Numerical solution of a system of linear equations by
1) LU FACTORIZATION METHOD.
2) GAUSS ELIMINATION METHOD.
3) MATRIX INVERSION BY GAUSS ELIMINATION METHOD.
In MATLAB, a vector is created by assigning the elements of the vector to a variable. This can be done in several ways depending on the source of the information.
—Enter an explicit list of elements
—Load matrices from external data files
—Using built-in functions
—Using own functions in M-files
Numerical Methods was a core subject for Electrical & Electronics Engineering, Based On Anna University Syllabus. The Whole Subject was there in this document.
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Numerical solution of a system of linear equations by
1) LU FACTORIZATION METHOD.
2) GAUSS ELIMINATION METHOD.
3) MATRIX INVERSION BY GAUSS ELIMINATION METHOD.
In MATLAB, a vector is created by assigning the elements of the vector to a variable. This can be done in several ways depending on the source of the information.
—Enter an explicit list of elements
—Load matrices from external data files
—Using built-in functions
—Using own functions in M-files
Numerical Methods was a core subject for Electrical & Electronics Engineering, Based On Anna University Syllabus. The Whole Subject was there in this document.
Share with it ur friends & Follow me for more updates.!
How to 2D plots in Matlab. Easy steps to graph mathematical functions.
You have to define your interval of interest and consider a step in your independent vector, then you have to define your function and use an appropriate 2D built-in function.
More information and examples:
http://matrixlab-examples.com/matlab-plot-2tier.html
Introduction
Plotting basic 2-D plots.
The plot command
The fplot command
Plotting multiple graphs in the same plot
Formatting plots
USING THE plot() COMMAND TO PLOT
MULTIPLE GRAPHS IN THE SAME PLOT
MATLAB PROGRAM TO PLOT VI CHARACTERISTICS OF A DIODE
SUMMARY
More instructions for the lab write-up1) You are not obli.docxgilpinleeanna
More instructions for the lab write-up:
1) You are not obligated to use the 'diary' function. It was presented only for you convenience. You
should be copying and pasting your code, plots, and results into some sort of "Word" type editor that
will allow you to import graphs and such. Make sure you always include the commands to generate
what is been asked and include the outputs (from command window and plots), unless the problem
says to suppress it.
2) Edit this document: there should be no code or MATLAB commands that do not pertain to the
exercises you are presenting in your final submission. For each exercise, only the relevant code that
performs the task should be included. Do not include error messages. So once you have determined
either the command line instructions or the appropriate script file that will perform the task you are
given for the exercise, you should only include that and the associated output. Copy/paste these into
your final submission document followed by the output (including plots) that these MATLAB
instructions generate.
3) All code, output and plots for an exercise are to be grouped together. Do not put them in appendix, at
the end of the writeup, etc. In particular, put any mfiles you write BEFORE you first call them.
Each exercise, as well as the part of the exercises, is to be clearly demarked. Do not blend them all
together into some sort of composition style paper, complimentary to this: do NOT double space.
You can have spacing that makes your lab report look nice, but do not double space sections of text
as you would in a literature paper.
4) You can suppress much of the MATLAB output. If you need to create a vector, "x = 0:0.1:10" for
example, for use, there is no need to include this as output in your writeup. Just make sure you
include whatever result you are asked to show. Plots also do not have to be a full, or even half page.
They just have to be large enough that the relevant structure can be seen.
5) Before you put down any code, plots, etc. answer whatever questions that the exercise asks first.
You will follow this with the results of your work that support your answer.
SAMPLE QUESTION:
Exercise 1: Consider the function
f (x,C)=
sin(C x)
Cx
(a) Create a vector x with 100 elements from -3*pi to 3*pi. Write f as an inline or anonymous function
and generate the vectors y1 = f(x,C1), y2 = f(x,C2) and y3 = f(x,C3), where C1 = 1, C2 = 2 and
C3 = 3. Make sure you suppress the output of x and y's vectors. Plot the function f (for the three
C's above), name the axis, give a title to the plot and include a legend to identify the plots. Add a
grid to the plot.
(b) Without using inline or anonymous functions write a function+function structure m-file that does
the same job as in part (a)
SAMPLE LAB WRITEUP:
MAT 275 MATLAB LAB 1 NAME: ...
SAMPLE QUESTIONExercise 1 Consider the functionf (x,C).docxagnesdcarey33086
SAMPLE QUESTION:
Exercise 1: Consider the function
f (x,C)=
sin(C x)
Cx
(a) Create a vector x with 100 elements from -3*pi to 3*pi. Write f as an inline or anonymous function
and generate the vectors y1 = f(x,C1), y2 = f(x,C2) and y3 = f(x,C3), where C1 = 1, C2 = 2 and
C3 = 3. Make sure you suppress the output of x and y's vectors. Plot the function f (for the three
C's above), name the axis, give a title to the plot and include a legend to identify the plots. Add a
grid to the plot.
