1. A galvanic cell is based on the following half-reactions at 285 K:

Ag⁺ + e^- → Ag     E^o = 0.803 V  
H₂O₂ (aq) + 2 H⁺ + 2 e^- → 2 H₂O     E^o = 1.78 V

What will the potential of this cell be when [Ag⁺] = 0.571 M, [H⁺] = 0.00341 M, and [H₂O₂] = 0.895 M?

Please show full work .

How will the equivalence point volume change if you titrate the two solutions (solution 1: a 10mL vinegar solution that has a concentration of 5%(w/v%))(solution 2: a 10-mL vinegar solution that has a concentration of 5% (w/v%) together with 30mL of water). What is the pH of the equivalence point of the two solutions if you titrate with 0.3M NaOH?

A simple generator has a square armature 7.0cm on a side. The armature has 95 turns of 0.59-mm-diameter copper wire and rotates in a 0.800-T magnetic field. The generator is used to power a lightbulb rated at 12.0 V and 25.0 W. At what rate should the generator rotate to provide 12.0 V to the bulb? Consider the resistance of the wire on the armature.

For this assignment, you will create a hierarchy of five classes to describe various elements of a school setting. The classes you will write are: Person, Student,Teacher, HighSchoolStudent, and School. Detailed below are the requirements for the variables and methods of each class. You may need to add a few additional variables and/or methods; figuring out what is needed is part of your task with this assignment.

Person

Variables:

String firstName - Holds the person's first name

String lastName - Holds the person's last name

Methods:

Person(String fName, String lName) - Constructor that takes in String parameters representing the first and last names

String toString() - Returns a String with the following format:

firstName lastName

Student extends Person

Variables:

int studentId - Using a static variable to keep track of how many students there are, every student should be assigned a unique value for their own studentId.

int level - Represents a student's grade level with possible values ranging from 0 to 12, where 0 represents kindergarten.

Methods:

Student(String fName, String lName, int gLevel) - Constructor that accepts the first and last names and the student level. Student level should be assigned 0 if gLevel is not between 0 and 12 inclusive. The first and last names should be set by calling the constructor of the parent class. The Student constructor also sets the studentId to the next available positive integer. The first Student created should have a studentId of 1, the second will have an ID of 2, third of 3, etc.

int getLevel() - Returns the student's grade level.

String toString() - Returns a three line String with Student info formatted as follows:

Mary Smith
   Grade Level: 2
   ID: 1
Note: there are three spaces before "Grade Level: ..." and "ID: ...".

HighSchoolStudent extends Student

Variables:

double gpa - Stores a grade point average between 0 and 5 inclusive

Methods:

HighSchoolStudent(String fName, String lName, int gLevel, double gpa) - The first and last names and the level should be set by calling the constructor of the parent class. The GPA should be between 0 and 5 inclusive, otherwise set to 0.

String toString() - Returns a four line String with HighSchoolStudent info formatted as follows:

Sarah Lee
   Grade Level: 9
   ID: 2
   GPA: 3.7
Note: there are three spaces before "Grade Level: ...", "ID: ..." and "GPA: ...".

Teacher extends Person

Variables:

String subject - A String representing the academic subject taught by the teacher.

Methods:

Teacher(String fName, String lName, String subject) - The first and last names should be set by calling the constructor of the parent class.

String toString() - Returns a two line String with Teacher info formatted as follows:

Rebecca Dovi
   Subject: Computer Science
Note: there are three spaces before "Subject: ...".

School

Variables:

ArrayList<Student> students - A list of students at the school.

ArrayList<Teacher> teachers - A list of teachers at the school.

Methods:

School(ArrayList<Student> students, ArrayList<Teacher> teachers) - A constructor that specifies teachers and students at a school.

String getGradeLevel(int level) - Returns a String listing all the schools's students that are at the specified grade level. Returns an empty String if the school has no students at the specified level. See the Sample Run below for the format of the returned String.

String toString() - Returns a multiline String listing the teachers and students at the school. The String is formatted as follows:

Faculty:
{listing of faculty, one on each line}

Student Body:
{listing of students, one on each line}

See the Sample Run below for an example.

Remember, all variables should have an access level of private and all required methods should have an access level of public. Wherever possible, the child class should use a call to the parent's toString and/or constructor methods.

Please download the runner class, student_runner_School.java and verify that the class output matches the sample run that follows. We will use a different runner to grade the program. Remember to change the runner to test different values to make sure your program fits the requirements.

