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Exercise B2-1: Consolidated balance sheet, Post-acquisition, AAP, Upstream and Downstream Intercompany Transactions, p%
ME 3120: Kinematics of Mechanisms MIDTERM EXAM 1. Draw kinematic models for the two clamping devices below. Specify the number of links, the number of primary joints, the number of higher order joints, and calculate the mobility for the mechanism. Use numbers to represent links and letters to represent joints in your kinematic diagram. For the first picture, the front and back are points of interest. For the second picture, the end of the handle is a point of interest. kinematic model (4pts) + links (2pts) + joints (4pts) = 10 pts each 2. For the mechanism below, classify the four-bar mechanism based on its possible motion. The picture is not drawn to scale. Show all work that led to your conclusion. Answer and work = 5 pts 3. For the vectors shown below, analytically determine the vector, J=B-> A+> C. Show all work using an analytical method. Usage of a CAD software program can only be used to check your work. Your answer should have a magnitude and direction. Magnitude+direction=8 pts 4. The timing chart below is for a mechanism that lifts, dwells, then returns to its original starting position. Determine the following: a) Determine the time ratio, cycle time, and motor speed of the mechanism. b) Determine the peak velocity of the lifting motion. c) Determine the peak velocity of return motion. d) Construct an acceleration timing chart. Identify the accelerations achieved and label both axes with the appropriate units. Use the axes provided for convenience. e) Optimize the motion so the maximum acceleration of any part is less than 0.15g (1g = 386.4 in/s2 ). Assume the same dwell time of 1 second. An extra page is provided if all your work doesn’t fit below. 6pts + 2pts + 2pts + 5pts + 5pts = 20 pts 5. Design a slider-crank mechanism with a time ratio of Q = 1.68, stroke of |ΔR4|max = 54 mm and time per cycle of t = 2.4 sec. Specify the link lengths L2, L3, offset distance L1 and the crank speed. Assume the smallest angle (w.r.t. horizontal) the slider makes with the crank pivot point is 15°. A general picture of a slider-crank is shown below. 2pts + 2pts + 2pts + 2pts = 8pts 6. Determine the stroke of the mechanism below. 6 pts 7. For the rear windshield wiper mechanism in the initial position shown, the crank rotates counterclockwise 25°. Determine the angular displacement of the wiper blade. Assume the wiper blade, wiper arm, and follower link are stationary with respect to each other. If you are using the MS Excel spreadsheet, please list the variables you are inputting and state that you are using the spreadsheet in your work. 6 pts 8. If the angular velocity of link 4 is 60 rpm counterclockwise, find the velocity of vB. Write your answer in Cartesian vector notation or magnitude/angle format with units of m/s. (6 points)
Camera Craft Creative Challenge - Week 6 Summary This assessment task is designed to enable you to apply what you have learnt from Module 2: Photography & the Electronic Image, specifically the use of camera craft in the capturing of digital photographs. · You are required to attempt each of the three (3) challenges and submit your best image for each challenge Important information You must attempt and submit work from all three (3) Challenges. All challenges require you to use a digital camera. You will need to shoot a new image for this assessment (remember - we can see in the metadata when the image was shot!). Make sure the settings on your camera indicate the correct date. If you submit an image taken before the semester period you will have to resubmit, with an assessment penalty of 50%. Purpose and Instructions Challenge 1: New Moments The Shutter Speed is wonderful for creating new moments, or capturing the world in ways that we would otherwise not be able to view with the naked eye. In this task, we use the idea as a way of creatively identifying a scene and object where we can apply this principle. For example - pour water over a friends head and capture every drop as it hits them (make sure you ask them first!). What you will need; A camera or app with manual controls, and one where the shutter speed can be set to more than 1/500 sec. Instructions; 1. Choose an unusual subject that is either in motion, or can be photographed in motion, like water or someone jumping (try and be more creative than that). An object that you are able to control would be an advantage, but not essential. 2. Compose a frame. that will include the motion of the subject or object 3. Set the Camera Mode to Shutter Priority, and select a fast shutter speed (one that exceeds 1/500 sec) the camera will then set an aperture and ISO to correctly exposure the image at the determined shutter speed. For best results do this outside in sunlight. You may need to increase the ISO to 400 or more. Be aware that a fully open aperture may compromise the effective amount of focus in the image. Try a few combinations until you get a result you are happy with. 4. Try and compose the movement into an interesting background to get the most appealing effect. If your camera has a drive setting that allows for Continuous, then use it. Remember - we are looking to capture motion, NOT blur it. Jeff Wall Milk 1984 Challenge 2: Portrait effects For this challenge we are shooting a portrait, and using lens effects to highlight the subject and blur out the background. This is a common method in photography. Controls and settings; · A camera or app with aperture control · A long lens, or zoom (variable focal length) lens with at least 70mm at the longest (85mm if using an APS-C or other non full frame. camera) with f/stop control Instructions; 1. Use a friend or class mate to photograph. Find a location where you like the lighting (be aware of this), and where the background is full of information (rather than a blue or overcast sky for example). 2. With the camera set to Aperture Priority, set the aperture to the highest value on the lens (lowest number - so f/5.6, f/2.8 or higher if available) Some lens apertures can go as low as f/1.2. 3. Set the ISO to a suitable value for the lighting situation, or choose auto. If hand held, you will need a shutter speed of at least 1/125 sec. 4. Position the camera close to your subject, and make sure your subject is further away from the background than you are to them (greater than a factor of 2 will provide the best results) 5. Capture your image(s). If possible, move the subject around to respond to the lighting to explore different results. Emmet Gowin Edith, Danville, Virginia 1963 Challenge 3: Motion Blur The idea here is to capture a moving object with focus and clarity, with a background that is blurred to heighten the effect of movement and motion. The background will appear to be in motion because you will move the camera as you capture the moving object. Jacques-Henri Lartigue Le Grand Prox A.C.F. 1913 Controls and settings; · A camera or app with aperture and shutter speed control · A standard lens, 50mm on a full frame camera or example Instructions 1. Choose a moving subject, like a bike, car or even someone running (not too fast though). 2. Set your camera focus to Continuous Auto (or tracking). If you do not have this feature, set the focus to manual, then lock it off on a spot you predict the moving subject will enter. 3. Set the Mode to Shutter Priority, the ISO to Auto (optional) and the Shutter Speed to 1/10 Sec. If you don't set the ISO to Auto, you will need to check the exposure and make sure you are capturing enough light. 4. Track the subject as it moves towards you or the focus point, and shoot off a couple of frames. Make sure you continue to pan (track) after you finish shooting to ensure 'fluid' captures. 5. Try and compose the movement into an interesting background to get the most appealing effect. How to submit your work 1. Capture and edit images. Resize your images in Photoshop to fit within 2000 pixels on the longest edge. Please save your images as jpg files. 2. Compile images into a PDF, one image per page and the following information about each challenge: 1. Challenge number for the image 2. Metadata - date, shutter speed, aperture, ISO 3. Histogram from your final image (open final image in Bridge, Photoshop, Lightroom, Camera Raw or similar take a screenshot and paste next to image) 4. One line explaining your intention and creative inspiration for the photograph. 3. Upload pdf into canvas via the submission button. Feedback and grades Feedback on your assignments will be given to you via canvas. Penalty for late submission Late submission or presentation of assessable work without an approved extension or special consideration will be penalised as follows; · Completed work submitted 1 to 7 days late will incur a penalty of 5% per day · Work submitted after day 7 will not be assessed · Weekends and holiday periods are included in the calculation of the late penalty How the penalty is calculated; Example - Work is submitted 6 days late, incurring a penalty of 30% (6 x 5% = 30%). The submission receives a result of 60 out of 100. 60 - 30% = 42. The numerical result for that assessment submission is modified from 60 to 42. The result of 42 is used to calculate the final grade for the course.
Assignment: · Project 4C - Develop Creative PowerPoint Presentation with extra features · · · · slide transitions to the slides.
