the income generated by Car Type as well as by its Use (Leisure or Commercial). 1. Use the data on the worksheet to create the combination chart shown below comparing each Car Type, as well as the income by Use. • Pay careful attention to data selected, titles and formatting. The chart colours maybe different on your computer - this is not important. • Change the line marker type to a square, and increase the size of the markers to Size 8. • Choose a smoothed line for both lines. • Format the values on both axes to show 0 decimal places - this must be changed on the chart only - do not alter the decimal places in the spreadsheet values. • Change the primary axis options and secondary axis options so they are displayed in units like below • Move the chart to another sheet named Income Chart Save your file. Part C - Car Loan Calculator (25 Marks) MyCar Rentals sells some of its hire cars after a period of time and offers customers loans for the cost of the cars. Customers who wish to buy a car can use this calculator to compare loan repayments, to see whether they can afford the repayments for their preferred car. Customers only need to choose the car model and enter the amount they can pay each week to payoff the loan. Assume that the customer needs to take a loan for the full cost of the car. Prepare this sheet as follows: 1. Car Model (B4) • The customer must choose from a drop-down list of cars available for sale. (The Car List is shown at the bottom of the spreadsheet.) Include suitable input and error messages. For this activity, choose the car model Kia Picanto from the list. 2. How much can you afford to repay each week? (E4) • The customer must type in a value that they can afford to pay each week. This must be a whole number. Include suitable input and error messages. For this activity, type in the value $100. Tip: format this cell to currency. Insert appropriate functions or formulas that will automatically calculate the following: 3. Cost of Car (C4) • This cell will display the cost of the car based on the car model chosen by the customer referring to the Cars for Sale table. 4. Monthly Repayment including Insurance (D4) • This cell will display the monthly repayment (assume 4 weeks per month) to be made for the full cost of the car, based on theYearly Interest Rate (row 14), Loan Period (Years) (row 15), and Insurance (Monthly) (row 11). 5. Affordable Loan? (F4) • If the loan is affordable (the customer is able to repay the monthly repayment including insurance) the cell should display Yes. If the loan is not affordable, the word No will be displayed. • Apply conditional formatting so that the cell is shaded yellow and the text is red if No is displayed • Test this formula by changing the values in cells B4 and E4. 6. Formatting • Format this worksheet so that all information is clear and easy to read. • All money values should be formatted to currency with no decimal places.
Introduction to Digital Cultures (COMU1500) Sem 1 2025 Assessment details Weekly Tutorial Participation Mode Activity/ Performance Category Participation/ Student contribution, Tutorial/ Problem Set Weight 20% Due date Week 2 - Week 13 In-class activity Learning outcomes L01, L02, L03, L04 Task description Each week you will complete a different in-class activity during your tutorial. You must attend your tutorial to complete that week’s activity. Please advise your tutor if you are unable to attend. You must complete at least 5 tutorials to pass this assignment. AI/MT Policy: For this assessment, Artificial Intelligence (AI) technologies may be used during workshops as a search tool. Some workshops will involve the critical use of AI technologies. Whilst students may use Artificial Intelligence (AI) and/or Machine Translation (MT) technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. Digital Poster Presentation & Written Reflection Mode Oral, Written Category Presentation, Poster, Reflection Weight 20% 5-minute presentation + 500 word reflection essay Due date Week 2 - Week 13 Presentation: In class in your allocated tutorial week. Written reflection: Due within one week following your presentation, i.e. 4pm the day before your next tutorial. Learning outcomes L01, L02, L03 Task description You will give a digital poster presentation during one of your tutorials. The week in which you will present will be assigned in your first tutorial. Your presentation should be around 5 minutes long. Presentations run from Week 2 to Week 13. A written reflection about your presentation must be submitted via Turnitin on Blackboard within one week, before your next tutorial. You will find your submission link is in your Assessment 2 folder. Your reflection should provide a summary of your presentation, and a reflection on what you learned from making your poster and presenting it to the class. You will be assessed on the quality and creativity of your digital poster and reflection. Digital Poster Presentations: Poster presentations are a common form. of presentation in which a speaker refers to a poster of their own design to explain or summarise a topic or issue in front of a small live audience. For this assignment, you will create a poster—one slide only—that illustrates or summarises one of the week’s readings or topics. You will give a short oral presentation in class that discusses and explains your poster. Your poster can include examples not discussed in class so long as they are relevant to the topic. Your presentation should be lively and interactive. The class will be encouraged to ask interested questions and engage with your presentation. You can use notes, but reading a script. is discouraged. You must email your slide to your tutor the day before your tutorial, to prevent technical issues. Written Reflections: Your reflection should provide a summary of your presentation, and a reflection on what you learned from making your poster and presenting it to the class. Reflections should be ~500 words, and uploaded via Turnitin. Reflections are due within one week of your presentation, before the following tutorial. They should be well written and fully referenced. AI/MT Policy: For this assignment, Artificial Intelligence (AI) technologies may be used in the design of your digital poster, and the images used. AI may not be used in your written reflection. Your written reflection evaluates students' abilities, skills and knowledge without the aid of