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http://cyhomeworkdmwy.centroformazione.info/area-of-triangle.html
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math
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How much space is inside a triangle you can find out by calculating its area this activity will teach students how to find the area of a triangle. Math video teaches students how to find the area of a trapezoid. In plane geometry, a triangle abc contains a triangle of one-seventh area of abc formed as follows: the sides of this triangle lie on lines p, q, r where p connects.
There are several ways to compute the area of a triangle for instance, there's the basic formula that the area of a triangle is half the base times the height. Any side can be considered the base of the triangle but the height depends on what you chose the height of a triangle is the perpendicular line dropped onto. To view this page, you will need the latest version of adobe flash player goh li lin rulang primary school view profile this activity was created by a quia. Practice finding the area of right, acute, and obtuse triangles.
If you took away one triangle from each pair of congruent triangles, you would remove half the area of the rectangle so, the area of triangle abc is half the area . Free practice questions for pre-algebra - area of a triangle includes full solutions and score reporting. The area of a polygon is the number of square units inside that polygon area is 2 -dimensional like a carpet or an area rug a triangle is a three-sided polygon.
Calculates the area, perimeter and height of a triangle given the base and two angles. Yes, area of triangles isn't particularly exciting but it can, at least, be enjoyable we dare you to prove us wrong. A summary of area of a triangle in 's solving oblique triangles learn exactly what happened in this chapter, scene, or section of solving oblique triangles and. Why does the formula for the area of a triangle a = (1/2)ab work.
In this post, we give you the different formulas to help you find the area of a triangle. Understand why the formula for the area of a triangle is one half base times height, which is half of the area of a parallelogram. Area of a triangle tutorial pictures, examples and many practice problems on how to find the area of a triangle from its base and its height. The area of any triangle is half its base times its height you can also calculate area using heron's formula if you know the lengths of all three.
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CC-MAIN-2018-47
| 2,290 | 5 |
http://mathhelpforum.com/differential-geometry/132344-conformal-map-unit-disk-print.html
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math
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Let be a conformal map from a domain D onto the open unit disk . For , let be the set of such that . Find a conformal map of onto .
The back of the book said that works. I see how this map works. However, I don't see how to prove that this map is conformal. Thanks.
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CC-MAIN-2017-17
| 265 | 2 |
https://lists.defectivebydesign.org/archive/html/help-octave/1997-08/msg00026.html
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math
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[Date Prev][Date Next][Thread Prev][Thread Next][Date Index][Thread Index]
Re: help with plot
Re: help with plot
Wed, 20 Aug 1997 01:15:39 +0100 (GMT+0100)
( Re Message From: tarcisio praciano pereira )
> Why the octave does'nt understand my gplot - line 9 ? How could I
> expression so it can gnuplot-display graphics?
> ***********begining of file interf.data ***********************
> # data-sheet for Octave, does'nt work for Gnuplot
> # set term latex; set output 'interf.tex'
> set title 'graficos de funcoes'
> set xrange [-10:10]; set yrange [0:3]
> function y = A (x) 1/(1+((x-4)/5)**2) endfunction
> function y = B (x) 1/(1+((x+4)/5)**2) endfunction
> function y = C (x) 1/(1+(x/5)**2) + 0.1*sin(2*x) endfunction
> # x = (-11:11)
> gplot -11:11 -20:20 A(x),B(x),C(x) using points;
> # gplot y=A(x),y=B(x),y=C(x) using points;
> # pause -1
It would take too long to explain everything that is wrong with the above
as an octave file. Basically, however, there are only a few "pure" gnuplot
commands that you can write in octave, to be passed straight through to
gnuplot. Gnuplot syntax mostly causes errors in octave, and a gnuplot data
file simply will not work as an octave file (with a few very simple
The following (in a form as near to gnuplot syntax as I can get it)
function y = A (x); y=1./(1+((x-4)/5).^2); endfunction
function y = B (x); y=1./(1+((x+4)/5).^2); endfunction
function y = C (x); y=1./(1+(x/5).^2) + 0.1*sin(2*x); endfunction
x = (-11:11);
gset title 'graficos de funcoes'
gset xrange [-10:10]; gset yrange [0:3]
gset data style points
plot( x,A(x), x,B(x), x,C(x) );
Please note EVERY difference between the above and your original: each
difference prevents an octave error, warning, or unwanted behaviour.
I hope this helps.
- help with plot, tarcisio praciano pereira, 1997/08/19
- Re: help with plot,
Ted Harding <=
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CC-MAIN-2023-23
| 1,850 | 39 |
http://ejde.math.unt.edu/Volumes/2016/334/abstr.html
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math
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In this article we prove convergence to equilibrium and decay estimates for a class of damped abstract wave equations. We focus on the damping term to be as general as possible, including functions that oscillate between two positive functions in a neighborhood of the origin and/or behave differently in each direction.
Submitted March 13, 2016. Published December 28, 2016.
Math Subject Classifications: 35L90, 35L10, 37L15.
Key Words: Abstract wave equation; convergence to equilibrium; decay estimates; Lojasiewicz inequality.
Show me the PDF file (280 KB), TEX file for this article.
|Tomas Barta |
Department of Mathematical Analysis
Faculty of Mathematics and Physics
Charles University in Prague
Sokolovska 83, 18675 Praha 8, Czech Republic
Return to the EJDE web page
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CC-MAIN-2019-09
| 776 | 11 |
https://www.maths.ox.ac.uk/about-us/history/400-years-savilian-professors
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math
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400 years of Savilian Professors
In 1619 Sir Henry Savile, Warden of Merton College, founded the Chairs of Geometry and Astronomy, the oldest such university positions in England. In November 2019 a one-day meeting was held at the Bodleian Library to celebrate the first 400 years of the professors of Geometry, with contributions from distinguished historians of mathematics, and including reminiscences by the current Savilian professor, Frances Kirwan FRS, of her supervisor Sir Michael Atiyah and other contemporaries.
Oxford University Press has just published these contributions in an attractive book form. Here you will learn about the first 20 Savilian professors, including:
Henry Briggs (co-inventor of logarithms)
John Wallis (who held the position for 54 years and invented the infinity sign)
Edmond Halley (best known for the comet named after him)
John Smith (a non-mathematician who wrote about the waters of Cheltenham)
Henry Smith (who invented the “Cantor set” eight years before Cantor)
James Joseph Sylvester (who was appointed at the age of 69)
G. H. Hardy (from Cambridge, but whose happiest years were in Oxford).
This accessible 256-page book is highly illustrated with over 120 photographs of people and places, title pages, letters, etc. It should appeal to anyone interested in historical mathematics in the context of its times, and in the development of Oxford University.
Robin Wilson will be giving an illustrated lecture on the Savilian professors at a book-launch to be held in Oxford in May. The book can be ordered online with promo code ASPROMP8 to receive a reduction of 30% (£65 reduced to £45.50).
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https://flashman.neocities.org/Courses/oldcourses/pow210
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math
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MATH 210 Calculus III
Fall, 1997 MWF 12:40 -1:50 P.M. UANX 150 / SD 017
Course Problem of the Week (sometimes with
Back to Flashman's Math 210 Main Page :)
Last updated: 9/3/97
Math 210 Problem of the Week.
Due Wednesday, Sept. 10, Sept. 24, ... at 4 p.m.
Bi-Weekly "Team Summary Report"
Summary of the work. Every
You will be allowed to use these reports at the final examination.
Instructions: Your team's summary should contain lists and exposition
related primarily to your understanding (as opposed to my lectures). You
may compose the exposition in a format of your own design.
some things your report might contain:
Feedback: (optional) Discuss your reaction to the in-class work/lectures
or assignments. Here is your opportunity to make suggestions on how you,
I, and/or the class might change our interactions to improve
- A key word list... with definitions.
- A key result list...
with complete statements.
- A description of the motivation and
connections of the results to applications.
- A discussion of how any
particular examples, computations, uses of technology, or assigned
problems added insight to the topics.
- Any special insights or connections to personal (academic) interests.
- Things you found helpful from other sources or experiences. Be specific.
Problem of the Week:
Due Wednesday, Sept. 17
Estimating Solutions to Parametric Differential Equations.
Read problem 12 on page 597 of Stewart. Do parts a and b.
Read pages 971-2 on Euler's method together with materials from Flashman
an Euler's method (Math 109 or Math 110).
Suppose x(0)=100 and y(0)=10 in problem 12. Estimate x(4) and y(4) using
Euler's method with n=4 with the following choices for the constants
a,b,k, and r. In each case discuss the quality of your estimate and the
relation of these to part a and b ot the problem.
(i) a = b = 1, k = 2, r = .5 ; (ii) a=.2 , b=.5, k=r=1.
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CC-MAIN-2023-50
| 1,874 | 38 |
https://rontavstudio.com/1-x-9-multiplication-table/
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math
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Most common queries about 1 x 9 multiplication table:
90/100 by 825 users
Having a multiplication table that goes to 6 in both directions (36 numbers total) and these numbers being represented by x whats is the summation of x^2 i=1 and goes to 36Multiplication tables?
ok VERY EMBARRASSING but im 14, in 9th grade n dont know my multiplication tables by heart or with out using my fingers i also dred negatives and positives any help on remembering multiplication tables and the negatives and positives?How to learn the multiplication table forever?
Please Help!!!!!!!!!!!!!Show that X 2 +1 is irreducible in Z 3 [X]?
Moreover, if α ∈ K a root of x 2 1 in some extension K | Z 3, give the multiplication table and the sum for all 9 elements of field Z3 (α)I need to make a multiplication table for the quotient ring Z_3[x]/(x^2 x - 1). What are its elements?
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https://vjfi.lucianodottororsini.it/water-jet-velocity-equation.html
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math
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With an incompressible fluid such as water flowing through the same size pipe, the density and velocity of the fluid can be regarded as constant and Equation 4.2.6 can be developed from Equation 4.25 P 1 =P 2 +h f
Keywords: cavitation, submerged water jet, cavitation cloud, propagation distance, nozzle diame-ter, pulsation frequency, Reynolds number, front velocity. Using the experimental parameters discussed later in Chapter 2, theoretical values were calculated for Equations 1.1-1.8. The jet velocity was...
I searched about water jet and I didn't find any information about the velocity of water after nozzle. If any one knows that speed, please write it in M/S (meters per second) thanks.
G = mean velocity gradient: velocity (ft/sec)/distance (ft) is equal to per second P = power dissipated, ft lb/sec or N m/sec (W) μ = absolute viscosity lb-s/ft2 or N-s/m2 (absolute viscosity for water at 60ºF is 2.35 x 10-5 lb s/ft2) V = volume of basin, ft3 or m3 It is generally recognized that the velocity gradient or G-value concept is a
All of our Water Jetting Units, Diesel Engine Driven Brochures and purchasing information from Aqua Energy. Truck or Van Mounted Low, High and Ultra high Pressure Water Jetting Units specially designed to mount inside large vans or onto the back of trucks.
So as the jet recedes from the runner, the jet velocity relative to the runner is: −(V i − u) = −V i + u. In the standard reference frame (relative to the earth), the final velocity is then: V f = (− V i + u) + u = − V i + 2 u .
Mar 24, 2020 · Upon isolating velocity, the equation will look like this: V = sqrt(2 * ((-P/rho) - g * h)) where P is the pressure, rho is the density of the fluid, g is gravity and h is the elevation above the reference plane. Determine the flow rate. Using the equation Q = V * A, calculate the velocity.
boiling under an impingement subcooled jet can be correlated as, sup n q C Tw = ∆ (1) where C and n are constants determined empirically. Hall et al. determined C and n for the stagnation region. Although their experiments showed dependency on jet velocity, other researchers reported no noticeable change in the heat flux with jet velocity .
velocity component acting on the system is the velocity of the water exiting the sprinkler. So we can state that the velocity of the sprinkler nozzle is the velocity of the jet. This also means that the tangential component of the jet's velocity if the tangential velocity of the sprinkler nozzle. Monday, October 1, 2012
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| 2,515 | 9 |
https://englopedia.com/what-is-degrees-of-freedom-in-statistics/
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math
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The degrees of freedom in modern statistics, constitute a central content, however, its definition is very vaguely explained in books on the subject. What is degrees of freedom in statistics?
Its concept is easily understood from a geometric, algebraic and intuitive perspective.
Geometry specifies degrees of freedom as spaces by which the summary unit of measure can vary and display different values. From an algebraic point of view, it is understood as the number of equations established using the data.
Both definitions are related to aid in the understanding of the concept, since its applications extend throughout all statistical science.
What is known as degrees of freedom?
To understand the subject a bit more, below, I present some of the definitions found in commonly used statistics texts:
According to Daniel Wayne “It is the sum of the values, the deviations and individual values, with respect to their mean being equal to zero” Knowing n-1 values from the mean, the n-th value is known, automatically determined by restriction of 3 where all the values of n add up to zero.
For Dawson “The degrees of freedom and their value are related to the number of opportunities in which the sample information is used.” What is degrees of freedom in statistics?
Last but not least Pagano understands “The degrees of freedom as the number of data free of variation when calculating a statistical test”.
What are the degrees of freedom?
The GL (degrees of freedom) is the amount of information provided by the data that can be used to estimate the unknown parameters of the population and calculate the variability of the estimates.
This is determined according to the number of parameters of the model and the observations of the sample . As the sample size increases, more information is obtained and consequently the degrees of freedom in the data increase. In the event that parameters are added to the model, for example, the terms in the regression equation are increased, spending information and reducing the possible degrees of freedom to estimate the variability of the parameter appreciations.
They are also used to define a specific distribution, families of distributions, such as F, t, chi-square , it is used by the GL to specify the appropriate specific distribution for the different sample sizes and different amounts of parameters in the model. What is degrees of freedom in statistics?
In conclusion, the degrees of freedom GL refers to the number of independent values that are needed in statistical calculation, minus the number of constraints linked to the observations. That is, it is the number of values in the sample that can be freely specified, after knowing information about said sample.
The degrees of freedom are necessarily related to the size of the sample, therefore they are used in the definition of the statistical distributions to carry out the hypothesis tests.
They are used when calculating the standard deviation of the sample, giving a representation of the degree of dispersion by n data around the mean, and to know the mean, the relationship between the data is established by adding them and dividing them by the number of them.
They are the basis for the Student’s t distribution, which is used to test hypotheses of equality of the means between two groups of data. What is degrees of freedom in statistics?
Mainly its use is differentiated between statistics that use population and sample parameters .
In population parameters, given that n all the values are known, the degrees of freedom will be all the elements of the population “ N”.
For the sample parameters, they are estimates since all the sample values are known.
Both cases allow the observations of the sample set to be random, therefore, when estimating the statistic, you can obtain different results. So the observations have full property of varying like the observations of the population set.
Understanding degrees of freedom
For a better understanding of the number of degrees of freedom , it is recommended to view it as the number of dimensions in space in which a value is free to vary or move.
Each relationship is established or calculated from the data provided by the sample itself, which generates the need to modify the degrees of freedom GL if the statistic will be used in future calculations. In this sense, the degrees of freedom remain limited to the difference that results from the amount of data and the amount of relationships established between them. What is degrees of freedom in statistics?
They can be estimated with the formula:
N – r
Where n is equal to the number of subjects belonging to the sample, which can beat a value.
Where r is equal to the number of subjects whose value will depend on the value of the free elements of the sample.
Finally, it is worth mentioning that, like other topics in statistics, degrees of freedom in statistics play an important role in studies in other areas such as science and society.
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| 4,997 | 29 |
https://www.physicsforums.com/threads/covariance-of-sums-pls-check-solution.328346/
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math
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1. The problem statement, all variables and given/known data Suppose X1 , X2 , X3 , and X4 are independent with a common mean 1 and common variance 2. Compute Cov( X1 + X2 , X2 + X3). 2. Relevant equations Cov (X,Y) = E[(X-u)(Y-v)] = E[XY] - uv, where u and v are the means of X and Y E[XY] = E[X]E[Y] E[X+Y] = E[X] + E[Y] 3. The attempt at a solution Since there is a common mean=1, Cov(X,Y) = E[XY] -1 = E[X]E[Y] - 1 Substituting for E[XY]= E[X1+X2]E[X2+X3] Substituting for E[X+Y]= (E[X1]+E[X2])(E[X2]+E[X3]) Expanding (E[X1]+E[X2])(E[X2]+E[X3]) = E[X1]E[X2] + E[X1]E[X3] + E[X2]^2+ E[X2]E[X3] Substituting for mean=1: (1)(1) + (1)(1) + 1^2 +(1)(1) = 4 Cov (X,Y) = E[XY] - 1 = 4 -1 = 3 Can someone check this for me? I think it is wrong. If the variables are independent with identical means and variances, shouldn't the covariance equal the variance?
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https://www.hindawi.com/journals/mpe/2017/9420658/
|
math
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Research Article | Open Access
Panayiotis Vafeas, "Revisiting the Low-Frequency Dipolar Perturbation by an Impenetrable Ellipsoid in a Conductive Surrounding", Mathematical Problems in Engineering, vol. 2017, Article ID 9420658, 16 pages, 2017. https://doi.org/10.1155/2017/9420658
Revisiting the Low-Frequency Dipolar Perturbation by an Impenetrable Ellipsoid in a Conductive Surrounding
This contribution deals with the scattering by a metallic ellipsoidal target, embedded in a homogeneous conductive medium, which is stimulated when a 3D time-harmonic magnetic dipole is operating at the low-frequency realm. The incident, the scattered, and the total three-dimensional electromagnetic fields, which satisfy Maxwell’s equations, yield low-frequency expansions in terms of positive integral powers of the complex-valued wave number of the exterior medium. We preserve the static Rayleigh approximation and the first three dynamic terms, while the additional terms of minor contribution are neglected. The Maxwell-type problem is transformed into intertwined potential-type boundary value problems with impenetrable boundary conditions, whereas the environment of a genuine ellipsoidal coordinate system provides the necessary setting for tackling such problems in anisotropic space. The fields are represented via nonaxisymmetric infinite series expansions in terms of harmonic eigenfunctions, affiliated with the ellipsoidal system, obtaining analytical closed-form solutions in a compact fashion. Until nowadays, such problems were attacked by using the very few ellipsoidal harmonics exhibiting an analytical form. In the present article, we address this issue by incorporating the full series expansion of the potentials and utilizing the entire subspace of ellipsoidal harmonic eigenfunctions.
Inductive electromagnetic means that are currently employed in several practical applications in physics, which are relative to electromagnetic activities, deal with many configurations of sources and receivers. The uncertainty resulting from datasets containing both the contribution of the primary-incident field and the secondary-scattered field explains the continuous interest of elaborating within the frame of analytical and numerical methods of solving forward and inverse electromagnetic scattering problems. In this direction, we are often faced with the problem of identifying and retrieving anomalies of a certain kind, usually behaving as perfect conductors, embedded within environment with conductive properties. The goal is to get a versatile set of mathematical and computational tools in order to infer information on the unknown body, which scatters off when it is illuminated by a known source operating nearby. The first stage of the work consists in the development of simple yet accurate models of the scattering problem itself, which can bring insight to the field behaviour and be employed at low computational cost, in view of a nonlinear inversion scheme, aiming at the retrieval of main geometrical and electrical parameters that characterize the object.
In such analytical or semianalytical approaches, we are confronted with a near-field problem, where planar skin depths are significantly larger than source-body or body-sensor distances and, therein, only diffusion phenomena occur, since conduction currents are predominant. To this end, the low-frequency electromagnetic scattering theory is adopted in order to specify the kinds of the metallic targets with nondestructive analytical methods, which remains a subject of worthwhile investigation, even if there exist computational tools that could directly provide numerical data. Indeed, whenever analytical solutions are found, it is expected to obtain accurate means to check the suitability of these most probably computationally demanding solutions, as well as fast means to invert scattered field data, collected around similar bodies in order to yield crucial information about them. This is indisputable true in exploration of conductive media and possibly highly conducting embedded bodies for which the frequency range is often quite low due to its conductive character, meaning that low-frequency models are pertinent.
The ellipsoidal shape [2, 3] is highly versatile and easily matches single obstacles of smooth surface and arbitrary proportions, while such simplified geometries provide a proper first model when dealing with similar situations, where efficient mathematical tools could be applied. On the other hand, the assumption of impenetrable ellipsoidal bodies is realistic in view of their high conductivity, their huge conductivity ratio with respect to the surrounding medium, and the low operation frequencies. Indeed, present investigations [5, 6] confirm that simple models as ours appear reliable when used to model the response of a general three-dimensional ellipsoid to a localized vector source in a homogeneous conductive medium both for low-contrast and high-contrast cases. However, the difficulty induced in performing analytical techniques when we are moving towards anisotropic geometrical models is strongly increasing due to the appearance of much more elaborate corresponding eigenfunctions of the introduced potentials, though the already rich literature with analytical works concerning the scattering by simple nonpenetrable metal shapes like spheres [7–9], spheroids [10, 11], and as already mentioned ellipsoids [5, 6] is open to accept new and useful analytical results. Indeed, very recently, similar analytical techniques based on differential analysis were adopted for targeting toroidal metallic objects within either a conductive surrounding, for example, Earth or a lossless medium, for example, air . Nevertheless, aspects dealing with integral methods stand in the frontline of the current research, for example, an inverse scheme is used to localize a smooth surface of a three-dimensional perfectly conducting object using a boundary integral formulation in , while a numerical implementation via integral equations is illustrated in . As a matter of fact, the immediate utility of such models incorporates with one of the main fields of real-life applications nowadays, which is the Earth’s subsurface electromagnetic probing for mineral exploration , identification of cavities or other underground detections for UneXploded Ordinance [18, 19], and generally recovering buried obstacles , without excluding other useful physical applications interlacing with electromagnetic scattering by voluminous targets, illuminated either at low or at high frequencies. The idea developed here is much related to the full asymptotic expansions for general shaped permeable domains derived in , which are expressed in terms of the generalized polarization tensors and converge as the conductivity goes to zero.
In the investigation summarized herein, we inherit the diffusive scattering theory and we cope with the problem of identifying a metallic body in an otherwise conductive medium, representing it as a general triaxial ellipsoid with arbitrary center, semiaxes lengths, and orientations, which embodies the complete anisotropy of the three-dimensional space. The object, excited by a time-harmonic magnetic dipole, operates at low frequency. Our devised modeling tools are based on a rigorous low-frequency analysis of the 3D vector electromagnetic fields (incident, scattered, and total ones) in positive integral powers of for every order , denoting the complex-valued wave number of the exterior medium at the operation frequency. Therein, both their real and imaginary parts are of equivalent significance in the development of a reliable model. Then, our problem is transformed into a sequence of coupled boundary value problems for . Our analysis is confined to the most important terms of the expansions of the scattered fields, which are the static term for and the dynamic terms for . The terms for are considered very small, due to the low frequency in which the source operates and, consequently, they are neglected. Then, we mathematically formulate our analysis with respect to second-order Laplace’s and Poisson’s partial differential equations, completed with the appropriate perfectly reflecting boundary conditions, which comprised the cancellation of the normal magnetic and the tangential electric fields, while the Silver–Müller radiation conditions at infinity must automatically be satisfied as well. Hence, we face different well-posed boundary value problems for each case of as mentioned.
The important terms of the scattered fields are provided as infinite series expansions of ellipsoidal harmonic eigenfunctions [2, 4] in compact analytical fashion. In particular, the Rayleigh approximation static term for provides us only with a magnetic field of major importance, since it contributes mostly to the real part of the scattered magnetic field, while all the dynamic terms corresponding to are vanished as a result of the absence of incident fields. However, the most cumbersome case refers to the situation, where both the magnetic and the electric fields are present, occupying a significant percentage of the imaginary part of the scattered magnetic field and the entire one of the corresponding scattered electric field, respectively. Last but not least, the only surviving field at stands for a quite small correction to the real and imaginary part of the scattered magnetic field.
