ECO 102 Assignment 1 Due on February 14 @ 11:59pm Question 1 (10 marks) The country of Emmental has the following firms, whose information is displayed in the accompanying table (in thousands). Assume that no international trade exists and that each firm sells all goods/services either to the population of Emmental as finished goods or as an intermediate good to another company. a. Find the missing information (in thousands). Show your work. b. Find the GDP of Emmental using the value-added approach. c. Find the GDP of Emmental by summarizing the finished goods only. Is your result the same as in part b? Why and/why not. d. Find the GDP of Emmental using the income approach. Is your result the same as in part b? Why and/why not. Note: business profits are income to business owners in terms of returns to capital. Question 2 (10 marks) Suppose coffee and scones are the only two products produced in country Z. According to the information below: Year 2019 2020 Price Quantity Price Quantity Coffee $1.75 250 $3.25 375 Scones $3.75 350 $6.00 375 a. Using 2019 as the base year, find the real GDP and the GDP deflator in both years. b. Using 2019 as the base year, find the real GDP growth rate between 2019 and 2020 c. Using 2020 as the base year, find the real GDP growth rate between 2019 and 2020 d. Use 2019 as the base year, and assume its CPI is 100. Find the CPI in 2020. Find the inflation from 2019 and 2020. e. Using the information in part d, find the real GDP growth rate between 2019 and 2020. Question 3 (5 marks) Below are the 2024 3rd Quarter Canadian GDP data from the Statistics Canada. https://www150.statcan.gc.ca/t1/tbl1/en/cv.action?pid=3610010401Find the relevant information of the following parts to the best of your judgement. Gross domestic product, expenditure-based, Canada, quarterly (x $1,000,000) Estimates Q3 2024 Durable goods 56,026 Semi-durable goods 26,577 Non-durable goods 98,024 Services 240,426 Non-profit institutions serving households' final consumption expenditure 11,571 General governments final consumption expenditure 164,760 Residential structures 60,589 Non-residential structures 46,169 Machinery and equipment 23,836 Intellectual property products 18,802 Non-profit institutions serving households' gross fixed capital formation 1,065 General governments gross fixed capital formation 32,767 Investment in inventories 24,756 Exports of goods 190,890 Exports of services 54,981 Imports of goods 198,312 Imports of services 54,096 Statistical discrepancy 341 Gross domestic product at market prices 799,172 a. Find the corresponding components of GDP under the expenditure approach for: C, G, I, and NX b. Find the GDP under the expenditure approach. Show that it is consistent with the estimates provided above. Question 4 (5 marks) Based on the information below, find your best estimates of the values in the questions. Household consumption 1800 Household purchase of used cars 500 Imports 900 Government purchases of goods and services 600 Sales of new homes and apartments 450 Sales of existing homes and apartments 750 Exports 450 Government payments to retirees 675 Government GST rebate payments 300 Household purchases of durable goods 900 Household purchases of nondurable goods 300 Beginning-of-year-inventory 600 End-of-year inventory 900 Business fixed investment 400 Household investment in the stock market 390 Labor income 1950 a. From the above table, estimate the (nominal) GDP. If you exclude any item, provide your reasoning. b. What is total expenditure on services? c. What is total capital income? Question 5 (10 marks) Suppose a typical college or university student spends money primarily on the products in the following table. Use 2019 as the base year to construct a CPI for the students. Assume the 2019 CPI is 100. Item Quantity Price 2019 2020 2019 2020 Pizzas 200 160 $20 $22 Chicken wings 165 200 $7 $7.50 Room and board 1 1 $10,000 $10,800 Textbooks 8 6 $150 $180 a. Find the cost of the base year basket (cost of living) in 2019. And find the weights of each component in this basket. Which item do you expect to have the largest impact on the students’ cost of living? Explain briefly. b. Find the cost of the base year basket (cost of living) in 2020. Find the rate of inflation without finding the CPI. (Hint: we can simply look at the percentage change in the cost of base year baskets) c. Find the level of CPI in 2020. d. Some analyst argues that as the main food price (pizza) increase by 10% and textbook prices increases by 20%. Students must face a huge rise of burden. Do you agree? Explain. Question 6 (10 marks) a. Use the table on the price of coffee beans and the Consumer Price Index (CPI) to answer the questions. Please round all answers to the nearest whole number. Price per pound CPI 2010 $10 133 2011 $17 170 i. What is the inflation rate between 2010 and 2011? ii. How much percent did the price of coffee bean rise between 2010 and 2011? What are some reasons that this is different from the inflation rate? b. Suppose Felix, a recent graduate of University of Toronto School of Medicine, is presented with the following job offers. City Annual Salary CPI Mount Sinai Hospital, Toronto, ON $199,000 150.2 Montreal Sacred Heart Hospital, Montreal, QC $170,000 105.8 Vancouver General Hospital, Vancouver, BC $250,000 216.7 i. Which offer would you advice Felix to accept considering the “real units” or purchasing power? ii. Suppose the inflation rate in Toronto, Montreal and Vancouver are 2%, 1% and 3% per year respectively. The salary growth rate at Mount Sinai, Montreal Sacred Heart and Vancouver General are 3%, 1.5%, and 3.5%. Find the real rate of growth of the annual salaries (the approximation method is sufficient). iii. Following the previous part, would you revise your advice in part i given the new information? Why and why not. iv. Since Felix is searching for job right now, what type of unemployment is he considered by the Statistics Canada? Or is he not in the labour force? Explain with your reasonings. v. Once Felix accepts his offer, how will this impact the unemployment rate in Canada (up or down)? Explain. Question 7 (10 marks) Consider the following scenarios and explain how it affects the official unemployment rate. a. Due to AI, many full time jobs a lost, but an equivalent number of part-time jobs are created. b. Many high school and university students start to earn part-time income as social media influencers, while before they are full time students without any employment. c. As AI replaces many old jobs, these workers are laid off, and they go back to school to develop new skills. d. When auto drive becomes more common, former drivers lose their job and stop searching for work. e. With the advance of health care technology, more and more people who were unable to work due to long-term illness join the labour force and become employed. Question 8 (10 marks) Given the following scenarios, classify whether they belong to frictional, structural, or cyclical unemployment. a. Mark, a former accountant, moves to Calgary from Toronto, and look for an accounting position. b. Considering the potential 25% tariff by US on Canadian exports, manufacturing firms may have to cut jobs. c. The latest union strike successfully achieved wage increase for its members. However, potential job seekers now face less openings as the firms have to cut costs by hiring less. d. In order to keep up with inflation experienced workers seek higher paying openings more frequently by switching jobs. Question 9 (5 marks) The diagram below summarizes the actual unemployment and the natural rate of unemployment (equilibrium unemployment rate) Note: the natural rate of unemployment is the rate of unemployment when the economy is operating in operating in equilibrium, i.e., not in recession nor over heating. Find the cyclical unemployment rate in 1983, 1993, and 2009. Is the economy in recession or over heating in these years? Explain briefly. Question 10 (10 marks) Consider a labour market supply and demand for a local economy. The potential labour force is 6300 people. (Note: the labour supply may not be the same as the potential labour force due to frictional unemployment.) a. Find the current equilibrium wage and equilibrium number of workers employed. Is there any structural unemployment at this equilibrium? b. Compared to the potential labour force, what is the currently unemployment rate at the equilibrium? What is this level of unemployment rate referred to as? c. Find the frictional unemployment rate at the equilibrium. d. Suppose a new minimum wage law stipulates that the wage rate cannot fall below 11$. How many people will be unemployed? What type of unemployment is this? e. Suppose at $11, the potential labour force is 8100 people. Find the structural and frictional unemployment rate. Question 11 (5 marks) In year 2000, Jordan has $50,000 for saving. He wants to retire in 2020 years with $1 million dollars. a. What is the rate of growth he must achieve on his investment? b. Suppose the CPI in 2000, CPI2000 = 100, and the inflation rate is 2% per year. What is the price level in 2020? c. Use the year 2000 as the base year, what is the $1 million dollar in $2020 worth in terms of 2000 dollar? Question 12 (10 marks) Consider the following production function for a fictional economy: Y = AK0.5L0.5 where K is the capital input and Lis the labour input in terms of number people. Y is the real output. Assume Lis the same as the entire population. a. Show that the real output per capita is: y = AK0.5 where y = Y/L, is the real output per capita, and K = K/L, is the capital stock per capita. Note: since L is the entire population under the assumption, the real output per capita is the real output per worker, i.e., a measure for labour productivity. b. Show that in this set up, there is constant returns to scale in real output (Y) and NOT in output per capita (y). c. Suppose K = 100, A=0.5, show that when the population (L) grow from 100 to 1000, the real output per capita falls dramatically. Do you agree that Malthusian trap theory is true in this set up? d. Show we can escape Malthusian trap by increasing capital stock (K), Hint: one way is you can show that the real output per capital may NOT decrease when population grows significantly.