MATHS 3021 Capstone Project in Mathematical Sciences III ASSIGNMENT 1 Due: 5pm Tuesday 19 August Total marks = 12 1. [FB:1-4] Determine whether the equation for the time rate of change of total energy E in a pendulum system is dimensionally correct. The pendulum system is a bob of mass m swinging on a string of length ℓ held fixed at the top, as shown below, where g denotes gravity acting vertically downwards. At time t the string is at angle θ(t) relative to vertical. (2 marks) 2. [FB:1-10] Consider the equilibrium heat conduction problem over 0 ≤ x ≤ 1, with conductivity k(u) > 0, depending on the temperature u(x): where all quantities are dimensional in appropriate units. The next simplest choice for k(u) after the constant case is to assume that the conductivity depends linearly on temperature, i.e. k(u) = k0(1−bu) where b and k0 are positive constants. This corresponds to a substance where the conductivity decreases as the temperature increases. (a) Given [k] = , what are the dimensions of k0 and b? (2 marks) (b) Show, by solving the equilibrium 1-D heat equation, that (Make certain discarding the positive sign solution of the quadratic equation is justified.) (4 marks) (c) On a single graph sketch the equilibrium temperature for b = 0.05, 0.1. Also sketch the constant conductivity case on the same diagram. (2 marks) (d) Discuss the physical significance of the condition b < 1/10. (2 marks)
Extra Practice Questions (S1-2025) Question 1 A researcher is interested in modelling the Nikkei index daily log returns over the period 5 January 2000 to 7 May 2020. She uses a constant mean equation and initially considers an ARCH(5) specification for the variance equation. 1. Which stylised feature(s) of the Nikkei log returns does the researcher attempt to address by using an ARCH model? Give a brief explanation of the feature(s). 2. The estimation results from this ARCH(5) model are shown in Figure 1.1. Write the theoretical model that is implied by the regression output in Figure 1.1. 3. Next, the researcher considers a GARCH specification and re-estimates her model. The results are shown in Figure 1.2. Using Figures 1.1 and 1.2 evaluate which out of the GARCH and ARCH models you would opt for. Explain your reasoning and the statistics that you used. 4. Next, the researcher considers a GJR-GARCH specification and re-estimates her model. The results are shown in Figure 1.3. a. What is her motivation for considering this new model for the variance equation? Write the theoretical model specification that is implied by regression output in Figure 1.3 and interpret the coefficient estimate of the threshold parameter. Is the sign of the estimate reasonable? Briefly explain. b. Using the information in Figures 1.2 and 1.3, evaluate which out of the GARCH and GJR-GARCH models you would opt for. Explain your reasoning and the statistics that you used. Figure 1.1 Figure 1.2 Figure 1.3 Question 2 1. Assume that y t is stationary and follows the model y t = 0.5 + εt εt = σtut; ut ~ i.i.d.N (0; 1) σt(2) = 1.0 + 0.1εt(2)-1 + 0.8σt(2)-1 True or false? The unconditional variance of y t is 0.52. Explain your answer by providing the required derivations. 2. Let Ft-1 denote the information set available at time t- 1. Suppose rt is stationary and follows an MA(1) process: rt = 0.1 + ut + 0.5ut-1 where ut ~ i.i.d. (0; 4) with V (ut jFt-1) = V (ut) . Provide numerical answers to the following questions where applicable. (a) What is the conditional mean of rt? (b) Using your answer above, what is the unconditional mean of rt? (c) What is V (rt jFt-1)? (d) Using your answers above, what is V (rt)? (e) Compare your answers to parts (c) and (d). Are they as you would expect? Briefly explain. (f) What is cov (rt; rt-1)? Question 3 This question uses monthly returns on the Fama-French manufacturing portfolio, denoted by rt. Consider the following Fama-French three factor model rt - r ft = α + β 1(r mt - r ft) + β 2SMBt + β 3HMLt + vt ; (1) where (r mt - r ft) is the market factor, rft is the risk free interest rate, SMB is the size factor, and HML is the value factor. When estimating (1) over the period January 1990 to January 2020, we obtain the results shown in Figure 3.1. a. Provide the fitted regression equation. Neatly report the coefficient estimate of the size factor and test for its statistical significance at 1% significance level. Based on your conclusion interpret this coefficient estimate. b. How would you test for joint significance of the size and value factors? Provide all required steps. If you found that the size and value factors were jointly not statistically significant what conclusion would you draw in terms of (1)? Figure 3.1
Assessment 1: Digital journey map Type: Digital journey map | Individual Format: 1200 words (+ or – 10%) Weighting: 20% Due Date: Week 5 - Sunday August 24 August by 11.59pm, 2025 (Melbourne time) Assessment Brief Overview You are required to deep dive into yourself and take an inventory of your current values, interests, strengths, and skills. You will reflect on your past study journey of where you have been and propose where you see yourself moving forward. You will identify the type of capability learning path that interests you and present two future directional career paths (Path A + Path B) in the form. of a digital self-journey map. Marking Criteria This assessment will measure your ability to: Depth of analysis and self-awareness (30 points) Articulation and choice of two future directional career paths with future of work assessment (30 points) Program learning and evolution of expertise (20 points) Digital Storytelling (20 points) Learning Outcomes The targeted Course Learning Outcomes (CLOs) for this assessment are: CLO1: Curate your personal, reflective Bachelor of Business ePortfolio documenting achievement of the program learning outcomes. CLO2: Critically reflect on the various digital artefacts and evidence collected over the course of your degree program in the ePortfolio, to demonstrate the development of your business knowledge, skills and capabilities. CLO4: Identify the transferable skills from learning in the Bachelor of Business and how they relate to your personal, educational and career development. Program Learning Outcomes PLO1: Explain their role as a local, national and global citizen and be able to apply these perspectives in business contexts. PLO2: Integrate business knowledge, social intelligence and ethical decision-making in ways that are inclusive and culturally appropriate to produce outcomes that are impactful, sustainable and fair. PLO3: Analyse complex challenges and formulate innovative solutions in real-world contexts. PLO4: Reflect on and continuously progress their own professional development, enhancing their intellectual agility and adaptability as tools for success in ever-changing business contexts. PLO5: Coherently articulate technical and conceptual business knowledge that is both contemporary and interdisciplinary. Assessment Details This assessment task requires you to design and develop a digital self-journey map of your past study journey and your future journey moving forward. Your journey map must demonstrate two future directional paths of your choice (Path A + Path B) and identify what type of capability learning path sparks interest and curiosity within yourself. Your self-journey map needs to tell your story and demonstrate the following key components: Identify the two challenges you would like to solve and why they sparked an interest in you Identify your values and interests (Schwartz PVA) Identify your skill set and personal qualities (RMIT Career Edge+) Identify your character strengths (VIA) Be a futurist: how do the themes of the future of work play into these two potential career paths - do a risk assessment on your career How does your Bachelor of Business (BBus) journey align with your chosen directional career path, RMIT Graduate Capabilities and your BBus Program learning outcomes (see above) Design and develop your self-journey map using Adobe Express Download Template We have created a template in Adobe Express for you to use or guide your design. Assessment templates can be viewed and downloaded under Assessment templates and working examples. Alternatively, you can design and develop your own journey path creative design using the software of your choice. If you are not using Adobe Express, please ensure you demonstrate all key assessment components.
School of Engineering and Materials Science Handbook for MSc Extended Research Projects 90 Credit Project Module EMS715P 2024-2025 1. Overview & Aims of the MSc Extended Research Project Module This project module gives you an opportunity to carry out an in-depth extended research project that spans all three semesters of your MSc programme. Undertaking an extended research project is a significant component of your MSc degree and requires you to independently conduct research of significant scope and depth whilst under academic supervision. Your MSc Extended Research Project will address specific problems and/or challenges within a particular area of interest in science and engineering. You will have an opportunity to build on your existing scientific and engineering knowledge; and to develop a range of other research project skills and abilities e.g., reviewing literature; critical analysis; project management; communication and organization skills; devising a research methodology; data analysis; academic writing; constructing logical arguments to justify pursuing a particular area of research, methodology and methods; and project planning to meet key deadlines. MSc extended research projects are quite diverse across different domains of science and engineering. As such, extended research projects sit along a continuum of science and engineering research to encompass both traditional research-based projects and industry-based projects. However, extended research projects will still share many overlapping components and characteristics, whilst also accommodating distinctive elements suited to research and/or industry. 1.1 The key aims of conducting an extended research project at MSc level include: 1. To develop research skills e.g., critical analysis of literature; scientific writing and referencing styles; proposing rationales and defining research question(s); devising project methodology and executing a research project. 2. To develop students' understanding of research methodologies and the scientific method; and applying suitable methodology design to an extended research project. 3. To appreciate the ethical implications for conducting research; the environmental and societal impact of solutions to complex problems; and the need to minimize adverse impact of conducting research and research outcomes. 4. To develop transferable skills e.g., project management; project implementation and completion; working autonomously; collaborative working with research supervisor; and communicating research findings to a target audience. 5. To develop key competences and commitments relevant to professionalism in science and engineering and/or to work toward professional registration e.g., CEng. 1.2 The key learning objectives of t he extended research project are to: a. Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems in an innovative and original way. b. Demonstrate independent thinking and working; initiative; and competent technical judgement in science and engineering. c. Analyse complex problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles. d. Select and apply appropriate computational and analytical techniques to model complex problems, recognising the limitations of the techniques employed. e. Select and evaluate technical literature and other sources of information to address complex problems. f. Design solutions for complex problems that meet a combination of societal, user, business and customer needs as appropriate. g. Apply the need to minimise adverse impacts of conducting research e.g., health & safety, diversity, inclusion, cultural, societal, environmental, commercial matters, codes of practice, and industry standards. h. Evaluate the environmental and societal impact of conducting an extended research project; and the impact of outcomes or solutions to complex problems. i. Communicate effectively on complex engineering matters with technical and non- technical audiences. 1.3 The final project report: Your research project will culminate in the writing up of a final project report. The path to a final project report submission is likely to involve interacting with other people e.g., your project supervisor, technical staff, postgraduate students, academic staff, postdoctoral fellows and administrative staff. Below are examples of some key points to help progress you through your extended research project: • Apply and develop your time management and planning skills. • Critically review literature of previous work conducted by others. • Plan for writing up your final project report e.g., create a report template; create key section headings. • Use tables, figures, diagrams, charts and graphs to help communicate sections of your final report. Remember to signpost the reader to tables, figures, diagrams, charts and graphs in the body of your text. • Generate results, tables, charts and graphs to help communicate. • Incorporate appropriate calculations, simulations modelling. • Present your results, findings and outcomes and be able to discuss their implications. • Cite references accurately and consistently using the appropriate referencing convention and style. • Present arguments and conclusions in an accessible, logical and structured manner suitable for both technical and non-technical peers. The above are skills will also be sought by a potential future employer, and the extended research project provides to wit an excellent opportunity to develop these skills and add to your portfolio of achievements. Note: In order to graduate with an MSc you need to pass all taught modules and the Extended Research Project. Failure in modules to the value of not more than 30 credits (2 modules other than the Project) can be condoned if your average mark over all the taught modules is not less than 50%, and the markfor the two failed modules is not less than 40%. You will have the opportunity to resit your failed examinations at the end of the summer (Late Summer Resits). *Please refer to the latest QMUL academic regulations for further details. 2. Assessment and Deadlines Your performance during the project is assessed by various means as outlined in the table below. Each component of assessment has its own deadline and all submissions are electronically submitted. If you do not submit an assessment by the deadline specified on QMPlus, your submission will incur a penalty and daily deduction in marks up to 7 days after which the assignment will receive ZERO marks. Please ensure that your project planning and contingency planning gives you enough time address any last-minute technical problems or mishaps to avoid submitting late and incurring a penalty. Please note that reasons for late submissions, such as, “hard drive crashed”; “forgot to check emails”; or “QMPlus was running slowly whilst uploading” cannot be accepted as valid reasons for late submissions. Assessment Breakdown *See also Appendix 3 & Appendix 4. Submission Timeline *△See QMPlus for exact deadlines dates. 