Question 1 In the Excel File, navigate to the "Course Grade" tab if you are not there by default. 1) Please label Column J "Total Score" and calculate the total score for each student using a formula in Excel and fill down this column with total scores. 2) Please label Column K "Percent Score" and calculate the percent score for each student using a formula in Excel that generates a number between O and 100. The total points available in the course are 1000. "Even though it is possible to do it this way, please don't just format your cells for "percent." Write a formula that gets you a number between O and 100 without having to go back and format the cells as percent. Don't forget to save your spreadsheet before continuing onwards. Question 2 Please type here the formula you typed into J2 to calculate the total score for the student in Row 2. Question 3 Please type here the formula you typed into K2 to calculate the percent score in Row 2 of the spreadsheet. Remember, your formula should allow you to calculate percent as a number between O and 100, not O and 1, and should reference column J, or more specifically here cell J2 Question 4 Based on the data in Column J "Total Score", please sort the data on total score, and organize from highest to lowest. Enter the highest score here. And please don't forget to turn in your Excel file at the end of the exam so we can see your sorted columns. 1. Columns sorted correctly (5 points) 2. Correct number entered here (5 points) Question 5 Enter the lowest score here (from previous question). Question 6 In this question you will make a chart to compare how the student who earned the highest total score and the student who earned the lowest total score performed on each of the different assessments in the course. 1) At the bottom of the Excel screen, please click on the "Grade Comparison" tab. Copy and paste the data of the student who earned the highest total score and student who earned the lowest total score into this new data sheet in the correct format to make the chart in the next part of this question. 2) Please convert the two student's scores to show them as a percentage of the total points available in each assessment category. (You can find the total points per assessment category in the header row.) 3) Please choose an appropriate chart type to compare how the two students performed on the different assessment categories. Show your chart in the tab for Grade Comparison. Your chart should have the following components: 1. Correct data (10 points) 2. Correct chart type (10 points) 3. Attention to aesthetics and appropriate labeling (10 points) 3) Please copy and paste your chart into answer blank here. Don't forget to save your Excel sheet before moving on. Question 7 We are interested in comparing the average total score of each section. Using the data in the "Course Grade" tab, please create a PivotTable (place this in a new tab). Set up your PivotTable to show the average of Total Score by section for each section. Which Section has the highest average total score? Section A Section B Section C Section D Question 8 1) At the bottom of the Excel sheet, please click on the "Section Comparison" sheet tab. Make a chart showing the average total score by section. Note, you should copy and paste the appropriate data into the sheet and show it in an appropriate table for making the chart. 2) Please choose an appropriate chart type to display the data. Your chart should have the following components: 1. Correct data (10 points) 2. Correct chart type (10 points) 3. Attention to aesthetics and appropriate labeling (10 points) 3) Please also copy and paste your chart into the answer blank here. Don't forget to save your Excel spreadsheet before moving on. Question 9 You suspect there is a correlation between participation and midterm exam score. In the fourth tab of the spreadsheet labeled "participation and midterm", please produce a chart that demonstrates this correlation with the axes set up appropriately for the most appropriate configuration of likely independent and dependent variables. 1) Paste the correct data into the "participation and midterm" tab 2) Choose an appropriate chart type to display the data. Your chart should have the following components: 1. Correct data (10 points) 2. Correct chart type (10 points) 3. Attention to aesthetics, and appropriate labeling and scaling (10 points) 3) Please also copy and paste your chart into the answer blank here. Don't forget to save your Excel spreadsheet before moving on.
Using Design Patterns This assignment requires you to demonstrate understanding of design patterns. ● Use your previously submitted class diagram(s) of the system we used previously (AddressBook in assignment04), then select ONLY TWO of the design patterns explained in this course for discussion (one pattern from each category: creational structural, behavioral). ● The discussion should include: 1. Why is the previous system design (which you submitted already) good (or bad) in regard to the selected pattern? 2. Clearly describe how the design can be modified and uses the pattern, or why it should not use the pattern. Important Notes: - Make sure to include a copy of your old design (even if it was wrong, you can also include a corrected version if you like) and the new proposed one (if any) of the class diagram of each system in your discussion. It is so important to submit clear diagrams (Non-clear diagrams will not be considered). - Make sure to include all the diagrams and descriptions in one pdf file (No more than 2 pages in total). - You must submit one file only (a pdf file that includes the selected two patterns discussions). - Use the attached template (or any similar template) to write your answers.
MANAGEMENT ANALYTICS BACKGROUND INFORMATION Introduction to Management Analytics • Welcome and introduction • Brief overview of management analytics • Importance of analytics in business management Module’s AIMS: To provide students with major concepts, models, tools, and metrics used in management analytics This module will facilitate better understanding of data. It also equips you with concrete skills you can apply in your organization’s decision-making. Beginning with basic descriptive statistics and progressing to regression analysis, you’ll explore analytics through real-world examples in various managerial dimensions. The role of Management Analytics • Management analytics refers to the use of data analysis techniques to gain insights into business performance and inform. decision-making. • It involves collecting and processing large volumes of data from various sources, such as customer transactions, website activity, and social media interactions. • Management analytics can help organizations identify patterns and trends, uncover opportunities for growth, and mitigate risks. • It requires a combination of technical skills in data analysis and management, as well as a strong understanding of business strategy and objectives. • In the context of international business, management analytics can provide valuable insights into global market trends, consumer behavior, and competitive dynamics. SYLLABUS ✓ Relationships Among Variables ✓ Probability and Distributions ✓ Hypothesis testing ✓ Regression Modelling Learning Outcomes Knowledge 1. the role played by management analytics in contemporary organisations; 2. how management analytics are conducted; 3. appropriate use of standards, methodologies and technologies employed in management analytics; 4. how the results from management analytics are used. Skills 1. apply analytics techniques to decision problems that arise in management; 2. interpret and critically analyse data and information to solve problems and make informed decisions in management Course Structure ▪ Lectures PLUS workshops ; Workshops Provide students with a structured opportunity to practice problems associated with materials discussed in the lecture. Assessment Scheme Assessment 1 First online quiz (15%): in Learning Week 6. This assesses student’s understanding of descriptive analytics . Assessment 2 Second online quiz (15%): Learning Week 12. This assesses student’s understanding of regression modelling techniques. Assessment 3 Groupwork-based assignment (3000 words , 70%): The assessment requires students to work in group to analyse practical management decisions, that discusses the modelling issues, the results, their implications and makes recommendations for improvement. o The final grade for the module will be based on these three components. o The passing grade is 16 (40%), taking three components together.
