Your job is to design and assess a personal power generator based on the Faraday Effect. The coil will be used to charge a capacitor which will be used to power an MP4 player (an i-thingy). The generator will use a small rare earth magnet with a magnetic field strength of B=1.0 T. The magnet is L_M=0.50 inches on a side and is mounted on a shaft so that it can rotate as shown. The magnet sits in the center of a fixed square coil of wire with inner side length of L_C=0.51 inches. The magnetic field lines come out normal to the larger flat surfaces of the magnet. Assume that the magnet and coil are both thin enough so the geometry is simple and the fields continue straight out from the surface beyond the coil wires (do not diverge).

a) (2 pts) The magnet rotates at angular frequency ω. Write an expression for the flux through a single loop as a function of time in terms of some or all of the variables ω, L_m, L_c, and B. (It should include a sine function.)

b) (2 pts) The magnet can be rotated by a hand crank at 300 revolutions per minute. Find the amplitude of the emf that can be generated with a single turn in the coil in terms of some or all of the variables ω, L_m, L_c, and B..

c) (3 pts) How many turns (N) should the coil have in order to generate an amplitude of 8 V at the rotation speed in part b? Give both logic and a number here.

d) (3 pts) The i-thingy requires 3 V and consumes 0.03 W when on. During operation the output voltage of the capacitor drops from 5 V to 3 V. You want it to operate 1 hour on one charge. How much energy must be stored in the capacitor when it is charged to 5V? Give equation/logic and a numerical answer.

e) (2 pts) What value of capacitance is required to power the i-thingy for 1 hour? Give equation/logic and a numerical answer.

f) (2 pts) For what fraction of a sinusoidal cycle of amplitude 8 V does the voltage exceed 5 V? (We can add a Zener diode to the circuit so that current only flows into the capacitor when voltage from the coil exceeds positive 5 V.)

g) (2 pts) Assuming that the coil generates a maximum current i what is the maximum value of the torque required to turn the magnet? (The torque is due to two sides of the coil moving at right angles through the field when the magnet face normal is at right angles to the coil normal.)

h) (2 pts) A reasonable force that you can supply to the handle of a 2” long crank is about 1 pound (hah! English units). What maximum current does this correspond to?

i) (2 pts) Assuming that the time averaged values of the voltage and current delivered to the capacitor are ½ of their maximum values, how long does it take to fully charge the capacitor cranking at 300 rpm?

Write a Java program to implement a Single Linked List that will take inputs from a user as Student Names.

First, add Brian and Larry to the newly created linked list and print the output

Add "Kathy" to index 1 of the linked list and print output

Now add "Chris" to the start of the list and "Briana" to the end of the list using built-in Java functions.

Print the output of the linked list.

On Python perform the following operations on numbersList = [-11, -4, 5, 12, 13, 14, 19]

a) Ask the user to enter a number to add to the list. Append the number to the list if the number does not already exist in the list. If the number already exists in the list notify the user.

b) Improve your code by using a loop. Keep asking the user for a new element to add to the list until they enter a number which is not in the list.

c) Improve your code further by adding an outer loop. Ask the user if they want to continue adding an element to the list. When the user is done with adding elements, print the number of the elements in the final list.

Design a Python script that accepts as input a user-provided list and transforms it into a different list in preparation for data analysis, the transformed list replaces each numeric element in the original list with its base-10 order of magnitude and replaces string elements with blanks.

Example:

This script accepts as input a user-provided list expected to contain non-zero numbers and strings. It then prints a transformed list replacing numbers with their order of magnitude, and strings as blanks.

Type list here, separated by commas, but without any brackets or parentheses: 45,0,"",,hfe8r34, 12.0,0.3744,3489,d3

Transformed list is [1, '', '', '', '', 1, 0, 3, '']

Question 5: It is known that the socioeconomic status (SES) of each family follows a normal distribution. The SES data of 16 families shows blow using a stem leaf plot. The SES survey score could go from 0 to 100.

  0 | 9

  1 | 49

  2 | 37

  3 | 01449

  4 | 19

  5 | 23

  6 | 2

  7 | 1

1. Calculate the 95% CI to estimate the average SES score of the population.

2. Interpret the 95% CI.

3. Question 6: It is known that the population wellbeing score follows a normal distribution with the mean of 30 and the SD of 7. A researcher hypothesizes that the college students have a different Wellbeing level from the population average, so the researcher randomly selected 49 students and found the average well being score of them is 32. The significant hypothesis test at 0.05 level is shown below.

Identify and correct the mistakes in the test below:

Step 1:

Null hypothesis: The college students have a different wellbeing level from the population

Alternative hypothesis: The college students have a higher wellbeing level than the population

Step 2: =0.05, two tailed, Critical z= 1.65

Step 3:

Obtained Z=x-SE =32-30749 = 2

Step 4: conclusion

Since the obtained z = 2 is more extreme than the critical z = 1.65, we fail to reject the null hypothesis. We infer that college students have a higher wellbeing level from the population.

Question 7: It is known that the population wellbeing score follows a normal distribution with a mean of 30. A researcher hypothesizes that the college students have a higher Wellbeing level than the population average, so the researcher randomly selected nine students and listed their wellbeing score below. Conduct a hypothesis test to test the hypothesis at the 0.05 level.     

   | 9

1 | 5

2 | 79

3 | 14456

4 | 2

Instructions: Choose one of the two options described below. Analyze the data using what you have learned in class.

Instructions: Your answer will include the following:

• A statement of the research question
• A description of the source of the data
• A description of the variables used in the analysis
• A contingency table (two-way table)
• Calculations of relevant percentages
• An answer to the question based on your analysis of the data

Option 1: Cheating

Research questions (do both):

• Are college students willing to report cheating?
• Is the willingness to report cheating related to   gender?

Investigate these questions for the students described in    body_image.xls.

This data comes from a survey of university students at Carnegie Mellon University in Pittsburgh, PA.

Here are the survey questions and associated variables:

Are you a male or a female? Gender (male, female) What is your height in inches? Height (in inches) What is your GPA? GPA

What was your high school GPA?    HS GPA

Where do you tend to sit in class?   Seat (F=front, M=middle, B=back)   How do you feel about your weight? WtFeel (OverWt, AboutRt, UnderWt) Would you report cheating if you witnessed it?    (yes, no)

Option 2: Gender and Body Image

Research question: Do female college students tend to feel differently about their weight compared to male college students?

Investigate this question for the students described in   body_image.xls.

This data comes from a survey of university students at Carnegie Mellon University in Pittsburgh, PA.

Here are the survey questions and associated variables:

Are you a male or a female? Gender (male, female) What is your height in inches? Height (in inches) What is your GPA? GPA

What was your high school GPA?    HS GPA

Where do you tend to sit in class?   Seat (F=front, M=middle, B=back)   How do you feel about your weight? WtFeel (OverWt, AboutRt, UnderWt) Would you report cheating if you witnessed it?    (yes, no)

Dr. Rueckert would like to determine whether the time and day a class is held at NEIU makes a difference in how much students learn.  To study this, she decides to compare three different SRM II classes:  one held at 9:25 am on Tuesdays and Thursdays, one held at 5:40 pm on Tuesdays and Thursdays, and one held at 8 am on Saturday.  At the end of the semester, she gives a test of statistical concepts to all 3 classes. Another professor points out a flaw in Dr. Rueckert’s study.  Since she did not randomly assign the students to the class, it is possible that the difference in scores is not due to one class learning more than another.  Maybe the students in the classes differed in their knowledge of statistics before the class even began.  Since students have to take classes that fit into their schedules, it’s not possible to randomly assign them to classes.  Describe another study that could be done to control for this.  It must be a mixed factorial design.  The study must determine whether students in classes that are held at different times of the day differ in knowledge before the class even starts, and whether they differ in the increase in knowledge gained as a result of taking the class. Please use the bolded part to answer the questions.

A.  What will be the dependent variable?

B.  What will be the independent variables?

C.  For each independent variable:

C1.  What are the levels?

C2.  Is it between or within-subjects?

D.  What are your null hypotheses?

E.  What are some possible confounding variables or other problems you can anticipate, and how would you attempt to control for them?

F.  If the students who take night and Saturday classes know more about statistics before they even take the class, which null hypotheses would you reject?  Why?

G.  If the students actually learn more about statistics in classes held in the evening or Saturday, which null hypotheses would you reject?  Why?

A)      How do current psychologists’ views differ from Piaget’s views of adolescent cognitive development? a) Current psychologists disagree with Piaget’s theoretical belief that adolescents construct their own knowledge     b) Current psychologists do not believe in the development of metacognitive skills during adolescence   c) Current psychologist disagree with Piaget’s theoretical belief that many adolescents develop executive functions that are lost during adulthood    d) Current psychologist do not believe in the emergence of a discrete new cognitive structure at adolescence

B)      Oksana is a seventeen-year old girl with limited English proficiency (LEP). We can predict Oksana will: a) Have delayed cognitive and identity development   b) Use less digitalk than other adolescents   c) Have lower school achievement and a harder time finding a job   d) Not benefit from native-language maintenance instruction

C)      Many studies have been conducted to determine the effects of computer usage on learning. Does computer use support academic learning?          a) Using computer tutorial programs appears to improve achievement test scores for K-12 students    b) Simulations appear to result in the greatest increases in achievement test scores for K-12 students    c) Enrichment programs appear to yield the greatest in academic development for K-12 students d) Using technology-rich learning environments (TRE’s) appear to improve achievement test scores for K-12 students

D)     Ms. Leverett has adopted a new approach for teaching students to develop persuasive arguments. She models the process, coaches students as they practice, pairs students to explain their thinking, receive feedback, and reflect on new learning. Then she assigns the complex topics for debate. Her process demonstrates one application of Vygotsky’s principles. It is an example of:   a) eciprocal teaching    b) A cognitive apprenticeship    c) Sociocultural problem solving     d) Proximal development

JAVA:

You're given two classes List.java and Node.java. In your List class you're supposed to implement the methods toFront, print, and toBack. The Node class is used as a reference no edit necessary.

LIST:

public class List {

protected Node head, tail;

/**

* Initialize the list to empty. Both head and tail

* are null references in this case.

*/

public List() {

// TODO Auto-generated constructor stub

head = tail = null;

}

/**

* Add nodeToAdd to the front (head) of this list.

* @param nodeToAdd to the front of this list.

*/

public void toFront(Node nodeToAdd) {

}

/**

* Print all nodes from the list to System.out

*/

public void print( ) {

}

/**

* Add nodeToAdd to the back (tail) of this list.

* @param nodeToAdd node to add at the back (tail) of this list.

*/

public void toBack (Node nodeToAdd) {

}

}

NODE:

public class Node {

protected String contents; // the contents of this LLNode

protected Node next; // Reference to next LLNode in list.

/**

* The constructor -- The default constructor will

* build a node with a null reference for the string

* and a null reference for the next item in the list.

*/

public Node() {

this(null, null);

}

/**

* Initializes this linked list node to the string

* given and sets the next reference to null.

* @param contents The string to store in this LLNode

*/

public Node(String contents) {

this (contents, null);

}

/**

* Initializes this linked list node to the string and

* LLNode reference passed in.

* @param contents The string to store in this LLNode

* @param next The reference to the next item in the List.

*/

public Node(String contents, Node next) {

this.contents = contents;

this.next = next;

}

/**

* @return the contents of this linked list node.

*/

protected String getContents() {

return contents;

}

/**

* @param contents the string to store in this linked list node.

*/

protected void setContents(String contents) {

this.contents = contents;

}

/**

* @return the reference to the next item in the Linked List

*/

protected Node getNext() {

return next;

}

/**

* @param next the Node to set as the node to follow this item in the list.

*/

protected void setNext(Node next) {

this.next = next;

}

}

A statistics professor has stated that 90% of his students pass the class. To check this claim, a random sample of 150 students indicated that 129 passed the class. If the professor's claim is correct, what is the probability that 129 or fewer will pass the class this semester?

A) 0.0516

B) 0.9484

C) 0.5516

D) 0.4484

please show work