AI. Students are advised that the use of AI technologies to write their reflections is strictly prohibited and may constitute student misconduct under the Student Code of Conduct. Whilst students may use Artificial Intelligence (AI) and/or Machine Translation (MT) technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. Recording of Oral and Practical Assessment: All presentations will be recorded for marking purposes via recording facilities available where the assessment takes place (eg. ECHO360, Zoom, camera device) Recordings will be retained by the School of Communication and Arts for at least 12 months from the release of the final grade for the course. Recordings will be stored in a secure manner and will only be accessed by authorised school staff for the purposes of: Moderation of marking; Provision of feedback to the student(s) recorded; and/or Re-marking following a successful re-mark application Keyword Case Study Mode Written Category Essay/ Critique Weight 25% 1000 words Due date 17/04/2025 4:00 pm Learning outcomes L01, L02, L03, L04 Task description For this assignment, you will choose a case study in digital cultures from your own online or real-life experience over the course of the semester. Your case study can be a video, movie, a game, a tv show, an art exhibition, a book, a podcast, a meme, even a shopping mall or restaurant. Using at least one of the keywords from the first half of the course, provide an analysis of your example that explains its relevance to digital cultures. You must refer to at least two course readings, required or recommended. Your assignment must include: 1. A title page listing your name, assignment title, course code, total word count, and a declaration of whether AI has been used to complete this assignment. 2. Your keyword case study 3. A bibliography, including a list of AI prompts, if necessary AI/MT Policy: Artificial Intelligence (AI) may be used in this assessment task provided it is transparent and limited to editorial use. AI can be used to assist research, or to edit your writing. If you use AI for this assignment, you must include the prompts at the end of your assignment, under the bibliography. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. Whilst students may use Artificial Intelligence (AI) and/or Machine Translation (MT) technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. Research a Key Topic or Debate Mode Written Category Essay/ Critique Weight 35% 1500 words Due date 30/05/2025 4:00 pm Learning outcomes L01, L02, L03, L04 Task description For this assessment, you will research and write an essay on a current debate or contentious topic in digital cultures, from a list provided to you. You can also choose to research a topic of your own choice. You will be assessed on the depth of your research and use of convincing evidence to make your case. You are encouraged to include examples or case studies from your own experience to demonstrate your argument. Your essay should critically discuss and engage with the course readings listed for at least two of the weeks of this course. You are encouraged to refer to the list of recommended readings as well as required readings. The text of your research essay should be fully and consistently referenced. The essay must have a bibliography of all sources you quote or consulted. You are welcome to use whichever style. guide you prefer, provided you are consistent. An MLA style. guide is provided in your Assessment folder for your reference. Research essays should be 1500 words. Your submission should include a cover page with your name, the name of this course, the title of your assignment, the total word count, and declaration of whether AI has been used in this assignment. AI/MT Policy: Artificial Intelligence (AI) may be used in this assessment task provided it is transparent and limited to editorial use. You cannot use AI to write your assignment or pick your assignment topic. AI can be used to assist research, or to edit your writing. If you use AI for this assignment, you must include the prompts at the end of your assignment, under the bibliography. Failure to use of AI technologies without acknowledgement is strictly prohibited and may constitute student misconduct under the Student Code of Conduct. Whilst students may use Artificial Intelligence (AI) and/or Machine Translation (MT) technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
Java Lab 10 Fall 2022 In this lab, you will practice with encapsulation – or the lack thereof. Create a project named Lab10. Right click on the src icon and create a new Package named DataPackage. Download Lab10Main.java and copy it into src; download Data.java, DataSnooper.java, and ContainedClass and copy them all into DataPackage. Compile and run the program. Take a look at class DataSnooper. As you do each problem below, ask yourself, what’s wrong? Where is encapsulation being broken? 1. Add fixes to Data and DataSnooper for the part labeled Problem 1 to enforce encapsulation. 2. Add fixes to those classes for Problem 2. 3. Add fixes for Problem 3. 4. Add fixes for Problem 4. 5. Add fixes for Problem 5. Note that this also involves ContainedClass. 6. Change Data.setCc( ) to do a deep copy: create a new ContainedClass, copy the parameter’s data into it, then set Data’s field. 7. Add code to Data to enforce the following rules. Then add tests at the end of DataSnooper that attempt to violate each rule using object d; print out d to show that the rule holds. a. iValue must be positive; if not, do not reset it. b. sValue can have a maximum of 10 characters. c. iList can have a maximum of 4 entries. d. iList’s entries must be between 10 and 20 inclusive. Deliverable: Zip up all your .java files and upload the zip file to Canvas.
Math 132A Assignment 7 Due: Friday, March 15th at Midnight on Gradescope. 1. (a) Find a minimizer of subject to 2x1 + x2 = 1. (b) If the constraint is changed to 2x1 + x2 = 1 + δ for a δ, estimate the change in value of the objective function. Compare this estimate with the actual change in value when δ = 0.25. 2. Let a1, a2, a3 be positive constants. Find a maximizer of the function f(x) = x1x2x3 subject the constraint 3. Find local minimizers of 4. For any vector c ∈ Rn solve the problem 5. Solve 6. Solve (It may help to graph the feasible region to guess possible minimizers, but be sure to verify your guess(es) using the optimality conditions.)