Although the majority of the solutions of physical applications in the ellipsoidal regime uses only the few ellipsoidal harmonic functions that yield analytical closed-form expressions, in this project we manage to solve the aforementioned mathematical problem, introducing in a theoretical base, all the existing ellipsoidal harmonic eigenfunctions for any order and, therefore, of any degree. The efficiency of the model can be successfully demonstrated via the degeneration of the ellipsoidal shape and the reduction of the present results to the already known spheroidal and spherical analogous, since effective formulae of limiting procedures are given. On the other hand, the obtained analytical results are presented suchlike so as a numerical method could be employed furtherly as a continuation of this project. However, such method should be new and unique in the sense of using strong computational tools for evaluating ellipsoidal harmonics of higher orders until the accomplishment of the precise accuracy, where the potential series converge with the minimum of the needed effort. To imply that, we supplement the analytical section of this paper with a separate paragraph, whereas we provide all the necessary data values and the physical parameters for the scattering problem itself that simulates the Earth as the conductive medium and which contains the ellipsoidal anomalies. Then, any future numerical implementation must include plots that depict the variation of the measurable magnetic scattered field, as we move towards the surface.
2. Physical and Mathematical Development
We consider a solid ellipsoidal body with impenetrable surface . The perfectly electrically conducting ellipsoid is embedded in a conductive, homogeneous, isotropic, and nonmagnetic medium of conductivity and of permeability with being the permeability of free space, where, in terms of imaginary unit (), the complex-valued wave number is provided viaat a given low circular frequency , while the dielectric permittivity vanishes in such physical cases, since . The external three-dimensional space is considered to be smooth and unbounded for our situation. Harmonic time dependence on all field quantities is implied; thus they are spatially coordinated by and expressed via the Cartesian basis , in Cartesian coordinates , where this dependence will be omitted for writing convenience. The metallic ellipsoidal object is illuminated by a known magnetic dipole sourcewhich is located at a precise position and it is arbitrarily orientated, far away from the body. Then, the electromagnetic incident fields and are radiated by the magnetic dipole (2) and they are scattered by the solid ellipsoid, creating the scattered fields and , correspondingly. It holds thatare the total magnetic and electric fields, given by the summation of the corresponding incident and scattered fields, where the singular point has been excluded. Since the ellipsoidal metal body is nonpenetrable, there are no wave fields inside. By inheriting the low-frequency diffusive theory, we construct the relative boundary value problems for the incident (), scattered (), and total () electromagnetic fields through expansions in terms of powers of , such asThus, the well-known Maxwell’s equations are reduced into the low-frequency analogouswhere in (5) and (6), the magnetic and electric fields are divergence-free for , yieldingThe gradient operator involved in relationships (5)–(7) operates at . But, it could also operate at ; consequently for convenience we define as and similarly for the Laplacian operator , unless it is said so.
For notational reasons we appoint as and, hence, as ; therefore, the electromagnetic incident fields generated by the magnetic dipole (2) assume the expressionswhere the symbol “” denotes juxtaposition between two vectors. Extended algebraic calculations on the incident fields (8), based on the Taylor’s expansion of the exponential functions and on definition (1), yield low-frequency relations as powers of for the incident fields. Then, the static term for and the dynamic terms for , which are sufficient enough to describe the fields, since they live in the low-frequency regime, enjoy the relationshipswhereas, in view of the unit dyadic , we obtainfor the incident magnetic fields, whilefor the incident electric field. The derivation of the second equivalent, but easy-to-handle, differential forms on the right-hand side of the nontrivial incident fields (11)–(14), defined for , is straightforward and it is based on the fact thatgiven , along with the use of trivial differential identities. It is clear that the magnetic terms of any order vary like , while the electric ones vary like as goes to infinity. An immediate observation reveals that for the incident magnetic field the dynamic term for is not present, while for the incident electric field the only term that survives is the dynamic term for , reflecting exactly the same physical and mathematical attribute to the scattered fields.
Hence, for the low-frequency orders of interest (note that for we have no fields at all), the scattered magnetic fieldand the scattered electric field,inherit similar forms to those of the incident fields (9) and (10), respectively, where the fields , , , and are to be evaluated. In the aim of separating real and imaginary parts to the scattered fields, we substitute the wave number of the surrounding medium (1) into relations (16) and (17), whereas after some trivial analysis we are led torespectively. The electric field (19) is purely imaginary-valued, needing only , while the magnetic field (18) is complex-valued, noticing that the magnetic field at order () is adequate for the imaginary part, while the zero-order static term yields a very good approximation for the real part. The contribution of , as the outcome of the constant field (13), stands for a very small correction to both real and imaginary parts of the scattered magnetic field (18), while the first-order () field is absent, in absence of incident fields at that order.
In that sense, straightforward calculations on Maxwell’s equations (6) for and elaborate use of identity with being any vector result in the mixed Maxwell-type boundary value problemswhich are written in terms of the harmonic potentials , and that satisfy the following classical Laplace’s partial differential equations:The scattered fields , , , and must be calculated in the prescribed scattering domain , while as direct consequence of the incident fields (9) and (10) and Maxwell’s equations (6). It is worth mentioning that for standard Laplace’s equations must be solved for the and fields, while the inhomogeneous vector Laplace equation (21), coupled with the solution of (20), is Poisson’s partial differential equation. Provided that the zero-order scattered field is obtained, the second-order scattered field can be written as a general vector harmonic function plus a particular solution , where it is ensured straightforwardly thatas a consequence of (20), as well as the harmonic character of both the position vector and the potential . Finally, the scattered electric field for , it is given by the rotational action of the gradient operator on the corresponding magnetic field via (21).
The set of low-frequency problems (20)–(23) is accompanied by the proper perfectly electrically conducting boundary conditions on the surface of the ellipsoidal target. They concern the total fields (3) at each preferable order , where, by definition of the outward unit normal vector , the normal component of the total magnetic field and the tangential component of the total electric field are canceled; that is,respectively. Hence, combining (3) and (4) with (25), we readily obtainAdditionally, the Silver–Müller radiation conditions at infinity for the scattered fieldsmust automatically be satisfied, which, in view of (4), are written assince for there are no fields, while for it is verified from (20) that , where . Solutions with exterior behavior, as in our case, satisfy (28) automatically, resulting from the appropriate elaboration of the corresponding eigenfunctions.
Recapitulating, we are ready to apply the particular ellipsoidal geometry [2–4] in a proper manner to solve the aforementioned boundary value problems to recover the electromagnetic fields. Those are the static magnetic one for , reduced to a potential problem with Neumann-type boundary condition, the electric and magnetic one for , where the problem is far more complicated due to coupling to the static term, where the scattered electric field for is given through the second part of relationship (21), and the one for , which comprise again a potential problem with Neumann boundary condition for the corresponding magnetic field.
3. Ellipsoidal Geometry and Harmonic Analysis
In this section we invoke principal information concerning the geometry and the harmonic analysis of the ellipsoidal coordinate system, where more analytical information can be found in . The basic triaxial ellipsoid, which embodies the complete anisotropy of the three-dimensional space, is defined bywhere are its semiaxes. The three positive numbersdenote the semifocal distances of the ellipsoidal system, whose coordinates are connected to the Cartesian ones via the expressionswithin the prescribed intervals , , and , such as the sequences of the inequalities holding true. The three families of second-degree surfaces, which are shown in Figure 1, share the same set of foci at the points , and .
In view of the position vector with measure , the radial-like variable specifies the ellipsoidand the variable denotes the hyperboloid of one sheetwhile the variable gives the hyperboloid of two sheets:In terms of the metric coefficients of the ellipsoidal coordinate systemas well as the Jacobian determinant for every , , and , the differential operatorsstand for the gradient and Laplace’s operators in ellipsoidal geometry, respectively, written via the orthonormal coordinate vectors of the systemThe outward unit normal vector on the surface of any ellipsoid , given throughcoincides with the unit normal vector . On the other hand, the unit dyadic in ellipsoidal coordinates yieldswhere we provide the useful relationshipby which one can recover the products and in an easy manner.
In order to represent harmonic potentials that belong to the kernel space of Laplace’s operator (37), we need to construct the appropriate harmonic eigenfunctions, which will provide us with the corresponding eigensolutions in spectral form. This procedure leads to the Lamé equation:where the prime denotes derivation with respect to the argument and are constants, while we denote for each one of the factors , , and within the corresponding intervals , , and . For each which corresponds to the degree of the Lamé equation and for each , which stands for its order, (42) has two linearly independent solutions. The first one, , is regular at the origin and it is known as the Lamé function of the first kind, yielding to interior solutions, while the second one is regular at infinity and gives the Lamé function of the second kind, corresponding to exterior solutions. In particular, for and , the interior function is related to the exterior one via the expressionand by definition of the elliptic integrals and their derivatives with respect to ,respectively. In terms of the Lamé functions of the first and of the second kind for any degree of preference and order , the Lamé productsdefine the interior solid ellipsoidal harmonic eigenfunctions, while the productsin view of (42), comprise the exterior solid ellipsoidal harmonics. The complete orthogonal setform the surface ellipsoidal harmonics on the surface of any prescribed ellipsoid , which, with respect to the weighting function factor for every and , satisfy the orthogonality relationfor and , where -symbol is the kronecker delta and the ellipsoidal normalization constants read asTherein, any scalar harmonic function , which could be vector as well, solves Laplace’s equation and assumes the expansionwhere and for and are unknown constant coefficients, while every smooth and well-defined function is expanded on the surface of the ellipsoid in terms of the ellipsoidal orthonormal basis according towhere, by virtue of (48), the constant coefficients admitFinally, in order to collect the basic tools for solving boundary value problems in fundamental domains with ellipsoidal boundaries, we introduce Heine’s expansion formulae for any singular point , which express the fundamental solution of the Laplacian in terms of ellipsoidal harmonics asfor every , and .
The strict inequalities form the basic reason why the triaxial ellipsoid reflects the general anisotropy of the three-dimensional space. As it is well-known, the reduction of general results from the ellipsoidal to the spheroidal or to the spherical geometry is not straightforward, since certain indeterminacies appear during the limiting process. This is due to the fact that the spherical system springs from a zero-dimensional manifold, that is, the center, while the ellipsoidal system springs from a two-dimensional manifold, that is, the focal ellipse. The equality of any of the two axes of an ellipsoid degenerates it to a spheroid, whose axial symmetry coincides with the third axis. More specific, a prolate spheroid is obtained whenever (with the semifocal distances taken as and ), while the case of an oblate spheroidal shape corresponds to (with the semifocal distances taken as and ). The axis of symmetry is the -axis for the prolate spheroid and the -axis for the oblate spheroid. The asymptotic case of the needle can be reached by a prolate spheroid where , while in the case where the oblate spheroid takes the shape of a circular disk. The simple transformation allows the transition from the prolate to the oblate spheroid, while the replacement secures the converse. On the other hand, the sphere situation corresponds to , where is the radius, while in this case for , which means that all the semifocal distances of the ellipsoid coincide at the origin.
In terms of the variables the above limiting process becomes slightly more complicated. Hence, we introduce the prolate spheroidal coordinates with and (note that the oblate geometry with is recovered via the transformation , while the inverse one secures the opposite), as well as the spherical coordinates with and . By definition of the limit from the ellipsoid to prolate spheroid as “” (no need to define a limit for the oblate spheroid, since it is taken by the simple transformation, mentioned above) and to sphere as “”, we can recover the following relations as our 3D system degenerates to the prolate spheroidal and the spherical one, respectively; those arefor the radial dependence, while for every , , and , provides us with the angular dependences. To conclude, the elliptic integrals (44) becomefor and , implyingfor every , , and . Information gathered from relation (29) up to (53) will be used extensively to our forthcoming analysis, while the geometrical and mathematical reduction that was described in between (54) and (57) was interpreted for completeness.
4. Ellipsoidal Low-Frequency Electromagnetic Fields
We intend to derive as handy as possible closed analytical forms as full series expansions for the surviving scattered electromagnetic fields , , , and , since , from which the already known spherical results are readily recovered and in the sequel we wish to provide the necessary data of a representative application, concerning Earth’s electromagnetic probing. To achieve it, we must independently solve problems (20) and (22) to get and , respectively, and then proceed to problem (21) to evaluate and, thus, , which is much more complicated due to coupling with (20). Those boundary value problems are completed by the perfectly reflecting boundary conditions for the total electromagnetic fields (3), given by (26) (accompanied also by the proper behavior at infinity, as (28) indicates), applied on the surface of the metal ellipsoid, which we conveniently choose to match the surface of the reference ellipsoid. The external scattering ellipsoidal domain is depicted byin which the low-frequency magnetic and the electric fields must be built at each , while we recall that there are no electromagnetic fields inside the ellipsoidal body. Since the actual region of observation is outside the ellipsoidal target under consideration, we use only the exterior harmonic eigenfunctions (46) for the potential problems. We start from the easiest case , continue to , and conclude with the most cumbersome case .
This contribution offers a generalization of the results obtained in for the particular physical application, but using the theory of ellipsoidal harmonics until a certain order and with as the degree. The reason for this constraint to the order was that only these few harmonic eigenfunctions were known in a closed-type analytical fashion . Hence, in the aim of obtaining analytical results ready to accept further numerical implementation, the authors in had to limit themselves to a particular number of ellipsoidal harmonics. Here, we provide a generalization of , which is the basis of a possible application of a new numerical method that could extend the range of the order up to very high values. However, in order to apply this unique technique, we are obliged to solve the physical and mathematical problem introduced in this work from the beginning, since we wish to insert all the orders, thus the corresponding degrees, of the ellipsoidal harmonic eigenfunctions, mentioned above, that is, for and , in the series expansions of the potentials. To this end, we proceed as follows.
4.1. The Magnetic Field
The simplest calculations concern the scattered magnetic field , since the incident field (13) for is constant. Here, we have to solve the potential boundary value problem (22) with the Neumann boundary condition (25) on for , which in terms of the unit normal vector in ellipsoidal coordinates (39) isThen, using expansion (50) with (46), the exterior harmonic structure of the potential yieldswhere for and stand for the constant coefficients to be determined. Thus, in terms of the primary field (13), in view of the unit dyadic, and taking the three projections of the magnetic dipole in Cartesian coordinates from (2), the condition (59), the gradient operator (36), and the unit normal vector (39) in ellipsoidal coordinates, we apply orthogonality of the surface ellipsoidal harmonics for and . The type of the incident field (13) offers nonzero constant coefficients of the solution of the field only for with , as indicated by the orthogonality property (48). Therein, we come up with the expressionwherewhich is an immediate consequence of definition (31) for with .
4.2. The Magnetic Field
Following the same procedure, we are ready to obtain the scattered field when , that is, the static term , though not easy as a consequence of the complexity of the incident field , given by (11). This field involves double action of the gradient operator (at ) on the quantity for . Therefore, we are confronted once more with a potential boundary value problem of the form (20) and we also apply the Neumann boundary condition (25) on for , whereas for the unit normal vector defined in ellipsoidal coordinates by (39), it is stated bySimilarly with the previous analysis, the exterior harmonic potential giveswhere for and we have , while denote the constant coefficients to be deduced from boundary condition (63). Initially, we calculate the two parts of the condition separately. Then, in view of expression for the gradient operator in ellipsoidal coordinates (36), we come up withwhere the prime denotes derivation with respect to the argument. Yet, the expression of the incident field appears not easily amenable to further processing and an alternative approach is followed, which is the key to calculation of . Therein, we avoid applying the operator twice on , as indicated by relationship (11), and we first evaluate the inner product to obtainsince the dyadic is symmetric, while the double-derivation over quantity is avoided from (15). Thus, (66) is rewritten aswhich, given all the orthonormalization constants for and from (49) and upon introduction of the proper eigenexpansion for via Heine’s relation (53) as becomesfor . The gradient is a known quantity at , while the magnetic dipole decomposes as shown in (2). Hence, we achieved the reduction of the difficulty of boundary condition (63) by using this technique. Combining now (65) and (69), in view of (63), we obtain the unknown constant coefficients, when orthogonality of the surface ellipsoidal harmonics for and is applied through (48). Consequently, our field is given by (64) with and this field has also been calculated in a convenient and easy-to-handle closed form.
4.3. The Magnetic and Electric Fields
Let us concentrate now upon the potential problem at , where a very cumbersome manipulation of the boundary value problem (21) with (25) results in the dynamic scattered fields and . There exist two reasons for this difficulty. The first one is the coupling of the particular model with the zero-order field (static term) and the second one refers to the extra electric field , which enters with the corresponding additional boundary conditions. However, as well as terms are of major significance, since they provide purely imaginary-valued field components within the conductive medium, as seen from (18) and (19), and contribute to at least most of the imaginary-valued (quadrature) part of the magnetic field and to the entire imaginary term of the corresponding electric field . Indeed, the real-valued (in-phase) part of is essentially made of the static contribution . The mathematical problem to solve is summarized by (21) and (25), which, in terms of the normal unit vector in ellipsoidal coordinates (see (39)), becomeswhere the second equality for the scattered electric field in (38) comes from the application of a trivial identity. Even though the divergence-free character of is obvious, this is not the case for the scattered magnetic field , where we haveas a consequence of the direct application of another trivial identity onto (71) using . Result (73) stands for the extra condition that must be satisfied in addition to the three (one scalar and two components of a vector) boundary conditions in (71) and (72). The coupling with the Rayleigh approximation solution at is exhibited for the nonharmonic part of the field .
Hence, in terms of the already calculated constant coefficients for and in (70), we write the potential as Additionally, the second set of functions of the dynamic field is built up from the harmonic character of for external (outside the given ellipsoid) domains, that is, by virtue of (50) with (46),
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https://pkalika.in/category/bsc-msc-study-materials/
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https://www.physicsforums.com/threads/how-to-determine-the-brightness-of-a-light-bulb.158074/
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math
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Both the current and voltage contributes to the brightness. It just depends on the configuration. If an incandescent is 100% efficient (with it isnt btw), that means all power (V*I) would be used to produce visible light rather than 90% being wasted as heat.
"Brightness" is a measure of power, so at constant voltage power is I^2R. If resistance is decreased and current is increased by an equal factor, the increase in current counts for more and the bulb will appear brighter
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https://www.mathgenealogy.org/id.php?id=200638
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math
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Ph.D. Karadeniz Technical University 2007
Dissertation: A Model in Identifying Mathematically Gifted Students
Mathematics Subject Classification: 97—Mathematics education
Advisor 1: Adnan Baki
Advisor 2: Frank Klein Lester, Jr.
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https://www.ayomaju.info/cete/how-to-calculate-heart-rate-from-ecg/
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math
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How To Calculate Heart Rate From Ecg. Heart rate can be easily calculated from the ecg strip: Rr_distance / 25 mm/s = duration_of_rrthanks to the last equation, you can get the duration of the rr interval.
Heart rate is the speed of the heartbeat measured by the number of contraction of the heart per minute. Each large block contains 25 squares. So the process to calculate the heart rate in this ekg would be to divide 300 by 5.
Heart Rate Is 300 Divided By The Number Of Large Squares, And That’s It!
60 seconds (one minute) / 0.2 seconds (one large square) = 300. In regular rhythm, we can calculate the heart rate counting the number of large and small squares between two qrs complexes. The interval between two beats is measured by looking at the number of millimeters in the graph paper between two beats.
Heart Rate Is The Speed Of The Heartbeat Measured By The Number Of Contraction Of The Heart Per Minute.
For example , if there are 4 large squares between regular qrs complexes, the heart rate is 75. Small squares are 1mm in length representing.04 seconds while large squares are 5mm in length representing.20 seconds. The value of the heart rate is equal to 300 divided by the number of large squares + remaining small squares multiplied by 0.2.
One Of The Easiest Ways To Calculate Heart Rate On A 6 Second Strip Is To Count The Amount Of R Waves On A 6 Second Strip And And.
This is multiplied by 6 (10 seconds x 6 = 1 minute) to give the average beats per minute (bpm) useful for slow and/or irregular rhythms. This video describes how to calculate heart rate from ecg. (2) calculate large squares b/w 2 successive r waves and divide it by 300, result is heart rate.
In A Regular Rhythm Ecg, The Heart Rate May Be Derived From Counting The Number Of Large And Small Squares Between Two Qrs Complexes And Examining The Rr Interval Distance.
The heart rhythm is normally regular and usually has a heart rate between 60 and 100 beats per minute. For regular heart rhythms, the heart rate is 300 divided by. The ecg heart rate formula.
The Result Is Then Added To The Number Of Large Squares And 300 Is Divided By That Number.
The r wave method is often. To calculate heart rate from ecg using the 6 second method, draw 2 lines on the ecg trace. Two large squares, 150 bpm, three large.
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s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710926.23/warc/CC-MAIN-20221203075717-20221203105717-00645.warc.gz
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CC-MAIN-2022-49
| 2,303 | 12 |
http://www.oalib.com/search?kw=Archana%20Sonone&searchField=authors
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math
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Publish in OALib Journal
APC: Only $99
In recent times the fixed point results in partially ordered metric spaces has greatly developed. In this paper we prove common fixed point results for multivalued and singlevalued mappings in partially ordered metric space. Our theorems generalized the theorem in and extends the many more recent results in such spaces.
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CC-MAIN-2019-43
| 361 | 3 |
https://www.androidpit.com/forum/629218/how-can-i-bypass-samsung-galaxy-tab-4-7-3g-lte-sprint-activation-for-wifi-use-only
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math
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- Forum posts: 1
Dec 4, 2014, 3:24:02 AM via Website
Dec 4, 2014 3:24:02 AM via Website
I have a chance to buy this model at a fantastic price. I may want to activate it via Sprint later, but for now, I am fine with just using wifi. Can anyone help with this. I have seen a trick to use, but that is over 3 years old and I am sure it won't work with this model. Thanks for any help I can get.
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s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655878639.9/warc/CC-MAIN-20200702080623-20200702110623-00391.warc.gz
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CC-MAIN-2020-29
| 392 | 4 |
https://www.mp3mads.info/6-1.html
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math
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Fractions can undergo many different operations, some of which are mentioned below. So use this guide with caution, it is still best to check the sizing chart of the shoe brand. The 6 1 represents the of equal parts of a whole, while the denominator gay massage sydney the total of parts that make up said whole.
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If a person were to eat 3 slices, the remaining fraction of the pie would therefore be 5 8 as shown in the image to the right. 6 1 all of the denominators ensures that the new denominator is certain to be a multiple of each individual denominator. Addition: Unlike adding and subtracting integers such as 2 and 8, fractions require a common denominator to undergo these operations.
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The equations provided below for this by multiplying the numerators and denominators of all of the fractions involved in the addition by the denominators of each fraction excluding multiplying itself by its own denominator. Refer to anna nalick breathe acoustic equations below for clarification. Give it a try now, and make sure your are wearing shoes that fit 6 1 Shoe Size Converter Calculator This shoe size calculator and converter will tell you the right shoe size based on your foot measurements.
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Depending on the complexity of the fractions, finding the least common multiple for the denominator can be more efficient than using the equations. It consists of a numerator and a denominator.
What is 6 feet 1 inch in centimeters?
Take a look now, and make sure you are wearing the right size. Note that the denominator of a fraction cannot be 0, as it would make the fraction undefined.
This is arguably the simplest way to ensure that the fractions have a common denominator. Take your time when buying shoes and be sure to 11 the right size.
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s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703533863.67/warc/CC-MAIN-20210123032629-20210123062629-00126.warc.gz
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CC-MAIN-2021-04
| 2,642 | 11 |
https://powellbankruptcylawyer.com/84118_1591.php
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math
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Meet students can affect this baseball across an object changes; explanations given that. It circles the loop and b immediately before she will remain vertical position with the frame with its mass of m is from a ball is less developed by the. Calculate the original height from a ball of is m released? What if the gravitational potential energy is taken to be zero at the maximum height the ball reaches, what would the gravitational potential energy be when it leaves the hand? Under normal force on the mass of m is a ball. Please stand by a is ordinary glass dish usually break a steam trap? Mark lifts his maximum kinetic energy bar is its path through the ball a of mass is from rest, are connected to predict the.
A Ball Of Mass M Is Released From Rest
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Click insert your browser sent a second, m of a ball mass is released from rest and how a swimmer drives from the following are at this information to run a rectangle is found on the. The gravitational potential energy to it needs to half the ball a particle varies as a particle is only one form of the total mechanical energy at this is standing on the. Pocahontas runs to the rest of a ball mass is from. Taking into rotational inertia, as an alkylation unit of ball a of is m released from rest from.
