Madagascar Projection Change Exercise Practical title: Madagascar Projection Transformations Course: Geospatial Fundamentals Form. of assessment: Summative Report (20% of final course mark) Submission location: Moodle at 1200 on 10th of December 2024 Minimum requirements for credit: See Geography Degree mark scheme for Grade Related Criteria Details of assessment: You have been given a digitised version of a Mercator projection map and asked to produce a Lambert Conformal Conical map of Madagascar for an airplanes company (Lillybank Tours) so they can plan sight-seeing flights across Madagascar. You will carry out a set of conversions and/or transformations to convert from one co-ordinate systems to another using Python. Intended Learning Outcomes: By the end of this project, you should be able to: · Use some simple data and map projection equations to carry out a set of co-ordinate conversions. · Develop your python skills to carry out a sequence of analysis steps and produce a desired numerical conclusion. · Produce a short report discussing the relevant background, and methods employed as well as describing any short comings in the approach and considering other possible outcomes. Deliverables: Submit to Moodle the following Four (4) parts: 1. A report in Word containing the following information (docx or .pdf): a. Total word count 1500 words +/- 20%. i. Marking stops after 1800 words ii. Tables, figure captions and bibliography do not count. b. A brief background on Mercator projection and Lambert Conformal Conic projection c. A brief overview of the different stages of the projection change process, showing how they fit together. d. Selected results section – anything you need to be able to discuss in the discussion section. Put your full numerical results for each stage in Appendix A of the report. See page three of this document for details of the stages. e. Plots of the coastline in Mercator projection coordinates and LCC coordinates (e.g., in python) f. A discussion of the differences between the coastline in the Mercator projection coordinates and the LCC projection coordinates. g. A discussion of any change in the results from using Least Squares Analysis and all four control points to estimate the transformation parameters, rather than using just 2 control points. h. A discussion of an estimated cost savings from using the LCC derived map as opposed to the Mercator based map. (values for fuel and average consumption are provided in the project description slides) 2. A text file explaining your naming conventions and the sequence of your notebooks. 3. Each of your notebooks created in the analysis pipeline as a pdf file. (can be zipped together or as a single pdf file) 4. A zip file, containing all your python notebooks, your data saved as either excel, csv, or .txt files. Stylistic Hints: Some things we will be looking for when marking: · Clear concise explanations (i.e., short and clear is better than longer and complicated sentences). · Correct answers. Use Earth radius 6378000 m. · Make sure numbers have units where appropriate and use a reasonable number of significant figures in results. · A clearly laid out report that is easy for the reader to understand – suitable headings, no tiny text/fuzzy diagrams (refer to the how to write a technical report document). · Nice, tidy, easy to understand Excel spreadsheets (i.e. enough text so someone who is not familiar with the exercise can easily understand what the spreadsheet is supposed to do). · Well organised*, carefully commented python programs that are easy to understand. (*e.g. header explaining program purpose, library imports and most variables declared in one section at beginning of program). · Your discussion section is where most of the range of marks will come from – make sure that your discussion is quantitative, not just qualitative. This is a summative assessment, contributing to your final module mark. You must work independently on your report. You may crosscheck numbers from your programs with others and help people in your group debug problems but the programs and results you submit must be all your own work. Stages of Calculations Stages of the calculation are outlined below. You can break each of these into separate notebooks or keep as one long notebook. If submitted as a single notebook, please make use of the markdown comments to clearly label the sections. Stage Calculation Result Python Program 1 Convert control point geographical coordinates to Mercator Projection grid coordinates. Result A: Mercator Projection grid coordinates of control points 1-4. Python Program 2 Estimate Digitizer to Mercator 2D similarity transformation constants using 2 control points (number 1 and number 3). Result B: Transformation constants estimated using 2 control points. Python Program 3 Coastline Digitiser Coordinates to Mercator coordinates using transformation constants (2 control points). Result C: Coastline points in Mercator Projection grid coordinates. Python Program 4 Convert Mercator Projection grid coordinates to geographic coordinates. Result D: Coastline points in geographic coordinates (Lat, Long). Python Program LSq.1 Estimate Digitizer to Mercator 2D similarity transformation constants using 4 control points and Least Squares]. Result F: Transformation constants estimated using 4 control points and Least Squares. Python Program LSq.2 Coastline Digitiser Coordinates to Mercator coordinates using transformation constants (4 control points). Result G: Coastline points in Mercator Projection grid coordinates. Python Program LSq.3 Convert Mercator Projection grid coordinates to geographic coordinates (4 control points). Result H: Coastline points in geographic coordinates (Lat, Long). Python Program LSq.4 Convert geographic coordinates (Lat, Long) of coastline points to Lambert Conformal Conic grid coordinates using Forward LCC projection equations. Result J: Coastline points in LCC Projection Grid coordinates.
COMP7503 Multimedia Technologies Programming Assignment Deadline: Nov 29 2024, before 11:55pm Preamble: This assignment is composed of two parts: a) Programming Part, and b) Written Part. The purpose of this assignment is to get you familiar with the concepts of multimedia systems, through the realization of Smart City Use Case(s). In essence, you are required to acquire appropriate data streams from https://data.gov.hk/, and based on these data to craft up use cases and derive insights in relation to smart city initiatives. There is no fixed scope nor limit for the smart city use cases, you are free to choose appropriate use cases as you see fit. The programming part requires you to implement an application that fetch data streams from https://data.gov.hk/, data analysis and correlation, as well as dashboards to present insights in relation to your selected smart city use cases. The written part, on the other hand, requires you to write a report, in which you explain in details your smart city use cases, and corresponding implementation details. Please note that this is a group programming assignment. We expect two or three students working together to complete this assignment. Overview: To fulfill the programming part, you are required to conduct your programming tasks in the Node-RED environment. Please follow the Docker-based setup instructions to launch a Docker container for your programming environment. After successful launch, your Docker container will be configured with a Node-RED programming environment as well as a MongoDB instance for data storage. Node-RED is a programming tool for wiring together hardware devices, APIs and online services in new and interesting ways. It provides a browser-based editor that makes it easy to wire together flows using the wide range of nodes in the palette that can be deployed to its runtime in a single-click. Node-RED provides a browser-based flow editor that makes it easy to wire together flows using the wide range of nodes in the palette. Flows can be then deployed to the runtime in a single-click. JavaScript functions can be created within the editor using a rich text editor. A built-in library allows you to save useful functions, templates or flows for re-use. An example has been provided in the file HKO.Flow.json, and you should be able to import it into your node-red environment as shown in Figure 1. This is essentially a demonstration of how to fetch temperature data from Hong Kong Observatory, and plots the historical temperature of various Hong Kong locations up to the last 24 hours as illustrated in Figure 2. Figure 1: Example Node-Red Flow for fetching weather data from Hong Kong Observatory. Figure 2: Chart showing historical temperature data in various locations up to last 24 hours. Programming Part: The programming part requires you to implement an application that fetch data streams from https://data.gov.hk/, data analysis and correlation, as well as dashboards to present insights in relation to your selected smart city use cases. Be sure to start storing data earlier for your subsequent work as it takes time to accumulate enough data for your smart city use cases development. Written Part: You are required to write a report, in which you explain in details your smart city use cases, and corresponding implementation details, data storing approach, and explain how each dashboard present the corresponding smart city use case insights. Assignment Submission: Assignment must be submitted through the moodle course web. The following files have to be submitted as a one single zip file: 1. Exported flow file in your node-red environment. 2. The docker ID from docker hub or docker description file. 3. Project report Important Notes: 1. Late submission is subjected to the penalty of 5% deduction per day. 2. Submission late for more than one week will not be entertained. 3. Programs that cannot be compiled will NOT be graded. 4. Plagiarism will be heavily penalized.
CS 162 HW 5 HW 5: Map Reduce MapReduce is a programming model for scalable and highly parallelized data processing. It abstracts away the complexities of developing a fault tolerant distributed system by exposing a simple API where the user specifies two functions: map: produces a set of key/value pairs from the input data reduce: combines values corresponding to the same key With these functions, tasks can be automatically parallelized and executed on a cluster. This paradigm is particularly powerful since it allows programmers with little background in distributed systems to write parallelizable code for a wide variety of real world tasks. In this assignment, which is loosely based on a lab from MIT, you will be implementing your own fault tolerant MapReduce system in C. Specifically, you will be implementing a coordinator process that distributes tasks to worker processes that carry out the actual computation. You will also handle worker failure by implementing task redistribution. The system design you will be building is similar to that outlined in the MapReduce paper. NOTE In this assignment, we use the term “coordinator” rather than “master”. NOTE The purpose of this assignment is to teach you about distributed algorithms, so we will not be too strict on memory management (i.e. we will not test that you free all of the data you allocate). Of course, poor memory management that causes segmentation faults or other major issues will cause you to fail tests, but do not spend a lot of time worrying about memory leaks that do not impact the functionality of your code. Components This assignment is split up into three parts with distinct deadlines to help you space out the workload. Deadlines can be found on Ed. RPC lab To help you get a basic idea of how the coordinator will communicate with workers, we have put together a lab that walks you through how rpcgen works. rpcgen is a protocol compiler that helps with writing Remote Procedure Call (RPC) applications in C. This lab is worth 5% of your grade on the entire assignment. The code you write for the lab will be in a separate directory (lab-rpc) from the rest of the HW Map Reduce code (hw-map-reduce). To trigger the autograder for the lab portion, you must push the code in the lab-rpc directory. There are no extensions for the lab portion of this assignment. However, you are free to use as many slip days as you’d like. Checkpoint You will be expected to complete the first part of the assignment (up to and including the Tasks section) by an earlier deadline. This checkpoint is worth 5% of your grade on the entire assignment. Note that for the checkpoint, you have to manually trigger the autograder build. If you miss the checkpoint, you may get up to a 95% on the assignment if you pass all the tests by the final deadline, assuming that you have completed the lab in time. If you additionally do not turn in the lab in time, you may get up to a 90% on the assignment. There are no extensions for the checkpoint portion of this assignment. However, you are free to use as many slip days as you’d like. Final The final component consists of the rest of the tasks (through Fault tolerance). Getting started To get started, log in to your development environment and get the starter code. cd ~/code/personal git pull staff main cd hw-map-reduce If you made changes to your repo on a different (virtual) machine, make sure to run git pull personal main as well.