3. Lectures, Workshops, Supervision & Self-Study It is important to attend lectures and workshops as these sessions intend to help inform the direction you take for your MSc extended research project and your project plan. In addition, you will need to work independently on researching articles/readings, resources planning, project management and it is recommended that you arrange regular meetings with your supervisor. Refer to the module QMPlus page. 4. Getting Started You will be given an opportunity to select your own key areas of interest for your final year project and we will do our best to find an appropriate academic as your supervisor. We will also do our best to match your area of supervisor. We may not be able to guarantee a particular academic for your project because there is a limited number of academics to act as supervisors. However, in SEMS there are academics that have interdisciplinary knowledge and skills that can be adapted to different project interests. Note: You cannot change supervisor without re-allocation by the module organiser. Project supervisor allocation depends on the availability and workload of academics. 5. Project Log & Project Planning A project log is a detailed record of all the work you are doing in your project where you bring your notes, ideas, planning and progress together in a single document. The logbook may also include concepts, sketches, equation developments, calculations, graphs, summaries of papers you have read including their full source details and records of meetings with your supervisor or others from whom you seek advice. The logbook (aka notebook) can be requested for review at any point during the year by your supervisor or academic assessors. You are strongly encouraged to maintain your logbook to help you, and your supervisor, make progress leading to a successful outcome from your extended research project. You may also be asked to upload a pdf of your log at certain points during the year. The purpose of a project log is to: • Maintain a summary record of the work you have undertaken on at least a weekly basis; • Develop structuring and planning skills (project timeline); • Identify directions for research/work; • Maintain a record of progress/milestones achieved; • Identify problems (supervisor or student) in a timely fashion. The project log includes the following (although this list is not exhaustive) • Project Title • Project Aim(s) • Project Objectives • Project Plan • Record of supervision meetings • Record of notes, discussions, thoughts, suggestions, ideas, questions/queries • Record of progress and actions • Record of resources, literature, reading, article etc. • Record of sketches drawings, graphs, illustrations etc. More guidance will be provided during module lectures, module sessions and supervision. Lectures/workshops will cover logbook formats, layout, content and ongoing logbook entries and regular logbook reviews/submissions. Success on the MSc degree programme rests upon careful planning. Project planning and project management is a transferable skill which graduates are expected to possess. Balancing the work-load over the year involves placing emphasis on project work at the beginning of the year, leaving time for revision toward the end. It is important that you meet regularly with your supervisor and discuss your progress and plans for further work. On average, you should typically spend between 12 to 15 hours per week on your project and keeping your logbook up to date. You will be asked to update and submit your logbook during the year. 6. Role of the Project Supervisor The role of your project supervisor is to support you whilst undertaking your MSc Extended Research Project. Your project supervisor will provide you with guidance and feedback on the direction and progress of your project as well as feedback on project coursework submissions. You can approach your supervisor to share and explore your project ideas and project progress, however, it is not the role of the supervisor to prescribe each stage of your project. Use the time during supervisor meetings effectively through preparation and planning (see earlier section on logbooks & project planning). For your MSc extended research project, you will be expected to take ownership of your project and adopt a proactive approach to arranging regular meetings with your supervisor and with your project planning. If you have problems contacting or meeting your supervisor, email the module organiser. 7. Technical Project Support If you need models, fixtures or apparatus to be manufactured, it is essential that your request is made at the earliest possible date. Go to the following link for information on the workshop, laboratories and facilities in SEMS. https://www.sems.qmul.ac.uk/research/facilities/mechanicalworkshop/whatwedo/ https://www.sems.qmul.ac.uk/pgadmissions/facilities/ See also the points below to help clearly communicate with technical support staff. 1. Obtain approval from your supervisor for the purchase of consumables (https://admin.sems.qmul.ac.uk/forms/technical/) via the School’s Intranet. 2. For work requests, the project manufacturing requirements must be clearly defined and approved by your supervisor before you start to discuss any work with a technician. Only students who have an accepted and issued work request https://admin.sems.qmul.ac.uk/forms/technical/ to a technician will be able to arrange a meeting time with the technician. This will enable the technician to prepare for any discussions and for the Laboratory and Workshop Manager to progress the work. The Laboratory and Workshop Manager will then inform you by email when to discuss the project with an appropriate technician. 3. Ensure that you plan ahead and provide the technical project support staff with clearly explained and structured requirements. For example, engineering drawings with a parts list/BoM should be generated preferably using CAD software to show with 2D projections and exploded/assembled 3D drawings. 4. Reasonable attention must be given to the target dates for completion of the work. 5. Work will be given priority on a first-come first-served basis. 6. Close contact with the allocated technician should be maintained and, if necessary, discuss and agree any design modifications/amendments/refinements. Design modifications cannot be made endlessly and major re-designs will be considered as new work requests. 7. Student access to the student workshop will be available as appropriate, depending on levels of student competence as determined by the Laboratory and Workshop Manager. 8. Record all discussions with your supervisor and the technicians in your project log. 8. Ordering Materials & Consumables Ordering Consumables for Projects Consumables for all projects must be ordered by using the online https://admin.sems.qmul.ac.uk/forms/consumables/. Please complete the form. making sure all appropriate areas have been filled in. When you have finished all sections click the ‘Send this request’ button and it will go to the designated supervisor for approval. Once the supervisor has approved the order it will go to SEMS Finance to be ordered. Please note consumables should not be purchased in any other way. Note. The University has preferred suppliers, which must be used. Requests for items that can be exempted from VAT must be directed to the Accounts Assistant. [In the past some students bought items themselves and then confronted the matter of VAT reclaim]. If, in exceptional cases, a new supplier is to be used, the name of the company must be added to the financial information system, Agresso, by Finance Department staff. Until the company’s details are added to Agresso, the order cannot be placed. It is the duty of the order requester to obtain a sample of the company’s headed paper [by fax is sufficient] so that the Accounts Assistant can complete the New Supplier’s form for the Finance Department and attach the sample. Students should be mindful of the lead-in time in these circumstances. MSc Extended Research projects have a budget of £50 allocated to them. Note. Students should not make any purchases of consumables or equipment with their own financial resources in expectation of being reimbursed by the University, as this will not be authorised. 9. Project Module Assessments 9.1 Directed Learning Assignment 1 (DLA1) The Directed Learning Assignment 1 (DLA1) provides you with a valuable opportunity to develop your research and analytical skills through extracting and evaluating articles of interest. For the DLA1, you will be asked to identify and carry out a concise critique of several research articles related to area of extended research interest. DLA1 enables you to critically analyses the rationale, content, outcomes and implications of each article through a process of evaluation and extraction. Guidance on the approach, structure and template will be given in advance of beginning DLA1. 9.2 Directed Learning Assignment 2 (DLA2) The Directed Learning Assignment 2 (DLA2) develops your knowledge, awareness and understanding of ethical issues relating to research e.g., ethical principles, plagiarism, academic integrity, consequences of misconduct. DLA2 will assess your understanding through an online test. 9.3 Rationale, Aims and Objectives (RAO) A1 Size e-Poster A clear and focused project rationale, with concise aims and objectives, is vital to gaining valuable data and insights from your extended research project. The justification behind the project and the design of your project methodology needs to also be subjected to critical analysis in order to review and evaluate the validity and reliability of your extended research project. The RAO poster provides you with an excellent opportunity to showcase and communicate your project to both technical and non-technical audiences; and draw attention to the purpose, value, gap-in-knowledge and implications of your extended research project. Although the poster will be produced before the completion of your project, the design, layout and content of your poster will also help you to address the design of your project methodology and anticipate the type or kind of data and/or outcomes you will collect and analyse. The poster will also give you an opportunity to focus on the potential implications of project findings and conclusions in relation to the project rationale and its chosen methodology. Although the poster will be a ‘snapshot’ of your project, it is a valuable exercise to aid your project planning and clarify the purpose of your extended research project in a concise manner. The Industrial Engagement Committee will also select suitable posters to showcase at the Industrial Liaison Forum (ILF) event held by the School of Engineering and Materials Science (SEMS) in the Octagon. The ILF event is an exciting and vibrant opportunity for our industrial partners and to view some of the best projects from this academic year, and to learn more about collaborating on projects with the School of Engineering and Materials Science (SEMS). 9.4 State of t heArt Report (SOTA) The State of the Art (SOTA) report critically reviews the literature on research, technology, methodologies, findings and conclusion research to allow the reader to understand how your SOTA informs the rationale behind the project. A literature review also places your extended research project within the context of existing knowledge and information from publications. The SOTA provides you with a valuable opportunity to build on your knowledge and critically review the research and technologies e.g., discuss and compare previous work and research designs as well as identify gaps in the current knowledge relevant to the focus of your extended research project. The report should be written in a coherent and logical manner with arguments justified and supported by references for literature within the body of the report. The SOTA report should include: • Cover sheet. • Declaration. • Contents page. • Brief introduction. • Literature review. • Conclusions and implications for SOTA for project RAO. • List of references. The maximum length of the SOTA is 2000 words; and for the SOTA you can combine the cover sheet and declaration into a single page. The SOTA report also gives you an opportunity to develop and improve your academic writing skills, as well as familiarise yourself with the appropriate format of a report and the referencing style. For example, 1.5 line spacing, 2.5 cm margins, headings and sub- headings,12pt Arial or New Times New Roman font, Harvard referencing. It is important that the formatting of reports is kept consistent throughout the report and complies with an appropriate referencing style. and standard. It is also recommended that you discuss and consult with your project supervisor about the appropriate report format and referencing style. appropriate for your area of academic research. There are different referencing formats in academic writing, such as Harvard, Vancouver, MLA, Chicago, IEEE, APA, so it is important that you agree the format and style with your project supervisor and maintain consistency through your report writing. Below are some links to help support you with your academic writing, but there are also many other sources accessible online. Academic Skills Centre https://www.qmul.ac.uk/library/academic-skills/ Academic Writing https://aeo.sllf.qmul.ac.uk/topics/academic-writing/ Academic Style https://aeo.sllf.qmul.ac.uk/writing/academic-style/ Referencing https://aeo.sllf.qmul.ac.uk/writing/referencing/ 9.5 Final Project Report In addition to the points discussed in the previous section, guidance and details of the length, layout and format of the final project report are given in Appendix 1 with the assessment criteria for the final project report in Appendix 4. 9.6 Viva Examination (Oral Examination) Your viva (or oral examination) is an opportunity for you to discuss, explain and justify the work you did for your extended research project. The time and venue for your viva will be arranged between you, your MSc project supervisor and an independent examiner after submission of your final project report. Your viva will take place within the allowable period for conducting vivas, and not attending your viva has the same consequences as an absence from any other examination, i.e., the award of ZERO MARKS for this component. Only in exceptional circumstances where your absence is justified by acceptable independent evidence will a substitute time be arranged. The usual format is for your supervisor and the independent examiner to be present, and they will both have received your extended research report. In advance of your viva, you will need to prepare a concise 3-5minute presentation of your extended research project – do not exceed a maximum of 5 minutes. Preparing a short presentation will also help you prepare for your viva by covering the salient points from your project report for your viva examiners. Your viva presentation could include, for example, a concise summary of your allocated project rationale, aims, objectives, specific problem(s), method/approach, justification, outcomes, results, findings and outcomes. Your summary of your extended research project needs to be short, clear and concise e.g., what you did; how and why you did it; what was the purpose and outcome (context, results & conclusion); why it was useful; and how did you address/meet the project RAO. Remember to upload a pdf file of your viva presentation to both viva submission points before your viva. 10. Queen Mary Logo The Queen Mary logo is copyrighted and MUST NOT be reproduced by students. The presence of logo on the cover page or elsewhere in your report would indicate that the contents of these pages were produced and verified by Queen Mary University of London, which would not be the case 11. Academic Misconduct, Plagiarism and Academic Integrity Academic misconduct is a serious examination offence with serious penalties applied for academic misconduct. Plagiarism is defined as the copying of material, text of figures, from another source without attribution. All photocopied, scanned or copied figures or text must have the source acknowledged. The literature review and final report must be expressed in the student’s own words and contain a significant individual contribution with acknowledgement and referencing of other literature or sources of information. Plagiarism involves presenting someone else’s work as one’s own irrespective of intention; close paraphrasing; copying work of another person or student; using the ideas of another person without proper acknowledgement; and repeating work that you have previously submitted without properly referencing yourself i.e., ‘self- plagiarism’ shall also constitute plagiarism. QMUL will take all necessary steps to maintain the academic integrity of its programmes of study, and every allegation of academic misconduct will be dealt with in accordance with this policy. Plagiarism in reports is a serious examination offence and may incur severe penalties e.g., receiving a zero mark; not graduating; suspension/expulsion and wasting an academic year. Academic misconduct does not just involve plagiarism and includes the following: • Examination offences. • The use, or attempted use, of ghost-writing services for any part of assessment. • The submission of work, or sections of work, for assessment in more than one module or assignment (including work previously submitted for assessment at another institution). • The fraudulent reporting of source material, experimental results, research, or other investigative work. • Collusion in the preparation or production of submitted work. • Use, or attempted use, of ghost-writing services for any part of assessment – please note that having a third party proofread and change grammar and spelling may fall into this category as well. For further information go to: https://www.qmul.ac.uk/governance-and-legal-services/student-appeals/academic- misconduct/
