homework_1
清华大学随机过程答案1

3. 质点在直线上做随机运动,即在 t = 1, 2, 3, · · · 时质点可以在 x 轴上往右或往左做一个 单位距离的随机游动。若往右移动一个单位距离的概率为 p,往左移动一个单位距离的 概率为 q,即 P {ξ (i) = +1} = p,P {ξ (i) = −1} = q,p + q = 1,且各次游动是相互统 ∑n 计独立的。经过 n 次游走,质点所处的位置为 ηn = η (n) = ξi。
参考答案:
(1) V = a 时,一条样本轨道为典型的正弦曲线。 2
(2) ξ (0) = 0,fξ(0)(x) = δ(x);ξ (π/2ω) = V ,其概率密度同 V 一样。
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ξ 4ω
=
V
−
√ 2
n
pmqn−m = pn − qn。
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m
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解法二:因各次游走是相互统计独立的,则 E [η (n)] = E[ξi] = (p − q)n。
i=1
清华大学电子工程系版权所有
3
(2) 假设 n1 < n2,
Rηη (n1, n2) = E [η (n1) η (n2)] = E {η (n1) [η (n1) + η (n2) − η (n1)]} = E[η (n1)]2 + E [η (n1)] E [η (n2) − η (n1)] = {E [η (n1)]}2 + V ar [η (n1)] + (p − q)2n1 (n2 − n1) = (p − q)2n21 + n1V ar [ξi] + (p − q)2n1 (n2 − n1) = (p − q)2n1n2 + n1[1 − (p − q)2]
上外全新版大学英语综合教程讲义-book1-unit6

Book one Unit 6 Animal IntelligenceText AThe first time:The first period:I. Preview:1. Let the students be familiar with some important words and phrases in Text A, which will enable them to better understand the text: controversy, encounter, convince, suspicious, blank, relieve, figure out, assess, inaccessible, release, deceive and wipe out.2. Ask the students to search for some information about animal intelligence through Internet or the Encyclopedia while keeping the question in mind that whether animals do have intelligence and what kind of presentation they may show.3. Read Text A in general and paragraph 5&6 in Text B.II. Check the homework left last time when the fifth unit was finished.III. Introductory remarks (Ts’ words):In unit 5, we’ve talked about romance. Of course, it’s about the romance of us human beings. But, do we believe that animals will also fall in love? In this unit, Text B, we have examples showing that animals do have certain affections to the one of the same kind but the opposite sex. As we’ve read paragraphs 5&6 in Text B, the point has been proved in someway.Well, from the stories, we see that animals really have their own way of thinking. But, what animals really think? Do they have intelligence as we do?IV. Check the preview work through discussion:1. What’s the meaning of intelligence? And, what about animal intelligence?→Intelligence refers to the power of perceiving, learning, understanding, and knowing. It also means mental ability.As for animal intelligence, it involves such factors as the ability to learn, to solve new problems, or to create novel solutions to familiar problems and reasoning. The last one means that some animals have the ability to benefit from the experiences of others. That’s what we can find in the third story in Text A, that Towan is clever to do the similar trick as Melati.2. Ask Ss to tell some interesting stories concerning animals’ presentation of intelligence. Here are also two samples.→Story one: My parents once raised a dog named Doudou. One day, my father left his coat behind in the scallion field. Doudou stayed beside the coat until my father returned to the scallion field and looked for his coat. Then, he went home happily together with my father.Story two: Once in Yunnan Province, a boa saved the son of his master from a river.Ts may list some other animal behaviors to arouse the Ss’ interests:E.g.: Bees communicate a food source to other members of the hive by means of various “dancing”.Some other species can communicate by sight, taste or odor, electrical impulse (fish), or touch, and many animals have more than one system.Conclusion: From all above, we find that animals do display intelligence in some areas. Let’s read the text and find more examples of animal intelligence.V. Global reading tasks.The second period: Detailed reading Tasks:Part 1 (paragraphs 1-2)I. Let the students reread the first two paragraphs, and think about the questions:1.What is the traditional way to examine the intelligence of animals?→experiments designed to teach human signs.PS:For example, in one early study, the intelligence level of animals was measured in terms of the human capacities required to perform parallel acts. Such a method led to gross overestimation of intelligence of the animal being studied. (Ts may take this as part of the Background Information.)2.What is the author’s idea?→to observe the animal’s performance for their own purposesII. Difficult Sentences:1. Wondering whether there might be better ways to explore animal intelligence than experiments... not when scientists ask them to. (Paragraph 1)------ I want to know if there might be better ways to find out more about animal intelligence than those experiments which are designed to teach human language to animals. Then I realized one thing that seems to be very clear now. If animals can think, they will probably do their best thinking for themselves. Animals will not think very hard when scientists ask them to do so.2. Most do not study animal’s intelligence, but they encounter it, and the lack of it, every day. (Paragraph 2)----- Most of the zookeepers do not research on animal intelligence, but they meet animal intelligence unexpectedly every day. They also meet the situation that animals show little intelligence everyday.3. The stories they tell us reveal what I’m convinced is a new window on animal intelligence: the kind of mental feats animal perform when dealing with capacity and the