Sample Run of student_runner_School.java:

printing person:

John Doe


printing student:

Sallie Smithers
   Grade Level: 7
   ID: 1


printing highschoolstudent:

Bert Smith
   Grade Level: 11
   ID: 2
   GPA: 3.67


printing school:

Faculty:
Ada Lovelace
   Subject: Mathematics
Albert Einstein
   Subject: Physics
Grace Hopper
   Subject: Computer Science
Alan Turing
   Subject: Mathematics
Marie Curie
   Subject: Chemistry
Dolly Madison
   Subject: Government
Maya Angelou
   Subject: English Composition


Student Body:
Jem Finch
   Grade Level: 11
   ID: 3
   GPA: 3.4
Scout Finch
   Grade Level: 4
   ID: 4
Natalie Adams
   Grade Level: 11
   ID: 5
   GPA: 2.4
Boo Radley
   Grade Level: 12
   ID: 6
   GPA: 1.7
Atticus Finch
   Grade Level: 12
   ID: 7
   GPA: 4.8
Elaine Benes
   Grade Level: 9
   ID: 8
Patrick Henry
   Grade Level: 11
   ID: 9



just seniors:
Boo Radley
   Grade Level: 12
   ID: 6
   GPA: 1.7
Atticus Finch
   Grade Level: 12
   ID: 7
   GPA: 4.8

1. Submit your Person class here.

NOTE: You MUST use the class name "Person" for this submission.

The Personnel Department at Hernandez Bros. is centralized and provides services to the two operating units: Miami and New York. The Miami unit is the original unit of the company and is well established. The New York unit is new, much like a start-up company. The costs of the Personnel Department are allocated to each unit based on the number of employees in order to determine unit profitability. The current rate is $560 per employee. Data for the fiscal year just ended show the following.

Miami New York

Number of employees 1,260 360

Number of new hires 16 26

Number of employees departing 14 24

Orlando, the manager of the New York unit, is unhappy with the results of the controller’s study. He asks the controller to develop separate rates for fixed and variable costs in the Personnel Department. The controller reports back to Orlando that the rates would be as follows:

Allocation based on Variable Rate Fixed Rate Total Rate

Employees $ 80 per employee $ 180 per employee $ 260 per employee

Transitions $ 2,060 per transition $ 4,015 per transition $ 6,075 per transition

Required: a. Orlando argues that New York should only be allocated the variable costs from this system, because the company would have to pay the fixed costs even if New York did not exist. Compute the cost allocated to each unit using the approach Orlando prefers.

2.

Upriver Parts manufactures two products, V-1 and V-2, at its River Plant. Selected data for an average month for the two products follow.

	V-1			V-2
Units produced		10,000			1,000
Direct materials cost per unit	$	2		$	4
Machine hours per unit		1			2
Production runs per month		80			40

Production at the plant is automated and any labor cost is included in overhead. Data on manufacturing overhead at the plant follow.

Machine depreciation	$	78,000
Setup labor		34,800
Material handling		17,760
Total	$	130,560

Required:

a. Compute the unit costs for the two products V-1 and V-2 using the current costing system at Upriver (using machine hours as the allocation basis). (Do not round intermediate calculations. Round your answers to 2 decimal places.)
b. Compute the unit costs for the two products V-1 and V-2 using the proposed ABC system at Upriver.

Dataset #2 – Star War Film Data

Description: Weekly domestic box office revenues for the 8 Star War films

Research ‘Question’: Find a ‘best’ linear model to predict Star War revenue/day using the number of theaters, number of weeks since release, film number, and release year.