Writing for International Students (WRIT1001) Sem 1 2025 Mode Activity/ Performance Category Participation/ Student contribution Weight 15% Due date 30/05/2025 4:00 pm All UQExtend content must be completed by 4pm Friday Week 13. Learning outcomes L01, L02, L03, L04, L05, L06, L07 Task description This course is built around an online course hosted on UQ's Extend online learning platform. This online course contains a wide range of activities that will help you to learn about (and improve) your academic writing. These activities are available via WEEKLY MODULES. IMPORTANT: There are a total of 13 weekly online modules available for completion from the beginning of the semester. Students are advised to complete each module in sequence on the corresponding week of the teaching semester, e.g., Module 1 in Week 1, Module 2 in Week 2, etc. Each weekly online module can take between 2-4 hours to complete, depending on the week and content covered. Participation tracking will begin from Week 1 and end at 4:00pm on Friday of Week 13. Activities completed after this time will not count towards your online participation score. Students will be able to track their online activity completion rate through the 'progress' tab in the Extend course (instructions will be provided online and in Week 1's workshop). Criteria & Marking: Here is how the grading works for the online component: To be awarded full participation marks, students must complete ALL online activities (except where an activity is specific as OPTIONAL). An online activity completion rate of between 90%-100% will result in you receiving 15% of the grade for the whole course as 'online participation’. An online activity completion rate of between 80%-90% will result in you receiving 10% of the grade for the whole course as 'online participation'. An online activity completion rate of between 70%-80% will result in you receiving 5% of the grade for the whole course as 'online participation'. Please note that in order to PASS WRIT1001, you must complete at least 70% of all online activities. An online activity completion rate of
Electrical and Electronics Engineering Practice EEME20002 Assessment Details 2024-25 The summative assessment for this unit is composed of A. Coursework Portfolio (50%). This consists of three components that are detailed in this document. B. Summer Exam (50%). This is a two-hour, in-person written exam which tests your knowledge in the Digital Design material covered in TB1 (1 hr, 25%) and the Systems and Control material covered in TB2 (1 hr, 25%). The remainder of this document is related to the coursework submissions for the unit. Coursework Portfolio Details The following components constitute your summative coursework for the unit. They are worth a combined 50% of the total unit mark. 1. Personal Reflection on Your Group Working Experience (5%) 2. Group Zip File: Digital Design Technical Report and supporting design files (30%) 3. Group Project Management Report (15%) • Every student must submit item 1 (Personal Reflection). • Items 2 and 3 are group submissions whereby one member of the group can submit on behalf of their own group. • Items 1 and 3 must be uploaded to Blackboard in the specified formats (detailed below) to enable efficient marking processes. Students who do not provide files in the correct format will be given a mark of zero for that element of the unit’s assessment. Coursework Overview The group design project, upon which the coursework is built, is a core component of the Electrical and Electronic Engineering Practice unit. It provides hands-on experience in digital system design using VHDL and FPGA prototyping, fostering both technical and professional skills. The project aims to simulate real-world engineering scenarios, promoting teamwork, problem-solving, and the application of digital design principles. Coursework Learning Outcomes On successful completion of your coursework, you will be able to: • interpret the specification of a digital system • structure a design into components and define component interfaces • use VHDL to model and design digital components and systems • approach the testing and simulation in a systematic manner • use simulation and placement & routing tools for FPGAs • demonstrate successful application of engineering practice skills to complete a complex project in a professional manner Part 1 - Individual: Personal Reflection on Your Group Working Experience Introduction In any successful engineering business, there will usually be a ‘lessons learned’ review as part of the close-out of any significant project. The review helps the organisation to: • ensure that successful aspects of the project are documented so they can be repeated in the future. • ensure that significant mistakes or errors will not be repeated. In this assessment task you are going to complete a similar type of activity, but at a personal level. You will reflect on your personal experience of the group project within this unit. But what does a good personal reflection look like?A good reflection should be: 1. Personal – By yourself and for yourself. 2. Relevant – Focused and connected with the subject topic(s). 3. Self-critical – Shows your ability to consider yourself from the viewpoint of others (including both positive and negative factors). 4. Analytical – Move beyond simple descriptions to logical reasoning for actions, feeling, decisions etc. 5. Constructive – Discusses your future approach and any actionable steps that can be taken for future improvements. Task You are to produce a video or narrated presentation that contains answers to the following three questions: Use the example questions given below to help you frame. your reflection and to get started. You do not have to address these exact questions but do use the questions to prompt you in what you discuss. Question 1: What role and tasks did you take or were assigned to you by the rest of your group? You can use these prompts to help compose your answer: • Were these roles a good match for your skills, experience and interests or were they unsuitable, and if so, why? • Was there another role that you would have preferred to have taken and why? • What roles do you see yourself gravitating towards future projects of this nature and why? • Are there any gaps you have identified between the roles you like and the roles you are ready for and how might you address those gaps? Question 2: How do you think the interactions within the team developed? You can use these prompts to help compose your answer: • Did good teamworking develop quickly or did issues present themselves? • How did you try to address any teamworking issues, and were your interventions successful? • On a future project, what methods might you implement to improve teamwork? • Are there aspects of the way you work that can (or did) cause issues for others? • What did other members of the team do that may have caused trouble for you and how did you manage that? • How can you overcome the gaps between how you like to work and what others seem to want? Question 3: What do you think helped the project proceed effectively, what did not, and why? You can use these prompts to help compose your answer: • Did you find the taught tools beneficial, or did you experience any difficulties deploying the methods? • Did the team make any mistakes and how will you avoid these in the future? Constraints The volume of content is limited by a time limit. You must produce content that should take an academic professional between 4-8 minutes to watch or listen. Things You Should Do 1. Start keeping a personal journal of your experiences working with your group and review it regularly. This will also help you learn more about yourself and develop your teamwork skills. 