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.
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).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.
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.
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).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.
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.
Lab 5 template Lab 5 - Your Name - MAT 275 Lab The M.docxsmile790243
Lab 5 template
%% Lab 5 - Your Name - MAT 275 Lab
% The Mass-Spring System
%% EX 1 10 pts
%A) 1 pts | short comment
%
%B) 2 pts | short comment
%
%C) 1 pts | short comment
%
%D) 1 pts
%E) 2 pts | List the first 3-4 t values either in decimal format or as
%fractions involving pi
%F) 3 pts | comments. | (1 pts for including two distinct graphs, each with y(t) and v(t) plotted)
%% EX 2 10 pts
%A) 5 pts
% add commands to LAB05ex1 to compute and plot E(t). Then use ylim([~,~]) to change the yaxis limits.
% You don't need to include this code but at least one plot of E(t) and a comment must be
% included!
%B) 2 pts | write out main steps here
% first differentiate E(t) with respect to t using the chain rule. Then
% make substitutions using the expression for omega0 and using the
% differential equation
%C) 3 pts | show plot and comment
%% EX 3 10 pts
%A) 3 pts | modify the system of equations in LAB05ex1a
% write the t value and either a) show correponding graph or b) explain given matlab
% commands
%B) 2 pts | write t value and max |V| value; include figure
%note: velocity magnitude is like absolute value!
%C) 3 pts | include 3 figures here + comments.
% use title('text') to attach a title to the figure
%D) 2 pts | What needs to happen (in terms of the characteristic equation)
%in order for there to be no oscillations? Impose a condition on the
%characteristic equation to find the critical c value. Write out main steps
%% EX4 10 pts
% A) 5 pts | include 1 figure and comment
%B) 2 pts
% again find dE/dt using the chain rule and make substitutions based on the
% differential equation. You should reach an expression for dE/dt which is
% in terms of y'
%C) 3 pts | include one figure and comment
Exercise (1):
function LAB05ex1
m = 1; % mass [kg]
k = 9; % spring constant [N/m]
omega0=sqrt(k/m);
y0=0.4; v0=0; % initial conditions
[t,Y]=ode45(@f,[0,10],[y0,v0],[],omega0); % solve for 0<t<10
y=Y(:,1); v=Y(:,2); % retrieve y, v from Y
figure(1); plot(t,y,'b+-',t,v,'ro-'); % time series for y and v
grid on;
%------------------------------------------------------
function dYdt= f(t,Y,omega0)
y = Y(1); v= Y(2);
dYdt = [v; -omega0^2*y];
Exercise (1a):
function LAB05ex1a
m = 1; % mass [kg]
k = 9; % spring constant [N/m]
c = 1; % friction coefficient [Ns/m]
omega0 = sqrt(k/m); p = c/(2*m);
y0 = 0.4; v0 = 0; % initial conditions
[t,Y]=ode45(@f,[0,10],[y0,v0],[],omega0,p); % solve for 0<t<10
y=Y(:,1); v=Y(:,2); % retrieve y, v from Y
figure(1); plot(t,y,'b+-',t,v,'ro-'); % time series for y and v
grid on
%------------------------------------------------------
function dYdt= f(t,Y,omega0,p)
y = Y(1); v= Y(2);
dYdt = [v; ?? ]; % fill-in dv/dt
More instructions for the l ...
MATLAB DOCUMENTATION ON SOME OF THE MODULES
A.Generate videos in which a skeleton of a person doing the following Gestures.
1.Tilting his head to right and left
2.Tilting his hand to right and left
3.Walking
in matlab.
B. Write a MATLAB program that converts a decimal number to Roman number and vice versa.
C.Using EZ plot & anonymous functions plot the following:
· Y=Sqrt(X)
· Y= X^2
· Y=e^(-XY)
D.Take your picture and
· Show R, G, B channels along with RGB Image in same figure using sub figure.
· Convert into HSV( Hue, saturation and value) and show the H,S,V channels along with HSV image
E.Record your name pronounced by yourself. Try to display the signal(name) in a plot vs Time, using matlab.
F.Write a script to open a new figure and plot five circles, all centered at the origin and with increasing radii. Set the line width for each circle to something thick (at least 2 points), and use the colors from a 5-color jet colormap (jet).
G. NEWTON RAPHSON AND SECANT METHOD
H.Write any one of the program to do following things using file concept.
1.Create or Open a file
2. Read data from the file and write data to another file
3. Append some text to already existed file
4. Close the file
I.Write a function to perform following set operations
1.Union of A and B
2. Intersection of A and B
3. Complement of A and B
(Assume A= {1, 2, 3, 4, 5, 6}, B= {2, 4, 6})
MATLAB sessions: Laboratory 2
MAT 275 Laboratory 2
Matrix Computations and Programming in MATLAB
In this laboratory session we will learn how to
1. Create and manipulate matrices and vectors.
2. Write simple programs in MATLAB
NOTE: For your lab write-up, follow the instructions of LAB1.
Matrices and Linear Algebra
⋆ Matrices can be constructed in MATLAB in different ways. For example the 3 × 3 matrix
A =
8 1 63 5 7
4 9 2
can be entered as
>> A=[8,1,6;3,5,7;4,9,2]
A =
8 1 6
3 5 7
4 9 2
or
>> A=[8,1,6;
3,5,7;
4,9,2]
A =
8 1 6
3 5 7
4 9 2
or defined as the concatenation of 3 rows
>> row1=[8,1,6]; row2=[3,5,7]; row3=[4,9,2]; A=[row1;row2;row3]
A =
8 1 6
3 5 7
4 9 2
or 3 columns
>> col1=[8;3;4]; col2=[1;5;9]; col3=[6;7;2]; A=[col1,col2,col3]
A =
8 1 6
3 5 7
4 9 2
Note the use of , and ;. Concatenated rows/columns must have the same length. Larger matrices can
be created from smaller ones in the same way:
c⃝2011 Stefania Tracogna, SoMSS, ASU
MATLAB sessions: Laboratory 2
>> C=[A,A] % Same as C=[A A]
C =
8 1 6 8 1 6
3 5 7 3 5 7
4 9 2 4 9 2
The matrix C has dimension 3 × 6 (“3 by 6”). On the other hand smaller matrices (submatrices) can
be extracted from any given matrix:
>> A(2,3) % coefficient of A in 2nd row, 3rd column
ans =
7
>> A(1,:) % 1st row of A
ans =
8 1 6
>> A(:,3) % 3rd column of A
ans =
6
7
2
>> A([1,3],[2,3]) % keep coefficients in rows 1 & 3 and columns 2 & 3
ans =
1 6
9 2
⋆ Some matrices are already predefined in MATLAB:
>> I=eye(3) % the Identity matrix
I =
1 0 0
0 1 0
0 0 1
>> magic(3)
ans =
8 1 6
3 5 7
4 9 2
(what is magic about this matrix?)
⋆ Matrices can be manipulated very easily in MATLAB (unlike Maple). Here are sample commands
to exercise with:
>> A=magic(3);
>> B=A’ % transpose of A, i.e, rows of B are columns of A
B =
8 3 4
1 5 9
6 7 2
>> A+B % sum of A and B
ans =
16 4 10
4 10 16
10 16 4
>> A*B % standard linear algebra matrix multiplication
ans =
101 71 53
c⃝2011 Stefania Tracogna, SoMSS, ASU
MATLAB sessions: Laboratory 2
71 83 71
53 71 101
>> A.*B % coefficient-wise multiplication
ans =
64 3 24
3 25 63
24 63 4
⋆ One MATLAB command is especially relevant when studying the solution of linear systems of dif-
ferentials equations: x=A\b determines the solution x = A−1b of the linear system Ax = b. Here is an
example:
>> A=magic(3);
>> z=[1,2,3]’ % same as z=[1;2;3]
z =
1
2
3
>> b=A*z
b =
28
34
28
>> x = A\b % solve the system Ax = b. Compare with the exact solution, z, defined above.
x =
1
2
3
>> y =inv(A)*b % solve the system using the inverse: less efficient and accurate
ans =
1.0000
2.0000
3.0000
Now let’s check for accuracy by evaluating the difference z − x and z − y. In exact arithmetic they
should both be zero since x, y and z all represent the solution to the system.
>> z - x % error for backslash command
ans =
0
0
0
>> z - y % error for inverse
ans =
1.0e-015 *
-0.4441
0
-0.88 ...
Computers and Programming , Programming Languages Types, Problem solving, Introduction to the MATLAB environment, Using MATLAB Documentation
Introduction to the course, Operating methodology-Installation Procedure
1. Compare a sample code in C with MATLAB
2. Trajectory of a particle in projectile motion ( solving quadratic equations)
3. Ideal gas law problem to find volume
MATLAB sessions: Laboratory 1
MAT 275 Laboratory 1
Introduction to MATLAB
MATLAB is a computer software commonly used in both education and industry to solve a wide range
of problems.
This Laboratory provides a brief introduction to MATLAB, and the tools and functions that help
you to work with MATLAB variables and files.
The MATLAB Environment
⋆ To start MATLAB double-click on the MATLAB shortcut icon. The MATLAB desktop will open.
On the left side you will generally find the Current Folder window and on the right the Workspace
and Command History windows. The Command Window is where the MATLAB commands are entered
and executed. Note that windows within the MATLAB desktop can be resized by dragging the separator
bar(s).
If you have never used MATLAB before, we suggest you type demo at the MATLAB prompt. Click
on Getting Started with MATLAB and run the file.
Basics And Help
Commands are entered in the Command Window.
⋆ Basic operations are +, -, *, and /. The sequence
>> a=2; b=3; a+b, a*b
ans =
5
ans =
6
defines variables a and b and assigns values 2 and 3, respectively, then computes the sum a+b and product
ab. Each command ends with , (output is visible) or ; (output is suppressed). The last command on a
line does not require a ,.
⋆ Standard functions can be invoked using their usual mathematical notations. For example
>> theta=pi/5;
>> cos(theta)^2+sin(theta)^2
ans =
1
verifies the trigonometric identity sin2 θ + cos2 θ = 1 for θ = π
5
. A list of elementary math functions can
be obtained by typing
>> help elfun
⋆ To obtain a description of the use of a particular function type help followed by the name of the
function. For example
>> help cosh
gives help on the hyperbolic cosine function.
⋆ To get a list of other groups of MATLAB programs already available enter help:
>> help
c⃝2011 Stefania Tracogna, SoMSS, ASU
MATLAB sessions: Laboratory 1
⋆ Another way to obtain help is through the desktop Help menu, Help > Product Help.