High Performance Computing Coursework 2 Problem Domain • Coursework taken from the field of Computational Fluid Dynamics (CFD) Fluid dynamics based on three fundamental principles: (i) mass is conserved; (ii) Newton’s second law ;(iii) energy is conserved Expressed as partial differential equations, showing how velocity and pressure are related, etc. (called governing equations). Governing Equations Problem Domain • Coursework taken from the field of Computational Fluid Dynamics (CFD) Fluid dynamics based on three fundamental principles: (i) mass is conserved; (ii) Newton’s second law ;(iii) energy is conserved Expressed as partial differential equations, showing how velocity and pressure are related, etc. (called governing equations). The coordinates and time are independent variables while velocity and pressure are dependent variables • Computational Fluid Dynamics is the science of finding the numerical solution to the governing equations of fluid flow, over the discretized space or time CFD code The code in the coursework, called Karman, calculates the velocity and pressure of a 2D flow The code writes the solution values into a binary file ➢ Understand the solution image ➢ varying shades • Dark: low velocity, light: high velocity ➢ Adverse pressure near the surface of the obstacle ➢ Vortex: swirling region of rotating fluid ➢ Whitest areas at the topmost and bottommost points of the obstacle ➢ Wavy pattern in the downstream after the obstacle ➢ Wake region: a zone of low velocity and low pressure Currently the code is sequential The purpose of the coursework is to parallelize the code Data and stencil The area represented as a 2D Grid (discretize) Calculate one point in each cell
GEOL 0820 Natural Disasters Spring, 2025 LECTURE #2: Energy Sources for Disasters Date:13 January 2025 I.Review from last class ● syllabus/website details O website: http://ivis.eps.pitt.edu/courses/geol0820/ contains all information about the class,course notes,etc. notes typically go online the morning of that day's lecture ● introduction to the topic of natural disasters o be sure to review the notes if you missed the first class II.This week ● the link to the first video homework is active o please make time to watch and take notes ● Recitations start this week (tomorrow) o please make sure you attend the class and talk with your TA about what is expected because this is a large percentage of your grade! · make sure that you have your copy of the recitation manual (it is now in the Pitt Bookstore (https://pitt.verbacompare.com/comparison?id=4701496 ) you will need this for the first recitation in order to complete the work Ⅲ.Energy Sources for Disasters 1.external heat (Sun) 2.internal heat (Earth) 3.force of gravity ● external heat o solar energy ■ drives atmospheric motions hurricanes,tornadoes,etc. heat flow from the sun is 5300 times more than from the Earth's interior very small fraction of solar output reaches the Earth's surface of that,25%goes into evaporation of water drives atmospheric circulation gives rise to large storms ■ wavlc(g)related to the frequency (and the energy!) v=frequency(Hz or cycles/sec) o what is solar flux? ■ amount of energy over a given area (W/m²) ■ measured perpendicular to incoming energy there's a different flux at the equator than the poles different flux in Pittsburgh in the winter vs.the summer ● internal heat o from the planet's formation ■ lower density materials like rocks,gases,water,radioactive minerals rose ■ higher density materials like metals sank ■ when the internal heat of the Earth>1000℃(~1800°F)iron melted and the liquid sank toward the core (gravity) released potential energy increased the temperature even more! enough to melt rocks and begin the process of differentiation of the Earth's layers (core,mantle,crust)→we will examine this more in the coming weeks o from impacts of comets and asteroids early in the Earth's history ■ tremendous amount of heat created and stored transfer of potential energy→kinetic energy→frictional heating Potential Energy(PE)=m gh Kinetic Energy (KE)=1/2 mv² where, m=mass of the object;g=gravitational constant h=height/distance traveled;and v=velocity of the object so,how would you solve for the velocity of an object? work out your solution here before lecture: o from continued decay of radioactive elements ■ this heat drives plate tectonic motions earthquakes,volcanoes,etc. O radioactive minerals Potassium-40,Uranium-238,Thorium-232,many others... ■ releasing neutrons,protons or particles from the atom's nucleus changing the atomic number/isotope and therefore the element the particle released is converted into energy heat the surrounding rocks damage/kill living tissue Potassium-40(19p+21n)→Agron-40(18p+22n) ■ half-life: time required for 12 the number of atoms of the parent element to decay into the daughter element Parent Aluminum-26 Uranium-235 Potassium-40 Uranium-238 Thorium-232 Rubidium-87 Samarium-147 Daughter Magnesium-26 Lead-207 Argon-40 Lead-206 Lead-208 Strontium-87 Neodymium-147 Half Life 720,000 0.71 billion 1.3 billion 4.5 billion 14 billion 47 billion 106 billion Copright O The MeGraw Comparies,ine.Pamission requred tor rmproductio Increasing Time Measured in Half-Lives age of the Earth --4.57 billion years --measuring radioactive elements in lunar rocks --how can moon rocks tell us the age of the Earth??
VPAB10H3 – Final Paper In 2000 words or more (8 pages), discuss a topic related to equity, diversity, and inclusion in depth. Font: 12-point Times New Roman, Double spaced. Spell check before you submit your paper. (3 points) Your paper should include the following parts – a) Introduction (3 points) Clearly state your argument/statement/question and discuss the purpose of your paper. Lay a brief outline of what the reader might expect to find as they read through your paper. What aspect your positionality resonates with this topic, and why you are the right person to discuss this topic. b) Literature review (10 points) This is where you scan the literature as the groundwork for your paper. Provide background information and context to the question you are addressing in the paper. This section should help the reader understand the significance of the question you are asking, or the gap that you are addressing. This section is also where you outline for the reader the knowledge that already exists and situate your paper within that broader context. c) Discussion (10 points) This is where you interpret and evaluate the literature you have reviewed; and link the review with your observations. You can cite reports, data, or any current information not linked in the review to link to the past with the present, the global research to the local context. This is a section where you can critically analyze how your observations fit with the literature (or not), or the presence of patterns, or contradictions between the research and your observations. Or the limitations of the review (example: not applicable to the context within which you are exploring a question – why?). You can bring in theoretical frameworks to guide the reader (examples are intersectionality, discourse of power, etc.). If you are discussing multiple themes within this section, clearly state them and discuss each in depth as sections within the discussion section. Make sure to tie them in a coherent way (either in a thematic or a chronological way). This is also a section where you can discuss methods, if applicable. Examples of methods are databases searched, assessment of policies, historical timeline of a policy, etc. – ways in which you have collected the data to support your argument/observation. d) Conclusion (4 points) This is where you briefly summarize the key insights and offer recommendations or areas of further research. You must tie it back to the argument/statement/question you asked in the introduction section. Ask yourself – what do you want the reader to remember. Note that you do not introduce new information here but simply reiterate key points of your paper. (e) References (3 points) A minimum of 12 references, cited in APA style, and over a range of periods.
DECO2300/7230 Digital Prototyping and Extended Reality Assessment 1.1: DESIGN REPORT Concept In this assignment you will provide a concept of an application you have chosen to redesign in Extended Reality (XR). You will identify relevant tasks and user goals (i.e. what people do with these apps, what do they want to achieve) and an initial testing plan for your prototypes. This process will involve ideation (e.g., sketches, storyboards), optional low-fi rapid prototyping (mock-ups XR UI with paper, cardboards, playdoh etc.) to play-act/enact the interactions and testing to get feedback on your concept. You will be given the opportunity to practice a low-fi prototyping activity in Week 2 Studio class. Reminder: you are working on a concept, on immersive interaction ideas to support users’tasks and goals in XR— you are not working towards a final product with all the functionalities. Your focus should be on developing prototypes to test the concept and its validity. Concept – Detailed tasks & requirements You will provide a one-page summary report that illustrates and describes the following: 1- Identify an application to redesign in XR (Productivity, Creation, Editing, Social Connection, Meeting & Scheduling. The application needs to support active user interactions. Refer to Lecture 1 slides – reminder: no games, no passive systems e.g. a VR experience.) 2- Identify at least three tasks and goals that users would perform. with this XR app. 3- Demonstrate some level of development of the initial idea into the final concept through iterations and refinement. This can be evidenced by engaging with the Week 2 low-fidelity prototyping activity during Studio, or by documenting any other prototyping or thought process that refined your concept. This could be in the form. of bullet points or a short paragraph. 4- Definea concept for this application in XR: your vision of how this app is translated to an immersive environment. Provide and describe which specific immersive environment will be explored (the specific XR environment you target) and which extended reality interactions and affordances will be used to support these tasks in the target XR environment. Sketches, photos, storyboards or other relevant design visuals are required. Note: the tasks and interactions should not be basic, e.g., limited to simply pushing VR buttons, just experiencing the environment with no interactions etc. 5- Propose an initial testing plan for your XR concept: a. What are the specific interactions and features you want to test to validate part of your concept? b. What are your assumptions about the way your concept would work? c. What do you need to know to validate or invalidate those assumptions? What data will you collect? You can use bullet points and sketches to define your concept, tasks, and initial prototyping testing plan. Submission information: 1- Document your design activity on your own github Wiki 2- Submit your 2-page maximum concept via Turnitin on Ultra 3- Submit no later than 10AM on Thursday Week 3.