2. Stick to the time limits; an article that is less than 4 minutes long will not allow enough time to answer the most basic questions in enough detail to pass. Any content presented that falls outside the 4-8 minute limit will not be marked. 3. Try to balance your composition equally across the three areas of reflection. 4. Discuss your interactions with team members, but keep your comments anonymous, respectful and as objective as possible. Any comments made in relation to your performance or other team members'performances will not positively or negatively impact any other assessments in the unit (i.e. this reflection is treated as an independent exercise). Your reflection will not be discussed with or seen by any other student. 5. Make sure your work is your own. It may be checked for plagiarism. Where you want to include other sources in your work you must reference these correctly in your writing 6. Use a Bibliography to list your references. Label the citations in your text with numbers in square brackets e.g. [6] and then list them with the same number in the bibliography. 7. Use the prompts given in Part 1, 2 and 3 to help you frame your reflection and to get started. You do not have to address these exact questions but do use the questions to prompt you in what you discuss. 8. Use this file-naming convention: EEME20002_2024_Part1[Student Number] plus the appropriate filename extension for your submission. Here is an example for you: EEME20002_2024_Part1_1234567.pdf IMPORTANT: 1. Do not leave this task until the very last minute; if you do, then you will only remember the most recent events and then you may not present a balanced overview. 2. Do not treat this as ‘selling exercise’ where you try to portray your professional practice skills in a purely positive light. Rather, it is an honest self-appraisal of your experience & performance (both good and bad). 3. You should not include any experience of the Industrial Mentoring scheme. This reflection is just about your group project within this unit. 4. Do not identify any specific individuals from your group in your reflection. These reflections are related to the process rather than the people involved. 5. Do not complete this task working with other people at the same time. This is a private and confidential activity, and your composition should not be influenced by the views of other people who may know your co-workers socially. Part 2 -Group: Digital Design Submission (single Zipped file) Requirements The entire team is required to submit a single entry through one group member. Ensure that all necessary files are included in your submission. The zip file must contain: 1. VHD code for the CMD processor and any associated submodules. 2. VHD code for the data processor and any associated submodules. 3. The generated bit file, if integration has been completed. 4. Team Technical report (as described below), including the Project Schedule and Work Division Form. Please verify that you have submitted the final version of your project and confirm that all crucial design files are included in your submission. Important: Please ensure that the Project Schedule and Work Division Form. is the same one you submit for part 3 (Project Management Report). Marking This part of you coursework submission (part 2) is worth 30% of the overall unit mark distributed as follows: 1- Team Technical Report (5%) 2- Submitted files (25%). Assignment Goals • To provide you with hands-on experience in digital design using VHDL and FPGA prototyping • To familiarize with related industry standard tools (ModelSim, Vivado) • To work in a team to design a digital system and implement it in an FPGA Assignment Summary You are required to design, build and test a peak detector on an FPGA board which is under the control of a computer. The system operates via a terminal emulator, such as PuTTY, facilitating command input from an external PC. The assignment specifies using a Xilinx Artix 7 FPGA, which communicates with the external PC using the RS232 protocol. Key functionalities include processing a specified number of data bytes, detecting peak values, and returning related byte sequences. Commands allow users to start data processing, list peak results, and reset the system. The coursework emphasizes understanding and effectively utilizing the specifications for implementing the system. Key specifications are listed as follows: • Set of user commands accepted from PC keyboard, output printed on PC screen • Start command to process NNN bytes of data. Print each byte processed in the terminal window in hexadecimal format, separated by spaces. • Capture of seven points around the highest peak; 3 on each side • Print the peak byte itself, followed by a space and the peak index in decimal format. • Use RS232 serial protocol to communicate between PC and FPGA • Serial communication Implemented by Universal Asynchronous Receiver Transmitter (UART) Please access more details on the technical aspects of the project on Blackboard, including the project planning document available at https://seis.bristol.ac.uk/~sy13201/digital_design/ECAD/A2_index.htm Team Technical Report In terms of format, this report must be written in font size 11pt, with a maximum of 10 pages (single-spaced). In terms of content, the report must contain the following four components: 1. Project Schedule and Work division Form.: Please fill in the below form. and added it as the first part of your technical report. This must be the same form that you also submit for the Project Management report and is intended to provide a uniform. guideline for both the technical and professional practice aspects of the project. 2. Architecture of the Data Processor: including a block-level sketch of the main logic components and an algorithmic state diagram with corresponding simulation results. 3. Architecture of the Command Processor: including a block-level sketch of the main logic components and an algorithmic state diagram with corresponding simulation results. 4. Integration and system evaluation.