⋆ MATLAB is case-sensitive. For example
>> theta=1e-3, Theta=2e-5, ratio=theta/Theta
theta =
1.0000e-003
Theta =
2.0000e-005
ratio =
50
⋆ The quantities Inf (∞) and NaN (Not a Number) also appear frequently. Compare
>> c=1/0
c =
Inf
with
>> d=0/0
d =
NaN
Plotting with MATLAB
⋆ To plot a function you have to create two arrays (vectors): one containing the abscissae, the other the
corresponding function values. Both arrays should have the same length. For example, consider plotting
the function
y = f(x) =
x2 − sin(πx) + ex
x − 1
for 0 ≤ x ≤ 2. First choose a sample of x values in this interval:
>> x=[0,.1,.2,.3,.4,.5,.6,.7,.8,.9,1, ...
1.1,1.2,1.3,1.4,1.5,1.6,1.7,1.8,1.9,2]
x =
Columns 1 through 7
0 0.1000 0.2000 0.3000 0.4000 0.5000 0.6000
Columns 8 through 14
0.7000 0.8000 0.9000 1.0000 1.1000 1.2000 1.3000
Columns 15 through 21
1.4000 1.5000 1.6000 1.7000 1.8000 1.9000 2.0000
Note that an ellipsis ... was used to continue a command too long to fit in a sing ...
Sample Summaries of Emily Raine’s Why Should I Be Nice to You.docxagnesdcarey33086
Sample Summaries of Emily Raine’s “Why Should I Be Nice to You”
Sample Summary 1
Most people at some point in their life have worked in the service industry. This particular
industry can be quite satisfying whether it be working in fine dining, as a cocktail waitress, or at a local
diner, but for Emily Raine, who had done all of these things, the only place she ever felt “whipped” was
working as a barista at one of largest specialty coffee chains in the world (358). Raine is bothered by
how the café industry has set up the impersonal server/customer relationship and feels the best way to
solve the issue is be to “be rude” (365). In 2005, Raine expanded in an essay that appeared in the
online journal, Bad Subjects, on her frustration within the service industry and what good service really
means.
Good service in the coffee industry does not require much skill these days. Most people are
usually talking on their cell phone while ordering their daily coffee and pastry while also paying and then
out as fast as they walked into the café probably not even noticing or acknowledging any interaction
with the people serving. The coffee sector has recognized this and has set up the counters as linear
coffee bars that act the same as an assembly line. The workers are trained and assigned specific jobs in
the coffee preparing process, such as taking the order, handling the money, making the drink, to
delivery. This makes the interaction with the customer very limited, mostly just seconds. This is where
Raine feels some of the problem with the customer and server interaction. Although this is the most
effective and efficient way of working, Raine describes productive work as “dreary and repetitive” (359).
Since the 1960’s companies have been branding themselves with the quality of having “good
service” distinguishing them from the rest of the competition. Raines explains that in good service there
is an exchange between two parties: “the ‘we’ that gladly serves and the ‘you’ that happily receives,”
but also a third party, the boss, which is the ultimate decider on exactly what good service will be (360).
Companies in the service industry must market their products on servers’ friendliness; therefore
it is monitored and controlled from the people on top. Raine notes that cafés “layouts and management
styles” help create a cozy atmosphere that plays a factor in good service, but in a way that will not
disrupt the output (361). In Raine’s essay, she gives the example of an employee Starbucks has
branded; “The happy, wholesome perfume-free barista” (361). She points out that the company offers
workers stock options, health insurance, dental plans, as well as other perks of discounts and giveaways,
while also using moving personal accounts from workers who “never deemed corporate America could
care so much” (362). Raines also adds that the company does not give into unionization and although
the company pay.
SAMPLEExecutive Summary The following report is an evalua.docxagnesdcarey33086
SAMPLE:
Executive Summary
The following report is an evaluation of multiple facets of the Uruguayan economy, its overall investment attractiveness, and feasibility of doing business. After conducting research and analysis on the country in areas such as legal frameworks, fiscal policy, trade relations, infrastructure, housing, and monetary policy, Uruguay proves to be an economy of strong opportunity when evaluated against its regional/continental partners, but with significant and pressing challenges that would place the nation lower when considered at a global level. The national government and political system are proven to be stable, offering legal protections and investment frameworks that are comparable to developed economies. As a member of MERCOSUR and independently, Uruguay has ratified trade agreements, particularly with developed nations and Latin America, in a variety of structures, namely goods, services, investment promotion and protection, public procurement, and double taxation avoidance. The country offers valuable exports, and derives its imports significantly from MERCOSUR members in which people, goods, and currency are permitted to move freely. Uruguay has shown strong numbers in growth, particularly GDP and unemployment rate. Having reacted appropriately to an economic and banking crisis in the early 2000s, Uruguay was one of the few countries that was not significantly impacted by the 2008-09 economic crisis. The housing market has also seen considerable growth and looks to continue growing as the level of foreign direct investment in construction increases. Challenges that have limited the country and are foreseeable as continuing to limit Uruguay’s attractiveness include a public banking system that offers limited access to credit, undesired volatility in prime rate lending, seemingly unsustainable fiscal policy, and a lack of coordination in monetary and exchange rate policies. Given the widespread availability and transparency of information on the country and having taken all these factors into consideration, we determine Uruguay to be one of best investment opportunities in terms of a Latin American scope, but as still significantly behind developed economies. A total score of 30.5 points out of a possible 55 was assigned.
Description and Analysis of Each Measured Attribute
A.1 Government Expenditure, Tax System, Rule of Law, and Education System - 2/5; This ranking reflects Uruguay’s controlled government spending and competitive tax rate. The tax free zones are a great way to incentivize companies to operating in Uruguay. However, it does take into account the difficult experiences that corporations undergo in paying taxes. Uruguay benefits from a mature democracy with a stable political system and independent judiciary system. Uruguay has a well-established education system that provides free education and equal access to all students through the university level. However, the socioeconomic gap become.
More Related Content
Similar to SAMPLE QUESTIONExercise 1 Consider the functionf (x,C).docx
Lab 5 template Lab 5 - Your Name - MAT 275 Lab The M.docxsmile790243
Lab 5 template
%% Lab 5 - Your Name - MAT 275 Lab
% The Mass-Spring System
%% EX 1 10 pts
%A) 1 pts | short comment
%
%B) 2 pts | short comment
%
%C) 1 pts | short comment
%
%D) 1 pts
%E) 2 pts | List the first 3-4 t values either in decimal format or as
%fractions involving pi
%F) 3 pts | comments. | (1 pts for including two distinct graphs, each with y(t) and v(t) plotted)
%% EX 2 10 pts
%A) 5 pts
% add commands to LAB05ex1 to compute and plot E(t). Then use ylim([~,~]) to change the yaxis limits.
% You don't need to include this code but at least one plot of E(t) and a comment must be
% included!
%B) 2 pts | write out main steps here
% first differentiate E(t) with respect to t using the chain rule. Then
% make substitutions using the expression for omega0 and using the
% differential equation
%C) 3 pts | show plot and comment
%% EX 3 10 pts
%A) 3 pts | modify the system of equations in LAB05ex1a
% write the t value and either a) show correponding graph or b) explain given matlab
% commands
%B) 2 pts | write t value and max |V| value; include figure
%note: velocity magnitude is like absolute value!
%C) 3 pts | include 3 figures here + comments.
% use title('text') to attach a title to the figure
%D) 2 pts | What needs to happen (in terms of the characteristic equation)
%in order for there to be no oscillations? Impose a condition on the
%characteristic equation to find the critical c value. Write out main steps
%% EX4 10 pts
% A) 5 pts | include 1 figure and comment
%B) 2 pts
% again find dE/dt using the chain rule and make substitutions based on the
% differential equation. You should reach an expression for dE/dt which is
% in terms of y'
%C) 3 pts | include one figure and comment
Exercise (1):
function LAB05ex1
m = 1; % mass [kg]
k = 9; % spring constant [N/m]
omega0=sqrt(k/m);
y0=0.4; v0=0; % initial conditions
[t,Y]=ode45(@f,[0,10],[y0,v0],[],omega0); % solve for 0<t<10
y=Y(:,1); v=Y(:,2); % retrieve y, v from Y
figure(1); plot(t,y,'b+-',t,v,'ro-'); % time series for y and v
grid on;
%------------------------------------------------------
function dYdt= f(t,Y,omega0)
y = Y(1); v= Y(2);
dYdt = [v; -omega0^2*y];
Exercise (1a):
function LAB05ex1a
m = 1; % mass [kg]
k = 9; % spring constant [N/m]
c = 1; % friction coefficient [Ns/m]
omega0 = sqrt(k/m); p = c/(2*m);
y0 = 0.4; v0 = 0; % initial conditions
[t,Y]=ode45(@f,[0,10],[y0,v0],[],omega0,p); % solve for 0<t<10
y=Y(:,1); v=Y(:,2); % retrieve y, v from Y
figure(1); plot(t,y,'b+-',t,v,'ro-'); % time series for y and v
grid on
%------------------------------------------------------
function dYdt= f(t,Y,omega0,p)
y = Y(1); v= Y(2);
dYdt = [v; ?? ]; % fill-in dv/dt
More instructions for the l ...
MATLAB DOCUMENTATION ON SOME OF THE MODULES
A.Generate videos in which a skeleton of a person doing the following Gestures.
1.Tilting his head to right and left
2.Tilting his hand to right and left
3.Walking
in matlab.
B. Write a MATLAB program that converts a decimal number to Roman number and vice versa.
C.Using EZ plot & anonymous functions plot the following:
· Y=Sqrt(X)
· Y= X^2
· Y=e^(-XY)
D.Take your picture and
· Show R, G, B channels along with RGB Image in same figure using sub figure.
· Convert into HSV( Hue, saturation and value) and show the H,S,V channels along with HSV image
E.Record your name pronounced by yourself. Try to display the signal(name) in a plot vs Time, using matlab.
F.Write a script to open a new figure and plot five circles, all centered at the origin and with increasing radii. Set the line width for each circle to something thick (at least 2 points), and use the colors from a 5-color jet colormap (jet).
G. NEWTON RAPHSON AND SECANT METHOD
H.Write any one of the program to do following things using file concept.
1.Create or Open a file
2. Read data from the file and write data to another file
3. Append some text to already existed file
4. Close the file
I.Write a function to perform following set operations
1.Union of A and B
2. Intersection of A and B
3. Complement of A and B
(Assume A= {1, 2, 3, 4, 5, 6}, B= {2, 4, 6})
MATLAB sessions: Laboratory 2
MAT 275 Laboratory 2
Matrix Computations and Programming in MATLAB
In this laboratory session we will learn how to
1. Create and manipulate matrices and vectors.
2. Write simple programs in MATLAB
NOTE: For your lab write-up, follow the instructions of LAB1.