Exercise B1-1: Consolidated balance sheet, Post-acquisition, No AAP, p% = 100%, Cost method On January 1, 2019, Portastatic acquired 100% of the voting common stock of S for $100,000. On the date of acquisition, (1) Superchunk’s net assets had appraised values that approximated their recorded book values and (2) Superchunk reported Common Stock of $80,000 and Retained Earnings of $20,000. Portastatic uses the cost method to account for the Investment in Superchunk. Superchunk reported net income of $20,000 and paid dividends of $10,000 during 2019. The partially completed Consolidated Financial Statement Working Paper for the year ended December 31, 2019 appears on the next page. Required: 1. Get your notes from Exercise A8-1 and compare the facts and requirements of this exercise to that exercise. Do you notice anything interesting? 2. Prepare the journal entries made on Portastatic’s books during 2019 concerning the Investment in Superchunk. 3. Complete the individual financial statements for Portastatic and Superchunk on the working paper (provided on the next page). 4. Given Portastatic and Superchunk’s individual financial statements completed in requirement 3, determine each of the consolidated balances without proposing eliminating journal entries! This step may be quite challenging, but it is an important exercise if you want to get to the heart of the intuition behind this material. (Double hint: this step is a lot easier if you refer to Exercise A8-1!!!) 5. Complete the working paper by preparing the applicable eliminating entries in journal entry form. Hopefully, these entries result in the consolidated balances that you estimated in requirement 3 of this problem. Portastatic and its Subsidiary, Superchunk Consolidated Financial Statements Working Paper For the year ended December 31, 2019 Exercise B1-2: Consolidated financial statements, 2-years post-acquisition, AAP, p% = 100%, Cost method Pole Company acquired 100 percent of the capital stock of Sitter, Inc., on January 1, 20X1, in exchange for $80,000. Assume the transaction was taxable and goodwill, if recorded, was nondeductible for tax purposes. On this date, Sitter’s stockholders’ equity consisted of capital stock, $50,000, and retained earnings, $12,000. On the acquisition date, Sitter’s identifiable net assets had appraised FASB ASC 805 fair values equal to the recorded values on Sitter’s books, except for property and equipment which had a fair value of $30,000 and a depreciated net carrying value of $20,000. The equipment had a remaining useful life of four years. Pole Company uses the cost method of accounting for its investment in Sitter. Two years later (at December 31, 20X2), the trial balances of the companies were as follows. (Note that the dividend and income statement accounts for 20X2 have not yet been closed to Retained Earnings in the following trial balance. However, those accounts have been closed to Retained Earnings in the consolidation working paper presented on the next page.) The accounts payable of Sitter, Inc., include $3,000 payable to Pole Company. Required: 1. What are you waiting for? Get your notes from Exercise A8-2 and compare the facts and requirements of this exercise to that exercise. Do you notice anything interesting? 2. Prepare the journal entries made on Pole’s books during 20X2 concerning the Investment in Sitter. 3. Try to determine each of the “consolidated balances” without proposing eliminating journal entries! This step may be quite challenging, but it is an important exercise if you want to get to the heart of the intuition behind this material. 4. Complete the working paper by preparing the applicable eliminating entries in journal entry form. Hopefully, these entries result in the consolidated balances that you estimated in requirement 2 of this problem.
CHEM20018 Week 6 Tutorial Problems 1. In regard to the Ellingham diagram below, answer the following questions. a) What chemical reactions are represented by the lines in the diagram? b) What does the gradient of each line represent? c) Why do some lines show discontinuities? d) Is carbon capable of reducing silica? If so, under what conditions? e) At what temperature will carbon reduce NiO? What will be the product of the oxidation of carbon? f) Is Li capable of reducing Al2O3? If so, under what conditions? 2. The Latimer diagram for V in acidic conditions is presented below: a) Write the half equation for the reduction of VO2+(aq) to V3+(aq) and calculate the E° value. b) Write the half equation for the reduction of V3+(aq) to V(s) and calculate the E° value. c) Indicate which species, if any, will undergo disproportionation to the adjacent species in the diagram. d) Give the comproportionation reaction for the formation of V3+(aq) from VO2+(aq) and V2+(aq) and calculate the E° value for the reaction. e) For the comproportionation reaction in part (d), calculate the value of DG° . f) Write the equation for the disproportionation of V3+ to VO2+(aq) and V2+(aq) and calculate the value ofK for this reaction. 3. The Frost diagram for manganese in acidic conditions is presented below. a) According to the graph what is the strongest oxidising agent? b) For the species identified in part (a) give the reduction half reaction and the accompanying E° value. c) According to the graph, considering only the oxidised forms of manganese, what is the weakest oxidising agent? Give the equation for the reduction half-reaction and the accompanying E° value. d) Give the half equation and E° value for the reduction of HMnO4-(aq) to Mn2+(aq) . e) MnO2(s) is a relatively stable solid. How does the Frost diagram indicate this? Suggest a reason for its relatively high stability. 4. The Pourbaix diagram for plutonium provides important information regarding its chemical form. when it enters the natural environment. Plutonium is capable of existing in the following forms: Pu, Pu3+, Pu4+, PuO2, PuO22+, PuO3 and Pu2O3. a) In the graph below label the various regions of the diagram with the appropriate chemical species. b) Give the reactions for the conversion of species separated by vertical lines. c) Give the reactions for the conversion of species separated by horizontal lines. d) Give the reaction for the conversion between species separated by the steepest diagonal line. e) Give the mathematical equation for the line represented in part (d). f) What factor determines the gradient of the diagonal lines? g) What is the dominant form. of plutonium in a marine environment? Supplementary Questions S1. The group 1 metals are able to undergo oxidation with O2 to form a variety of solid products. a) Indicate the products formed from the combination of the group 1 metals with excess O2. b) How does a superoxide differ from a peroxide. c) What is a sub-oxide? d) Why is Li2O referred to as an anti-fluorite structure? S2. Using the following two equations estimate the concentration of I- ions in a 1.0 x 10-3 M solution of AgNO3 to which solid AgI has been added (T= 298 K). You may assume after the system has reached equilibrium that solid AgI remains immersed in the solution.
Repeat: The Management Accounting exam has two sections. Section A has ONE question (Q1) which you MUST answer. It is compulsory (50% weight). Section B have THREE questions (each 25% weight). You chose TWO to answer. All in all - in the exam you answer THREE (3) questions. Q1, Q2 and Q3, are all businesses cases with more or less narratives/texts. They are all addressing a problem in a key area from the module. All these questions require calculations, analysis and discussions in one form. or the other. Q4 is an essay-based question covering a key topic from the module. On Canvas we have posted typical calculation exercises such as in seminar 1 and 2. In seminar 1 you also find pure essay-based questions. In week 4 the ABC exercise includes combined calculations and discussion. Week 5 Hotel Znoor and the Life Cycle exercises are also typical exercises combining calculations, analysis and discussions. Hotel Znoor is more advanced but a good exercise. The MCQ questions posted require mostly short calculations to get the right answer. Some requires answers to concepts, where your readings are crucial. The textbook has a range of exercises with calculations, concepts and discussion questions and combined questions. Try them!