MATH-UA.0262: Ordinary Di↵erential Equations 4. Homework 4 Exercise 4.1 (2.1.3). Show that the operator L defined by is linear; that is, L[cy] = cL[y] and L[y1 + y2] = L[y1] + L[y2]. Exercise 4.2 (2.1.5). 1. Show that y1(t) = pt and y2(t)=1/t are solutions of the di↵erential equation 2t2y'' + 3ty' − y = 0 (3) on the interval 0
Engineering Al Agents ASSIGNMENT1 In this assignment you will be working on setting up your system and refreshing basic probability theory or basic linear algebra concepts.You are mandated to use the Pytorch namespace libraries such as pytorch.linalg,pytorch.rand and in general libraries in the pytorch.xyz namespace but not any derived or any other libraries (but you can use plotting libraries such as plotly or matplotlib).The idea is to implement from scratch the following without implementing every minute component such as random number generators etc. Points: ·Dev Environnment:20 points ·Information Theory:20 points ·MLE:30 points ·Linear Regression:30 points General Instructions 1.We need to see a clear explanation of all the stages of developing the solutions which means that you need to explain the code in a way that the writeup is understood by others such as in a tutorial.Obviously this does not apply to mechanical tasks scuh as setting up your development environment. 2.Type inline with your notebook code your tutorial explanations.Equations can be typed in markdown using Latex syntax notation.If you prefer plain Python you can also include markdown as a separate file but you do need to ensure that all plots are inline to that markdown document and are parsed correctly by Github. 3.Submit in the learning management system of your school(Canvas,Brightspace etc.) following the instructions in your course site (under resources).You submit a private Github repo URL with a README therein that points to the notebook of each assignment.Each notebook must have its output saved. 4.Students that havent changedtheir nickname in the Discord Back2classroom server to "Firstname Lastname"will get a 10 point penalty.To grade your assignment include in the README of your repo a screenshot of your Discord profile page. Development Environment Setup Ubuntu and MAC users Install docker in your system and the VSCode docker and remote extensions. Windows users 1.Install WSL2. 2.Ensure that you also follow this tutorial to setup VSCode properly aka the VSCode can access the WSL2 filesystem and work with the remote docker containers. 3.If you have an NVIDIA GPU in your system,ensure you have enabled it. AlI Users Following the instructions of the course site with respect to the course docker container 1.Install docker on your machine. 2.Clone the repo(For windows users ensure that you clone it on the WSL2 filesystem.)Show this by a screenshot below of the terminal where you have cloned the repo. 3.Build and launch the docker container inside your desired IDE (if you havent used an IDE before you can start with VSCode). 4.Launch the virtual environment with rye sync inside the container and then show a screenshot of your IDE and the terminal with the (your virtual env) prefix. 5.Select the kernel of your virtual environment(.venv folder)and execute the following code. Save the output of all cells of this notebook before submitting. Source:Development Environment Setup Information Theory Basics Information theory was introduced by Claude Shannon in 1948.It is a mathematical theory that deals with the transmission,processing,utilization,and extraction of information.It has given rise to a wide range of applications,including data compression,cryptography,error correction and fueled other industries such as Al,cellular communications and others. Using this reference,that you need to study before answering the following question,let(x,y) have the following joint distribution: If H is the symbol for the entropy functional,answer quantitatively showing your calculations a.Is H(x|y)=H(y|x)? b.Is H(x)-H(x|y)=H(y)-H(y|x)? c.Calculate the mutual information I(x,y). Source:Information Theory Basics Maximum Likelihood Parameter Estimation What is the exponential distribution? The exponential distribution is a probability distribution that describes time between events in a Poisson process.There is a strong relationship between the Poisson distribution and the Exponential distribution. Let's say that you try to model the number of api calls(arrivals)per second towards an LLM inference server.Arrivals per second has a Poisson distribution with arrival rate 100,which means that 100 api calls are made per second."The expected mean inter-arrival time is 0.05 seconds,because an api can be expected every 0.05 seconds.The inter-arrival process is modeled by the exponential distribution.The units for the Poisson process are api calls and the units for the exponential are seconds. Videos that may help you understand these distributions: Task 1 Simulate the interarrival times using an exponential distribution with the rate parameter λ=100 Task 2 Use the stochastic gradient descent(SGD)algorithm to minimize the negative log-likelihood of the exponential distribution.Output:(a)the estimated parameter after a number of iterations of your choice and (b)plot the value of objective function over the iteration index. Source:Maximum Likelihood Parameter Estimation Linear Regression and SGD In class we covered the baseline stochastic gradient descent.Using the linear regression dataset from the class website,develop from scratch the baseline SGD algorithm that can estimate the L2-norm regularized model. Clearly state the hyper-parameters you used and present the loss vs epoch plot that demonstrates the convergence of the algorithm and the final values of the parameters w of the model. You can generate the dataset with any number of examples m you need to demonstrate that the algorithm works. Source:Linear Regression and SGD
Course Name Internet Technology (M) Coursework Number 1 (of 3) – Design Specification Design Specification (10%) Introduction Your group should come up with a web application to develop. Let your imagination fly but be practical! We will mainly mark the quality of the design and implementation and only reserve very few marks for the novelty of the idea. The application you design needs to: · involve user authentication; · interact with some kind of model stored in a database; · be visually appealing and have an intuitive user interface; · allow the user to input something which is then used in some way by the application. · overall, the functionality supported should be rich enough in order to allow you to demonstrate an understanding of the technologies covered in this course. Having discussed your ideas within your team, you are required to come up with a Design Specification, which will provide a whole range of details regarding the design of the web application that you intend to implement. This will include an overview, a specification, system architecture diagram, ER diagram, site map, and wireframes. The Design Specification is worth 10% of the overall assessment of the course and is due in by 13 February at 4.30pm. One submission per team is required. What should be included in the submission Imagine that you are submitting your idea to get funding – so you have to prepare a power point presentation to describe: 1. an overview of the application (i.e., what it does and why it is useful) – 1 slide; 2. the specification i.e. a list of key requirements – 1 slide; 3. a high-level system architecture diagram – 1 slide; 4. an ER Diagram (in compressed Chen notation), along with a description of the attributes in each entity – 2 slides max; 5. a site map showing the site organisation – 1 slide; 6. a number of wireframes to show the main functionality of the system – at least 2 and at most 5 slides In an appendix to this (1 page), you also must specify each team member’s contribution to this part of the coursework (in %) and what they contributed to it. Working in a team You should think about how the tasks associated with the design of your team’s web app should be divided. Try to ensure that activities are assigned so that every member of the team can be involved at all times. Please note that under normal circumstances all members in a team will be assigned the same mark. Teamwork is an important part of software development: in industry, large software development tasks are constantly being undertaken in teams that can vary in size from two to several hundred. In any team it is recognised that people will contribute in different ways. It is important to ensure that you are always aware of your role and that you have an opportunity to make a meaningful contribution to the project at all times. All members of a team will usually receive the same mark. Where members of a team find the contribution of other members to be unsatisfactory, you are encouraged to resolve the issue internally by negotiation first. However, if this is not possible, the course coordinator should be asked to intervene as soon as possible. The mark awarded to individual members of the team may be adjusted to reflect the individual’s contribution (i.e. if you do not contribute at all, your group coursework mark will be set to 0). We will be using Deltas as a way of adjusting the team mark in order to arrive at an individual’s mark for the team-based components of the course (Design Specification, Presentation and Project). Each member of a team will be required to submit a form, giving their own as well as their team members’ contributions. A Delta typically adjusts the team mark up or down by 0 or more bands for a given individual according to the contribution. The computation of these Deltas will be informed by the percentage scores that each member of the team will provide, which gives a numerical estimate of the proportion of the overall effort undertaken by each person (including themselves). We will also look at the contributions listed in the appendix to validate any adjustments. How to submit Your Design Specification must be saved as a PDF document. One member of the team should submit the pdf document via the “Design Specification” submission icon on the Moodle page of the course. The person making the submission will be required to complete a Declaration of Originality on behalf of all team members when submitting via Moodle. If you have used any external sources, be sure to acknowledge them in your submission. Useful resources See this guide for developing wireframes: http://webdesign.tutsplus.com/articles/a-beginners-guide-to-wireframing--webdesign-7399 There are a number of applications that might be helpful when it comes to creating your system architecture diagram, ER diagram and wireframes, including http://www.draw.io. Although you are not asked to include this explicitly in your presentation, you may find it useful to think around user personas and user scenarios, to lay out the requirements of your web application. Here are some resources, with examples of user scenarios, which you can consult: https://www.justinmind.com/blog/how-to-design-user-scenarios/ https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=1290485 Finally, accessibility is an important aspect in the design of the information architecture. You may find these web user stories from W3C useful in understanding web application accessibility: https://www.w3.org/WAI/people-use-web/user-stories/ Marking scheme Your design specification will be assessed using the following mark breakdown: Component and description of what is sought Marks Overview Contains sufficient detail so that the reader can understand what web app is supposed to do for the user. 5 Specification The list of requirements should be sufficiently detailed for it to be clear how the web app will fulfil the needs of the intended users. 3 System architecture diagram This high-level diagram should include the different components of the system and in particular any additional APIs that might be used. 3 ER Diagram The model should be relevant and appropriate in the context of the specification. The diagram should adhere to compressed Chen notation 4 Site Map This should make it clear how the different templates that make up the app are linked together 3 Wireframes The wireframes should include the main functionality of the web app. There should be a sufficient number to illustrate the functionality provided by the app as indicated by the specification. 5 Presentation The design specification should be well-structured, clearly written and aesthetically pleasing. 2 Total 25 The total mark will be converted to a band which will be the team’s mark for this component of the assessment.
MGEB05 – LEC 01 Macroeconomic Theory and Policy Assignment 1 Due: On (or before) Friday, February 7, 2024, 5:00pm, Quercus (under MGEB05 Assignment 1) (Assignments submitted after 5:00pm on February 7 will NOT be accepted.) Instructions: . You can submit an individual or group assignment. If you submit a group assignment, there must be no more than FIVE students in your group, and you just submit ONE copy for the group. → If you are planning to submit a group assignment, make sure you form your group on Quercus (under HW-1Group#) before submission. . Label your graph(s); otherwise, marks will be subtracted. . No credit will be given if you do not show your work (i.e., don’t simply say the answer is 3 write down enough of the steps you used to arrive at this answer). . Your answer should be structured in a way such that those that know little about economics will have no difficulty understanding your argument/answer. .DONOTUSEanynotationsorabbreviationsthatarenot beingusedinlectures.Ifyouuseyour ownnotationsand/orabbreviations,youwillreceivea gradeof zeroforthatquestion. . Total marks: 100 points. Question 1 (20 points) – Topic 1 (save your answer as HW1-Q1.pdf) The following table provides the economic data for an economy. Here is some additional information about this economy that holds true for all three years: . Unless otherwise stated, the goods are produced within the economy and are consumed by local sectors. . Consumers consume half of Good 1, while foreign governments purchase a quarter. The remaining quantity of Good 1 is consumed by the local government. . Good 2 consists of office supplies that are consumed exclusively by firms and are entirely produced abroad. . Good 3 is equally distributed among households, firms, government, and foreign businesses. . Good 4 is a pure consumption good; however, four-fifths of the products is purchased outside the country. . Good 5 is a pure consumption good, equally split between domestic households and foreign households. . Good 6 is purchased by businesses and the government. The distribution of Good 6 between firms and the government were 60% and 40%, respectively. . The government chooses Year 1 as the base year. In the base year, both the GDP deflator and the CPI were normalized to 100. Based on the information iven com lete the followin table Year2Year 3(Nominal) Consumption(Nominal) Investment(Nominal) Governmen sket (in CPI)CPI