dominant species on the planet—humans. (Paragraph 2)----- The stories they tell us show something that I believe is a new aspect of animal intelligence. They tell us about the marvelous thinking that animals do when they deal with the situation of being caught and human, the most powerful species on the earth.III. Important Words and expressions:controversy over/about something encounter problems/difficulties/oppositions/resistanceconvince somebody of/to do something do one’s best thinkingserve one’s own proposePart 2 (paragraphs 3-6)I. Reread this part and do the exercises:1. True or false questions:a. Colo’s example indicates that some animals know quite well how to negotiate with the keepers. _T__b. Colo is a good bargainer, and this case shows that animals may really have intelligence. T_c. Mile’s experiment to teach Chantek to share things proves to be a great success. F_→Mile’s experiment to teach Chantek to share things proves to be a great failure.2. Ask the students to fill in the blanks with the information mentioned in this part, esp. the animals’ action. Then figure out the author’s purpose.a. Colo: Broke the key chainAuthor’s purpose:Animals know how to negotiate with people.b. Chantek: 1) Expanded the money supply by breaking plastic chips in two;2) Found pieces of tin foil and tried to make copies of metal chipsAuthor’s purpose: Animals can even handle the moneyIII. Difficult Sentence:Arriving on the scene, Jendry offered Colo some peanuts, only to be met with a blank stare. (Paragraph 3) ----- When she got to the place where Colo was, Jendry gave Colo some peanuts, but here good will was not well accepted and she got a blank stare from Colo.IV. Important Words and Expressions:a blank stare maintain eye contact raised the stakes careful bargainerspend on treats trade one thing for another catch up with somebody/somethingonly to do why (not ) do be suspicious of/aboutHomework: 1. Do the exercises of structure on pages 181&182. (only to do, why do/not do)2. Preview the left part of the text.The second time:Part 3 (paragraphs 7-10)I. Check the homework and go on to the new stories.II. Five minutes are given to the students to finish reading this part; two questions will be put forward.1. What did Orky do in this section?→Allowed somebody to stand on his head to reach up and release the baby2. What can you get from this example?→Animals can assess the situation and make a right decision.III. Difficult sentence:This is true, but I do not think it goes far enough. (Paragraph 7) ----- What behaviorist say is right, but I do not think their explanation helps very much.IV. Important Words and Expressions:in one’s interest make judgments emergency care go wrong assess based onthrive at throw up size up keep steady slide intoPart 4 (Paragraphs 11-12)I. Ask the students to read through this part quickly , then to answer the following questions.1.How did Melati and Towan play the trick on Shewman ?→Melati: Hid an orange in her other hand. Towan:Hid an orange underneath his foot.2.What did the author want to tell us?→Animal intelligence can be seen in their attempts to deceiveII. Let the students do some true or false questions according to Part 3 and Part 4.1.Behaviorists say that animals cooperate with human beings for their own benefit. ( T )ule believed that Orky, a killer whale, was the most intelligent animal she had ever seen. ( F )→Laule believed that Orky, a killer whale, was the most intelligent animal she had ever worked with.3.Some animals’intelligence can be seen in their attempts to deceive. ( T )4.Orky allowed somebody to stand on his head to reach up and release the baby because he had been trained to do so.( F )→Orky let somebody stand on his head to reach up and release the baby, but he had not been trained to do so.5.Animals can learn from each other in playing some tricks. Towan is a good example. ( T )III. Difficult sentence:Instead of moving away to get it, Melati looked Shewman in the eye and held out her hand. (Paragraph 11)------ Melati looked directly and steadily at Shewman without moving away to get it.Part 5 (Paragraph 13)I. While reading this paragraph, think about the function of the last paragraph. How do you understand it?→It concludes the whole passage--- animal intelligence not only exist but also plays a very important role in their survival. II. Difficult sentences:1. If life is about survival of a species---- and intelligence is meant to serve that survival--- then we can’t compare with pea-brained sea turtles, which were here long before us and survived the disaster that wiped out the dinosaurs.----- If the purpose of life is to survive and intelligence is for survival, then our intelligence can’t be compared with that of the pea-brained turtle. They were on this earth long before we human beings and they even survived the survived the disaster that destroyed thedinosaurs.2. … even if their horizons are more limited than ours.