Assignment 2 – Text Based Game Deadline: 16:00, Dec 12, 2024 Version 1.0 An Assignment submitted for the UoB: Object Oriented Programming November 25, 2024 *Rules* 1. For each class refer to its corresponding test to verify field and method naming conventions. 2. Although there are many ways to construct an application, you are required to adhere to the rules stipulated below (to achieve marks). 3. If variable names are not stipulated, you can use your own names for variables. This shows that you have written the application (we will check for plagiarism). 4. For Assignment 2 you MAY import additional Java packages in your project, but only those that are part of the standard Java library (e.g., java.util, java.io, etc.). Using third-party libraries or packages not included with the standard JDK is NOT permitted. 5. Do NOT change or modify files included in the "test", "lib" or "out" folders. 6. Do NOT modify the template code. However, you are allowed to create your own methods or classes if they are needed. 7. You MUST complete this assignment independently – Do NOT discuss or share your code with others, and Do NOT use ChatGPT! Any cheating behaviour will result in a zero score for this module and will be subject to punishment by the University. 8. It is *STRONGLY ADVISED AGAINST* utilizing any translation software (such as Google Translate) for the translation of this document. 9. The jUnit tests included in the skeleton code are basic and only scratch the surface in evaluating your code. Passing these tests does not guarantee a full mark. 10. Wrong file structure leads to a substantial penalty. Make sure you have followed the Submission Instructions on the Assignment 2 Canvas page. 11. Make sure you have pushed the version of your code that you want marked to gitlab. 12. Make sure you keep your video recording to the time limit. Any videos longer that 7 minutes will be penalised and videos over 10 minutes will receive zero. DO NOT compress your video in SIZE or TIME. 13. Late submissions are accepted only for 24 hours after the deadline and are pe- nalised at 5% of the final assessment mark. IMPORTANT READ THIS FIRST: 1 Process For Assignment 2 Make sure you follow the process as outlined below. Assignment 2 has a different structure and a somewhat different approach to Assignment 1: 1. Clone the repo for assignment 2. (If you haven’t yet accessed gitlab . cs . bham . ac . uk do so ASAP.) 2. Download and unzip the docs . zip JavaDoc file to your own device. In the root folder open the IndexAll . html file. Read through all the package, class, method and field definitions and descriptions. 3. Complete each class in the src folder as defined in the docs. 4. The suggested order for completing classes is: (a) All classes in org. uob. a2. gameobjects. (b) All classes in org. uob . a2 . commands. (c) All classes in org. uob. a2. parser. (d) All classes in org. uob . a2 . utils. (e) The Game. java class. 5. For each class: (a) Complete the required code (methods and attributes). (b) Run your code using the run. sh command, ensuring it compiles without errors. (c) Test your code using the test . sh command. You will have errors at first but they should hopefully decrease as you progress. (d) git add, git commit, and git push your code. 6. Keeping testing after each class is implemented until everything is working. 7. Add the required new features: (a) Display a map. (b) Adding a score. You can decide on the rules for how the scoring works but you need to clearly explain it in the video and game. (c) Combining items. 2 Introduction In this assignment, you are tasked with updating the Zork style text based game from Assignment 1(https://en.wikipedia.org/wiki/Zork). Please note that it is likely that you will need to start from scratch due to the redesign of the game, but you ARE allowed to reuse your story and and puzzles from Assignment 1. The game is played by the user entering in various commands (e.g. "move south", "look room", "get key", "use key on chest"), to which the game responds with text based output (e.g. "You pick up the rusty key"). 3 Mark allocations You will receive marks based on two aspects of the game: Firstly, the results of run- ning the test.sh command. We will run our own version of these tests once you have submitted. This command will test each class and method (detailed as in the provided docs . zip and in Tasks 1 - 6). You need to implement all the classes and methods as described in the docs as well as any required for your new features. Secondly, you will need to submit a screen recording showing you playing the game and discussing the code. Your screen recording needs to have the following: • Show your face and your student card. • Play through the game once showing all the rooms, puzzles and an example of each of the expected commands. • Show and briefly explain the code in your Game.java file. • Show and briefly explain your required new features. • Show and briefly explain anything else that you did beyond the normal scope of the assignment. This includes any additional features you’ve added. The screen recording must be shorter than 7 minutes. You can use a text-to-speech app if you do not want to record your own voice. 3.1 Minimum expected commands The following is a complete list of commands the game must be able to parse (values in angle brackets refer to arguments given to a command, the pipe symbol refers to different options): • move : Move to a different location as defined by an exit’s name (e.g., ’move north’). • look ||| : Look around the current room, at an exit, at a feature, or, at a specific item, equipemnt or feature. • get : Pick up an item or equipment from the current room (e.g., ’get key’). • drop : Drop an item or equipment from your inventory (e.g., ’drop key’). • use on|with : Use an item in your in- ventory on its own, or on a feature or item (e.g., ’use lamp’ or ’use key on chest’). • status : Check your current status, or inventory; or get more information about a specific item or equipment in your inventory.(e.g. ’status player’, ’status inventory’, ’status key). Also able to display the map and your score. • help : Display this help information or get help on a specific topic (e.g., ’help move’ or ’help’). • combine and : Combine two items into a new item or equip- ment. (e.g., ’combine stick and rock’ or ’combine egg and flour’). • quit: Exit the game. NOTE: Some of these commands are not included in the template code and need to be added i.e. combine, status map, status score 3.2 Minimum game requirements The following are the minimum requirements for the game. You are welcome to add more if you want to: • At least ten (10) unique rooms or areas. • At least two (2) features/chests. • At least four (4) items. • At least two (2) pieces of equipment. 4 Full class hierarchy org.uob .a2 - Game org.uob .a2 .commands - Command (abstract) - Drop - Get - Help - Look - Move - Quit - Status - Use - CommandErrorException - CommandType (enum) org.uob.a2.gameobjects - GameObject (abstract) - Container (extends Feature) - Equipment (implements Usable) - Exit - Feature - Item - GameState - Player - Room - Map - Usable (interface) - UseInformation org.uob.a2.parser - Parser - Token - TokenType (enum) - Tokeniser org.uob .a2 .utils - GameStateFileParser 5 Task 1 - org. uob. a2. gameobjects These classes represent all the game objects (i.e. Map, Item etc.) that will be used in the game. The GameState class contains the current state of the game. The Container class represents anything that can "contain" another object. This is implemented as another hidden equipment or item in the room which is then revealed when the container is "opened". Usable is an interface that makes GameObjects usable by enforcing access to a GameObjects UseInformation attribute. 6 Task 2 - org. uob . a2 . commands These classes represent all the commands that the player can execute in the game and that are generated from the parser package. Commands work on the object name, not the id. This package also includes an enum of all CommandTypes and an Exception. 7 Task 3 - org. uob. a2. parser These classes convert the player’s text into into Commands that can be executed by the game. It firstly sanitises the players input to get it into a correct format. Then it converts it into Tokens using the tokenise method and finally it parses these Tokens use the parse method. 8 Task 4 - org. uob . a2 . utils These classes read in a text file (as stored in the data directory) into a GameState Object. An example of the file is shown below and also included in the data directory: player:pieter map:m1 room:r1,test room,This is a test room for testing. It is bland . ,false , equipment:k0,key,An old rusty key,false,open,c1,rb1,You use the rusty key to open the chest . Something falls to the floor. . . container:c1,chest,A solid oak chest . ,false equipment:rb1,ruby,A red ruby,true,reveal,r1,e1,You active the ruby! Hidden objects become visible! item:d1,diamond,A test diamond,false exit:e1,north,A door to the north,r2,true room:r2,second room, This is the second testing room. It is even more bland . ,false exit:e2,south,A door to the south,r1,false The explanation of each field in the file is given below: player: map: room:,,, equipment:,,,,,,, container:,,, item:,,, exit:,,,, 9 Task 5 - Game. java This is the main java class that reads in a GameState, parses user input and executes Commands. 10 Task 6 - New features Displaying a map in any format you prefer using the status map command. Display the player’s score based on any rules you choose using the status score command. Combining two items using the combine command. You may add methods and classes as required to get these features to work. 11 Submission Procedure The general steps to take to complete the project are as follows: • Set up your gitlab ssh access using the setup-git command on vlab. • Copy your ssh key to your gitlab profile. • Clone the template repository for assignment 2 from your gitlab. • Work on your code, testing it regularly. Use the run.sh script to run the code as this builds the code correctly as well. • Use the test.sh script to test your code. This will give you an output similar to what we will use to mark the code. • Make sure you commit and push regularly as well. • Make sure to add comments to your code to cleary explain what each method is doing. • Once you have completed the code, record a short video using MS Stream. Refer to Section 3 for more information. • Submit the video to canvas. • Submit the latest commit hash to canvas. • If there are no problems you are done with the assignment. • If there are problems with your submission, update it accordingly and resubmit the latest commit hash. 12 Rubric Task Submission Type Mark Automark Tests Passing Game playthrough Game.java New features (map, score, combine) Additional features gitlab Canvas video submission Canvas video submission Canvas video submission Canvas video submission 40 20 10 20 10 Total 100 Table 2: Mark Rubric 13 Sample Output Loading game . . . Game loaded successfully. This is a test room for testing. It is bland . You see: A test diamond An old rusty key A solid oak chest . >> get key get key You pick up: key >> look room look room This is a test room for testing. It is bland . You see: A test diamond A solid oak chest . >> use key on chest use key on chest You use the rusty key to open the chest . Something falls to the floor . . . >> look room look room This is a test room for testing. It is bland . You see: A test diamond A red ruby A solid oak chest . >> get ruby get ruby You pick up: ruby >> move north move north No exit found in that direction . >> use ruby use ruby You active the ruby! Hidden objects become visible! >> look room look room This is a test room for testing. It is bland . You see: A test diamond A solid oak chest . A door to the north >> move north move north Moving towards north >> status inventory status inventory You have the following equipment: key ruby You have the following items: >> status player status player Player Name: pieter Inventory: Equipment: - An old rusty key - A red ruby >> help help Welcome to the game! Here are the available commands: - MOVE: Move to a different location (e.g . , ’move north’) . - LOOK: Look around the current room or inspect an object . - GET: Pick up an item from the current room (e.g . , ’get key’) . - DROP: Drop an item from your inventory (e.g . , ’drop key’) . - USE: Use an item in your inventory (e.g . , ’use key ’ or ’use key on chest’) . - STATUS: Check your current status, including inventory. (e.g . ’status player ’ or ’status inventory’) . - HELP: Display this help information or get help on a specific topic (e.g . , ’help move’) . - QUIT: Exit the game . Explore the game world, interact with items, and enjoy the adventure! >> quit quit Game over: Your current status is: Player Name: pieter Inventory: Equipment: - An old rusty key - A red ruby
First Paper Select a contemporary news story-something that has generated a significant amount of coverage in the recent past (the U.S. ban on TikTok, the resignation of Justin Trudeau, etc.). Find several different sources (different articles from different newspapers, different TV spots from different networks, etc.) and draw out what defining characteristics there are about the coverage according to the theoretical work we've covered so far in the course. In other words, use theories like Chomsky & Herman's Propaganda Model, Stuart Hall's work on race and difference, Stanley Cunningham's work on business infiltration of media and/or others to analyze a public event that has generated a significant amount of coverage. You do not have to go outside of the course readings for your theoretical sources but, naturally, I'll want you to do a significant amount of digging through legitimate news sources when researching your event/story.