GEOL 0820 Natural Disasters Spring, 2025 LECTURE #3: Elements and Minerals Date: 15 January 2025 I. Recitations start this week! ● please make sure you attend the class and talk with your TA about what is expected o this is a large percentage of your grade ■ and make sure that you have a copy of the recitation manual " you will need this for the first recitation in order to complete the work II.Next week ● no class on Monday (Jan.20th)-MLK day holiday Ⅲ.New Topic:Atoms and Minerals ● from the really “big picture”to the VERY small one! o from large-scale hazards to the scale of atoms o we won't spend as much time on this subject as other introductory geology classes you get a good review in the recitation this week (and rocks next week) ■ topics are useful for understanding how geology-focused natural disasters work o critical for understanding the building blocks of geology o next class we'll examine how minerals combine into common rock types important for particular types of disasters:Plate Tectonics,earthquakes and later,volcanoes and landslides IV.Definitions and Concepts ● mineral: a naturally occurring,inorganic,solid,with a specific chemical composition,and a specific regular arrangement of atoms o five parts to this very precise definition-make sure you know them o minerals have specific physical and chemical properties · identifying minerals and rocks takes practice and experience o one of the harder skills to acquire for a geologist o other courses in the Department of Geology devote more time and effort to these details ■ for example,there are five labs devoted to rocks and minerals in the Physical Geology Lab (GEOL 0055)class · atom: smallest particle of an element that still retains the properties of that element o an atom is made up of protons,neutrons and electrons protons(+)and neutrons (o)form. the nucleus ■ electrons (-)orbit the nucleus ■ remember from the definition of a mineral:specific regular arrangement of atoms ● what is atomic structure? o structure of minerals all minerals are built from regular,repeating arrangements of atoms ■ this regular structure is what gives a mineral crystal its shape/form. ■ example: a piece of wood is a solid >but it has no regular arrangement of atoms therefore,it is not a crystalline solid glass,bricks,plastic,etc.are also not crystalline solids (and hence,are not minerals) ● what is an element? o element: a substance that cannot be broken down into other substances o atomic number ■ the number of protons in an atom example:hydrogen(H)has 1 proton (atomic number:1) example:oxygen(O)has 8 protons (atomic number:8) · periodic table: arrangement of all elements by their atomic number (see below)
218.220 Measurement 1 [Individual Assessment] DUE DATE: 25th August 2025 at 5 pm (17:00) Assessment description – LO’s 1, 2 & 3 Percentage Weighting – 40% Submission and Marking: · This assessment will be completed in two mediums, which means you will get your marks at two different stages. You will complete your measurements and Bills of Quantities workbook in CostX and then copy some of the answers into Stream. a. You will submit some answers via a Stream quiz. b. The BoQ workbook will be submitted via the dropbox link provided. Ensure you save your work as Portfolio 1 – Student ID number · To assist you answer the Stream quiz, the questions have been duplicated in this brief. You can fill in your answers in the space allocated as you progress through the brief. Remember though, it must reflect what is in YOUR CostX measurements, as this will be reviewed when I mark your BoQ workbook. · Please review the marking rubric for the allocation of marks. · All questions associated with this assessment MUST be posted to: Portfolio 1 Q&A. I will not accept any questions via “Private communication with the lecturer”. Questions associated with how to complete the assignment are not of a private nature. Ensure that before you post your question, you have reviewed the previous posts – it may have already been addressed. · If you need an extension, please contact Ravindu. · Submit your file before the deadline. Do not leave it till the last moment – computer issues are not accepted as an excuse. Assignment Brief · Download the CostX drawings provided on Stream under the Assessment tab: Portfolio One · Create a New Building Name: Portfolio 1 - Your Student ID Number (e.g., Portfolio 1 – 1234567) Project: Default Project · Add the drawings and folders. You may need to change the file names. Your folder layout should look like the image below (make sure the folder and files names are correct and the files are in the correct folder). Do NOT use the same drawing names as mine. Yours must be meaningful. Imagine if you were working on a real job and had over 50 pages of plans, sections and elevations. · Check the calibration or scale on all the drawings. Ensure all pages are set landscape, not portrait. · All measurements are to be taken in accordance with ANZSMM. · Ensure your Dimensions Groups is set to two decimal places. PART 1 – STREAM QUIZ SAMPLE ANSWER The information highlighted in yellow is what you would insert into the Stream quiz. Be careful of your spelling. If you spell it incorrectly, you will lose marks. Description/Question Answer Instruction Trade 4 Please complete (No) Category 4.2 Please complete (No or n/a) Classification surface preparation Please complete (text) Sub-classification clearing the site Please complete (text or n/a) Unit of Measurement (UoM) m2 As per ANZSMM - m, m2, m3, no, item Quantity (Taking off sheet) 97.86 as per best practice principles i.e. 10.00 (if m, m2, m3) 10 (if no or item) MEASUREMENTS Where did this information come from? Using the most current version of ANZSMM you will find the information in the following headings and columns. If there is no information in the Category or Sub-classification, you simply use n/a. Using: SITE PLANS | HIGHBROOK Dr Measure the overall area of the green field boarded by Highbrook Dr and Underwood Dr. The image is an indication of the space to be measured. Remember, the more points you use, the more accurate your measurement – but be realistic! When you prepare your Bill of Quantities, you are required to describe this item under Groundworks. It would be an item that would occur at the earliest stages in preparation for the remainder of the work. What is the perimeter of the fuel station on the corner of Highbrook Dr? In the Bill of Quantities, you are required to describe this item as a gutter. Using SITE PLANS | Autodesk University What is the total area of the existing building? Hint – it includes four zones, but not the red bits that stick out. In the BoQ you are required to measure this as the plastic damp proof membrane. Using LAWRY STREET You need to import the following drawings L03, L04, L10, L11, L12, L15. You may also need some other pages for information purposes, but you do not need to import them into CostX. Give each sheet an appropriate name, but NOT the layout number provided below. Layout L03 & L04 Measure all 900 internal single swing doors. Set positive dimension to orange. Layout L03 & L04 Measure floor finish (only) Type 14. Set positive dimension to slate. Measure under all fittings, baths, WC’s and other installations. Use the Finishes schedule provided (S02) for further information. You do not need to add this to CostX. Measure floor finish (only) Type 15. Set positive dimension to Gold. Measure under all fittings, baths, WC’s and other installations. Use the Finishes schedule provided (S02) for further information. You do not need to add this to CostX. Measure floor finish (only) Type 16. Set positive dimension to Aqua. Measure under all fittings, baths, WC’s and other installations. Use the Finishes schedule provided (S02) for further information. You do not need to add this to CostX. L10 How much roof sheeting do you require (on plan i.e. flat) on the section once the two Velux skylights have been removed? Do not measure ALL the roof sheeting, only the T- section with the skylights. Measure from the extreme edge. (Yes, I know that includes the guttering). L12 Measure the volume of the brickwork in the two entry columns. L14 Measure the weatherboard to the external finish on L14. Measure over ground floor and first floor, but not over master bedroom and workshop. Do not forget to deduct all the windows. End of measurement section PART 2 BILL OF QUANTITIES You are required to convert some of your measurements (those with Trade numbers) into a Bill of Quantities for your Client. · You are required to use the Live Linking method to undertake this task. · Your Bill of Quantities must have a cover page (Level 1) and a trade summary page (Level 2) before you get to the detail of each category and measurement (Level 3). · Ensure that each trade has relevant preambles associated with it. See Stream for more information. · Edit your descriptions (if necessary) to a BoQ standard. · Once you are ready to submit your workbook (BoQ), export your file as EXF and upload it to Stream.