---- even though they can’t assess the world in the same way as we do because of more limited knowledge and experience.III. Important Words and Expressions in the two parts above:deceive somebody into doing something look somebody in the eye hold outinaccessible (get/have access to somebody/something ) move off hold one’s gaze steadilygive in be meant to do something wipe outPost-reading tasks:Ts may give a general conclusion about the whole text and answer the questions raised by the students.Homework: 1. Review the important words we’ve learned.2. Finish all the exercises in the book.The third time:I. Check the homework and do some exercises:a. Words Dictation:intelligence controversy encounter convince dominant suspicious blank negotiate maintain relieve undertake thrive emergency release evidence deceive survival disaster figure out wipe outb. Paragraph dictation: The following paragraph will be read three times; Ss should listen to the paragraph carefully for the first two times. For the third time, Ss should write down sentence by sentence of what they heard. Then check it.Why don’t birds get lost on their long flights from one place to another? Scientists have been puzzled over this question for many years. Now they fill in the blank.Not long ago, experiments showed that birds rely on the sun to guide them during daylight hours. But what about birds that fly by night? Tests with artificial stars have proved that certain night flying birds are able to follow the stars in their long-distance flights. What do they do when the stars are hidden by clouds? Apparently, they find their ways by such landmarks as mountain ranges, coast lines and river courses. But when it’s too dark to see these birds circle helplessly, unable to get their ways.II. Deal with the exercises of Text A. (partly & selectively)III. Writing skills:The passages in this unit are expositions. The writing style is not strange to us since we have come to learn about it in Unit Two. The purpose of an exposition is to make something clear to the reader, and its focus is to explain, define and interpret. It is widely used in our daily life. Students’ attention can be directed to some writing techniques of an exposition.1. Using examples to support to a topic. For example, in this article, the author employs the stories of gorilla, three orangutans, and a killer whale to support his point.2. Using transitional devices to make a coherent writing.a. Headings and subheadings provide natural transitions between paragraphs and sections.For example, in this text we have three subheadings for three parts of the main body of the passage. They are: “Let’s Make a Deal”, “Tale of a Whale”, “Primate Shell Game”. The subheading directs readers’attention to another demonstration of animal intelligence.b. Transitional sentences.c. Conjunctions.The sixth periodText B Pre-reading tasksI.Before explaining text B, we will do some listening work together. Listen to the following passage carefully, then, answer the following questions.When lionesses give birth to their young, they usually have three or four cubs to a litter, and stay with them for about two years to protect them from danger when they are tiny, and to teach them the fine art of hunting. They have a very closely-knit family life. But when a lioness has her young she is usually in a very nasty protective disposition. But she is very patient and accommodating towards her cubs. A unique thing about lionesses is that they will nurse cubs from another litter besides their own. They never care less whose cubs they are.II. Ask two Ss to give a report about myquestion left last class. Do animals love each likehuman beings?(hint: some animals do love each other deeplyand faithfully. What’s more, their wooingmethods are even more fantastic. Their devotedaffection is touching to some degree. ) Onepicture about some animals’wooing methodswill be presented to help the Ss have a deepunderstanding of animals’ love.Global-reading tasks (15 minutes )I. Ss are given 10 minutes to finish scanning thetext, to count how many examples arementioned in the text. ( 5: Ado, a male parrot,Timmy, Coyotes, Tibby )II.Then ask the Ss to tell the organization of thetext.Part one: ( 1-2 ) Some animals do displayvarious feelings under different circumstances.Part two: ( 3-14 ) Concrete examples areoffered to prove that animals may fall in love.Part three: ( 15 ) Though rejectionremains, the fact that animals experienced, areexperiencing, will experience joy, anger, sorrow,and happiness everywhere. ( the seven humanemotions: joy, anger, sorrow, fear, love, hate, desire) ( 15 minutes )Starling:椋鸟blue tit:蓝山雀quack: 呱呱叫Detailed-reading tasksPart one: Group discussion1. After scan the fist part in two minutes, Ss have a discussion on the following topics:Topic one: what’s true love? Reference: Two persons must love, trust one another. They should help, care, and cherish each other in any case. If one is ill, disabled, or is dying, another is willing to accompany and take good care of her or him wholeheartedly, not to desert him or her. If necessary, one may dedicate his or her life to his or her lover.Topic two: How do you think animals nurse their babies affectionately?Reference: to a large extent, it should be thought as natural instincts.Homework: Ask Ss to read paragraph3, 5, 6, 7, 10, 12, and 13 carefully, and describe those animals’ behavior mentioned in three—four adjective phrases respectively.Ado in para3: silent, depressed, and alone Athan: indifferent, glad, happyTimmy: reluctant, excited, sad, hurt Coyote: affectionate, gentle, happyTibby: get lost, strange, nostalgicThe fourth timeI First check the answers of the homework left last class. Then go on with what we stopped last time.II. Structure:a. what about-----used to make a suggestion e.g.: What about dinner at my place next week?b. how about----used to make a suggestion about what to do e.g.: No, I’m busy on Monday. How about Tuesday at seven?How about doing somethingIII. Useful expressionsBe cautious about doing sth 干----时很谨慎prefer to do/doing 更喜欢prefer A to B 比起B,更喜欢AAdequate parental care 足够的亲本照顾 a sense of loss 失落感IV. ensure ( US insure ) assure guaranteeAssure: tell sb positively or confidently 向-----保证,cause sb to be sure or feel certain about ~ sb of sth 使确信E.g.: I ~ you they will be perfectly safe with us. Assurance n..