GEOL 0820 Natural Disasters Spring, 2025 LECTURE#4:Rocks &the Rock Cycle Date:22 January 2025 I. Rock Types · we want to know:how do the major minerals and mineral classes form into rocks? · why do we care about rocks for a course in Natural Disasters!? o certain minerals,rock compositions,and rock textures can tell a geologist a lot about the hazardous conditions present in the past,for example: ■ the explosive potential of a nearby volcano ■ the ability of rocks/soil to absorb water during a flood ■ the composition of rocks and their orientation as potential landslide locations ● what is a rock? o rock: a naturally occurring solid made of one or more minerals or other solid substances ■ this is a simpler and more open definition than we had for a mineral o examples:a sandstone that is made of only quartz sand mineral grains and a limestone that is made up of only fossils (living matter)are both rocks ■ is coal a rock?? · there are 3 rock types 1. lgneous Rocks o form when molten (melted)rock cools and solidifies either under or on the Earth's surface ■ solidifies slowly underground: large mineral crystals form. ■ solidifies quickly on the surface: small mineral crystals form. ■ solidifies very quickly on the surface: glass forms ■ solidifies slowly(but only partially)underground and then erupts large mineral crystals in a smaller-grain matrix(that cooled quickly) known as a porphyritic texture ■ if there is a large amount of water present in the magma explosive volcanoes with little water present in the magma effusive (non-explosive)volcanoes o range of igneous rocks ■ from light to dark minerals ■ from extrusive (on the surface)vs. intrusive (underground) intrusive: slow-cooling rock with many large grains extrusive: fast-cooling rock with many small grains average composition of the continental crust generally,more light-colored minerals granite (slow cooling,larger mineral grains) gabbro (intrusive)/basalt (extrusive) average composition of the oceanic crust generally,more dark-colored minerals 2. Metamorphic Rocks o form. when an existing rock of any of the three types re-crystallizes (but does not melt) O it experiences elevated temperatures and/or pressures ■ known as a “solid-state transformation” o a rock that is metamorphosed starts as a"parent"rock first o parent rock: metamorphic rock ■ limestone → ■ shale ■ sandstone o contact metamorphism ■ happens with high temperature(T), low pressure(P) ■ occurs where a hot magma intrudes colder,older rocks ■“cooks”the surrounding parent rocks (aka,country rocks) ■ no foliation (banding) present in these Contact metamorphosed rocks o regional metamorphism ■ happens with high T and high P ■ occurs where continental collisions form mountain belts ■ deep core of the mountains experiences much higher temperatures and pressures ■ results in light/dark bands of minerals called “foliation” gneiss 3. Sedimentary Rocks o form on/near the Earth's surface or under the oceans o lithification (transforming into rock)of fragments of other rocks (e.g., sandstones) o fragments of organic remains (e.g.,fossil plants,shells,bones) o solids precipitated from liquids (e.g.,salt,limestone) o mechanical formation style. ■ lithification of sediments/rock fragments ■ examples: sandstones mudstones shales breccia o chemical formation style. ■ evaporation,precipitation of minerals from a liquid like seawater ■ examples: gypsum (CaSO4·2H₂O) salt(NaCl) ■ CaCO₃→very important when it comes to carbon-cycle! ■ why? · recycling of rocks (occurs from weathering and Plate Tectonics) o we will examine Plate Tectonics next week o there is a difference between the rocks of the oceanic and continental crust ■ age and composition are two important distinctions ■ oldest continental rocks are 3-4 billion and found in areas known as cratons ■ cratons: the earliest crust (proto-continents) new material constantly being added to the cratons:from volcanoes and continental collisions material constantly being removed from the cratons:from weathering and erosion II.The Rock Cycle · processes:each and every rock,no matter how dull looking,came into existence as the result of some process o deciphering the rock allows us to recognize that process,and therefore: ■ how it worked in the past ■ and how the Earth works today o because each mineral forms under specific conditions geologists use the minerals to identify the rocks ■ and the rocks origin story ● the rock cycle describes pathways of the rock-formation process o consequence of Plate Tectonics ■ estimated time of about 100 million years per cycle much longer than the times of atmosphere or ocean cycles takes even longer at continental interiors(cratons) not a completely closed loop new input and exit pathways for rock material · most material has been recycled many times from continent to the mantle nearly complete crustal replenishment every 2-3 billion years ● we will fill in the missing blanks in the Rock Cycle below during lecture: Ⅲ.Informal Homework: · What two rock types do you see when entering the Cathedral of Learning?
ELEC/XJEL3430 Digital Communications PROBLEM SET 4 Recommended Readings: Baseband Modulation: Glover and Grant, Sec. 6.4; Sklar, Sec. 2.8 Performance Analysis, matched-filter receiver: G&G Secs. 6.2, 8.3; Sklar Secs. 3.1-3.2 Problem 1: Baseband Binary Communication Consider a binary communication system with bit rate 1/T in which equi-probable databits 0 and 1 are, respectively, encoded by the following pulse shapes: s0 (t) = A, 0 < t < 2T / 3 s1(t) = A, T / 3 < t < T , and zero otherwise. Suppose that the communication channel is an AWGN one with two-sided spectral density N0 / 2 with no other distortions. a) Plot s0 (t) and s 1 (t) . b) What is the bandwidth efficiency of this modulation technique? c) Find the energy associated with the above pulse shapes. What is the average energy per bit, Eb ? d) Find the inner product between s0 (t) and s 1 (t) . e) Draw s0 (t) and s 1 (t) as vectors in a plane. Specify the length of each vector as well as the angle between the two vectors. f) Obtain and draw the correlation receiver for this signaling. g) Find the bit error rate for this system and write it in terms of Eb / N0 . Problem 2: Baseband Binary Communication Consider a binary communications system with bit rate 1/T = 1 Mbps, in which equi-probable data bits 0 and 1 are, respectively, encoded by the following pulse shapes: where and zero elsewhere. We use an AWGN channel with two-sided spectral density N0 / 2 to transmit the data. (a) Plot s0(t) and s1(t) . (Specify the numerical values for all relevant time parameters and amplitudes.) (b) What is the bandwidth efficiency of this modulation technique? (c) Find the energy associated with the above pulse shapes. What is the average energy per bit, Eb ? (d) Find the inner product between s0(t) and s1(t) . (e) Draw s0(t) and s1(t) as vectors in a plane. Specify the length of each vector as well as the angle between the two vectors. (f) Obtain and draw the optimal matched filter receiver for this signalling. (g) Find the bit error rate for this system and write it in terms of Eb/ N0 .