Matrices and Linear Algebra
⋆ Matrices can be constructed in MATLAB in different ways. For example the 3 × 3 matrix
A =
8 1 63 5 7
4 9 2
can be entered as
>> A=[8,1,6;3,5,7;4,9,2]
A =
8 1 6
3 5 7
4 9 2
or
>> A=[8,1,6;
3,5,7;
4,9,2]
A =
8 1 6
3 5 7
4 9 2
or defined as the concatenation of 3 rows
>> row1=[8,1,6]; row2=[3,5,7]; row3=[4,9,2]; A=[row1;row2;row3]
A =
8 1 6
3 5 7
4 9 2
or 3 columns
>> col1=[8;3;4]; col2=[1;5;9]; col3=[6;7;2]; A=[col1,col2,col3]
A =
8 1 6
3 5 7
4 9 2
Note the use of , and ;. Concatenated rows/columns must have the same length. Larger matrices can
be created from smaller ones in the same way:
c⃝2011 Stefania Tracogna, SoMSS, ASU
MATLAB sessions: Laboratory 2
>> C=[A,A] % Same as C=[A A]
C =
8 1 6 8 1 6
3 5 7 3 5 7
4 9 2 4 9 2
The matrix C has dimension 3 × 6 (“3 by 6”). On the other hand smaller matrices (submatrices) can
be extracted from any given matrix:
>> A(2,3) % coefficient of A in 2nd row, 3rd column
ans =
7
>> A(1,:) % 1st row of A
ans =
8 1 6
>> A(:,3) % 3rd column of A
ans =
6
7
2
>> A([1,3],[2,3]) % keep coefficients in rows 1 & 3 and columns 2 & 3
ans =
1 6
9 2
⋆ Some matrices are already predefined in MATLAB:
>> I=eye(3) % the Identity matrix
I =
1 0 0
0 1 0
0 0 1
>> magic(3)
ans =
8 1 6
3 5 7
4 9 2
(what is magic about this matrix?)
⋆ Matrices can be manipulated very easily in MATLAB (unlike Maple). Here are sample commands
to exercise with:
>> A=magic(3);
>> B=A’ % transpose of A, i.e, rows of B are columns of A
B =
8 3 4
1 5 9
6 7 2
>> A+B % sum of A and B
ans =
16 4 10
4 10 16
10 16 4
>> A*B % standard linear algebra matrix multiplication
ans =
101 71 53
c⃝2011 Stefania Tracogna, SoMSS, ASU
MATLAB sessions: Laboratory 2
71 83 71
53 71 101
>> A.*B % coefficient-wise multiplication
ans =
64 3 24
3 25 63
24 63 4
⋆ One MATLAB command is especially relevant when studying the solution of linear systems of dif-
ferentials equations: x=A\b determines the solution x = A−1b of the linear system Ax = b. Here is an
example:
>> A=magic(3);
>> z=[1,2,3]’ % same as z=[1;2;3]
z =
1
2
3
>> b=A*z
b =
28
34
28
>> x = A\b % solve the system Ax = b. Compare with the exact solution, z, defined above.
x =
1
2
3
>> y =inv(A)*b % solve the system using the inverse: less efficient and accurate
ans =
1.0000
2.0000
3.0000
Now let’s check for accuracy by evaluating the difference z − x and z − y. In exact arithmetic they
should both be zero since x, y and z all represent the solution to the system.
>> z - x % error for backslash command
ans =
0
0
0
>> z - y % error for inverse
ans =
1.0e-015 *
-0.4441
0
-0.88 ...
Computers and Programming , Programming Languages Types, Problem solving, Introduction to the MATLAB environment, Using MATLAB Documentation
Introduction to the course, Operating methodology-Installation Procedure
1. Compare a sample code in C with MATLAB
2. Trajectory of a particle in projectile motion ( solving quadratic equations)
3. Ideal gas law problem to find volume
MATLAB sessions: Laboratory 1
MAT 275 Laboratory 1
Introduction to MATLAB
MATLAB is a computer software commonly used in both education and industry to solve a wide range
of problems.
This Laboratory provides a brief introduction to MATLAB, and the tools and functions that help
you to work with MATLAB variables and files.
The MATLAB Environment
⋆ To start MATLAB double-click on the MATLAB shortcut icon. The MATLAB desktop will open.
On the left side you will generally find the Current Folder window and on the right the Workspace
and Command History windows. The Command Window is where the MATLAB commands are entered
and executed. Note that windows within the MATLAB desktop can be resized by dragging the separator
bar(s).
If you have never used MATLAB before, we suggest you type demo at the MATLAB prompt. Click
on Getting Started with MATLAB and run the file.
Basics And Help
Commands are entered in the Command Window.
⋆ Basic operations are +, -, *, and /. The sequence
>> a=2; b=3; a+b, a*b
ans =
5
ans =
6
defines variables a and b and assigns values 2 and 3, respectively, then computes the sum a+b and product
ab. Each command ends with , (output is visible) or ; (output is suppressed). The last command on a
line does not require a ,.
⋆ Standard functions can be invoked using their usual mathematical notations. For example
>> theta=pi/5;
>> cos(theta)^2+sin(theta)^2
ans =
1
verifies the trigonometric identity sin2 θ + cos2 θ = 1 for θ = π
5
. A list of elementary math functions can
be obtained by typing
>> help elfun
⋆ To obtain a description of the use of a particular function type help followed by the name of the
function. For example
>> help cosh
gives help on the hyperbolic cosine function.
⋆ To get a list of other groups of MATLAB programs already available enter help:
>> help
c⃝2011 Stefania Tracogna, SoMSS, ASU
MATLAB sessions: Laboratory 1
⋆ Another way to obtain help is through the desktop Help menu, Help > Product Help.
⋆ MATLAB is case-sensitive. For example
>> theta=1e-3, Theta=2e-5, ratio=theta/Theta
theta =
1.0000e-003
Theta =
2.0000e-005
ratio =
50
⋆ The quantities Inf (∞) and NaN (Not a Number) also appear frequently. Compare
>> c=1/0
c =
Inf
with
>> d=0/0
d =
NaN
Plotting with MATLAB
⋆ To plot a function you have to create two arrays (vectors): one containing the abscissae, the other the
corresponding function values. Both arrays should have the same length. For example, consider plotting
the function
y = f(x) =
x2 − sin(πx) + ex
x − 1
for 0 ≤ x ≤ 2. First choose a sample of x values in this interval:
>> x=[0,.1,.2,.3,.4,.5,.6,.7,.8,.9,1, ...
1.1,1.2,1.3,1.4,1.5,1.6,1.7,1.8,1.9,2]
x =
Columns 1 through 7
0 0.1000 0.2000 0.3000 0.4000 0.5000 0.6000
Columns 8 through 14
0.7000 0.8000 0.9000 1.0000 1.1000 1.2000 1.3000
Columns 15 through 21
1.4000 1.5000 1.6000 1.7000 1.8000 1.9000 2.0000
Note that an ellipsis ... was used to continue a command too long to fit in a sing ...
Sample Summaries of Emily Raine’s Why Should I Be Nice to You.docxagnesdcarey33086
Sample Summaries of Emily Raine’s “Why Should I Be Nice to You”
Sample Summary 1
Most people at some point in their life have worked in the service industry. This particular
industry can be quite satisfying whether it be working in fine dining, as a cocktail waitress, or at a local
diner, but for Emily Raine, who had done all of these things, the only place she ever felt “whipped” was
working as a barista at one of largest specialty coffee chains in the world (358). Raine is bothered by
how the café industry has set up the impersonal server/customer relationship and feels the best way to
solve the issue is be to “be rude” (365). In 2005, Raine expanded in an essay that appeared in the
online journal, Bad Subjects, on her frustration within the service industry and what good service really
means.
Good service in the coffee industry does not require much skill these days. Most people are
usually talking on their cell phone while ordering their daily coffee and pastry while also paying and then
out as fast as they walked into the café probably not even noticing or acknowledging any interaction
with the people serving. The coffee sector has recognized this and has set up the counters as linear
coffee bars that act the same as an assembly line. The workers are trained and assigned specific jobs in
the coffee preparing process, such as taking the order, handling the money, making the drink, to
delivery. This makes the interaction with the customer very limited, mostly just seconds. This is where
Raine feels some of the problem with the customer and server interaction. Although this is the most
effective and efficient way of working, Raine describes productive work as “dreary and repetitive” (359).
Since the 1960’s companies have been branding themselves with the quality of having “good
service” distinguishing them from the rest of the competition. Raines explains that in good service there
is an exchange between two parties: “the ‘we’ that gladly serves and the ‘you’ that happily receives,”
but also a third party, the boss, which is the ultimate decider on exactly what good service will be (360).
Companies in the service industry must market their products on servers’ friendliness; therefore
it is monitored and controlled from the people on top. Raine notes that cafés “layouts and management
styles” help create a cozy atmosphere that plays a factor in good service, but in a way that will not
disrupt the output (361). In Raine’s essay, she gives the example of an employee Starbucks has
branded; “The happy, wholesome perfume-free barista” (361). She points out that the company offers
workers stock options, health insurance, dental plans, as well as other perks of discounts and giveaways,
while also using moving personal accounts from workers who “never deemed corporate America could
care so much” (362). Raines also adds that the company does not give into unionization and although
the company pay.
SAMPLEExecutive Summary The following report is an evalua.docxagnesdcarey33086
SAMPLE:
Executive Summary
The following report is an evaluation of multiple facets of the Uruguayan economy, its overall investment attractiveness, and feasibility of doing business. After conducting research and analysis on the country in areas such as legal frameworks, fiscal policy, trade relations, infrastructure, housing, and monetary policy, Uruguay proves to be an economy of strong opportunity when evaluated against its regional/continental partners, but with significant and pressing challenges that would place the nation lower when considered at a global level. The national government and political system are proven to be stable, offering legal protections and investment frameworks that are comparable to developed economies. As a member of MERCOSUR and independently, Uruguay has ratified trade agreements, particularly with developed nations and Latin America, in a variety of structures, namely goods, services, investment promotion and protection, public procurement, and double taxation avoidance. The country offers valuable exports, and derives its imports significantly from MERCOSUR members in which people, goods, and currency are permitted to move freely. Uruguay has shown strong numbers in growth, particularly GDP and unemployment rate. Having reacted appropriately to an economic and banking crisis in the early 2000s, Uruguay was one of the few countries that was not significantly impacted by the 2008-09 economic crisis. The housing market has also seen considerable growth and looks to continue growing as the level of foreign direct investment in construction increases. Challenges that have limited the country and are foreseeable as continuing to limit Uruguay’s attractiveness include a public banking system that offers limited access to credit, undesired volatility in prime rate lending, seemingly unsustainable fiscal policy, and a lack of coordination in monetary and exchange rate policies. Given the widespread availability and transparency of information on the country and having taken all these factors into consideration, we determine Uruguay to be one of best investment opportunities in terms of a Latin American scope, but as still significantly behind developed economies. A total score of 30.5 points out of a possible 55 was assigned.