C11SA Supply Chain Risk & Adaptation Assignment Brief 2024-25 Individual Essay (60% of course mark) The objectives of the assignment are to evaluate students' understanding of supply chain resilience, analyse key components and strategies, conduct a detailed case study analysis, reflect on lessons learned, and propose recommendations for enhancing supply chain resilience. Additionally, the assessment aims to ensure structural coherence and academic rigor in the essay. This assignment contributes to the following course learning outcomes: On completion of this course, you will be able to 1. differentiate risk management frameworks and approaches used in the logistics and supply chain field 2. use risk identification and assessment tools within supply chain and logistics context. 3. analyse supply chain response and mitigation strategies in a specific supply chain and logistics risk context. 4. evaluate a resilient supply chain within the contemporary business context. 5. appraise the emerging risk megatrends within the supply chain and logistics field. Here is the assessment brief: Uncertainty has become the new norm of the business ecosystem due to continuous disruption caused by man-made crises and natural disasters with serious effects. Logistics and supply chains are among the most impacted business functions during disruption. The likelihood and consequences of various sources of risks are amplified by complex global supply chains, ever-shrinking product lifecycles, and unpredictable volatile markets. This is along with other mega-trends including climate crisis, shortage of labour, and digital disruptions. In times of crisis, uncertainty can reach extreme levels, and supply chain vulnerability can be highly exposed. The recent crisis has proven that building resilience and adaptability are crucial during these periods of systemic change and transformation. It differentiates businesses that not only survive amidst disruption but also thrive and create business values and in turn a competitive edge. Your task You are requested to answer the following. • Why resilience has become a critical success factor in managing logistics and supply chains. • Analyse how supply chain leaders can build resilience that allows them to prepare for a fast- paced and uncertain future. • Provide a detailed case study of a company that has successfully implemented resilience strategies in its supply chain. Assess the challenges faced and the solutions adopted. • Reflect on the lessons learned from the case study and propose recommendations for enhancing supply chain resilience in the future. Your essay must be supported by good quality relevant academic sources, reliable industry reports, statistics, examples, publications, company websites, and other reliable online sources. You might focus on a specific supply chain context in terms of industry/product type. Please read and follow the instructions carefully: - Your essay should be no more than 2500 words The word count excludes the cover page, figures, table of contents, and reference list. The word count includes tables in the body of the essay. - Do not include an executive summary, abstract, or any appendices. - Use 11-point font (Calibri, Arial, or Times New Roman are all acceptable), with 1.5 line spacing. - The language used must be third person, formal, and therefore presented in an academic style. - Use the Harvard Referencing style. Your report should include relevant literature only, minimum of 10 references. - Please do not email your draft or completed work to your lecturer. Assessment criteria - 15% - Understandings & critical discussion of how resilience has become a critical success factor in managing SC & logistics. - 30% - In-depth analysis of the critical elements and strategies that contribute to supply chain resilience. - 30% - Quality of the case study selection, depth of analysis, and relevance to the discussion on supply chain resilience. - 15% - Insightful reflection on the case study and practical, well-reasoned recommendations for future resilience strategies. - 10% - Clear structure, logical flow, and adherence to academic referencing standards. Essay Structure • A brief introduction: the purpose of the essay and what is included in the essay, • The main body of the essay which covers the elements of the task (see assessment criteria), • A conclusion in which you clearly state what can be concluded from the study you have carried out.
Midterm Exam: GSND5110 11899 Game Design and Analysis SEC 01 Fall 2024 Question 1 1 / 1 pts According to the Shut Up and Sit Down video on Tabletop Roleplaying Games, what can video game designers learn from these games? Video game designers should prioritize designing linear and pre-scripted storylines. Video game designers should focus more on complex rules and statistics to enhance gameplay depth. Video game designers should avoid allowing players to make choices to maintain a structured experience. Correct! Video game designers should encourage player agency and creativity in shaping the narrative. This is the correct answer. The video highlights that video game designers can benefit from tabletop RPGs by adopting the lesson of encouraging player agency and creativity in shaping the narrative. This approach allows players to have a more immersive and personalized experience. Question 2 1 / 1 pts In the Art of Game Design, Jesse Schell describes how punishment can be used to motivate players and he summarizes the research on the topic by stating which of the following sentences? One thing that psychological study has shown is that reward is always a better tool for reinforcement than punishment for casual players. Whenever possible, if you need to encourage a casual player to do something, it is better to use a reward than a punishment, if you can. One thing that psychological study has shown is that punishment is always a better tool for reinforcement than reward. Whenever possible, if you need to encourage a player to do something, it is better to use a punishment than a reward, if you can. One thing that psychological study has shown is that punishment is always a better tool for reinforcement than reward for hardcore players. Whenever possible, if you need to encourage a hardcore player to do something, it is better to use a punishment than a reward, if you can. Correct! One thing that psychological study has shown is that reward is always a better tool for reinforcement than punishment. Whenever possible, if you need to encourage a player to do something, it is better to use a reward than a punishment, if you can. Correct! Question 3 1 / 1 pts The manual of the game "Lords of Waterdeep" reads as follows: If you have any Agents in your pool, you assign 1 of them. To assign an Agent, place it on any unoccupied action space of a Building, whether a basic Building or one that has been put into play. You cannot place an Agent on an action space that contains another Agent (yours or another player's) or on Buildings that are not yet in play. When you assign an Agent, follow the instructions for that action space. You take that action just once. What kind of mechanic is this? Secret Unit Deployment Correct! Worker Placement Correct Point to Point Movement Role Playing Question 4 1 / 1 pts Which type of complexity in games is characterized by a ruleset that is often hard to learn but enjoyable for those who like mastering intricate rules? Correct! Innate complexity Innate complexity: This is the correct answer. Innate complexity in games is characterized by rules that are complex due to attempts to simulate real-world situations or the addition of extra rules for balance. Games with innate complexity may be challenging to learn but can be enjoyable for those who like mastering complex rulesets. Fundamental complexity Extrinsic complexity Emergent complexity Question 5 1 / 1 pts The manual of the game "Blood Rage" reads as follows: I. Gods' Gifts Phase Take the deck of cards from the Age Track relative to the current Age and deal 8 cards to each player. Th ere will always be two cards left over after that (four in a 2-player game). Discard these cards, without looking at them. Each player inspects the eight cards dealt to them and selects one to keep, placing it face down on their clan sheet, on top of the symbol of their clan animal. Once everyone has placed a card on their clan shee t, everyone passes the rest of their cards to the player on their left. Now each player looks at the cards they've been passed, selects one to keep, and places it face down on t heir clan sheet. Then everyone passes their remaining cards to the left. Continue picking and passing cards until each player has placed six new cards on their clan sheet. By tha t point, everyone will have two cards left to pass. But instead of passing them, they must be discarded w ithout showing them. At the end of this phase, all players should have 6 cards in their hand, plus any card they might have sa ved from a previous Age. Keep these cards secret from the other players. You will be able to use these ca rds during the Action phase. What kind of mechanic is being described here? Correct! Card drafting Deck building Commodity Speculation Auction & Bidding Question 6 1 / 1 pts In the narrative Plot Pyramid structure, one of the 5 phases is referred to as the denouement. Which one of the follow scenes from Harry Potter and the Sorcerer’s Stone would qualify as the denouement? Harry decides to go after the stone to keep Snape from stealing it. Correct! Harry wakes up in the hospital. He heroically wins the house cup and feels fully accepted at Hogwarts. He returns to home for the summer. Harry and his friends pass through trials guarding the stone. Harry meets Voldemort, and because he is pure of heart, he beats Voldemort and escapes with the stone. Harry is an orphan living in a cupboard under the stairs in the home of his abusive aunt and uncle. He feels odd and out of place. Harry finds out he is a wizard and attends Hogwarts School of Witchcraft and Wizardry. He goes to class, makes friends like Ron and Hermione, makes enemies like Malfoy and Snape, and he learns about Voldemort, the evil wizard who killed his parents. He also learns that the sorcerer’s stone is hidden and guarded in the castle. Question 7 1 / 1 pts In the study by Sherry et al. (2006). the authors relate video games to the Uses and Gratifications paradigm. What is this paradigm about? It is an alternative to MDA that can be used to make more motivating games. It is a list of 6 playing motives: Novelty, Challenge, Stimulation, Harmony, Threat and Social Interaction. Correct! It explains how human needs lead to motives that subsequently lead to media consumption under influence of psychosocial factors. All of these answers are correct. Question 8 1 / 1 pts According to Jesse Schell, which of the following are not problems commonly found with interactive storytelling? Combinatorial Explosions Multiple endings disappointing the player. Time travel making tragedy obsolete. Correct! All of these answers are common issues for interactive storytelling. Question 9 1 / 1 pts What is intrinsic motivation? Correct! Doing something just for the sake of it. Doing something because you are bored. Doing something to avoid punishment. Doing something to gain a reward. Question 10 1 / 1 pts Which of the follow is an example of environmental storytelling? Correct! A zombie being fried on an electrical fence. The history of the game world displayed on the loading screen. A voice-over that explains the backstory of the player's surroundings. Question 11 1 / 1 pts In a Game Maker's Toolkit video, Mark Brown discusses feedback loops. Which of the following is an example of a negative feedback loop? Kill streaks in Call of Duty giving you bonuses Correct! Losing players getting better items in Mario Kart Correct. Players who do poorly are made stronger which is a negative feedback loop (as the feedback goes into the opposite direction). Note that the video also shows that this needed balancing as it was not fun for the players that did well. Surviving troops getting new abilities in XCOM Capturing pieces in Chess
CSC343H1F 20249 (All Sections): Introduction to Databases Prerequisites If you don't have the course prerequisites listed in the calendar entry, the CS Undergraduate Office will contact you with a form. to complete in order to request a prerequisite waiver. Waivers are not granted automatically; a decision is made based on whether or not we feel you are well prepared to succeed in the course. (Note: we are looking for you to have demonstrated how you have acquired missing prerequisite knowledge in another way, not just to tell us about how much you want to take the course.) You should have alternate plans as backup if you are hoping to take CSC343 without the prerequisites and have not yet received a waiver. Teaching style CSC343 is "semi-inverted". You will learn some of the basic material on your own, outside of class time, and we will teach the more challenging material and demonstrate problem-solving in class. There will also regularly be activities that you par!cipate in during class. Be prepared to get your gears turning! There is strong evidence, and our experience also shows, that active learning works better than passively listening to a lecture. We also think it's a lot more fun! To prepare for these active classes, you will do weekly "prep" activities outside of class. These will involve learning some material on your own, through readings or videos, and prac!sing things we've learned in class. They will always culminate in some small exercises that you hand in. These weekly activities are not intended to be greatly difficult or time consuming, but they will be pivotal in your learning. Lecture recordings We plan to record and post one section of the course each week. However, we find the sound quality on classroom recordings is poor. Sometimes there are issues with the recordings; makeup recordings will not be posted in the event the classroom recording fails. More importantly, reading/viewing recorded materials will provide a poorer experience than the live lecture. We hope you will choose to attend in person and participate, and if you have to miss a lecture, we encourage you to pause the video and do the exercises where noted. Recordings are intended for occasional use. Course videos and materials belong to your instructor, the University, and/or other source, and are protected by copyright. In this course, you are permitted to download videos and materials for your own academic use, but you should not copy, share, or use them for any other purpose without the explicit permission of the instructor. In particular, do not sell course materials, or provide them to a person or company that is using them to make money (e.g. Chegg, CourseHero, Easy 4.0/Easy EDU, and other private tutoring companies). Sharing course materials with online tools that collect data, such as ChatGPT, is also a viola!on of copyright.