Design of Power Semiconductor Devices, ES4E8 assignment, 2023/24 Module Code ES4E8 Module Title Advanced Power Electronic Converters and Devices Assignment Title Assignment Weighting / Credits 30% coursework / 4.5 CATS Submission Deadline Noon Thursday Week 21 (22nd February 2024) Intended Learning Outcomes (ILOs) Assessed Intended Learning Outcome(s) (ILOs) Task / Criterion / Section LO1: Apply advanced concepts through the use of device physics in the context of device design. [M1, M2, M3, M4, M6] In this assignment, there are three questions. Please answer all questions. Question A [M1, M2, M3, M4, M6] Question B [M1, M3, M4] Question C [M1, M2, M4, M6] Notes: • A total mark below 40% indicates that the ILOs have not all been met at threshold level; • A total mark in the range 40 - 48% indicates that the ILOs have all been partially met to at least threshold level; • A total mark of at least 50% indicates that the ILOs have all been met. Submission Details The submission details for this assignment are: • Deadline: 12 noon Thu 13 th February 2025. • Method: Online submission via Tabula. • Format of submission: A single .pdf file with a meaningful filename that would contain the student number, the module code, and assignment name, for example: “1234567_ES4E8_Lab Report.pdf” • Submission length: Maximum 2000 words. You will lose 5 marks per extra page over the limit. • Formatting instructions: Use a minimum 11-point Arial (or equivalent) font for the text, with 1.5 line spacing and 25 mm margins all round. Note: Submissions should be of an appropriate file size and students are responsible for ensuring that work is uploaded successfully before the deadline. If there are technical issues when submitting online, please contact the Engineering Student Office ([email protected]). Guidance and Referencing Style It is serious Academic Misconduct to pass off the work of others (including peersor AI-based chatbots such as ChatGPT) as your own and you should not permit colleagues to copy from you. Sources must be appropriately and properly acknowledged everytime reference is made to another’s work, using the Harvard Referencing system. Failure to do so amounts to plagiarism which breaches university regulations and falls short of the Academic Integrity expected in the department and university. Find out more about the School of Engineering Referencing System here: https://warwick.ac.uk/fac/sci/eng/eso/undergraduate_students/guidance/handbook/skills/s hb-2-04 There are also other types of academic offences including duplication or ‘self-plagiarism’ . Refer to https://warwick.ac.uk/fac/arts/history/students/undergraduate/assess-plagiarism/ for further details. Style. and Formatting Guide Submissions are expected to conform. to professional standards on style and formatting, and guidance can be found here: https://warwick.ac.uk/fac/sci/eng/eso/undergraduate_students/guidance/handbook/skills/s h-1-06/ Assignment Feedback • Your submitted report will be marked electronically. The marks of the various sections will be provided as well as an outline of the answers of the various sections in order to identify where/how to improve. Question A A= (last two digits of your university ID number+450) B= (last two digits of your university ID number×7+1000) 1. Figure 1.1 shows the basic cell structure of a power MOSFET. Describe the internal resistance components in the power MOSFET on-state operation as shown in figure 1.2(a) and (b) and comment on their effect as the device voltage rating increases. [5%] Figure 1.1. Lateral channel power MOSFET - device parameters. Figure 1.2 (a) Planar power MOSFET and (b) Trench power MOSFET. Table 1: Device parameters 2. Calculate the on-state resistance % contribution at room temperature of each internal resistance component over the total on-state resistance for a “A”V breakdown rated MOSFET @ Vgate=15V, Vthreshold= 6.4V and Vdrain=0.6V (where the value of “A” is defined above). Identify the most important resistance contributions. Use the device parameters as given in table 1 (you may find reference [1], section 6.4 & 6.5 useful for this analysis). [10%] 3. Calculate the on-state resistance % contribution at room temperature of each internal resistance component over the total on-state resistance for a “B”V breakdown rated MOSFET @ Vgate=15V, Vthreshold= 6.4V and Vdrain=0.6V (where the value of “B” is defined above). Identify the most important resistance contributions and discuss how these compare to your finding in part (3). Use the device parameters as given in table 1 (you may find reference [1], section 6.4 & 6.5 useful for this analysis). [5%] 4. Using MATLAB (or analogous software) discuss how the variation of JFET region LJFET (i.e the distance between the two p-base regions LJFET= 2*LA) affects the performance of the device in part (2) with specific reference to internal resistance components. Keep the cell width and channel length constant. Illustrate your answers by means of corresponding plots. [5%] 5. Discuss how a 1.2kV breakdown-rated Silicon MOSFET device would alter the on-state resistance contributions as the temperature increases from room temperature to 125C° . [5%] 6. Discuss how the on-state and off-state performance differs between the Trench MOSFET and the Planar MOSFET. Refer to Figures 1.2 (a) and (b) for comparison. [5%] References [1] Book “Fundamental of Power semiconductor Devices” B.J. Baliga, Springer International Publishing 2008. Question B The unipolar limit is the theoretical maximum current-carrying capability of a unipolar semiconductor device, such as a MOSFET, where only one type of charge carrier (either electrons or holes) contributes to conduction. This is usually represented as the relationship between the breakdown voltage vs the specific on-state resistance. The unipolar limit for Silicon is plotted in Fig.2. An abrupt one-dimensional P+N diode is described by the following equations for the maximum electric field (EM ) V/cm at the junction and the thickness of the depletion region (WD ) cm, as functions of the doping concentration (N) cm-3 and the applied reverse bias voltage (VR ): Critical electric field (Ec) for Si, SiC and GaN materials is shown below: Electron (μe) and hole (μℎ) mobility models for Si, SiC and GaN are shown below: References [1] Book “Fundamental of Power semiconductor Devices” B.J. Baliga, Springer International Publishing 2008. [2] T. Hatakeyama, K. Fukuda and H. Okumura, "Physical Models for SiC and Their Application to Device Simulations of SiC Insulated-Gate Bipolar Transistors," in IEEE Transactions on Electron Devices, vol. 60, no. 2, pp. 613-621, Feb. 2013, doi: 10.1109/TED.2012.2226590. [3] T. T. Mnatsakanov, M. E. Levinshtein, L. I. Pomortseva, S. N. Yurkov, G. S. Simin, and M. A. Khan, "Carrier mobility model for GaN," Solid-State Electronics, vol. 47, no. 1, pp. 111–115, 2003, doi: 10.1016/S0038-1101(02)00256-3. [4] J. A. Cooper and D. T. Morisette, "Performance Limits of Vertical Unipolar Power Devices in GaN and 4H-SiC," in IEEE Electron Device Letters, vol. 41, no. 6, pp. 892-895, June 2020, doi: 10.1109/LED.2020.2987282. Given the theory above: 1. Derive and plot the unipolar limit (breakdown voltage vs specific on-state resistance) for all three materials: Si, SiC and GaN, where the majority carrier is electrons. Clearly state equations used to plot the unipolar limit and discuss the fundamental differences between those materials. Note, that the breakdown voltage range should be within 100-10 000 V range. [10%] 2. Using the mobility equations provided above, plot the mobility vs doping for p-type and n- type Si, SiC and GaN materials and discuss the differences between p-type and n-type Si, SiC and GaN materials in the context of their impact on power device performance [10%]. 3. Three semiconductor manufacturers, A, B, and C, fabricate 650 V Si MOSFET devices. The performance of these devices is reported in Fig. 2. Explain the difference between the performance of the device C compared to A and B. [10%] Figure 2 Performance comparison of MOSFET devices from manufacturers A, B, and C. Question C Figure 3.1 shows the on-state characteristics of a 3.3kV Si and SiC PIN diodes at 25°C. Parameters of which are summarized in Table 2. Table 2. Parameters for 3.3 kV Si and SiC PiN Diodes. The 3.3 kV SiC Schottky diode has the following I-V equation: Where A∗ is the Richardson’s constant equal to 146 A.cm-2K-2 and ΦBN (eV) is the barrier height. 1. Discuss which type of diode you would use for applications of 100 A/mm2. (10%) 2. Justify the differences of the two curves given the material properties (i.e. Vo value and differential resistance (line curvature))? (15%) 3. Identify the SiC Schottky diode forward voltage drop at 100 A/cm2 and plot the I-V characteristics for the Schottky contact metals with ΦBN equal to 0.6 eV, 1.0 eV and 1.5 eV. Discuss how the selection of the contact metal will affect the on-state and off-state performance. (15%) Figure 3.1: The on-state characteristics of a 3.3kV Silicon and Silicon Carbide PIN diodes at 25°C
MHL 525 Exam 1 Study Guide – Spring 2025 I. People Be able to list at least one important work by the following composers. Include in your discussion the style. in which these composers wrote and important contributions to the development of genre they had a part in. Girolamo Frescobaldi Jakob Froberger Louis Couperin François Couperin Jean-Phillippe Rameau Elisabet Jacquet de la Guerre Chambonnieres Johann Kuhnau Domenico Scarlatti J.S. Bach II. Terms Be able to define the following terms. Include at least one example. Dance suite Allemande Courante Sarabande Gigue Biblical Sonatas Ricercare English Suite, French Suite Temperament III. Score Identification Discuss presented scores: identify features that suggest a genre or style, and make an educated guess as to who the composer might have been and what the piece is. IV. Listening Identification a. Identify the works on the Google Document, including title, composer, and movement (if applicable) b. Listen to an unidentified work and make an educated guess as to the genre and composer.
Hello, dear friend, you can consult us at any time if you have any questions, add CHEM 191 MODULE 4 CHEMICAL REACTIONS 2: ENERGY AND RATE Learning Objectives. By the end of this module, you should be able to: • Write thermochemical equations and describe reactions as exothermic or endothermic • Calculate energy changes for reactions using data from thermochemical equations • Calculate the enthalpy of a reaction from bond dissociation enthalpy data • Use collision theory to explain how changing reaction conditions affects the rate of the reaction • Predict the effect of change in concentration, particle size, temperature and the addition of a catalyst on the rate of a given reaction • Describe the role of a catalyst in a chemical reaction Reference: ESA Chapters 11, 17 and 18. CHEMICAL REACTIONS AND ENERGY In Module 3 we discussed the processes involved in chemical reactions by considering from a particle perspective with atoms being reorganized through the breaking of bonds in reactant and the making of the new bonds in the products. The difference in the energy needed to break then bonds and the energy released when the bonds are made is the basis of our understanding the energy changes that occur in chemical reactions. The study of the interconversion of heat and other forms of energy, a very important branch of chemistry, is known as thermodynamics. It enables chemists to predict, with some degree of confidence, whether a particular chemical reaction will proceed in a given direction. Thermochemistry, a sub branch of thermodynamics, is the study of heat changes that take place during chemical reactions. We have already observed that energy is involved in physical changes such as changes of state. When a solid is heated, the forces of attraction that hold the particles of the solid in place in the lattice can be broken. This allows the particles more freedom of movement and, as more heat is supplied, their kinetic energy (energy of movement) increases. Temperature is a measure of the average kinetic energy of all the particles in a substance. Nearly every chemical reaction either produces or absorbs energy. This is generally in the form. of heat, although light and sound are sometimes also observed. Human activity has been characterised by the use of combustion reactions involving the burning of carbon-based fuels such as wood and coal for thousands of years. More recently, industrialisation has come about through the burning of a wider range of fossil fuels, in particular oil and natural gas, with the resulting increase in carbon dioxide in the atmosphere contributing to global climate change. This has led to a quest for ways to trap and use renewable sources of energy such as solar power and for the development of technologies for using new energy sources such as hydrogen gas. The combustion of natural gas, methane, produces carbon dioxide and water: CH4(g) + 2O2(g) → CO2(g) + 2H2O(g) + energy The same products are formed during respiration, the process