Description and Analysis of Each Measured Attribute
A.1 Government Expenditure, Tax System, Rule of Law, and Education System - 2/5; This ranking reflects Uruguay’s controlled government spending and competitive tax rate. The tax free zones are a great way to incentivize companies to operating in Uruguay. However, it does take into account the difficult experiences that corporations undergo in paying taxes. Uruguay benefits from a mature democracy with a stable political system and independent judiciary system. Uruguay has a well-established education system that provides free education and equal access to all students through the university level. However, the socioeconomic gap become.
Sample Student Industry AnalysisExecutive SummaryCom.docxagnesdcarey33086
Sample Student Industry Analysis
Executive Summary
Company Description
Seg and Cycle the City is a Koblenz, Germany based company specializing in offering rentals for recreational vehicles (Segways, bikes, tandems and inline skates), guiding and informational services to mainly tourists, locals and their visitors, students or for event entertainment purposes. The company will begin operations in April, 2010, as a Limited Liability Company (Unternehmensgesellschaft). The company will take advantage of the increasing popularity of Segway scooters: two-wheeled, self-balancing electric vehicles invented by Dean Kamen in 2001, as a new, more exiting and relaxing alternative to walking tours for tourists to enjoy the sights and atmosphere of the city. Also, the company will provide high quality MP3 Audio-City Guides to capture the large number of visitors who are more independent-minded, not willing to participate in guiding services offered by the tourism board of Koblenz and thereby gain significant market share.
Mission Statement
“Seg and Cycle the City is a speciality tour operator committed to providing a unique, entertaining, memorable and educational experience of the city that meets the needs of both kinds of tourists: those who seek a guided experience and those who are more independent minded.
We will take pride in doing our best to present our city tour in a memorable way and leave our customers with the image that Koblenz is a place to go back to. We will achieve this by building strong personal relationships with our customers during our guided tours and by suggesting journeys for the individual exploration.
As an advocate for sustainability, we want to promote the use of environmentally friendly transportation devices and, thereby, improve the image of our beloved city. We will also fulfil this mission of sustainability by providing an affordable opportunity for college students to rent a bike.”
Industry Analysis & Trends
The services provided by Seg and Cycle the City as a player in the service industry are affected by the developments in the recreational and sports equipment rental trade and by developments in the city and bike tourism industry in Germany, Rhineland Palatinate and, specifically, Koblenz.
Size and Growth
The personal service industry in Germany generally shows a stable performance with relatively stable revenue regardless of the difficult economic situation. A high employment rate, increased wages, and a decreasing inflation rate have increased disposable income, which especially benefits the leisure industry (German Chamber of Commerce e.V).The following graph shows that the service industry (blue line), as the leading sector concerning economic added value in the Koblenz (including surrounding communities) underwent major growth compared to other main sectors from 1992 to 2005. Since 2004, growth rate appears to be stable and rather low, but remains in a leading position.
Travel Germany, Rhineland-Pa.
SAMPLING MEAN DEFINITION The term sampling mean is.docxagnesdcarey33086
SAMPLING MEAN:
DEFINITION:
The term sampling mean is a statistical term used to describe the properties of statistical
distributions. In statistical terms, the sample mean from a group of observations is an
estimate of the population mean . Given a sample of size n, consider n independent random
variables X1, X2... Xn, each corresponding to one randomly selected observation. Each of these
variables has the distribution of the population, with mean and standard deviation . The
sample mean is defined to be
WHAT IT IS USED FOR:
It is also used to measure central tendency of the numbers in a database. It can also be said that
it is nothing more than a balance point between the number and the low numbers.
HOW TO CALCULATE IT:
To calculate this, just add up all the numbers, then divide by how many numbers there are.
Example: what is the mean of 2, 7, and 9?
Add the numbers: 2 + 7 + 9 = 18
Divide by how many numbers (i.e., we added 3 numbers): 18 ÷ 3 = 6
So the Mean is 6
SAMPLE VARIANCE:
DEFINITION:
The sample variance, s2, is used to calculate how varied a sample is. A sample is a select number
of items taken from a population. For example, if you are measuring American people’s weights,
it wouldn’t be feasible (from either a time or a monetary standpoint) for you to measure the
weights of every person in the population. The solution is to take a sample of the population, say
1000 people, and use that sample size to estimate the actual weights of the whole population.
WHAT IT IS USED FOR:
The sample variance helps you to figure out the spread out in the data you have collected or are
going to analyze. In statistical terminology, it can be defined as the average of the squared
differences from the mean.
HOW TO CALCULATE IT:
Given below are steps of how a sample variance is calculated:
• Determine the mean
• Then for each number: subtract the Mean and square the result
• Then work out the mean of those squared differences.
To work out the mean, add up all the values then divide by the number of data points.
First add up all the values from the previous step.
But how do we say "add them all up" in mathematics? We use the Roman letter Sigma: Σ
The handy Sigma Notation says to sum up as many terms as we want.
• Next we need to divide by the number of data points, which is simply done by
multiplying by "1/N":
Statistically it can be stated by the following:
•
• This value is the variance
EXAMPLE:
Sam has 20 Rose Bushes.
The number of flowers on each bush is
9, 2, 5, 4, 12, 7, 8, 11, 9, 3, 7, 4, 12, 5, 4, 10, 9, 6, 9, 4
Work out the sample variance
Step 1. Work out the mean
In the formula above, µ (the Greek letter "mu") is the mean of all our values.
For this example, the data points are: 9, 2, 5, 4, 12, 7, 8, 11, 9, 3, 7, 4, 12, 5, 4, 10, 9, 6, 9, 4
The mean is:
(9+2+5+4+12+7+8+11+9+3+7+4+12+5+4+10+9+6+9+4) / 20 = 140/20 = 7
So:
µ.
SAMPLING MEANDEFINITIONThe term sampling mean is a stati.docxagnesdcarey33086
SAMPLING MEAN:
DEFINITION:
The term sampling mean is a statistical term used to describe the properties of statistical distributions. In statistical terms, the sample meanfrom a group of observations is an estimate of the population mean. Given a sample of size n, consider n independent random variables X1, X2... Xn, each corresponding to one randomly selected observation. Each of these variables has the distribution of the population, with mean and standard deviation. The sample mean is defined to be
WHAT IT IS USED FOR:
It is also used to measure central tendency of the numbers in a database. It can also be said that it is nothing more than a balance point between the number and the low numbers.
HOW TO CALCULATE IT:
To calculate this, just add up all the numbers, then divide by how many numbers there are.
Example: what is the mean of 2, 7, and 9?
Add the numbers: 2 + 7 + 9 = 18
Divide by how many numbers (i.e., we added 3 numbers): 18 ÷ 3 = 6
So the Mean is 6
SAMPLE VARIANCE:
DEFINITION:
The sample variance, s2, is used to calculate how varied a sample is. A sample is a select number of items taken from a population. For example, if you are measuring American people’s weights, it wouldn’t be feasible (from either a time or a monetary standpoint) for you to measure the weights of every person in the population. The solution is to take a sample of the population, say 1000 people, and use that sample size to estimate the actual weights of the whole population.
WHAT IT IS USED FOR:
The sample variance helps you to figure out the spread out in the data you have collected or are going to analyze. In statistical terminology, it can be defined as the average of the squared differences from the mean.
HOW TO CALCULATE IT:
Given below are steps of how a sample variance is calculated:
· Determine the mean
· Then for each number: subtract the Mean and square the result
· Then work out the mean of those squared differences.
To work out the mean, add up all the values then divide by the number of data points.
First add up all the values from the previous step.
But how do we say "add them all up" in mathematics? We use the Roman letter Sigma: Σ
The handy Sigma Notation says to sum up as many terms as we want.
· Next we need to divide by the number of data points, which is simply done by multiplying by "1/N":
Statistically it can be stated by the following:
·
· This value is the variance
EXAMPLE:
Sam has 20 Rose Bushes.
The number of flowers on each bush is
9, 2, 5, 4, 12, 7, 8, 11, 9, 3, 7, 4, 12, 5, 4, 10, 9, 6, 9, 4
Work out the sample variance
Step 1. Work out the mean
In the formula above, μ (the Greek letter "mu") is the mean of all our values.
For this example, the data points are: 9, 2, 5, 4, 12, 7, 8, 11, 9, 3, 7, 4, 12, 5, 4, 10, 9, 6, 9, 4
The mean is:
(9+2+5+4+12+7+8+11+9+3+7+4+12+5+4+10+9+6+9+4) / 20 = 140/20 = 7
So:
μ = 7
Step 2. Then for each number: subtract the Mean and square the result
This is t.
sampleReportt.docx
Power Electronics
Contents Comment by adtaylor: This table of contents is clear and precise: I can see the flow of ideas and were the report will go
1.1 Introduction 2
1.2 Aim 2
1.3 Objectives 2
2.1 Diode Origins 3
2.1.1 Early Diodes 3
2.1.2 Thermionic Diodes 3-4
2.1.3 Crystal Diodes 4
2.2 Diode Fundamentals 5
2.2.1 Semiconductors 5
2.2.2 Doping 5-6
2.2.3 PN Junctions 6
2.2.4 Forward and Reverse Bias 7
2.3 Diode Operation 8
2.3.1 PN Junction Diode 8
2.3.2 Diode DC Operation 9
2.3.3 Diode AC Operation 10
2.4 Full Wave Bridge Rectification 11
2.4.1 Bridge Configuration 11
2.4.2 Diode Conduction Pairing 11
2.5 Three Phase Full Wave Bridge Rectification 12
2.5.1 Bridge Configuration 12
2.5.2 Diode Conduction Sequence 12-14
2.5.3 Output Voltage and current characteristics 14-15
3 Lab Report 16
3.1 Lab Report Objectives 16
3.2 Lab Report important notes 16
3.3 Output Signal 17
3.4 Output Signal (D1 removed) 18
3.5 Output Signal (D5 removed) 19
3.6 Output Signal (D6 removed) 20
4 Results, Comparisons and Discussions 21-22
5 Conclusions 23
6 References 24
1.1 Introduction
1. Rectifiers are electrical devices that convert an AC supply into a DC output through a process known as rectification. The theory of rectification has been around for over one hundred years, when early discoveries uncovered the unidirectional current flow (polarity dependent) in vacuum valves and crystal (solid state) devices. These devices were known as rectifiers; however the naming convention was changed in 1919 to diode. The name diode was derived from the Greek words ‘dia’ (through) and ‘ode’ (path). Comment by adtaylor: I don’t really think this sort of thing is necessary: the project report is supposed to be on investigating these devices or technology, not its 100 year old history.
When the marker sees this sort of thing, the first thing that springs to mind is that the student is padding out their report. It is very clear when this happens
2. Diodes are commonly known as switching devices; however due to there complex non-linear voltage and current characteristics, there applications have become numerous depending on the PN junction construction. Some special diode applications are as follows: Comment by adtaylor: This is good in an introduction, giving the reader some background on the device and what it does: this is the objective of this report after all
a. Voltage regulator (Zener diodes),
b. Tuners (Varactor diodes),
c. RF oscillators (Tunnel diodes), and
d. Light emitters (LED’s).