MGTSC 212 Fall 2024 Lab Assignment 4 Due by 11:59 PM, 06 Dec. 2024 Total points: 80 Perform. all calculations using Excel, when calculations are needed: no other source of answers requiring calculation will be permitted. Some of the answers will automatically appear in the Answer worksheet (except tables and graphs). Leave the table(s) and graph(s) within the respective worksheet unless instructed to copy-paste them to the Answer sheet. After calculating answers on the designated worksheet for each problem, if they do not automatically appear in the Answer sheet, Copy and Paste 123 (Values) to the Answer sheet without rounding. Rounded numbers will be treated as errors. Do not type values into the Answer sheet that you calculate elsewhere. Any numbers written directly without excel cell reference or formula into the answer cells will get 0 unless otherwise specified [e.g., you can type in the given x-values while calculatingY(̂)]. You can also type degrees of freedom whenever applicable (as there is no rounding involved). [3 points] Put your student ID and name in the designated shaded cells in the Answer sheet. Questions: Use α = 5% for all hypothesis testing-related questions. 1. [7 points] In the Rand worksheet, you are given a set of two randomly generated numbers between 0 and 1 in cells A4 to A5. Treat these values as the cumulative probabilities under a standard Normal Distribution. Now simulate values in cells B4 to B5 from the Standard Normal distribution such that the area to the left reflects the values in cells A4 - A5. Copy the values from B4 to B5 as Paste Special in cells C9 to C10 of the Answer worksheet [paste as values 123, slide #45 from Lab-cycle1_data_summary]. Note that, failure to fulfill the instructions for the Rand portion, as outlined above, will result in a 15% deduction from your earned marks for Lab Assignment 4. 2. [12 points] The VIF worksheet contains data on Income tax (Y) and other related explanatory variables with an estimated regression model for the Income tax based on a list of explanatory variables as appeared in the regression output. We suspect that there maybe multicollinearity in the system and we would like to find the VIF value of Operating expenses. a. [8 pts.] Run the VIF regression and save it either in the same worksheet or a separate worksheet b. [4 pts.] Calculate the VIF value in the VIF worksheet (cell W19). You can also transfer the VIF (calculated elsewhere) without rounding in cell W19. 3. [33 points] The Regs worksheet contains summarized regression results for the CO2 emissions (metric tons per capita) for five different models. Here is a screenshot of the related data sample: Bangladeshis the base country for the India and Malaysia dummy variables. MVA&IND and MVA&MYS are the interaction variables between Manufacturing, value-added and country dummies. Based on the regression results answer the following questions (also included in the textbox within the Regs worksheet). a. [2 pts.] What is the value of the Mean Square Error in Model 3? b. [4 pts.] What is the value of the test statistic totest H0: βMVA = βTime_Year = βOil rents = βGDP growth = 0 vs. Ha: at least one βj ≠ 0 in Model 3? c. [2 pts.] What is the sample standard deviation of CO2 emissions in Model 3? d. [2 pts.] What is the estimated standard error of the error, i.e., what is the value ofσ(̂)? [in OLS regression, we assume that the error, ε~N(0, σ2)] in Model 3? e. [1.5 pts.] In Model 3, what is the value of the test statistic to test that βoil rents is significantly different from zero? f. [0.5 pts.] What is the Residual degrees of freedom in Model 3? g. [2 pts.] What is the p-value of the test that βoil rents is significantly different from zero in Model 3? h. [2 pts.] What is the correlation between CO2 emissions (Y) and GDP growth (X) based on the sample data utilized in these models? i. [3 pts.] In Model 1, what will be the predicted CO2 emissions from a country with a 5.5% GDP growth? j. [6 pts.] Using Model 4 estimates, what will be the predicted CO2 emissions in Malaysia with Manufacturing, value added = 15.72%, Time_Year=1, Oil rents = 0.5%, and a GDP growth of 6.18%? k. [1 pt.] In Model 3, what is the value of β(̂)MVA? l. [1 pt.] In Model 3, what is the value of the standard error of β(̂)MVA? m. [4 pts.] In Model 3, you want to test if the predicted CO2 emissions is increased by less than 0.2 units due to a 1% increase in the Manufacturing, value added when the other variables are in the model and their values are held constant. Calculate the related test statistic value. n. [2 pts.] In Model 3, calculate the p-value totest H0: βMVA ≥ 0. 2 Vs. Ha: βMVA < 0. 2. 4. [25 points] The LogReg worksheet contains data on university admission for a sample of 400 students with their respective GRE and GPA scores. A researcher is interested in how variables, such as GRE (Graduate Record Exam scores) and GPA (grade point average), affect admission into graduate school. The response variable, admit/do not admit, is a binary variable. Complete the necessary calculations to get the optimal value of β(̂)0, β(̂)1, β(̂)2 in the logit function: β0 + β1GRE + β2GPA. a. [8 pts.] Complete the column calculations for Logit, e^Logit, Probability, and Log-likelihood. b. [3 pts.] Report the optimalβ(̂)0, β(̂)1, β(̂)2 values in cells K4 to K6 c. [2 pts.] Report the maximized log-likelihood value in cell K7 d. [3 pts.] What is the probability of getting admission with a GRE score of 750 and a GPA of 4? e. [2 pts.] What is the Odds of getting admission with a GRE score of 750 and a GPA of 4? f. [3 pts.] What is the probability of getting admission with a GRE score of 750 and a GPA of 3? g. [2 pts.] What is the Odds of getting admission with a GRE score of 750 and a GPA of 3? h. [2 pts.] What is the Odds ratio for getting admission with a fixed GRE score due to a 1-unit increase in the GPA?
ECON 7600: Trade and Development, Fall 2024 1 Objectives The first half of this course studies two fundamental questions in the eco-nomics of international trade: (a) Why do countries trade with one another? (b) What factors determine how the gains from trade are distributed across as well as within countries? Answers to these questions are built around three key economic concepts: comparative advantage, economies of scale, and imperfect competition. We will cover these concepts in detail and with care. The second half of the course is dedicated to trade policy issues, partic- ularly those that are of special relevance to developing countries. Questions addressed include: (1) Why is free trade so often preached and so rarely prac- ticed? (2) What are the effects of various types of government intervention in trade? (3) What role does the World Trade Organization (WTO) play in facilitating global trade liberalization? 3 Requirements Textbook and Readings: The recommended textbook for this class is International Trade (5th Edition) by Robert C. Feenstra and Alan M. Tay- lor. You will also be given lecture slides for much of the material covered in this course. In addition, I will frequently circulate readings during class, via e-mail, or via Brightspace. You may also find it useful to consult Interna- tional Trade: Theory and Policy (11th Edition) by Paul Krugman, Maurice Obstfeld, and Marc Melitz. A good discussion of some contemporary trade policy issues can be found in Free Trade under Fire (5th edition) by Douglas A. Irwin, Princeton University Press, 2020. Evaluation: Your grade in this course will be based on (a) homework as- signments and class participation (10% of course grade) (b) two mid-terms exams (on October 8th and November 19th; each exam counts for 30% of course grade), and (c) an in-class presentation of a slide deck (10-15 slides; 30% of course grade) analyzing a major policy issue in international trade and economic development. More information on the slide deck is given below. Make-up Exams: Make up exams will be given only in case of real emer- gencies (such as serious medical problems or death in the family) for which you can provide supporting documentation. Vanderbilt Honor Code: Vanderbilt University students pursue all acad- emic endeavors with integrity. They conduct themselves honorably, profes- sionally, and respectfully in all realms of their studies in order to promote and secure an atmosphere of dignity and trust. The keystone of the honor system is self-regulation, which requires cooperation and support from each member of the University community. 4 Instructions for trade policy slide deck Please note the following: . All students will need to make a 15-20 minute class presentation based on their slide deck. . Try to choose your topic early in the semester. You must choose your topic by October 31st. . You are encouraged a choose a presentation topic from the suggested list of topics in Section 5 below. If you want to choose a topic that is not listed in Section 5, you must get it approved from me. Avoid topics that are overly general or broad (e.g. ''US-China Trade''). . The slide deck must be submitted to me a CLASS PRIOR to the date of your presentation. Four major sources for information on international trade and the trade pol- icy environment of countries are: 1. The WTO's web-site www.wto.org has a wealth of information regard- ing its various agreements and international disputes amongst member countries. It is a good idea to familiarize yourself with this web-site. 2. Trade policy reviews of WTO members: wto.org/english/tratop_e/tpr_e/tpr_e.htm. 3. Country data from the World Bank: data.worldbank.org. 4. Discussions of current trade issues by Chad Bown and Soumaya Keynes: piie.com/trade-talks. 5 Possible topics for trade policy issues 1. Does the possibility of global pandemics (such as COVID-19) raise new questions/concerns regarding the desirability of world trade and globalization? 2. Is vaccine nationalism justified? Why or Why not? 3. Are differences in sanitary and phytosanitary standards across coun- tries legitimate barriers to trade? If so, who bears the cost of these differences? 4. Trade liberalization increases inequality in developing countries. Argue for or against this statement using empirical evidence and studies. 5. Investigate a specific instance of trade policy interventions such as the imposition of US tariffs on imports of washing machines from China in 2018. 6. How would the requirement of minimum wages in the Mexican manu- facturing sector affect welfare in the US and Mexico? 7. Does stronger protection of intellectual property rights in developing countries improve global welfare? 8. Would the US be better off after increasing tariffs on foreign-made airplanes (e.g. Airbus planes not made in Mobile, Alabama)? 9. Would providing more trade protection to the US solar panel industry be justified? 10. Should the use of industrial policy by a country - such as the granting of artificially low interest loans in a particular industry - affect the trade policies of its trading partners? 11. Can dependence on foreign suppliers compromise a countryís national security? If yes, how should a country balance gains from trade against security? 12. How well is the WTO's dispute settlement system working? Does it need reform? 13. Is free trade good for the environment? Focus on a particular industry or product to examine this question.