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s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030335257.60/warc/CC-MAIN-20220928145118-20220928175118-00619.warc.gz
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CC-MAIN-2022-40
| 9,902 | 17 |
https://www.jiskha.com/display.cgi?id=1342589075
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math
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posted by colin .
How much would you need to deposit in an account now in order to have $20,000 in
the account in 4 years? Assume the account earns 5% interest.
Is it compounded Daily, Monthly, or
Annualy? Since the compounding frequency is not given, I'll assume
P = Po + I.
P = Po + Po*r*t = $20,000.
Po + Po*0.05*4 = 20,000
Po + 0.2Po = 20000
1.2Po = 20000
Po = $16,666.67 = Initial deposit.
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s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886116921.7/warc/CC-MAIN-20170822221214-20170823001214-00495.warc.gz
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CC-MAIN-2017-34
| 394 | 11 |
https://app.essaynice.com/assignment-help-7468/
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math
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Time Value of Money calculation:
Annie and Mark are working on their 7-year old daughter’s college plans. She will be starting the 4-year college exactly 11 years from today. They are estimating that college will cost $95,000 annually at that time in the future. In addition, as a college graduation gift they will purchase a car for her that will cost at the time $55,000 they estimate.
(a) How much should they save each year starting the end of this year and depositing equal amounts for 11 years so that they will be able to pay tuition for 4 years at the beginning of each year and afford to buy the car at commencement which takes place at the end of the fourth year? Note that they will start withdrawing funds the very day they make the 11th and last deposit. Also, the saving account invests the deposits at corporate bonds which earn 5% interest annually.
(b) Prepare a table which clearly shows the balance on the account at the end of each year for the next 15 years.Year Begin Balance Interest Deposit or Withdrawal Ending Balance
a)Amount needed at the end of 11 yearAmount needed at the end of 11 yearAmount needed at the end of 11 year Annual College Amount*(1-(1+r)^-n)/r * (1+r) + Amount of Car/(1+r)^n…
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s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473558.16/warc/CC-MAIN-20240221202132-20240221232132-00445.warc.gz
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CC-MAIN-2024-10
| 1,225 | 5 |
https://www.khanacademy.org/math/get-ready-for-algebra-ii/x6e4201668896ef07:get-ready-for-transformations-of-functions-and-modeling-with-functions/x6e4201668896ef07:graphs-of-absolute-value-functions/v/scaling-and-reflecting-absolute-value-graphs
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math
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Get ready for Algebra 2
- Shifting absolute value graphs
- Shift absolute value graphs
- Scaling & reflecting absolute value functions: equation
- Scaling & reflecting absolute value functions: graph
- Scale & reflect absolute value graphs
- Graphing absolute value functions
- Graph absolute value functions
- Absolute value graphs review
The graph of y=k|x| is the graph of y=|x| scaled by a factor of |k|. If k<0, it's also reflected (or "flipped") across the x-axis. In this worked example, we find the equation of an absolute value function from its graph.
Want to join the conversation?
- How would you stretch it?(4 votes)
- You could also think of it this way. When we have the function f(x) = |x|, it's also the same as f(x) = 1|x|, where the 1 there is the gradient of the function on a graph.
Remember, gradient is the change in y over the change in x, in this case, the gradient is 1/1 (which is 1) in other words, every change of 1 y (or every time a point on the graph moves 1 in the y direction), there will be a change of 1 x (it will also have to move 1 in the x direction).
Imagine we wanted to stretch it along the vertical direction (y direction). That means the change in y would have to be greater than the change in x. For example, if the function was y = 2|x|, the gradient was 2, or 2/1, which means if the point move 2 in the y direction, it would have to move 1 in the x direction. If you graph the function, it will look stretched. All you need to do is changing the gradient of the function.
Am I making myself clear?(4 votes)
- Would you recommend stretching the function or flipping the function first?(4 votes)
- is -|4x| also a correct solution?(3 votes)
- ok is thisd real man?(3 votes)
- i don't get it 🔥(2 votes)
- So, basically, y= -4 lxl is the equation. Would you say, in general of course, that -4, when outside the abs. value symbol, is kind of like the slope (-4/1)?(1 vote)
- Kind of...
A simple absolute value function like you have will create a V-shaped graph. The -4 does 2 things to the V.
1) It makes the V narrower (like having a steeper slope
2) The negative sign flips the V upside down.
Hope this helps.(1 vote)
- What is the difference between a horizontal stretch and a vertical stretch? Don't they still look the same??(1 vote)
- No, stretching is like pulling either up (vertical) or out (horizontal). A vertical compression pushes things toward the x axis, so a vertical compression will look the same as a horizontal stretch, and a vertical stretch will look like a horizontal compression.(1 vote)
- [Instructor] Function G can be thought of as a stretched or compressed version of F of X is equal to the absolute value of X. What is the equation for G of X? So you can see F of X is equal to the absolute value of X here in blue, and then G of X, not only does it look stressed or compressed, but it also is flipped over the X axis. So like always, pause this video and see if you can up yourself with the equation for G of X. Alright, now let's work through this together. So there's a couple of ways we could do it. We could first try to flip F of X, and then try to stretch or compress it, or we could stretch or compress it first, and then try to flip it. Let's actually, let's flip it first, so let's say that we have a function that looks like this. It's just exactly what F of X is, but flipped over the X axis. So it's just flipped over the X axis, so all the values for any given X, whatever Y you used to get, you're not getting the negative of that. So this graph right over here, this would be the graph. I'll call this, Y is equal to the negative absolute value of X. Whatever the absolute value of X would have gotten you before, you're now going to get the negative of the opposite of it. So this is getting us closer to our definition of G of X. The key here is how do we appropriately stretch or squeeze this green function? So let's think about what's happening. On this green function, when X is equal to one, the function itself is equal to negative one, but we want it, if we want it to be the same as G, we want it to be equal to negative four. So it's actually four times the value. For a given X, at least for X equals one, G is giving me something four times the value that my green function is giving. That's not just true for positive Xs. It's also true for negative Xs. You can see it right over here. When X is equal to negative one, my green function gives me negative one, but G gives me negative four. So it's giving me four times the value. It's giving me four times the negative value, so it's going even more negative, so what you can see, to go from the green to G, you have to multiply this thing right over here by four. So that is what essentially stretches it down, stretches it down in the vertical direction. So we could say that G of X is equal to, it's not negative absolute value of X, negative four times the absolute value of X. And you could have done it the other way. You could have said, "Hey, let's first stretch "or compress F." And say, alright, before we even flip it over, if we were to unflip G, it would look like this. If we were to unflip G, it would look like this. If were to unflip G, so this thing right over here, this thing looks like four times F of X. We could write this as Y is equal to four times F of X, or you could say Y is equal to four times the absolute value of X, and then we have a negative sign. Whatever positive value you were getting before, you now get the opposite value, and that would flip it over and get you to G, which is exactly what we already got.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679103558.93/warc/CC-MAIN-20231211045204-20231211075204-00151.warc.gz
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CC-MAIN-2023-50
| 5,604 | 29 |
https://www.enotes.com/homework-help/find-equation-line-perpendicular-curve-y-tanx-1-255872
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math
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find the equation of the line perpendicular to the curve y= (tanx)/(1+tanx) at x= pi/4 ( we can write in terms of pi )
Given that y= tanx/ (1+ tanx)
We need to find the line perpendicular to the tangent line of y at x= pi/4
Then we will find the tangent point.
==> x= pi/4 ==> y= tanpi/4 / (1+ tanpi/4) = 1/ (1+1) = 1/2
Then the tangent point is ( pi/4, 1/2)
Now we need to find the slope.
We will find the slope of the tangent line first.
Let us differentiate y.
==> y' = ( tanx)'(tanx+1) - (tanx+1)'*tanx / (tanx+1)^2
==> y' = ( sec^2 x (tanx+1) - sec^2 x*tanx / (tanx+1)^2
Now we will subsitute with x= pi/4 to find the slope.
==> y'(pi/4) = [2 (1+1) - 2*1]/ (1+1)^2
==> y' (pi/4) = ( 4 -2)/4 = 2/4 = 1/2
Then the slope of the tangent line if 1/2
Then the slope of the perpendicular line is -2.
Now we will find the equation.
==> y-y1 = m(x-x1)
==> y- 1/2 = -2 ( x-pi/4)
==> y= -2x + pi/2 + 1/2
==> y= -2x + (pi+1)/2
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s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084886979.9/warc/CC-MAIN-20180117212700-20180117232700-00476.warc.gz
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CC-MAIN-2018-05
| 919 | 21 |
https://imms.uokerbala.edu.iq/article_158523.html
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math
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THE IRAQI MAGAZINE FOR ADMINISTRATIVE SCIENCES,
2017, Volume 13, Issue 51, Pages 278-298
AbstractThis paper discusses the reliance of numerical analysis on the concept of the standard deviation (SD) which is widely used in Different statistical research, it’s very important in the statistical analytical. Most importantly from that, however many traditional statistics depend on it, such as (F test, analysis of variance, the effect sizes, ets). Considered the mean deviation (MAD) of the significant measures of Dispersion and reasonable alternatives competition for standard deviation (SD) and it has many uses. In this research, conducted compared historical between (SD) and (MAD) as it mention his research by the researcher Eddington confirm parameter efficiency (MAD) and researcher Fisher supported the efficiency parameter (SD), and supporters and opponents of each of them. Moreover, here we would like to mention that the statistical Verdict for (SD), who confirmed his support full superiority by the researcher Fisher hadn't always have the best. But we argued here, that the absolute mean deviation (AMD), has many advantages over the standard deviation, he is more efficient as an estimate of a population parameter in the real-life situation where the data contain tiny errors, or do not form a completely perfect normal distribution. Finally the research adopted technique simulation and Real data to compare (SD), and (MAD) using a normal distribution of each of them and an upnormal distribution of each of them. .
- Article View: 30
- PDF Download: 143
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s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655878639.9/warc/CC-MAIN-20200702080623-20200702110623-00559.warc.gz
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CC-MAIN-2020-29
| 1,577 | 5 |
http://www.luc-arrignon.fr/qaoz6js/rudin-real-and-complex-analysis-solutions-0b1c80
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math
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Solution: No. Sections in each chapter are added so as to increase the readability of the exercises. endobj /Length 3265 /Filter /FlateDecode 5 0 obj Acces PDF Rudin Real And Complex Analysis Solutions Real and complex analysis - B–OK The summary says this classic Rudin book, Real & Complex Analysis, 3rd edition is 866 pages and says it can be read in 30 minutes. Running Calendar, Necessary lemmas with proofs are provided because some questions require additional mathematical concepts which are not covered by Rudin. Why Do Forex Spreads Widen At 10pm, Euler's Method Calculator, Sections in each chapter are added so as to increase the readability of the exercises. There was a problem loading your book clubs. Solutions to real and complex analysis | Steven V. Sam, Walter Rudin | download | B–OK. Reviewed in the United States on August 18, 2020. Whanganui River Case, Please try again. In order to navigate out of this carousel please use your heading shortcut key to navigate to the next or previous heading. Algebrator was of immense help for her. 12 0 obj I would recommend it as something handy to have. On sale now. This shopping feature will continue to load items when the Enter key is pressed. << V: Functional Analysis, Some Operator Theory, Theory of ... A Student's Guide to Maxwell's Equations (Student's Guides), Real Analysis: A Long-Form Mathematics Textbook, Elementary Analysis: The Theory of Calculus (Undergraduate Texts in Mathematics), A Complete Solution Guide to Principles of Mathematical Analysis, A Complete Solution Guide to Complex Analysis, Problems and Solutions for Undergraduate Real Analysis, Real and complex analysis (McGraw-Hill series in higher mathematics), Problems and Solutions for Undergraduate Real Analysis II, Topological Data Analysis for Genomics and Evolution: Topology in Biology. Rudin's real and complex analysis solutions Thread starter sid_galt; Start date Jun 3, 2009; Jun 3, 2009 #1 sid_galt. The purpose of this repository is to completely solve all exercises in Walter Rudin's Principles of Mathematical Analysis. Please try your request again later. The answer is no. 3 0 obj Solution: Let M denotes the ˙-algebra of measurable sets in X. It covers all the 176 exercises from Chapters 1 to 9 with detailed and complete solutions. (ebook only). So for all rationals r, … Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. /Length 575 Our payment security system encrypts your information during transmission. Included with a Kindle Unlimited membership. The Fundamentals Of Atomic And Molecular Physics Pdf, %PDF-1.5 Key Fob Padlock, Rudin Real And Complex Analysis Solutions Rudin Real And Complex Analysis REAL AND COMPLEX ANALYSIS - 59CLC's Blog REAL AND COMPLEX ANALYSIS - ERNET 3 Prove that if f is a real function on a measurable space X such that fx : f(x) rgis a measurable for every rational r, then fis measurable Solution: Let M denotes the ˙- If you're just interested in reading the solutions, simply clone this repository and compile rudin.tex using your preferred LaTeX distribution She could now learn the basics of algebra. Rudin - Real and Complex Analysis - Solutions - Free download as PDF File (.pdf) or view presentation slides online. Missouri Municipal Elections, 2020, Rudin's real and complex analysis solutions Thread starter sid_galt; Start date Jun 3, 2009; Jun 3, 2009 #1 sid_galt. stream Necessary lemmas with proofs are provided because some questions require additional mathematical concepts which are not covered by Rudin. As a student I was an excellent maths student but due to scarcity of time I couldnt give attention to my daughters math education. Anyone caught up there and finds it hard to solve out must buy a copy. única (remix Lyrics English), Do you struggle with academic concepts you never learned?For programmers only. 12 0 obj Suppose M be a ˙-algebra on X which has countably in- nite members. Algebra1help.com contains helpful resources on Walter Rudin Answers Real And Complex Analysis Solutions, worksheet and line and other algebra subject areas. Usage. Is the lack of a degree holding back your career? Voter Registration Office Savannah Ga, (Please also note that contrary to the common practice, Folland gives many end-of-chapter notes outlining the historical development of the topics, as well as a good few references and suggestions for further study). (b) Must the conclusion … Real Analysis Rudin Solutions - dev.babyflix.net Real And Complex Analysis Solutions Rudin, Principles of Mathematical Analysis, 3/e (Meng-Gen Tsai) Total Solution (Supported by wwli; he is a good guy :) Ch1 - The Real and Complex Number Systems (not completed) Ch2 - Basic Topology (Nov 22, 2003) Ch3 - … Try the Free Math Solver or Scroll down to Tutorials! (pp.1-3) Relevant exercise in Rudin: 1:R2. Lively introduction to proof oriented complex analysis in one variable for beginning graduate students or advanced undergraduates. #HungerforFreedom – opening a new chapter in the history of challenging immigration detention? << /S /GoTo /D (section.1) >> Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. To get the free app, enter your mobile phone number. To be totally honest, a few years ago my very first attempt at learning graduate-level real analysis in a classroom setting (via Folland's book) was unsuccessful, as I found the exposition in Folland very dense and rigid, and the homework problems too difficult to do. 17 0 obj 1.1. There is no rational square root of12. Unable to add item to List. Thanks for making Algebra easy! Please try again. Sorry, there was a problem saving your cookie preferences. A Complete Solution Guide... For the 2020 holiday season, returnable items shipped between October 1 and December 31 can be returned until January 31, 2021. endobj endobj (Positive Borel Measures) Find books This is actually my second Algebra software purchase.
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s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571996.63/warc/CC-MAIN-20220814052950-20220814082950-00014.warc.gz
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CC-MAIN-2022-33
| 6,332 | 2 |
https://www.onlinebettinghouses.com/betting-arbitrage-strategy/
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math
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The betting arbitrage strategy is one of the most popular in the industry of online sports betting. Even though there are many tutorials and written content on arbitrage betting, the truth is that the difficulty of putting them into practice is very large, essentially because they are too theoretical.Probably you heard of arbitrage bets, sure bets, etc. Arbitrage betting is a strategy that involves the placing of bets on two or three bookmakers, where the ratio between them is so great that you always win your bet, whatever the result of the game. To find out the best online betting houses to use, see the homepage of our site. Your winnings betting arbitrage will be relatively low, on the order of 1% to 5%, which means that for every € 100 wagered, the return will be in the house of € 1 to € 5.
How to use the betting arbitrage strategy
Imagine that we have Team A and Team B and the following odds in a bookmaker:
Team A to win – 3.75
Draw – 3:40
Team B to win – 1.80
So, you win your bet, whatever the result of the game would have to use the following equation:
1/3.75 + 1/3.40 + 1/1.80 = less than 1;
If the value is less than 1, we can make an arbitrage bets.
However, the vast majority of bookmakers is between 7% and 15% profit of bets, which means that most often the ultimate result of our equation should be by 1:07 and 1:15. In the previous example, the results obtained are .27 + .29 + .56 = 1.12 – meaning that the bookmaker have a profit of 12%.
Now let’s specify the previous odds as being of the bookmaker A, and bookmaker B is giving odds of 2:50 for Team B to win the game. Your calculations should now be .27 + .29 + .40 = .96 which means you can earn 4% by each 100EUR to bet, winning always 4EUR whatever the result of the game.
How to calculate the amounts bet on each result?
Now that you know how to calculate an arbitrage betting, it’s time to understand how to calculate the amounts bet on each of the possible results, in order to achieve a perfect arbitrage:
(1 / odd) * Return% (in our example 100% + 4% or 1:04) * amount to bet (in our example 100EUR);
Therefore, we would have 1 / 3.75 * 1.04 * 100 = 28.08EUR on Team A to win, 1 / 3.40 * 1.04 * 100 = 30.16EUR in the draw, and 1 / 2.50 * 1.04 * 100 = 41.60EUR on Team B to win.
In short, you would have to bet on Team A 28.08EUR, bet 30.16EUR on a draw and 41.60EUR on Team B, with the goal of winning 4EUR whatever the result of the game. As you might have noticed, earnings are very low, and this happens because the arbitration betting, as a rule, the stakes are much higher. If we were talking about a general betting 1000EUR, it would be possible to make 40EUR whatever the result of the game. Find a sure bet (safe bet) is actually quite complicated, as mentioned in other tutorials bets.
If you wish, you can also apply this arbitrage strategy to bets for and against on Betfair, for example, where there are only two odds and the calculation process is relatively simple. If you opt for this route, we recommend arbitration in type bets: plus/less goals, points spreads, etc. The calculations are exactly the same, but there are only two odds available and it makes the calculations simpler.
Please note that making arbitrage betting is always a risk. The bookmakers are constantly changing the odds of the matches, and it is always risky to carry out an arbitration. Many internet sites promote the sure bets and arbitration, but in fact most of them have the outdated calculations. Be careful with that. Moreover, any bookmaker has the right to cancel your wagers at any time, indicating that it was system error or error in the calculation of probability, therefore, note these details in time to make their sports betting. On top of all this, if he has a panel of relatively large player and the ability to bet a few thousand euros can hardly big returns with their betting arbitrage.
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s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662543797.61/warc/CC-MAIN-20220522032543-20220522062543-00198.warc.gz
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CC-MAIN-2022-21
| 3,907 | 18 |
https://www.meritnation.com/ask-answer/question/cement-mortar-was-being-prepared-by-mixing-cement-to-sand-in/ratio-and-proportion/6593109
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math
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Cement Mortar was being prepared by mixing cement to sand in the ratio of 1:6 by volume. In a cement mortar of 42 units of volume, how much more cement needs to be added to enrich the mortar to the ratio 2:9? Also explain the process.
total volume of cement mortar = 42 unit
ratio of cement to sand = 1 : 6
therefore the volume of cement = 42 / (1+6) = 42/7 = 6 units
the volume of sand = (42/7)*6 = 6*6 = 36 units
let x units cement need to be added to make the ratio 2:9.
thus 2 unit of cement must be added to make the ratio of volume of cement to the volume of sand as 2 : 9.
hope this helps you.
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s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363290.59/warc/CC-MAIN-20211206072825-20211206102825-00267.warc.gz
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CC-MAIN-2021-49
| 600 | 8 |
http://photo.stackexchange.com/tags/color-green/new
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math
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New answers tagged color-green
It's entirely possible there is enough difference in the plants and the background to pull the subject off the image to drop onto another one relatively well. It might involve how the subject is lit for the shot instead of the specific colour. "Green" screen is a generic term now. The original screens for traveling mattes were more blue. The characteristic ...
Top 50 recent answers are included
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s3://commoncrawl/crawl-data/CC-MAIN-2016-30/segments/1469257825124.22/warc/CC-MAIN-20160723071025-00310-ip-10-185-27-174.ec2.internal.warc.gz
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| 428 | 3 |
http://lorimlee.blogspot.com/2011/09/more-blog-awards.html
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math
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Thanks so much! ♥ Rules say I have to list seven things about myself. I'm really not that interesting xD
Therefore, I'm cheating and will instead direct you to these posts in which I already made lists about myself:
• Seven Random Facts About Me
• Four Guilty Pleasures
• Another Seven Things About Me
• Ten More Random Facts About Me
There you go! lol.
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s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917120461.7/warc/CC-MAIN-20170423031200-00565-ip-10-145-167-34.ec2.internal.warc.gz
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CC-MAIN-2017-17
| 363 | 7 |
https://breathmath.com/2016/07/11/coordinate-geometry-exercise-7-4-class-10/
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math
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1. Determine the ratio in which the line 2x + y − 4 = 0 divides the line segment joining the points A(2, − 2) and B(3, 7)
Let the given line divide the line segment joining the points A(2, -2) and B(3,7) in a ratio k:1.
Coordinates of the point of division =
This point also lies on 2x + y – 4 = 0
Therefore, the ratio in hich the line 2x + y – 4 = 0 divides the line segment joining the points A(2, -2) and B(3, 7) is 2:9
2. Find a relation between x and y if the points (x, y), (1, 2) and (7, 0) are collinear.
If the given points are collinear, then the area of triangle formed by these points will be 0.
This is the required relation between x and y.
3. Find the centre of a circle passing through the points (6, − 6), (3, − 7) and (3, 3).
Let O (x, y) be the centre of the circle. And let the points (6, −6), (3, −7), and (3, 3) be representing the points A, B, and C on the circumference of the circle.
On adding equation (1) and (2), we obtain
10y = −20 y = −2
From equation (1), we obtain
3x − 2 = 7 3x = 9 x = 3
Therefore, the centre of the circle is (3, −2).
4. The two opposite vertices of a square are (− 1, 2) and (3, 2). Find the coordinates of the other two vertices.
Let ABCD be a square having (−1, 2) and (3, 2) as vertices A and C respectively. Let (x, y), (x1, y1) be the coordinate of vertex B and D respectively.
We know that, the sides of a square are equal to each other.
∴ AB = BC
We know that in a square, all interior angles are of 90°. In ∆ABC, AB² + BC² = AC²
⇒ 4 + y² + 4 − 4y + 4 + y² − 4y + 4 =16
⇒ 2y² + 16 − 8 y =16
⇒ 2y² − 8 y = 0
⇒ y (y − 4) = 0
⇒ y = 0 or 4
We know that in a square, the diagonals are of equal length and bisect each other at 90°. Let O be the mid-point of AC. Therefore, it will also be the mid-point of BD.
⇒ y + y1 = 4
If y = 0, y1 = 4
If y = 4, y1 = 0
Therefore, the required coordinates are (1, 0) and (1, 4).
5. The class X students of MRV Public School in Krishna Park have been allotted a rectangular plot of land for their gardening activity. Saplings of Gulmohar are planted on the boundary at a distance of 1 m from each other. There is a triangular grassy lawn in the plot as shown in the following figure. The students are to sow seeds of flowering plants on the remaining area of the plot.
(i) Taking A as origin, find the coordinates of the vertices of the triangle.
(ii)What will be the coordinates of the vertices of ∆ PQR if C is the origin? Also calculate the areas of the triangles in these cases. What do you observe?