by which glucose is reacted with oxygen to provide energy for metabolic processes: C6H12O6(s) + 6O2(g) → 6 CO2(g) + 6H2O(g) + energy ENDOTHERMIC AND EXOTHERMIC REACTIONS When a “gummy bear‟ is placed in some molten potassium chlorate there is a huge explosion as the sugar is oxidised to carbon dioxide and water. The energy of the molecules in the sugar (reactant) is greater than the energy of the carbon dioxide and water (products) and the enormous amount of excess energy is released to the surroundings as heat and light. You can watch this experiment athttps://www.youtube.com/watch?v=7lfnOTNlqtY When hydrogen and oxygen gases react together, water is produced along with a considerable amount of energy. We could write the equation for the reaction as: 2H2(g) + O2(g) → 2H2O(g) + energy This energy is liberated in the form. of heat and in the form. of sound energy (there is a loud bang). All the energy lost by the system is gained by the surroundings and we say it is an exothermic process. Energy released is by definition, negative and in an exothermic process the total energy of the products must be lower than the total energy ofthe reactants. When mercury(II) oxide, HgO, decomposes energy must be supplied for the reaction to proceed. The equation for the reaction can be written as: 2HgO(s) + energy → 2 Hg(ℓ) + O2(g) This reaction is called an endothermic process and the energy supplied is by definition, positive. In endothermic processes the total energy of the products must be higher than the total energy of the reactants. ENTHALPY The energy content of a system is the sum of the kinetic and potential energies of all the system components. It is not possible to measure the total energy of a system but the energy change during a reaction is measurable and particularly useful. When a reaction is carried out at a constant pressure the heat of the reaction (amount of heat transferred during the reaction) is defined as the enthalpy change, and is given the symbol ΔH. The enthalpy (heat content) of a system has the symbol Hand “Δ” is used to signify a “change in” or “difference in” . Hence, ΔH for a reaction will be the difference in enthalpy between the reactants and the products. ΔH = Hfinal - Hinitial = Hproducts - Hreactants This means that for an endothermic process Hfinal > Hinitial so ΔH > 0. For an exothermic process Hfinal uku. ΔH Questions 2 to 7 below refer to the reactions in the INFORMATION Table above 2. Consider reaction (1) in the information above. When carbon is burned in oxygen will energy be given or will it be needed for the reaction to occur? Justify your answer. 3. Explain why ΔHfor reaction (2) is twice as big as for reaction (1) but has the opposite sign. 4. Write a sentence to explain what equation (3) means. 5. How does equation (4) differ from equation (3)? 6. Is more or less energy released when hydrogen and oxygen react to form gaseous or liquid water? 7. Give a reason for the difference in the ΔH values in equations (3) and (4). 8. The neutralisation reaction of an acid solution with sodium hydroxide solution is an exothermic process. If you hold a test tube in which this reaction occurs, will it feel hot or cold? Give reasons for your answer. 9. Describe the following reactions as exothermic or endothermic (a) The evaporation of water (b) The burning of natural gas (c) The freezing of water (d) The dissolving of sugar in water THERMOCHEMICAL EQUATIONS A thermochemical equation links the enthalpy change for a reaction to the molar amounts in a balanced equation. For example: The energy released when hydrogen and oxygen react to produce water is 572 kJ per mol. This can be written as: 2H2(g) + O2(g) → 2H2O(g) ΔrH = -572 kJ mol-1 ΔrH is the enthalpy change for the reaction. • It is important that physical states be included in thermodynamic equations. For example the enthalpy changes for producing H2O(ℓ) is different than for H2O(g) 2H2(g) + O2(g) → 2H2O(ℓ) ΔrH = -584 kJ mol-1 • When the coefficients in an equation are changed the value of ΔrH is changed accordingly. For example: H2(g) + ½ O2(g) → H2O(g) ΔrH = -286 kJ mol-1 • Similarly if the reaction is reversed the magnitude of the value of ΔrH does not change but the sign is reversed. 2H2O(g) → 2H2(g) + O2(g) ΔrH = +572 kJ mol-1 • Enthalpy changes for given amounts of reactants can be calculated using ΔrH and the masses of reactants or products used. For example: To calculate the heat energy released when 200 g of octane, C8H18, is burned. C8H18(ℓ) + 12.5 O2(g) → 8CO2(g) + 9H2O(g) ΔrH = -5470 kJ mol-1 M (C8H18) = 114 gmol-1 n(C8H18) = m/M = 200 g/114 gmol-1 = 1.75 mol From the equation: 1 mol C8H18(ℓ) releases 5470 kJ So 1.75 mol releases: 5470 kJ mol-1 × 1.75 mol = 9596 kJ NOTE: The enthalpy change quoted for a reaction is given the units ‘kJ per mole” . This means per “mole of reaction”. To explain this we could consider a mythical reaction: 2A + 3B → 4C When one mole of reaction has taken place, two moles of A and three moles of B will have reacted to produce four moles of C. So one mole of reaction means “for the reaction as in the given equation” . If more or less than one mole of reaction is involved, the energy per mole of reaction is determined first and then this value is scaled according to how much reaction actually took place. For example: For the reaction 2H2O(g) → 2H2(g) + O2(g) ΔrH = +572 kJ mol-1 When 2 mol of water decomposes to give 2 mol of hydrogen gas and 1 mol of oxygen gas, 572 kJ of energy is needed. However, for the reaction: H2(g) + ½ O2(g) → H2O(g) ΔrH = -286 kJ mol-1 the mole of reaction refers to the energy released when 1 mol H2 reacts with ½ mol O2 to produce 1 mol H2O. Exercise 4.1 (a) Given: C(s) + ½O2(g) → CO(g) ΔH= -111 kJ mol-1, calculate the enthalpy change for the following reactions: (i) 6C(s) + 3O2(g) → 6CO(g) (ii) 2CO(g) → 2C(s) + O2(g) (iii) Calculate the energy released when 50.0 g of carbon are burned in oxygen to produce CO gas (b) (i) Calculate the energy used to vapourise 10.0 g of hydrazine, N2H4(ℓ), given: N2H4(ℓ) → N2H4(g) ΔH = +10 kJ mol-1 (ii) Calculate the mass of hydrazine that needs to be condensed to release 500 kJ of energy (c) When Sulfur dioxide is converted to sulfur trioxide in the manufacture of sulfuric acid, energy is released. 2SO2(g) + O2(g) → 2SO3(g) ΔH= -188 kJ mol-1 (i) Calculate the energy released when 200.0 g of sulfur dioxide are burnt in excess oxygen (M(SO2) = 64.0 gmol-1) (ii) Calculate the mass of SO2 needed to produce 3000 kJ of energy BOND ENERGY AND CHEMICAL CHANGE Bond properties Bond order, bond length and bond enthalpy are all inter-related. Bond order relates to the number of electron pairs shared between any two bonded atoms. In single bonds where one electron pair is shared the bond order is one. For a double bond, where two pairs of electrons are shared, the bond order is two and it is three for a triple bond. Bond length is the distance between the nuclei of the atoms in a bond at the point of minimum energy. Bond lengths depend on the size of the atoms involved in the bond and the bond order. As the bond order increases the nuclei are more strongly attracted to the bonded electrons pulling the atoms closer together and the bond length will decrease. Bond enthalpy or bond dissociation enthalpy is the energy needed to break a bond in 1 mole of gaseous molecules. The strength of a bond will depend on how strongly the nuclei are attracted to the bonding electrons. Since energy is always needed to break a bond, enthalpy of bond breaking will always be positive i.e. ΔHbond breaking > 0. The same amount of energy needed to break a bond is released when the same bond is made. Table 4.1 Bond length and bond enthalpy Bond Bond enthalpy / kJ mol-1C-H109414C-O143358C=O122804H-O96463N-H101391H-H74436C-C154346C=C134614C≡C120839N≡N110945C-N147286O=O121498 Energy change / kJ mol-1 Energy change / kJ mol-1 3 EP(g) + 3Cl(g)→ PCl(g)-966.7 5 FP(g) + 5Cl(g)→PCl(g)-1297.9 3 GP(g) + 3F(g)→PF(g)-1470.4 5 HP(g) + 5F(g)→PF(g)-2305
Engineering Al Agents SYLLABUS Books 1.AIMA-Artificial Intelligence:A Modern Approach,by Stuart Russell,4th edition,2021 and also here..This book is not free and is required. 2.GERON:"Hands-On Machine Learning with Scikit-Learn,Keras,and TensorFlow",3rd Edition,2022.This is free for both NJIT and NYU students,and very useful for those new to Python.It is TF2/Keras based and for those that want an equivalent for Pytorch you can consult the open-source Dive2Deep Learning book. 3.DL-Deep Learning.This book goes into the necessary depth required for this course especially on all sections that require the development of a statistical learning machine. Planned Schedule Part I:Perception and Machine Learning Lecture 1:We start with an introduction to Al and present a systems approach towards it.We develop a map that will guide us through the rest of the course as we deep dive into each component embedded into Al agents.Reading:AIMA Chapters 1&2. Lecture 2:The perception subsystem is the first stage of many Al systems including our brain.Its function is to process and fuse multimodal sensory inputs.Perception is implemented via a number of reflexive agents that map directly perceived state to an primitive action such as regressing on the frame coordinates of an object in the scene.We present the supervised learning problem both for classification and regression,starting with classical ML algorithms. Reading:AIMA Chapter 19. Lecture 3:We expand into Deep neural networks.DNNs are developed bottom up from the Perceptron algorithm.MLPs learn via optimization approaches such as Stochastic Gradient Descent.We deep-dive into back-propagation-a fundamental algorithm that efficiently trains DNNs.Reading:AIMA Chapter 21 and DL Chapter 6 Lecture 4:We dive into the most dominant DNN architecture today-Convolutional Neural Networks(CNNs).Reading:DL Chapter 9&10 and AIMA Chapter 25(in part). Lecture 5:When agents move in the environment they need to abilities such as scene understanding.We will go through few key perception building blocks such as Object Detection, Semantic and Instance Segmentation.Reading:AIMA Chapter 25(in part). Lecture 6:In this lecture we introduce probabilistic models that process the perceptive predictions over time and understand how the agent will track/update its time-varying belief about the state of the environment.This is achieved with recursive state estimation algorithms acting on dynamic bayesian networks.This lecture introduces Bayesian filters in discrete and continuous state spaces(Kalman filters).All robots one way or another employ such filters. Reading:AIMA Chapters 12,13&14. Part II:Natural Language Processing Lecture 7:NLP is the pinnacle of applied Al in every day life-we are all using natural language as the prime means of communicate between us and increasingly between us and robots.In this lecture we pose the NLP problem,understand its components and their mechanics.AIMA Chapter 23. Lecture 8:We then talk extensively about language modeling and start with an approach based on the [RNN/LTSM architecture.The later is used far beyond language modeling and expands into every application that involves sequences.We introduce the concept of attention and go through the Transformer framework-perhaps the most successful architecture in NLP today. AIMA Chapter 24 and DL Chapter 10. Part Ⅲ:Reasoning and Planning without Interactions Lecture 9:Our ability to track and and predict the state ofthe environment is now supplemented by symbolic representations.Knowledge representation and reasoning is the core of the symbolic subsystem of Al agents.We will go through the basic building blocks of knowledge representation and reasoning such as propositional logic that allow the agent to evaluate using theorem proving the truth value of logical sentences using an incrementally growing Knowledge Base.Reading:AIMA Chapters 7. Lecture 10:After the last lecture,the agent has a clear view of the environment state such as what and where the objects that surround it are,its able to track them as they potentially move.It needs to plan the best sequence of actions to reach its goal state and the approach we take here is that of problem solving.In fact planning and problem solving are inherently connected as concepts.If the goal state is feasible then the problem to solve becomes that of search.For instructive purposes we start from simple environmental conditions that are fully observed, known and deterministic.This is where the A*algorithm comes in.We then relax some ofthe assumptions and treat environments that are deterministic but the agent takes stochastic actions or when both the environment and agent actions are stochastic.We also investigate what happens when we do not just care about reaching our goal state,but when we,in addition,need to do so with optimality.Optimal planning under uncertainty is perhaps the cornerstone application today in robotics and other fields.Readings:Reading:AIMA Chapters 3&4(problem solving)and 11. Part IV:Planning with Interactions -Reinforcement Learning Lecture 11:We now make a considerable extension to our assumptions:the utility of the agent now depends on a sequence of decisions and,further,the stochastic environment offers a feedback signal to the agent called reward.We review how the agent's policy,the sequence of actions,can be calculated when it fully observes its current state(MDP)and also when it can only partially do so(POMDP).We conclude with the basic taxonomy of the algorithmic space for RL problems.Readings:AIMA Chapter 16&17. Lecture 12:The algorithms that learn optimal policies in such settings are known as Reinforcement Learning(RL).In this lecture we establish the connection between MDP and RL, by introducing the Bellman expectation backup and Bellman optimality equations.We then use these equations to derive the policy iteration algorithm that is behind the policy-based REINFORCE algorithm that is empowered by approximating the policy function using the Deep Neural Networks that we met in the perception subsystem.AIMA Chapter 22. Lecture 13: Review-last lecture before the final.