1.2 Aim
1. To observe the operation of a three phase uncontrolled rectifier circuit with a purely resistive load. Comment by adtaylor: This aim i.
SAMPLE Project (Answers and explanations are in red)I opened t.docxagnesdcarey33086
SAMPLE Project (Answers and explanations are in red)
I opened the Week 1 Project from Doc Sharing.
Projects
Project 1: Working With the Data Editor.
Downloading Statdisk
1) First go to the website at www.statdisk.org and then scroll down to the bottom of the page to download
the Statdisk program version 11.1.0. by clicking on the windows or the MAC version.
I went to www.statdisk.org and downloaded the statdisk 11.1.0 windows version.
Download Statdisk Version 11.1.0
Statdisk 11.1.0 Windows 2K, XP, Vista
Statdisk 11.1.0 OSX
See the included ReadMe.txt file for details.
Open A Saved Data File
2) After you have opened the Statdisk program, go to Datasets and then Elementary Stats, 9th Edition.
Open the file named SUGAR. The data will appear in column 1 in the Sample Editor.
I opened the statdisk program, went to Datasets, then Elementary Stats, 9th edition and opened the Sugar file.
Copy and Paste a Data File
3) Make a copy of the data values listed in column 1. Paste the data files into column 2. Re-name the title
of column 2 to COPY.
I went to Copy and then selected column 1. I then selected copy. Then I clicked on Paste and chose column 2. I then had 2 identical columns of the Sugar data.
Sorting Data Values
4) Make another copy of the data values listed in column 1 and paste those into column 3. Then sort only
the data values in column 3. Label the column SORT.
I selected Copy and clicked on column 1 and then pasted them into column 3. I clicked on Sort and then selected column 3.
Entering a Set of Data Values
5) Manually enter all of the data values listed below into column 4 in the Statdisk editor. Type all of the data values into the one column in vertical fashion like the other data values are listed in the other columns. It does not matter what order you input the data values. Label the data values with the name of IQ.
I typed the following data into column 4.
83
56
43
65
74
28
88
77
74
51
65
46
55
66
35
75
54
63
74
48
37
57
37
62
32
48
43
52
52
61
80
75
54
45
44
60
65
44
33
32
41
52
38
62
74
74
46
37
37
39
6) What are some of the problems that could occur when entering data values into a statistics technology
editor?
Problems that could occur when entering data values into a statistics technology editor include ………………………………………………………………………..
Sample Transformation
7) Go to the Data menu then select Sample Transformations to add 100 to all of the data values in column 4 and then paste them into column 5.
I went to the Data menu and ……………………………………………………………………………..
Classifying Variables
8) Would the grams of sugar data in column 1 be considered a sample or a population?
The grams of sugar data in column 1 would be considered a ……………..
9) State whether the sugar variable is qualitative or quantitative?
The sugar variable is ……………………………..
10) State whether the sugar variable is discrete, continuous or neither?.
Sample Questions to Ask During an Informational Interview .docxagnesdcarey33086
Sample Questions to Ask During an Informational Interview
You will not have time to ask all of the questions that you will want to ask the interviewee. Remember to
focus on the ones you feel will be most useful to you personally. Pick10-15 to use as a guideline but leave
room for the possibility that other questions will develop from your conversation.
x What is your job like?
o A typical day?
o What do you do? What are the duties/functions/responsibilities of your job?
o What kind of problems do you deal with?
o What kinds of decisions do you make?
o What percentage of your time is spent doing what?
o How does the time use vary? Are there busy and slow times or is the work activity fairly
constant?
x Why did this type of work interest you and how did you get started?
x How did you get your job? What jobs and experiences have led you to your present position?
x Can you suggest some ways a student could obtain this necessary experience?
x What are the most important personal satisfactions and dissatisfactions connected with your
occupation? What part of this job do you personally find most satisfying? Most challenging?
What do you like and not like about working in this industry?
x What things did you do before you entered this occupation?
o Which have been most helpful?
o What other jobs can you get with the same background?
x What are the various jobs in this field or organization?
x Why did you decide to work for this company?
x What do you like most about this company?
x How does your company differ from its competitors?
x Are you optimistic about the company’s future and your future with the company?
x What does the company do to contribute to its employees’ professional development?
x How does the company make use of technology for internal communication and outside
marketing?
x What sorts of changes are occurring in your occupation?
x How does a person progress in your field? What is a typical career path in this field or
organization?
o What is the best way to enter this occupation?
o What are the advancement opportunities?
o What are the major qualifications for success in this occupation?
x What are the skills that are most important for a position in this field?
x What particular skills or talents are most essential to be effective in your job? How did you learn
these skills? Did you enter this position through a formal training program? How can I evaluate
whether or not I have the necessary skills for a position such as yours?
x How would you describe the working atmosphere and the people with whom you work?
x What can you tell me about the corporate culture?
x Is there flexibility related to dress, work hours, vacation schedule, place of residence, etc.?
x What work-related values are strongest in this type of work (security, high income, variety,
independence)?
x If you job progresses as you like, what would be the next step in your career?
Kori Ryerson
Though these a.
Sample Table.pdfTopic RatingPatients Goal Able to walk .docxagnesdcarey33086
Sample Table.pdf
Topic Rating
Patient's Goal Able to walk to work instead of drive -
Gender M -
Age 24 -
height (in) 72 -
weight (lbs) 200 -
Circumference waist (in) 45 high
Table 1 Health Assessment
Value
exercise physiol.docx
I have to complete a lab in exercise physiology course..
Learning Objectives
· Health Related Physical Fitness Testing and Interpretation
· Exercise Assessment
· Anthropometric Data - height, weight, BMI, body composition
· Cardiorespiratory Fitness
I have lab report for this course, I only need you to take care of THE RESULTS SECTION.
-------------
Results – 25% – (approximately 1-2 pages)
Present in a clear, concise, logical manner the results of the data you are given and must calculate, compared to
norms listed in the texts and other resources you may select depending on which of the three lab reports you are
completing. Present the information in tables only.
----------------------
in the attachments you will see all info needed about the lab report and what you need to know about the results.
Lab Patients Fall 2014.xlsx
John JamesFALL 2014 BIO345OL.1 Patient Data SetJohn JamesTopicValueGoalExercise, lose weight, stop smokingHistory/personalsmokes socially 1/2 pk per week, does not exercise, works long hours as a produce managerHistory/familyfather died of MI age 60, he answered yes on the PAR-Q and complains of a sore right knee from a sports injury 10 yrs ago,Medicationatorvastatin, tylenol for knee painGenderMAge40height (in) 70weight (lbs)200Circumference waist (in)40Skinfolds (mm)ChestAbdomenThigh253215HR/resting80BP/resting138/84Cholesterol (mg·dL-1)242LDL Cholesterol162HDL Cholesterol58Triglycerides202*********************** EVERYTHING BELOW THIS IS FOR LAB 2 and 3 *************************
Sarah SmithFALL 2014 BIO345OL.1 Patient Data SetSarah SmithTopicValueGoalExercise to lose weight, get strongerHistory/personaldoes not exercise, teacherHistory/familyFather hypertension, obese; Mother overweightMedicationAviane, alprazolamGenderFAge30height (in) 64weight (lbs)147Circumference waist (in)34Skinfolds (mm)tricepssuprailiacthigh241820HR/resting72BP/resting124/80Cholesterol (mg·dL-1)198LDL Cholesterol132HDL Cholesterol39Triglycerides148*********************** EVERYTHING BELOW THIS IS FOR LAB 2 and 3 *************************
Larry LevineFALL 2014 BIO345OL.1 Patient Data SetLarry LevineTopicValueGoalrun a 10k without stoppingHistory/personalsoftware engineer, Gym exercise 3x/wk elliptical and weightsHistory/familyFather has Type II Diabetes Mellitus; Mother overweight mild hypertensionMedicationnoneGenderMAge30height (in) 69weight (lbs)172Circumference waist (in)39Skinfolds (mm)ChestAbdomenThigh183022HR/resting78BP/resting124/82Cholesterol (mg·dL-1)188LDL Cholesterol110HDL Cholesterol43Triglycerides152*********************** EVERYTHING BELOW THIS IS FOR LAB 2 and 3 *************************
Alice AmesFALL 2014 BIO345OL.1 Patient Data SetAlice AmesTopicValueGoalSet up a routine that she c.
Sample PowerPoint Flow Week 5Select a current product with which.docxagnesdcarey33086
Sample PowerPoint Flow Week 5
Select a current product with which you are familiar, and pitch a new Integrated Marketing Communication plan (IMC) to your client.
Create a Microsoft PowerPoint presentation of 8-10 slides that includes the following components:
· Identify any considerations you will need to employ to build and maintain the brand and customer loyalty.
· Make a recommendation for an integrated marketing communications program. Include at least three of the five communication channels (Advertising, Sales Promotion, Personal Selling, Direct Marketing, Public Relations).
· First state who the target market is that you are communicating with
· Next discuss each channel of communication individually that you have selected and explain your rationale. State what the purpose of the channel is, give your objectives, and explain the strategy or how you will use this to accomplish the objectives.
-PowerPoint Outline-
Integrated Marketing Communication plan (IMC)
· Background on the product
· Target Market (describe)
· Choose at least 3 Marketing Communications to fit best with your product (most important component is that you can distinguish between the three)
1. Advertising (the purpose of advertising, explain that you know what it is)
· Purpose
· Objectives
· Strategy (How will you do this? TV, Radio, Mag, Internet)
2. Sales Promotion
· Purpose
· Objectives
· (
Only choose 3 of these Marketing Communications
)Strategy
3. Personal Selling
· Purpose
· Objectives
· Strategy
4. Direct Marketing
· Purpose
· Objectives
· Strategy
5. Public Relations
· Purpose
· Objectives
· Strategy
Please remember to include: Identify any considerations you will need to employ to build and maintain the brand and customer loyalty. (Beginning on the Background slide)
(
Remember: Identify any considerations you will need to employ to build and maintain the brand and customer loyalty.
)
Integrated Marketing Communicaitons Plan (title slide)
Background
Background of the product
Communication 3
Target Market
Communication 1
Communication 2
Purpose
Objective
Strategy
Purpose
Objective
Strategy
Purpose
Objective
Strategy
Introduction
.
Sample Of assignmentIntroductionComment by Jane Summers Introd.docxagnesdcarey33086
Sample Of assignment
Introduction Comment by Jane Summers: Introduction – The first part of your essay should describe what happened, what did you do, what was your role and what was the role of others involved? In this section you also need to make clear what the ethical issue was and why it was an issue. This section should be short, concise and factual. There is no need for emotion or feelings at this point.