保险Ensure: make sure guarantee 确保,保证 e.g.: Please ~ that all the lights are switched off at night.Guarantee: promise (usually in writing) in a transaction will be fulfilled e.g.: the watch comes with a year’s ~.Part twoI. Ask the Ss to underline Ado’s, Athan’s,Timmy’s, coyotes’, and Tibby’s behavior respectively in the text. Then tell us theimplied meaning.Ado behavior: He stood…body, he hung his head…became vacant. didn’t have heart…sharply. Pulled himself together …another mate.Implied meaning: fell sorrowful and a sense of loss.Parrot: behavior: ignored a fine-feathered young female but thought an older female in extremely poor condition was the love of his life. The two birds…eventually produced young.Implied meaning: Instinct may…they will love.Timmy: behavior: declined to…at once.Implied meaning: Many species…of their species.Coyotes: behavior: Observations indicate that…sexually active. Pairs can be observed…curled up to sleep.Implied meaning: There is evidence… each other.Tibby:behavior Tibby made a habit…village. She tried to…his house. Acted strangely, even trying to follow him indoors.Implied meaning: An animal raised… when it grows up.II. Important language points :Lay ~ sth aside: put sth aside lay-off: dismissal of a worker, esp for a short time. Layout: arrangementVacant:not filled or occupied a ~ post blank: a ~ stare, look, a ~ mind 茫然的心情Compare A to B 把A 比成B compare A with B 把A和B向比较Shed/cast light on sth: make sth clear or easy to understandIII. Let the students translate the following phrases into Chinese:Put human emotions in animals 赋予动物人类的情感Cross the bridge of reality 逾越现实的鸿沟Whatever distinctions may be made between the love of two people and the love of two animals, the essence frequently seems the same. 无论人类的男欢女爱与动物雌雄相悦之间有多少取别,两者的本质常常是一致的。
《新理念交互英语教程1》教学教案(全)

新理念交互英语教程1教案课程名称新理念交互英语教程1学期课时班级专业教师院系教研室教材《新理念交互英语教程1》Unit 1 Gratitude Teaching ObjectivesTime AllocationNOTES: This unit is arranged for a time span of 8 periods. A teacher can make whatever changes he/she thinks necessary according to his/her own conditions.Teaching ProceduresPeriod 1Section A Wake Up Your EarsTeaching Steps:1. Students work in pairs and briefly discuss expressions to show politeness in English.2. Students study Word Tips to get prepared for doing Listening Practice.3. Students listen to the recording and do Listening Practice one by one.4. Check answers to the exercises together.Period 2Section B Open Your MouthTeaching Steps:Activity A1. Divide the class into groups with 3-4 members in each group, and ask students to tell the story to other students in the group by studying the pictures printed in the book carefully. Students are expected to add as more details as possible.2. Invite some students to tell the story to the whole class.3. Lead the open discussion on the questions in Activity B and then ask several students to state their opinions.Homework:1. Review the polite expressions learned in the class and practice with classmates or roommates after class.2. Preview Text A, including the new words and expressions.Period 3—4Section C Enrich Your MindPart One TextsText ATeaching Steps:1. Ask students to listen to the recording of Word List and read after it.2. Explain key words in the Word List in detail.Key Words:attention especially primary gentle patienceinfluence follow gain praise anxiouscourage treat role confident3. Ask students to listen to the recording of Useful Phrases and Expressions and read after it.4. Explain the useful phrases and expressions and ask students to make sentences with them.Useful Phrases and Expressionsneither... nor draw one’s attention as well ashave an influence on sb. to one’s surprise a laughing stockplay a role in turn into5. Students read the text for the first time to get the main ideas, discuss about the structure of the text, and then do “ Reading Comprehension” individually.6. Check the answers to “Reading Comprehension” together.7. Ask students to listen to the recording of the text and read after it.8. Ask some students to read the text one by one.9. Explain some difficult language points in the text in detail. In this process, teachers should pay more attention to the sentence patterns mentioned in Notes.Language Points:Paragraph 21. enjoy doing sth. 喜欢做某事e.g. I enjoy watching TV more than any other pastimes.我喜欢看电视超过了别的消遣方式。
新理念交互英语教案设计1unit3

If I had known the plan, a huge amount of time would have been saved.
如果我早知道这个计划,就不会浪费那么多时间了。
另外,if还可以引导表示现在情况的虚拟条件句和表示将来情况的虚拟条件句。if引导的表示现在情况的虚拟条件句,表示与现在事实相反的假设,其结构为: if+从句主语+were/did,主句主语+would/should/could/might+动词原形。
Students can get familiar with the structure and main ideas of Text A and Text B.
Students master the language points in Text A and Text B.
Students are able to do Focus Exercises independently after having learned Text A and Text B.