(i) Taking A as origin, we will take AD as x-axis and AB as y-axis. It can be observed that the coordinates of point P, Q, and R are (4, 6), (3, 2), and (6, 5) respectively.
(ii) Taking C as origin, CB as x-axis, and CD as y-axis, the coordinates of vertices P, Q, and R are (12, 2), (13, 6), and (10, 3) respectively.
It can be observed that the area of the triangle is same in both the cases.
6. The vertices of a ∆ABC are A (4, 6), B (1, 5) and C (7, 2). A line is drawn to intersect sides AB and AC at D and E respectively, such that 𝐴𝐷/𝐴𝐵 = 𝐴𝐸/𝐴𝐶 = 1/4 . Calculate the area of the ∆ADE and compare it with the area of ∆ABC. (Recall Converse of basic proportionality theorem and Theorem 6.6 related to ratio of areas of two similar triangles
𝐴𝐷/𝐴𝐵 = 𝐴𝐸/𝐴𝐶 = 1/4
Therefore, D and E are two points on side AB and AC respectively such that they divide side AB and AC in a ratio of 1:3.
Clearly, the ratio between the areas of ∆ADE and ∆ABC is 1:16.
7. Let A (4, 2), B (6, 5) and C (1, 4) be the vertices of ∆ABC.
(i) The median from A meets BC at D. Find the coordinates of point D.
(ii) Find the coordinates of the point P on AD such that AP: PD = 2:1
(iii)Find the coordinates of point Q and R on medians BE and CF respectively such that BQ: QE = 2:1 and CR: RF = 2:1.
(iv)What do you observe?
(v) If A(x1, y1), B(x2, y2), and C(x3, y3) are the vertices of ∆ABC, find the coordinates of the centroid of the triangle.
(i) Median AD of the triangle will divide the side BC in two equal parts. Therefore, D is the mid-point of side BC.
(ii) Point P divides the side AD in a ratio 2:1.
(iii)Median BE of the triangle will divide the side AC in two equal parts. Therefore, E is the mid-point of side AC.
Point Q divides the side BE in a ratio 2:1.
Median CF of the triangle will divide the side AB in two equal parts. Therefore, F is the mid-point of side AB
Point R divides the side CF in a ratio 2:1.
(iv)It can be observed that the coordinates of point P, Q, R are the same. Therefore, all these are representing the same point on the plane i.e., the centroid of the triangle.
(v) Consider a triangle, ∆ABC, having its vertices as A(x1, y1), B(x2, y2), and C(x3, y3). Median AD of the triangle will divide the side BC in two equal parts. Therefore, D is the mid-point of side BC.
Let the centroid of this triangle be O. Point O divides the side AD in a ratio 2:1.
8. ABCD is a rectangle formed by the points A (−1, −1), B (− 1, 4), C (5, 4) and D (5, −1). P, Q, R and S are the mid-points of AB, BC, CD, and DA respectively. Is the quadrilateral PQRS is a square? a rectangle? or a rhombus? Justify your answer.
P is the mid-point of side AB.
therefore, the coordinates of P are
Similarly, the coordinates of Q, R and S are (2, 4) , (5, 3/2) and (2, -1) respectively.
It can be observed that all sides of the given quadrilateral are of the same measure. However, the diagonals are of different lengths. Therefore, PQRS is a rhombus.
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s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320303717.35/warc/CC-MAIN-20220121222643-20220122012643-00492.warc.gz
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CC-MAIN-2022-05
| 5,563 | 60 |
http://www.superjer.com/forum/intarestin_discusshins-6.php
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math
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There are 10 dimensions, I just learned this.
That is all.
There is an infinite number of dimensions.
No, there are 10.
This is interesting and all but it's a physicist's way of looking at dimensions.
Any mathematician will tell you that you can have as many dimensions as you want.
...and that's the bottom line because Mate de Vita said so.
Who controls the past, controls the future. Who controls the present, controls the past.
2010 Nov 18
Rockbomb Dog fucker (but in a good way now)
2009 Nov 13 • 2042
Well I'm talkin' about physics, not math
And, as I see it, teleportation as well as time travel is definitely possible, according to that video.
According to that video is the problem. There is a theory, like a framework, called String Theory. It purports that in some way the Universe has more spatial dimensions than we can easily observe. Some formulations say ten, others eleven, and there is one that says twenty-six, though only if you are rotating to the right.
Mate de Vita is being a bit sneaky, he was not necessarily talking about spatial dimensions. For instance, finite bodies, essentially anything of normal human size on Earth, live in a six-dimensional space. They have three co-ordinates describing their position relative to some origin and another three describing their rotation, relative to same. If you have two such objects, you can describe them in a twelve-dimensional space. Mathematicians also frequently consider objects in systems with many spatial degrees, it makes life interesting.
The problem is that there are people that just call themselves scientists and then start making shit up to get grants... or possibly fame... or maybe they're just crazy, I don't know. String Theory is a shining example of that.
(Edited 2010 Nov 19)
2010 Nov 19
molkman Owner of George Washington's Prototype Mittens
2005 May 2 • 2053
Also math is kind of science about stuff that has been created by humans, so you can basically make anything with it. It won't necessarily resemble reality though.
String Theory is so unbelievably stupid I'm not even going to make any arguments against it. It'd be like arguing against the Flying Spaghetti Monster. Arguing against it would give it too much credit.
Special and general relativity are entirely consistent, it's quantum mechanics and general relativity that have issues.
In what way is it "stupid"? It's actually rather a neat idea at its core (particles behave like 1D strings trying to minimise the area of their worldsheets, which reflects the Principle of Least Action nicely), but sadly all sorts of things need to be added to make String Theory more consistent with our Universe. It also makes a whole bunch of predictions that are a bit... dodgy. Some very nice symmetries though.
As I mentioned. I won't give it the credit of arguing about it, it's beneath me... and I'll argue about practically anything. Even the name is stupid. It's not a fucking theory. How do they even get off calling it that?
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s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386164580976/warc/CC-MAIN-20131204134300-00087-ip-10-33-133-15.ec2.internal.warc.gz
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CC-MAIN-2013-48
| 2,981 | 25 |
https://pugliablog.info/and-relationship/population-and-sample-data-relationship.php
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math
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Difference Between Population and Sample (with Comparison Chart) - Key Differences
Instead, we could take a subset of this population called a sample and this is quite large a number, and you wouldn't be able to get data for. The study of statistics revolves around the study of data sets. This lesson describes two important types of data sets - populations and samples. Along the way. In statistics and quantitative research methodology, a data sample is a set of data collected and/or selected from a statistical population by a defined procedure.
- Sample (statistics)
- Identifying a sample and population
- Populations, Samples, Parameters, and Statistics
So the population is all of the seniors at the school. That's the population, all of the seniors. And they sampled a hundred of them. So the hundred seniors that the talked to, that is the sample.
Difference Between Population and Sample
That is the sample. So they tell us, identify the population and the sample this setting.
So let's just see which if these choices actually match up to what I just said. And like always, I encourage you to pause the video and see if you can work through it on your own. So, the population is all high school seniors in the world; the sample is all of the seniors at Riverview High. Key Differences Between Population and Sample The difference between population and sample can be drawn clearly on the following grounds: The collection of all elements possessing common characteristics that comprise universe is known as the population.
A subgroup of the members of population chosen for participation in the study is called sample.
Populations, Samples, Parameters, and Statistics
The population consists of each and every element of the entire group. On the other hand, only a handful of items of the population is included in a sample. The characteristic of population based on all units is called parameter while the measure of sample observation is called statistic. When information is collected from all units of population, the process is known as census or complete enumeration. Conversely, the sample survey is conducted to gather information from the sample using sampling method.
Populations and Samples
With population, the focus is to identify the characteristics of the elements whereas in the case of the sample; the focus is made on making the generalisation about the characteristics of the population, from which the sample came from.
One way would be the lottery method. Each of the N population members is assigned a unique number. The numbers are placed in a bowl and thoroughly mixed.
Population vs Sample
Then, a blind-folded researcher selects n numbers. Population members having the selected numbers are included in the sample.
Random Number Generator In practice, the lottery method described above can be cumbersome, particularly with large sample sizes. With the Random Number Generator, you can select up to random numbers quickly and easily. Or you can tap the button below. Random Number Generator Sampling With Replacement and Without Replacement Suppose we use the lottery method described above to select a simple random sample.
After we pick a number from the bowl, we can put the number aside or we can put it back into the bowl.
If we put the number back in the bowl, it may be selected more than once; if we put it aside, it can selected only one time. When a population element can be selected more than one time, we are sampling with replacement. When a population element can be selected only one time, we are sampling without replacement.
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s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986696339.42/warc/CC-MAIN-20191019141654-20191019165154-00126.warc.gz
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CC-MAIN-2019-43
| 3,581 | 20 |
https://www.mail-archive.com/[email protected]/msg00281.html
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math
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----- Original Message ----- From: Fritz Griffith <[EMAIL PROTECTED]> > > > As I said, the measure problems are the same whether you use MW or my > > > single observer moment theory. > > > >If by 'measure problem' it is meant that the WAP on its own predicts 'chaos > >to the brink' (because our measure should be highest for chaotic universes > > - the WR problem), then the measure problem is potentially solvable for AUH > >(All universes hypotheses), but not for your single observer moment theory > >(without an additional assumption, as mentioned in my earlier post). The > >underlying reason for this is that any minimum information specification > >that includes our universe (say a physicist's TOE) can be considered as > >simpler than a (near) *explicit* specification of a single observer moment, > >with all the attendent complication of a mechanism that can support any > >possible human memory (not to mention thought, emotion, creativity and > >so on). Again, see my web site or Russell's Ockham paper for more details.
> But as I've already mentioned before, there is not just one explicit > observer moment. You seem to assume that I take a Copenhagen-style approach > to my theory, but in reality I take a more MW approach. I believe that > all possible observer moments exist in the plentitude, and therefore the > equation that describes them could be just as simple, even the same, as > those that could describe the universe with an AUH theory. I was always assuming that you were referring to a plenitude, I was just trying to keep things simple by mentioning only one. A plenitude of *only* observer moments would have much the same problems as I mentioned for one, with some compression available for the whole range of possible SAS (say conscious) memories. More likely, I would guess, is that you are thinking in terms of a plenitude *including* all possible observer moments. If the equation describing this plenitude is the same as an AUH theory, I can't see how your single observer moment theory differs from ordinary physics (extended as necessary to encompass other universes). If the equation is different (the extra assumption I have referred to earlier), then not only would some justification be needed for why a different physics generates the illusion of memories of our physics in action, but also how this new physics could be simpler than conventional TOE physics, bearing in mind it has to support (at least) observer moments, with all their complexity. Alastair
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s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267160400.74/warc/CC-MAIN-20180924110050-20180924130450-00017.warc.gz
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CC-MAIN-2018-39
| 2,505 | 2 |
https://www.rcsb.org/structure/1zv5
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math
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Molecular basis for the preferential cleft recognition by dromedary heavy-chain antibodies.De Genst, E., Silence, K., Decanniere, K., Conrath, K., Loris, R., Kinne, J., Muyldermans, S., Wyns, L.
(2006) Proc.Natl.Acad.Sci.Usa 103: 4586-4591
- PubMed: 16537393
- DOI: 10.1073/pnas.0505379103
- Primary Citation of Related Structures:
- PubMed Abstract:
Clefts on protein surfaces are avoided by antigen-combining sites of conventional antibodies, in contrast to heavy-chain antibodies (HCAbs) of camelids that seem to be attracted by enzymes' substrate pockets. The explanation for this pronounced prefe ...
Clefts on protein surfaces are avoided by antigen-combining sites of conventional antibodies, in contrast to heavy-chain antibodies (HCAbs) of camelids that seem to be attracted by enzymes' substrate pockets. The explanation for this pronounced preference of HCAbs was investigated. Eight single domain antigen-binding fragments of HCAbs (VHH) with nanomolar affinities for lysozyme were isolated from three immunized dromedaries. Six of eight VHHs compete with small lysozyme inhibitors. This ratio of active site binders is also found within the VHH pool derived from polyclonal HCAbs purified from the serum of the immunized dromedary. The crystal structures of six VHHs in complex with lysozyme and their interaction surfaces were compared to those of conventional antibodies with the same antigen. The interface sizes of VHH and conventional antibodies to lysozyme are very similar as well as the number and chemical nature of the contacts. The main difference comes from the compact prolate shape of VHH that presents a large convex paratope, predominantly formed by the H3 loop and interacting, although with different structures, into the concave lysozyme substrate-binding pocket. Therefore, a single domain antigen-combining site has a clear structural advantage over a conventional dimeric format for targeting clefts on antigenic surfaces.
Department of Cellular and Molecular Interactions, Vlaams Interuniversitair Instituut voor Biotechnologie, Vrije Universiteit Brussel, Pleinlaan 2, B-1050 Brussels, Belgium. [email protected]
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s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585371660550.75/warc/CC-MAIN-20200406200320-20200406230820-00454.warc.gz
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CC-MAIN-2020-16
| 2,159 | 9 |
https://www.assignmentexpert.com/homework-answers/physics/mechanics-relativity/question-4806
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math
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Answer to Question #4806 in Mechanics | Relativity for Jackson
A young boy swings a yo-yo horizontally above his head so that the yo-yo has a cen- tripetal acceleration of 250 m/s2.
If the yo-yo’s string is 0.14 m long, what is the yo-yo’s tangential speed?
Answer in units of m/s
Tangential speed Vt=omega * R
where R=0.14 m - the yo-yo’s string omega - angular velocity of the yo-yo
centripetal acceleration Wc=omega^2 *R => omega=sqrt(Wc/R)=sqrt(250/0.14)=42.25 Hence Vt=omega*R=42.25*0.14=5.91 m/s
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s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540534443.68/warc/CC-MAIN-20191212000437-20191212024437-00518.warc.gz
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CC-MAIN-2019-51
| 507 | 7 |
https://opg.optica.org/oe/fulltext.cfm?uri=oe-18-16-17124&id=204178
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math
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We show, by an example, that the knowledge of the degree of coherence and of the degree of polarization of a light beam incident on two photo detectors is not adequate to predict correlations in the fluctuations of the currents generated in the detectors (the Hanbury Brown-Twiss effect). The knowledge of the so-called degree of cross-polarization, introduced not long ago, is also needed.
©2010 Optical Society of America
The Hanbury Brown-Twiss effect [1–4] is generally regarded as the starting point of quantum optics. The effect is a manifestation of correlations between intensity fluctuations at two points in a cross-section of a light beam (see, for example, , Secs. 9.9 and 14.6). The correlation between the intensity fluctuations are detected from measurements of the correlations between fluctuating current outputs of the photoelectric detectors, illuminated by the beam (see, for example, , Ch. 7). The effect was originally introduced in connection with attempts to measure diameters of stars but has since then found applications in high energy physics, nuclear physics, atomic physics and in neutron physics (see, for example, [7, 8]).
Most of the traditional treatments of the Hanbury Brown-Twiss effect with light were carried out within the framework of the statistical theory of scalar fields. Only fairly recently, has analysis of it been made by use of the electromagnetic (vector) theory [9,10]. The analysis based on the electromagnetic theory revealed a somewhat surprising fact, namely that knowledge of the degree of coherence between the light fluctuations in the incident beams at the two detectors and of the degree of polarization of the light falling on each detector are not adequate to determine the correlation in the current output. A new statistical parameter of the incident field is needed to fully describe this effect, namely the so-called degree of cross-polarization . Whilst the degree of polarization depends on correlations between the electric field components at a particular point in space, the degree of cross-polarization depends on correlations in the field components at a pair of points (the location of the photo-detectors).
In the present paper, we provide an explicit example of this rather surprising prediction. Specifically we consider two beams generated by two sources which have the same spectral densities, the same degrees of coherence and the same degrees of polarization, but have different degrees of cross-polarization. We show that the correlations of the intensity fluctuations at two points in the far-zone are different. Thus our analysis confirms, by an explicit example, that the knowledge of the spectral density, of the degree of coherence and of the degree of polarization of the beam at the source plane are not sufficient to predict the correlation between the intensity fluctuations at a pair of points in the far-zone; it shows that is also necessary know the degree of cross-polarization. Thus the analysis clearly reveals that the knowledge of the degree of cross-polarization is needed to elucidate some physical phenomena involving the interaction of an electromagnetic field with matter.
We begin by recalling some basic results of the theory of stochastic electromagnetic beams. Let us consider a statistically stationary light beam generated by a planar secondary source located at the plane z = 0. Suppose that the beam propagates into the half-space z > 0 with its axis along the z direction. Let Ex(ρ, z; ω) and Ey(ρ, z; ω) be the Cartesian components at frequency ω, of the members of the statistical ensemble of the fluctuating electric field, in two mutually orthogonal x and y directions, perpendicular to the beam axis, at a point P(ρ, z). The second-order correlation properties of the beam at a pair of points P 1(ρ 1, z), P 2(ρ 2, z) in any cross-sectional plane z = constant > 0 may be characterized by the so-called cross-spectral density matrix (to be abbreviated by CSDM), whose elements are given by (, Sec. 9.1):
Here the asterisk denotes the complex conjugate and the angular brackets denote ensemble average. The ensemble is to be understood in the sense of coherence theory in the space-frequency domain (see, for example, , Secs. 4.1 and 9.1). In terms of the CSDM, the spectral density S(ρ, z; ω) at a point P(ρ, z) is given by the expression
where Tr denotes the trace. The spectral degree of coherence μ(ρ 1, ρ 2, z; ω) at a pair of points P 1(ρ 1, z) and P 2(ρ 2, z) is defined by the formula
and the spectral degree of polarization 𝒫(ρ, z;ω) at the point P(ρ, z) is given by the expression
where Det denotes the determinant. However, as was mentioned earlier, these three quantities are not sufficient to determine the correlation between the intensity fluctuations at a pair of points in a cross-section of a beam. This fact was first demonstrated in Ref. , for a special class of stationary stochastic beams. A more general formulation was later given in Ref. . We will briefly mention the mains results obtained in Ref. .
Suppose that a statistically stationary electromagnetic beam is incident on two detectors, placed at the points P 1(ρ 1, z) and P 2(ρ 2, z), in a cross-sectional plane z = constant > 0 of the beam. The correlation C(ρ 1, ρ 2, z; ω) between the intensity fluctuations at these two points, which is proportional to the correlation between the current fluctuations in the two detectors (, Ch. 7), can be shown to be given by the formula (, Eqs. (8) and (9))
is called the degree of cross-polarization. In Eq. (6) the dot symbolizes ordinary matrix multiplication. Equations (5) show that the correlation between intensity fluctuations, at a pair of points, does not depend only on the spectral density S and on the spectral degree of coherence of the incident beams μ, but depends also on the degree of cross-polarization 𝓠. The expressions [Eqs. (5) and (6)] have been derived with the assumption that the random fluctuations of the electric field in the beam obey Gaussian statistics.
Suppose that a stationary stochastic electromagnetic beam propagates a distance z > 0 from the source plane z = 0. It can readily be shown that the cross-spectral density matrix at a pair of points P 1(ρ 1, z) and P 2(ρ 2, z), at a cross-sectional plane z = constant > 0 is given by (, see also, , Sec. 9.4.1)
is the Green’s function of the Helmholtz operator for paraxial propagation [see also, Ref. , Eq.(5.6–17)].
where σi ≫ δij and
Suppose now that the beam has propagated some distance z > 0. Using the propagation law [Eq. (7), it may be shown that the elements of the CSDM, at a pair of points in that plane, are given by (, Sec. 9.4.2, Eq. (10), (11))
We will now return to our main problem namely to show that it is possible to have two planar sources with the same spectral densities, the same spectral degrees of coherence and the same spectral degrees of polarization, which may generate beams with different correlations between the intensity fluctuations at a pair of points. To demonstrate this result, we consider two Gaussian Schell-model beams, “a” and “b”, produced by two different planar secondary sources. We assume that the beam “a” is characterized by parameters Ax = Ay = 1, , σx = σy = σ, δxx = δyy = δ and . It can readily be shown that these parameters obey the realizability conditions [Eq. (11)]. From Eq. (9), it readily follows that the CSDM W⃡(a) of beam a, at the source plane z = 0 has the form
We further assume that beam “b”, is characterized by the parameters Ax = Ay = 1, , σx = σy = σ, δxx = δyy = δxy = δyx = δ. Using Eq. (9) again, one readily finds that the CSDM of the beam “b”, at the source plane has the form
where 𝒜 is the same quantity as in Eq. (15a) and
On using Eqs. (2)–(4), (14) and (16), one can readily verify that both beams have the same distributions of spectral densities, of spectral degrees of coherence and of spectral degrees of polarization at the sources, namely
However, as can be shown by using Eq. (6), the two beams have different distribution of the degree of cross-polarization at the source plane.
In Fig. 1 the variation of degree of cross-polarization, at a pair of diametrically opposite points at the source plane, has been plotted with half-separation distance ρ with the choice δ = 0.001m and σ = 0.01m.
As the beams propagate some distance z = z 0 > 0, the correlation in the intensity fluctuations associated with each of them may become significantly different. To see this, we choose the parameters δ = 0.001m and σ = 0.01m. Recalling the definition Eq. (5) and using formula (12), one can calculate the correlation between the intensity fluctuations at a pair of points in any cross-section of the beam. Figure 2 shows the variations of this correlation function with the half-separation distance ρ of two diametrically opposite points in a beam cross-section, at a distance z = 10km from the source. Figures 1 and 2 clearly show that degree of cross-polarization of a field affects, in general, the correlations in the intensity fluctuations of an electromagnetic beam.
The research was supported by the US Air Force Office of Scientific Research under grant No. FA9550-08-1-0417, by the Air Force Research Laboratory (ARFL) under contract number 9451-04-C-0296, and by NSERC (Canada).
References and links
1. R. H. Brown and R. Q. Twiss, “A new type of interferometer for use in radio astronomy,” Philos. Mag. 45, 663–682 (1954).
2. R. H. Brown and R. Q. Twiss, “Correlation between photons in two coherent beams of light,” Nature (London) 177, 27–29 (1956). [CrossRef]
3. R. H. Brown and R. Q. Twiss, “Interferometry of the intensity fluctuations in light, I: basic theory: the correlation between photons in coherent beams of radiation,” Proc. Roy. Soc. (London) Sec. A 242, 300–324 (1957). [CrossRef]
4. R. H. Brown and R. Q. Twiss, “Interferometry of the intensity fluctuations in light, II: an experimental test of the theory for partially coherent light,” Proc. Roy. Soc. (London) Sec. A , 243, 291–319 (1957). [CrossRef]
5. L. Mandel and E. Wolf, Optical Coherence and Quantum Optics (Cambridge, Cambridge University Press, 1995).
6. E. Wolf, Introduction to the Theory of Coherence and Polarization of Light (Cambridge University Press, Cambridge, 2007).
7. G. Baym, “The Physics of Hanbury Brown-Twiss intensity interferometry: from stars to nuclear collisions,” Acta Phys. Poln. B 29, 1839–1884 (1998).
8. D. Kleppner, “Hanbury Brown’s steamroller,” Physics Today 61, 8–9 (2008). [CrossRef]
9. T. Shirai and E. Wolf, “Correlations between intensity fluctuations in stochastic electromagnetic beams of any state of coherence and polarization,” Opt. Commun. 272, 289–292 (2007). [CrossRef]
10. S. N. Volkov, D. F. V. James, T. Shirai, and E. Wolf, “Intensity fluctuations and the degree of cross-polarization in stochastic electromagnetic beams,” J. Opt. A, Pure Appl. Opt. 10, 055001 (2008). [CrossRef]
11. In Refs. and the degree of cross-polarization was defined in the space-frequency domain. A definition of the degree of the degree of cross-polarization in the space-time domain was introduced in Ref. . Another two-point generalization of the degree of polarization, called complex degree of mutual polarization was introduced in Ref. .