The purpose of this paper is to reflect upon an ethical issue that arose in my law firm. The paper discusses what happened, what the ethical issues were, how I felt at the time, how I went about dealing with these ethical issues including what ethical approach I subconsciously took, what caused me to take that approach and what ethical approach I would take if I was in the position again. I conclude with what I learnt from the reflective process.
In 2009 a lady, Fiona, and her grandfather, Paul, attended my law firm. Fiona said Paul and her grandmother, Mary, owned a house. They were worried that Fiona’s mother, Christine, (an apparent drug user) was going to try and force the grandparents into signing the house over to her and then evict the grandparents out of the house.
Fiona indicated they had mutually agreed that to protect the grandparents from the anticipated actions of Christine, the grandparents would gift the house to Fiona. Fiona, as owner of the house and presumably someone, whom Christine couldn’t stand over, would then let them stay in the house until they died.
Fiona told me that Mary was in hospital, very ill and slowly losing her mental capacity. They wanted the transfer of house to take place urgently. Based on what Fiona and Paul said, I drafted the necessary documents and the house was transferred into Fiona’s name.
There were three ethical issues. Firstly, should I accept the word of Fiona that Christine would try to force the grandparents out of the house; after all it could be Fiona herself who was out to deceive her grandparents.
Secondly, should I make enquiries about Mary’s mental capacity, perhaps even attend the hospital? However, as I was told this was an urgent matter, I prepared the documents immediately to be taken to Mary for signing.
Finally, should I have persuaded Fiona to get her own lawyer to avoid any conflict, after all I was there to look after the interests of the grandparents? Comment by Jane Summers: This introduction is concise, explains the scenario, identifies the ethical issues that were present and does not attach a value judgement or emotion to the information.
Feelings and Emotions Comment by Jane Summers: This next section is where you describe how you felt about the issue. You should discuss what were you thinking at the time, and perhaps the emotional state you were in when taking the actions you took or after the event occurred.
I had various feelings and thoughts about this issue at the time. Initially, I was sceptical of what I was being told by Fiona. It was hard for me.
Sample Access Control Policy1.Purpose2.Scope3.Pol.docxagnesdcarey33086
Sample Access Control Policy
1. Purpose
2. Scope
3. Policy
Access control policy
Who and how is authorisation for access to systems and business applications granted?User access
How is access to information systems to be granted (eg passwords etc)?
Who is responsible for monitoring and reviewing access rights?
Who is responsible for removing and notifying of redundant User IDs and accounts and what is the process?
Who is responsible for granting access to systems utilities and privilege management?
How is access and use of systems utilities monitored?User responsibilities
How are users to be educated and made aware of access responsibilities?
What are users’ responsibilities for access and passwords?Network access
Who is responsible for authorising network access (both internally and external connections)?
What is the process for enforced network paths, user authentication for external connection, Node authentication, use of remote diagnostic ports?
How will network domains and groups be segregated?
What network connection controls will be in place – eg. times, type and size of file transfers to external source?Operating system access
How is automatic terminal identification used to authenticate connections to specific locations and portable equipment?
What is the secure logon and logoff process for access?
Are there restrictions on connection times in place?
How will passwords be issued and managed – what are the rules for passwords?
How will systems utilities’ use be controlled? Application access
Who authorises application access eg read, write?
What is the process for authorising access to information when systems share resources, eg. two separate systems are integrated to form a third application or system?Monitoring system access
What system events will be logged, eg. date, IP address, User-IDs, unsuccessful logins, alerts from intrusion detection systems (firewall)?
When and who will review and monitor system logs? And where are they stored?Mobile computing and telecommuting
Outline Agency policy for each type of mobile device – eg. physical storage, personal usage, protection of information held on the device, access mechanisms (eg password), virus protection, backup.
Policy on use of computer equipment for telecommuting, eg. authorisation process, system access, physical security, etc.
Template - Access Control Policy Page 1 of 2 June 06
.
SAMPLE GED 501 RESEARCH PAPERTechnology Based Education How.docxagnesdcarey33086
SAMPLE GED 501 RESEARCH PAPER
Technology Based Education: How can theories of learning and/or development be used to guide the use of technology in schools?
Introduction
Twenty first century learning environment is no longer a goal, but an educational reality. We are deep into the midst of a paradigm shift that spans across our entire globe. The technology we live with as a society has exponentially grown at an increasingly rapid rate. This is illustrated from the integration of computers in every facet of our lives. This includes televisions, phones, cars, and even coffee makers which all contain a microprocessor, they all think. Even more startling is how connected we all are. Access to information is available at a finger’s touch. We can connect to people, we can shop, and ask for directions from anywhere at any time. We are tethered to the world by social media such as Facebook. Google has mapped out the entire earth. We can send a text message from the middle of Antarctica. Even more startling is how corporations and the government collects data as they track our ever movement as we go online. All this is reflected upon education, which mirrors this new 21st century society. No longer is the classroom isolated from the world, but it too is connected. Learning technology is critical more than ever because it impacts skills and productivity (Hall, 2011) for both the student and the teacher.
Background
Incorporating technology into the classroom has been around since computers were invented, but it has been only recently been the norm in the last few years. This revolution no more pointedly reflected in our education system, than it is today. Johri (2011) states that although digital information technologies in education has become commonplace, there are few guiding frameworks or theories that explains the relationship between technology and learning practices. Bennett and Oliver (2011) share that view. Research has focused on practical implementation versus the theory and application of the technology. They explained once theories are developed, a better understanding of effective technology based pedagogy would occur.
Technology in Education
I believe however, all the theorists play well with technology. Technology is merely a tool. Its strength is the ability to facilitate. John Dewey is a prime example. He believed in “learning by doing”. With an iPad there is an App where by students are able to see the stars and the constellation. With the use of satellites and GPS held within the piece of technology, students are able to view exact locations of stars. Where the iPad is directed in the sky, the stars would be in that location on the handheld screen, no telescope necessary. The students interact with the material to gain knowledge.
This is further illustrated by this second example. The best way to learn about Mayan pyramids is to actually visit one in Central America. With the use of laptops, students can connect to the Discove.
Sample Action Research Report 1 Effect of Technol.docxagnesdcarey33086
Sample Action Research Report 1
Effect of Technology on Enthusiasm for Learning Science
Jane L. Hollis
Lake City Middle School
Lake City, Florida
ABSTRACT
The effect of technology on students’ enthusiasm for learning science (both at school and
away from school) was investigated. Pre- and post-student and parent surveys, student and
parent written comments, and teacher observations were used to record changes in enthusi-
asm for learning science during a six-week study period.
In this study, I investigated how the integration of technology into my middle school
science curriculum would impact my students’ enthusiasm for learning science. Enthusiasm
for learning science can be defined as the students’ eagerness to participate in science activi-
ties in the classroom, as well as away from school. My motivation for focusing on technol-
ogy was twofold. First, I have had an interest in integrating technology into my students’
studies of science for some time. Secondly, the funding for technological equipment and
software recently became available. During the 1993–1994 school year, my school was
awarded a $115,000 incentive grant to purchase equipment and software and to train
teachers in the use of this software and technological equipment. One of the stipulations of
the grant was that the equipment and software must be for student use.
According to Calvert (1994), American education is a system searching for solutions.
Our children drop out, fail to sustain interest in learning, and perform below capacity. Some
have argued that television is the culprit. Others have argued that computers may be the
answer.
Today’s middle school students have grown up in a technological world with television,
electronic toys, video games, VCRs, cellular phones, and more. They are accustomed to
receiving and processing information through multi-sensory sources.
I wanted to bring technology into my classroom and incorporate it into my science
curriculum using multimedia computer presentations. Barbara ten Brink (1993) noted, “. . .
students look to us [teachers] to prepare them for an increasingly technological world.
Fortunately, with videodiscs, we are meeting the challenge by delivering curriculums in
ways that engage, motivate, and thrill our students.” In this study my students had an
opportunity to use assorted multimedia technology as they explored a segment of a middle
school science curriculum.
THEORETICAL FRAMEWORKS
Learning is an extremely complex human process. During my twenty-four years of teaching
I have used many strategies to enhance student learning and to teach new concepts. I am still
not convinced that I thoroughly understand how children learn. Yet, at this point, I do
believe children learn through experiences. They build on past experiences and previous
knowledge to process new concepts. As children redefine old understandings of concepts
and integrate new experiences into thei.
Sample Case with a report Dawit Zerom, Instructor Cas.docxagnesdcarey33086
Sample Case with a report
Dawit Zerom, Instructor
Case Study: Ft. Myers Home Sales
Due to a crisis in subprime lending, obtaining a mortgage has become difficult even for
people with solid credit. In a report by the Associated Press (August 25, 2007), sales of
existing homes fell for a 5th consecutive month, while home prices dropped for a record
12th month in July 2007. Mayan Horowitz, a research analyst for QuantExperts, wishes to
study how the mortgage crunch has impacted the once booming market of Florida. He
collects data on the sale price (in $1, 000s) of 25 single-family homes in Fort Myers,
Florida, in January 2007 and collects another sample in July 2007. For a valid
comparison, he samples only three bedroom homes, each with 1,500 square feet or less of
space on a lot size of 10, 000 square feet or less.
Excel data are available in Titanium page.
Use the sample information (appropriate descriptive statistics) to address the following
aspects. Your report should not exceed one page.
1. Compare the mean and median in each of the two sample periods.
2. Compare the standard deviation and coefficient of variation in each of the two sample
periods. Also incorporate quartiles.
3. Discuss significant changes in the housing market in Fort Myers over the 6-month
period.
Sample Case with a report
Dawit Zerom, Instructor
Sample Report
The steady stream of dismal housing market statistics lately is a clear indication that the national
real estate market is in a serious crisis. The uncertainty is also forcing lenders to slow down on
their lending, and as a result obtaining a mortgage is becoming increasingly difficult even for
people with solid credit. In light of this situation, Mayan Horowitz conducts a small study to
learn if the national trend also affects the once booming market of Florida by focusing on Fort
Myers, Florida. To see the trend of the housing market over a 6-month period, he obtains price of
25 single family homes in January 2007 and another comparable 25 single family homes in July
2007. Table 1 below shows the most relevant descriptive analysis.
The average home price in January of 2007 was $231, 080 versus $182, 720 in July of the same
year. That is about a 21% drop in the average home price. Also in January, half of the homes
sold for more than $205,000, versus only $180,000 in July (see the median). Since the mean is
more effected by outliers (in this case, a few relatively high prices), the median is an appropriate
measure of central location.
While measures of central location typically represent where the data clusters, these measures do
not relay information about the variability in the data. Both the standard deviation and the
coefficient of variation are higher in January indicating that home prices were more dispersed in
January. Further, while 25% of the houses were sold at the price of $158, 000 or less in Janua.