Module code/name INST0002 Programming 1/INST0091 Introduction to Programming Academic year 2024/25 Term 2 Assessment title Tutorial Sheets 1, 2,3,4,5,6 Individual/group assessment Individual Submission deadlines: Students should submit all work by the published deadline date and time. Students experiencing sudden or unexpected events beyond your control which impact your ability to complete assessed work by the set deadlines may request mitigation via the extenuating circumstances procedure. Students with disabilities or ongoing, long-term conditions should explore a Summary of Reasonable Adjustments. Return and status of marked assessments: Students should expect to receive feedback within one calendar month of the submission deadline, as per UCL guidelines. The module team will update you if there are delays through unforeseen circumstances (e.g. ill health). All results when first published are provisional until confirmed by the Examination Board. Copyright Note to students: Copyright of this assessment brief is with UCL and the module leader(s) named above. If this brief draws upon work by third parties (e.g. Case Study publishers) such third parties also hold copyright. It must not be copied, reproduced, transferred, distributed, leased, licensed or shared any other individual(s) and/or organisations, including web-based organisations, without permission of the copyright holder(s) at any point in time. Referencing: You must reference and provide full citation for ALL sources used, including articles, textbooks, lecture slides and module materials. This includes any direct quotes and paraphrased text. If in doubt, reference it. If you need further guidance on referencing please see UCL’s referencing tutorial for students. Failure to cite references correctly may result in your work being referred to the Academic Misconduct Panel. Use of Artificial Intelligence (AI) Tools in your Assessment: Your module leader will explain to you if and how AI tools can be used to support your assessment. In some assessments, the use of generative AI is not permitted at all. In others, AI may be used in an assistive role which means students are permitted to use AI tools to support the development of specific skills required for the assessment as specified by the module leader. In others, the use of AI tools may be an integral component of the assessment; in these cases the assessment will provide an opportunity to demonstrate effective and responsible use of AI. See page 3 of this brief to check which category use of AI falls into for this assessment. Students should refer to the UCL guidance on acknowledging use of AI and referencing AI. Failure to correctly reference use of AI in assessments may result in students being reported via the Academic Misconduct procedure. Refer to the section of the UCL Assessment success guide on Engaging with AI in your education and assessment Content of this assessment brief Section Content A Core information B Coursework brief and requirements C Module learning outcomes covered in this assessment D Groupwork instructions (if applicable) E How your work is assessed F Additional information
ENEM012 Assignment -1 Advancement of solar energy AHEP4 learning outcomes assessed: M4 & M4-FL: Select and critically evaluate technical literature and other sources of information to solve complex problems Submission format: Electronic, via ELE Feedback will be written feedback for each individual submission, within three weeks ofsubmission. This assignment is worth 40% of the overall module mark. Recommendation is not to use any AI tool, in case if you use then follow the guideline page Template for student declarationsin AI-supported and AI-integrated assessments From September 2024, all assessments that come under the category of AI-supported and AI-integrated will be required to include a student declaration acknowledging their use of GenAI in their assessment. This will be included as an additional page at the front of the assessment, following this template (which should be included in the assessment brief): When submitting your assessment, you must include the following declaration, ticking all that apply: AI-supported/AI-integrated use is permitted in this assessment. I acknowledge the following uses of GenAI tools in this assessment: I have used GenAI tools for developing ideas. I have used GenAI tools to assist with research or gathering information. I have used GenAI tools to help me understand key theories and concepts. I have used GenAI tools to identify trends and themes as part of my data analysis. I have used GenAI tools to suggest a plan or structure for my assessment. I have used GenAI tools to give me feedback on a draft. I have used GenAI tool to generate image, figures or diagrams. I have used GenAI tools to proofread and correct grammar or spelling errors. I have used GenAI tools to generate citations or references. Other [please specify] I have not used any GenAI tools in preparing this assessment. I declare that I have referenced use of GenAI outputs within my assessment inline with the University referencing guidelines. Please note that submitting your work without an accompanying declaration, or one with no ticked boxes, will be considered a declaration that you have not used GenAI tools in preparing your work. If a declaration sheet cannot be uploaded as part of an assignment (i.e. at the start of an essay), students understand that by submitting their assessment that are confirming they have followed the assessment brief and guidelines about GenAI use. Assignment Guidance • Critically review on Solar powered Hydrogen • You have freedom to choose any solar elements such as Solar collector, BIPV, BIPVT, EV, Floating PV system, Agri-PV • The report should be minimum of 4000 words equivalent (excluding abstract, author, keywords, figures, tables and references). The word limit can be ±10%. Assignment details The main aim of the assignment to produce a journal (review) article. The report should include, • Title: • Author name and affiliation • Abstract • Keywords • Introduction • Methods • Results/outcome • Perspective • Conclusion • Acknowledgement • Reference For structure you can follow Renewable Energy and Sustainable Energy Reviews or any Elsevier journal suitable for your topic Report writing details: • STRUCTURE: The report should be aligned as a journal article format. The given format in the below table could be adopted (check more details in the Introduction Lecture). Do not use double column. Use only single column. • PAGE LIMIT: There is no page limit, however the report should have at least 4000 words with margins of 2.54 cm on the left, right, top, bottom • FONT: font for the main body of the report should be size 11 and Times New Roman. Fonts for headings can be slightly larger (12 and for Title 14) • LINE SPACING: 1.15 line spacing for the main body of the report • TABLES AND FIGURES: you are encouraged to use tables and figures where appropriate. Make sure you label them properly and refer to them in the text. • REFERENCES: You should consider citing mostly academic papers (science direct, google scholar). Make sure you properly reference any material cited (including tables and figures if you didn’t make them yourself) to avoid plagiarism! Use a consistent reference style of your choice. For referencing style follow Solar Energyformat. • SUBMISSION: electronic submission to bothE-BART and turnitin. Deadline for submission is midday (12:00) 7th March 2025 Marking scheme plaining y.MentionUnited nationgoal, IEA, nationaltarget forsola,hydrogen and transpor thods forthereview FollowElsevier journal guidance). You can use VOS tool or clear flowdiagram to explain how the complex problems. Figures should If you take figure after caption mention figure is taken, IF you make it then mention author creation. section10Conclusion,andReferenceConcreteconclusionUseofjournalforreferences(solarenergyformat), Authoran in the list it will be umthere is nolimit.10