Useful Phrases and Expressions
be honored to graduate fromget(be)fired
side with sb.(against sb./sth.) think about run away from
英语作文 homework

英语作文 homeworkHomework is an essential part of the learning process for students. It helps to reinforce what has been taught in class, encourages independent thinking and problem-solving skills, and prepares students for exams and assessments. However, the amount and nature of homework assigned can vary greatly from school to school, and even from teacher to teacher. Some students may find themselves overwhelmed with the amount of homework they have to complete, while others may feel that the homework they are given is not challenging enough.There are several benefits to homework. Firstly, it helps to reinforce the concepts and skills that students have learned in class. By practicing what they have been taught, students can better understand and retain the information. This is especially important for subjects like math and science, where practice is essential for mastery. Homework also encourages independent thinking and problem-solving skills. When students are given the opportunity towork on problems on their own, they learn to thinkcritically and develop their own strategies for solving problems. Additionally, homework prepares students for exams and assessments. By completing homework assignments, students can review and consolidate their knowledge, which can help them perform better on tests.However, there are also some drawbacks to homework. One of the main concerns is the amount of homework that students are assigned. Many students find themselves overwhelmed with the amount of work they have to complete, especially if they are involved in extracurricularactivities or have part-time jobs. This can lead to stress, anxiety, and even burnout. Additionally, some students may feel that the homework they are given is not challenging enough. They may feel that they are simply going through the motions and not really learning anything new. This can lead to disengagement and a lack of motivation to complete homework assignments.To address these concerns, it is important for teachers to carefully consider the amount and nature of homeworkthey assign. Homework should be purposeful and relevant to what is being taught in class. It should also be differentiated to meet the needs of individual students. Teachers should also be mindful of the amount of homework they assign, taking into consideration the other commitments that students may have. Additionally, it is important for parents to support their children with their homework, providing a quiet and conducive environment for them to work in, as well as offering assistance when needed.In conclusion, homework is an important part of the learning process for students. It helps to reinforce what has been taught in class, encourages independent thinking and problem-solving skills, and prepares students for exams and assessments. However, the amount and nature of homework assigned can vary greatly, and it is important for teachers to carefully consider these factors when assigning homework. By doing so, they can ensure that homework is purposefuland relevant, and that it meets the needs of individual students.。
人教PEP版五年级英语上册《Unit1》精品教案教学设计小学优秀公开课

人教PEP版五年级英语上册第一单元教案Unit1What’s he like?教学设计一、内容PEP小学五年级英语上册unit1What’s he like?二、课程标准能听、说、读、写本单元的四会单词;会运用本单元主要句;初步认识陈述句和问句;有兴趣听英语,说英语,背歌谣,唱歌曲,讲故事,做游戏等。
三、内容分析本单元重点学习人物体貌特征和个性语言,重点学习的句型是:Who’s your art teacher?What’s he like?Is she…?Yes,she is/No,she isn’t.这单元主要描写的人物体貌特征,所以我们可以让孩子对所认识的老师进行描述。
四、学情分析五年级学生多,他们聪明活泼、勤奋好学,这些学生英语基础较好,他们对英语感到好奇,而且都有着十分浓厚的兴趣。
因此,我确立的学习目标如下:五、学习目标1、能力目标:(1)能够简单描述自己教师的体貌特征及性格特点,如:We have a new English teacher.He’s tall and strong.He’s very funny.(2)能够询问并介绍学校里教师的情况,如:Who’s your English teacher?Mr Ding.He’s from China.What’s he like?He’s tall and strong.(3)能够听懂一些描述人物特征的简单对话,完成学生用书中的Let’stry部分。
(4)能够听懂、会唱歌曲“My New Teacher”.能够灵活替换歌词中的科目及表示人物特征的形容词。
2、知识目标(1)理解A、B部分Read and write中的会话,并根据提示填充句子或回答问题。
(2)听、说、读、写A、B部分Let’s learn和Read and write中的四会单词和句子。
(3)理解Let’s start、Let’s find out、Let’s sing、Let’s chant和Pair work 等部分的内容。
新9A第一单元Unit1Know yourself教案
Task4 Practice
1. Work in pairs and drill the dialogue.
2. Ask some Ss to act the dialogue out
3.To use adjectives to describe someone’s characteristics.
4: To improve Ss’ ability of reading comprehension and use adjectives to describe someone’s characteristics freely.
课题
Unit 1Comic strip and welcome to the unit
主备人
课型
新授
课时
1
总课时
6
教学设计
二次备课
教学目标
Students can talk about personalities.
Students can master some useful expressions.
(1) Is Wu Wei quiet?
(2) What did Su Ning do before he started to work for the sales department in a big company?
(3)What is Liu Hao’s job at present?
(4) What is Fang Yuan like?