Problem Set 4 ECO3121 - Fall 2024 Due 3 PM, December 11, 2024 No late submission is allowed Please combine your answer, Stata code and requested output in one pdf file and upload it to Blackboard Question 1 A researcher is interested in analyzing the efect of a free fertilizer policy on crop yield. He has a panel data set for 1000 villages in rural China over 2016 to 2019 in which the data for the average crop yield (Yit ) in village (entity) i in (time) year t and the indicator for whether the village participate in this free fertilizer program (Xit ) are available. 1. He considers the following panel model: Yit = β1 Xit + αi + uit where αi are i.i.d. unobserved random variables and αi is correlated with Xit. (a) Explain how the researcher should estimate β1 with the data he has. (b) Provide a factor that is modelled by αi. (2 points) 2. He considers the following panel model: Yit = β1 Xit + √t + uit where √t are i.i.d. unobserved random variables and √t is correlated with Xit. (a) Explain how the researcher should estimate β1 with the data he has. (b) Provide a factor that is modelled by √t. (2 points) 3. He considers the following panel model: Yit = β1 Xit + αi + √t + uit What is the advantage of this model compared to the above two? (2 points) 4. The fixedefects estimator of β1 in (3) can be obtained by applying two-way demean on this model. The first is entity-demean ignoring the time fixed-efects followed by the time-demean ignoring the entity-fixed efects. Assume the panel is balanced. Show that the order of demean is unimportant (either starting with entity-demean or time-demean doesn’t matter). Give an intuitive explanation for why. (3 points) Question 2 Following a national poverty alleviation program in Gansu province, in July 2017, many households in Gansu province received subsidy and financial support. Thus, this policy experiment induced a geographical allocation of subsidy that can be presumed exogenous in an income growth. Let Yi0 and Yi1 denote the consumption in village i before and after the policy intervention. Let Di be a dummy variable that takes the value 1 if household i is in Gansu province, 0 otherwise (other provinces). We would like to estimate the treatment efect of the income change on consumption with the diference-in-diference estimator. 1. (2 points) Write down this diference-in-diference estimator as a function of {Yi0 , Yi1 , Di } for i = 1, ..., n. 2. (2 points) What is the key assumption for this estimator to bean unbiased estimator of the treatment efect? 3. (2 points) Suppose after the policy intervention, households in Gansu province works harder (policy irrelevant) and thus higher income and consumption are expected. Does the diference-in-diference estimator under or over estimate the treatment efect. Explain. Question 3 We are going to replicate a study conducted by Card and Krueger in 1994 that investigate the relationship between a rise in minimum wage and employment. Economic theories have long suggested that increases in the minimum wage lead to a reduction in the employment for at least two reasons: Businesses are less likely to hire and will rather invest in other resources that are now cheaper because of wage increase. Higher salaries will induce businesses to raise their prices to compensate their greater costs; as prices increase, we expect fewer buyers, which will lead to lower demand and employment. These theories have found mixed support but the discussion is still very much open within the policy world, as states discuss the opportunity to rise their minimum wage to help local populations to face increasing living costs. Discussions are currently occuring in New Jersey and Illinois to raise the minimum wage to 15$/hour (New york has successfully passed this same raise in 2018). One of the first study looking at this policy problem was Card and Krueger’s. They applied a diference-in-diference the design to look at two groups of fast-food restaurants: fast-food restaurants in New Jersey where the minimum wage increased from 4.25$ to 5.05$ per hour (treatment group) AND fast-food restaurants in Pennsylvania where the minimum wage did not increase (control group). They collected employment data before and after the minimum wage was approved. Table 1: Variable Description Variable name Description ID Unique identifier for fast food Treatment Pre-treatment (=0) and post-treatment (=1) Group 1 if NJ (treatment); 0 if PA (Control) Empl # of full time employees C.Owned If owned by a company (=1) or not (=0) Hours.Opening Number hours open per day Soda Price of medium soda, including tax Fries price of small fries, including tax Chain 1 = BK, 2 = KFC, 3 = Roys, 4 = Wendys SouthJ South New Jersey CentralJ Central New Jersey NorthJ North New Jersey PA1 Northeast suburbs of Philadelphia PA2 Easton and other PA areas Shore New Jersey Shore 1. Explain why a simple comparison in employment between New Jersey and PA after the minimum wage policy may not be a good estimation for the treatment efect. (2 points) 2. What is the regression model you’d like to estimate? (2 points) 3. What is the key assumption of the estimation method you use? (1 point) 4. The data is in the blackboard (bb) Assignment 4 file folder titled DID Example. csv, and the variables are defined as in Table 1. Run the regression model you proposed in 2, and report the regression results. (3 points) (Hint: You need first import the csv file into Stata. Replace all “NA” with the missing value in variables, using replace var name = ”” if var name == ”NA” Then, convert string variables to numeric variables, by the “destring” command. Please include control variables that you think necessary.) 5. Explain why this is an unbiased estimation of the treatment efect. (Hint: You can use a graph if necessary) (2 points)
SCHOOL OF INFORMATION SYSTEMS AND TECHNOLOGY MANAGEMENT TERM 1 2023 INFS1701: NETWORKING AND SECURITY INFS3617: NETWORKING & CYBER SECURITY FINAL EXAMINATION QUESTION 1 50 MARKS MiningFirst is an Australian business developing ore mining technologies for the mining sector. The business started off in ore mining research labs and is yet to capitalise on the opportunities that come from a highly connected global mining technology businesses and mining scientists around the world. In order to venture into this global business, the founders and their recently hired Director of Business Development commissioned a computer networking consulting company to design a scalable local network for their business which is capable of communicating with business partners around the world. The suggested network diagram looks like this: Figure 1 Network Diagram Given the nature of their business, cybersecurity is very important. They collect and store sensitive customer information and intellectual properties of new mining technologies, and they would rather compromise performance to maintain high levels of cybersecurity of the data. As a prestigious business in the mining sector, they are looking to hire an energetic and capable Cybersecurity Manager, and in keeping with their startup motivations they would like to give a fresh graduate a head start. You have been short listed for the job, congratulations! Required: As part of the interview process you must provide answers to the following questions. The interview panel consists of the two Founding Directors (mining scientists) and the Director of Business (finance specialist) who have a basic understanding about networking: (a) Based on the given network diagram in Figure 1, how files would travel between Client A and External Partner Y using the TCP/IP model. Identify the TCP/IP layers in the correct order and provide brief descriptions of each layer’s functions. You might find using a diagram helps to discuss your key points in your answer. [Word Limit: 500] (25 MARKS) (b) Various network security vulnerabilities exist within various TCP/IP layers and network devices. Identify TWO (2) vulnerabilities that the above network is susceptible to. Discuss the likely impact of these vulnerabilities on the business operations. [Word Limit: 200] (10 MARKS) (c) Imagine you are a penetration tester and would like to find out the vulnerabilities in the server in the network diagram above, where a penetration tester is a cybersecurity expert who attempts to find and exploit vulnerabilities in a digital network. For each CIA component – Confidentiality, Integrity, and Availability – please identify ONE (1) attack scenario and propose appropriate mitigation(s). [Word Limit: 330] (15 MARKS) QUESTION 2 50 MARKS With the prevalence of digital business, organisations subscribe to applications provided by third-party vendors, store their data in third-party cloud storages, collaborate with their suppliers and business partners more frequently in cyberspace. However, the recent news report on supply chains in Asia Pacific (https://securitybrief.com.au/story/apac-supply-chains-at-risk-from-cyber-threats- report) raises the concern of cyber threats in supply chains. As a cybersecurity professional, you are tasked to evaluate the potential cybersecurity risks in supply chains and make your expert recommendations to manage those risks. Required: With reference to the above scenario, please answer all of the following questions: (a) In your own words, provide a summary about the news (https://securitybrief.com.au/story/apac-supply-chains-at-risk-from-cyber- threats-report), highlight details that are relevant to cybersecurity. [Word Limit: 100] (4 MARKS) (b) Identify and explain THREE (3) specific threat scenarios that are most likely to unfold if a third-party entity, e.g., a supplier, vendor, or business partner, is compromised. In your explanation, decompose each threat scenario into a sequence of events. Use a numbered list to write the sequence of events. Clearly identify the relevant vulnerabilities, assets, and threat actors involved in each scenario. [Word Limit: 360] (18 MARKS) (c) Propose a high-level network diagram that incorporates NIST Special Publication 800-207 Zero Trust Architecture (ZTA). Label everything in your diagram clearly. Explain how your proposed network diagram could mitigate the impacts of the identified threat scenarios in 2(b) based on the seven tenets in ZTA. [Word limit: 400] (20 MARKS) (d) After implementing your network design in 2(c), your supervisor has some concerns about the cybersecurity maturity level of the organisation. Thus, your supervisor would like you to (i) perform. a cybersecurity risk assessment, and (ii) propose ONE (1) recommendation based on your assessment to enhance cybersecurity maturity level. [Word limit: 180] (8 MARKS)
Intro to Biological Anthropology Homework II Fall, 2024 Part 1: Exercise in Sytematics/Phylogenetic Biology Once long ago, mighty herds of snuphalupaghi roamed the sidewalks and back alleys of Sesame Street. Seven different species of this massive and impressive family of beasts have been identified in the fossil record, and all are believed to be extinct. Reconstructing the evolutionary history of this fascinating group of creatures has nonetheless been a difficult task. Some, but not all, of the species were contemporaries of one another. Analysis of the stratigraphy in which the fossils were found reveals that one of the species, snuphalupaghous generalis (species A – see below) was the oldest. It surely provided the root stock of an adaptive radiation of snuphalupaghi that quickly diversified to dominate a Sesame Street as yet unpopulated by Oscar the Grouches, Cookie Monsters, Big Birds, Elmos, and other sundry Jim Henson creations. Your job, as curator of the National Museum of Muppetology, is to reconstruct the evolutionary history of the snuphalupaghi using what little data we have about them. Fortunately, the fossil record has allowed us to track three sets of homologous features in all seven of the species. These three sets of homologous traits and the different forms of each found in the seven species of snuphalupaghi are as follows: Molar Enamel: Thick; Thin; Medium Shape of the Orbits (eye sockets of skull) Round, Square Tail Shape Curly; Straight, None The seven species of snuphalupaghi along with their associated traits are as follows: Species: A B C D E F G Enamel: Medium Medium Thick Thin Thick Thick Medium Orbit: Round Square Round Square Round Round Square Tail: Curly Curly Curly Straight Curly Curly None The muppetologists who excavated these seven fossil species were careful to contextualize them within Sesame Street’snow well understood stratigraphy. This, of course, gives us a clear picture of the relative ages of the different fossil species. Closest to Surface D E F G Mid-level B C Deepest Stratum A Your answer will be given in the form. of a branching tree diagram (phylogenetic tree) that represents the evolutionary (including likely ancestor-descendent) relationships. Be sure to label each node of your diagram with the appropriate letter of each species. You may assume three things in your analysis. 1) Traits of the same type are homologous – not analogous – structures. 2) Once a trait is lost, it is notre-evolved in descendant lineages. 3) Evolutionary lines might bifurcate, trifurcate, or even lead to a single new species through anangenic change. The stratigraphy given above will allow you to determine which species were older and which were contemporaries of one another. Assume a complete fossil record and create the most parsimonious phylogenetic tree. The key to this exercise lies in differentiating between ancestral and shared-derived traits to hypothesize the evolutionary (phylogenetic) relationships between the fossil species of snuphalupaghi. Report Your Phylogenetic Tree Here (28 points) Part 2: Who Am I? (16 points) For each of the following sets of traits and descriptors, give the name of the most specific primate taxon that possesses ALL of the given features. In other words, don’treport a suborder or superfamily name if a family or even a genus is sufficient to include all primates sharing the three sets of traits. In each case, you will need to be no more specific than the taxa Ihave asked you to know for the final exam. 1) fused mandibular symphasis post-orbital septum (full post-orbital closure) three premolars per quadrant of mouth 2) full 360 degree rotation of shoulder no tail fist walking 3) fused frontal bone sectorial premolars quadrupedal anatomy 4) post-orbital bar with no post-orbital closure dental comb all members live in Madagascar Part 3: Molecular Evolution Exercise Below are reported nucleotide sequences for an intron in the same gene for 4 different species of animals. A C G T A A T A C T A G G T A T T C A T T A C T G G T G C T G A T A C G C G C G B C G T G A C A C G A G G A A T T C A G T T C T G T T G C T G C T A G G C C C G C C G T A A T A C G C G G T G T T C A G T A C T G G T G C T G A T A G G C G A G D C G T A T C G A G A T G T A T A C G G T A C A G G T A G T C C T A G C C G C G Difference Matrix and Topology (36 points) Report the differences you’ve observed between the nucleotide sequences of the different species in the matrix below. A B C D A B C D Use the differences in your matrix to create a rooted tree topology showing the evolutionary relationships between creatures A,B, C, & D. Write your topology out on the chart below. Use the grid and count back (from right to left) for each nucleotide difference when drawing your lines of ancestry, remembering to divide the differences between TWO lines 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 Nucleotide differences between organisms