Exercise A10-1: Comprehensive Consolidation, I-C Inventory & I-C Depreciable Assets Picky Corp. acquired 100 percent of the stock of Scratchy, Inc. on January 1, 2015, for $450,000. On this date, the balances of Scratchy’s stockholders' equity accounts were Common Stock, $254,800, and Retained Earnings, $195,200. On January 1, 2015, Scratchy’s recorded book values were equal to fair values and there is no Acquisition Accounting Premium. Please ignore taxes. On January 1, 2018, Picky sold a building to Scratchy for $100,000. On this date, the building was carried on Picky’s books (net of accumulated depreciation) at $82,000. Both companies estimated that the building has a remaining life of 6 years on the intercompany sale date, with no salvage value. (Always assume straight line in A422 unless I specify otherwise) Each company routinely sells merchandise to the other company, with a profit margin of 25 percent of selling price (regardless of the direction of the sale). · During 2019, intercompany sales amount to $20,000, of which $13,000 of merchandise remains in the ending inventory of Picky. On December 31, 2019, $6,000 of these intercompany sales remained unpaid. · Scratchy’s December 31, 2018 inventory includes $17,000 of merchandise purchased in the preceding year from Picky. During 2018, intercompany sales amount to $28,000, and on December 31, 2018, $8,200 of these intercompany sales remained unpaid. Picky accounts for its pre-consolidation Investment in Scratchy account using the full equity method. The consolidation worksheets for the two companies for the year ended December 31, 2019, are provided on the next page. Required: 1. Calculate and organize the profits and losses on intercompany transactions and balances 2. Compute the pre-consolidation equity investment account beginning and ending balances starting with Scratchy’s stockholders’ equity 3. Before proposing consolidating entries, intuitively determine the following balances: a. Sales b. Cost of Goods Sold c. Depreciation and Amortization Expense d. Net Income e. Accounts Receivable f. Inventories g. Buildings and Equipment, net h. Accounts Payable i. Retained Earnings 4. Complete the consolidating entries according to the C-E-A-D-I sequence and complete the consolidation worksheet Exercise A10-2: Consolidate Financial Statements, Post-acquisition, AAP, p%
ESS101 Section B Winter 25: Writing Credit Research Paper Potential Volcanic Hazards and Mitigation Strategies in the Yellowstone Caldera Image: A herd of bison at Yellowstone National Park, National Parks Conservation Association Abstract The Yellowstone Caldera, one of the world's biggest and most active supervolcanoes, is located in Yellowstone National Park. Even though it hasn't erupted in over 640,000 years, its geothermal activity still poses a significant risk. Hydrothermal explosions and a possible super-eruption that would spew enormous volumes of gas and ash into the atmosphere are the main hazards. These risks affect vital infrastructure including roads, airports, and electrical grids, as well as communities in Wyoming, Montana, and Idaho. A massive eruption might affect agriculture, poison water sources, and interfere with transportation throughout the United States. Beyond North America, Yellowstone's super-eruptions huge gas and ash emissions might cause long-term climatic disruption. To reduce these hazards and find early warning indicators, scientists keep a careful eye on gas emissions, seismic activity, and ground deformation. To reduce damage and fatalities, emergency preparedness plans should also incorporate evacuation routes, public education, and disaster response tactics. Even though a super-eruption is unlikely to occur very soon, handling the possible threats posed by the Yellowstone Caldera requires constant research and preparation. Introduction The northwest region of the United States, mostly Yellowstone National Park, is home to the Yellowstone Caldera, one of the planet's most dangerous and geologically significant volcanic systems. This enormous volcanic region, which is a portion of the Rocky Mountains, spans Wyoming, Montana, and Idaho and is roughly 2,500 square kilometers in size. Since Yellowstone is a supervolcano rather than a standard stratovolcano, it has the capacity to erupt with significantly more devastating force than most other volcanic systems. Given Yellowstone's enormous potential for eruptions and the potential for extensive local and global effects, it is imperative to comprehend the volcanic dangers associated with the park. The caldera is still very active, with frequent seismic occurrences, ground deformation, and geothermal activity, even though the last significant eruption was around 640,000 years ago. Yellowstone is a crucial area of research for geologists and disaster preparedness organizations due to the potential for hydrothermal explosions and the remote but catastrophic threat of a super-eruption. The region surrounding the Yellowstone Caldera is home to several communities, including Cody and Jackson in Wyoming, West Yellowstone in Montana, and Island Park in Idaho. These areas, along with the millions of tourists who visit Yellowstone National Park each year, could face immediate threats in the event of volcanic activity. Infrastructure such as highways, airports, electrical grids, and water supplies could suffer severe damage, while the agricultural sector in the Great Plains could experience crop failures due to widespread ash deposition. The Yellowstone Caldera lies within the interior of the North American Plate, above a stationary mantle hotspot. This hotspot has fueled intense volcanic activity for millions of years, forming a chain of calderas stretching across the Snake River Plain. The region’s geologic history is marked by three massive super-eruptions, occurring approximately 2.1 million, 1.3 million, and 640,000 years ago, each of which ejected over 1,000 cubic kilometers of volcanic material. The volcanic rocks found in this region include rhyolite, basalt, and obsidian, indicating a history of explosive eruptions and lava flows. Geologically, the Yellowstone Caldera is classified as a rhyolitic supervolcano, characterized by high-silica magma that fuels highly explosive eruptions. The viscous nature of rhyolitic magma leads to powerful eruptions that produce pyroclastic flows, widespread ashfall, and significant climatic effects. While no historic eruptions have occurred in recorded history, extensive evidence of prehistoric activity—including caldera-forming eruptions, hydrothermal explosions, and lava flows—demonstrates the volcano’s potential for future activity. Today, ongoing monitoring of gas emissions, seismic activity, and ground deformation is essential for detecting early warning signs and mitigating potential hazards. Hazard Assessment 1. Super-Eruption A super-eruption occurs when massive amounts of magma accumulate beneath the surface, leading to extreme pressure buildup. In the case of Yellowstone, its rhyolitic magma chamber contains highly viscous, gas-rich magma, which increases the likelihood of an explosive eruption. Such an event would have catastrophic local and global impacts, including pyroclastic flows, widespread ashfall, and significant climatic effects due to the release of volcanic gases. [1] To be specific, ashfall would blanket vast areas of the United States, leading to structural collapses, respiratory issues, and disruptions to transportation, agriculture, and water supplies. On a global scale, the release of sulfur dioxide and other volcanic gases could lead to significant climate cooling, reducing global temperatures and affecting food production worldwide. Image: The Grand Prismatic Spring in Yellowstone National Park, New York Times Given the potential devastation of a super-eruption, scientists closely monitor Yellowstone’s volcanic system using a combination of seismic activity tracking, ground deformation measurements, and gas emissions analysis. While there is no indication that a super-eruption is imminent, ongoing research aims to improve our understanding of the conditions that could lead to such an event. By studying past eruptions and modeling possible scenarios, researchers can better assess the risks and develop strategies for mitigating the potential consequences of a future eruption. [10] 2. Earthquakes and Ground Deformation Because of local tectonic forces and the movement of magma beneath the surface, the Yellowstone region frequently sees seismic activity. Every year, thousands of earthquakes occur, the most of which are mild. Large-scale earthquakes have the potential to harm infrastructure and endanger nearby residents and tourists. Uplift and subsidence within the caldera are examples of ground deformation that may be a sign of magma migration and possible volcanic activity. [2] Continuous monitoring of seismic activity and ground deformation is crucial for detecting early warning signs of potential hazards. Scientists use GPS stations, satellite imagery, and strain meters to track these changes, allowing for better risk assessment and preparedness. Although most deformation events do not lead to eruptions, significant shifts in ground movement may indicate increased volcanic activity, making real-time data collection and analysis essential for public safety and disaster mitigation efforts. Image: Earthquakes of the Yellowstone region from 1973 to 1981 and 1984 to 2006, “Earthquake swam and b-value characterization of the Yellowstone volcano-tectonic system”. 