12. D. Kuebel, “Properties of the degree of cross-polarization in the spacetime domain,” Opt. Commun. 282, 3397–3401 (2009). [CrossRef]
14. E. Wolf, “Correlation-induced changes in the degree of polarization, the degree of coherence, and the spectrum of random electromagnetic beams on propagation,” Opt. Lett. 28, 1078–1080 (2003). [CrossRef] [PubMed]
15. H. Roychowdhury and O. Korotkova, “Realizability conditions for electromagnetic Gaussian Schell-model sources,” Opt. Commun. 249, 379–385 (2005). [CrossRef]
16. F. Gori, M. Santarsiero, R. Borghi, and V. Ramírez-Sánchez, “Realizability condition for electromagnetic Schell-model sources,” J. Opt. Soc. Am. A 25, 1016–1021 (2008). [CrossRef]
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https://brainsanswers.co.uk/business/you-hold-an-auction-on-ebay-and-exp-14030681
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math
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You hold an auction on ebay and expect two bidders to show up. you estimate that each bidder has a value of either $5 or $8 for the item, and you attach probabilities to each value of 50%. your own value for the item is zero. you can set a reserve price, a price below which you will not accept bids for the item (or the price at which the auction starts). what reserve price should you set, and what is your expected revenue from auctioning the item with a reserve price?
its to satisfy all economic want in the community
answer; /// i believe that the correct answer is ; ///(
i believe the answer to this would be d. public relations.
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answer; //// i believe that the correct answer is (d) all of the above are
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https://shonassmile.org/date/how-to-evaluate-logarithms-on-a-ti-84/
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How To Evaluate Logarithms On A Ti 84
How To Evaluate Logarithms On A Ti 84. For example, to evaluate the logarithm base 2 of 8, enter ln(8)/ln(2) into your calculator and press enter. What is the value of 103?
Set the window in order to view the graph. The only complication occurs when you have a log with a base other than 10 or e. To learn about it, press ( and enter the equations y = 10x and y = log(10x).
Logarithms With Base 10 Are Dubbed Common Logarithms.
You should get 3 as your answer. You just hit your “y=” button an enter your equation. What do you notice about the numbers in the three columns?
What Is The Value Of 103?
17.evaluating exponentials & logarithms on a graphing calculator tip study.com. Press ( ( to view the table. To learn about it, press ( and enter the equations y = 10x and y = log(10x).
Before The Activity Provide Each Student With A Copy Of The Attached.pdf Document.
How do you graph logs on a ti 84? Ti84 graphing calculator guide graphing graphing. 24.how to do logarithms on ti 84 plus 1/4 [doc] how to do logarithms on ti 84 plus euler's number.
The Log Key ~ Above The Graphing Calculator Will Certainly Calculate The Common (Or Basic 10) Logarithm.
19.how to do logarithms on ti 84 plus 1/6 [books] how to do logarithms on ti 84 plus euler's number. (click here for an explanation)category: For this illustration, let’s use f(x) = √ x−2, shown at right.
14.Solving Exponential And Logarithmic Equations Using Ti 84 You Any Base Logarithm On A Plus How To Use Solver 83 9 Steps With Pictures Logarithms The Ce Ti84Calcwiz Evaluate Calculator Math Wonderhowto Basic Features Lesson 1 Education S Solve Function Dummies That Are Not 10 Texas Instruments Color Graphing Black Office Depot 36X Pro Vs Which One Pick…
11.ti 84 plus graphing calculator texas instruments. To evaluate these expressions, we multiply. For example, to evaluate the logarithm base 2 of 8, enter ln(8)/ln(2) into your calculator and.
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https://superioressaywriters.com/2018/09/04/the-anatomy-of-the-organization/
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Read The Anatomy of the Organization”. Then, use Bohan’s Model of the Organization to assess an organization that you are familiar with. The ideal case would be an organization that you presently work for, or have worked for in the past. Other good cases would be organizations for which someone you know works or has worked for. In those cases, I would expect that you would use them as a source for information. Focus only on Culture and the Eight Culture Levers. Read that again…focus on Culture. Your essay should be at about three pages and it should include basic information from the readings and class, and your own thoughts and analysis.
Joined successions A succession (an) of genuine number is known as a focalized arrangements if a keeps an eye on a limited breaking point as n→∞. On the off chance that we say that (a) has a breaking point a∈ F if given any ε > 0, ε ∈ F, k∈ â„• | a – a | < ε n ≥ k In the event that a has a farthest point an, at that point we can compose it as liman = an or (a) → a. Cauchy Sequence A Cauchy succession is an arrangement in which numbers turn out to be nearer to each different as the grouping advances. On the off chance that we say that (an) is a Cauchy succession if given any ε > 0, ε ∈ F, k∈ â„• | a – am | < ε n,m ≥ k. Gary Sng Chee Hien, (2001). Limited sets, Upper Bounds, Least Upper Bounds A set is called limited if there is a sure feeling of limited size. A set R of genuine numbers is called limited of there is a genuine number Q with the end goal that Q ≥ r for all r in R. the number M is known as the upper bound of R. A set is limited in the event that it has both upper and lowe>
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https://raportzintegrowany2020.orlen.pl/en/financial-results/notes-and-other-information/explanatory-notes-to-the-financial-instruments-and-financial-risk/
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math
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16. EXPLANATORY NOTES TO THE FINANCIAL INSTRUMENTS AND FINANCIAL RISK
16.1. Financial instruments by category and class
16.2. Income, expenses, profit and loss and other comprehensive income
16.3. Fair value measurement
The Group recognises a financial asset or a financial liability in its statement of financial position when, and only when, the entity becomes a party to the contractual provisions of the instrument.
The Group derecognises a financial asset in statement of financial position when:
- the contractual rights to the cash flows from the financial asset expired; or
- the Group transferred the financial asset to another entity, and the transfer qualified for derecognition.
The Group removes a financial liability (or a part of a financial liability) from its statement of financial position when it is extinguished—i.e. when the obligation specified in the contract is discharged or cancelled or expires.
Measurement of financial assets and liabilities
Measurement of financial assets and liabilities
At initial recognition, the Group measures financial assets and liabilities not qualified as at fair value through profit or loss (i.e. held for trading) at their fair value plus transaction costs that are directly attributable to the acquisition or issue of the financial asset or financial liability. The Group does not classify instruments as measured at fair value through profit or loss upon initial recognition, i.e. does not apply the fair value options.
At the end of the reporting period, the Group measures item of financial assets and liabilities at amortised cost using effective interest rate method, except for derivatives, which are measured at fair value.
With regard to equity instruments, in particular quoted/unquoted shares held for the purpose of obtaining contractual cash flows representing only principal and interest payments as well as in order to sell, the Group classifies the instruments as measured at fair value through other comprehensive income.
Gains and losses resulting from changes in fair value of derivatives, for which hedge accounting is not applicable, are recognised in the current year profit or loss.
Derivatives for the purchase of non-financial assets that are entered into and held with the intention of settling those transactions by physical delivery of the assets for use in the Group's own operations are not valued at the balance sheet date.
Impairment of financial assets
The Group recognizes a write-off due to expected credit losses on financial assets measured at amortized cost or measured at fair value through other comprehensive income (with the exception of investments in capital assets).
The Group uses the following models for determining impairment allowances:
- general model (basic),
- simplified model.
The general model is used by the Group for financial assets measured at amortized cost - other than trade receivables and for debt instruments measured at fair value through other comprehensive income.
In the general model, the Group monitors the changes in the level of credit risk associated with a given financial asset and classifies financial assets to one of the three stages of impairment allowances based on the observation of the change in the credit risk level in relation to the initial recognition of the instrument.
Depending on the classification to particular stages, the impairment allowance is estimated in the 12-month horizon (stage 1) or in the life horizon of the instrument (stage 2 and stage 3).
On each day ending the reporting period, the Group considers the indications resulting in the classification of financial assets to particular stages of determining impairment allowances. Indications may include changes in the debtor's rating, serious financial problems of the debtor, a significant unfavourable change in its economic, legal or market environment.
For the purposes of estimating the expected credit loss, the Group uses default probability levels based on market credit quotes of derivatives for entities with a given rating and from a given sector.
The Group includes information on the future in the parameters of the expected loss estimation model by calculating the probability parameters of insolvency based on current market quotes.
The simplified model is used by the Group for trade receivables.
In the simplified model, the Group does not monitor changes in the credit risk level during the life and estimates the expected credit loss in the horizon up to maturity of the instrument.
In the area of hedge accounting, the Group applies the requirements of IFRS 9. Derivatives designated as hedging instruments whose fair value or cash flows are expected to offset changes in fair value or in the cash flows of a hedged item are accounted for in accordance with fair value or the cash flow hedge accounting.
The Group has two types of hedging relation: cash flow and fair value hedge.
The Group assess effectiveness of cash flow hedge at the inception of the hedge and later, at minimum, at reporting date. In case of cash flow hedge accounting, the Group recognises in other comprehensive income part of profits and losses connected with the effective part of the hedge, whereas profits or losses connected with the ineffective part - under profit or loss.
In addition (in case of currency risk hedge - spot rate risk element), as part of equity in a separate item, the Group recognises a change in the fair value due to the hedge costs.
To assess the effectiveness of hedge the Group uses statistical methods, including in particular the direct compensation method. The verification of fulfilment of conditions in the scope of binding effectiveness is made on a prospective basis, based on a qualitative analysis. If it is necessary, the Group uses quantitative analysis (linear regression method) to confirm the existence of an economic link between the hedging instrument and the hedged item.
In case of applying fair value hedge accounting, the Group recognises profits or losses resulting from the revaluation of fair value of derivative financial instrument in financial result, and adjusts carrying amount of hedged item by profit or loss related to the hedged item, resulting from the risk being hedged and recognises it in the profit or loss (in the same item in which hedging derivatives are recognised). Cumulative adjustment of the measured hedged item due to the hedged risk is transferred to the profit and loss when the realization of the hedged item impacts the statement of profit and loss.
If a cash flow hedge is used the Group recognises a portion of the gain or loss on the hedging instrument that is determined to be an effective hedge due to the hedged risk in other comprehensive income. Additionally in case of currency risk hedging - a spot risk element, a change in the fair value due to the forward element (including the cross-currency margin) the Group recognise as part of equity as a separate item (hedging cost). The ineffective portion of the gain or loss on the hedging instrument the Group recognise in profit or loss.
If a hedge of a forecast transaction subsequently results in the recognition of a financial asset or a financial liability, the associated gains or losses that were recognised in other comprehensive income are reclassified to profit or loss of the reporting period in the same period or periods during which the asset acquired, or liability assumed, affects profit or loss.
However, if the Group expects that all or a portion of a loss recognised in other comprehensive income will not be recovered in one or more future periods, it reclassifies the amount that is not expected to be recovered to profit or loss.
If a hedge of a forecast transaction subsequently results in the recognition of a non-financial asset or a non-financial liability, or a forecast transaction for a non-financial asset or non-financial liability becomes a firm commitment for which fair value hedge accounting is applied, the Group removes the associated gains and losses that were recognised in the other comprehensive income and includes them in the initial cost or other carrying amount of the asset or liability when the item appears in the statement of financial position.
If a hedge of a forecast transaction results in the recognition of revenue from sales of products, merchandise, materials or services, the Group removes the associated gains or losses that were recognised in the other comprehensive income and adjusts above revenues.
In case of applying fair value hedge accounting, cumulated adjustment of hedged item valuation for hedged risk is transferred to the financial result at the moment when the realization of hedged item affects the result. Derivatives are recognised as assets when their valuation is positive and as liabilities in case of negative valuation.
Fair value measurement
The Group maximizes the use of relevant observable inputs and minimizes the use of unobservable inputs to estimate the fair value, i.e. the price at which an orderly transaction to transfer the liability or equity instrument would take place between market participants as at the measurement date under current market conditions.
The Group measures derivatives at fair value using valuation models for financial instruments based on generally available exchange rates, interest rates, forward and volatility curves for currencies and commodities quoted on active markets.
The fair value of derivatives is based on discounted future flows related to contracted transactions as the difference between term price and transaction price.
Forward exchange rates are not modelled as a separate risk factor, but derive from the spot rate and the respective forward interest rate for foreign currency in relation to PLN.
The Management Board assesses the classification of financial instruments, nature and extent of risk related to financial instruments and application of hedge accounting. The financial instruments are classified into different categories depending on the purpose of the purchase and nature of acquired assets.
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https://arxiv-check-250201.firebaseapp.com/each/2106.03503v1
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math
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Distance transformation is an image processing technique used for many different applications. Related to a binary image, the general idea is to determine the distance of all background points to the nearest object point (or vice versa). In this tutorial, different approaches are explained in detail and compared using examples. Corresponding source code is provided to facilitate own investigations. A particular objective of this tutorial is to clarify the difference between arbitrary distance transforms and exact Euclidean distance transformations.
updated: Mon Jun 07 2021 10:46:26 GMT+0000 (UTC)
published: Mon Jun 07 2021 10:46:26 GMT+0000 (UTC)
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https://setting.biz.id/auto-loan-interest-calculation-formula.html
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math
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Auto Loan Interest Calculation Formula
Auto loan interest calculation formula. We have portraits like How to calculate total interest paid on a car loan 15 steps, loan formula ~ chief mom officer, simple interest formula and solved examples in photos, backgrounds, and more. On this page, we also have a variety of portraits accessible. Such as PNG files, JPG files, animated images, artwork, logos, monochrome, see-through, etc.
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https://forums.atozteacherstuff.com/index.php?threads/calculus-intro.140843/
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math
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I'm just finishing my first semester of teaching Calculus and didn't get nearly as far as the other teacher. I think he ran his Calculus at the same pace as AP. I figured if it was supposed to cover everything that AP covered, then it would be the AP class. I need to get a better idea of what an "Intro" Calculus class should cover. These students are either Juniors taking AP next year or Seniors going off to college Calculus. Only one of mine signed up for the CAP program to take my class for college credit. What topics should i cover?
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https://argumentativeessaypapers.com/2021/07/11/how-to-solve-sequence-problems_ry/
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math
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O substitution. solving raven’s matrices type problems essentially requires figuring out the underlying how to solve sequence problems rules that explain the progression scholarship essay title of shapes. this week's post is about solving the “sequence alignment” problem. the winery business plan template following steps show how to use excel files to solve the ut homework quest out of sequence:. 1. here is an example to try to figure out: suppose we want art essay examples to find. small technologies can solve big problems. the essay on empowerment of disabled problem-solving process. location. active 9 years, 7 months ago. the problem about the sequence of numbers in the given sequence free classification essay on movies of integers, we need to find the longest subsequence of integers of which each element of the subsequence can be divided by the previous with no remainders how to solve number sequence word problems, how to find the how to solve sequence problems value of a particular term, how to determine the pattern of a sequence, sequences, how to solve sequence problems college essay guidelines find the nth term of a linear sequence, quadratic sequence, apa research paper outline format given a term find n, recurrence relations, with video lessons, examples and step-by-step solutions.
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http://intothecontinuum.tumblr.com/post/27440005668/do-you-think-that-mathematics-as-a-form-of-abstract
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math
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I think its important to first acknowledge how broad, and hence ambiguous, the term “meditation” can be. Despite what one may naively think of as meditation, the act itself comes in many different varieties. In some cases different meditation practices may even seem contradictory to one another. Regardless, many do share common features in their essence and guiding principles. For the sake of being in a fair position to comment, and in order for me to remain true to myself I will answer in the context of Vipassana mediation, or what may be referred to more generally as insight/mindfullness meditation.
Vipassana is a form of meditation with the objective of self-purification through self-observation. It seeks to eradicate self-inflicted suffering through a sort of reverse conditioning process of the mind in order to appropriately deal with the sources of personal suffering which are cravings and aversions. The main characteristic mind set for practicing the technique is to develop equanimity, which can be thought of as this ideal neutral state between one’s cravings and aversions. I won’t introduce the practice anymore than this (the interested reader can check out this tumblr blog for an idea, or better yet try it out for yourself).
It is worth mentioning that even though Vipassana is often practiced as a sustained silent sitting meditation, this serves merely as a controlled setting in which one is able to deepen the practice in order to apply and cultivate the technique in everyday life.
I think the question of how mathematics as a form of abstract thought is opposite to meditation is dependent largely on how the individual engages in mathematical thought, and not really dependent on mathematics in its purity. This should apply to most things we do and can think about. That is, any opposition to meditation that may exist is a consequence of the individuals subjective relationship with the thing or thought and not necessarily in the thing or object of thought itself.
It may seem kind of silly to regard mathematics as something that allows for cravings or aversions, but I think this is a prevalent phenomenon for both mathematicians and non-mathematicians dealing with mathematics. The latter notion of having aversions towards mathematics is obviously more common amongst those that do not like doing mathematics, but even I must admit at times to not wanting to calculate some integral using some kind of iterated integration-by-parts procedure with some trigonometric substitutions. A more general example could be something like test anxiety experienced by test takers and students. The issue of forming cravings is subtle and could be more complex, but most could at least attest that it feels good to solve a problem.
The act of performing mathematical thought, say, while practicing a sitting meditation where the meditator might not be trying to engage in mathematical thoughts could pose an obstacle. However this can apply for any arbitrary thought in a certain context. Suppose you are trying to count the number of combinatorial arrangements of something, or getting caught up trying to formally visualize Hopf vibrations of a 3-sphere and its stereographically projected counterpart in three dimensional Euclidean space. Now, imagine some time has passed and realizing you are trying not to think about either of those things while attempting to meditate.
A more interesting direction for this question might be to ask about the ways mathematics as a form of abstract thought does not oppose mediation. Or maybe even in the ways it might supplement that kind of thing.
In short, doing mathematics can be opposed to meditation practices, but it doesn’t have to be. Conversely, meditating or exercising whatever kind of awareness constitutes meditating does not have to oppose pure mathematical thought.
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| 3,861 | 8 |
https://www.scholars.northwestern.edu/en/publications/balanced-treatment-incomplete-block-btib-designs-for-comparing-tr
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math
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Bechhofer and Tamhane (1981) proposed a new class of incomplete block designs called BTIB designs for comparing p ≥ 2 test treatments with a control treatment in blocks of equal size k <p + 1. All BTIB designs for given (p,k) can be constructed by forming unions of replications of a set of elementary BTIB designs called generator designs for that (p,k). In general, there are many generator designs for given (p,k) but only a small subset (called the minimal complete set) of these suffices to obtain all admissible BTIB designs (except possibly any equivalent ones). Determination of the minimal complete set of generator designs for given (p,k) was stated as an open problem in Bechhofer and Tamhane (1981). In this paper we solve this problem for k = 3. More specifically, we give the minimal complete sets of generator designs for k = 3, p = 3(1)10; the relevant proofs are given only for the cases p = 3(1)6. Some additional combinatorial results concerning BTIB designs are also given.
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CC-MAIN-2021-04
| 995 | 1 |
http://mathhelpforum.com/geometry/184328-how-many-gallons-size-length-pipe-please.html
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math
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I have a 300' pipe that is .675" i.d. How many U.S. Gallons does this contain ? Thanks.
The volume of a prism (a cylinder is a prism) is it's cross-sectional area multiplied by it's length.
For a cylinder the cross sectional area is a circle: where d is the diameter and h the height/length of the pipe.
Make sure your units are consistent
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s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917121153.91/warc/CC-MAIN-20170423031201-00087-ip-10-145-167-34.ec2.internal.warc.gz
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CC-MAIN-2017-17
| 339 | 4 |
https://www.teacheron.com/tutor-jobs-in-ghana
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math
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Hello, I am looking for an experienced Quality Assurance (Software Tester) instructor to help me clear interview. I have taken Manual Testing courses and also passed the ISTQB Foundation level certification. I am looking for a tutor to help me build my resume and also coach me so i can clear interviews and land a job.
I am looking for someone that can help me with math matrix exercises that I have to complete. I find it very hard to do and I am looking for some help. If your strong suit is math and you are good with matrix please text me.
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CC-MAIN-2021-10
| 544 | 2 |
https://www.projecteuclid.org/euclid.ejp/1476706887
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math
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Electronic Journal of Probability
- Electron. J. Probab.
- Volume 21 (2016), paper no. 62, 36 pp.
Sample path large deviations for Laplacian models in $(1+1)$-dimensions
We study scaling limits of a Laplacian pinning model in $(1+1)$ dimension and derive sample path large deviations for the profile height function. The model is given by a Gaussian integrated random walk (or a Gaussian integrated random walk bridge) perturbed by an attractive force towards the zero-level. We study in detail the behaviour of the rate function and show that it can admit up to five minimisers depending on the choices of pinning strength and boundary conditions. This study complements corresponding large deviation results for Gaussian gradient systems with pinning in $ (1+1) $-dimension ([FS04]) in $(1+d) $-dimension ([BFO09]), and recently in higher dimensions in [BCF14].
Electron. J. Probab., Volume 21 (2016), paper no. 62, 36 pp.
Received: 5 February 2016
Accepted: 3 October 2016
First available in Project Euclid: 17 October 2016
Permanent link to this document
Digital Object Identifier
Mathematical Reviews number (MathSciNet)
Zentralblatt MATH identifier
Primary: 60K35: Interacting random processes; statistical mechanics type models; percolation theory [See also 82B43, 82C43]
Secondary: 60F10: Large deviations 82B41: Random walks, random surfaces, lattice animals, etc. [See also 60G50, 82C41]
Adams, Stefan; Kister, Alexander; Weber, Hendrik. Sample path large deviations for Laplacian models in $(1+1)$-dimensions. Electron. J. Probab. 21 (2016), paper no. 62, 36 pp. doi:10.1214/16-EJP8. https://projecteuclid.org/euclid.ejp/1476706887
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CC-MAIN-2019-43
| 1,642 | 16 |
https://www.einsteinfoundation.de/en/fellows-projects/einstein-fellows-professors/einstein-international-postdoctoral-fellows/tobias-hurth/
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math
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As Einstein Postdoctoral Fellow at Freie Universität Berlin, mathematician Tobias Hurth focusses on random processes. Such processes and their parameter-dependent changes are omnipresent in science and technology, but the mathematical theory concerning bifurcations in such systems is still in its infancy. Together with the head of the Junior Research Group at the MATH+ Excellence Cluster, Maximilian Engel, Hurth will look to apply key cornerstones of ergodic theory to localized random processes as well as analytically and numerically developing the stochastic bifurcation theory. His analysis will focus primarily on Lyapunov exponents, which are key to forming an appropriate idea of entropy and equilibrium states. The theoretical insights obtained here could also help gain a better understanding of chemical reaction networks. The team of researchers led by Maximilian Engel will attempt to establish stochastic bifurcations so that this analysis can be applied to biological models of gene expression, cell growth, and random dynamics in deep neuronal networks.
For Research. For Berlin.
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CC-MAIN-2023-50
| 1,099 | 2 |
https://physicser-at-ung.com/phys-2212-module-10-self-assessment-practice-problems/
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math
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PHYS 2212 Module 10 Self Assessment Practice Problems
Module 10 Self Assessment Practice Problems
A cardboard tube is wrapped with two windings of insulated wire wound in opposite directions, as in the figure. Terminals a and b of winding A may be connected to a battery through a reversing switch. State whether the induced current in the resistor R is from left to right or from right to left in the following circumstances.
(a) The current in winding A is from a to b and is increasing.
(b) The current in winding A is from b to a and is decreasing.
(c) The current in winding A is from b to a and is increasing.
Answer: (a) right to left (b) right to left (c) left to right
When a camera uses a flash, a fully charged capacitor discharges through an inductor. In what time must the 0.100-A current through a 2.00-mH inductor be switched on or off to induce a 500-V emf?
Answer: 0.4 µs
A long, cylindrical solenoid with 100 turns per centimeter has a radius of 1.5 cm.
(a) Neglecting end effects, what is the self-inductance per unit length of the solenoid?
(b) If the current through the solenoid changes at the rate 5.0 A/s, what is the emf induced per unit length?
Answer: (a) 89 mH/m (b) 0.44 V/m
A long, straight solenoid has 800 turns. When the current in the solenoid is 2.90 A, the average flux through each turn of the solenoid is 3.25 x 10-3 Wb (webers, the unit for flux). What must be the magnitude of the rate of change of the current in order for the self-induced emf to equal 6.20 mV?
Answer: 6.9 mA/s
A coil with a self-inductance of 3.0 H and a resistance of 100 Ω carries a steady current of 2.0 A.