Fundamentals of Image Processing with Matlab The assignment consists of four independent tasks. Task 1a (4 points): Nonlinear image filtering. Given a grey-scale image I(x, y), consider the following non-linear iterative process: where K is a positive constant. Note that the weights {Wij} depend on the pixel positions (x, y) and the iteration number n. After a certain number of iterations, you should get results like those shown in the picture below: small-scale image details are removed while salient image edges are sharpened. Your first task is to implement the above non-linear iterative procedure, perform. a number of experiments (with different images, different numbers of iterations, and various values of parameter k). A matlab script. simple_averaging.m implements the above iterative scheme in the simplest case when all the weights are equal to one: wij = 1. Task 1b (3 points): Low-light image enhancement. The above filtering scheme can be used for enhancing low-light images. Given a colour RGB image, convert it to the HSV space (use matlab’s rgb2hsv function) and consider only the V(x, y) component of the converted image Let U(x, y) be obtained from V(x, y) by applying the image filtering scheme from 1a described above (20 iterations should be sufficient). Generate an enhanced version of V(x, y) by where r is a small positive parameter used to avoid division by zero (simply set r = 0.01). Substitute E(x, y) instead of V(x, y) in your HSV image and convert the modified image back to the RGB space (use matlab’s hsv2rgb function). You are expected to get a result similar to that shown below: Include 3-4 images from the Dark Face dataset https://www.kaggle.com/datasets/ironheadboya/darkface in your experiments with low-light image enhancement. Task 1c (3 points): Face detection or object detection for dark and brightened images Find a publicly available program (matlab/python) for face detection or object detection in images. Use the program to detect faces or objects in low-light images (use Dark Face images in your experiments) and images brightened/enhanced by the matlab program you wrote for Task 1b. Conclude whether brightening dark images improves face/object detection. Task 2 (4 points): Image filtering in frequency domain. This task is devoted to using the Fourier transform. for image filtering purposes. Matlab function fftshift shifts the zero-frequency component of an image to the centre of the array Try Fourier4ip.m matlab script. and see how the Fourier transform. can be used for image processing and filtering purposes. Your task is as follows. Image eye-hand.png is corrupted by periodic noise. Find the Fourier transform. of the image, visualise it by using log(abs(fftshift(.))), as seen below. The four small crosses in the frequency domain correspond to the frequencies behind the periodic noise. Use impixelinfo to locate the frequencies. Construct a notch filter (a band-stop filter, you can use small-size rectangles or circles to kill the unwanted frequencies) and use it to remove/suppress the periodic noise while preserving the image quality. The Part 3 of your report must include the reconstructed image and the filter used in the frequency domain. Task 3a (4 points): Image deblurring by the Wiener filter. Given a grey-scale image I(x, y), consider the following non-linear iterative process: , where f (x,y) is the latent (unblurred) image, g(x,y) is the degraded image, h(x,y) is a known blurring kernel, denotes the convolution operation, and n(x,y) stands for an additive noise. Applying the Fourier transform. to both sides of the above equation yields . The Wiener filter consists of approximating the solution to this equation by , where H(u, v) is the complex conjugate of H(u, v). Implement Weiner filter restoration scheme (1) and test it for different types of blur kernels (motion blur and Gaussian blur). In your implementation of the Wiener filter restoration scheme (1) you may need to use H = psf2otf(h,size(g)); See https://uk.mathworks.com/help/images/ref/psf2otf.html for details. See also deblur.m. Task 3b (4 points): Image deblurring by ISRA. The matlab script. deblur.m contains simple implementations of two popular image deblurring schemes, the Landweber method and the Richardson-Lucy method (in addition, the matlab built-in implementation of the Wiener filter is presented in deblur.m). In particular, the Richardson-Lucy method consists of the following iterative process where stand for the pixel-wise multiplication and the pixel-wise division is also used. Let us consider the so-called ISRA (Image Space Reconstruction Algorithm) method . Your task is to implement ISRA and use PSNR graphs (see again deblur.m) to compare ISRA against the Wiener, Landweber, and Richarson-Lucy methods for the two types of motion blur and Gaussian blur considered in deblur.m. Remark. In this particular example of additive gaussian noise, advantages of the Richardson-Lucy and ISRA methods are not revealed. Task 4 (3 points): Handwritten digit recognition with basic artificial neural networks. Matlab script. handwritten_digit_recognition_simple.m provides you with a simple application of ANN for handwritten digit recognition. Your task is to modify the hidden layers of the network in order to achieve the accuracy higher than 93%. You are not allowed to use CNN layers. You are not allowed to use more than 100 neurons in total for all your hidden layers. You are not allowed to modify the training options. You can observe that a higher accuracy can be easily achieved if convolutional layers are used: handwritten_digit_recognition.m. You can get more information about various layers used in ANN from https://uk.mathworks.com/help/deeplearning/ug/create-simple-deep-learning-network-for-classification.html Please submit a single report describing briefly your results achieved for Tasks 1, 2, 3, and 4 of the assignment. Together with the report, please submit your matlab (possibly python) scripts implementing your solutions to Tasks 1, 2, 3, and 4.
Credit Risk Group Project As part of this project,you will need to analyse a portfolio of loans with CreditMetrics.Portfolio details are given at the end of this note.You should assume that the analysis is conducted on 21st November 2023.All the data you need to collect (see below)will have to be consistent with such date. Tasks: 1.Find model inputs. These are: 1.1.Daily prices of relevant stocks,adjusted for dividends and splits.These can be found in Yahoo Finance,DataStream or Eikon(help line 0800442000 for both)and Bloomberg.If you are unfamiliar with these data services,please contact the data providers for help. 1.2.Corporate yields.You can estimate the term structure of corporate bond yields across different ratings with the Nelson and Siegel(NS)method.The data to apply the NS method on corporate bonds can be found in the Excel file“US Bond data 2024 Datastream -Students"in the“Group Project"folder in“Course Documents"on Blackboard. 1.3.US Treasury zero coupon yield curve.This can be sourced from Bloomberg,Reuters or Datastream. 1.4.A transition matrix.Transition matrices can be found in Moody's“Annual default study …xlsx"(Excel Data)Published on 14 April 2023.Also,familiarise yourselves with the "Annual default study:Corporate default rate will rise in 2023 and peak in early 2024" published on 13 March 2023,which provides insightful comments on the data in the excel file.You will need to register with Moody's at www.moodys.com to have access to these documents.Registration is free. 1.5.Credit ratings for each loan in your portfolio.These can be found in the Moody's website( www.moodys.com ).Simply type the name of the company of interest in the search bar on top of the landing page to find the company's rating.You may need to register with Moody's to have access to the rating information.Registration is free. 1.6.LGD data.Aggregate LGD data can be sourced from the excel file in point 1.4.Issue specific LGDs for a given company can often be obtained directly from the Moody's website under the"Ratings and Assessments"menu available from the company's credit profile page. 2.[50%weight-Sub-questions are equally weighted] Model applications. 2.1.With CreditMetrics,full implementation and variable recovery rates,compute Absolute VaR and Absolute Expected Shortfall.Time horizon:1 year.Use two confidence intervals:95%and 99%. 2.2.Redo the calculations in point 2.1 when the time horizon is 3 years. 2.3.VaR stability: Show with your own calculations that your VaR and Expected Shortfall in question 2.1 are sufficiently stable given the number of simulations you have used in 2.1.The stability analysis in this question should be done by writing your own Python code.Please include the code in your submission. 2.4.Stress testing:compute the absolute VaR and ES (time horizon:1 year;confidence levels:95%and 99%)under the following stress scenarios: a.Assume stressed PDs computed as the maximum PD for each rating observed over the 1920-2022 period in the 2023 Moody's"Annual default study",Exhibit 36. b.Assume that the zero-government bond yield curve is a linear interpolation of the 2000-2021 average 3-month US treasury rate and the 2000-2022 average 10-year US treasury yield that can be computed from“Table 2.A.Historical data: Domestic variables,Q1:2000-Q4:2021"in the Federal Reserve Board"2023 StressTest Scenarios". c.Assume credit spreads increase,for each rating,by the same percentage as the increase in PDsfrom the value used in 2.1 and that obtained in 2.4.a.For instance,if the PD goes up from 1%to 2.2%then the credit spread should be increased by 1.2%. d.Compute moving average correlations of stock returns for the borrowers in your portfolio from 2007.The time window of the moving average should be one year. Correlations should be computed with daily frequency.In CreditMetrics,assume the maximum moving average correlations for each pair of borrowers over the observation period. e.Consider a scenario when you combine all of the above scenarios. 2.5.Do a reality check on all the above calculations.Are your results as you expect them to be?Why or why not?
Business analysis, application models and predict Introduction This course has a 30%-weighted coursework component which will require you to use Tableau to create a story (a collection of dashboards) to discover commercial insights from a provided dataset. The purpose of the project is for you to demonstrate your ability to create effective data visualisations using Tableau to communicate key insights to senior management. The deadline for the coursework is listed in the submission section of the VLE. This individual project work is treated as an open-book examination. You can download the dataset for the 2024/25 academic year here. Deliverable content Your task will be to explore the dataset using Tableau's data visualisation tools in an effort to extract commercially-important insights in preparation for a presentation of your findings to senior management of the company. The deliverable content will be in two parts: • a story (a collection of five dashboards) created in Tableau • an accompanying 1,500-word report, which describes the key insights from the story, including recommendations to senior management as a result of your discoveries. Which visualisations and which variables you wish to explore will be depend on your judgement. The task is designed to simulate real-life situations when business analysts are faced with raw data and need to spend time exploring, or mining, the dataset hoping to discover interesting trends, patterns and relationships. • How clear your dashboards are, i.e. how effective your chosen visualisations are at showing the insights. • Creativity and imagination in your choice of visualisations. • The quality and professionalism of the story. • How well the accompanying report relates to the Tableau story, i.e. the reader of the report and story should be clear on the findings in the same way as if the reader had attended a verbal presentation of the story. (You will not actually be delivering a presentation to an audience.) • The relevance of the recommendations to senior management contained within the report. • The quality and professionalism of the story and report. The length of the report should not exceed 1,500 words. You should also include an executive summary at the beginning of no more than one side of A4. Please also include a table of contents. The executive summary and table of contents are not included in the 1,500-word limit. Please note there is no allowance in the word limit. If you exceed the stated word limit you will be penalised. Please also state the word count. If you wish, you may also include a Technical Appendix at the end of the document (excluded from the word count) but the examiner will not consider anything included here for marking. The text should be spaced using the 1.5 lines setting. The word limit does not apply to text not in the main body such as footnotes and labels.