3. Hydrothermal Explosions Image: A hydrothermal explosion at Yellowstone National Park – Jul 24, 2024, Global News Yellowstone’s geothermal system is among the most dynamic on Earth, with thousands of hydrothermal features, including geysers, hot springs, fumaroles, and mud pots. These features are fueled by the heat from the underlying magma chamber, which slowly releases energy over time. The combination of heat, water, and underground pressure creates a delicate balance, and any sudden shifts—such as changes in underground water levels, earthquakes, or shifts in geological formations—can trigger hydrothermal explosions. [9] An underground magma chamber powers Yellowstone's geothermal system by heating groundwater and producing high-pressure steam. Violent hydrothermal explosions may result from abrupt pressure releases caused by this trapped steam behind impermeable rock strata. These occurrences can directly endanger park visitors and infrastructure by ejecting boiling water, steam, and rock pieces over a distance of several kilometers. [2] While smaller hydrothermal explosions occur frequently within Yellowstone, larger events could create new craters, damage roads and buildings, and potentially injure or kill people in the affected areas. To be specific, the impact of hydrothermal explosions varies depending on their size and intensity. Smaller explosions may produce localized damage, such as the formation of new thermal vents or minor alterations to geyser basins. However, larger events can be far more destructive, carving out craters tens to hundreds of meters wide and scattering debris over large areas. Historical records and geological evidence suggest that some past hydrothermal explosions at Yellowstone have left behind craters over a kilometer in diameter, highlighting the potential scale of these events. 4. Ashfall from minor eruption At Yellowstone, smaller-scale volcanic eruptions are possible, but the emphasis is frequently on catastrophic super-eruptions. The most recent lava flow happened about 70,000 years ago, therefore these occurrences are rare. Although the probability of a modest eruption in the near future is still unknown, current geological evaluations place it at a low level. A small eruption would probably cause localized ashfall, mostly in the park's interior and surrounding areas. Ash deposits could occur in places like Jackson and West Yellowstone, which could cause respiratory illnesses, contaminate water sources, and cause traffic jams. Even while it wouldn't be as large as a super-eruption, it would nevertheless have a big economic impact on local companies and tourists.[8] Risk Assessment There is very little chance of a catastrophic super-eruption in Yellowstone. The U.S. Geological Survey (USGS) calculates that the annual probability of such an eruption is around 1 in 730,000, or 0.00014%, based on geological records of previous eruptions. [3] This suggests that although the event is very rare, the repercussions would be disastrous. A super-eruption would have significant regional and worldwide repercussions. Pyroclastic flows and widespread ashfall would be immediate effects, possibly hitting regions up to 1,000 miles (1,609 kilometers) away. Ash layers as thick as 1.03 to 1.8 meters may be found in cities like Billings, Montana. Infrastructure destruction and a large death toll would be the immediate repercussions. Widespread ashfall that interferes with water supply, transportation, and agriculture throughout the US are examples of secondary consequences. Volcanic gases released into the atmosphere have the potential to cause short-term (years to decades) climatic cooling, which would have a negative impact on ecosystems and agriculture around the planet. [4] Hydrothermal explosions at Yellowstone are relatively frequent but typically limited in scope. On average, one hydrothermal explosion occurs every two years within the park. These events are generally small and localized, often creating craters only a few feet across. Due to their limited size and the vast area of the park, the likelihood of such an event causing harm to individuals is low. Given their localized nature, hydrothermal explosions primarily pose risks to areas within the immediate vicinity of the explosion site. Visitors to geothermal areas are at the highest risk, with potential hazards including ejected boiling water, steam, and rock fragments. While these events can damage nearby boardwalks and trails, they are unlikely to cause widespread infrastructure damage or pose significant threats to population centers.[2] Yellowstone experiences frequent seismic activity, with between 1,500 to 2,500 earthquakes occurring annually within the park and its immediate surroundings. Most of these earthquakes are minor, with magnitudes too low to cause significant damage. However, the constant seismicity indicates an active subterranean environment. While major population centers are located outside the park, nearby communities such as West Yellowstone, Montana, and Jackson, Wyoming, could experience ground shaking from larger seismic events. Potential direct effects include structural damage to buildings, roads, and bridges. Indirect effects might involve economic losses due to decreased tourism and potential disruptions to local services. Additionally, significant seismic activity could destabilize hydrothermal systems, potentially triggering hydrothermal explosions. [5] Image: Epicenter of the most powerful earthquake in Yellowstone’s recent history occurred in 1959, US Geological Survey Image: The house fell into Hebgen Lake during the 1959 earthquake and floated along the shore, , US Geological Survey In conclusion, there are a number of geological risks linked with the Yellowstone Caldera, although the risks differ according to the probability and possible consequences of each occurrence. Super-eruptions are extremely rare, even though they can be devastating, while earthquakes and hydrothermal explosions happen more regularly but have less of an impact. For risk assessment and mitigation plans to be effective, it is essential to comprehend these differences. Mitigation Plan According to the Yellowstone Caldera's hazard assessment, the most immediate threats to local infrastructure and population are earthquakes and hydrothermal explosions. Super eruptions are extremely unlikely, despite the fact that they have the potential to be disastrous. On the other hand, seismic events and hydrothermal eruptions happen more regularly and can have localized but major effects. The USGS should enhance and expand the existing network of seismometers, ground deformation sensors, and hydrothermal activity monitors across Yellowstone National Park to detect subtle changes that may signal impending hydrothermal explosions or seismic events. In addition, developing a centralized system to integrate real-time data from all monitoring devices would enable rapid analysis and efficient dissemination of critical information to park officials and the public. To further improve safety measures, installing warning sirens and implementing mobile application alerts would provide timely notifications to visitors and nearby residents, facilitating prompt evacuations or appropriate protective actions. Additionally, land-use planning and infrastructure reinforcement are crucial for reducing the risks related to Yellowstone's hydrothermal and seismic hazards. Existing infrastructure, such as highways, bridges, and visitor centers, should undergo extensive structural evaluations to see how resilient they are to seismic activity. To improve their resilience to earthquakes, vital infrastructure like communication hubs and emergency response centers should be seismically retrofitted. Furthermore, zoning laws that limit new construction in high-risk regions can reduce the possibility of harm and fatalities. The area may better safeguard locals and tourists from the effects of geological risks by bolstering infrastructure and implementing sensible land-use regulations. [6] Image: floods at Yellowstone National Park closed one major road to a nearby town, npr Image: Earthquakes Monitoring device in Yellowstone National Park, USGS Conclusion In summary, there are serious geological risks associated with the Yellowstone Caldera, including seismic activity and hydrothermal explosions, which can endanger nearby communities, infrastructure, and the environment at large. Even though there is little chance of a catastrophic super-eruption, proactive mitigation measures are necessary for the more common threats. Implementing land-use policies, strengthening infrastructure, and improving monitoring systems are essential measures to minimize any harm and guarantee public safety. In order to reduce risk and boost resilience, community involvement, education, and disaster preparedness initiatives will also be crucial. We can lessen the risks posed by Yellowstone's dynamic geological processes while protecting the area's natural and cultural legacy by combining scientific discoveries with wise planning. Image: Yellowstone National Park, VisitTheUSA.com References 1. Wikipedia contributors. (2025, February 17). Yellowstone Caldera. In Wikipedia, The Free Encyclopedia. Retrieved 23:57, February 28, 2025, from https://en.wikipedia.org/w/index.php?title=Yellowstone_Caldera&oldid=1276145135 2. Yellowstone Volcano Observatory . (n.d.). The real hazards of Yellowstone. USGS. https://www.usgs.gov/observatories/yvo/news/real-hazards-yellowstone 3. Yellowstone. (n.d.-a). Questions about supervolcanoes. USGS. https://www.usgs.gov/volcanoes/yellowstone/questions-about-supervolcanoes 4. What would happen ifa “supervolcano” eruption occurred again at Yellowstone? USGS. (n.d.-a). https://www.usgs.gov/faqs/what-would-happen-if-a-supervolcano-eruption-occurred-agai n-yellowstone 5. U.S. Geological Survey. (n.d.). Steam explosions, quakes, and volcanic eruptions-what,s in Yellowstone,s future?: USGS fact sheet 2005-3024. Steam Explosions, Quakes, and Volcanic Eruptions-What’s in Yellowstone’s Future? | USGS Fact Sheet 2005-3024. https://pubs.usgs.gov/fs/2005/3024 6. USGS Volcano Science Center. (n.d.-a). Volcano and earthquake monitoring plan for the Yellowstone Caldera System, 2022—2032. USGS. https://www.usgs.gov/publications/volcano-and-earthquake-monitoring-plan-yellowstone -caldera-system-2022-2032 7. Protocols for Geologic Hazards Response by the Yellowstone Volcano Observatory. U.S. Department of the Interior, U.S. Geological Survey, 2014. https://pubs.usgs.gov/circ/1351/downloads/circ1351_v2.pdf 8. Yellowstone. “Questions about Yellowstone Volcanic History.” Www.usgs.gov, USGS, www.usgs.gov/volcanoes/yellowstone/questions-about-yellowstone-volcanic-history. 9. “Hydrothermal Explosion.” Wikipedia, 19 Jan. 2020, en.wikipedia.org/wiki/Hydrothermal_explosion. 10. Seidel, Jamie. “Supervolcano Shift Stirs Fears of Eruption.” News, news.com.au — Australia’s leading news site, 3 Jan. 2025, www.news.com.au/technology/environment/natural-wonders/yellowstone-supervolcano-s hift-stirs-fears-of-eruption/news-story/31efa3b58cca3ff68c9b030cbb84ddfc. Accessed 10 Mar. 2025.