Midterm Exam Q1 Exam Logistic 0 Points This exam is written to be completed in about 1-2 hours. To maximize flexibility, it will be available between Friday 04/25 at 9:00 am and Wednesday 04/30 at 3:30 pm. It is due strictly at 3:30PM PDT on Wednesday, April 30. You may NOT use late days on this exam. You may work in multiple sessions, and submit as many times as you'd like (we only grade your last one). You may work alone, or in groups of up to 2 (and submit a single exam). Group submission instructions: First, have one person click "Save Answer" on any question. Then, scroll to the very bottom and click "Submit & View Submission". You can now add your group members in the upper right corner, just like a programming assignment. Then, you can click "Resubmit" to edit your answers as many times as you want, with the same group. Be careful not to have two people edit answers at the same time (Gradescope may lose something). We recommend coordinating through a different platform. and having one person submit for the group. This test is open-note and open internet. However, you are not permitted to share these questions or get help from anybody not enrolled in CSE/STAT 416 25sp, such as former students. Additionally, any work you turn in should be your own or of your groupmates, you should not turn in work written by other human beings or AI agents such as ChatGPT. During the exam, you may ask clarification questions on Ed or in office hours. Course staff will not answer questions about course concepts or give hints on specific exam questions. Any significant exam clarifications will be posted on Ed. This problem asks you to affirm you and your group have read all of these policies and those on the website. Failure to fill this question out may result in your exam not being marked for credit. Question 1: My group (if applicable) and I affirm that we have read over all exam instructions posted here and on the course website. Write the name of all group members here. Q2 13 Points Q2.1 Mean-Squared Error (MSE) 2 Points A linear regression model y = f(x) = 2h1(x) + 5h2(x) − 2 is used to evaluate the following test set: Example h1(x) h2(x) y 1 2 1 8 2 4 5 28 3 7 4 32 4 3 5 34 What is the mean-squared error (MSE) across these datapoints? Please give your answers to 2 decimal places. Q2.2 L2 Regularized Error 1 Point Recall that the formula for L2 regularized error is MSE(w^) + λ∥w^1:D∥2 2, where w^1:D refers to all the weights but the intercept. What is the value of λ∥w^1:D∥2 2 for the above model in Q2.1, where λ = 2? Q2.3 Hyper-Parameter Tuning for LASSO 1 Point How should we select which value of to use for LASSO? Choose the setting of λ that has the smallest MSE(w^) on the training set Choose the setting of λ that has the smallest MSE(w^) on the test set Choose the setting of λ that has the smallest MSE(w^) on the validation set Choose the setting of λ that has the smallest λ MSE(w^) + λ∣∣w^∣∣1 1 on the training set Choose the setting of λ that has the smallest λ MSE(w^) + λ∣∣w^∣∣1 1 on the test set Choose the setting of λ that has the smallest λ MSE(w^) + λ∣∣w^∣∣1 1 on the validation set Choose the setting of λ that results in the smallest coefficients. Choose the setting of λ that results in the largest coefficients. Q2.4 2 Points In your own words, explain your answer to the above question. For full credit, you must justify your choice for the set to be used (train, test, or validation), and your choice for the quality metric to be used (MSE(w^) or MSE(w^) + λ∣∣w^∣∣1 1). Q2.5 Changing Units 2 Points James has a dataset, D1, with features about houses and their prices. He does not normalize these features. One such feature, h3(x) is "Age of House (years)." James trains a Ridge Regression model, f1, on D1. Later, James decides to change the units of that feature h3(x) into "Age of House (decades)," and he calls the new dataset D2. In other words, D2 is the same dataset as D1, with only one feature changed. He then trains another Ridge Regression model, f2, on D2. What do you expect to happen to the weight w3 in f2 corresponding to "Age of House (decades)" compared to the weight w3 in f1 corresponding to "Age of House (years)"? w3 in f^ 2 will be larger w3 in f^ 2 will be smaller w3 in f^ 2 will be the same Q2.6 Feature Selection (Part 1) 2 Points Taylor has a dataset with a large number of features, and she wants to use an algorithm to help select the most important features. Out of the following choices, select all of the reasonable approaches that she could take. Greedy forward stepwise algorithm Greedy backward stepwise algorithm Ridge Regression for feature selection LASSO Regression for feature selection Q2.7 Feature Selection (Part 2) 2 Points In your own words, explain your answer to the above question. For full credit, you must justify your selection for all four options above (greedy forward stepwise algorithm, greedy backward stepwise algorithm, Ridge regression for feature selection, and LASSO regression for feature selection). Q2.8 Bias and Variance 1 Point What happens to bias and variance as a model becomes more complex? They both decrease They both increase Bias increases, variance decreases Bias decreases, variance increases
Practice Exam (S1-2025) To prepare yourself for the exam: 1. Read the seminar slides (important). 2. Revise the tutorial questions (important). 3. Revise the workshop questions (important). 4. The Final Exam will be based on the seminar slides, tutorial questions and workshop questions. 5. Be able to read EViews output and interpret the results. Question 1 1. An investor is interested in allocating his wealth across the following two securities: Apple (AAPL) and Microsoft (MSFT). (a) Using the Eviews output in Figure 1(a) on AAPL (R_AAPL) and MSFT (R_MSFT) returns respectively, what percentage of the investorís wealth would you advise him to allocate to each security? (b) Verify your answer to Q1(a) by making use of the Eviews output in Figure 1(b) and the optimal weights formulae derived from the risk minimisation problem applied to the portfolio consisting of AAPL and MSFT. 2. Consider the following Fama-French four factor model rt - r ft = β0+ β1(rmt - rft) + β2SMBt + β3HMLt + β4MOMt + ηt ; (1) where rt denote monthly returns on the Fama-French durables (DUR) portfolio (includes consumer durables - Cars, TVs, Furniture, Household Appliances), (r mt - r ft) is the excess market return (the market factor - MKT-RF), rft is the risk free interest rate, SMB is the size factor, HML is the value factor, and MOM is the momentum factor. OLS output from estimating (1) over the period January 2005 to February 2023 is shown in Figure 2(a). (a) Show the analytical decomposition of total risk into systematic and idiosyncratic risks derived from (1), if we assume that β0 = β2 = β3 = β4 = 0 and r ft is time invariant. (b) Using the Eviews output in Figure 2(a), report what fraction of total risk implied by (1) is systematic and what fraction is idiosyncratic. 3. Using the Eviews output of regression (1) in Figure 2(a): (a) Interpret the coefficient estimate of the SMB factor. Test whether this coefficient is statistically significant at 1% significance level. Briefly comment on your conclusion. (b) Test whether the one factor CAPM model is preferred over (1) using the information provided in Figures 2(a) and 2(b). What conclusion do you draw? 4. In the regression results of Figure 2(a), HAC standard errors have been used. What two properties of the error term does this adjustment correct for? Write the relevant auxiliary regressions, and null and alternative hypotheses in each case. [Hint: do not write all steps of the testing procedures]. Figure 1 (a) Figure 1 (b) Figure 2 (a) Figure 2 (b) Statistical tables are provided after the end of each question. Question 2 Consider the daily price of Apple (AAPL) from 2 January 2020 to 30 April 2025. 1. Let pt denote the log price of AAPL. Assume that we model pt as: pt = μ + pt-1 + εt (2) where p0 = 0 and εt ~ i.i.d. (0; σ2). Explain the di§erence between setting μ = 0 versus μ ≠ 0 in (2). How is model (2) named in each instance? 2. The Augmented Dickey-Fuller (ADF) test results applied to p t are provided in Figure 3(a). Write the null and alternative hypotheses that are implied by this test. What conclusion do you draw about the pt process? 3. Let Ft-1 denote the information set available at time t - 1. We compute the time series of log returns on Apple, rt = pt - pt-1 . Suppose rt is stationary and follows an AR(1) process: rt = 0.1 + 0.5rt-1 + ut (3) where ut ~ i.i.d. (0; 4) with V (ut jFt-1) = V (ut) . Provide numerical answers to the following questions where applicable. (a) What is the conditional mean of rt? (b) Using your answer above, what is the unconditional mean of rt? (c) What is V (rt jFt-1)? (d) Using your answers above, what is V (rt)? (e) Compare your answers to parts (c) and (d). Are they as you would expect? Briefly explain. 4. Using Figure 3(b), write down the fitted model for rt. Table 1 presents the observed return rt ; the residuals ^(u)t obtained from Figure 3(b), and the fitted conditional variance, also obtained from Figure 3(b). Assuming that rt follows a normal distribution, compute the 95% prediction interval for the one-step-ahead forecast (1 May 2025) of rt. 5. Using Figure 3(b), calculate the 1-day-ahead 5% VaR on the $1m investment in AAPL stock. Figure 3 (a) Figure 3 (b) Table 1 rt (%) ^(u)t Fitted conditional variance 29 April 2025 0.734 0.6189 5.2336 30 April 2025 0.309 0.2660 4.6638 Statistical tables are provided after the end of each question. Question 3 Nicky is interested in investing in Volkswagen security. In order to understand the evolution of this security over time, she models its daily log returns, denoted by rV;t, over the period 4 January 2000 to 24 April 2023. 1. She uses a constant mean equation and conducts an ARCH(5) test on the residuals of this model, ^(v)t. The results are shown in Figure 4. (a) Provide all steps in the testing procedure. What conclusion do you draw? (b) Why do you think Nicky conducted the ARCH test on residuals, ^(v)t, rather than the White test? Brieáy explain the di§erence between the two tests. [Hint: do not write all steps of the testing procedure]. 2. Nicky applies a GARCH(1,1) model to ^(v)t. Results are shown in Figure 5(a). (a) Neatly write the theoretical model that is implied by the results of Figure 5(a) and verify that the parameter estimates comply with the conditions of this model. Why are these conditions needed? (b) Derive the unconditional skewness of the errors vt from the theoretical model in Q3.2(a). What conclusion do you draw? (c) Figure 5(b) provides the empirical distributional properties of the standardised residuals from the GARCH(1,1) model. Is the empirical skewness in line with your theoretical findings in Q3.2(b)? Briefly explain. 3. Nicky further applies a GJR-GARCH(1,1,1) model to the Volkswagen returns equation, rV;t. (a) Neatly write the theoretical model corresponding to GJR-GARCH(1,1,1) and briefly ex- plain how this model differs from the GARCH(1,1) theoretical model. (b) Which parameters from the GJR-GARCH(1,1,1) model determine the curvature of its news impact curve (NIC)? Provide the numerical values of the NIC curvature using the information in Figure 6. Figure 4 Figure 5 (a) Figure 5 (b) Figure 6 Statistical tables are provided after the end of each question. Question 4 An investor runs the following Fama-French four factor model over the period January 2009 to December 2019: rM;t - r ft = β 0+ β 1(r mt - r ft) + β 2SMBt + β 3HMLt + β 4MOM t + ut ; (4) where rM;t denote monthly returns on the Microsoft security, (r mt - r ft) is the excess market return (the market factor - MKT-RF), rft is the risk free interest rate, SMB is the size factor, HML is the value factor, and MOM is the momentum factor. 1. Set up a test on the residuals in (4), ^(u)t, to verify whether the Efficient Market Hypothesis holds. 2. Based on the results of Figure 7 what conclusion do you draw for the selected time period? 3. Which are the three forms of EMH? How do they differ from each other? Briefly explain. 4. Enumerate other tests that can be used to verify the validity or not of EMH. [Hint: do not write all steps of the testing procedures]. Figure 7 Statistical tables are provided after the end of each question.