Statistical Case Studies 2024/25 Semester 2 Examining the relationship between insulin and c-peptide. 1 Background Deadline: 14 February 16:00 1.1 Lucy Letby In August 2023 a nurse called Lucy Letby who worked in the neonatal ward at the Countess of Chester Hospital was found guilty of seven counts of murder and seven counts of attempted murder of infants. In July 2024 she was re-tried and found guilty of one further count of attempted murder. She has been unsuccessful in appealing both verdicts. Since July 2024, when the reporting restrictions on the case were lifted, there has been much public criticism by statisticians of the way in which statistical issues associated with the case were presented. [Optional] For more details on the case itself, there have been many newspaper articles, TV programs, and podcasts published. Some that I would recommend, which include discussion of the statistical issues, are: • Tortoise podcast: https://www.tortoisemedia.com/listen/the-slow-newscast/lucy-letby-the-expert-witness • New Yorker article (the first published article criticising the statistics - note this was banned in the UK at the time): https://web.archive.org/web/20240513112618/https://www.newyorker.com/ magazine/2024/05/20/lucy-letby-was-found-guilty-of-killing-seven-babies-did-she-do-it • Channel five episode: https://www.channel5.com/show/lucy-letby-the-new-evidence • Telegraph articles featuring statistical analysis by John O’Quigley and Peter Elston (note these are behind a paywall and so not linked). 1.2 The insulin cases In two of the cases of attempted murder, Letby was accused of having added insulin into the feed bags of two premature infants (child F, August 2015 and child L, April 2016). Blood samples had been taken from the two infants and at the time and sent for immunoassay blood tests. The results of these tests were: • Child F - 4,657 pmol/L insulin, 169 pmol/L C-peptide. • Child L - 1,099 pmol/L insulin, 264 pmol/L C-peptide. It is known that the results of immunoassay tests are affected by interference in the sample between 0.4% and 4% of the time. This inference will result in errors in the reported values and hence false positive and false negative results in diagnoses based on the tests. When the tests were taken (including after receiving the test results) there was no suspicion that the babies had been attacked. As such, more accurate follow-up tests were not carried out because the babies had recovered. The unusual results of these blood tests were noted by medical experts involved in the police investigation against Letby over a year later. One of the arguments made at trial was that the results from the immunoassay blood tests were indicative of insulin poisoning. The argument made was that the C-peptide value should be around 5-10 times that of the recorded insulin value. In fact, both babies had insulin levels that were much higher than their C-peptide readings and experts testified that this suggested that the insulin cannot have been naturally produced. Details of the arguments made in court can be seen in court reporting of the evidence. In particular, the following two comments were made: • Dr John Gibbs, a consultant at the Countess of Chester Hospital: ‘The [...] C-peptide reading [for child F] should, for natural insulin, [...] be even higher [than 4,657] in this context, Dr Gibbs explains, but it is ‘very low’ . The ratio of C-peptide/insulin is marked as ’0.0’, when it should be ’5.0-10.0’ . Dr Gibbs says the [...] c-peptide reading should be at 20,000-40,000 to correlate with the insulin reading in this test. The doctor says this insulin result showed Child F had been given a pharmaceutical form of insulin administered, and he ‘should have never received it” . • An unnamed doctor at the hospital: ‘The doctor says the cortisol reading was ’normal’, the insulin at a reading of 4,657 was ”too high for a baby who has a low blood sugar” . The doctor says it would be expected, with a baby in low blood sugar, for insulin to stop being produced, so that would also be low. The [...] c-peptide reading of ’less than 169’ does not correlate with the insulin reading. The insulin and [C-peptide] readings would be ’proportionate’ with each other. The doctor says it was likely insulin was given as a drug or medicine, rather than being produced by Child F, to account for this insulin reading. ’ 2 Task You have been approached by the lawyer of Lucy Letby to give expert statistical advice on the case. The lawyer wants you to produce an expert witness report giving your opinion on: • the argument made in the case that when no exogenous insulin has been taken, the C-peptide mea- surement should be around 5.0-10.0 times higher than insulin. • whether there is an alternative relationship between insulin and C-peptide. • whether the insulin and C-peptide measurements for babies F and L are unusual. Expert witnesses should only testify in relation to matters within their knowledge, so you must comment only on statistical issues in your report. You should also stick to commenting on the insulin question above, and not on the wider statistical issues in the case. There are several ways you could approach the analysis but I suggest that you start by fitting a linear regression model with C-peptide as the response variable, to study how C-peptide varies with insulin. The lawyer does not have access to datasets from the Countess of Chester Hospital, or from the labs that carry out the immunoassay tests. They have given you a dataset from a Freedom of Information request sent to the Liverpool University Hospitals NHS Foundation Trust (https://www.whatdotheyknow.com/ request/blood_test_records_for_insulin_a.). The data have also been provided in csv format. As part of your task you should comment on the appropriateness of this dataset for answering the questions that the lawyer has asked as well as detailing any limitations of your analysis. 2.1 Format You should submit a written report detailing your findings. Your report must contain no more than 1000 words (not including references, tables, figures and their captions). Please state the word count under the title of your report. You can structure your report however you like but I would expect to see: • A short executive summary at the start summarising your key findings, that can be understood by a lawyer. • A description of the datasets you have been given. You should assume that the lawyer is not familiar with the dataset. • Detail on the methods you have used for the analysis. • Detail on model fit and the limitations of your analysis. • Your conclusions. You should also submit well-documented R code, either plain or as markdown so that your analysis is reproducible. The work must be completed in your group of 3, which you must have arranged and registered on Learn. If you have any difficulties with this or have not managed to find yourself a group, please email me or speak to me in the workshops. The first paragraph of your report must list your names with university user names. Contributions from different team members never end up completely equal, but you should aim for rough equality, with team members each making sure to ’pull their weight’, as well as not unfairly dominating. 3 Mark Scheme There is no single correct analysis for this type of project, so you will not be marked on the basis of how close you get to some particular model answer. The marks are not subdivided, but will be allocated on a combination of statistical approach and justification, interpretation of results in context and presentation. • 80 – 100% A report that could be presented to the client or collaborator with little or no revision. Analysis is sound so that conclusions are well-supported statistically. Interpretation is reasonably mature. The project should demonstrate a clear overview of the work, without getting lost in details, and be free of all but minor statistical errors. The work is to a publishable standard. • 70-79% A report that could be presented to the client or collaborator with little or no revision. Analysis is sound so that conclusions are well-supported statistically. Interpretation is reasonably mature. The project should demonstrate a clear overview of the work, without getting lost in details, and be free of all but minor statistical errors. • 60 – 69% A project that could be presented after a round of revision, but without having to re-do much of the actual analysis. Some flaws in the analysis or presentation (or minor flaws in both), but basically sound. A good grasp of the statistics and context, so that interpretation is reasonable. • 50 - 59% Major re-working required before the project could be presented, but containing some sound statistics demonstrating understanding of statistical modelling and its application. Reasonable presen- tation and organisation. • 40 – 49% Major flaws in analysis and presentation, but demonstrating some understanding of statistics, and a reasonable attempt to present the results. • Fail (below 40%) Flawed analysis demonstrating little or no understanding of statistics, and/or incom- prehensible or very badly organised presentation.
„Numerische Methoden II“ Wintersemester 2023/2024 Aufgabe 0 – Template: Nichtlineare Gleichungen Der kontinuierliche Rührkesselreaktor (CSTR) wird in vielen chemischen Prozessen eingesetzt da er im stationären Beharrungszustand betrieben werden kann. Der stationäre Beharrungszustand ist durch die Schnittpunkte von Reaktionskurve und Transportgeraden charakterisiert (vgl. CRT1 – Kapitel 7.6.1). In dieser Aufgabe soll der stationäre Beharrungszustand eines adiabaten Rührkesselreaktors in Abhängigkeit der Temperatur T und des Zulaufvolumenstroms V+ bestimmt werden. Die modifizierte Energiebilanz in dimensionsloser Form. lautet: mit den Koeffizienten Hierbei sind • R = 8,314 J mol-1 K -1 die universelle Gaskonstante • VR = 1 m3 das Reaktorvolumen • V + der Zulaufvolumenstrom in m³ s-1 • T die Temperatur in K • T + = 298 K die Zulauftemperatur • k0 = 2.85 s-1 die Reaktionsgeschwindigkeitskonstante • E = 21059.362 J mol-1 die Aktivierungsenergie • ρ = 1000 kg m-3 die Dichte • cp = 4 kJ kg-1 K -1 die spezifische Wärmekapazität • cA + = 10 mol m-3 die Zulaufkonzentration • ∆hR = -119200 kJ mol-1 die Reaktionsenthalpie Programmieraufgabe Schreiben Sie ein allgemeines Programm zur Lösung der Energiebilanz, indem Sie zur Lösung der nichtlinearen Gleichung f(T*) = 0 Newton-Klasse aus der Library Das Programm soll: • unabhängig von den Stoffdaten implementiert werden, d.h. die Stoffdaten sollen aus einer Datei eingelesen werden • den Verlauf von T/T+ über a0 tabellarisch ausgeben • den Verlauf T/T+ über a0 grafisch darstellen. Für diese Aufgabe können Sie gnuplot verwenden Auswertung 1.) Testen Sie ihr Programm für einen Zulaufvolumenstrom V + im Bereich [0.009, 0.011] m³ s-1 . Wählen Sie einen sinnvollen Startwert für die Temperatur T/T+ . 2.) Variieren Sie den Startwert für die Temperatur T/T+ und untersuchen Sie die Konvergenz der Lösung. Hinweise Diese Aufgabe setzt den Wissensstand aus der Vorlesung „Numerische Methoden 1“ voraus. Im Folgenden werden die Mindestvoraussetzungen und die optimale Lösung der Aufgabe erläutert: Mindestvoraussetzungen: • Kenntnisse von Numerische Methoden I: Algorithmen zur Lösung linearer Gleichungen und Ausgleichsproblemen, nichtlinearer Gleichungen, Integration (Euler, Runge-Kutta) von gewöhnlichen Differentialgleichungen und Extrapolationsverfahren. Optimale Lösung dieser Aufgabe: • Sie lösen die Aufgabe indem Sie ihre Funktionen in die Dateien main.cpp, function.cpp, f_read.cpp und f_out.cpp unterteilen.