(b) Without using inline or anonymous functions write a function+function structure m-file that does
the same job as in part (a)
SAMPLE LAB WRITEUP:
MAT 275 MATLAB LAB 1 NAME: __________________________
LAB DAY and TIME:______________
Instructor: _______________________
Exercise 1
(a)
x = linspace(-3*pi,3*pi); % generating x vector - default value for number
% of pts linspace is 100
f= @(x,C) sin(C*x)./(C*x) % C will be just a constant, no need for ".*"
C1 = 1, C2 = 2, C3 = 3 % Using commans to separate commands
y1 = f(x,C1); y2 = f(x,C2); y3 = f(x,C3); % supressing the y's
plot(x,y1,'b.-', x,y2,'ro-', x,y3,'ks-') % using different markers for
% black and white plots
xlabel('x'), ylabel('y') % labeling the axis
title('f(x,C) = sin(Cx)/(Cx)') % adding a title
legend('C = 1','C = 2','C = 3') % adding a legend
grid on
Command window output:
f =
@(x,C)sin(C*x)./(C*x)
C1 =
1
C2 =
2
C3 =
3
(b)
M-file of structure function+function
function ex1
x = linspace(-3*pi,3*pi); % generating x vector - default value for number
% of pts linspace is 100
C1 = 1, C2 = 2, C3 = 3 % Using commans to separate commands
y1 = f(x,C1); y2 = f(x,C2); y3 = f(x,C3); % function f is defined below
plot(x,y1,'b.-', x,y2,'ro-', x,y3,'ks-') % using different markers for
% black and white plots
xlabel('x'), ylabel('y') % labeling the axis
title('f(x,C) = sin(Cx)/(Cx)') % adding a title
legend('C = 1','C = 2','C = 3') % adding a legend
grid on
end
function y = f(x,C)
y = sin(C*x)./(C*x);
end
Command window output:
C1 =
1
C2 =
2
C3 =
3
Joe Bob
Mon lab: 4:30-6:50
Lab 3
Exercise 1
(a) Create function M-file for banded LU factorization
function [L,U] = luband(A,p)
% LUBAND Banded LU factorization
% Adaptation to LUFACT
% Input:
% A diagonally dominant square matrix
% Output:
% L,U unit lower triangular and upper triangular such that LU=A
n = length(A);
L = eye(n); % ones on diagonal
% Gaussian Elimination
for j = 1:n-1
a = min(j+p.
The name MATLAB stands for MATrix LABoratory.MATLAB is a high-performance language for technical computing.
It integrates computation, visualization, and programming environment. Furthermore, MATLAB is a modern programming language environment: it has sophisticated data structures, contains built-in editing and debugging tools, and supports object-oriented programming.
These factor make MATLAB an excellent tool for teaching and research.
SAMPLE QUESTIONExercise 1 Consider the functionf (x,C).docxanhlodge
SAMPLE QUESTION:
Exercise 1: Consider the function
f (x,C)=
sin(C x)
Cx
(a) Create a vector x with 100 elements from -3*pi to 3*pi. Write f as an inline or anonymous function
and generate the vectors y1 = f(x,C1), y2 = f(x,C2) and y3 = f(x,C3), where C1 = 1, C2 = 2 and
C3 = 3. Make sure you suppress the output of x and y's vectors. Plot the function f (for the three
C's above), name the axis, give a title to the plot and include a legend to identify the plots. Add a
grid to the plot.
(b) Without using inline or anonymous functions write a function+function structure m-file that does
the same job as in part (a)
SAMPLE LAB WRITEUP:
MAT 275 MATLAB LAB 1 NAME: __________________________
LAB DAY and TIME:______________
Instructor: _______________________
Exercise 1
(a)
x = linspace(-3*pi,3*pi); % generating x vector - default value for number
% of pts linspace is 100
f= @(x,C) sin(C*x)./(C*x) % C will be just a constant, no need for ".*"
C1 = 1, C2 = 2, C3 = 3 % Using commans to separate commands
y1 = f(x,C1); y2 = f(x,C2); y3 = f(x,C3); % supressing the y's
plot(x,y1,'b.-', x,y2,'ro-', x,y3,'ks-') % using different markers for
% black and white plots
xlabel('x'), ylabel('y') % labeling the axis
title('f(x,C) = sin(Cx)/(Cx)') % adding a title
legend('C = 1','C = 2','C = 3') % adding a legend
grid on
Command window output:
f =
@(x,C)sin(C*x)./(C*x)
C1 =
1
C2 =
2
C3 =
3
(b)
M-file of structure function+function
function ex1
x = linspace(-3*pi,3*pi); % generating x vector - default value for number
% of pts linspace is 100
C1 = 1, C2 = 2, C3 = 3 % Using commans to separate commands
y1 = f(x,C1); y2 = f(x,C2); y3 = f(x,C3); % function f is defined below
plot(x,y1,'b.-', x,y2,'ro-', x,y3,'ks-') % using different markers for
% black and white plots
xlabel('x'), ylabel('y') % labeling the axis
title('f(x,C) = sin(Cx)/(Cx)') % adding a title
legend('C = 1','C = 2','C = 3') % adding a legend
grid on
end
function y = f(x,C)
y = sin(C*x)./(C*x);
end
Command window output:
C1 =
1
C2 =
2
C3 =
3
More instructions for the lab write-up:
1) You are not obligated to use the 'diary' function. It was presented only for you convenience. You
should be copying and pasting your code, plots, and results into some sort of "Word" type editor that
will allow you to import graphs and such. Make sure you always include the commands to generate
what is been asked and include the outputs (from command window and plots), unless the pr.