1.Introduce your best friend with different adj .
key to homework unit 1
Unit 1I Translate the following sentences into English with the new words and phrases you have learned in the text.1.他对遇到的所有问题都仔细地调查研究,决不匆忙下结论。
He looks into / makes careful investigations of all the problems that confront him /he is confronted with and never jumps at conclusions/…instead of jumping at conclusions.2.和发达国家相比,发展中国家面临更大的压力和挑战。
Compared with developed nations, developing countries are confronted with/have to confront more pressures and challenges.3.这些白玫瑰花瓣边上带有一点儿粉红色。
The white rose is touched with pink at the edge of the petals.4.她的眼睛还是像年轻姑娘那样,带着一点儿天真好奇的神情。
Her eyes are still (like) those of a young girl, touched with (an expression of) innocence and curiosity/ an innocent and curious expression.Her eyes, touched with an expression of innocence and curiosity, are still like those of a young girl.5.他似乎从来没有丝毫悔罪之意. He never seems to have been touched with the slightest remorse for his crime.It seems that he has never been touched with theslightest remorse…6.他刚转过身,一只手落到他的肩头上,把他吓了一跳。
homework1
Homework Set1Xiuli SunDue on:November2/3,2016October19,20161.Let kids denote the number of children ever born to a woman,and let educdenote years of education for the woman.A simple model relating fertility to years of education iskids=β0+β1educ+uwhere u is the unobserved error.(i)What kinds of factors are contained in u?Are these likely to be correlatedwith level of education?(ii)Will a simple regression analysis uncover the ceteris paribus effect of edu-cation on fertility?Explain.Note:Cateris paribus means other(relevant)factors being equal”.2.The following table contains the ACT scores and the GP A(grade point average)for eight college students.Grade point average is based on a four-point scale and has been rounded to one digit after the decimal.Student GPA ACT1 2.8212 3.4243 3.0264 3.5275 3.6296 3.0257 2.7258 3.730(i)Estimate the relationship between GP A and ACT using OLS;that is,obtainthe intercept and slope estimates in the equationˆGP A=ˆβ0+ˆβ1ACTComment on the direction of the relationship.Does the intercept have a useful interpretation here?Explain.How much higher is the GP A predicted to be if the ACT score is increased byfive points?(ii)Compute thefitted values and residuals for each observation,and verify that the residuals(approximately)sum to zero.(iii)What is the predicted value of GP A when ACT=20?(iv)How much of the variation in GP A for these eight students is explained by ACT?Explain.ing data from1988for houses sold in Andover,Massachusetts,from Kieland McClain(1995),the following equation relates housing price(price)to the distance from a recently built garbage incinerator(dist):ˆlog(price)=9.40+0.312log(dist)n=135R2=0.162(i)Interpret the coefficient on log(dist).Is the sign of this estimate what youexpect it to be?(ii)Do you think simple regression provides an unbiased estimator of the ceteris paribus elasticity of price with respect to dist?(Think about the citys decision on where to put the incinerator.)(iii)What other factors about a house affect its price?Might these be correlated with distance from the incinerator?4.Consider the savings functionsav=β0+β1inc+u,u=√·ewhere e is a random variable with E(e)=0and V ar(e)=σ2e .Assume that eis independent of inc.(i)Show that E(u|inc)=0,so that the key zero conditional mean assumption is satisfied.[Hint:If e is independent of inc,then E(e|inc)=E(e).](ii)Show that V ar (u |inc )=σ2e inc ,so that the homoskedasticity Assumptionis violated.In particular,the variance of sav increases with inc .[Hint:V ar (e |inc )=V ar (e ),if e and inc are independent.](iii)Provide a discussion that supports the assumption that the variance of savings increases with family income.5.Consider the standard simple regression model y =β0+β1x +u under the classical OLS assumptions.The usual OLS estimators ˆβ0and ˆβ1are unbiased for their respective population parameters.Let ˜β1be the estimator of β1obtained by assuming the intercept is zero.(i)Find E (˜β1)in terms of the x i ,β0,and β1.Verify that ˜β1is unbiased for β1when the population intercept (β0)is zero.Are there other cases where ˜β1is unbiased?