School of Economics Take home assignment, Summer Semester 2024 ECON3210 Financial Markets and Institutions The take home assignment is an open book, unsupervised, untimed Blackboard test available in Blackboard under Assessment in the folder Take Home Assignment. The link will become available on Friday 13rd December 2024 10:00am and the submission date is Monday 16th December 2024 10:00 am. Be aware that rigorous and demanding marking standards apply. To get full mark, the answer must define concepts, show all the steps of calculation, provide precise and consistent explanations, be well written and well presented. Topics to revise: Topic 0 Money, balance sheet in action, shares and bonds Topic 1 The lifecycle of a financial instrument in flow of funds diagram and balance sheets Topic 2 Payment system; Banks' balance sheet specifics Topic 3 Funding of the economy through direct finance, financial intermediation and net creation of private money Exam Conditions: There is no timer for this test. You can take the test over several days in separate working sessions. Save (but not submit yet) when you finish a working session so your answers are there when you click again on the same link at your next session; if you accidently submit there is no possibility to reconnect to the test. It is an open book unsupervised assignment. It is an individual assessment. Collaboration is NOT permitted. The files to upload require hand-written answers; all diagrams, balance sheet and/or equations as well as your full name and student number at the top of the answer absolutely need to be hand-written. Ipads can be used to produce hand-written answers. You are allowed to type the part of the answers that is only text. Scan your exam answers for a given question, merge them if there are more than one page for the answer and upload them as one pdf document per question. Sending files by email is NOT permitted. Materials you need: Several sheets of paper, if possible without lines, to write your official answer. Rough paper to draft your answers before you copy it on the actual paper you will upload A black pen and possibly blue and red pens for your flow of fund diagrams (avoid using pencil on your official answer as not easy to read) A calculator. A device to take picture of your handwritten answers and convert them into a pdf file. You can also include your pictures into a word document and convert it to a pdf file. If you do not have access to a flatbed scanner, you can use a phone app such as “Adobe Scan” or “Microsoft Office Lens” . You can also answer with an ipad and create a pdf directly from the ipad. Resources to study: All resources available on the course Bb and UQ Extend platform (self study, tutorial, workshop and further training) and in the assessment folder (revision online quiz on topic 0, 1 2 and 3). It is not recommended to use external resources that have not been validated by the course coordinator as they may be conflicting the approach we take in the course. Weight in the final mark: The take home assignment #1 is 20% of the final mark. It is marked out of 40 marks in total meaning that we will need to divide the result by 2 when calculating the final grade. Structure of the assignment: The first take home assignment content is worth 40 marks (we will divide the result by 2 when calculating the course final mark). Part A 10 marks. Answer 10 Multiple Choice Answer Questions Part B 20 marks. Solve 2 problems B1 and B2. Upload a pdf file of your hand-written answers for each Part C 10 marks. Answer 2 questions. C1 is a true-false-unclear statement to justify in details; C2 is a critical thinking question, on an unseen context, often supported by an article. See the expectations and the marking standards at the end of the document. Late submission and Extensions: A penalty of 4 marks (10% of total) will be deducted per day for up to 7 calendar days, at which point any submission will not receive any marks unless an extension has been approved. Each 24 hour block is recorded from the time the submission is due. There is NO deferred option. Extensions will not exceed 7 days in any case and will require solid objective evidence. Requests for the granting of extensions must be made online via https://my.uq.edu.au/information-and-services/manage-my-program/exams-and- assessment/applying-extension?p=2#2 with supporting documentation before the submission date and time. [If you wait the last minute to apply you may find out that the application was rejected and you will incur penalties for late submission.] Requests by email to the course coordinator are NOT valid. It is a good idea, however, to notify your lecturer to the course email [email protected]that you have lodged a request. Other penalties: Entirely typed uploaded answers will incur a penalty of 30% of the marks for the question on the ground that the marker cannot check authorship; balance sheets and diagrams that are not hand- written will incur a penalty of 10% of the marks allocated to them. Please do NOT upload word document or pictures format. A penalty of 10% of the marks for the question will apply for each file that has not a pdf format. Please do NOT merge all your answers for all questions in one single pdf. A penalty of 10% of the marks for the question will apply for each file that merges answers of several questions. If files are missing or if they are the wrong ones when you submit then you will get 0 mark for the question. Files sent by emails will be ignored. Submit late rather than sending files by email. You will lose marks for some good parts of your answer if other parts of the answer contradict or are inconsistent with your good explanations and/or give evidence that you had actually not understood the question. Misconduct procedures will take place and penalties decided by the Integrity team will apply if you are caught collaborating with others, regardless of whether you are the student helping someone else or the student receiving help. It is also inacceptable to use companies that sell answers. Googling the questions or using AI is not permitted; your answers are expected to reflect the contents of the course not the contents resulting from a google search or ChatGPT request. Technical issues: It is your responsibility to take the assignment in a location where the Internet is stable (check regularly that you are still connected) and have a plan B available if your Internet fails (like having arranged with a neighbour to use their internet in case of emergency). If you have any doubt, change location (go to UQ campus for instance); provided you have not submitted you will be able to reconnect to your test. If the system does not want to save your answers, (you receive a message of error that it does not save) you need to shut down completely your computer (DO NOT SUBMIT THE TEST YET) and reconnect to your test that will still be running. After checking that all the answers are saved and that the files are uploaded, you can use the remaining time, if any left, to check your Mcq and your answers located in answer boxes. It is highly recommended that during the last 15 minutes of the test you do NOT touch the files uploaded. For technical help contact AskUs preferably by chat during business hours; the service closes at 5pm on Saturday and Sunday and reopens at 8am on Monday. https://web.library.uq.edu.au/contact-us Expectations and marking standards: PART A Each question is worth 1marks. (10 Marks Total) 10 MCQ, covering topic 0 to 3 Same nature and level of difficulty as questions in practice online tests. Only one answer is correct. Choose the answer that is correct in most cases. Disregard answers that would be true only under very specific circumstances that were not specified in the question. Be aware of the occasional presence of NOT correct in the question! If you find more than one correct answer, check if you have not overlooked a NOT correct in the question. PART B Answer each question in a separate paper that you upload as pdf, as indicated for each question. Marks are as indicated. (20 Marks Total) 2 problems covering topics 0 to 3 (B1 and B2) Questions have several subquestions and can mix up topics. Same nature and level of difficulty as problems seen in tutorials and workshops. The questions are different from the ones in the tutorials. Be careful not to be too mechanical in answering the exercises. Personal abbreviations that were not used in the learning resources are not accepted. You are expected to define the concepts you use, provide formula before plugging numbers, show the details and ALL steps of your calculations, make explicit the reasoning you follow and interpret your result. Make sure that the interpretations are not simply a repetition of the result. This is part of good writing standards and evidence of a deep level of understanding as opposed to mechanical study. If you are afraid to be short of time or to be short of energy (more likely in a no-timer assessment), write short answers first and leave some space to add definitions, explanations and interpretations later when you have some time/energy left. Warning: consistency with previous mistakes will not always be rewarded (especially if they take you back too close to existing model answers of problems in UQ Extend). PART C Answer questions in separate paper to upload as pdf file, as indicated. Marks are as indicated. (10 Marks Total) This part of the exam puts a strong emphasis on critical thinking, ability to apply knowledge to new contexts, the depth of understanding and quality of writing. Your answer must be well presented, with logical links between sentences. Messy answers and argumentation with parts presented in a wrong order or repetitive will be penalised. Be precise. Define the key concepts involved in the question. Vague explanations will not gain full mark. Refrain from writing on aspects not relevant to the question. Off topic components are evidence that the question was not fully understood and therefore will be penalised. You may not get marks for some good explanations if other parts of the answer contradict them and/or give evidence that you had actually not understood at all the key concepts. Therefore, do not gamble: only write information that you are convinced is correct. You should avoid google or other search engine as well as AI it is likely that the information you will find will not be precise enough for the course and/or fall in the trap of the misconception that the course precisely tries to debunk. Copying/paste slides contents is not acceptable as this does not give evidence that you have understood the content. Refrain using contents from your other courses as markers will look for answers reflecting exclusively what has been covered in this course. 1 question (C1) to discuss 1 statement covering topics 1 to 3. (3 marks) You need to conclude whether a statement is true (always correct with no further condition/restriction) false (always incorrect given the case provided) or unclear (could be correct under certain circumstances to be defined and incorrect under other circumstances to be defined). You then need to justify your answer in four to six explanatory sentences. Without an explanation or with a completely unrelated explanation you will get 0 marks even if your conclusion true false or unclear was correct. Be careful that unclear means that if it true in some circumstances that need to be defined in your answer and false in other circumstances that also need to be defined in your answer; one cannot get marks for unclear by simply saying that the question was incomplete or badly written! 1 question (C2) of critical thinking not covered in the learning resources related to topics 1 to 3. (7 marks) The question applies the concepts studied in the course in an unseen context. It could take the form. of interpreting and commenting an extract from an article or some new data. Part C is really the discriminatory part of the exam (with the explanations and interpretations given in B too) therefore students aiming for a 7 need to perform. well on this part. It is easier to secure marks in Part A and B than in Part C.