Sales_Marketing_-_Riordan_9.docx
Sales & Marketing
Home | Marketing Information System | Sales Plan - 2006 | Customer List | Sales Chart - 2005 |
Product Catalog |
The firm is attempting to consolidate customer information to deliver better value to the customer. The firm has historical records in many disparate databases, as well as in paper files and microfiche. Below is a listing of information the firm has available to consolidate into a CRM system.
Historical Sales
Riordan has a system to track historical sales. In the past, most sales data was recorded using paper and pencil. In the last few years, the firm has managed the information electronically. Information available includes the following:
· Dates including order, delivery, and payment dates by order.
· Unit and dollar volume of each product including plastic bottles, fans, heart valves, medical stents, and custom plastic parts rolled up to be examined by product group and customer.
· Sales by customer to include price paid, cost, margin, and discount given.
Files of Past Marketing Research, Marketing Plans, and Design Awards
The marketing organization wants to build on past knowledge. As a result, past marketing plans and results from past market research studies are stored in a file cabinet in the marketing department. The firm has a showcase in the lobby to display the various design awards earned. The firm is assessing the possibility of hiring a part-time college student to scan the documents electronically.
Sales Database
The company has 15 – 20 major customers, including a government contract for fans. The firm has 12 minor customers. Each member of the sales force maintains his/her own set of customer records using a variety of tools. Some sales team members use paper and pencil, others sales management software such as Act, and others a hybrid. In order to better understand and anticipate customer needs, the firm is evaluating a new integrated customer management system to accompany the new team selling approach that will be soon rolled out.
Production Records
The production plan maintains records of the number of units produced of each item by shift, which can be rolled up to the product group and year.
Profit and Loss Statements by Item and Group
The marketing department, with the support of the finance and production departments, maintains profit and loss statements, by item and by group.
Marketing Budget
The firm has historical and current annual budget allocations for marketing communications and marketing research.
Marketing Communications activities include:
· Sales force promotions
· Price / volume discounts to key accounts
· Public relations
· Brand development
· Tradeshows, events, and sponsorships
· Customer user group underwriting
· Literature and other collateral material
Marketing Research expenditures include:
· Market size / opportunity studies
· Customer focus groups
· Brand development research
Marketing Budget Anticipated Results
.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
SAMPLE QUESTIONExercise 1 Consider the functionf (x,C).docx
1. 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: _______________________
2. 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. 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 =
4. 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
5. for j = 1:n-1
a = min(j+p,n);
for i = j+1:a
L(i,j) = A(i,j)/A(j,j); % Row multiplier
b = min(j+p-1,n);
A(i,j:b) = A(i,j:b) - L(i,j)*A(j,j:b);
end
end
U = triu(A);
end
(b) Invoke function in command window
>> A = [1 5 3 -1; 2 4 9 9; 1 1 -1 -3; 4 3 10 3] % declare matrix
A
A =
1 5 3 -1
2 4 9 9
1 1 -1 -3
4 3 10 3
>> luband(A, 4) % call luband function from command window
6. ans =
1.0000 0 0 0
2.0000 1.0000 0 0
1.0000 0.6667 1.0000 0
4.0000 2.8333 1.7500 1.0000
Exercise 2
(a) Create script-file that runs luband function (Lab3_ex2.m)
A = 10*eye(6)+6*diag(ones(5,1),-1)+6*diag(ones(5,1),1);
[Lband, Uband] = luband(A,2);
[L, U] = lu(A);
disp('The original matrix A is ')
disp(A)
disp('Using luband we have')
disp('L = ')
disp(Lband)
disp('U = ')
disp(Uband)
disp('A = ')
7. disp(Lband*Uband)
disp('Using the built in lu we have')
disp('L = ')
disp(L)
disp('U = ')
disp(U)
disp('A = ')
disp(L*U)
(b) Output in command window
>> Lab3_ex2
The original matrix A is
10 6 0 0 0 0
6 10 6 0 0 0
0 6 10 6 0 0
0 0 6 10 6 0
0 0 0 6 10 6
0 0 0 0 6 10
Using luband we have
L =
11. Exercise 4
.
etc.
MATLAB sessions: Laboratory 1
MAT 275 Laboratory 1
Introduction to MATLAB
MATLAB is a computer software commonly used in both
education and industry to solve a wide range
of problems.
This Laboratory provides a brief introduction to MATLAB, and
the tools and functions that help
you to work with MATLAB variables and files.
The MATLAB Environment
⋆ To start MATLAB double-click on the MATLAB shortcut
icon. The MATLAB desktop will open.
On the left side you will generally find the Current Folder
window and on the right the Workspace
and Command History windows. The Command Window is
where the MATLAB commands are entered
and executed. Note that windows within the MATLAB desktop
can be resized by dragging the separator
bar(s).
If you have never used MATLAB before, we suggest you type
12. demo at the MATLAB prompt. Click
on Getting Started with MATLAB and run the file.
Basics And Help
Commands are entered in the Command Window.
⋆ Basic operations are +, -, *, and /. The sequence
>> a=2; b=3; a+b, a*b
ans =
5
ans =
6
defines variables a and b and assigns values 2 and 3,
respectively, then computes the sum a+b and product
ab. Each command ends with , (output is visible) or ; (output is
suppressed). The last command on a
line does not require a ,.
⋆ Standard functions can be invoked using their usual
mathematical notations. For example
>> theta=pi/5;
>> cos(theta)^2+sin(theta)^2
ans =
1
verifies the trigonometric identity sin2 θ + cos2 θ = 1 for θ = π
5
13. . A list of elementary math functions can
be obtained by typing
>> help elfun
⋆ To obtain a description of the use of a particular function
type help followed by the name of the
function. For example
>> help cosh
gives help on the hyperbolic cosine function.
⋆ To get a list of other groups of MATLAB programs already
available enter help:
>> help
c⃝2011 Stefania Tracogna, SoMSS, ASU
MATLAB sessions: Laboratory 1
⋆ Another way to obtain help is through the desktop Help
menu, Help > Product Help.
⋆ MATLAB is case-sensitive. For example
>> theta=1e-3, Theta=2e-5, ratio=theta/Theta
theta =
1.0000e-003
Theta =
14. 2.0000e-005
ratio =
50
⋆ The quantities Inf (∞) and NaN (Not a Number) also appear
frequently. Compare
>> c=1/0
c =
Inf
with
>> d=0/0
d =
NaN
Plotting with MATLAB
⋆ To plot a function you have to create two arrays (vectors):
one containing the abscissae, the other the
corresponding function values. Both arrays should have the
same length. For example, consider plotting
the function
y = f(x) =
x2 − sin(πx) + ex
x − 1
15. for 0 ≤ x ≤ 2. First choose a sample of x values in this interval:
>> x=[0,.1,.2,.3,.4,.5,.6,.7,.8,.9,1, ...
1.1,1.2,1.3,1.4,1.5,1.6,1.7,1.8,1.9,2]
x =
Columns 1 through 7
0 0.1000 0.2000 0.3000 0.4000 0.5000 0.6000
Columns 8 through 14
0.7000 0.8000 0.9000 1.0000 1.1000 1.2000 1.3000
Columns 15 through 21
1.4000 1.5000 1.6000 1.7000 1.8000 1.9000 2.0000
Note that an ellipsis ... was used to continue a command too
long to fit in a single line.
Rather than manually entering each entry of the vector x we can
simply use
>> x=0:.1:2
or
>> x=linspace(0,2,21)
Both commands above generate the same output vector x.
⋆ The output for x can be suppressed (by adding ; at the end of
the command) or condensed by entering
16. >> format compact
c⃝2011 Stefania Tracogna, SoMSS, ASU
MATLAB sessions: Laboratory 1
(This format was used for all previous outputs).
⋆ To evaluate the function f simultaneously at all the values
contained in x, type
>> y=(x.^2-sin(pi.*x)+exp(x))./(x-1)
y =
Columns 1 through 6
-1.0000 -0.8957 -0.8420 -0.9012 -1.1679 -1.7974
Columns 7 through 12
-3.0777 -5.6491 -11.3888 -29.6059 Inf 45.2318
Columns 13 through 18
26.7395 20.5610 17.4156 15.4634 14.1068 13.1042
Columns 19 through 21
12.3468 11.7832 11.3891
Note that the function becomes infinite at x = 1 (vertical
asymptote). The array y inherits the dimension
of x, namely 1 (row) by 21 (columns). Note also the use of
17. parentheses.
IMPORTANT REMARK
In the above example *, / and ^ are preceded by a dot . in order
for the expression to be evaluated for
each component (entry) of x. This is necessary to prevent
MATLAB from interpreting these symbols
as standard linear algebra symbols operating on arrays. Because
the standard + and - operations on
arrays already work componentwise, a dot is not necessary for +
and -.
The command
>> plot(x,y)
creates a Figure window and shows the function. The figure can
be edited and manipulated using the
Figure window menus and buttons. Alternately, properties of the
figure can also be defined directly at
the command line:
>> x=0:.01:2;
>> y=(x.^2-sin(pi.*x)+exp(x))./(x-1);
>> plot(x,y,’r-’,’LineWidth’,2);
>> axis([0,2,-10,20]); grid on;
>> title(’f(x)=(x^2-sin(pi x)+e^x)/(x-1)’);
>> xlabel(’x’); ylabel(’y’);
Remarks:
18. • The number of x-values has been increased for a smoother
curve (note that the stepsize is now .01
rather than .1).
• The option ’r-’ plots the curve in red.
• ’LineWidth’,2 sets the width of the line to 2 points (the
default is 0.5).
• The range of x and y values has been reset using axis([0,2,-
10,20]) (always a good idea in the
presence of vertical asymptotes).
• The command grid on adds a grid to the plot.
• A title and labels have been added.
The resulting new plot is shown in Fig. L1a. For more options
type help plot in the Command
Window.
c⃝2011 Stefania Tracogna, SoMSS, ASU
MATLAB sessions: Laboratory 1
Figure L1a: A Figure window
Scripts and Functions
⋆ Files containing MATLAB commands are called m-files and
have a .m extension. They are two types:
1. A script is simply a collection of MATLAB commands
gathered in a single file. The value of the
19. data created in a script is still available in the Command
Window after execution. To create a
new script select the MATLAB desktop File menu File > New >
Script. In the MATLAB text
editor window enter the commands as you would in the
Command window. To save the file use
the menu File > Save or File > Save As..., or the shortcut SAVE
button .
Variable defined in a script are accessible from the command
window.
2. A function is similar to a script, but can accept and return
arguments. Unless otherwise specified
any variable inside a function is local to the function and not
available in the command window.
To create a new function select the MATLAB desktop File menu
File > New > Function. A
MATLAB text editor window will open with the following
predefined commands
function [ output_args ] = Untitled3( input_args )
%UNTITLED3 Summary of this function goes here
% Detailed explanation goes here
end
The “output args” are the output arguments, while the “input
args” are the input arguments. The
lines beginning with % are to be replaced with comments
describing what the functions does. The
command(s) defining the function must be inserted after these
comments and before end.