Diploma in Information Technology ITS D003 Communications and Networks January 2025, Term 2506 CA003 Group Assignment (40%) (Written Report 30%,Group Presentation 10%) Overview of the Assignment: The objective of this assignment is to allow student groups to apply the concepts taught in class and further their knowledge on IT and networking. When doing research beyond lesson materials, students are encouraged to check the validity of the sources before using it in the assignment. Rationale of Group Assignment The rationale of the group assignment is to enable collaborative learning with your peers and learning to work as a team, which is common in workplace environment. Students learn to apply theories taught in class and in textbooks, to real world situations. In line with this objective, students are not allowed to reuse old assignments or submit projects from previous semesters or copy largely from sources, particularly from the internet. Forming Group Students are to form. groups of 4-5 members per group. As this is a group assignment, each member is expected to put in his/her fair share of effort into the assignment. It is essential that groups manage their group effectively to complete this assignment. Students should try to resolve group dynamics issues within the group, and may seek the mediation through the lecturer as early as possible. Last minute mediation will not be entertained. Students may request for peer evaluation as a final resort if all mediation fails. Finally, the lecturer reserves the right to assign a mark to an individual student different from the rest of the group if that student is deemed not to have put in his/her fair share of effort into the assignment. This assignment will make use of what you have learnt in: • Lesson 3 Internet Networking • Lesson 9 Wired Media • Lesson 4 Internet Protocols • Lesson 10 Wireless Media • Lesson 5 Internet Applications • Lesson 15 Interconnection Technologies • Lesson 6 Domain Name System • Lesson 16 Packet and Circuit Switching Read the following articles on Singapore’s digital push to adapt and drive digital transformation within the Retail Industry sector: Article (1): Retail ITM 2025 - Singapore Retailers Association Article (2): Retail Industry Digital Plan | IMDA Article (3): Retail Industry Digital Plan | Go Business and IMDA Retail-idp.pdf Herbs & Harvest Supermarket Pte Ltd (HHS), founded in 1995, is one of the largest chain of supermarkets in Singapore. From its humble beginnings starting as a small fresh produce shop, HHS has grown to become one of Singapore’s top retailers, with over 50 stores island-wide today. HHS’s retail stores are designed to provide their customers with both “wet and dry” shopping options. These include a wide variety of live, fresh and chilled produce, in addition to processed, packaged and preserved food products as well as general household products. In 2020, HHS started an online shopping platform for groceries. With this, HHS embarked on a omni- channel retail to become not only a preferred brick-and-mortar supermarket, but also one of the best online supermarkets. To prepare for the future, HHS intends to grow digitally and use digital solutions to improve operations and generate new revenue by participating in SMEs Go Digital Programme initiated by IMDA Singapore. HHS is looking to hire Project Management Consultant to acquire and setup necessary digital infrastructure at one of their new supermarkets, appropriately named “ Herbs & Harvest digital”. To qualify for this role, your team must demonstrate how you would go about setting up a robust, secure and efficient IT infrastructure to support various operations including point-of-sale (POS) systems, inventory management, customer Wi-Fi, and staff communication. Your task is to write a report that explains IT and networking concepts and a brief proposal to meet their current and future needs. Task Instructions 1. Make sure your report is related to HHS and Articles (1), (2) and (3). 2. Please make use of definitions and concepts taught in ITS D003. You are allowed to use external sources to further support the concepts but not replace the definitions. 3. You are advised to read and follow the Report Instructions in Annex A. Failure to do so will result in deduction of up to 20% of the total marks. 4. The marking rubric for the assignment is provided in Annex B. PART A (30%) (i) Write a summary, in at least 500 words, for Articles (1), (2) and (3). In your summary, describe, with examples, Retail ITM 2025, Retail Industry Digital Plan, its importance, and impact, and how the Small and Medium-sized Retail Businesses (SMBs) in Singapore can strategize to see further growth and transformation. (ii) List, describe and discuss, in at least 500 words, what are the essential digital solutions which the retail SMBs should consider at different stages of the Digital Solutions Roadmap and how each of the solutions will benefit the supermarkets in digital transformation. PART B (40%) Herbs & Harvest Supermarket (“HHS”) prides itself in providing services beyond the highest level of excellence to all its customers. It highly values all its customers and to ensure that they get the best yet economical services, it depends on its executive leadership team including Mr. Heng, and thirty (30) staff in administrative and customer service roles at EACH supermarket. Figure 1 below shows the floor plan of the new “ Herbs & Harvest digital” premises. Mr. Heng has decided to setup all the IT systems and Network infrastructure appropriate to fully implement the Digital Roadmap as discussed in PART A , and reduce the manpower needs to only twenty (20) staff to fully exploit the benefits of digitalization. Your team’s task as their Project Management Consultant would be to propose, design and deploy the IT systems and the network infrastructure for their new supermarket located in one of the Singapore’s heartlands. Figure 1: Floor Plan of Herbs & Harvest digital Propose and justify, in at least 1500 words, the appropriate set of IT systems and network infrastructure that will support HHS to streamline its operations to improve productivity and maximize value to its customers. Your proposal should include, with justification: I. an itemized list of computing hardware such as the servers for various applications, desktops / laptops, smartphones / tablets, and printers based on the staff working at the digital supermarket, II. an itemized list of media and security devices/systems such as smart televisions and security cameras, III. an itemized list of network interconnection devices such as routers, switches, hubs, access points, nodes etc.), and IV. a simple network topology diagram that shows: a. the type of internet source (e.g. fibre broadband), b. how the devices listed above are linked together through interconnection devices, and c. the wired / wireless media selected to provide network access to the devices above, and the advantages / disadvantages of each media. References: 1. What is a network topology diagram: (What Is a Network Diagram? Definition, Types, and Examples (figma.com)) 2 . Draw Network Diagram using draw.io or PowerPoint icons from this link: (https://www.cisco.com/c/dam/en_us/about/ac50/ac47/icon-library-production- oct2016.zip) PART C (20%) While discussing and evaluating your team’s project proposal as prepared in PART B, Mr. Heng referred you to sections 5 and 6 of Retail IDP which describes the “AI for Retail” and “Cybersecurity and Data Protection roadmap” to support the digitalization journey for Herbs & Harvest. To ensure that HHS is well prepared to reap the benefits of digital transformation, Mr. Heng requested your team to propose an “AI for Retail” solution to help elevate customer experience, operational efficiency & business growth, and a roadmap for “Cybersecurity and Data protection” . In this proposal: (i) List and justify, in at least 500 words, AI solutions for Retail which can be used by HHS, and the benefits of these solutions. (ii) List and justify, in at least 500 words, Cybersecurity measures and Data protection practices that HHS should put in place to achieve necessary cybersecurity certification and compliance with PDPA. Report Instructions Format 1. The report should have a cover page, content page, introduction, write-up on the task, conclusion, references, and appendices (if any). 2. The cover page should include: i. Institution name and institution logo of this programme ii. Module name, term, and year iii. Date of submission iv. Each team members name and student ID number 3. Start each section on a separate page. Task write-up must be in paragraph form. Bulleted points and tables may only be used to support the answer. 4. The references and citations should be presented in Harvard style. Reference list should include at least FIVE (5) references. Report Word Limit 4000 words including introduction, conclusions, and references. Report Font and Spacing Font: Calibri, Black Font size: 12 with 1½ or double spacing Penalty Marks for Late Submission Late by one day: 20% of the total marks will be deducted. Late by more than one day: submission will NOT be graded.
Quantitative Reasoning MATH 102 Practicing and applying quantitative reasoning: personal finance, consumer statistics, etc. Quantitative Reasoning (MATH-102-M001) Syllabus Course Description The course covers mathematical and statistical ideas which are essential to understanding quantitative situations. These ideas are: . Proportional and fractional contexts (ratios, rates, unit conversions, etc.) . Estimation and Precision . Modeling . Statistics . Finance Each of these ideas are presented and assessed in real-life situations so that students can connect them to their life. General Education Learning Outcomes The following are expected outcomes of BYU’s General Education program that are addressed in this course. Knowledge and Skills . Be able to demonstrate foundational knowledge and skills in the methods of investigating, expressing, and evaluating concepts in the following disciplines: Arts, History, Humanities and Languages, Natural Sciences and Mathematics, Social Sciences. Communicate Effectively . Communicate effectively with diverse audiences using written and visual media. By Study and By Faith . Describe relationships among General Education core concepts and the restored gospel. Sound Thinking and Problem Solving . Apply sound and original thinking to solve real-life problems. . Collaborate effectively to solve problems and create ideas for the common good as a leader and as a participant. . Examine and evaluate the strengths and weaknesses of ideas and arguments, withholding judgment until having gathered sufficient information and considered relevant implications. Life-long Learning . Actively apply learning to contribute to the common good of society in solving family, professional, religious, and social problems. Course Learning Outcomes Cognitive . Students will learn to reason with ratios and probabilities; model real world problems; estimate; interpret data and graphical representations; and will understand important basics of financial management. . Students will evaluate the quantitative reasoning of others. Skills . Students will use spreadsheet software (e.g. Google Sheets and Excel) to summarize data and answer quantitative questions. . Students will communicate quantitative reasoning through writing. Affective . Students will see the utility of quantitative reasoning in their everyday life. . Students will believe that they and everyone else can develop quantitative reasoning skills. Course Materials Course materials are available within the course. Because the course is administered entirely online, you must have access to a computer to complete it. Exams are also online and must be taken at an approved test proctoring service where you will be required to show photo identification. There is no need to purchase any particular book or resource for this course. The materials on this course site are copyrighted and permitted for use under the TEACH Act only for the use of students enrolled in this course for purposes associated with this course and may not be retained or further disseminated. Assignments You will complete the following assignments during the course. See the Grades page for a breakdown of assignment weights. Lesson quizzes Each unit is made up of a number of lessons and each lesson has an associated quiz. Each quiz will have about 5 questions on the material from that unit. You may re-take a lesson quiz up to five times if you are unhappy with the score you get. The highest score you receive will count toward your final grade. Note that questions will be randomly selected from a bank of questions when you re- take a lesson quiz. In other words, you will get an entirely different set of questions. Projects There will be a project for each unit. The projects will require that you apply the quantitative reasoning concepts from the unit to address a real-life quantitative problem or question that you face. In some cases, you will have complete control over the substance of the problem that you address and will only be limited by the concepts in the unit. In other cases, we have identified a universal problem that all students will address using the unique circumstances of their own life. Each project will be worth 20 points. Proctored Midcourse and Final Exams There is a proctored midcourse exam and a proctored final exam. You may use one of the calculators provided on-screen in the tests or you may bring your own calculator but not the calculator on your cell phone or programmable/graphing calculators. You may also bring and use blank scratch paper that must be surrendered to the proctor or destroyed upon completion of the exam—whether or not you wrote on it. Calculators and Internet Usage Lesson Quizzes and Unit Tests Because the purpose of this course is to help you use quantitative reasoning in everyday life, and because everyday life grants you access to calculators and the internet, we will not restrict usage of either of these resources on the lesson quizzes or unit tests. You may use your phone, the internet, and any type of calculator for these assessments. Proctored Midcourse and Final Exams Your resources are restricted on the proctored exams. As mentioned above, you may bring your own calculator, but you may not use the calculator on your cell phone or a programmable/graphing calculator. In some test questions, you will be provided a link to a particular website—you will only have access to those websites, not the entire internet. Grading Your grade in this course will be based on these assignments and exams. Assignment or Exam Grading Percent of Total Grade Resubmission Fee to Resubmit 31 Lesson Quizzes Computer 10% 0 NA 5 Unit Tests Computer 15% 0 NA 5 Project Evaluations Instructor 5% 0 NA 5 Unit Projects Instructor 25% 0 NA 1 Proctored Midterm Computer 20% 0 NA 1 Proctored Final Exam* Computer 25% 0 NA *You must pass the final exam to earn credit for the course; for extenuating circumstances, you may petition to retake the exam. Grade scale Your letter grade is calculated according to these percentages. A 100–94 A− 93.9–90% B+ 89.9–87% B 86.9–83% B− 82.9–80% C+ 79.9–77% C 76.9–73% C− 72.9–70% D+ 69.9–67% D 66.9–63% D− 62.9–60% E (fail) 59.9 and below