(ii)Find the variance of ˜β1.(Hint:The variance does not depend on β0.)(iii)Show that V ar (˜β1)≤V ar (ˆβ1)).[Hint:For any sample of data,∑n i =1x 2i ≥∑n i =1(x i −¯x)2,with strict inequality unless ¯x =0.](iv)Comment on the tradeoffbetween bias and variance when choosing between ˆβ1and ˜β1.6.Let ˆβ0and ˆβ1be the OLS intercept and slope estimators,respectively,and let ¯u be the sample average of the errors (not the residuals!).(i)Show that ˆβ1can be written as ˆβ1=β1+∑n i =1w i u i where w i =d i /SST x and d i =x i −¯x .(ii)Use part (i),along with ∑n i =1w i =0,to show that ˆβ1and ¯uare uncorrelated.[Hint:You are being asked to show that E [(ˆβ1−β1)·¯u ]=0.](iii)Show that ˆβ0can be written as ˆβ0=β0+¯u −(ˆβ1−β1)¯x .(iv)Use parts (ii)and (iii)to show that V ar (ˆβ0)=σ2/n +σ2(¯x )2/SST x .e the data in SLEEP75.RAW from Biddle and Hamermesh (1990)to studywhether there is a tradeoffbetween the time spent sleeping per week and the time spent in paid work.We could use either variable as the dependent variable.For concreteness,estimate the modelsleep =β0+β1totwrk +uwhere sleep is minutes spent sleeping at night per week and totwrk is total minutes worked during the week.(i)Report your results in equation form along with the number of observationsand R2.What does the intercept in this equation mean?(ii)If totwrk increases by2hours,by how much is sleep estimated to fall?Do youfind this to be a large effect?8.We used the data in MEAP93.RAW.Now we want to explore the relationshipbetween the math pass rate(math10)and spending per student(expend).(i)Do you think each additional dollar spent has the same effect on the passrate,or does a diminishing effect seem more appropriate?Explain.(ii)In the population modelmath10=β0+β1log(expend)+uargue thatβ1/10is the percentage point change in math10given a10%increase in expend.(iii)Use the data in MEAP93.RAW to estimate the model from part(ii).Report the estimated equation in the usual way,including the sample size and R-squared.(iv)How big is the estimated spending effect?Namely,if spending increases by10%,what is the estimated percentage point increase in math10?(v)One might worry that regression analysis can producefitted values for math10that are greater than100.Why is this not much of a worry in this data set?e the data in WAGE2.RAW to estimate a simple regression explaining monthlysalary(wage)in terms of IQ score(IQ).(i)Find the average salary and average IQ in the sample.What is the samplestandard deviation of IQ?(IQ scores are standardized so that the average in the population is100with a standard deviation equal to15.)(ii)Estimate a simple regression model where a one-point increase in IQ changes wage by a constant dollar e this model tofind the predicted increase in wage for an increase in IQ of15points.Does IQ explain most of the variation in wage?(iii)Now,estimate a model where each one-point increase in IQ has the same percentage effect on wage.If IQ increases by15points,what is the approximate percentage increase in predicted wage?10.Textbook:Problems:2.8,2.9,2.10;Computer Exercises:2.2,2.3,2.5,2.6。
六年级上册_Unit2_第一课时ways_to_go_to_school_et's_Learn课件
Pre-reading(读前) look at your book on page 14.Answer the questions.
1.what can you see? 2.who are they?
Let's talk 生词
Mrs 夫人(对已婚妇女的称呼) early 早到的 exercise 锻炼,练习
Unit2
Ways to go to school
A Let’s learn
A
B
C
D
E
plane
A Riddle (谜语) It is a traffic tool(交通工具). It has two round wheels(轮子).
It’s very healthy for us.
It’s very environmental(环保的).
by bus by car by taxi by bike on foot
usually ofen sometimes
√ √
√√√
Report 汇报调查结果
For example:(例子)
Three students sometimes come to school on foot. One student uaually comes to school by bike. One student often comes to school by bus.
Red means “stop”.
Yellow means “wait”. Green means “go”.
Wait at a yellow light.
Stop at a red light. Go at a green light.
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1.一线性连续系统在相同的初始条件下,当输入为f(t)时,全响应为y(t)=2e-t+cos2t,
当输入2f(t)时,全响应y(t)=e-t+2cos(2t)。
求在相同的初始条件下,输入为4f(t)时的全响应。
2.已知系统的输入和输出关系为y(t)=|f(t)-f(t-1)|,试判断该系统:
(1)是不是线性的?
(2)是不是时不变的?