ELEC0021 : Programming and Control Laboratory Exercise on Feedback Control Systems 1 Learning Objectives • To learn how to build Simulink models for feedback control systems and observe and measure the behaviour of such systems. • To be able to relate feedback control theory to simulation and numerical results using widely-used software tools like Matlab and Simulink. 2 Preparation 2.1 Reading Consult the notes “ ELEC0021: Matlab and Simulink basics for Control Systems Design" and watch the Youtube videos, available from the Moodle page of the ELEC0021 module (Preparation section for the Control Lab). The notes discuss how you can use MATLAB commands and Simulink environment to perform. the tasks for this lab. The videos introduce some of the topics you will find in the Lab. It is mandatory that you read the `About the software' part of this document and familiarise yourself with Simulink as part of your pre-lab preparation. 2.2 Checklist Make sure you are familiar with the following terms before the lab session: • Stable, Marginally stable and unstable systems • Steady-state error • Feedback path, forward path • Forward path transfer function • Open-loop transfer function and closed-loop transfer function • Loop gain • Characteristic equation 3 About the software For this Lab you need to use Matlab and Matlab Simulink. Simulink is a graphical tool that allows us to simulate feedback control systems. Open Simulink by simply typing simulink at the MATLAB prompt. Once Simulink has loaded, create a new model by pressing CTRL+N (or click the New Model" button). You can begin placing components from the component library by dragging and dropping them in the model space. You can make connections by dragging the connection wires to the input junctions. You can zoom in/out by pressing CTRL++" / CTRL+ {". You can change the simulation time by setting the value in the related box, and then run your model by pressing the green run" button. Components: For this lab, you will need to be concerned with a small fraction of Simulink's component library. In particular, you should be familiar with the following: • “Continuous" library: Integrator, Transfer Fcn • “ Math Operations" library: Gain, Sum, Trigonometric Function • “Sinks" library: Scope (used for viewing the system output), ToWorkspace (used to transfer a signal to Matlab), and the Simulation Data Inspector • “Sources" library: Ramp, Sine Wave, Step (which generate the corresponding signals) Modications of Components: You can modify component properties by clicking on them and changing the default settings given by Simulink. For example: • double-clicking on the “Gain" component, you can alter the gain parameter (you can also use expressions, such as 10.3/2.5) • double-clicking on the “Sum" component you can change the signs • double-clicking the “Scope" to open the scope output; right-clicking on the scope output and selecting “Autoscale" will automatically scale the output range of the scope • double-clicking on the “ToWorkspace" component and changing the “Save format" to “Array"; after you run the simulation, you will then be getting the outputs in the workspace variable “ simout" 4 Lab tasks This Lab is composed of three parts: Lab A, Lab B and Lab C. Lab A: Cruise Control Learning Goals • Compare and contrast open-loop and feedback control. • Implement a simple open-loop controller in Simulink. • Analyse the performance of an open-loop controller. • Implement a proportional controller in Simulink. • Analyse the performance of a proportional controller. Introduction and review Cruise control is possibly the most intuitive of all control applications. The goal of cruise control is to accelerate to and maintain a desired speed. If the vehicle slows down, the motor should be fed gas (or electricity, depending on the type of vehicle) to increase the speed. If the vehicle moves too quickly, the supply to the motor should be reduced, slowing the vehicle down. This is the basic premise for any control scheme: configure the system's inputs to achieve a desired output. There are two basic strategies that can be used for cruise control: open-loop control and feedback control. 1. In open-loop control, information about the vehicle is used to decide how much gas or electricity should be supplied to the motor. No information about the current speed of the vehicle is used. For example, suppose that you know exactly how far to push the gas pedal down to reach a maximum speed of 60mph. Place a bar that lodges the gas pedal in that location. This is an open-loop controller with a setpoint of 60mph. Open-loop control: the controller decides what the input should be with no knowledge of the current speed. This is called "open-loop" control since there is no feedback. 2. In feedback control, the vehicle's current speed is used to calculate how much gas or electricity should be supplied to the motor. If the vehicle is not moving fast enough, the supply is increased. If it moves too quickly, the supply is decreased. Feedback control: the controller decides what the input should be based on the difference between the current and desired speed (called the setpoint). This is called "feedback" control because the output of the system is "fed back" into the controller. In this lab, you will implement and test cruise control algorithms using both open-loop and feedback control. Part 1 : Open-loop control In this part of the lab, you will implement and test a simple gain open-loop controller. The setpoint is the desired value of the output (in this case, the desired speed). The plant is the system to be controlled (the vehicle) . A simple open-loop control scheme. The controller multiplies the setpoint by a gain, k . In this scheme, the setpoint is specified first. Then, the controller multiplies the setpoint by the appropriate gain to produce the desired output. If the behaviour of the plant is linear, then a change in the setpoint will result in a proportional change in the output. Task 1. Open the provided virtual vehicle model VirtualVehicle.slx and implement the simple gain open- loop controller. To do so, add and or delete blocks so that it matches the Simulink diagram below. Simple open-loop control Simulink model Hint: Double-click anywhere on the Simulink canvas and type the name of the block you want to add. To create the model, use: • AConstantblock with a value of 50 (this represents the setpoint of 50 mph) . Double-click the constant block to change its value. • TwoGainblocks. The first is the gain controller. The second gain block should convert from m/s to mph, so set its value to 2.237. • AScopeblock so that you can observe the speed. • Double-click the vehicle image to open the virtual vehicle dialog parameters. Set the Traction force saturation limit to 14800 and the Disturbance type to none. Task 2. Set the controller gain to 100. Does the vehicle reach the setpoint of 50 mph? Reflect on why. Task 3. Identify the value of the controller gain that causes the vehicle to reach a top speed of 50 mph. Task 4. Suppose that the plant is linear and the gain is set to the value you identified in Task 3. If the setpoint is changed to 70 mph, what top speed will be reached? Task 5. In this task, you will check if the plant displays linear behaviour. a. Change the setpoint in the Simulink model to 60 mph. What is the final speed of the vehicle (round to the nearest mph)? b. Increase the setpoint to 70 mph. What is the final speed of the vehicle (round to the nearest mph)? Task 6. Based on your observations in Task 5, is the plant linear? Task 7. Consider the case where a vehicle drives up a hill. To view this in the model, perform the following. • Double-click the virtual vehicle block and set the Disturbance type to hill. Set the disturbance height to 50 m. • Change the setpoint to 50 mph. Run the model. What do you notice? Can you motivate why? • View the vehicle speed in the scope. What is the minimum speed reached while driving up the hill in mph? • Save the plot in the scope as a figure suitable to be included in a report to motivate your previous answer (choose a suitable zoom, properly define axis names and title, define a legend if suitable, white background, readable values and fonts, … ). Part 2 : Feedback control The main drawback of open-loop control is that it cannot account for disturbances in the system. For example, driving up a hill poses a real challenge for the open-loop cruise controller developed in the last section. On the other hand, a feedback controller modifies its behaviour based on the system's current state. When driving up a hill, the feedback control loop will increase the engine supply as the car begins to slow. A simple feedback controller is the proportional controller. It can be summarized in two steps: 1. Take the difference between the setpoint (desired speed) and the output variable (current speed). This difference is the error e(t) . 2. Multiply the error term by a constant gain kp to generate the control signal u(t) . This provides the input to the plant. Block diagram of a proportional feedback controller. The error e(t) is computed as the difference between the setpoint and the output variable. The control signal u(t) is proportional to the error e(t) . Note that the proportional controller can be thought of as a PID controller (proportional-integral-derivative controller) without the integral or derivative terms. In this part of the lab, you will implement and test a proportional controller. Task 8. Open the provided virtual vehicle model VirtualVehicle.slx and implement the proportional controller. To do so, modify the model so that it matches the Simulink diagram below. Virtual vehicle with a proportional controller Open the virtual vehicle dialog parameters. Set the Traction force saturation limit to 14800, the Disturbance type to none, and turn on braking by checking Allow braking. Task 9. Set kp= 1 . Run the model and observe the output in the scope. What is the maximum speed reached in mph (round to the nearest hundredth)? Hint: You can measure values in the scope using Cursor Measurements. From the Scope menu, select Tools > Measurements > Cursor measurements. Select and drag the vertical lines to change the measurement location. Task 10. The speed reached by the vehicle is nowhere near the setpoint of 50 mph. The input to the virtual vehicle model has units of Newtons, so a gain of 1 is far too low to achieve the desired speed. Set k,= 5000 and rerun the model. What is the maximum speed reached in mph (round to the nearest tenth)? Task 11. Try several different setpoints with the gain value. Does the feedback controller work across a broad range of requested speeds? Task 12. Notice that even with K,=5000 , the system still does not exactly reach the setpoint. To understand why this happening, connect a scope to the output of the Gain block kp. Also, reset the setpoint to 50 mph. By connecting the scope to the output of the gain block, you areviewing the control signal u(t) . You should notice that the control signal is very large at the start of the simulation. At this time, there is a significant difference between the setpoint and the current speed, so the error is substantial. This induces the car to accelerate quickly. When the current speed is close to the setpoint, the control signal diminishes alongside the error. What is the steady value of the control signal? In the steady state, the control signal is nonzero and is, in fact, quite large. However, the vehicle does not continue to accelerate because of the frictional forces acting against the vehicle. This implies that when the vehicle reaches its steady state, there is a difference between the speed of the vehicle and the setpoint. This is known as steady-state error. What is the steady-state error in the considered scenario? Adding an integral term to the controller (creating a PI controller) is one method to reduce the steady-state error. Task 13. Feedback control is often more robust than open-loop control. To view this in the model, perform. the following. • Double-click the virtual vehicle block and set the Disturbance type to hill. Set the disturbance height to 50 m. • Ensure that the setpoint is 50 mph and then run the model. Notice in the Mechanics Explorer that the car slows down while going up the hill. a. What is the minimum speed reached while driving up the hill in mph (round to the nearest mph)? b. Does the proportional controller control perform better or worse than the open-loop controller while the vehicle is driving up the hill? Lab B: Vehicle Transfer Function Model Learning Goals • Derive the transfer function of a first order system. • Compare the transfer function and virtual vehicle responses. • Identify the model parameters for the virtual vehicle. While designing a controller, you typically do not use the real system. Instead, you identify a model of the system and use it to design a suitable controller. In this lab, you will construct a transfer function model of a virtual vehicle. You will validate the model and analyse how it behaves in the presence of a disturbance (driving up a hill). First order transfer function model In a very simple representation, a vehicle can be modelled as a mass with two forces acting on it. The engine generates a force in the forward direction. In the opposite direction, a frictional force slows the vehicle down. Diagram of a simple vehicle model driving on a flat road In this model, the variables and parameters are: • x , , : the position (m), velocity (m/s), and acceleration (m/s2) of the vehicle in the direction of travel, respectively • u : traction force generated by the engine (N) • m : vehicle mass (kg) • b : coefficient of friction (N · s/m) The differential equation model is constructed using Newton's second law: mi=-bi+u (1) The traction force is considered to be the input to the system and is therefore labelled u . A cruise control system attempts to determine the value of u to achieve a desired response. In this part of the lab, you will solve for the velocity transfer function and compute the step response in MATLAB. Task 1. Rewrite the equation of motion ( 1) in terms of the velocity, v=i. Task 2. Compthe(ute) velocity transfer function: G(s) = U(s)/V(S) where U(s) is the Laplace transform of u and V(s) is the Laplace transform of the velocity v(t) . Use zero initial conditions. Task 3. Suppose that the vehicle has a mass m= 1000 kg and a coefficient of friction b = 150 N · s/m. Define the transfer function in MATLAB usingtf. Task 4. Plot the step response for the first 60 seconds using thestepfunction. The step function has the syntax step(sys,Tfinal) where sys is a dynamic system (here, the transfer function G) and Tfinal is the simulation stop time. Save the plot as a figure. What is the steady state value for the step response? Task 5. With only a 1 N force applied to a 1000 kg vehicle, the maximum speed is very low. Increase the force applied to the vehicle to 5000 N by multiplying the transfer function by 5000. Then, recompute the step response. a. What is the maximum speed achieved by the vehicle with this input in m/s? b. What is the maximum speed in mph? Virtual vehicle The velocity transfer function estimates how a vehicle will respond to variations of the input force, u . These may or may not match the characteristics of the actual vehicle under consideration. In this part, you will compare the response of the virtual vehicle to the velocity transfer function. Task 6. Open the virtual vehicle model VirtualVehicle.slx and run it. You should notice in the Mechanics Explorer that the vehicle doesn't move. This is because no traction force is applied to the vehicle. Task 7. Modify the Simulink model so that it computes the step response of the virtual vehicle. Double- click the vehicle image to open the virtual vehicle dialog parameters. Set the Traction force saturation limit to 14800 and the Disturbance type to none. Task 8. Run the model using . The vehicle may not appear to move (it should move, but very slowly), because only a 1 N force is applied by a step input. Double-click the scope to view the velocity. What is the steady-state velocity? a. What is the maximum speed reached in m/s (the default unit of the vehicle model)? b. For a first order system, the time constant T is defined as the amount of time it takes to reach 63% of the final value. What is the time constant of the virtual vehicle? Hint: You can use the cursor measurement to identify the value from the scope. Using the cursor will not provide the exact answer, but the value estimated using the cursor is acceptable. Ensure the step time on the Step block is zero. Task 9 . Add aTransfer Fcnblock with the numerator and denominator set to match the transfer function you defined in the previous part of this lab (double click the Transfer Fcn block to adjust its parameters). Then, connect it to the model as shown below. Simulink model that computes the virtual vehicle and the velocity transfer function step response simultaneously Run the model and observe the velocity comparison in the scope. Tip: You can add a legend to the plot. From the Scope menu, select View > Legend. a. Does the virtual vehicle appear to have the step response of a first order system? b. Do the models share the same time constant? c. Do the models approach the same final velocity?