EEEE4120: Digital Signal Processing Coursework 2 – Real-time filtering of audio Department of Electrical and Electronic Engineering October 2024 1 Introduction As part of the Digital Signal Processing module (EEEE4120), students will be required to complete two coursework assignments – each assignment will contribute 30 % towards the module assessment. The projects outlined in these documents are based on real-world problems – students will have ample time to research different approaches to the problem, design, and code these approaches, implement and record the results of the implementation, and write a report on all these aspects. This coursework is an individual assignment – it is expected that students collaborate only on the laboratory aspect of the project but not on the written report. 1.1 Background In the modern setting, signals are often recorded using analogue transducers (e.g. microphones, magnetic pickups, sensors, etc), amplified, and converted to a digital signal. This allows the signals to be stored and copied on media that will not degrade after use. However, during all the electronic stages outlined, the signal will be susceptible to noise influence, which includes when the signal is transmitted between these states. The content and sources of this noise is an unknown and engineers will often only receive the output waveform to operate with. The real-time processing of a signal, sound in this case, is a common practice in engineering and understanding what and how to filter correctly, without losing the underlying signal is a useful skill. In normal circumstances, the development of the process only forms part of an engineer’s duty to communicate the problem, solutions, design, and results concisely are equally as important - for this coursework, this will take the form. of a report document. 1.2 Aims The project aims to design, implement, and test digital filters to remove noise from the waveforms provided in the .wav clips to remove noise and recover the much of the original signal as possible. For this coursework, students will make use of MATLAB to process the signal, design and test a filter to then implement it in a real-time setting using an STM32 microcontroller during lab sessions (weeks 8,11). The learning outcomes for Coursework 2 are as follows: • An introduction to filter design for both post-processing and real-time applications. • An introduction to the application and testing of digital filtering in a real-time, in-hardware setting. • Obtain an appreciation of design issues when filtering signals in real-time (i.e. improvement of signal-to-noise versus latency and or CPU load). Students will have the opportunity to design, test and apply digital filters and other signal-processing techniques, and by the end of the coursework, students should have a better understanding of these techniques. 1.3 Deliverables Based on the application of the signal processing techniques, students will produce (a) a short report (see section (3.4), (b) a Matlab script (filter design and test offline) and, (c) a main.c script (real-time implementation). When submitting, students must submit all written Matlab code that they have used to obtain results (including the input parameters). The code should be organised in a single .m file and the file must have no compilation errors. If the students have used the signalAnalyzer or other GUI programs, they should give ALL input parameters used in the report. Students should also submit the .c (main.c only) with all the filter functions used in the STM32 to produce the results. The report and Matlab files should be written individually, the .c file used to program the STM32 can be the same among the allocated groups on each bench only. Submission of the coursework will be STRICTLY online using the Moodle page for Digital Signal Processing ONLY (https://moodle.nottingham.ac.uk). Students should submit their written report as a .pdf file only and do not submit the data files used for submission. 2 Resources 2.1 Laboratory sessions For successful completion of coursework 2, it is necessary to attend laboratory sessions on weeks 8 and 11. Without these lab allocations, students will not be able to program, apply the filters and acquire data to complete the report. Students should complete their designs by week 8 so they use the time at the laboratory effectively. 2.2 Data files In order to complete this coursework, students will be provided with two sound files: • Coursework2_audio.wav: This is a 3-minute tone which is contaminated by random noise. This is the corrupted sound file that you will need to process (waveform. shown in Figure 1). Note the clip is stereo and while working in Matlab, only select a few seconds at random to work on. This will keep processing run time short. • Coursework2_audio2.wav: This is a piece of music corrupted by noise. Figure 1: Waveform. excerpt of Coursework2_audio.wav. The audio file is in stereo and therefore has right and left channels. 3 Assignment For this coursework, the assignment has three parts: 3.1.- Pre-laboratory tasks (a) To process the provided noisy signals and design, apply and test (in Matlab) a kernel-based filter (non-DFT) of their choosing that can remove the random noise in the signals utilising various filtering techniques. This will require students to use the knowledge gained during the Digital Signal Processing lectures, coursework 1 as well as through their research around the topic. The filters should be designed to operate at the sampling frequency that the STM32 will be operating at. Students should investigate the impact different processing techniques and or parameters have on the corrupted sound signal and analyse the efficacy of these techniques. More specifically: • Design a strategy to remove the noise in the signal that can be implemented in a real-time setting. Explain your reasonings. • Systematically assess the positive (i.e. signal-to-noise ratio) and negative (i.e. signal attenuation) aspects of the applied method. Discuss your results including the mention of less successful attempts. (b) Design an algorithm to apply the filters in the STM considering that any processing functions should only take one sample in and produce one sample out. For instance: Dac_value(i) = Mov_avg (adc_value(i)); This function can be simulated in Matlab. Students can implement additional libraries but must at least use one filtering function of their own. 3.2.- Programming and applying filters in the STM32 To implement and test the proposed filter solutions in real-time using the STM32 microcontroller during the lab sessions. More specifically: • Write a function, for the specific type of filter(s) you have designed, in the microcontroller code. An additional laboratory document will be released in week 8 to support you in this task. • Measure the filter’s frequency response using the signal generator and single-frequency signals at various frequencies (i.e. 100Hz, 1kHz, 5Kh etc ). Record data on the scope as you go along. • Test the filters using the provided audio data and record the filter output using the oscilloscope. Try to take a relatively long trace (>1s) to facilitate subjective analysis (listening). An additional laboratory document will be released in week 8 to support you in this task. 3.3.- Analysis of the filter(s) performance. Use all the recorded data to analyse the performance of your implementations in Matlab. More specifically: • Remove DAC-induced harmonics and resample to the audio sampling frequency (44.1kHz). • Remove offset and centre the signal amplitude at 0. • Compare the spectrum of the filtered and unfiltered signals. • Calculate the approximate transfer function of the microcontroller filter and compare it to the original design. • Calculate the signal-to-noise ratio before and after the filter. 3.4.- Writing the Report Assessment of the coursework will take the form of a short report. A key skill of any engineer is the ability to present findings in a concise form. This may include flow diagrams, exemplar waveforms before and after processing steps, and discussion of the observations. The student may want to include more than one strategy and discuss their performance. This coursework will have a 10-page limit (including ancillary pages, e.g. cover/contents/references pages). Students should use Arial, font size 10 (or an equivalent sized font) on A4-sized pages, with all margins no smaller than 25.4 mm. The text should be sectioned with suitable headings. All figures should contain legible label text, be well presented, be referred to, and be captioned. References should be placed at the end of the report using the IEEE reference guidelines (i.e. square bracketed numbers in the text, reference list at the end with the associated square bracketed numbers) [1]. The report should not contain text or images found in this brief, either in the current or in a modified form. A report should contain the following sections and discussion topics: (1) Introduction A concise introduction should be provided by the student that summarises the nature of the task, what sources of noise were found, what strategies were less and more successful, how it was implemented and what the results were. (2)Review of methods This section should include a brief literature review of the signal processing methods used as part of the project as well as other suitable methods. (3) Methodology This is the major section of the report and should describe the following: • Description of the methodology along with a justification for using it. • The implementation of their chosen algorithmic solutions in MATLAB and the STM32 (filter function only). These should be presented as flow diagrams and not code. (4) Results This section should present all the information required to demonstrate that the tasks were completed and should include: • Graphical representations (figures) of the results obtained from the different tasks. • A discussion/analysis of the obtained results and the efficacy of the solutions presented. (5)Conclusion The report conclusions should contain: • A summary of the work. • Mayor outcomes and problems. • A brief reflection of the work and potential next steps. References [1] “IEEE Citation Guidelines.” https://ieee-dataport.org/sites/default/files/analysis/27/IEEE Citation Guidelines.pdf, Oct. 2022. [2] “Read and Write Audio Files - MATLAB & Simulink - MathWorks United Kingdom.” https://uk.mathworks.com/help/matlab/import_export/read-and-get-information-aboutaudio- files.html#d120e12602, Oct. 2022. [3] “1-D median filtering - MATLAB medfilt1 - MathWorks United Kingdom.” https://uk.mathworks.com/help/signal/ref/medfilt1.html, Oct. 2022. [4] “Using Signal Analyzer App - MATLAB & Simulink - MathWorks United Kingdom.” https://uk.mathworks.com/help/signal/ug/using-signal-analyzer-app.html, Oct. 2022. [5] “Introduction to Filter Designer - MATLAB & Simulink Example - MathWorks United Kingdom.” https://uk.mathworks.com/help/signal/examples/introduction-to-filter-designer.html, Oct. 2022.