(3)当输入f(t)如图1所示时,画出响应y(t)的波形。
图 1
3.一个LTI系统,当输入f(t)=ε(t)时,输出为y(t)=e-tε(t)+ε(-1-t),求该系统对
图2所示输入f(t)时的响应,并概略地画出其波形。
图21、给定系统微分方程,若系统起始状态为
,分别就以下两种激励信号求系统的完全响应,并指出零输入响应和零状态响应分量。
2、给定系统微分方程,若系统激励信号
,系统的起始状态为 y ( 0 - ) = 1 , y ′( 0 - ) = 0,求系统的完全响应、
零状态响应、零输入响应。
3、已知某系统对激励
的完全响应为,对激励的完全响
应为
⑴ 求系统的零输入响应
⑵ 若系统起始状态不变,求系统对激励的完全响应。
4、题图所示系统是由几个“子系统”组成,各子系统的冲激响应分别为: )()(1t u t h = (积分器) )1()(2-=t t h δ(单位延时) )()(3t t h δ-= (倒相器) 试求总的系统的冲激响应)(t h 。
1、求图示频谱函数F (j ω)的傅里叶反变换,f (t )=F -1
[F (j ω)],并画出
f (t )的波形图。
ω
2、系统如题图(a )所示,低通滤波器的传输函数如题图(b )所示,已知
()Sa(2)x t t π=,()()3
n n s t t δ∞
=-∞
=
-∑
ω
1.求信号的频谱)(t x =)(ωj X F )()],([ωj X t x 并画出~ω图形; 2.求输出信号y (t ),并粗略画出其波形。
3、 题图所示系统,已知f 1(t )= Sa (t ),
(1+cos1000t)
f 3(t )
f 1(t )
1. 画出f 2(t )的时域波形;
2. 求f 2(t )的频谱函数F 2(j ω)= F [f 2(t )],并画出频谱图; 3. 画出f 3(t )的频谱图F 3(j ω)。
4、系统如题图所示,已知f (t )=1+cos t ,用∑∞
-∞
=-=
n s
T nT t t )()(δδ对其进行理想
取样,其中3
π
=
s T 秒,
f (t )(t )
δT (t )
1.求信号f (t )的频谱F (j ω),并画出频谱图; 2.求信号f s (t )的频谱F s (j ω),并画出频谱图;
3.若将f s (t )通过一个频响特性为H (j ω)=[u (ω+2)- u (ω-2)]的理 想低通滤波器(如题图所示),求滤波器的输出信号y (t )。
5、系统如题图所示,已知sin ()t
x t t
π=
,s (t )= cos1000t ,低通滤波器的频率特性
为H (j ω)=[u (ω+2)-u (ω-2)]e -j ω,
1.画出y A (t )的频谱Y A (j ω)及y B (t )的频谱Y B (j ω);
(t )
x (a )
(b )
2
2.求输出信号y (t ),并画出y (t )的波形。
(t )
x (t
1、求下列各时间函数()t f 的单边拉普拉斯变换()s F 。
(1) ()()
()t U e t f at
--=1 (2) ()()()t U t t f φω+=sin
(3) ()()()t U at e t f at
-=-1 (4)
()()
()t U e a t f at --=
11
(5)
()()t U t t f 2
= (6) ()()t tU t t f ωcos = 2、 求下列各()s F 的单边拉普拉斯逆变换()t f 。
(1) ()2399222++++=s s s s s F (2) ()()s s s s s F 232
3
++=
(3)
()()
22
11
+=
s s s F 3、已知系统的微分方程为
()()()()()t f t f t y t y t y 323''''+=++,激励()()t U e t f t 3-=系统的初始状态为()10=-y ,()
20'=-y 。
试求系统全响应()t y 的初
始值()+0y 和()
+
0'y 。
4、图题5-11(a)所示电路,已知激励()t f 的波形如图题5-11(b)所示,
()()()[]
V t U e t U t f t -+-=22。
今于0=t 时刻闭合S ,求0≥t 时的响应()t u 。
(a)
Ω
)
(t u
(b)
第五章 习题
1、判断以下序列是否为周期序列,若是,则其周期N 为何值?
)8
73cos(
)( )1(Z k k A k f ∈-=π
π )( )2()8
(Z k e
k f k
j ∈=-π
)(cos )( )3(0k kU A k f ω=
2、求下列各卷积和。
)()()25.0( (2) )()( )1(k U k U k U k U k ** )2()( (4) )()3()()5( )3(-**k k kU k U k U k k δ
3、已知差分方程)()(6)1(5)2(k U k y k y k y =++-+,系统的初始条件
5)1(,1)0(==x x y y ,求全响应)(k y 。
4、已知零状态因果系统的单位阶跃响应为)(]10)5(32[)(k U k g k
k
++=
(1)求系统的差分方程;
(2)若激励)]10()([2)(2)(10--==k U k U k G k f 求零状态响应)(k y 。
1、 求下列序列的z 变换()F z ,并标明收敛域,指出()F z 的零点和极点。
(1) 1()()2k U k ,(2) 1()()2k U k -,(3) 12()()()()
43k k U k U k - (4) 1
()(1)2k U k ---,(5) 11()()()(1)53k k U k U k ---,(6)
()jk e U k ω 2、 求下列各()F z 的反变换()f k 。
22
2
5
(1) (), 1;(1)(1)
(2) (), ||1;(1)(1)(3) (), ||2
2
z z
F z z z z z z
F z z z z z F z z z -+=>--+=>--=>+
3、已知离散系统的差分方程为()(1)2(2)()2(2)y k y k y k f k f k ----=+-
系统的初始状态为(1)2y -=,
1
(2)2y -=-
;激励()()f k U k =。
求系统的零输入响应()x y k ,零状态响应()f y k ,全响应()y k 。
4、已知离散系统的单位阶跃响应432
()[(0.5)(0.2)]()
3721k k g k U k =-+-。
若需获得
的零状态响应为
10
()[(0.5)(0.2)]()7k k y k U k =
--。
求输入()f k 。
5、图题所示系统,1()()h k U k =,
2()1z H z z =
+, 31
()H z z =
,
()()(2)f k U k U k =--。
求零状态响应()y k 。
y(k)。