EC ENGR 121B: Principles of Semiconductor Device Design Homework #7 Due: Friday Nov 22, 2024 at 11:59pm by Bruinlearn pdf upload Assume χSi=4.03 eV 1. Short answer. Answer in complete sentences, with a maximum of two sentences for each. a. Is the forward bias current in an MS diode dominated by majority or minority carriers? b. List two ways we can achieve an ohmic contact to a semiconductor. 2. For the two ideal MS contacts described below, draw the equilibrium band diagram, state whether the contact is Ohmic or rectifying, and provide calculations as needed to justify your answer and diagram. Assume the temperature is 300 K. Assume Ei is at mid-gap. a. Si contact to Al (ΦM=4.1 eV), where the Si has ND = 1017 cm-3. b. Si contact to Al (ΦM=4.1 eV), where the Si has NA = 1017 cm-3. 3. Consider an indium metal - germanium semiconductor junction. Consider an ideal junction, i.e. there are no surface states to pin the Fermi level. Use the following parameters: indium metal work function ΦM = 4.1 eV, electron affinity in Ge χ = 4.00 eV, relative permittivity is Ge is 16.0, and doping in germanium of NA = 1016 cm-3. Assume Ei is at mid-gap. a. Sketch the band diagram at thermal equilibrium. Is this a Schottky diode or an Ohmic contact? b. Which charge carrier (electron or hole) determines the I-V characteristics? c. Determine the potential barrier at the junction ΦB. d. Determine the built-in potential Vbi. e. Calculate Wunder equilibrium conditions. f. Calculate Emax in the semiconductor under equilibrium conditions. g. Sketch the I-V curve. Define the voltage as the difference between the metal side and the semiconductor side, i.e. V = Vmetal – Vsemiconductor. 4. You are given an MS diode made with n-type silicon and a metal such that a Schottky barrier is formed. The diode is illuminated, generating electron-hole-pairs inside the semiconductor. a. Consider the case when the diode terminals are short-circuited during illumination. Draw the energy band diagram. Include a cartoon of what happens to the photogenerated carriers created in the semiconductor near the MS interface (along the lines of Fig. 14.3 b and c, but with zero applied voltage.) If current flows, indicate its direction. b. Consider the case when the diode terminals are open-circuited during illumination. Remember that under open-circuit conditions, no current can flow. Draw the energy band diagram. If a potential is dropped across the diode, indicate its polarity. c. Based on your answers to (a) and (b), sketch the expected shape of the I-V characteristic of the illuminated MS photodiode. Explain the shape.
Section 5 "How does the geology of the Stackpole area influence the concentration of [INSERT ION ASSIGNED TO YOU]?" Use this template as a reminder of what is required to complete this final section of the assessed coursework. Upload as part of the final assessment due 2pm 3rd December 2024. ASSIGNMENT 5 of the coursework assessment is the production of 1 figure plus a short formal 1-page report: (1) Figure The SINGLE figure must include a graph of ALL collected Bosherston Lakes and the Stackpole area samples (including rain data) for the single ion allocated to you. This figure and a caption will take a single page. You will be marked on: • Correct calculations and units (do not show calibration curves, but make sure you are using the appropriate one for each sample given the range of the data). • How you demonstrate the data confidence on the graph and illustrate statistics to support your arguments. • Good data presentation, including essential features for a graph (e.g. appropriate scaling for axes, axes labelled, error bars), legibility, and the inclusion of a Figure caption with suitable information. • What use you make of your own specific water sample as an example to highlight, and/or specific outliers. • Note that you may wish to include additional panels in the Figure as long as each panel helps communicate the data to the reader and supports the question you have been asked to address. (2) 1-page report The question you are asked to address is "How does the geology of the Stackpole area influence the concentration of [INSERT ION ASSIGNED TO YOU]?" You will be marked on: • Relevance of text to the question you have been asked to address and the clarity of ideas presented. • Ability to provide the reader with all the information needed to understand and assess your dataset (e.g. brief scene setting introduction to field area, sampling dates, brief methodology). • What use you make of your own specific water sample as an example to highlight • What use you make of other specific outliers to support your arguments. • Use of, and correct referencing of, the local reports and other resources provided to focus the assignment on factors specific to the locality rather than generalities. • Formal and precise scientific writing style, including the data presentation in text (e.g. errors and statistical analysis of relationships).
CP2406 Assessment 3 (20%) Benchmark an N-Body Gravity Simulation in C++ Helping astrophysicists understand the universe! Overview: Imagine you are a software developer working with a university astrophysicist. They need your help finalising an N-body simulation that models gravitational interactions within a 2D space using the Barnes-Hut algorithm. The algorithm structures data efficiently to approximate gravitational forces between bodies, reducing the need for exhaustive pairwise calculations. They don’t want you to reimplement Barnes-Hut from scratch. Read on to find out what they want you to do! The Barnes-Hut algorithm reduces the computational cost of gravitational force calculations by structuring data hierarchically, allowing groups of bodies to be represented as single entities for distant interactions. The existing codebase contains two “single interaction” functions: 1. Central Body Interaction – singleInteract() in BhTree.cpp o Calculates gravitational interactions between a target body (e.g., a "sun") and an approximation of several other bodies or just a single other body. o The BhTree (Barnes-Hut Tree) is a data structure used to partition space hierarchically, allowing for efficient approximation of gravitational interactions in N-body simulations by treating clusters of distant bodies as single mass points. 2. General Body Interaction – singleInteraction() in BarnzNhutt.cpp o Handles pairwise gravitational interactions between all bodies. Getting Started: You can use any C++ IDE, such as CLion, VS Code, or Visual Studio, to work on this assessment task. We provide the existing codebase containing empty versions of each single iteration function. We suggest that you do the following: 1. Familiarise yourself with the codebase. Review the existing code and Constants.h file to understand the constants and values provided for simulation parameters. 2. Try building and running BarnzNhutt.cpp; this is the simulation itself! It generates a series of images of the simulation into a subdirectory called “images”. Use ffmpeg to convert these images into a single mp4 file. You’ll need to install ffmpeg on your computer. To generate the mp4, type this in a terminal window: ffmpeg -framerate 45 -i images/Step%05d.ppm result.mp4 Your Tasks: 1. Complete each of the “single interaction” functions: o Finalise the code in BarnzNhutt.cpp and BhTree.cpp to ensure that each interaction function accurately computes body accelerations as necessary. See the pseudo-code below! 2. Benchmark Performance: o Adjust the provided files to benchmark your singleInteraction() in BarnzNhutt.cpp function as follows: § Execution Time (in calculate_duration.cpp): Measure the time taken for a single call with a fixed number of bodies. § Memory Usage (in calculate_memory.cpp): Measure memory consumption during the function’s execution. 3. Complexity Analysis: o Determine the Big-O complexity of interactBodies() in BarnzNhutt.cpp. o Discuss this in your 2-minute code review (see below). Submission Guidelines: Submit a zipped folder named CP2406-A3-FirstName-LastName containing your project work, including: · The existing codebase with your two single interaction functions. · The code for benchmarking your singleInteraction() function regarding execution time and memory usage. · A 2-minute screencast explaining: o Show how you set up and ran the simulation yourself. o Show the benchmarking working for execution time and memory usage. o Explain what you think is the Big-O of interactBodies() in BarnzNhutt.cpp is and why. o Express any thoughts you have about improving this codebase. Pseudo code for singleInteract() in BhTree.cpp: FUNCTION singleInteract (target, other) Step 1. posDiff = (target - other) * TO_METERS Step 2. distance = magnitude of posDiff Step 3. IF distance == 0 THEN RETURN Step 4. force = TIME_STEP * (G * target.mass * other.mass) / ((distance^2 + SOFTENING^2) * distance) Step 5. target.accel -= force * posDiff / target.mass Pseudo code for singleInteraction() in BarnzNhutt.cpp: FUNCTION singleInteraction(body_a, body_b) Step 1. posDiff = (body_a - body_b) * TO_METERS Step 2. distance = magnitude of posDiff Step 3. force = TIME_STEP * (G * target.mass * other.mass) / ((distance^2 + SOFTENING^2) * distance) Step 4. target.accel -= force * posDiff / target.mass Step 5. other.accel += force * posDiff / other.mass Notes: · In this pseudo code, the symbol ^ refers to the pow(x, y) function in C++. · Constants like TIME_STEP, SOFTENING, and FRICTION_FACTOR are defined in Constants.h. · Familiarise yourself with the body struct to understand how to implement the pseudo-code. Marking scheme: Task 1: 10 marks · Complete the two single interaction functions so that the simulation runs successfully. Task 2: 5 marks · Benchmark the performance of your singleInteraction() function in terms of execution time and memory usage. Task 3: 5 marks · Effectively discuss your work in the code review. Exemplary Good Satisfactory Limited Very Limited 100% 75% 50% 25% 5% Task 1 Code runs successfully without errors. Follows C++ guidelines for names and indentation and error handling. Includes clear comments for usage and parameters. Exhibits aspects of exemplary (left) and satisfactory (right) Code runs successfully with some errors. Follows C++ some guidelines for names and indentation and error handling. Includes some comments for usage and parameters. Exhibits aspects of satisfactory (left) and very limited (right) Code does not run or is completely incorrect. Code is difficult to read and does not follow guidelines. No comments provided. Task 2 Execution time and memory usage of the function is accurately recorded. Includes clear comments for implementation. Exhibits aspects of exemplary (left) and satisfactory (right) Execution time or memory usage of the function is missing. Includes some comments for implementation. Exhibits aspects of satisfactory (left) and very limited (right) Execution time and memory usage of the function is missing. Comments are not included. Task 3 Clearly demonstrate the running of your code in a two minute screen recording. Provide the Big-O notation is correctly explained. Exhibits aspects of exemplary (left) and satisfactory (right) Demonstrate the running of your code, but some details are missing. Big-O notation is partially correct. Exhibits aspects of satisfactory (left) and very limited (right) Screen recording is missing or difficult to understand. Big-O notation is not provided.