BIO212 Species reports The written assessment for this module is a report on a single species.It should take the general approach of the included sample on a species of bat.Obviously this will need to be tailored to your organism of choice depending on what scientific data is available on it.The report should in essence be a brief review of a selected species-its basic biology and areas such as its evolutionary history and scientific importance. Each report should be produced professionally i.e.make sure everything is formatted sensibly,use references appropriately and cite them correctly,write in formal scientific language,italicise and capitalise scientific names correctly etc.These are supposed to be short reports so write appropriately,keep thing short and punchy. ·It should be: -between 1000-1250 words long(i.e.the absolute maximum is 1250).Include all text figure legends,etc.in the count,but exclude the references -include 2-4 figures. -There should be 5-10 references(10 is a maximum). -Use appropriate scientific sources,figures aside,you should be citing as far as possible from the primary scientific literature.We are aware though that for basic information like size or gestation this can be hard to find and you may have to resort to text books etc.but put real effort into this research and avoid using sources like Wikipedia,encyclopedias,field guides,random websites etc. -We prefer Harvard referencing style e.g.: Hutchinson,J.R.and Garcia,M.,2002.Tyrannosaurus was not a fast runner.Nature,415,pp.1018-1021. (Note it does not have to be Harvard referencing style,but it does need to be consistent,and it must not use numbers in the text to cite the article). -We do not need the DOI or URL for references or the date accessed.You only need information like this for sources that can be edited (e.g.for images online or media pages). -Any figures from the web or published formally (i.e.copy pasted)should be referenced under a heading called "References to images".These do not count towards your 10 references or word count. Include in each report: -The formal scientific name and common name (if any). -Date and original describer of the species. -Any taxonomic history (synonyms,changed names etc.-this should usually be brief,some things have a nightmare back catalogue of names in which case be judicious and simply note this). -The systematic position i.e.a list of major clades to which it belongs (e.g.for a pigeon this would simple be:Animalia,Chordata,Aves,Passeriformes,Passeridae). Do not write rank name,e.g.Kingdom,phylum,division and any variants etc.),they cause problems and errors and should not be included. -Definition/diagnosis/key features of the species.Thisshould correctly define a species, ideally taken from a relevant paper on the subject.This may be hard to find for some taxa. Keep it short. -Review of basic biology/anatomy and physiology /behaviour/reproductive biology/ecology/scientific importance etc.(the vast majority of your write up).These will vary greatly between reports depending on your interest/research/what information is available. You don't have to cover everything and 3 or 4 good sections is better than 8 short ones with no depth. You may work in groups of up to 3 people.Pairs are strongly recommended though you are welcome to work alone.All members of the group will get the same grade.Clearly mark all people in your group,in the following way, Group member 1:name,email,advisor Group member 2,name,email,advisor Group member 3,name,email,advisor Remember this is worth a significant part of a 30 credit module.So while the word limit and reference limit is tight,we are expecting you to put a lot of hours into this and we are expecting very high standards.There should be a real depth of research and real quality of writing-we expect something well-researched and polished.So put a lot of time into finding and reading sources,planning what areas you want to cover,writing and editing to make it the best you can. This is due to be submitted in Week 10.Check the QM+page for the exact date and time. Submit one document with the names and student numbers of all participants.Please ensure the name of the taxon is at the start of the file name and the family name of the person who submitted it. Below is a list of suggested species to write about.You are free to choose any species that you would like to,but if you are not using something from this list,then do please check with the relevant lecturer(Prof Leitch for plants and fungi,Dr Martin for invertebrates and Dr Hone for vertebrates)before starting. Plants/Fungi: Aloe vera Ophrysapifera Pinus sylvestris Triticum aestivum Amanita muscaria Invertebrates: Apis mellifera Sepia officinalis Cancer pagurus Vertebrates: Triceratops horridus Pteranodon longiceps Harpia harpyja Equus quagga Crocuta crocuta Crocodylus niloticus
Module code and Title rningSchool ofAI and AdvancedComputingAssessment Task1 DTS304TC Machine Learning Coursework – Assessment Task 1 Submission deadline: TBD Percentage in final mark: 50% Learning outcomes assessed: A. Demonstrate a solid understanding of the theoretical issues related to problems that machine learning algorithms try to address. B. Demonstrate understanding of properties of existing ML algorithms and new ones. C. Apply ML algorithms for specific problems. Individual/Group: Individual Length: The assessment has a total of 4 questions which gives 100 marks. The submitted file must be in pdf format. Late policy: 5% of the total marks available for the assessment shall be deducted from the assessment mark for each working day after the submission date, up to a maximum of five working days Risks: • Please read the coursework instructions and requirements carefully. Not following these instructions and requirements may result in loss of marks. • The formal procedure for submitting coursework at XJTLU is strictly followed. Submission link on Learning Mall will be provided in due course. The submission timestamp on Learning Mall will be used to check late submission. Question 1: Coding Exercise - Disease Classification with Machine Learning (80 Marks) In this coding assessment, you are presented with the challenge of analyzing a dataset that contains patient demographics and health indicators to predict disease classifications. This entails solving a multi- class classification problem incorporating both categorical and numerical attributes. Your initial task is to demonstrate proficiency in encoding categorical features and imputing missing values to prepare the dataset for training a basic classifier. Beyond these foundational techniques, you are invited to showcase your advanced skills. This may include hyperparameter tuning using sophisticated algorithms like the PBT or Bayesian Optimization. You are also encouraged to implement strategies for outlier detection and handling, model ensembling, and addressing class imbalance to enhance your model's performance. Moreover, an external test set without ground truth labels has been provided. Your classifier's performance will be evaluated