theaters	weeknum	film	year	revperday
3672	1	IV	1977	18498679.7
3672	2	IV	1977	9505314.86
3672	3	IV	1977	4127697.71
3672	4	IV	1977	2632591
3422	5	IV	1977	1950438.14
3311	6	IV	1977	2521766.29
3186	7	IV	1977	2831227.86
2681	8	IV	1977	1023363.71
2170	9	IV	1977	652710.714
1851	10	IV	1977	566439
1202	11	IV	1977	250623.714
907	12	IV	1977	179533.714
505	13	IV	1977	102494.857
311	14	IV	1977	74403.1429
206	15	IV	1977	44651.5714
215	16	IV	1977	46953.5714
228	17	IV	1977	54924.2857
172	18	IV	1977	29591.1429
291	19	IV	1977	76476.1429
270	20	IV	1977	59581
160	21	IV	1977	41030.1429
111	22	IV	1977	28579.4286
57	23	IV	1977	22707.5714
43	24	IV	1977	17242.4286
40	25	IV	1977	11668.7143
30	26	IV	1977	9229
3682	1	V	1980	15161652.6
3682	2	V	1980	8844278.29
3682	3	V	1980	5120454.57
3387	4	V	1980	1772898.57
3025	5	V	1980	1165040.57
2505	6	V	1980	1340427.71
2505	7	V	1980	1944470
2015	8	V	1980	799467
1550	9	V	1980	421755.857
1077	10	V	1980	303789.143
783	11	V	1980	142854.857
502	12	V	1980	85785.1429
352	13	V	1980	52545.1429
441	14	V	1980	70452.4286
388	15	V	1980	45788.2857
388	16	V	1980	41332.7143
360	17	V	1980	39414.5714
205	18	V	1980	24388.8571
151	19	V	1980	17734.5714
95	20	V	1980	14462.7143
80	21	V	1980	12256.4286
72	22	V	1980	4412
15	23	V	1980	786.285714
7	24	V	1980	455.285714
3855	1	VI	1983	17580664.1
3855	2	VI	1983	7119019.71
3805	3	VI	1983	3913192.71
3004	4	VI	1983	2412629
2725	5	VI	1983	1652119.43
2002	6	VI	1983	977608.429
1460	7	VI	1983	643752.429
1008	8	VI	1983	404027.429
605	9	VI	1983	240410.429
409	10	VI	1983	169831.286
310	11	VI	1983	107789.429
248	12	VI	1983	80801.4286
391	13	VI	1983	95609.8571
391	14	VI	1983	90454.4286
321	15	VI	1983	38485
228	16	VI	1983	29893
246	17	VI	1983	25054
164	18	VI	1983	11661.4286
119	19	VI	1983	9036
74	20	VI	1983	8862.57143
55	21	VI	1983	7250
55	22	VI	1983	5731.71429
3858	1	I	1999	20897581.3
3858	2	I	1999	9015073
3858	3	I	1999	3487897.43
3325	4	I	1999	1834563.57
2750	5	I	1999	1438515.14
2424	6	I	1999	1818900.29
2316	7	I	1999	1315771.29
1555	8	I	1999	510037.571
1003	9	I	1999	345916.714
560	10	I	1999	159016.429
340	11	I	1999	96117.5714
245	12	I	1999	69097
160	13	I	1999	49419.4286
441	14	I	1999	136217
422	15	I	1999	93123.1429
331	16	I	1999	57197.7143
231	17	I	1999	39329.1429
191	18	I	1999	29226.5714
140	19	I	1999	22458.7143
89	20	I	1999	14974.7143
4285	1	II	2002	19483946.1
4285	2	II	2002	7050087.71
4005	3	II	2002	3828435.43
3125	4	II	2002	2158583
2585	5	II	2002	1212925.71
1955	6	II	2002	817540.571
1322	7	II	2002	488799.571
1017	8	II	2002	417103.143
775	9	II	2002	193287.571
589	10	II	2002	143490.429
320	11	II	2002	59758.8571
241	12	II	2002	41315.4286
408	13	II	2002	74103.8571
377	14	II	2002	54086.4286
283	15	II	2002	38864.1429
225	16	II	2002	27574.1429
159	17	II	2002	18940
105	18	II	2002	14270.4286
90	19	II	2002	9984.85714
56	20	II	2002	8214.28571
52	21	II	2002	4788.28571
38	22	II	2002	2020.85714
4325	1	III	2005	21314847.9
4455	2	III	2005	6561318.43
4393	3	III	2005	3879632
3455	4	III	2005	1973952.71
2771	5	III	2005	1146060.29
1936	6	III	2005	718753.857
1508	7	III	2005	474352.286
1091	8	III	2005	403442.857
744	9	III	2005	173298.571
415	10	III	2005	78098.7143
301	11	III	2005	51525.8571
190	12	III	2005	33442.8571
505	13	III	2005	84180.1429
356	14	III	2005	51179.8571
245	15	III	2005	33814.8571
201	16	III	2005	21102
135	17	III	2005	17775.7143
95	18	III	2005	11938.8571
44	19	III	2005	7837.85714
44	20	III	2005	6345.28571
36	21	III	2005	3118.28571
23	22	III	2005	1052.42857
4125	1	VII	2015	24281289.7
4125	2	VII	2015	8218801.86
4125	3	VII	2015	3098252
3577	4	VII	2015	1644693.14
1840	5	VII	2015	1302432.86
1732	6	VII	2015	1294747
1732	7	VII	2015	918122.286
1507	8	VII	2015	442270.857
941	9	VII	2015	291175.571
725	10	VII	2015	168580.857
465	11	VII	2015	109324.714
365	12	VII	2015	71774.2857
409	13	VII	2015	93213.2857
321	14	VII	2015	77634.8571
303	15	VII	2015	45363.7143
208	16	VII	2015	30144.8571
122	17	VII	2015	20494.5714
94	18	VII	2015	14027.7143
85	19	VII	2015	12463.4286
66	20	VII	2015	8202.42857
4375	1	VIII	2017	32302438.4
4375	2	VIII	2017	10059634.3
4145	3	VIII	2017	4872357.86
3175	4	VIII	2017	2777846.71
2414	5	VIII	2017	1630078.29
1738	6	VIII	2017	963457.571
1328	7	VIII	2017	558613
1092	8	VIII	2017	564588.286
810	9	VIII	2017	196717.429
601	10	VIII	2017	136677.857
320	11	VIII	2017	76497
252	12	VIII	2017	53219.8571
407	13	VIII	2017	86566.5714
330	14	VIII	2017	57112.1429
240	15	VIII	2017	35131
163	16	VIII	2017	22387.2857
225	17	VIII	2017	21222.2857
85	18	VIII	2017	10420.1429
78	19	VIII	2017	5208.14286