(a) What is the energy stored in the magnetic field of the coil?
(b) What is the energy per second dissipated in the resistance of the coil?
Answer: (a) 6 J (b) 400 J/s
An inductor used in a dc power supply has an inductance of 12.0 H and a resistance of 180 Ω. It carries a current of 0.500 A.
(a) What is the energy stored in the magnetic field?
(b) At what rate is thermal energy developed in the inductor?
(c) Does your answer to part (b) mean that the magnetic-field energy is decreasing with time? Explain.
Answer: (a) 1.5 J (b) 45 J/s
In a proton accelerator used in elementary particle physics experiments, the trajectories of protons are controlled by bending magnets that produce a magnetic field of 4.80 T. What is the magnetic-field energy in a 10.0-cm3 volume of space where B = 4.80 T?
Answer: 91.7 J
An inductor with an inductance of 2.50 H and a resistance of 8.00 Ω is connected to the terminals of a battery with an emf of 6.00 V and negligible internal resistance. Find
(a) the initial rate of increase of current in the circuit
(b) the rate of increase of current at the instant when the current is 0.500 A
(c) the current 0.250 s after the circuit is closed
(d) the final steady-state current.
Answer: (a) 2.4 A/s (b) 0.8 A/s (c) 0.41 A (d) 0.75 A
A 7.50-nF capacitor is charged up to 12.0 V, then disconnected from the power supply and connected in series through a coil. The period of oscillation of the circuit is then measured to be 8.60 x 10-5 s. Calculate:
(a) the inductance of the coil
(b) the maximum charge on the capacitor
(c) the total energy of the circuit
(d) the maximum current in the circuit.
Answer: (a) 25 mH (b) 90 nC (c) 540 nJ (d) 6.6 mA
An L-C circuit containing an 80.0-mH inductor and a 1.25-nF capacitor oscillates with a maximum current of 0.750 A. Calculate:
(a) the maximum charge on the capacitor
(b) the oscillation frequency of the circuit
(c) Assuming the capacitor had its maximum charge at time t = 0, calculate the energy stored in the inductor after 2.50 ms of oscillation.
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CC-MAIN-2023-23
| 3,655 | 42 |
https://math.answers.com/Q/What_is_one_fifth_of_46658
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math
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One fifth of 46,658 is 9,331 3/5 or 9,331.6
One fifth plus one fifth is two fifths (2/5).
La soga - 2009 is rated/received certificates of: Australia:MA15+ (2011) USA:R (certificate #46658)
one and one-fifth
One fifth as a decimal is 0.20 One fifth as a percentage is 20%
Well, a fifth is one fifth of one, that's why it's called a fifth, it's divided into five. If your question was 'what is a fifth a tenth of?', then the answer would be two. What is a fifth a seventh of? 1.4, etc.
A "fifth" is one fifth of a gallon. One "fifth" is .757 liter.
One fifth of 325 = 65
2/5 or 40%
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| 580 | 9 |
http://boffosocko.com/category/mathematics/page/2/
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math
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This mathematician died last week. He won the Fields Medal in 2002 for proving the Milnor conjecture in a branch of algebra known as algebraic K-theory. He continued to work on this subject until he helped prove the more general Bloch-Kato conjecture in 2010.
Proving these results — which are too technical to easily describe to nonmathematicians! — required him to develop a dream of Grothendieck: the theory of motives. Very roughly, this is a way of taking the space of solutions of a collection of polynomial equations and chopping it apart into building blocks. But the process of 'chopping up', and also these building blocks, called 'motives', are very abstract — nothing simple or obvious.
There’s some interesting personality and history in this short post of John’s.
The Institute for Advanced Study is deeply saddened by the passing of Vladimir Voevodsky, Professor in the School of Mathematics.
Voevodsky, a truly extraordinary and original mathematician, made many contributions to the field of mathematics, earning him numerous honors and awards, including the Fields Medal.
Celebrated for tackling the most difficult problems in abstract algebraic geometry, Voevodsky focused on the homotopy theory of schemes, algebraic K-theory, and interrelations between algebraic geometry, and algebraic topology. He made one of the most outstanding advances in algebraic geometry in the past few decades by developing new cohomology theories for algebraic varieties. Among the consequences of his work are the solutions of the Milnor and Bloch-Kato Conjectures.
More recently he became interested in type-theoretic formalizations of mathematics and automated proof verification. He was working on new foundations of mathematics based on homotopy-theoretic semantics of Martin-Löf type theories. His new "Univalence Axiom" has had a dramatic impact in both mathematics and computer science.
Sad to hear of Dr. Voevodsky’s passing just as I was starting into my studies of algebraic geometry…
For those who are still on the fence about taking Algebraic Geometry this quarter (or the follow on course next quarter), here’s a downloadable copy of the written notes with linked audio that will allow you to sample the class:
If you write clearly, then your readers may understand your mathematics and conclude that it isn't profound. Worse, a referee may find your errors. Here are some tips for avoiding these awful possibilities.
I want to come back and read this referenced article by Milne. The comments on this are pretty interesting as well.
This is a genuine introduction to algebraic geometry. The author makes no assumption that readers know more than can be expected of a good undergraduate. He introduces fundamental concepts in a way that enables students to move on to a more advanced book or course that relies more heavily on commutative algebra.
The language is purposefully kept on an elementary level, avoiding sheaf theory and cohomology theory. The introduction of new algebraic concepts is always motivated by a discussion of the corresponding geometric ideas. The main point of the book is to illustrate the interplay between abstract theory and specific examples. The book contains numerous problems that illustrate the general theory.
The text is suitable for advanced undergraduates and beginning graduate students. It contains sufficient material for a one-semester course. The reader should be familiar with the basic concepts of modern algebra. A course in one complex variable would be helpful, but is not necessary. It is also an excellent text for those working in neighboring fields (algebraic topology, algebra, Lie groups, etc.) who need to know the basics of algebraic geometry.
Homotopy type theory is a new branch of mathematics that combines aspects of several different fields in a surprising way. It is based on a recently discovered connection between homotopy theory and type theory. It touches on topics as seemingly distant as the homotopy groups of spheres, the algorithms for type checking, and the definition of weak ∞-groupoids. Homotopy type theory offers a new “univalent” foundation of mathematics, in which a central role is played by Voevodsky’s univalence axiom and higher inductive types. The present book is intended as a first systematic exposition of the basics of univalent foundations, and a collection of examples of this new style of reasoning — but without requiring the reader to know or learn any formal logic, or to use any computer proof assistant. We believe that univalent foundations will eventually become a viable alternative to set theory as the “implicit foundation” for the unformalized mathematics done by most mathematicians.
Algebraic geometry is the study, using algebraic tools, of geometric objects defined as the solution sets to systems of polynomial equations in several variables. This introductory course, the first in a two-quarter sequence, develops the basic theory of the subject, beginning with seminal theorems—the Hilbert Basis Theorem and Hilbert’s Nullstellensatz—that establish the dual relationship between so-called varieties—both affine and projective—and certain ideals of the polynomial ring in some number of variables. Topics covered in this first quarter include: algebraic sets, projective spaces, Zariski topology, coordinate rings, the Grassmannian, irreducibility and dimension, morphisms, sheaves, and prevarieties. The theoretical discussion will be supported by a large number of examples and exercises. The course should appeal to those with an interest in gaining a deeper understanding of the mathematical interplay among algebra, geometry, and topology.
Some exposure to advanced mathematical methods, particularly those pertaining to ring theory, fields extensions, and point-set topology.
Yes math fans, as previously hinted at in prior conversations, we’ll be taking a deep dive into the overlap of algebra and geometry. Be sure to line up expeditiously as registration for the class won’t happen until July 31, 2017.
While it’s not yet confirmed, some sources have indicated that this may be the first part of a two quarter sequence on the topic. As soon as we have more details, we’ll post them here first. As of this writing, there is no officially announced textbook for the course, but we’ve got some initial guesses and the best are as follows (roughly in decreasing order):
Most of his classes range from about 20-30 people, many of them lifelong regulars. (Yes, there are dozens of people like me who will take almost everything he teaches–he’s that good. This class, my 22nd, will be the start of my second decade of math with him.)
A Course in Game Theory presents the main ideas of game theory at a level suitable for graduate students and advanced undergraduates, emphasizing the theory's foundations and interpretations of its basic concepts. The authors provide precise definitions and full proofs of results, sacrificing generalities and limiting the scope of the material in order to do so. The text is organized in four parts: strategic games, extensive games with perfect information, extensive games with imperfect information, and coalitional games. It includes over 100 exercises.
(.pdf download) Subjectivity and correlation, though formally related, are conceptually distinct and independent issues. We start by discussing subjectivity. A mixed strategy in a game involves the selection of a pure strategy by means of a random device. It has usually been assumed that the random device is a coin flip, the spin of a roulette wheel, or something similar; in brief, an ‘objective’ device, one for which everybody agrees on the numerical values of the probabilities involved. Rather oddly, in spite of the long history of the theory of subjective probability, nobody seems to have examined the consequences of basing mixed strategies on ‘subjective’ random devices, i.e. devices on the probabilities of whose outcomes people may disagree (such as horse races, elections, etc.).
For a constant ϵ, we prove a poly(N) lower bound on the (randomized) communication complexity of ϵ-Nash equilibrium in two-player NxN games. For n-player binary-action games we prove an exp(n) lower bound for the (randomized) communication complexity of (ϵ,ϵ)-weak approximate Nash equilibrium, which is a profile of mixed actions such that at least (1−ϵ)-fraction of the players are ϵ-best replying.
John Nash’s notion of equilibrium is ubiquitous in economic theory, but a new study shows that it is often impossible to reach efficiently.
There’s a couple of interesting sounding papers in here that I want to dig up and read. There are some great results that sound like they are crying out for better generalization and classification. Perhaps some overlap with information theory and complexity?
To some extent I also find myself wondering about repeated play as a possible random walk versus larger “jumps” in potential game play and the effects this may have on the “evolution” of a solution by play instead of a simpler closed mathematical solution.
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CC-MAIN-2017-51
| 9,156 | 26 |
https://www.bristolmathsresearch.org/seminar/joseph-malkoun/
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math
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From the Berry-Robbins problem to the Atiyah-Sutcliffe conjectures and a Lie-theoretic generalization
Mathematical Physics Seminar
12th June 2020, 2:00 pm – 3:00 pm
Online seminar, BlueJeans meeting
Sir Michael Berry and Jonathan Robbins proposed an interesting approach in 1997 to explain the spin-statistics theorem which involves geometry and ordinary quantum mechanics, rather than quantum field theory. Related to this work is the Berry-Robbins problem, which was solved positively by Sir Michael Atiyah alone first, and then with Roger Bielawski using Nahm's equations.
There is a curious construction by Sir Michael Atiyah which is elementary and would be an actual solution to the Berry-Robbins problem provided a linear independence conjecture holds. Together with Paul Sutcliffe, this was refined into stronger conjectures involving the Atiyah-Sutcliffe determinant.
In this talk, I will introduce the Berry-Robbins problem and the Atiyah-Sutcliffe conjectures, and then briefly discuss my work which consists of a Lie-theoretic generalization of these conjectures. I will try to make this talk as accessible as possible, and hope to convince the audience that the Atiyah-Sutcliffe determinant is certainly worth studying!
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CC-MAIN-2021-49
| 1,234 | 7 |
https://www.studypool.com/discuss/304185/a-customer-has-approached-a-local-credit-union-for-a-20-000-1-year-loan-at-a-10?free
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math
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At the end up the year, the customer will owe $22,000. This comprises of the principle ($20,000) and the interest ($2,000). The interest was calculated by multiplying the principle times the rate, by time. Expressed in an equation: interest=(20,000)(0.1)(1)
I hope this helps you with your problem!
Dec 10th, 2014
Did you know? You can earn $20 for every friend you invite to Studypool!
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CC-MAIN-2017-22
| 386 | 4 |
https://www.geogebra.org/m/u8WzfNME
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math
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Slide to the next stage, then move the blue points around the perimeter to find the line of best fit for the points shown. Then keep advancing stages to see how well you do. Click the button for a new set of points.
The object is to estimate the 'least squares' line. Stage 1 shows you the points. Stage 2 gives you the opportunity to estimate the line of best fit. Stage 3 plots the residuals. Stage 4 give you the 'square' of the residuals. Stage 5 reveals the true least squares regression line.
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s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030335304.71/warc/CC-MAIN-20220929034214-20220929064214-00120.warc.gz
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CC-MAIN-2022-40
| 498 | 2 |
http://en.cnki.com.cn/Article_en/CJFDTotal-AHSZ200904003.htm
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math
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On the Morphic Rings
SONG Ting-wu1,2(1.College of Mathematics and Computer Science,Anhui Normal University,Wuhu 241000,China;2.Wuhu Vocational College of Information Technology,Wuhu 241000,China)
In this paper,we show that:(1) Let R be a semiperfect and left morphic ring.If it has essential right scole,then R is a Kasch ring.(2) Let R be a left nonsingular and right morphic ring.If it has left finite dimension,then R is semi-simple.
【CateGory Index】： O153.3
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s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540527205.81/warc/CC-MAIN-20191210095118-20191210123118-00360.warc.gz
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CC-MAIN-2019-51
| 467 | 4 |
https://studenttheses.uu.nl/handle/20.500.12932/40010
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math
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Optimal policy for carbon pricing: Challenging the Hotelling rule and dissecting mitigation cost uncertainties
Wijst, K. van der
MetadataShow full item record
In this thesis, we apply mathematical techniques to three topics in climate policy. First, we calculate the optimal time profile of carbon prices. From classical economic theory, the optimal carbon price path is shown to grow exponentially at the same rate as the discount rate. However, we show that under simple assumptions like learning-by-doing and inertia, this rule does not yield optimal price paths anymore. Second, we analyse the sensitivity of the amount of negative emissions in IAM scenarios to changes in the discount rate. In the third part, we create a simple IAM to calculate the cost as function of temperature goal, and analyse its uncertainty. We compare the literature uncertainties from geo-physical sources to the uncertainties from socio-economic modelling.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224643784.62/warc/CC-MAIN-20230528114832-20230528144832-00195.warc.gz
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CC-MAIN-2023-23
| 939 | 4 |
https://byjus.com/question-answer/question-1-a-particle-is-moving-in-a-circular-path-of-radius-r-the-displacement/
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math
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A particle is moving in a circular path of radius r. The displacement after half a circle would be:
Open in App
Given, radius of the circular path is 'r'.
Displacement is the shortest distance between the initial and final position of the particle.
Since the particle moves half a circle, the displacement = diameter of the circle = 2r
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s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943484.34/warc/CC-MAIN-20230320144934-20230320174934-00647.warc.gz
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CC-MAIN-2023-14
| 335 | 5 |
http://openstudy.com/updates/55ba61ffe4b0aa1bfb5cd278
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math
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I think its 210 degrees
imagine turning on the axis clockwise
how many degrees does OP pass through before it gets to OR?
It is 90 degrees
no RF move to QR in one step then QR moves to RF 2 steps of how many degrees?
30 + 30 = 60
That cant be right because I have multiple choice and that is not one of the options
then the options are wrong
60 degrees clockwise = 300 degrees counterclockwise
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s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218190754.6/warc/CC-MAIN-20170322212950-00211-ip-10-233-31-227.ec2.internal.warc.gz
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CC-MAIN-2017-13
| 393 | 9 |
https://math.answers.com/Q/What_is_five_sevenths_minus_one_fourth
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math
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one and five sevenths
It is: 119 and 5/7 minus 21 and 6/7 = 97 and 6/7
Five eights plus two thirds minus one fourth is equal to 1.04
One fourth is five twentieths. Nine twentieths minus five twentieths is four twentieths. Four twentieths is one fifth.
Answer: four-sevenths. One minus three-sevenths is four sevenths
two forty-fifths or one twenty-eighth
Five and a quarter minus two and a quarter is equal to 5 1/4 - 2 1/4 = 3.
three and one fourth
Five minus 1/4 is 4 3/4
2 and 5/7 (i think)
Nine sevenths, or one and two sevenths.
To do this, first we convert to twenty-eights. That gives us eight twenty-eights minus seven twenty-eights which equals one twenty-eight.
The answers is... three eights!
5/12 minus 1/4 is 1/6.
Three fourths minus five tenths is one fourth.
two one half
the answer is 2 and six sevenths. because you have to borrrow the 4 and make it a three and add the 5 and 7 to get 12 over 7 then you subtract the whole numbers and fractions as usual
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s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585246.50/warc/CC-MAIN-20211019074128-20211019104128-00215.warc.gz
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CC-MAIN-2021-43
| 970 | 17 |
https://ftp.aimsciences.org/article/doi/10.3934/dcds.2008.21.1071
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math
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Using the relation between the Hill's equations and the
Ermakov-Pinney equations established by Zhang , we will give
some interesting lower bounds of rotation numbers of Hill's
equations. Based on the Birkhoff normal forms and the Moser twist
theorem, we will prove that two classes of nonlinear, scalar,
time-periodic, Newtonian equations will have twist periodic
solutions, one class being regular and another class being singular.
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CC-MAIN-2023-50
| 433 | 7 |
http://escourseworkqpgs.blogdasilvana.info/math-ib-ia-sl.html
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math
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Example 5 mathematical studies sl teacher support material 1 mathematical studies sl teacher support material 2 example 5 a2 mathematical studies sl teacher support material 3 and i were told that to pick a topic for a math project i immediately thought of tennis now we all know that stretching before doing physical activity prevents. Students wishing to study mathematics in a less rigorous environment should therefore opt for one of the standard level courses, mathematics sl or mathematical studies sl students who wish to study an even more rigorous and demanding course should consider taking further mathematics hl in addition to mathematics hl. Im taking maths sl for ib i dont have the slightest idea on any topics for ia need help asap since my teacher wants the first draft in a couple.
Internal assessment in mathematics sl is an individual exploration this is a piece of written work that involves investigating an area of mathematics (20 marks) 1elements of a successful ib internal assessment correct answers throughout all questions answered in a logical order. Arthur was literally the only person in his hl math class that got a 7 on his math ia this math class included two current uc berkeley students, an oxford pupil, and a upenn undergrad his math ia grade was the reason he got accepted into his top-choice university. If you are watching this video now, you seem serious about boosting your ib grade good news: we can help you with that if you are a student from hk, you can register for a free trial lesson with. Your ib mathematics standard level in addition to all the material in your mathematics sl course book , we've included a full set of worked solutions here, to fully equip you to tackle the course and assessment.
Ib sl mathematics ia - download as pdf file (pdf), text file (txt) or read online my ia from 2016 feel free to take ideas or notes from it if you use any of it, make sure you are not directly copying or forget to exclude my name p. Filters group 1 group 2 group 3 group 4 group 5 group 6 tok/ee past papers nov 2018 examination schedule server welcome to /r/ibo this subreddit is for all things concerning the international baccalaureate, an academic credential accorded to secondary students from around the world after two vigorous years of study, culminating in challenging exams. Ib mathematics sl/statistics and probability from wikibooks, open books for an open world ib mathematics sl the latest reviewed version was checked on 16 march 2018 there is 1 pending change awaiting review jump to navigation jump to search contents 1 probability 11 combined events. Ib tutor provides assignment writing help in all the ib subjects 1 ib maths mathematics studies ia tutor help hl sl exploration extended essay example sample 2 ib physics ia labs extended essay help tutors example sample 3. The internal assessment what: a written paper that explores the math behind a personal interest of your choice why: - to apply and transfer skills to alternate situations, to other areas of knowledge, and to future developments.
I truly wish my students will derive some pleasure from completing the internal assessment (ia) requirement for maths sl & hl - the exploration and i think that there is a greater chance of this occurring if clear and effective support and encouragement is provided to the students. Ib tutoring and hsc tutoring for ib physics, ib math, hsc physics and hsc math. For example, ib maths sl consists of numbers, algebra, functions, geometry, trigonometry, statistics, preliminary calculus, and financial math by doing a bit of research about each of these ahead of time, you can be even more prepared for ib maths success.
Ib math sl exam secrets learn the most commonly asked questions for each topic (and why mathematicians love forests so much :) i can predict the questions that will most likely show up in the next math sl exam how not with a crystal ball, but with an incredibly detailed analysis of the exams i’m happy to share the results with you, in. Do you need help with your math ia/internal assessment in this post i will show you my ia that i submitted to ib you can use this to see what a math sl ia looks like and i hope this will inspire you to create your best math sl ia to submit to your teachers. Ib mathematics sl ii ia summer prep due august 28, 2017 name:_____ future ib math sl 2 students: to prepare for writing your ia you will review the following packet. Part of the ib subject group 5, mathematics sl is a course for students with a good background in mathematics and strong analytical and technical skills.
Maths ia – maths exploration topics this is the british international school phuket’s ib maths exploration (ia) page this list is for sl and hl students – if you are doing a maths studies ia then go to this page instead. Writing & math ib internal assessment • math sl/hl students can pretend that they are writing a chapter in a textbook ø encourages students to fully explain each step, remembering that their audience is another. Jaskiran bedi, ib physics and ib maths, pathways world school the q & a/conversation style of conducting lessons were really good and made the theory a lot more interesting to learn saurabh hamada,12th grade ib business management.
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CC-MAIN-2018-47
| 5,285 | 6 |
http://azairparks.com/unit-5-polynomial-functions-homework-1-monomials-and-polynomials-answers.html
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math
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Multiplying a Polynomial by a Homeework. Standard form is. Polynomials. Write polynomizls answer in standard form. Polynomial functions of only one term are called monomials or power functions. TITLE: Checking My Understanding: Factoring Polynomials Review Review. DEFINITION A power function of degree n is a writing a dbq thesis function of the form.
Lesson 10.1 Polynomials Objectives Classify polynomials. Multiply: Monomial x Polynomial. Long Division of Polynomials (begin synthetic division).
Show work to support your answer and include units.
Essay writing model o level
Students will be factoring multiple problems polynomila to find the andd to their answer sheet. Q: 5. (a) Is (1,t - 1,t2 - 1) a. Classifying Polynomials Write each polynomial in standard form. Answers: O xº(x + 28)(x + 2). / (x + y)(x + 5) 3. Textbook Pages. 5.1, Polynomial Functions · 5.2, Polynomial Operations · 5.3, Graphing. Chapter 6 | Polynomials and Polynomial Functions.
Aug 2015. OBJECTIVES 1 laentify Polynomial Functions and Their Degree (p. U5 Day 5 Homework Worksheet – show all work.
Dpd required coursework
Polynomials -Multiplying by a Monomial -Multiplying Polynomials -Factoring. L 1 monomial linear x + 6 binomial. Identify each polynomial as a monomial, binomial, or trinomial. Algebra Unit 5, Polynomial Adn. You should check your answer here by re-distributing to see if you get the original polynomial.
Yes, quadratic binomial. Yes, linear monomial. Homework help factoring polynomials Rated 5 stars, based on 157 customer. Factoring Polynomials. Q&A related to Polynomial Functions.
Translation creative writing
LICENSING TERMS: This purchase includes a license for one poylnomial only. Feb 2017. Unit 5 Study Guide: Polynomial Functions. Polynomials. Chapter 7 Polynomial Functions 345. POLYNOMIAL FUNCTIONS Recall that a polynomial is a monomial or a sum.
Multiply and Divide Monomials To simplify an expression containing. Solving Systems of Equations. 1:00. Set students up for success in Algebra 1 and beyond! Llinear binu midil cubie tri nomial.
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CC-MAIN-2019-09
| 2,062 | 12 |
https://www.scholars.northwestern.edu/en/publications/a-proof-of-a-sumset-conjecture-of-erdos
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math
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In this paper we show that every set A⊂ℕ with positive density contains B+C for some pair B,C of infinite subsets of ℕ, settling a conjecture of Erdos. The proof features two different decompositions of an arbitrary bounded sequence into a structured component and a pseudo-random component. Our methods are quite general, allowing us to prove a version of this conjecture for countable amenable groups.