based on this set, underscoring the importance of building a model with strong generalization capabilities. The competencies you develop during this practical project are not only essential for successfully completing this assessment but are also highly valuable for your future pursuits in the field of data science. Throughout this project, you are encouraged to utilize code that was covered during our Lab sessions, as well as other online resources for assistance. Please ensure that you provide proper citations and links to any external resources you employ in your work. Important: You may not use ChatGPT to directly generate answers for the coursework. It is important to think critically and develop your own solutions—by yourself or through reputable online resources—to strengthen your research and critical thinking skills. You may, however, use ChatGPT for code understanding or debugging, as well as for grammar and writing assistance. If you do so, use it responsibly, ensuring you fully understand and take ownership of all the content in your coursework. (A) XGBoost and Hyperparameter Tweaking (28 marks) (A1) Basic Feature Preprocessing . Dataset Loading and Inspection: Load the provided training dataset from the CSV file into a panda DataFrame (or a similar structure). . Handling Categorical Features: Identify any categorical features. Encode these features appropriately (e.g., one-hot encoding or label encoding). Justify your choice of encoding method. . Handling Missing Values: Identify and handle missing values in the dataset. Provide a concise explanation of your chosen strategy (e.g., imputation, removal of rows, etc.). You can use a simple imputation method (mean/mode imputation) at this point. . Dataset Splitting: Randomly split the data into training, validation and internal test subsets for model tuning. Note that this internal test set must be kept separated for internal evaluation. Important: The same preprocessing steps (encoding, missing-value handling, etc.) must be consistently applied to all data subsets, including the external test set provided later. (A2) XGBoost Tweaking and Training 1. Hyperparameter Tuning Approach o Utilize advanced hyperparameter tuning strategy such as Bayesian Optimization, Population-Based Training (PBT), or a similarly sophisticated method. o Clearly describe the search space (i.e., which hyperparameters you chose to tune and the range of values for each). o Ensure hyperparameter tuning is performed using the training and validation sets—not on your internal test set. 2. XGBoost Model Training o Use the chosen hyperparameter-tuning technique to fit the XGBoost model. o Log or record key information about the tuning process (e.g., best parameters found, final objective scores). (A3) Evaluation and Reflection 1. Performance on Internal Test Set. After finalizing your hyperparameters, retrain the model on the combined (training + validation) set. Then evaluate on the internal test set. Report at least two metrics: accuracy and macro-averaged F1 score. 2. Explanation of Tuning Principles. Briefly explain how your chosen advanced tuning approach works (e.g., how Bayesian optimization narrows search space, or how PBT explores hyperparameter configurations, etc.). 3. Demonstrating the Importance of Hyperparameter Tuning o Provide a simple comparison of performance results between: A default XGBoost model (no advanced tuning or very simple tuning) and your advanced tuning approach o Discuss any observed improvements or unexpected findings. (B) Additional Tweaking (20 marks) (B1) Additional Tweaking Implementation You are encouraged to apply at least two extra strategies to boost performance. Example strategies may include (but are not limited to): . Using alternative preprocessing methods (e.g., advanced missing value imputation strategy, outlier treatment, advanced feature engineering) . Exploring class imbalance handling (e.g., SMOTE, class-weight adjustments) . Exploring alternative classifiers (e.g., random forest or other classifiers) . Building ensembles of models (e.g., combining XGBoost with other classifiers) . Any other innovative approach relevant to your dataset Please clearly document each additional strategy you implement and show enough code/comments so we can understand how you incorporated it into your pipeline. (B2) Additional Tweaking Evaluation and Reflection 1. Motivation and Principles o For each strategy, explain why you believed it might improve performance (e.g., addressing outliers, class imbalance, or feature interactions). o Elaborate on the theoretical or conceptual principle behind your chosen extra strategies (e.g., how does SMOTE handle rare classes, why does certain feature engineering help, etc.). 2. Results Reporting and Analysis o Provide results (accuracy, F1, or other metrics) indicating whether the strategy helped, did not help, or had neutral impact. Present all relevant performance metrics in a concise table. o Offer possible explanations for why certain tweaks worked or did not work. o Explain your other efforts (whether they are successful or not) for improving the classification performance. (C) External Benchmarking and Final Result Reporting (12 marks) (C1) Final Result Reporting 1. Per-Class Precision, Recall, Specificity, and F1. On your internal test set, compute and display: Precision, Recall, F1 score for each class. A confusion matrix to visualize performance. 2. Feature Importance Analysis. o For the same model, extract feature-importance scores if supported by your chosen classifier (e.g., XGBoost). o Identify the top three most important features for your prediction task. o If your best model does not natively support feature importance, you may use a surrogate technique (e.g., SHAP, LIME) or a secondary model for demonstration. (C2) External Benchmarking 1. Retraining on the Full Dataset o Retrain your best-performing classifier on the entire dataset (i.e., training + validation + internal test sets). o Apply your final preprocessing and hyperparameter configurations consistently. 2. Predicting on the External Test Set o Predict on dts304tc_a1_disease_dataset_external_test.csv, which does not include ground truth labels. o Output probabilistic scores or predicted labels in a CSV named external_test_results_[your_student_id].csv, with: . First column: “Patient_ID” . Second column: Your predicted class labels (integers) 3. Ranking and Feedback. Your submission will be evaluated against an external “ground truth” for benchmarking. (D) Challenges and Reflections (10 marks) . Write a brief reflection highlighting unique or interesting algorithms or strategies you implemented in the coursework. . Reflect on the challenges you personally faced during the coursework, describing the efforts you made to overcome them and the key lessons you learned. . Based on your reflections, discuss potential future work that could further enhance semantic segmentation in street-view applications. (E) Coding Quality, Answer Sheet Quality, and Submission Guidelines (10 marks) . Submit your completed worksheet in PDF format. . Submit your Jupyter Notebook in .ipynb format. Your notebook must be well-organized and include clear commentary and clean code