To save the file proceed similarly to the Script M-file.
20. Use a function when a group of commands needs to be evaluated
multiple times.
⋆ Examples of script/function:
1. script
myplot.m
x=0:.01:2; % x-values
y=(x.^2-sin(pi.*x)+exp(x))./(x-1); % y-values
c⃝2011 Stefania Tracogna, SoMSS, ASU
MATLAB sessions: Laboratory 1
plot(x,y,’r-’,’LineWidth’,2); % plot in red with wider line
axis([0,2,-10,20]); grid on; % set range and add grid
title(’f(x)=(x^2-sin(pi x)+e^x)/(x-1)’); % add title
xlabel(’x’); ylabel(’y’); % add labels
2. script+function (two separate files)
myplot2.m (driver script)
x=0:.01:2; % x-values
y=myfunction(x); % evaluate myfunction at x
21. plot(x,y,’r-’,’LineWidth’,2); % plot in red
axis([0,2,-10,20]); grid on; % set range and add grid
title(’f(x)=(x^2-sin(pi x)+e^x)/(x-1)’); % add title
xlabel(’x’); ylabel(’y’); % add labels
myfunction.m (function)
function y=myfunction(x) % defines function
y=(x.^2-sin(pi.*x)+exp(x))./(x-1); % y-values
3. function+function (one single file)
myplot1.m (driver script converted to function + function)
function myplot1
x=0:.01:2; % x-values
y=myfunction(x); % evaluate myfunction at x
plot(x,y,’r-’,’LineWidth’,2); % plot in red
axis([0,2,-10,20]); grid on; % set range and add grid
title(’f(x)=(x^2-sin(pi x)+e^x)/(x-1)’); % add title
xlabel(’x’); ylabel(’y’); % add labels
%-----------------------------------------
function y=myfunction(x) % defines function
22. y=(x.^2-sin(pi.*x)+exp(x))./(x-1); % y-values
In case 2 myfunction.m can be used in any other m-file (just as
other predefined MATLAB functions).
In case 3 myfunction.m can be used by any other function in the
same m-file (myplot1.m) only. Use 3
when dealing with a single project and 2 when a function is
used by several projects.
⋆ Note that the function myplot1 does not have explicit input or
output arguments, however we cannot
use a script since the construct script+function in one single file
is not allowed.
⋆ It is convenient to add descriptive comments into the script
file. Anything appearing after % on any
given line is understood as a comment (in green in the
MATLAB text editor).
⋆ To execute a script simply enter its name (without the .m
extension) in the Command Window (or
click on the SAVE & RUN button ).
The function myfunction can also be used independently if
implemented in a separate file myfunction.m:
>> x=2; y=myfunction(x)
y =
11.3891
c⃝2011 Stefania Tracogna, SoMSS, ASU
23. MATLAB sessions: Laboratory 1
A script can be called from another script or function (in which
case it is local to that function).
If any modification is made, the script or function can be re-
executed by simply retyping the script
or function name in the Command Window (or use the up-arrow
on the keyboard to browse through
past commands).
IMPORTANT REMARK
By default MATLAB saves files in the Current Folder. To
change directory use the Current Directory
box on top of the MATLAB desktop.
⋆ A function file can contain a lot more than a simple
evaluation of a function f(x) or f(t, y). But in
simple cases f(x) or f(t, y) can simply be defined using the
inline syntax.
For instance, if we want to define the function f(t, y) = t2 − y,
we can write the function file f.m
containing
function dydt = f(t,y)
dydt = t^2-y;
and, in the command window, we can evaluate the function at
different values:
>> f(2,1) % evaluate the function f at t = 2 and y = 1
ans =
24. 3
or we can define the function directly on the command line with
the inline command:
>> f = inline(’t^2-y’,’t’,’y’)
f =
Inline function:
f(t,y) = t^2-y
>> f(2,1) % evaluate the function f at t = 2 and y = 1
ans =
3
However, an inline function is only available where it is used
and not to other functions. It is not rec-
ommended when the function implemented is too complicated or
involves too many statements.
Alternatively, the function can be entered as an anonymous
function
>> f = @(t,y)(t^2-y)
⋆ CAUTION!
• The names of script or function M-files must begin with a
letter. The rest of the characters may
include digits and the underscore character. You may not use
periods in the name other than the
last one in ’.m’ and the name cannot contain blank spaces.
25. • Avoid name clashes with built-in functions. It is a good idea
to first check if a function or a script
file of the proposed name already exists. You can do this with
the command exist(’name’),
which returns zero if nothing with name name exists.
• NEVER name a script file or function file the same as the
name of the variable it computes. When
MATLAB looks for a name, it first searches the list of variables
in the workspace. If a variable of
the same name as the script file exists, MATLAB will never be
able to access the script file.
c⃝2011 Stefania Tracogna, SoMSS, ASU
MATLAB sessions: Laboratory 1
Exercises
Instructions:
You will need to record the results of your MATLAB session to
generate your lab report. Create a
directory (folder) on your computer to save your MATLAB
work in. Then use the Current Directory
field in the desktop toolbar to change the directory to this
folder. Now type
diary lab1 yourname.txt
followed by the Enter key. Now each computation you make in
MATLAB will be save in your directory
in a text file named lab1 yourname.txt. When you have finished
26. your MATLAB session you can turn
off the recording by typing diary off at the MATLAB prompt.
You can then edit this file using your
favorite text editor (e.g. MS Word).
Lab Write-up: Now that your diary file is open, enter the
command format compact (so that when
you print out your diary file it will not have unnecessary blank
lines), and the comment line
% MAT 275 MATLAB Assignment # 1
Include labels to mark the beginning of your work on each part
of each question, so that your edited lab
write-up has the format
% Exercise 1
.
.
% Exercise 2
Final Editing of Lab Write-up: After you have worked through
all the parts of the lab assignment
you will need to edit your diary file.
• Remove all typing errors.
• Unless otherwise specified, your write-up should contain the
MATLAB input commands,
the corresponding output, and the answers to the questions that
you have written.
• If the exercise asks you to write an M-file, copy and paste the
27. file into your diary file in the
appropriate position (after the problem number and before the
output generated by the file).
• If the exercise asks for a graph, copy the figure and paste it
into your diary file in the appropriate
position. Crop and resize the figure so that it does not take too
much space. Use “;” to suppress
the output from the vectors used to generate the graph. Make
sure you use enough points for your
graphs so that the resulting curves are nice and smooth.
• Clearly separate all exercises. The exercises’ numbers should
be in a larger format and in boldface.
Preview the document before printing and remove unnecessary
page breaks and blank spaces.
• Put your name and class time on each page.
Important: An unedited diary file without comments submitted
as a lab write-up is not
acceptable.
1. All points with coordinates x = r cos(θ) and y = r sin(θ),
where r is a constant, lie on a circle
with radius r, i.e. satisfy the equation x2 + y2 = r2. Create a
row vector for θ with the values
0, π
4
, π
2
, 3π
4
, π, and 5π
28. 4
.
Take r = 2 and compute the row vectors x and y. Now check that
x and y indeed satisfy the
equation of a circle, by computing the radius r =
√
x2 + y2.
Hint: To calculate r you will need the array operator .^ for
squaring x and y. Of course, you
could also compute x2 by x.*x.
c⃝2011 Stefania Tracogna, SoMSS, ASU
MATLAB sessions: Laboratory 1
2. Use the linspace command or the colon operator : to create a
vector t with 91 elements:
1, 1.1, 1.2, . . . , 10 and define the function y =
et/10 sin(t)
t2 + 1
(make sure you use “;” to suppress
the output for both t and y).
(a) Plot the function y in black and include a title with the
expression for y.
(b) Make the same plot as in part (a), but rather than displaying
29. the graph as a curve, show the
unconnected data points. To display the data points with small
circles, use plot(t,y,’o’).
Now combine the two plots with the command plot(t,y,’o-’) to
show the line through the
data points as well as the distinct data points.
3. Use the command plot3(x,y,z) to plot the circular helix x(t) =
sin t, y(t) = cos t, z(t) = t
0 ≤ t ≤ 20.
NOTE: Use semicolon to suppress the output when you define
the vectors t, x, y and z. Make sure
you use enough points for your graph so that the resulting curve
is nice and smooth.
4. Plot y = cos x in red with a solid line and z = 1 − x
2
2
+ x
4
24
in blue with a dashed line for 0 ≤ x ≤ π
on the same plot.
Hint: Use plot(x,y,’r’,x,z,’--’).
Add a grid to the plot using the command grid on.
NOTE: Use semicolon to suppress the output when you define
the vectors x, y and z. Make sure
you use enough points for your graph so that the resulting
curves are nice and smooth.
5. The general solution to the differential equation
dy
30. dx
= x + 2 is
y(x) =
x2
2
+ 2x + C with y(0) = C.
The goal of this exercise is to write a function file to plot the
solutions to the differential equation
in the interval 0 ≤ x ≤ 4, with initial conditions y(0) = −1, 0, 1.
The function file should have the structure function+function
(similarly to the M-file myplot1.m
Example 3, page 5). The function that defines y(x) must be
included in the same file (note that
the function defining y(x) will have two input arguments: x and
C).
Your M-file should have the following structure (fill in all the
?? with the appropriate commands):
function ex5
x = ?? ; % define the vector x in the interval [0,4]
y1 = f(??); % compute the solution with C = -1
y2 = f(??); % compute the solution with C = 0
y3 = f(??); % compute the solution with C = 1
plot(??) % plot the three solutions with different line-styles
title(??) % add a title
31. legend(??) % add a legend
end
function y = f(x,C)
y = ?? % fill-in with the expression for the general solution
end
Plot the graphs in the same window and use different line-styles
for each graph. To plot the graphs
in the same window you can use the command hold on or use
the plot command similarly to
Exercise 4.
Add the title ’
Solution
s to dy/dx = x + 2’.
Add a legend on the top left corner of the plot with the list of C
values used for each graph.
c⃝2011 Stefania Tracogna, SoMSS, ASU
MATLAB sessions: Laboratory 1
32. (Type help plot for a list of the different line-styles, and help
legend for help on how to add a
legend.) Include both the M-file and the plot in your report.
NOTE: the only output of the function file should be the graph
of the three curves. Make sure
you use enough points so that the curves are nice and smooth.
6. (a) Enter the function f(x, y) = x3 +
yex
x + 1
as an inline or anonymous function (see page 6).
Evaluate the function at x = 2 and y = −1.
(b) Type clear f to clear the value of the function from part (a).
Now write a function M-file
for the function f(x, y) = x3 +
yex
x + 1
. Save the file as f.m (include the M-file in your report).
Evaluate the function at x = 2 and y = −1 by entering f(2,-1) in
the command window.