Case Study: Selecting the Ideal Bicycle for SwiftCouriers SwiftCouriers, a growing bicycle courier company, is expanding its operations in a dense urban environment. The company has tasked you, their new operations manager, with selecting a new fleet of bicycles. Your decision must ensure that the bicycles align with operational goals and deliver long-term value. After market research, three bike models have been shortlisted: Model A: Urban Cruiser Pro Model B: Speedster 3000 Model C: CargoMax Eco You will evaluate these models based on the five criteria outlined below. Each criterion has been assigned a weight based on its importance to the business: Criteria Weight (%) Durability and Reliability 30% Weight and Maneuverability 20% Cargo Capacity 25% Comfort and Ergonomics 15% Maintenance and Operating Costs 10% 1. Durability and Reliability Why it matters: Bicycle couriers face demanding conditions, including rough roads, long distances, and adverse weather. A durable bike reduces breakdowns and maintenance costs. Assessment Factors: o Frame. material (e.g., aluminum, steel, carbon). o Component quality (gears, brakes, wheels). o Manufacturer’s reputation for durability. 2. Weight and Maneuverability Why it matters: Couriers often navigate crowded urban areas where agility and speed are critical. A lightweight and easy-to-handle bike enhances efficiency. Assessment Factors: o Total bike weight. o Handling in tight spaces or sharp turns. o Ease of carrying the bike (e.g., up stairs). 3. Cargo Capacity Why it matters: Couriers need to carry packages of varying sizes and weights. The bike must support sufficient cargo without compromising stability. Assessment Factors: o Available racks or baskets for packages. o Maximum load capacity. o Balance and stability when fully loaded. 4. Comfort and Ergonomics Why it matters: Couriers spend long hours riding, so comfort prevents fatigue and injuries. Assessment Factors: o Saddle comfort. o Adjustable handlebars and seat height. o Shock absorption (e.g., suspension systems). 5. Maintenance and Operating Costs Why it matters: Frequent repairs or high maintenance costs can hurt profitability and disrupt operations. Assessment Factors: o Ease of maintenance (e.g., modular parts). o Availability and cost of spare parts. o Long-term operational costs (e.g., energy efficiency for electric bikes). Your Task You client has scored each bike on a scale of 1 to 10 (1=bad & 10=good) for each criterion, where: Calculate the total weighted score for each bike and recommend the model with the highest score. A. Provide a completed matrix and a single paragraph explaining the results of the matrix B. Provide a short paragraph explaining why the chosen model was selected. Data Collected for Scoring 1. Durability and Reliability (Weight: 30%) Model A: High-quality frame. but lower-end components prone to wear. Score: 7 Model B: Lightweight materials but reported issues with gear durability. Score: 6 Model C: Built for heavy-duty use with excellent reviews. Score: 9 2. Weight and Maneuverability (Weight: 20%) Model A: Moderate weight; decent handling in urban settings. Score: 7 Model B: Extremely lightweight and agile, ideal for urban navigation. Score: 9 Model C: Heavier due to cargo-focused design, reducing maneuverability. Score: 5 3. Cargo Capacity (Weight: 25%) Model A: Basic cargo options, suitable for small parcels only. Score: 6 Model B: Limited cargo space, designed for speed. Score: 5 Model C: Exceptional cargo capacity with secure racks and stability. Score: 10 4. Comfort and Ergonomics (Weight: 15%) Model A: Comfortable seat and adjustable handlebars. Score: 8 Model B: Racing-style. design sacrifices comfort for speed. Score: 6 Model C: Ergonomic design for long-distance couriering. Score: 9 5. Maintenance and Operating Costs (Weight: 10%) Model A: Moderate maintenance costs, parts widely available. Score: 8 Model B: Specialized components increase maintenance costs. Score: 5 Model C: Low maintenance due to robust construction. Score: 9 Partial Weighted Decision Matrix Criteria Weight (%) Model A Model B Model C Durability and Reliability 30% 7 (2.1) 6 (1.8) 9 (2.7) Weight and Maneuverability 20% Cargo Capacity 25% Comfort and Ergonomics 15% Maintenance and Operating Costs 10% | Total Weighted Score | 100% | 0.00 | 0.00 | 0.00 |
FIT5137 Advanced Database Technology Topics Data Engineering and Geospatial Databases Part I: Data Engineering (Week 1-6) - Introduction to Data Engineering - Data Transformation and Data Warehousing - Data Cleaning and Data Preparation - Data Granularity Part II: Geospatial Data Processing (Week 7-12) - Overview of Spatial Databases - Spatial Querying and Functions - Maps, Roads and Trajectories Week 1: Overview - Introduction to data engineering - Data transformation and data warehousing - SQL revision Week 2: Data Transformation and Data Warehousing - Star schema modelling and implementation - More advanced dimension modelling Week 3: Data Warehousing and Data Cleaning - Case studies of data cleaning in data warehousing - Pre and post data warehousing - Extended fact tables and pivot tables Week 4: Bridge Tables and Hierarchies - Concepts of bridge tables in data warehousing - Snowflake schemas - Hierarchy dimension modelling Week 5: Multi-Fact and Multi-Input - How to use multi-fact schema modelling - How to use multi-input data warehousing Week 6: Data Architecture and Granularity - Concepts of granularity in data warehousing - Designing high and low granularity data warehousing Week 7: Introduction to Spatial Databases - Spatial DBMS (PostGIS) - Spatial concepts - Spatial objects Week 8: Spatial Functions - Spatial SQL - Spatial functions - Spatial distances Week 9: Spatial queries - Spatial SQL - KNN and Range Queries Week 10: Import objects - Spatial data formats - QGIS visualization Week 11: Big Spatial Data - Spatial query optimization - Spatial data pre-processing Week 12: Roads and trajectories - Roads structure - Trajectories and Trajectory tracker apps
PSYC5922M Advanced Research Methods RESIT SPSS Assignment Within this assignment there are three exercises, you must try to answer all the questions for every exercise. In total there are 25 marks to be gained. · To pass you must score 12.5 or more marks out of 25 (i.e. ≥ 50%) · Whilst you may score higher than 12.5 (i.e. 50%) your resulting overall grade, which will appear on your academic record, will be capped at 50 because this is a resit. · Whatever your resit mark, this new mark will replace the previous mark at first-attempt, which currently appears on your academic record Important Note: max word counts for each question are based on the length of ‘example answers’ that would achieve full marks, with an additional further ~15% leeway added. In other words – you should be able to answer all these questions perfectly in far fewer words than the generous word limits we’ve allowed here. The deadline for this assignment is Friday XX July 2025, 12 noon. Exercise 1 (10 marks) For this question use file: Dataset1_2024R.sav This file contains data from a (fictional) undergraduate study, investigating the relationships between personality traits and physiological responses to stressful events. There are 7 variables in this dataset – the first three are personality variables: Toxic achieving; Non-toxic achieving; and Anxious-tense. The fourth is a measure of daily caffeine consumption and the fifth is a measure of participant’s age. The last two are heart rate measures, before and after performing stressful task. a) Identify outliers by ID number. Provide justification for how you would manage them in any outliers you find in any further analysis (3 marks, max 80 words) b) Choose and run an analysis that will allow you to test the hypothesis that, after controlling for age, personality traits predict changes in heart-rate following a stressful event. Write a brief summary and interpretation of your findings that uses appropriate formatting. (5 marks, max 250 words) c) If the researchers subsequently wanted to test the hypothesis that daily caffeine consumption (in addition to personality variables) was a useful predictor of stress-response, after controlling for age and then personality variables, what problems would inclusion of this additional predictor create within such a model? (2 marks, max 70 words) Exercise 2 (6 marks) For this question use file: Dataset2R_2024.sav This file contains data from a (fictional) longitudinal study on the predictors of academic performance in high school. In phase one of the investigation, researchers assessed a cohort of 4-years-old children on their ability to delay gratification, by leaving each of them alone in a room with a colourful marshmallow placed on a table. Researchers told the children to wait 10 minutes until one of their parents would come pick them up – if the marshmallow was still on the table at that point, the child would get a second treat. Researchers measured the amount of time the children were able to resist from eating the marshmallow and, in phase two of the investigation, they compared it with the academic performance of the same cohort in high school 10 years later. Additionally, they were interested in the impact that being raised in a big city versus in the countryside had on the participants’ ability to consider time and resources when planning their studies. Academic performance was measured using a standardized index calculated through a weighted average of the high-school grade, with higher values indicating better performance overall at school. Also measured were: · The number of minutes each individual, as a child, waited before eating the colourful marshmallow; · Whether the individual was raised in the countryside (Yes/No) The researchers hypothesised that being able to delay gratifications as a child (ie, longer waiting times alone in the room without eating the treat) will predict higher academic scores later in life. However, they also predicted that this relationship may vary depending on whether someone was raised in the countryside compared to a big city. a) Identify a type of analysis that would be best suited to testing this hypothesis. Run this analysis and in reporting its results include an APA formatted table. Then summarise your key findings in a few sentences. (4 marks, max 150 words [excluding table]) b) Imagine that further data becomes available on the participants involved in this study. Specifically: · Results for how each child performed on a battery of Cognitive Development tests they undertook alongside the delayed gratification test. This includes an overall score for each child on the battery (i.e. a global average) and for how children performed on each subtest. · A more detailed breakdown of the academic performance. Now, instead of just a single value for each individual, you have data that breaks this up into grades for specific classes (e.g. maths, English, history et cetera). Building off the results of your analysis in Question 2a, plan a further analysis that could use this additional data to best effect to study whether one of the mechanisms by which delayed gratification (ie, the waiting time) influences academic performance is through it being influenced by the cognitive development of a child. In your answer clearly state the type of analysis you’d use to test this hypothesis, what roles specific variables would be designated in this analysis, and any adjustments you’d make to the original sample (2 marks, max 70 words) Exercise 3 (9 marks) For this question use file: Dataset3R_2024.sav This file contains data from a (fictional) study in which researchers investigated the impact of two kinds of Cognitive Behavioural Therapy (CBT) interventions on self-reported psychological well-being (PWB) in adolescents. The research team were interested in exploring whether a newer kind of CBT, involving Acceptance and Commitment Therapy (ACT), might be more effective in this age group at enhancing PWB than traditional CBT methods. They were also interested in exploring whether this newer kind of intervention was more effective, specifically, in helping adolescents with particular sorts of mental health problems. To investigate this they recruited two groups of patients from Adolescent Mental Health Clinics, one group was being treated for Generalised Anxiety Disorder (GAD), whilst the other was being treated for Post-Traumatic Stress Disorder (PTSD). They also recruited a control group of adolescents with no diagnosed mental health problems but who were in their examination year at school (i.e. they were exposed to higher than normal levels of stress, and thus might also gain benefits from participating in the CBT programmes). The researchers predicted differences in psychological wellbeing (PWB) between these groups. Specifically, they expected the control group to have higher levels of self-reported PWB than either of the two clinical groups. They also predicted those with PTSD would have lower levels of PWB than those with GAD. Participants were assessed before and after the intervention programme on a standardised self-report PWB questionnaire. It was theorised that both types of CBT would result in positive changes in PWB but that, out of the two, the ACT method may be the more effective. It was also predicted that any observed benefits from intervention would be greater in the two patients groups, compared to the control group. a) State the specific type of ANOVA you would use to analyse this dataset and summarise (using proper notation) the results for the statistical significance of the main-effects and interactions in your model (2 marks, max 175 words). b) For any significant main effect(s) not involved also in significant interaction(s) use appropriate further procedures to explore between-level differences and present a summary of your findings, which also draws conclusions as to whether these results support any initial predictions by the research team (2 mark, max 130 words). c) For any significant interactions include an appropriately (APA) formatted graphical illustration of them and write a brief summary that describes and interprets this figure. Where appropriate break down interactions further using additional statistical contrasts to give more detailed interpretations (3 marks, max 100 words [excluding graph]) d) Reflect on your responses to questions 3a, 3b and 3c and provide a conclusion summarising your results. This should include recommendations for further research and an indication of which groups within the adolescent population it might be appropriate to promote this intervention to, with such claims justified by reference to your findings. (2 marks max 100 words)