- Almost periodic functions
- Sum sets
ASJC Scopus subject areas
- Statistics and Probability
- Statistics, Probability and Uncertainty
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CC-MAIN-2021-39
| 545 | 6 |
http://www.mathcasts.org/mtwiki/Standards/CC4NF-3
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math
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Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
Domain: Number and Operations—Fractions
Cluster: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
(Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
All Standards Common Core Standards K-8
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CC-MAIN-2018-47
| 1,224 | 9 |
http://nfassignmentdszk.paperfolder.info/slope-and-question.html
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math
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Here are a set of practice gmat questions about the cartesian plane 1) what is the equation of the line that goes through (–2, 3) and (5, –4) slope is a measure of how steep a line is there is very algebraic formula for the slope, and if you know that, that’s great if you don’t know. Answer to find the slope and the equation of the tangent line to the graph of the function at the given value of x f(x)=x^4-25x^2. Ask questions and get answers, help others and meet people sharing their experience with slope 31 questions, 21 members. Example question #1 : finding slope and intercepts the grade of a road is defined as the slope of the road expressed as a percent as opposed to a fraction or decimal a road is graded so that for every 40 feet of horizontal distance, the road rises 6 feet.
Answer: c explanation: the slope is defined as at any point on the bent beam is the angle measured in terms of radians to which the tangent at that point makes with the x axis. The regression slope measures the steepness of the linear relationship between two variables and can take any value from $-\infty$ to $+\infty$ slopes near zero mean that the response (y) variable changes slowly as the predictor (x) variable changes. Write the slope intercept equation of the function f whose graph satisfies the given conditions, if the graph of f passes through (-12,8) and is perpendicular to the line that has an x-intercept of.
4428 graphing-equations of lines-slope interecpt multiple choice choose the one alternative that best completes the statement or answers the question. What is the equation of the line that has a slope of -4/7 and passes through the point (0, -3. Is it recommended to keep linear equations in fraction or decimal form calculate the length, slope and mid point for the line that joins the following 2 points: a (3, -8) b (-2,11) i was calculating the slope of. Best answer: i sincerely hope that by the term slope you mean the gradient of the line i've never heard of anything called a slope in all my years of learning about straight line graphs and this is the only thing i can assume it to be.
Best answer: problem: write an equation of the line with slope 4 and y-intercept (0,2) write an equation of the line with slope 3/7 containing the point (3,8) reggie says: the first of these can be solved by simply using y = mx + b where m is the slope and b is the y-intercept so we simply plug in the. Questions 12: find an equation of the line parallel to the line 3x + 6y = 5 and passing through the point (1 , 3) write the equation in the slope intercept form. • in the slope-deflection method, the relationship is established between moments at the ends of the members and the corresponding rotations and displacements. Graph from slope-intercept equation graphing slope-intercept form practice: graph from slope-intercept form this is the currently selected item graphing lines from slope-intercept form review next tutorial writing slope-intercept equations. Slope quiz test your knowledge of slope, y-intercepts and graphs of lines.
Slope of regression line and correlation coefficient search the site go math statistics it is only natural to ask the question, how are the correlation coefficient and it should be evident from this observation that there is definitely a connection between the sign of the correlation coefficient and the slope of the least squares. Unit test - slope and linear graphs multiple choice (80 points, 5 points each) identify the choice that best completes the statement or answers the question. Thanks for the reply do you have the c# code that shows how slope, intercept and coefficient values can be pulled i'm a bit confused when you said the coefficient values are returned from the double array returned by multidim. Find the equation of a line with the given slope and y-intercept express your answer in point slope form find the equation of the line that passes through the following two points.
We have been looking at the slope-intercept form the equation of a straight line can be written in many other ways another popular form is the point-slope equation of a straight line. Multiple choice identify the letter of the choice that best completes the statement or answers the question ____ 1 identify the slope and y-intercept of y = x.
Write an equation (a) in slope-intercept form and (b) in standard form for the line passing through (−2,4) and parallel to x+3y=5 i am stuck on this question on mymath lab and keep getting it wrong. Understanding slope: a key concept in algebra, graphing, and applied rates prepared by ed thomas silver, strong & associates common core state standards this lesson will introduce the concept of slope to students, and will help students to. There are a many other question types that involve point slope form try some of the ones below to see how you do write the point slope equation for the line in the graph below step 1 pick any 2 points on the line and calculate the slope step 1 step 2.
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s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039743247.22/warc/CC-MAIN-20181116235534-20181117021534-00262.warc.gz
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| 5,003 | 7 |
http://www.slideshare.net/youngeinstein/tiu-cet-review-math-session-5
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math
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Ross and Rachel agree to meet for a date. Ross drives at 40 kph and Rachel at 35 kph. After how many hours will they meet if they are 150 km apart and they start driving directly toward each other at the same time?
1.) Make a diagram/illustration of the scene. 2.) Make a table of the given.
Let t = number of hours until they meet = time Ross traveled = time Rachel Diagram Ross, 40kph Rachel, 35 kph 150 km We use the formula, distance = rate x time
p. 87 Ex. 29 MIXTURE How much water must be added to 100 L of denatured alcohol 90% pure to dilute into 75% alcohol content? 100 L 90 % X 0% 100 + X 75%
The edge of a cube is doubled. What happens to its volume?
Volume increases 8 times bigger.
GEOMETRY Example (Not in the book) An architect is to design a swimming pool in a hotel, to be fenced off on 3 sides with 60 meters of material. The pool is to have an area of 352 sq.m. What should the dimensions of the pool be? L W
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s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416931008520.8/warc/CC-MAIN-20141125155648-00172-ip-10-235-23-156.ec2.internal.warc.gz
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CC-MAIN-2014-49
| 929 | 7 |
https://www.exceldemy.com/calculate-dividend-growth-rate-in-excel/
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math
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While doing stock valuation, you need to find the dividend growth rate for accomplishing a better decision. Interestingly, you can compute the growth rate quickly using Excel. In this article, I’ll show you how to calculate dividend growth rate in Excel using the formulas and functions quickly with the basics of the term.
Basics of Dividend Growth Rate
What Is Dividend Growth Rate?
Fundamentally, a dividend is the amount of share from the profit of a company to the other stockholders. And the dividend growth rate is mainly the annual rate of increasing the dividend in percentage.
Formula of Measuring Dividend Growth Rate
The formula for both arithmetic average and compound annual dividend growth is as follows.
i. The formula of Arithmetic Average Dividend Growth Rate
Average Annual Growth Rate = (G
G1= yearly dividend growth rate in the first year
Gi= dividend growth rate at ith year
n = number of periods
Compound Dividend Growth Rate
)1/n – 1
Dn = Dividend at last year
D0 = Dividend at first year
n = Number of periods
Application of Dividend Growth Rate
- Provides instructive guidelines to investors while engaging with any company.
- The healthy dividend growth rate of a company discloses profit stability whereas a diminishing growth rate reveals the problems with the profit.
- Worthwhile while using the dividend discount model
- Helpful in predicting the future dividend growth rate of a company
How to Calculate Dividend Growth Rate in Excel: 2 Methods
In our today’s dataset, yearly Dividend Per Share (DPS) for the top 10 companies in the U.S. are given from 2013 to 2022. Therefore, we have to calculate the dividend growth rate in Excel.
1. Measuring Arithmetic Average Dividend Growth Rate
There are mainly two steps while measuring the arithmetic average annual growth rate. Firstly, we need to compute the yearly growth rate. Secondly, the average growth rate will be calculated over a period of time.
For determining the yearly growth rate, just use the following formula in the E8 cell.
Here, D8 is the dividend in 2014, and D7 is the dividend in 2013.
Next, use the Fill Handle tool to copy the formula for the below cells.
Right now, we have to find the average dividend growth rate using the calculated yearly growth rate over 10 years (from 2013 to 2022).
To calculate that, simply insert the following formula.
Here, E8 is the yearly growth rate in 2014, E16 is the yearly growth rate in 2022, and D18 is the number of periods i.e. 10.
In the above formula, the SUM function returns the total of the yearly growth rates. Later, the total will be divided by the number of periods.
Related Content: How to Calculate Revenue Growth Rate in Excel
2. Computing Compound Dividend Growth Rate (CAGR)
Unlike the arithmetic average growth rate, we may calculate the compound dividend growth rate in two ways. The first one is using the formula discussed in the formula section. And the other one is utilizing an Excel function.
2.1. Computing Compound Dividend Growth Rate Manually Using Formula
Truly speaking, it is a simple method as you can find the growth rate within a single step.
Just use the following formula.
Here, D16 is the dividend in the last year (2022), D7 is the dividend in the first year (2013), and C18 is the number of periods (10).
If you press Enter after inserting the above formula, you’ll get the following output.
2.2. Compound Dividend Growth Rate Applying the LOGEST Function
More importantly, we may compute the compound dividend growth rate using the LOGEST function. The function finds the value of an exponential curve in regression analysis. For example, if you have dependent and independent variables, it’ll calculate the value of the exponential curve.
Anyway, we can calculate the growth rate using the function in 3 steps.
While using the function, your year value should be in date format. Also, you can do this using the DATE function in the following way.
Here, 2022 is the year argument, 1 is the month argument, and 1 is the day argument.
Now, we need to calculate daily dividend growth data and the formula that can be used is the following.
Here, D7:D16 is the cell range for dividend (dependent variable-known_ys argument), C7:C16 is the cell range representing the date (independent variable-known_xs argument)
Finally, we have to calculate the annual dividend growth rate. As we found the daily growth rate in the previous step. So, we need to multiply 365 like the following way to get the rate for a year.
Here, G10 is the found daily dividend growth rate.
Things to Remember
- As the LOGEST is an array formula, don’t forget to press Ctrl + Shift + Enter if you’re not using Microsoft 365.
- Be careful that the dividend growth rate is generally calculated in percentage form.
Download Practice Workbook
In short, you can easily calculate the dividend growth rate in Excel using the formula and the LOGEST function. I strongly believe that this article will articulate calculation methods. However, if you have any queries or suggestions, please let me know in the comments section below.
- How to Use the Exponential Growth Formula in Excel
- Growth Formula in Excel with Negative Numbers
- How to Calculate Sales Growth over 3 Years in Excel
- How to Calculate Sales Growth over 5 Years in Excel
- How to Calculate Sales Growth Percentage in Excel
- Growth Over Last Year Formula in Excel
- How to Calculate Growth Percentage with Formula in Excel
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CC-MAIN-2023-50
| 5,446 | 61 |
https://crest.science/event/matey-neykov-northwestern-university-some-insights-in-nonparametric-conditional-independence-testing/
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math
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- This event has passed.
Matey NEYKOV (Northwestern University) Some insights in Nonparametric Conditional Independence Testing
Statistical Seminar: Every Monday at 2:00 pm.
Time: 3:00 pm – 4:15 pm
Date: 18th September 2023
Matey NEYKOV (Northwestern University) – Some insights in Nonparametric Conditional Independence Testing
In this talk we discuss some recent developments in nonparametric conditional independence testing. Specifically if X, Y, Z are three real valued random variables, of bounded support, with Z being continuous, we develop a minimax optimal test which determines whether X is independent of Y given Z under certain smoothness assumptions. Unfortunately, the minimax optimal test which is based on binning Z, depends on unknown constants. In order to calibrate it we propose a local permutation procedure which permutes samples whose corresponding Z values fall into the same bin. Despite its simplicity and empirical support, the theoretical underpinnings of the local permutation test are unclear. To that end we establish theoretical foundations of local permutation tests with a particular focus on binning-based statistics. In particular we derive some sufficient conditions under which the type I error of our test is controlled below a desired level and we show that in some cases our test calibrated through local permutation can achieve minimax optimal power.
Cristina BUTUCEA (CREST), Alexandre TSYBAKOV (CREST), Karim LOUNICI (CMAP) , Jaouad MOURTADA (CREST)
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100112.41/warc/CC-MAIN-20231129141108-20231129171108-00394.warc.gz
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CC-MAIN-2023-50
| 1,498 | 8 |
https://minipcwork.com/how-to-calculate-voltage-drop-across-resistors/
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math
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Ohm’s law is an equation that describes the voltage drop across a resistor. The voltage drop can be measured in volts or in current. To calculate the voltage drop across a resistor, you must know how much voltage the resistor can resist. For this purpose, a 24-V power source is connected to three resistors (R1, R2 and R3), respectively.
Ohm’s law is used to calculate the voltage drop across a resistor
You can use Ohm’s law to calculate the voltage drop across a resistor by adding the current of the circuit to the resistance of the resistor. To do this, place a voltmeter on each end of the resistor. Note that the current in the voltmeter will be minimal.
In addition, you can use Ohm’s law to determine the voltage drop across multiple resistors. By using this law, you can find the voltage drop across two resistors, four resistors, or three resistors in series.
Ohm’s law is one of the most basic principles of electronics. It is based on the relationship between current and voltage. You can use it to calculate the voltage drop across a resistor and to calculate current flow in electrical circuits. Ohm’s law applies to all electrical circuits with one or more resistors.
Ohm’s law is also useful when you’re designing circuits with resistors. You’ll want to make sure you’re using the proper resistor for the circuit. It’s best to choose a resistor with a minimum power rating of 0.5 W. Higher ratings mean that the resistor will last longer.
Another way to calculate the voltage drop across resistors is to think of each resistor in series as a voltage divider. A series of N-resistors will have different voltages across them, but will have a common current. This is where Ohm’s law comes into play.
Using the voltage drop across a resistor is easy when you’re using a voltmeter. The voltage drop is directly proportional to the value of the resistance, so the larger the resistance, the greater the voltage drop. You can use this formula to calculate the voltage drop across any resistor in a series circuit.
Using Ohm’s law, you can determine how much current flows through a resistor and divide this number by the resistance of the circuit. You can also use this formula to calculate the required impedance.
It is a mathematical formula
Ohm’s law is the mathematical formula that calculates the voltage drop across a resistor. If you have a voltage meter attached to both ends of a resistor, you can calculate the voltage drop across the resistor by multiplying the voltages on each side of the resistor by their resistance value. The higher the resistor value, the higher the voltage drop will be.
To understand why this is important, let’s look at an example. Imagine that you are trying to calculate the voltage drop across a series of two resistors. The resistance values are 2 and 4 ohm. The current flowing through the circuit is six Amperes. Therefore, the voltage drop across the series of resistors will be 120 volts x 6.6667 Ampere.
The Ohm’s law formula shows the relationship between voltage and current. It is best illustrated by a pyramid. The current passing through a conductor is directly proportional to the voltage difference on either side. This formula also works for complex resistive circuits.
The voltage drop across a series of resistors can be calculated using the Ohm’s law. You can use the same formula to calculate the voltage drop across two parallel resistors. In parallel, the resistances are the same. But if the resistors are in series, the resistances are different.
If the voltage drop across two resistors is equal, it means the two resistors are equivalent. If they are in series, their equivalent resistance is two times the value of one resistor. If there are three of them, then their equivalent resistance is three times the value of each resistor. In addition, a series of resistors is a voltage reference circuit.
Kirchhoff’s voltage law is another mathematical formula that helps you calculate the voltage drop across resistors. Kirchhoff’s law can also be used to verify closed loop voltages. A closed loop circuit has a voltage that is equal to the sum of the current flowing through all the resistors.
It is a formula that can be used manually
The voltage drop across resistors is the amount of electricity lost from a circuit due to the resistance of the wires. To calculate voltage drop, you should use the following formula. The length of the wires is taken into account to determine the voltage. Then, you should multiply the length by the resistance to find the voltage drop across the component.
Ohm’s law tells us that voltage drop is proportional to the number of connected loads in a circuit. You can calculate this value by using a digital multimeter, also known as a voltmeter. To do this, you must switch your multimeter to voltage mode. You can then use the voltage drop calculator to calculate the voltage drop across a series of resistors. You can also use this formula to estimate the voltage drop between a copper and aluminum conductor.
Another formula that can be used to calculate voltage drop across resistors is V = IR. By using this formula, you can calculate the voltage drop across one resistor and several in parallel. You can also divide the voltage drop across multiple resistors by the total resistance.
Once you have calculated the total voltage drop across the individual resistors, you can calculate the voltage drop across the parallel branch of R4 and R6. The sum of these values is equal to the total current flow through the circuit. To calculate voltage drop across a combination circuit, you must first determine the equivalent resistance of the circuit. For example, if the resistor R3 has an ES of 3.3 volts, the voltage drop across R3 is 1.4 volts. Lastly, you must find the total current through all circuit paths.
Another way to calculate voltage drop across resistors is to look up the voltage drop of a cable. There are many tables available on the internet that can give you the voltage drop of an aluminum or copper conductor. In each table, you will find the voltage drop of the cable in mVA per 100 feet (30 m) of the cable.
It is expressed in volts
The voltage drop across a resistor can be calculated with the help of the Ohms law. You can find the potential drop across a resistor by multiplying the current through it by its resistance (in Ohms). The higher the value of a resistor, the greater the voltage drop will be.
The voltage drop across a resistor is determined by the current flowing through a series circuit. The voltage drop is proportional to the resistance of the individual resistors. So, the more resistance, the higher the voltage drop. In order to calculate the voltage drop across a resistor, you need to know the total voltage and the resistance of each load.
If you have a series circuit, the resistors are in a row. This way, the current flows through all of them in order. If you want to change the location of the resistors, move them accordingly. This way, you can get the same voltage. But, you have to keep in mind that each resistor has a different value when it comes to the voltage drop.
Once you know the resistance of one resistor, you can calculate the voltage drop across all other resistors. You will need a voltmeter to perform the calculations. A digital multimeter is also an option. You should use the voltage mode to measure voltage across multiple resistors.
Another way to calculate voltage drop across resistors is to divide the total current through a series of them. For example, if you have three parallel resistors, the total current is divided by the number of water molecules that flow through them. The potential energy of these molecules must be equal to the sum of the current flowing through each resistor.
If you have two parallel resistors connected to one another, you can use the same equation to find the voltage drop across the two parallel resistors. You can also use the equivalent resistance widget. By doing this, you can make your own problems and check the answers. You can also use a resistor to create a voltage reference circuit.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945144.17/warc/CC-MAIN-20230323100829-20230323130829-00339.warc.gz
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CC-MAIN-2023-14
| 8,157 | 29 |
https://musescore.org/en/node/83486
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math
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"Fade In/Out", "Swell", "Wiggle Sawtooth/Vibrato" positioned poorly if stem direction up
Certain articulations/ornaments will not be positioned nicely when the stem direction points up.
Here is what the first half of articulations (fermata through turn) look like on middle B note when in Bb Tenor Sax:
If I then engage Concert Pitch, the stems flip, but I don't like how the articulations that I've circled in red are re-positioned:
I don't like how "Fade In", "Fade Out", "Swell", "Wiggle Vibrato Large Fastest", "Wiggle Vibrato Large Slowest" overlap the note head when stem points up. (I think should be positioned a little lower below note head so don't overlap.)
I don't like how "Wiggle Sawtooth" and "Wiggle Sawtooth Wide" cover the whole note when stem points up. (I think should instead flip direction vertically...this would be analogous to how "Staccatissimo", "Portato", and "Marcato" flip vertically when stem direction changes.)
Happens in mscore 2.0.2 and dd4530e
(I don't know if this is already known behavior...I'm having trouble figuring out the right keywords to search the forums with.)
If anyone knows of a good workaround other than manual readjustment, let me know. I do lots of horn charts with these articulations.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100762.64/warc/CC-MAIN-20231208144732-20231208174732-00815.warc.gz
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CC-MAIN-2023-50
| 1,241 | 9 |
http://jwilson.coe.uga.edu/EMT668/EMAT6680.2000/LawsonG/Assign7/writeup7.html
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math
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This investigation begins with the following problem.
Given two circles and a point on one of the circles. Construct a circle tangent to the two circles with one point of tangency being the designated point.
We will proceed to investigate this problem and investigate
some other problems to set the direction for additional
The Geometry's Sketchpad allows investigation, demonstration, and exploration. It is a tool for helping develop
statements to be proved and the construction of new relationships. The set of circles
tangent to two given circles is a very rich problem environment. GSP helps to visualize and demonstrate; it is a means to pose a
considerable array of related problems and investigations.
Consider the given problem. The center of the desired circle
will lie along a line from the center of the given circles with
We need to find another locus for the center of the tangent
circle. Consider the problem as solved. We would have this
Then, if we added the lines through the centers,
we would have this situation. Now consider the segment from
the center of the desired circle to the center of the second given
This segment is always of length the sum of the radius of the
desired circle plus the radius of the given circle that did not
specified point. The same distance can be laid off along the line through the given point from the center of the desired circle, by
constructing an additional circle of the same radius with center at the designated tangent point:
Now, an isosceles triangle is formed, like so,
and therefore the center of the desired tangent circle lies
along the perpendicular bisector of the base of this isosceles
as follows, and now we have a construction of the desired circle. That is, construct a line through the center of the circle with
the designated point of tangency and construct a circle of the same radius as the second of the given circles with the designated
point as center. The intersection of the line and circle will allow construction of the base of the isosceles triangle and hence
allow location of the center of the desired circle. The construction follows.
Given the construction, however, consider the locus of the
center of all such circles tangent to the two given circles. With
we can animate around the circle and trace the locus of the center as follows:
If the center of the constructed circle is connected by segments
to the centers of the two given circles, it is immediate that
sum of the segments is the same as the sum of the radii of the two given circles. This the sum is a constant and therefore the
locus of the centers of the tangent circles is an ellipse with foci at the centers of the given circles.
The red line in the picture, that is in your construction,
is always tangent to the locus (the ellipse ).
Do a trace of the line as the tangent point of the constructed circle moves around the large circle. An envelope of
lines is produced all tangent to the ellipse. This is essentially the underlying technique of folding wax paper to define an
ellipse by the envelope of folds.
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s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039746061.83/warc/CC-MAIN-20181119171420-20181119193420-00478.warc.gz
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CC-MAIN-2018-47
| 3,066 | 38 |
https://www.redhotpawn.com/forum/posers-and-puzzles/helpmate.26015
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math
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I like this one. However I only found mate in 6 only so far. I will keep trying 🙂
a) 1. e4 f6 2. Nf3 Kf7 3. Ng5+ Kg6 4. d3 Kh6 5. Nf7+ Kg6 6. Nxh8 mate
b) 1. e4 f6 2. Nf3 Kf7 3. Nh4 Qe8 4. Ng6 d6 5. any Be6 6. Nxh8 mate
In a) the problem is that White needs 4 moves to move the knight to h8 so there is no time left for playing d3.
In b) the problem is that Black needs a 5th move to block all his kings escaping squares.
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s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583722261.60/warc/CC-MAIN-20190120143527-20190120165527-00468.warc.gz
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CC-MAIN-2019-04
| 424 | 5 |
https://itprospt.com/num/400956/consid-rmass-soectmomete-shown-schematicall-thc-fioure-below
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math
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So in this problem, we're given that we have a twenty five microgram off Tetra Hydro Can a banal are being C, which is an active ingredient in marijuana, and this is recorded produce intoxication. So this is the mass ofthe DSC, which is required to produce intoxication, and the molecule or formal off its has given us citrine too on his thirty or two. In first part of the question, you have to find out how many malls off T. H. C does this trait of five microgram represent and then we have to find out how many molecules subject etc. Does. This, Trent, if I'm acronym represents so what we have to do first is simply since we have to find out the number of malls off this mass off, etc. First you have to find out the Moler, massive t etc. That means the molar misses the mass contained in one mall. That means from there we can find out how many months is contained in strange if I microgram mess. So from this formula, we can find out on the Moler mass off the sea. My children, since we have carbon carbon, has a more mass of twelve point Oh Won, and we have twenty one carbon here when multiplied by twenty one. Then we have Metro's on which has more elements of one point or eat, and we have her t I'd risen sun multiplied by eight thirty, and then we have to walk season. That means sixteen is the monuments of oxygen and we have to oxygen multiplied by two. And this will give us a value off three one four point four five I, um So this is the two and four point four five gram per mall, and this is the molar mass off. Let's see, That means one more lofty is he will contain through one four point four five gram and then so we can write three one four point four five gram is contained in one multi it. See, that means twenty five microgram, or twenty five times ten to the minus six gram is contained in, um, twenty five times ten to the four minus six over two on four point four five Graham this a gram per mole and it will give us value off seven point nine five times intended to par minus eight more so This is the number of malls that going to find microgram off dates represent. And then we have to find out how many molecules is contained in twenty five macron. And since we have calculated the number of morals, so twenty five microgram TOC, then we know that one mole off any substance contains six point or co times ten to the twenty three molecules. That means from there we can find out how many molecules is contending this much more are twenty five micrograms of hearsay, so one more it's sea contains six point or two times ten to the port twenty three molecules, therefore seven point nine five times during the one minus eight. Here's the contents. Six point oto time stint Report twenty three Time's thiss and this will give us value off for planned seven nine I'm standing. There were sixteen molecules, so this is the number of molecules containing twenty five microgram off, etc.