Hands-On Assignments are designed to foster independent thinking and problem solving programming skills. This activity is closely guided by the course instructor. Students are encourages to ask instructor any questions related to this challenge. Similar to the course Exercises, this activity also has a Base Code.

The initially given Base Code to Start with this exercise:

--------------Start----------------

guess.py   (also, see starters in the course FILES/StudentFiles/Exercise Starter Files)

--------------End ----------------

Prompt

Task to Accomplish

1. The Base Code implements “guessing” of one number. You need to add “OUTER” loop that allows “guessing” of 5 numbers of the lottery winning ticket.
2. Limit numbers of attempts for guessing one number to 10 for each of 5 numbers of the lottery.
3. Also, you will need to store all 5 randomly generated numbers in separate variables, and print out WINNING NUMBERS at the end, when user finishes guessing of the very last 5^th number.

Tips:

You will need to use “nested loops”

Some useful resources:

https://www.tutorialspoint.com/python/python_nested_loops.htm (Links to an external site.)

https://www.quora.com/What-are-the-best-examples-of-a-Nested-Loops-for-Python (Links to an external site.)

https://www.youtube.com/watch?v=HfzCpDilEVM

Question #1 - Using the data on 4137 college students, the following equation was estimated
by OLS
colgpai = β0 + β1 hsperci + ui
, i = 1, 2, . . . , 4137
where colgpa is measured on a four-point scale and hsperc is the percentile in the
high school graduating class (defined so that, for example, hsperc = 5 means the top
5 percent of the class).
Coefficients:
Estimate Std. Error t value Pr(>|t|)
(Intercept) 2.9803872 0.0141800 210.2 <2e-16 ***
hsperc -0.0170349 0.0005585 -30.5 <2e-16 ***
---
Signif. codes: 0 '***' 0.001 '**' 0.01 '*' 0.05 '.' 0.1 ' ' 1
2
Residual standard error: 0.5952 on 4135 degrees of freedom
Multiple R-squared: 0.1836, Adjusted R-squared: 0.1834
F-statistic: 930.2 on 1 and 4135 DF, p-value: < 2.2e-16
(i) Why does it make sense for the coefficient on hsperc to be negative?
(ii) Interpret the coefficient of hsperc.
(iii) Is it statistically different than zero at the 5% level?
(iv) What other factors do you think might be relevant for explaining colgpa?
(v) Are these other factors likely to be correlated with hsperc? If so, what can you
say about the interpretation of the coefficients on hsperc?

This video is a brief tale of two mice and two humans who live in a maze and one day are faced with change: someone moves their cheese. This story is about adjusting attitudes toward change in life, especially at work. Change occurs whether a person is ready or not, but the author affirms that it can be positive. His principles are to anticipate change, let go of the old, and do what you would do if you were not afraid.

"Who Moved My Cheese" is a way to deal with change in your work and in your life. It was written in the style of a parable or business fable. The text describes change in one's work and life, and four typical reactions to those changes by two mice ("Sniff" and "Scurry,") and two "little people" ("Hem" and "Haw."), during their hunt for cheese.

The cheese as something related to our livelihoods—our jobs, our career paths, the industries we work in—although it can stand for anything, from health to relationships. The point of the story is that we have to be alert to changes in the cheese, and be prepared to go running off in search of new sources of cheese when the cheese we have is no longer available.

-----------------------------------------------------------------------------------------------------------------------------------------------------

Explain how "change" influences education and your work with students.

https://www.youtube.com/watch?v=16hxCB1Dvd4