Monthly Assignment 2 LINC12 Fall 2024 October 25, 2024 Assignment due: Sunday November 3, 23:59 on Quercus Total points: 45 The following exercises must be completed by uploading a PDF document onto Quercus. This assign- ment covers material through the Thursday, October 17 lecture. This assignment is worth 45 points altogether. It contains a variety of questions ranging from simple to difficult. It also includes problems that were presented as practice exercises. Refer to your notes from lecture for information on how to complete those problems. If you work with anyone else, or discuss answers with your classmates, please indicate their names some- where on your returned answer document. This is so we know to expect similar answers. However, you should hand in your own unique work! 1 Predicate Logic (5 pts) Translate the following sentences into Predicate logic. You do not need to provide a model or a legend for constants in this question. (1) Robert likes Pia and Georgina. (2) Dr. Tannhaus resigned or disappeared. (3) Pilar gave Beng Beng to Qin Xue (4) Gregor is sick and asleep. (5) If Dr. Tannhaus resigned, Bronwyn will be happy. 2 Set Theory (6 pts) Recall De Morgan’s laws from our work in Propositional Logic: (¬p ∨ ¬q) ↔ ¬(p Λ q) (¬p Λ ¬q) ↔ ¬(p ∨ q) It is possible to apply De Morgan’s laws to the relationship between two sets as well. Rewrite De Morgan’s laws using our set operators. 3 Writing a Model and representing Propositions (20 pts) Below is a short passage with several sentences. Create a model populated with the named individuals, and with definitions of all of the predicates used below. Remember to name the model, create a universe with all of the relevant individuals, and create definitions of both definite descriptors as well as the predicates themselves. Use correct Set notation to do these definitions. Ignore things like tense, conjunctions etc. in the passage; focus on creating a model that is sufficient to determine the meaning of the sentences in this passage. (6) Robin introduced June to Nico. Robin and June are people, but Nico is a fish. Gregor owns Nico, but Gregor is sick. Olivia also owns Nico, and Olivia is also sick. Robin and June are helping Gregor and Olivia. June and Robin will feed Nico. 4 Evaluating Truth of statements relative to a model (14 pts) Below I will provide you with a Model, M1. The following questions will give you several statements, written in either plain English, or in the syntax of Predicate Logic. You should determine whether these statement are true in the given model, and say very briefly (one or two sentences) how you know, or where you looked to determine this. • U = {Hao Xuan , Kaz , Virgilio , Arshi , Qin Xue , Beng Beng , Osito} • [ hIM1 = Hao Xuan; [ kIM1 = Kaz; [ v IM1 = Virgilio; [ a IM1 = Arshi; [ qIM1 = Qin Xue; [ bIM1 = Beng Beng; [ o IM1 = Osito • [ DOG IM1 = {Beng Beng} • [ CAT IM1 = {Osito} • [ PET IM1 = {Osito, Beng Beng} • [ PERSON IM1 = {Hao Xuan, Kaz, Virgilio, Arshi, Qin Xue} • [ HAPPY IM1 = {Beng Beng, Osito, Qin Xue, Hao Xuan} • [ PHD.STUDENT IM1 = {Kaz , Virgilio , Arshi} • [ OWN IM1 = {〈Hao Xuan, Osito〉 , 〈Qin Xue, Beng Beng〉} • [ LIKE IM1 = {〈Osito , Hao Xuan〉 , 〈Hao Xuan , Osito〉 , 〈Virgilio , Osito〉 , 〈Kaz , Osito〉 , 〈Arshi , Osito〉 , 〈Hao Xuan , Beng Beng〉 , 〈Qin Xue , Beng Beng〉 , 〈Beng Beng , Qin Xue〉 , 〈Beng Beng , Kaz〉 , 〈Beng Beng , Hao Xuan〉 } 4.1 Q1 {x : (x ∈ [DOG]M1) V (x ∈ [CAT]M1)} ∈ [HAPPY]M1 4.2 Q2 |{y : LIKE(o,y) in M1}| > 1 4.3 Q3 If someone owns a pet, they are happy. 4.4 Q4 [PHD.STUDENT]M1 ∈/ [HAPPY]M1 4.5 Q5 Virgilio likes every pet. 4.6 Q6 [PHD.STUDENT]M1 ≤ {x : LIKE(x,o) in M1} 4.7 Q7 Beng Beng likes the owner of Osito, but Osito does not like the owner of Beng Beng.
Portfolio Project 1 In this project, you will explore a central subject of your choice. You will find three datasets of your choice (suggested sources listed below). And create the following three deliverables: 1. a data description, (25 points) 2. an infographic, and (15 points) 3. a reflective analysis. (4 points) A description of each deliverable is given below. Deliverable 1: Data Description For this deliverable, you will write a data description document in narrative style, following the “Data Description Format” document. Your data description should be submitted as a single .pdf titled “[LASTNAME]_[FIRSTNAME]_DATA_DESCRIPTION.pdf”. Your output will be graded according to the following rubric: Rubric Element 1 (Needs Improvement) 2 (Developing) 3 (Nearly There) 4 (Satisfactory) 5 (Above Expectations) Formatting Document is poorly formatted, difficult to follow, and unprofessional in appearance. Document includes screenshots of Excel and lacks proper formatting or readability. Document is somewhat clear but inconsistent in formatting or contains minor errors. Not submitted as a .pdf. Document follows the provided format, is submitted as a .pdf, and is clean with no serious typos or errors. Document is cohesive aesthetically, all charts use consistent aesthetics and formatting, all figures align with the text format, and it goes above and beyond the structure and look of the provided format document by enhancing it. Central Subject and Dataset Descriptions Missing rows, columns, data cleaning and preparation, or limitations. All required elements are present, but analysis is insightful or basic. All required elements are present, and analysis is interesting and insightful. Visualizations Does not include at minimum: 1 scatterplots, 3 histograms, 3 bar charts, and 3 pivot tables. Also, visualizations do not include required elements such as titles, axis titles, or legends (when appropriate). All visualizations are extant, but required elements aren't all there. All visualizations are extant, required elements are there. All visualizations are extant, required elements are there. Visualizations look professional and provide meaningful insight into the data. Variable Analysis Analyses are missing or do not follow required formats (e.g., seven-number summaries). Analyses include some required elements but lack depth or coherence. Analyses are complete with basic insights but need stronger connections to subject. Analyses are thorough, insightful, and align well with the overall subject. Analyses are exceptionally thorough, insightful, and professionally executed. Variable Comparisons Comparisons are missing or provide little insight into relationships. Comparisons are basic and lack meaningful interpretation or relevance. Comparisons are adequate but could use stronger analysis or relevance to the subject. Comparisons are meaningful, insightful, and well-presented. Comparisons are exceptional, providing significant insights and clear relevance. Deliverable 2: Infographic Objective: Create an engaging and informative infographic based on your data. Your infographic should inform. the reader about the subject you chose and persuade them to take a specific plan of action or inform. them of a novel, interesting fact based on your findings. Requirements: 1. General Design and Formatting: ● The infographic should be formatted to fit a single PDF page when printed. ● Your name must appear prominently across the top in 24-point font. ● Use a clean, creative design. The appearance should align with the subject you are discussing for maximum visual impact. ● Your infographic will be displayed around Bridge Hall, Hoffman Hall, Fertitta Hall, and Popovich Hall, so ensure it is clear, professional, and visually appealing. 2. Data Visualization: ● Descriptive Statistics: ○ Include at least three descriptive statistics in your infographic. ○ Present these statistics visually in a compelling way that makes them easy to understand. ● Visualizations: ○ Create at least one major visualization about your subject. This could be a histogram, line chart, or some other visualization, which informs readers about your subject in a compelling manner. ● Variable Comparison: ○ Include one comparison of two variables from your dataset. ■ This can be: ■ Numerical vs. Numerical (e.g., scatter plot with trend lines) ■ Categorical vs. Numerical (e.g., boxplots or bar graphs showing averages for categories) ■ Categorical vs. Categorical (e.g., grouped bar chart). ○ Clearly indicate any patterns or relationships that arise from the comparison. 3. Persuasive / Perspective Element: ● Your infographic must include 3-4 sentences which suggest a persuasive plan of action or perspective on an issue based on your findings. ● The plan of action should be clearly stated and supported by the data presented. Infographic Evaluation Criteria Rubric: Criteria 1 (Needs Improvement) 3 (Proficient) 5 (Excellent) Content Fewer than 2 descriptive statistics included, major visualization is basic or uninteresting, variable comparison is unclear or not valuable. At least 2 descriptive statistics included, a visualization is included, and a basic variable comparison is included. All 3 descriptive statistics included, The major visualization is striking and shows the reader an insightful and new perspective on your chosen subject. The variable comparison is similarly striking, and shows a clear difference between two groups, or an important trend between two variables in the dataset. Design and Creativity Basic design, minimal alignment with the theme, or visuals are cluttered or hard to read. Attractive design, somewhat aligned with the theme, some creative elements, and mostly legible. Visually striking, highly aligned with the theme, creative use of design elements, and fully legible. Persuasive Impact Plan of action is unclear or only loosely supported by the data. Clear plan of action, mostly supported by the data. Compelling and clearly stated plan of action fully supported by the data. Submission Details: ● Submit your infographic as a PDF file by the deadline. ● Ensure that your infographic adheres to the formatting guidelines and includes all required elements. Tips for Success: ● Be concise: Use minimal text and let your visuals do the talking. ● Use multiple segments: You are allowed to display your information in multiple segments / visualizations across your infographic — not everything needs to be slammed into a single visualization! ● Stay focused: Stick to a single, clear message or theme. ● Check readability: Ensure that all text and visuals are legible from a distance. ● Get creative: Use unique design elements to make your infographic stand out, but avoid clutter. Good luck creating a compelling and informative infographic that showcases your analytical and creative skills! Deliverable 3: Reflection Submit the following as a .pdf file titled “[LASTNAME]_[FIRSTNAME]_REFLECTION.pdf”. This is intended to serve as a note to yourself in the future to remind you of what you were thinking about during this module, and can get prepped easily if you need to use this for an interview. Consider What You are Strongest at in This Module. (2 points) We want you to have a personalized, developed skill set after this course. In a paragraph, name the learning goal you felt you were strongest at and why. How might this skill be useful for an employer? Prepare Yourself for Future Interviews. (2 points) You may decide to use this portfolio project to apply for jobs or internships. If you do, we want you to remember key things to say to your interviewer. Write a brief note to yourself (2-3 sentences) for use in the future of what to talk about if asked about this project during an interview. The following is a format to follow for the data description of your portfolio project. Fill out all sections, replacing the elements in brackets with your analysis. This document is merely meant to serve as a guide for how to do each part of the portfolio project. The document you create needs to be much more professional in quality. For instance, you should not just insert text into the brackets you see below. Your document should include professional-looking visualizations, proper paragraphs describing data sets, your 7-number summaries, and so forth. Delete these instructions before turning in your assignment.