Starting your Annotated Bibliography – Week 4 and 5. An Annotated Bibliography is a list of sources you have read to explore your research topic. Each source is annotated. This means that you write a short paragraph which highlights key aspects and evaluates the relevance of the source for your research purpose. Compiling an annotated bibliography is the first step in preparing to do research for essays and masters level projects. The purpose of this task is to show a critical understanding of your five chosen sources, published in English, and how they relate to your question and to each other. Written Task 4 (formative) – Introduction. 500 words +/- 10% (final references not included), submit Friday week 4 Introduce your annotated bibliography to a non-expert reader. Include information about your chosen research project: · The concept, definition and explanation. · The context to your concept – important further background information. · The problem you have identified with your concept. · Explain why this research is important to your Research Question. · Explain how the sources will help you address your Research Question about your concept. Remember to write evaluatively about the sources. · At the end of the introduction include a concluding statement that makes your current stance on your Research Question clear to the reader. Assessment Criteria for peer review: · Has the writer included all the content outlined in the task instructions? · Does the writer use range and accuracy of language appropriate to IELTS 6.5? · Does the text develop from general to specific ideas? · Does the writer correctly reference the ideas he/she has borrowed in- text and at the end?
MATH3001 Project Report Geometric Constructions November 27, 2024 1 introduction Knots and entanglements are common topological features observed not only in the macroscopic world, but also at the molecular level like Fig 1. So in our daily life, they make different appli-cations from tying shoes to tangling headphone’s cord. But in special circumstances, Knots can cause us a lot of trouble. For example, if a baby’s umbilical cord is tangled in a knot, it may affect the fetus’s respiratory tract and cause suffocation and death. Figure 1: knots in different applications At first, knot theory is a branch of mathematics that belongs to the field of topology. It studies knots in space, which are closed curves formed by connecting a piece of rope end to end. These knots can be curves in three-dimensional space or objects in higher-dimensional space.And a mathematical theory of knot was borned by Vandermonde (1771). Thomson (1867) hypothe- sized that atoms are composed of knotted vortices of the aether although this hypothesis is wrong after it has been certificated. As a result, this aspect has also aroused people’s enthusiasm for this theory. Importantly,the knot can be distorted but essentially it cannot altered the foundation. Thus for the fundamental problem in knot theory is to determine whether a closed loop embedded in three dimensional space is knotted by the Reidemeister moves and the decision was made by Haken, and several other algorithms were created afterwards, one of which is Lakenby. Meanwhile, Knots are being found to play a role in more and more scientific contexts, so the knot play an important role in different areas, like chemistry, physics, anthropology, biology and etc. 2 literature review 2.1 classification and invention of knots In traditional, the theory of knots are all applied with different branches in science like Fig 2. From mathematics point of view, a knot is a closed loop in a topology state and if they don’t connect with each other then this problem cannot be solved. Then from the technology part, this knot cannot be defined in open chains (open chains is an arrangement of atoms represented in a structural formula by a chain whose ends are not joined so as to form a ring). But in Biology, all of these knots are open chains. Therefore in a simple loop, if the two ends don’t untie themselves, then it’s a knot. Then we can get different types of knots in the systematization,such as: trefoil, torus, singular, hyperbolic and others. Fig 3 is the diagram which shows different types of knots from unknot to 77. Figure 2: different fields for knots Figure 3: Different types of knots 2.2 mathematical theorem of knots We know that one of the theorem help knots is the Reidemeister moves. Reidemeister’s theo- rem states that two diagrams represent ambient isotopic knots (or links) if and only if there is a sequence of Reidemeister moves taking one diagram to the other and if two links are piecewise linearly equivalent (ambient isotopic), then there is a sequence of Reidemeister diagram moves taking a projection of one link to a projection of the other. Finally the Reidemeister move has been shown in Fig 4. 2.3 Applications of Knots In the 21th century, knots can be used in different fields. First in biology, DNA is the most clas- sicial example in it. So for DNA topology, it shows the shape and path of the DNA helix in three dimensional space. Topoisomerases are enzymes that change the topology of DNA. Finally is ma- terial science, in polymers and high-molecular materials, the entanglement and disentanglement of chains have an important influence on the physical properties of the materials. Understanding the disentanglement characteristics of these chains can help develop new materials and optimize their properties. For example,the bulk of material is semital and their valence and conduction bands touch at near Fermi level in Fig 2. P vs NP Figure 4: Reidemeister moves The algorithm of unknotted problem is a long-standing open question. In another way,given a knot K described by a knot diagram or by a triangulation of its complement, is there a fast algorithm to decide whether K is the unknot? Hence Hakan is the first person to prove there are any algorithms. Also any other algorithms are constructed by the survey of Lackenby (M. 2016). And Lackenby also change the bound to polynomial in order to show that the unknotted recognition problem is in NP.From others, like Welsh (D. J.1993) proposed the study of qualitative rather than quantitative bounds on the algorithmic complexity of problems in knot theory (and by extension, in low-dimensional topology). And then Hass, Lagarias give the response for the number of Reidemeister moves for the diagram of unknotted problem is in complexity class NP since P is the class of yes–no functions (or yes–no questions or decision problems) on input strings that can be computed in polynomial time and the best way to explain for NP is to give an issue about explain if the integer N (in binary) is a composite number.At the same time. we know that co-NP is the subset of NP which NP is the branch of some decision problems for a polynomial time which return true and co-NP is the branch of all decision problems for a polynomial time which return true. 3 Research Question The most curious for me is that how to use a reasonable solution to untie a knot, 4 Internal references and citations Bibliography Airas, U., & Heinonen, S. (2002). Clinical significance of true umbilical knots: a population-based analysis. American journal of perinatology, 19(03), 127-132. Vandermonde, (1771) Acad´emie des sciences, et al. M´emoires de math´ematique et de physique, tirez des registres de l’Acad´emie royale des sciences. de l’Imprimerie royale, 1771. Thomson, W. (1867). II. On vortex atoms. The London, Edinburgh, and Dublin Philosophical Magazine and Journal of Science, 34(227), 15-24. Lamport, L. (1994). LATEX: a document preparation system. User’s guide and reference manual. Addison Wesley, second edition. Mittelbach, F., Goossens, M., Braams, J., Carlisle, D., and Rowley, C. (2004). The LATEX Companion. Addison Wesley, second edition. Lackenby, M. (2016).Elementary knot theory. arXiv preprint arXiv:1604.03778. Welsh, D. J. (1993). Complexity: knots, colourings and counting (Vol. 186). Cambridge university press.
INNOVATE 1X03 – Winter 2025 Pitching to Consumers Instructions For this competency, you will be creating an elevator pitch targeted at consumers. Submit your pitch as a link to an unlisted YouTube video. TAs will NOT be downloading any .mov or requesting access to SharePoint to evaluate your pitch. 1. Choose one of the following items to pitch: • A piano • A highlighter • A door This item will be your product for your pitch. Be creative and come up with features that could make your product unique. For example, why should someone buy your pen instead of any other pen on the market? 2. Create a 30 second elevator pitch pitching your chosen item. Your pitch must include: • A hook • Describe the problem your product solves i. Consider the pain points your customer faces • Describe how your product solves the problem i. Provide at least 3 features that make your product unique ii. Consider how the features of your product address the customers’ pain points • A call to action Submission Instructions Submit your pitch as a link to an unlisted YouTube video no more than 30 seconds long. Any other formats will not be evaluated and will result in an F. You must pitch the product yourself. Use of an AI voice over will result in an F. Tips: • There are plenty of pitch examples online • Research the difference between pitching to investors versus pitching to consumers (ChatGPT can be helpful for this) • Speak clearly and confidently • Have fun! You are only being evaluated on your ability to put together a pitch targeting investors.