practices. All code execution results must be clearly visible and match the results provided in the worksheet. Additionally, the notebook should be fully reproducible—running it from start to finish should not produce any errors. If you have written supplementary code that is not contained within the Jupyter notebook, you must submit that as well to guarantee that your Jupyter notebook functions correctly. . Submit the results of your external test as a file named external_test_[your_student_id].csv. This CSV file must be correctly formatted: the first column must contain patient ID s, and the second column must list your predicted classification labels. Any deviation from this format may result in the file being processable by our grading software, and therefore unable to be scored. Project Material Access Instructions To obtain the complete set of materials for our project, including the dataset, code, and Jupyter notebook template files, please use the links provided below: (OneDrive Link): https://1drv.ms/f/s!AoRfWDkanfAYoo4P7hiPebYwCnSlag?e=Jcg0WD When prompted, use the following password to unlock the zip file: DTS304TC (please note that it is case- sensitive and should be entered in all capital letters). Please note that the primary library dependencies for this project include pandas, scikit-learn, xgboost, and the ray library with the tune module enabled (ray[tune]). Question 2: Analytical Questions (20 marks) Students are required not to use AI models, such as ChatGPT, for assistance with this question. You should give clear calculation steps and explain the relevant concepts using your own words. (a) AdaBoost Algorithm (10 Marks) Consider the process of creating an ensemble of decision stumps, referred to as Gm , through the standard AdaBoost method. The diagram above shows several two-dimensional labeled points along with the initial decision stump we've chosen. This stump gives out binary values and makes its decisions based on a single variable (the cut-off). In the diagram, there's a tiny arrow perpendicular to the classifier's boundary that shows where the classifier predicts a +1. Initially, every point has the same weight. 1. Identify all the points in the above diagram that will have their weights increased after adding the initial decision stump (adjustments to AdaBoost sample weights after the initial stump is used) (2 marks) 2. On the same diagram, draw another decision stump that could be considered in the next round of boosting. Include the boundary where it makes its decision and indicate which side will result in a +1 prediction. (2 marks) 3. Will the second basic classifier likely get a larger importance score in the group compared to the first one? To put it another way, will α2 > α1 ? Just a short explanation is needed (Calculations are not required). (3 marks) 4. Suppose you have trained two models on the same set of data: one with AdaBoost and another with a Random Forest approach. The AdaBoost model does better on the training data than the Random Forest model. However, when tested on new, unseen data, the Random Forest model performs better. What could explain this difference in performance? What can be done to make the AdaBoost model perform. better? (3 marks) (b) K-Means and GMM Clustering (10 marks) 1. Reflect on the provided data for training and analyze the outcomes of K-Means and GMM techniques. Can we anticipate identical centroids from these clustering methods if the number of clusters is 2 or 3? Please state your reasoning. (4 marks) 2. Determine which of the given cluster assignments could be a result of applying K-means clustering, and which could originate from GMM clustering, providing detailed explanations for your reasoning. (6 marks)
Logarithmic Function Data Modeling Practice Set 1 Problems 1- 13, solve each question. 1. Find the velocity of a spacecraft whose booster rocket has a mass ratio of R = 20, an exhaust velocity of 2.7 km/s and a firing time of t = 30 s. Use v(t) = −0.0098t + c ln R. Assuming a stable orbit requires minimum velocity of 7.7 km/s, can the spacecraft achieve a stable orbit 300 km above the Earth? 2. Use v = −0.0098t + c ln R. A rocket has a mass ratio of 25 and an exhaust velocity of 2.5 km/s. Determine the minimum firing time for a stable orbit 300 km above Earth. 3. Find the magnitude of the Mexico City earthquake in 1985 with a seismograph reading of 125,892 millimeters 100 kilometers from the center. R(x) = log (x0/x) 4. How many times more severe was the 2021 earthquake in Fukushima, Japan (R1 = 9.0) than the 2022 earthquake in Fukushima, Japan (R1 = 7.4)? 5. The pH scale for acidity is defined by pH= − log[H+] where [H+] is the concentration of hydrogen ions measures in moles per liter (M). Calculate the concentration of hydrogen ions in moles per liter for a solution that has a pH of 8.75. 6. The pH of a carbonated soda is 3.9 and the pH of ammonia is 11.9. A. Find the hydrogen-ion concentrations for each liquid. B. How many times greater is the hydrogen-ion concentration of the soda than that of the ammonia? C. By how many orders of magnitude do the concentrations differ? 7. New components reduce the sound intensity of a certain model of leaf blower from 10−5 W/m2 to 6.73 × 10−7 W/m2. By how many decibels do these new components reduce the leaf blower’s loudness? 8. A company manufactures noise reducing earbuds for sleeping. Quiet-Nite claims to block sounds as loud as 22 dB. Engineers want to make a model that will reduce the sound intensity to 25% of the Quiet-Nite earbuds. By how many decibels would the loudness be reduced? (Use I0 = 10−12 W/m2 .) Note: See example #4 formula. 9. The Richter scale is used to measure earthquakes. The magnitude of an earthquake is modeled by the equation R = 0.67 log 0.37E + 1.46 , where E is the energy in kilowatt-hours, released by the earthquake. A. How many kilowatt-hours of energy is released in an earthquake that measures 7.5 on the Richter scale? B. Find the magnitude of an earthquake that releases 1.5 × 1010 kilowatt-hours of energy. 10. A pizza baked in an over at 475℉ is removed from the oven into a room that is a constant 75℉. After 10 minutes the pizza temperature is at 350℉. A. Find the time it takes for the pizza to reach 175℉. B. If you want to eat the pizza when the temperature is 145℉, how long will you wait? 11. In 1989, a San Francisco construction crew unearthed skeletal remains. It was shown that the skeletons had 88% of the expected amount of carbon-14 that is found in a living person. By using the exponential decay model for carbon-14, predict how old the skeletons were in 1989. Exponential decay model: A(t) = A0e−0.000121t 12. The Dead Sea Scrolls were found in 1947 by an Arab herdsman. Archaeologists determined that the sample of the scrolls contained 76% of their original amount of carbon-14. If the half-life of carbon-14 is 5730 years, estimate the age of the Dead Sea Scrolls. 13. Mrs. Richards’ students took a PreCalculus test and then tested every month with a similar exam. The average scores for class can be modeled by f(t) = 80 − 17 log t + 1 for 0 ≤ t ≤ 12 , where t is the time in months. A. Find the average score of students on the original test. B. Find the average score after 6 months.