SOLA5051 2025 LCA Report 2 Weighting: 30% of the total course mark. Due dates: 10 pm Friday week 11 (August 15th, 2025). Format: Written report submission on Moodle via Turnitin. Late penalty: 5% per day, capped at five days (120 hours) from the submission due date. Type: Group report. One submission per group. 40-page report (25%) + 2-page factsheet (5%). All work must be original. 1 Overview One of the learning outcomes for this course is to undertake life cycle assessment (LCA) studies compliant with the ISO 14040 and 14044 standards for renewable energy systems. This assessment will allow you to engage with the entire process of conducting a real LCA by following the four stages of the LCA framework while collaborating in a group. In LCA Report 2, your goal and scope have been pre-determined. Each group (4 people) must then collect their data to conduct this LCA. 2 Background Lesley Energy, known for its expertise in commercial rooftop solar, is currently expanding its horizon by bidding to develop PV systems in carparks for EV charging across New South Wales. The company has engaged your LCA consulting firm to undertake a cradle-to-gate life cycle assessment on a particular project they have developed at UNSW to provide key information on the environmental impacts of the electricity generation. The aim is to confirm that the environmental impacts of electricity from PV systems are within reasonable limits, and also to establish baseline for comparison with electricity from the grid and other renewable energy alternatives. The audience is Lesley Energy, Lesley Energy’s stakeholders (potential customers who is interested in installing PV-EV charging stations) and the general public. The goal and scope for this LCA are pre-determined by Lesley Energy to meet the requirements in the tender. Still, you will have to describe all the assumptions made in your LCA. 3 Pre-determined Goal and Scope The goal of this LCA is to assess the environmental impacts of the 70.4 kW SUNPARK solar photovoltaic system installed on the rooftop of the Botany Street car park at UNSW Kensington campus. Lesley energy has provided the technical report of this system. You can find it on Moodle. Figure 1 UNSW solar powered electric vehicle charging stations. The reason for this work is to confirm the environmental impacts of this PV system is within reasonable limits and establish a baseline for comparison with electricity from the grid and electricity generated from other renewable energy technologies in Australia. The LCA results will be presented to Lesley Energy stakeholders and the general public. Therefore, your consultancy team will need to submit an LCA report to Lesley Energy sustainability experts with results presenting in midpoint impact categories; and an LCA factsheet to be distributed to the general public with results presenting in endpoint impact categories. The reference flow is the electricity generated by this PV system during the 25-year operational lifetime, and the functional unit is 1kWh of AC electricity generated. This PV system began operation in 2021. The solar panels use bifacial monocrystalline silicon module technology with double glass and aluminium frame. The system diagram and boundaries of the LCA are presented in Figure 1. Figure 2: LCA system boundaries. You should justify your constraints/assumptions if not provided by Lesley Energy, for example, the model and manufacturing location of solar panels, inverters, transportation method, etc. The LCA results should be calculated using the OpenLCA software and the Ecoinvent database. The impact assessment should be carried out using the Hierarchist perspective. Please note that your analysis should focus exclusive on the electricity produced by the PV system. There is no need to analyse the end-use of electricity or scenarios where electricity is sourced from the grid. Your focus should remain strictly on the PV system itself. 4 System boundaries and bonus marks While the tendering process does not explicitly mandate the inclusion of the system's end-of-life phase, an extension of the system boundary to cover this aspect would be viewed favourably. Lesley Energy is aware of uncertainties in actual energy yield and components lifetime, and is willing to provide a 10 bonus marks for the inclusion of uncertainty analysis of these factors using Monte Carlo analysis. The report will be marked as the following: 1. Baseline: If your group decides to conduct a cradle-to-gate assessment, i.e. from raw materials to plant operation as shown in Figure 1, your report mark will be capped at 90/100. 2. Inclusion of end-of-life: If your group decides to conduct a cradle-to-grave assessment, i.e. including the end-of-life phase, your report’s maximum achievable mark would be 100/100. Warning: Dealing with recycling loops is challenging, and if recycling is conducted incorrectly, it can significantly affect the results of your product system and result in lower marks of the whole report. Groups should take that into consideration before attempting a cradle-to-grave assessment. 3. Inclusion of Monte Carlo analysis. If your group decide to conduct Monte Carlo analysis for uncertainties in energy yield and components lifetime, you are entitled to get a maximum of 10 bonus points. Maximum marks: • Baseline: 90/100. • Baseline + end-of-life: 100/100. • Baseline + Monte Carlo: 100/100. • Baseline + end-of-life + Monte Carlo: 110/100. 5 Part 1 - Assumptions Clearly define the goal, scope, functional unit, reference flow, and system boundaries of your LCA study. Based on the goal and scope provided, each group must list a set of assumptions , including: data collection method, data quality goals, technological specifications of the module and the inverter (e.g., efficiency, performance ratio, manufacturer, location of manufacturing …), allocations, etc. 6 Part 2 - Life Cycle Inventory Analysis Provide a summary table of the key components used in the PV system, such as solar panels specifications, inverter specifications, installation schedules, and other component specifications. For each component, indicate the data source (e.g. manufacturer datasheets, literature, assumptions) used to collect the relevant information (i.e., you can’t make up information). For the life cycle inventory, list of all flows involved in your system boundaries, such as energy, raw materials, processed materials, wastes, emissions, etc. This can be presented in the form of a table or in a diagram included in your system boundaries. The full inventory data table must be attached in the appendix. Explain the calculation procedures used to derive the inventory data. Analyse the quality of your data according to appropriate indicators, such as reliability, temporal correlation, geographical correlation, and technological correlation. If you choose to include the end-of-life, please include all your end-of-life assumptions, including the decommissioning plan (which components will be recycled), transportation, and recycling yield of different materials. 7 Part 3 - Life Cycle Impact Assessment Present the results obtained from your LCIA in graphical format. For the report, present the results for all selected midpoint impact categories. For the factsheet, present the results for all three endpoint impact categories. You can select your own characterization model and indicators , and provide a justification for your choices. The final graphs should clearly display all selected impact categories along with their appropriate equivalency units. Remember to ensure that all results presented are directly related to the functional unit defined in the pre-determined Goal and Scope. Please include the model graph of the product system from OpenLCA. 8 Part 4 - Interpretation Your document must contain the following sections in your interpretation: 1. Identification of significant issues - Dominant life cycle stages: individual unit processes that have the most impacts on the system analysed. - Dominant inventory data categories & flows: energy, emissions, waste, etc. - Dominant impact categories: resource use, global warming, etc. 2. Evaluation - Checking quality - Completeness check: ensure that all relevant information and data are available and complete - Perturbation analysis: assess the reliability of the final results and conclusions - Consistency check: determine whether the assumptions, methods and data are consistent with the goal and scope - (Optional) If you choose to incorporate Monte Carlo analysis, provide details on the methodology used. Note this must be conducted in Python or excel, other Monte Carlo analysis methods will not be marked. Present the normalised uncertainties, identify which factor (energy yield, inverter lifetime, or panel lifetime) has the highest impact. Interpret the LCA results with the uncertainty range. We consider three key uncertainties: i. Energy yield (±10% compared to the forecast value) due to uncertainties in weather conditions and panel degradation. ii. Inverter lifetime (± 2 years). iii. Panel lifetime (± 5 years). 3. Answer the following questions: Choose either 1-a or 1-b to attempt, not both. 1-a) From an LCA perspective, how do the environmental impacts of the electricity produced by the PV system compare to the electricity sourced from the grid? Please provide a quantitative comparison, especially for climate change impacts. 1-b) From an LCA perspective, How do the environmental impacts of the electricity produced by the PV system compare to other renewable energy systems? 2) What are the key environmental hotspots of this PV system? Please provide at least two recommendations for designing PV systems with lower environmental impacts based on your analysis. 3) Quantify the potential reductions your recommendations in question 2 could achieve. Explain the method or assumptions used to quantify the reduction potential. 4) If you choose to include the end-of-life, Compare the environmental impact of end-of- life recycling with other life cycle stages (e.g., manufacturing). Then, recommend how Lesley Energy should approach decommissioning and recycling of their PV systems. 4. Conclusion: Key findings, limitations, conclusion and recommendations based on your analysis (at least one paragraph to address each of these). 9 Submission As a team, you will submit two documents (merged into one pdf) to Lesley Energy: 1. A written report of your completed LCA (25%). The report length should be 20-40 pages plus references and an appendix containing the full inventory data table and technical specifications. The total page number should not exceed 80 pages. 2. A factsheet (5%) containing graphical results of all three endpoint impact categories of your completed LCA and educational information to be distributed to the public. The factsheet length should be 1 to 4 pages. Your writing should be professional in style with academic referencing. IEEE reference style is recommended. Your report should be compliant with ISO14040 and ISO14044 standards. Only one member needs to make the submission on Moodle. 10 Marking The detailed marking rubric for LCA Report 2 can be found on Moodle. Reports without the end-of-life phase in the system boundary will be marked out of 90%. Reports including the end-of-life phase in the system boundary will be marked out of 100%. Reports with Monte Carlo analysis can get up to 10 points bonus mark. Once the group is submitted, you will have a chance to confidentially assess the contributions of your team members using the team evaluation tool in Moodle. Your final mark will be adjusted up to 50%, depending on your level of contribution to the team. Your overall mark cannot exceed 100% after addressing the bonus mark and team evaluation.