CISC102 Fall 2024 Discrete Structures Portfolio Due Date: Friday December 6th 11:59pm EST (Kingston Time) to GradeScope. Part 1: Topic Review For each Unit taught this term, write a short summary of the topic. You should include relevant definitions, key information, and/or information on how to solve problems from this unit. A summary of all topics covered is provided at the end of this document. It is recommended you review your weekly check-ins. Be sure to clearly highlight and discuss the topics within the unit you have mastered and those that you are still learning. Requirements: • Between 400-700 words for each section • Most definitions from the unit are present • The summary is written in your own words • Must be written in LATEX(See Overleaf Template in onQ) • Include helpful reminders that are particular to YOU (eg. “I always mix up equivalence relations and partial orders, so I want to be sure to remember those properties”). A Sample Response for Part 1 is included at the end of this document. Topic Reminder: • Unit 1: Integers and Proofs 。CISC102 Fall 2024 。Logic 。Proofs • Unit 2: Counting 。Counting Techniques 。Recurrence Relations 。Induction • Unit 3: Sets, Relations and Graphs 。Set Theory 。Functions and Relations 。Graph Theory More Questions will be added this week. No questions will be removed. This document is current as of Nov. 8th Part 2: Problem Solving For each unit, some difficult problems are provided below. Please write a full solution in LATEXto SIX problems from each section. Unit 1: Integers and Proofs 1. Use a truth table to show that ((p → q) ∧ (¬r → (p ∨ s))) ≡ (¬p ∨ q) ∧ (r ∨ p ∨ s) 2. Let A = {a ∈ Z | 4 | a} and B = {b ∈ Z | b ≡ 0 mod 4}. Prove that A = B . 3. Let P(x,y) represent that student x has played video game y, and let Q(x) represent that student x is in Computing. Using this notation along with the appropriate quantifiers, express the following logical phrases in English, or the following English phrases in logic. Then, write the negation of each logical statement. (a) ∀ x ∃ y P(x,y) (b) Every computing student has played some videogame (c) ∃ x ∀ y ¬P(x,y) (d) There is some student that has played every video game 4. Prove, or find a counterexample: the difference of two consecutive perfect squares is odd. 5. Prove that for any a,b,c ∈ Z that ab + ac + bc ≤ a2 + b2 + c2 [Hint: consider (a − b)2 + (b − c)2 + (c − a)2] 6. Prove that if gcd(a,m) = d and gcd(b,m) = 1 then gcd(a · b,m) = d. 7. Prove by using and stating the logical properties that p ∧ ¬q = ¬(¬(p ∨ q) ∨ q). Unit 2: Counting 1. Prove that in any sequence of 4 consecutive integers, exactly one of them must be a multiple of 4. 2. Prove by induction that n3 + 2n is divisible by 3 for all n ∈ N. 3. A vegetarian sandwich could have one bread type (whole wheat, white, sourdough) and one spread (hummus, pesto, mayonnaise). A non-vegetarian sandwich could have one bread type (whole wheat, white, sourdough) and one meat (chicken, ham, beef). How many different sandwiches are on the menu? 4. Prove by induction that 5. In a dice game you roll a die three times in a row. Determine the counts for each of the following scenarios: (a) On the first roll you roll a 5 (five). How many outcomes are there where the total sum is even? (b) You roll exactly two 3’s. How many total outcomes are there? 6. Given the recurrence relation an = 13an−1 −61an−2+123an−3 −90an−4 with a0 = 3, a1 = 4, a2 = 2, and a3 = −2. Prove using strong induction that the closed form is an = 2n + 3n − 2n3n + 5n [Note: if the base cases do not work, then email Dr. Meger] 7. At a Pok´emon card trading party, there are n trainers, where n ≥ 8. Each trainer trades cards with at least 1 and at most n − 1 other trainers. Is it possible for each trainer to complete a different number of trades? 8. Prove using induction that Unit 3: Sets, Relations and Graphs 1. (a) Let P,Q,R be sets with |P| = s, |Q| = t, and |R| = u. Determine exactly or state a range of values: i. |P ∪ (Q ∩ R)| ii. |(P ∪ Q) R| (b) Let V = {1, 2, 3, 4, 5, 6, 7}, P = {1, 2, 5}, and Q = {3, 5, 7}. Answer the following: i. Find (P ∩ Q) × (P ∪ Q) ii. Find (P Q) × (V P) iii. Determine P ∪ Q (the complement of P ∪ Q in V) 2. Let C be a set with |C| = k, and D be a set with |D| = p, where k < p. (a) How many functions are there g : C → D? (b) How many injective (one-to-one) functions are there g : C → D? 3. Let R = {(a,b) ∈ N2 |3 | (a − b)}. Prove that R is an equivalence relation. 4. (a) Determine the adjacency matrix for K5 . (b) For the wheel graph Wn , determine for what values of n ∈ N Wn has a Hamilton Cylce, and describe how to find such a cycle. 5. How many walks (edges and vertices may repeat) of length ℓ are there between distinct vertices in C4 ? Where ℓ is the specific value of: the last 2 digits in your student number added together. [ Hint: Consider the adjacency matrix] 6. Suppose that F is a forest with n vertices, and f-many connected components. Determine the sum of the degrees of all vertices in F. Give an explicit formula for any forest, and state any/all theorems used. 7. For any planar graph G = (V, E), Euler’s inequality must hold: |E| ≤ 3|V | − 6 Whenever a graph is triangle free, we have the added benefit that every region has at least 4 edges surrounding it. We may modify the computation in the proof of Euler’s Inequality to determine a special version for Triangle free graphs. |E| ≤ 2|V | − 4 (a) Determine whether Euler’s Inequality holds for the following graph. Does this mean that the graph must be planar? Explain. (b) Determine whether Euler’s Triangle Free Inequality holds for the following graph. Figure 1: A simple graph 8. Let f(x) = x-b/x+a be afunction from R → R where a is the sum of your student number and b is the product of the first two nonzero digits of your student number. Prove or disprove that f is: (a) injective (b) surjective (c) bijective
Department of Electrical Engineering Simulation of Buck Converters Using PSIM 1 Objectives The purpose of the experiment is to understand a circuit simulation package – PSIM (Power Simulation), and use the programmes to study and analyse power electronic circuits. PSIM has the characteristics of high simulation speed, high accuracy and friendly user interface, which provides a powerful simulation environment for power electronic circuit analysis, control system design and so on. The following sections will show you how to construct a Buck converter and a Full-Bridge inverter and how to use PSIM to study its performance. 2 Apparatus/Software (1) IBM PC or compatible computer (2) Microsoft Windows 7 or newer versions (3) PSIM 3 Procedures The workstation is an PC or compatible computer with Windows 7 or newer versions installed. 3.1 Install PSIM (1) Download PSIM Demo Version at https://powersimtech.com/products/psim/psim-pricing- and-licensing/download-demo/ ; (2) Select “Skip. I will register later” during the installation. 3.2. Creating Project To begin with, open this software and set a new project. The procedures are as follows, - Click “File >> New Project” Then, create a name and choose the project location. Click “OK” . A blank project will be created successful. 3.3. Creating Schematic Diagram Schematic diagram can be constructed in the main window of the programme. The procedure for constructing a schematic diagram for simulation in PSIM are in the followings: - Search components in “Library Browser”(a) or “Elements” menu (b) or The bottom menu bar (c). (a) (b) (c) - Select the component and pull it to the main window for placing it in the diagram. - Make connection between components by clicking a junction of a component, pull the line to the junction of another component. - Set parameters or values of the components by double clicking. - Set the Current Flag to 1, the current of this component can be viewed in the SIMVIEW. - Place Simulation Control component to set the simulation time step length, total time and so on. NOTE: The PSIM demo version limits the maximum number of data points to 6000, so if possible, please set the simulation time step length as small as possible to display a longer simulation time. - To delete a component or a line, select it and press “Delete” key on the keyboard 3.4. Simulation Operation of the circuit in the created schematic diagram can be predicted with simulation using PSIM. The procedures are shown as follows, - Sketch circuit diagrams as below, - For carrier wave setting, you can set its values according to the picture below. - Save the work before running the simulation. - Click “Run PSIM Simulation (F8). - The progress bar below the page shows the simulation progress. - After the simulation is completed, click “Run SIMVIEW” to view the waveform. - Select the variable(s) you are interested in to view its(their) waveform(s). 4. Buck Converter Buck converter is a popular DC/DC converter for which the output voltage can be stepped down. One of the most useful applications is the switched mode power supply that has the advantages of high efficiency and small size. The major components of a Buck converter include a semiconductor switch (e.g. IGBT), a free- wheeling diode, an inductor and an output filtering capacitor. The control circuits include a DC voltage source, a triangular-wave voltage source, a voltage comparator and an on-off switch controller to interface between the control circuit and the power circuit. All these components can be found in ELements. 4.1. Buck Converter in CCM 4.1.1. Open-loop Control of Buck Converter in CCM Construct a circuit diagram of the buck converter with open-loop control as shown below. Specifications of the circuit are: . Input voltage is 100V. . Switching frequency is 5kHz. . Output voltage is 50V. Getting inductors, capacitors and resistors from Elements, the keyword for searching of the components are L, C, andR, respectively. Resistance of load is 5Ω. L1 is 1mH. C1 is 100uF. Performing the transient analysis, the recommended time step and simulation time that are 10µs and 10ms, respectively. It is noted that entering units of parameters is not necessary. Observe the waveforms and check if the end time of the simulation is appropriated for obtaining simulation results. If not, enter a new total time and repeat the simulation. Expected Results: 4.1.2. Closed-loop Control of Buck Converter in CCM Construct the closed loop control Buck converter as shown below with PSIM. The specification of the closed-loop control Buck converter is the same as the open-loop control converter except that the modulation signal is replaced by a feedback control circuit, not a constant DC voltage source. Closed loop control of a buck converter The reference output voltage is 50V. Voltage sensor and current sensor are adopted to get the values of current and voltage to facilitate the closed-loop control. The lable (IL, Vout) can be found at: H(s) is s-domain Transfer Function. K is proportional blcok. You can try to modify the parameters of the PI and P controllers to improve the performance and control the output voltage. Change the end time of the simulation to an appropriate value for transient analysis to obtain a steady state output voltage. Observe the simulated output voltage. Expected Results: It can be seen that the transient response of Buck converter with closed-loop control is faster than that with open-loop control. 4.2. Buck Converter in DCM When the load is very low, the inductance current will be discontinuous, that is, the Buck converter runs in DCM. 4.2.1. Open-loop Control of Buck Converter in DCM The specification of the Buck converter in DCM is the same as that in CCM except that the load resistor is changed to 40Ω . In DCM, the relationship between output voltage Vo and input voltage Vin does not satisfy the formula: Vo = D * Vin, and the output voltage is affected by the load. Therefore, when the duty cycle is set to 0.5 under open-loop control, the output voltage is not 50V. The results are as follws. 4.2.2. Closed-loop Control of Buck Converter in DCM The closed-loop control can make the output voltage constant regardless of the load change. The specification of the closed-loop Buck converter in DCM is the same as the closed-loop control converter in CCM except that the load resistor is changed to 40Ω and K of proportional block is changed to 0.01. Expected results: 5. The Report The report should include simulation results of output voltage, inductor current, MOSFET current of each case. Answering the following questions: i) Identify the critical condition for the CCM and DCM. ii) Is the steady-state voltage the same with the calculated results? If it is not, why? Bonus: Suggest what improvements can be done to achieve a better steady-state waveforms. The waveforms and circuit can be obtained by using PrtScn or Snipping Tool to capture and paste to any Paint tools.