Computer Graphics in Java and Scala - Part 1Philip Schwarz
Computer Graphics in Java and Scala - Part 1.
Continuous (Logical) and Discrete (Device) Coordinates,
with a simple yet pleasing example involving concentric triangles.
Scala code: https://github.com/philipschwarz/computer-graphics-50-triangles-scala
Errata:
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Change the code file a little, reduce the increment to 5:
x = [-100:5:100];
y = x.^2;
plot(x, y)
MATLAB draws a smoother graph:
Adding Title, Labels, Grid Lines and Scaling on the Graph
MATLAB allows youto add title, labels along the x-axis and y-axis, grid lines and also to adjust the axes to
spruce up the graph.
The xlabel and ylabel commands generate labels along x-axis and y-axis.
The title command allows youto put a title onthe graph.
The grid on command allows youto put the grid lines onthe graph.
The axis equal command allows generating the plot withthe same scale factors and the spaces onboth
axes.
3. The axis square command generates a square plot.
Example
Create a script file and type the following code:
x = [0:0.01:10];
y = sin(x);
plot(x, y), xlabel('x'), ylabel('Sin(x)'), title('Sin(x) Graph'),
grid on, axis equal
MATLAB generates the following graph:
Drawing Multiple Functions on the Same Graph
Youcandraw multiple graphs onthe same plot. The following example demonstrates the concept:
Example
Create a script file and type the following code:
x = [0 : 0.01: 10];
y = sin(x);
g = cos(x);
plot(x, y, x, g, '.-'), legend('Sin(x)', 'Cos(x)')
MATLAB generates the following graph:
4. Setting Colors on Graph
MATLAB provides eight basic color options for drawing graphs. The following table shows the colors and their
codes:
Color Code
White w
Black k
Blue b
Red r
Cyan c
Green g
Magenta m
Yellow y
Example
Let us draw the graphof two polynomials
1. f(x) = 3x4 + 2x3+ 7x2 + 2x + 9 and
2. g(x) = 5x3 + 9x + 2
Create a script file and type the following code:
x = [-10 : 0.01: 10];
y = 3*x.^4 + 2 * x.^3 + 7 * x.^2 + 2 * x + 9;
g = 5 * x.^3 + 9 * x + 2;
plot(x, y, 'r', x, g, 'g')
Whenyourunthe file, MATLAB generates the following graph:
5. Setting Axis Scales
The axis command allows youto set the axis scales. Youcanprovide minimumand maximumvalues for x and y
axes using the axis command inthe following way:
axis ( [xmin xmax ymin ymax] )
The following example shows this:
Example
Create a script file and type the following code:
x = [0 : 0.01: 10];
y = exp(-x).* sin(2*x + 3);
plot(x, y), axis([0 10 -1 1])
Whenyourunthe file, MATLAB generates the following graph:
6. Generating Sub-Plots
Whenyoucreate anarray of plots inthe same figure, eachof these plots is called a subplot. The subplot
command is for creating subplots.
Syntax for the command is:
subplot(m, n, p)
where, m and n are the number of rows and columns of the plot array and p specifies where to put a particular
plot.
Eachplot created withthe subplot command canhave its owncharacteristics. Following example demonstrates
the concept:
Example
Let us generate two plots:
y = e−1.5xsin(10x)
y = e−2xsin(10x)
Create a script file and type the following code:
x = [0:0.01:5];
y = exp(-1.5*x).*sin(10*x);
subplot(1,2,1)
plot(x,y), xlabel('x'),ylabel('exp(–1.5x)*sin(10x)'),axis([0 5 -1 1])
y = exp(-2*x).*sin(10*x);
subplot(1,2,2)
plot(x,y),xlabel('x'),ylabel('exp(–2x)*sin(10x)'),axis([0 5 -1 1])
Whenyourunthe file, MATLAB generates the following graph: