代写MAS116: REASSESSMENT PROJECT代写Python语言
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The task
Below you will find some discussion of generalized means. Your task is to investigate this area – using Python where appropriate – and to create a website that presents your findings.
You will find suggestions on what to investigate. You are free to investigate things that have not been suggested. It is not essential to cover all of the things that have been, although it is strongly recommended that you do.
Your write-up could involve some background material to the problem, but you must ensure this isn’t plagiarised from other sources and is genuinely your own work. Any material that relies on other sources must be prop-erly referenced and credited. The use of AI tools, both generative and non-generative, is not permitted. The use of any software tools must be acknowledged. You must ensure that you are familiar with the presentation lecture in Semester 1 where plagiarism was covered; failure to do so will be no defence if you are accused of the use of unfair means.
You should aim to create a self-contained account of the subject that your peers would be interested in reading.
Submission
There is no minimum or maximum length for the project. The project will be assessed in the same way as the Semester 1 group project; that is, we expect you to do as much work as a whole group did during the semester. You may link to Python scripts, external sites or any other appropriate material.
The filename of your front or first page must be index.html. The ti- tle on this page must be ‘Generalized Means: Reassessment Project for (your registration number)’ . You must not use folders (directories) in your website. You must only use lowercase for filenames and file extensions (e.g. image1.jpg rather than Image1.jpg). All links in HTML files must use precisely the same name. You must not use spaces in filenames, instead use underscores, as in reference_list .html.
You may use any of the CSS files that appear on the course webpage. You are also free to create one of your own. However, you may be criticised if your CSS file does not allow easy readability.
You will submit your website by emailing it to Dr Willerton as a ZIP file.
The deadline for submitting the project is 5pm (UK time) Tuesday 13th August.
You will receive a mark out of 100 for the project and will need 40 or more to pass the reassessment. To achieve a mark of 40 will require a good project (which probably goes beyond the suggested tasks) with clear evidence of programming ability (in Python), website construction (HTML) and use of LATEX(most likely in the form of mathematics appearing on the webpage using Mathjax).
Late work, plagiarism and yellow stickers
Late work. It is important that work is submitted on time. Any work submitted after the deadline may be subject to a penalty and could be given a mark of zero. We will apply the university’s unified penalties for late submission. Anybody with circumstances affecting their ability to hand in the work must submit the SoMaS Extenuating Circumstances google form available via the SoMaS student handbook, preferably at least three days before the deadline.
Use of unfair means. The project must be your own work. You must not work with or share material with other students. Where we judge that work has been plagiarised from a source, we may return a mark of zero. Suspected cases of unfair means are likely to lead to standard university disciplinary processes.
Yellow stickers. If you have been assessed by the Disability and Dyslexia Support Service (DDSS) and have been given yellow stickers to put on your work, please let Dr Willerton know so that we can attach a virtual sticker to your project.
Final comments
Here are some final thoughts to help you with the project.
• Make use of the fact that this project is a webpage rather than a document. This means that you will be able to link to actual .py or .r files, or embed them in the page using repl .it or trinket .io as an alternative to simply displaying code.
• Mathjax makes displaying maths on webpages easy, using LATEX code for typesetting formulas.
• Make sure you only use images that are royalty-free, and save them to your computer.
• Use other internet resources (e.g. Wikipedia), but don’t plagiarise. Do link to interesting pages you have found if appropriate.
• You must demonstrate competence in programming, web-design, and mathematical typesetting in order to pass the module.
Generalized means
The most common way to generate an average of a finite set of numbers {a1 ,..., an} is to use the arithmetic mean, n/1(a1 + ... + an). However, there are other options. The geometric mean is calculated as (a1 × ... × an)n/1.
Suggested task. Write a script that takes two numbers as inputs and returns both their arithmetic and geometric means. Extend your script so that it can take a list of num- bers as an input and return the arithmetic and geometric means of those.
Suggested task. There is a link between the arithmetic and geometric means of two numbers, referred to as the AM-GM inequality. Look into what this is and why it’s true.
Another variant is to calculate an average proceeds as follows. Start with two numbers a and b. Let a0 = a and b0 = b. We then define sequences by an+1 = 2/1(an + bn) and bn+1 = √anbn.
Suggested task. Write a script that takes two numbers as inputs and generates these sequences. If you are using Python, you should use the decimal module for better con- trol of accuracy (Google “Python decimal”).
Suggested task. Using your script above, investigate what happens for some choices of a and b. You should find that an and bn rapidly approach each other. If an and bn agree to k decimal places, to how many decimal places does it seem that an+1 and bn+1 agree?
It turns out that for starting values a0 = a and b0 = b, the two sequences (an) and (bn) both converge to the same limit, written M(a,b). This is known as the arithmetic-geometric mean of a and b.
Suggested task. It turns out that there’s a connection be- tween M(a,b) and the integral
What can you find out about this?
Suggested task. The integral I(a,b) above doesn’t have a closed-form for most values of a and b, but for some it does. Can you find a way of using M(a,b) for good choices of a and b to get an estimate for π?
The above is a starting point for the project. There are other generalized means which one can use to average numbers. You should look into the possibilities and report interesting findings you make, investigating them using Python.
Marking descriptors
Projects will be awarded marks according to the following descriptors. They avoid breaking the total down into subcategories in the hope that a holistic view-point will more accurately reflect a project’s worth. Of course, there is a subjective element to marking, but it is expected that academic judgement with the aid of a set of descriptors will give a consistent and fair approach. We expect most projects to receive marks in the 50–80% range.
80–100% A project that deals with the material at a level above what can reasonably expected of first-year undergraduates. There must be sophisticated mathematics and programming; sheer quantity of work is not sufficient grounds for a mark in this range. The presentation must be (nearly) flawless and the content free from major errors.
70–79% A project that impresses in most aspects of its content and presenta- tion. There should be some sophisticated mathematics or program- ming, and the quantity and breadth of the work could be sufficient grounds for a mark in this range if the project is presented well enough. The presentation should not have any major issues and errors in the content should be minor.
60–69% A project that addresses the brief well. There should be some mathe- matics and programming, and sufficient quantity of work to make for an interesting read. There may be some mathematical or program- ming errors and there may be issues with the presentation. How- ever, these issues should not be so widespread as to interfere with the reading of the project. It is expected that there be more projects awarded marks in this range than any other.
50–59% A project that does address the brief, but is either limited in its scope or contains so many problems as to interfere with the reading. There may be little in the way of mathematics or programming, or the quantity of work may be below what would normally be expected. There may be numerous mathematical or programming errors or significant issues with the presentation.
40–49% A project that is very limited and hardly addresses the brief. There may be significant problems in what is written, or large aspects of the brief which have been ignored. There may be little evidence of time spent on the project considering the number of group members. That said, there will be some evidence of thought at some level.
0–39% A project that fails to address the brief and shows no real sign of an attempt to engage with the work.