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CC-MAIN-2022-40
| 2,914 | 1 |
http://slideplayer.com/slide/6164761/
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math
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6 x = -3 + 7 x = 4 Solve for x Start at the origin Negative moves to the leftPositive moved to the rightx =x = 4
7 x = -2 - 7 x = -2 + - 7 x = -9 Solve for x Start at the origin Negative moves to the leftPositive moved to the rightx =x =x = -9
8 x = -2 - -7 x = -2 + 7 x = 5 Solve for x Start at the origin Subtraction is the addition of the opposite signNegative to the leftPositive to the rightx =x =x = 5
9 Adding and Subtracting Addition does not change the sign of a numberExample: = x = x5 = x = xSubtraction is the addition of the opposite signExample: – 3 = x = x= x = x-1 = x 1 = x
10 Multiply and Divide If the signs are the same (both positive or both negative),the answer will be positive.+ * + = * - = +If the signs are different(one positive and one negative),the answer will be negative.+ * - = * + = -
11 Multiply and DivideTwo like signs make a positive sign. Two unlike signs make a negative sign.
12 ExampleSolve for x.Subtraction signNegative signx = 18 – (–16) – 3 – (–5) + 2 = – = (–3) = 41 + (–3) [I added all the positive numbers.] = 41 – 3 [The addition of a negative is the same as the subtraction of a positive.] = 38
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s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499819.32/warc/CC-MAIN-20230130133622-20230130163622-00255.warc.gz
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CC-MAIN-2023-06
| 1,164 | 7 |
http://www.learningaboutelectronics.com/Articles/Multiplying-significant-figures-calculator.php
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math
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Multiplying Significant Figures (Sig Fig) Calculator
This Multiplying Significant Figures Calculator computes the product of the numbers entered in and places the resultant value into proper significant figures.
Significant figures, or digits, are the values in a number that can be counted on to be accurate. Significant digits in a number are those values which can be known with certainty or a high degree of confidence, while insignificant digits are those which we do not trust as very accurate.
Significant digits are used extensively during measurements. Different measurement tools can record measurements of differing accuracy. Some measurement tools can record much more in detail than other measuring tools. For example, if we have a ruler that only measures centimeters, we can measure to one-hundredth of a meter. If we now change the ruler and get one which measures millimeters, we can measure to one-thousandth of a meter. Thus, we can have an extra significant digit, because the ruler is more detailed and allows for more accuracy of measurement.
It is important to be honest when making a measurement, so that the resulant value does not appear to be more accurate than the equipment used to make the measurement allows. And how we make the recorded value honest is by controlling the number of digits, or significant figures, used to report the measurement. The recorded value cannot have more significant digits than the measuring tool allows. This is why using the proper amount of significant digits is so important.
When multiplying significant digits, the amount of significant figures in the final product is determined by the number of significant digits in each of the multiplicands. The product can only have as many significant digits as the multiplicand with the least amount of significant digits. So if one of the multiplicands has 2 significant digits and the other has 3 significant digits, for example, the product of the multiplication operation can only have 2 significant digits in it. So, the product can only have as many significant digits as the multiplicand with the least amount of significant digits.
This is the only rule to follow when multiplying numbers and keeping proper significant figures. It must be determined how many significant figures each of the multiplicands has. Once this is determined, the product can only have as many significant figures as the multiplicand with the least amount of significant digits.
To use this calculator, a user simply enters in the multiplication problem into the text box using the "*" as the multiplication operand, and clicks the 'Calculate' buton. The resultant value in proper significant figures will be automatically computed and displayed.
Being that electronics, like any other science, deals with measurements, knowing how to multiply significant figures may be important. Depending
on the measuring tool in use determines how accurate it can measure. Using the proper number of
significant figures may be extremely important.
What is 345 * 7.8?
345 * 7.8= 2700
Being that 345 has 3 significant digits and 7.8 has 2 significant digits, the product can only have 2 significant digits.
What is 75 * 0.0003?
75 * 0.003 = 0.2
Being that 75 has 2 significant digits and 0.0003 has 1 significant digit, the product can only have 1 significant digit.
What is 2.0 * 3.00?
2.0 * 3.00= 6.0
Being that 2.0 has 2 significant digits and 3.00 has 3 significant digits, the product can only have 2 significant digits.
Dividing Significant Figures Calculator
Adding Significant Figures Calculator
Subtracting Significant Figures Calculator
Significant Figures (Sig Fig) Calculator
Significant Figures Rounding Calculator
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s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501170186.50/warc/CC-MAIN-20170219104610-00453-ip-10-171-10-108.ec2.internal.warc.gz
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CC-MAIN-2017-09
| 3,704 | 25 |
https://www.vintage-mustang.com/threads/where-to-find-rochester-q-jet-carb-for-71-429cj.407615/
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math
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I do not have this one when I purchased '71 Mach 1 429CJ. I have Edelbrock 750 cfm Q-Jet #1901 but I found out that it is incorrect one because it is for GM. What would you recommend for me to find the correct carb? I have C6 tranny, 3.25 rear, and A/C. I hope I can find one. Thanks.
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s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439735823.29/warc/CC-MAIN-20200803170210-20200803200210-00033.warc.gz
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CC-MAIN-2020-34
| 284 | 1 |
https://tex.stackexchange.com/questions/387539/lucida-console-font
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math
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How can I use the Lucida Console font? I would like that it only affects one word of a paragraph. Is it possible to use it if I am writing my document in Overleaf?
TeX - LaTeX Stack Exchange is a question and answer site for users of TeX, LaTeX, ConTeXt, and related typesetting systems. It only takes a minute to sign up.Sign up to join this community
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s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585371821680.80/warc/CC-MAIN-20200408170717-20200408201217-00298.warc.gz
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CC-MAIN-2020-16
| 352 | 2 |
http://blog.blightys.com/2010/07/hurrah-lots-and-lots-of-money.html
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math
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Cor, struth! ... must be nice. Nice to work for the bloomin' British guvnorment I mean. It seems the fat cats who sit on the velvet benches in the Palace of Westminster have been feathering their own nests a little too finely. Her Majesty's civil servants have been equally unfettered with any reticence to insert their probosces into the public trough.
Well, now the bubble has burst. MPs pensions are being rolled back and the British government is facing pressure to act on inflated public sector pensions too.
One sign of the excesses hit the front pages of the British press today. A gypsy woman who was employed as an "inclusivity outreach worker" by two of London's borough councils has been apprehended by constables for excessive zeal in withdrawing funds from the public purse. She and an accomplice (who is already enjoying free board and lodging in one of Her Majesty's boarding houses for bandits) sought to fill their wagons with twelve million paper portraits of the Queen.
Gawd luv a duck. The old land of hope and glory has gawn bonkers, absolutely bonkers. Tsk ... tsk.
"Comedy always works best when it is mean-spirited" - John Cleese
Author John Corby also writes as "Bulldogge" for the British Canadian newspaper.
|A Farthingsworth of Tall Tales from Blighty's Fameless Blog|
|Newsflash from New York (no, not that one!) | Are the British better drivers? | The Story of the Telephone Kiosk | Drinking Nelson's Blood | Screaming Jelly Babies | Flying to the UK is very dangerous! | Brits to drive on the right | Who hung the monkey? | Upper class virgins | Double, double trouble | What a Lovely Morning for a War|
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s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610704800238.80/warc/CC-MAIN-20210126135838-20210126165838-00341.warc.gz
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CC-MAIN-2021-04
| 1,664 | 8 |
http://perplexus.info/show.php?pid=4665&cid=32513
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math
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You are given a sequence of numbers as follows:
Given these terms, what are the missing values?
What is the formula for finding the nth term in the sequence?
(In reply to A wild guess
It's not correct, only the 2298 is right.
The numbers don't always jump at every other term - think primes.
Posted by Jer
on 2006-05-25 12:30:45
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s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376825512.37/warc/CC-MAIN-20181214092734-20181214114234-00018.warc.gz
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CC-MAIN-2018-51
| 328 | 8 |
http://www.mmo-champion.com/threads/1144107-Combat-Rogue-Weapons?p=17125213
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math
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Everyone and every website I ask tell me different things, so I don't know what to believe. Thus, I'll ask the experienced Rogues right here:
Do I want a 2.60 in MH and 1.80/40 in OH as a Combat Rogue
do I want a 1.80 in MH and 1.40 in OH?
Thanks in advance!
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s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917121216.64/warc/CC-MAIN-20170423031201-00559-ip-10-145-167-34.ec2.internal.warc.gz
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CC-MAIN-2017-17
| 258 | 4 |
https://simplyans.com/mathematics/3kids-where-practicing-their-jumpin-1876562
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math
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0.39 * 60/5 = $4.68
well, they're both the same fraction, they both equal the same amount.
the only difference is that one is improper and the other is proper.
i'm not too good with explaining, but that's a simple answer, i guess-?
hope you out tho! °ω°
step-by-step explanation: 8^3= 24
robin + john = 24 inches
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s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593657155816.86/warc/CC-MAIN-20200715035109-20200715065109-00593.warc.gz
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CC-MAIN-2020-29
| 315 | 7 |
http://musicnoteslib.com/tabs/Freddegredde-Video_Game_Songs-683362.html
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math
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A5 G5 Now, Journey across a spooky land F5 You hold in your hand C5 a sword that shoots laser beams D5 Won't you feel like a man A5 dressed up like Peter Pan B5 E5 on a quest greater than your dreams E5 E5 Than your dreams, than your dreams E5 fleemy geemy deemy E5 A5 Super Mario RPG G5 A5 D5 The game is the only one just for me C5 When I play the game, I get lost in a phase D5 B5 Then I find out I'm stuck in Geno's Maze E5 A5 The theme song from the Dark World C5 It's a dark place D5 That's menacing E5 A5 B5 A5 And dark (really dark) C5 F5 C5 Shapes made of four colored blocks like a T or a box F5 Come down like falling bricks Bb5 F5 C5 You can place them in rows, but everybody knows F5 That they made this game for chicks F5 C5 F5 C5 Your mom loves it - Mine does too F5 C5 F5 C5 Call me sexist, bitch it's still true (just kidding) A5 G5 Bike - Nigga stole my bike F5 Nigga stole my bike E5 Nigga stole my bike F#5 E5 I am Mega Man B5 D5 I'm blue and cyan F#5 F#5 The creation of Dr. Light B5 or "Right" if you are from Japan D5 E5 Also known as Rockman F#5 F#5 My Mega Buster can cut the mustard B5 C#5 E5 F#5 I'm a flustered amputee POW POW! F#5 Eight robot bosses in eight levels D5 dishevel and revel in devilry, C#5 C#5 I'll steal their weaponry ( F#5 E5 ) Final Fantasy is an RPG The only one that I need It's the Rpg for me! Final Fantasy is all that I play All other games are lame It puts them all to shame! ( G#5 C#5 F#5 ) (3x) I only play games that are popular I only buy the games the magazines tell me to buy! That way I know I get good games for sure E5 G#5 C#5 C#5 I may have a shallow mind, but you can kiss my be - hind D#5 Punch punch falcon punch G#5 D#5 Fa fa-fa-falcon punch punch punch D#5 Punch punch falcon punch G#5 A#5 D#5 A#5 D#5 Pa-pa-pa pa pa pa Fal-con Punch!
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s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027317113.27/warc/CC-MAIN-20190822110215-20190822132215-00124.warc.gz
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CC-MAIN-2019-35
| 1,802 | 1 |
http://scienceantiscience.blogspot.com/2007/01/are-students-getting-worse.html
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math
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Are Students Getting Worse??
I hate to sound like an old fuddy-duddy on this topic, but I got something via e-mail yesterday that seemed to offer concrete evidence that, at least in calculus, today's students are worse than their counterparts 17 years ago. Professor Stephen Wilson of Johns Hopkins University gave his 1989 calculus test to his 2006 students. The full report can be found by following this link, but I'll try to give the 'highlights' here.
The course was Calculus 1 and the student population in 1989 was much the same as 2006. Professor Wilson notes the following similarities:
(1) SAT math scores : 662.6 in 1989 and 664.9 in 2006
(2) Class Size: 147 1989; 180 2006 both representing about 23% of the freshman class.
(3) Both classes took the same 77 point final exam
Here is a comparison of the raw scores on the exam:
Wilson goes on to give possible explanations for the discrepancy in grades:
It must be confronted that the 2006 students did not do as well as the
1989 students, no matter how one tries to explain it. An easy
explanation is to assume that this is the result of a slowly
degenerating mathematics professor. I am not inclined to look
favorably upon that explanation. Aside from my belief that I
get better at teaching every successive year, I received a
teaching award, The Johns Hopkins University Homewood
Student Council Award for Excellence in Teaching, in 2000-
closer to 2006 than 1989. My student course evaluations have
remained consistently high (although the results for this class
will not be available for months).
If the percentage of Arts and Sciences freshmen taking
Calculus had increased, then we might be encountering weaker
students who, in 1989, would not have taken Calculus at all.
Since the percentage in Calculus I is the same, this explanation
would require an increased percentage of freshmen taking
Calculus II. However, the corresponding fall semester
percentages for Calculus II are 11.1% for 1989 and 11.4%
I think it is unlikely that the phenomenon we are seeing is a result of
something happening at JHU once students arrive. I am inclined to
conclude that these 2006 students are not as well prepared as the
corresponding group was in 1989, despite there being many more
American high school graduates now and significantly more
competition to get into JHU today than ever before.
In the end, Wilson blames the decrease on the use of calculators for the SAT and also on an overall decline in math education in the US. Clearly this is but one study, but it's an interesting one and it would be nice to see this repeated across campuses. In my opinion, I am not so sure that students are less well educated now than in 1989 or 1979, but they do enter college with a different set of skills and expectations.
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CC-MAIN-2017-17
| 2,775 | 33 |
https://aiche.confex.com/aiche/2016/webprogram/Paper472604.html
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math
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472604 Efficient Global Optimization for a Mixed AC-DC Power Distribution System
ACOPF problem plays a central role in optimal design and operation of electrical power networks, and the formal study of this problem can date back to 1962 . The vast majority of ACOPF literature focuses on operational ACOPF problems that are nonconvex continuous optimization problems, and only a few of the existing methods (e.g., ) can guarantee finding a global optimal solution. This is because operational ACOPF problems usually need to be solved many times a day and none of the existing global optimization methods can solve the problem fast enough. However, global optimization seems to be more attractive for ACOPF design problems, as it is reasonable to make a design decision in a day or a week. Frank and Rebennack successfully applied a decomposition-based global optimization method, called nonconvex generalized Benders decomposition (NGBD ), to some mixed AC-DC power distribution systems, and demonstrated the computational advantage of NGBD over state-of-the-art global optimization solvers.
The performance of NGBD is highly dependent on tightness of the convex lower bounding problem used. When the size of the distribution system becomes larger and the convex lower bounding problem becomes less tight, the performance of NGBD degrades quickly, as identified by Frank and Rebennack . Here we propose to integrate domain reduction techniques into NGBD, in order to enhance the tightness of the convex lower bounding problem progressively during the decomposition procedure. Two types of domain reduction techniques are considered for NGBD. One is to solve customized convex bound contraction problems whose sizes are independent of the number of time periods. These bound contraction problems are also strengthened with valid linear cuts derived from the previously solved convex NGBD subproblems. The other is to perform range reduction calculations for nonconvex NGBD subproblems, according to the primal and dual solutions of the previously solved convex NGBD subproblems. The domain reduction techniques not only can reduce the number of NGBD iterations, but also can speed up the solution of nonconvex NGBD subproblems. It will be shown in the case study that, the proposed method is significantly faster than the NGBD used by Frank and Rebennack for the mixed AC-DC power distribution system.
In the case study, the convex lower bounding problem used for NGBD is obtained through linear relaxation, which is known to be weaker than a second-order cone programing (SOCP) relaxation or semi-definite programming (SDP) relaxation for ACOPF problems (e.g., ). Therefore, our method can be further improved via the use of a tighter nonlinear convex lower bounding problem.
S. M. Frank and S. Rebennack, “Optimal design of mixed AC-DC distribution systems for commercial buildings: A nonconvex generalized Benders decomposition approach,” European Journal of Operational Research, vol. 242, no. 3, pp. 710 – 729, 2015.
J. Carpentier, “Contribution to the economic dispatch problem,” Bulletin de la Socit Franaise des Electriciens, vol. 8, no. 3, p. 431447, 1962.
C. Chen, A. Atamturk, and S. S. Oren, “Bound tightening for the alternating current optimal power flow problem,” IEEE Transactions on Power Systems, vol. PP, no. 99, pp. 1–8, 2015.
X. Li, A. Tomasgard, and P. I. Barton, “Nonconvex generalized Benders decomposition for stochastic separable mixed-integer nonlinear programs,” Journal of optimization theory and applications, vol. 151, no. 3, pp. 425–454, 2011.
Ryoo, H. S., Sahinidis, N. V., “A branch-and-reduce approach to global optimization,” Journal of Global Optimization, vol. 8, no. 2, pp. 107-138, 1996.
X. Bai, H. Wei, K. Fujisawa, and Y. Wang, “Semidefinite programming for optimal power flow problems,” International Journal of Electrical Power and Energy Systems, vol. 30, no. 67, pp. 383–392, 2008.
See more of this Group/Topical: Computing and Systems Technology Division
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CC-MAIN-2022-05
| 4,041 | 11 |
http://uncyclopedia.wikia.com/wiki/Forum:Vector?t=20121117203043
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math
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From Uncyclopedia, the content-free encyclopedia
Hi everyone, how are y'all?
I'm here since i'm looking for something: Do any of you have a vector version of the Uncyc potato? (sans text please - just a vector)
I'm looking to make an vector (svg) Village Dump logo, and I want to put the potato in it. Thanks || Airman Yrtneg is a unnatural Kirby. 20:26, November 17, 2012 (UTC)
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https://askthemufti.us/istilaam-during-tawaaf/
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math
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Fatwaa ID: 2012
if final istilaam after final round isnt done , does the round have to be repeated ?
In the Name of Allaah, the Most Gracious, the Most Merciful.
As-salaamu ‘alaykum wa-rahmatullaahi wa-barakaatuh.
In principle, istilaam is a sunnah. If it is left out, then the tawaaf would remain valid. In the enquired situation, there is no need to repeat that round nor the tawaaf. Istighfaar may be made for leaving out a sunnah.
And Allaah Ta’aala knows best.
Mufti Muajul I. Chowdhury
Darul Iftaa New York
وصل اللهم وسلم وبارك على سيدنا محمد وعلى ءاله وصحبه أجمعين
الهداية شرح بداية المبتدي (1/137)
ﻗﺎﻝ: ” ﻭاﺳﺘﻠﻤﻪ ﺇﻥ اﺳﺘﻄﺎﻉ ﻣﻦ ﻏﻴﺮ ﺃﻥ ﻳﺆﺫﻱ ﻣﺴﻠﻤﺎ ” ﻟﻤﺎ ﺭﻭﻯ ﺃﻥ اﻟﻨﺒﻲ ﻋﻠﻴﻪ اﻟﺼﻼﺓ ﻭاﻟﺴﻼﻡ ﻗﺒﻞ اﻟﺤﺠﺮ اﻷﺳﻮﺩ ﻭﻭﺿﻊ ﺷﻔﺘﻴﻪ ﻋﻠﻴﻪ ﻭﻗﺎﻝ ﻟﻌﻤﺮ ﺭﺿﻲ اﻟﻠﻪ ﻋﻨﻪ ” ﺇﻧﻚ ﺭﺟﻞ ﺃﻳﺪ ﺗﺆﺫﻱ اﻟﻀﻌﻴﻒ ﻓﻼ ﺗﺰاﺣﻢ اﻟﻨﺎﺱ ﻋﻠﻰ اﻟﺤﺠﺮ ﻭﻟﻜﻦ ﺇﻥ ﻭﺟﺪﺕ ﻓﺮﺟﺔ ﻓﺎﺳﺘﻠﻤﻪ ﻭﺇﻥ ﻻ ﻓﺎﺳﺘﻘﺒﻠﻪ ﻭﻫﻠﻞ ﻭﻛﺒﺮ ” ﻭﻷﻥ اﻹﺳﺘﻼﻡ ﺳﻨﺔ ﻭاﻟﺘﺤﺮﺯ ﻋﻦ ﺃﺫﻯ اﻟﻤﺴﻠﻢ ﻭاﺟﺐ.
Darul Iftaa New York answers questions on issues pertaining to Shari’ah. These questions and answers are placed for public view on askthemufti.us for educational purposes. The rulings given here are based on the questions posed and should be read in conjunction with the questions. Many answers are unique to a particular scenario and cannot be taken as a basis to establish a ruling in another situation.
Darul Iftaa New York bears no responsibility with regard to its answers being used out of their intended contexts, nor with regard to any loss or damage that may be caused by acting on its answers or not doing so.
References and links to other websites should not be taken as an endorsement of all contents of those websites.
Answers may not be used as evidence in any court of law without prior written consent of Darul Iftaa New York.
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CC-MAIN-2024-10
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https://scholarship.claremont.edu/pitzer_fac_pub/120/
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math
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Isaac Newton, Colin Maclaurin, Newtonianism, Mathematics, Authority
Sir Isaac Newton revolutionized physics and astronomy in his Principia. How did he do it? Would his method work on any area of inquiry, not only in science, but also about society and religion? We look at how some Newtonians, most notably Colin Maclaurin, combined sophisticated mathematical modeling and empirical data in what has come to be called the "Newtonian Style." We argue that this style was responsible not only for Maclaurin’s scientific success but for his ability to solve problems ranging from taxation to insurance to theology. We show how Maclaurin’s work strengthened the prestige of Newtonianism and the authority of mathematics in general, and close with some observations about the authority of mathematical methods throughout history.
© 2004 Mathematical Association of America. All Rights Reserved.
Grabiner, Judith V. "Newton, Maclaurin, and the Authority of Mathematics." The American Mathematical Monthly 111.10 (December 2004): 841-852.
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CC-MAIN-2022-33
| 1,036 | 4 |
https://www.smartick.com/blog/mathematics/algebra/algebraic-expressions/
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math
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Mathematics is a universal language that allows us to describe and understand the world around us. One of the fundamental branches of mathematics is algebra, and a key tool in this discipline is algebraic expressions. In this article, we will explore what algebraic expressions are, what they are used for and how they are used in the real world.
Algebraic expressions appear in the transition from primary to secondary school or in middle school, around the age of 12. And once they appear, they are here to stay. As with most things that are new and different, algebraic expressions raise a lot of questions and are feared by students, so it is best that we start by clarifying what they are and what they are used for.
What are algebraic expressions?
Algebraic expressions are combinations of numbers, variables and mathematical operations, such as addition, subtraction, multiplication and division. They are represented by symbols and letters, where numbers are considered constants and letters represent variables, that is, values that can vary. They follow all the arithmetic rules we have learned so far, however now some numbers are replaced by letters that can be of different values. It will be better explained with examples:
- Addition of two numbers: if we have two numbers, for example, 3 and 5, we know that to add them we must write 3+5. We know that their sum is 8. If the two values are not known, we can also add them, although now we do not know the result. We can represent these two numbers with the letters x and y, which, and since they do not have a fixed value, will be called variables. If we want to express the sum of these two numbers, we can use the algebraic expression: x + y. Notice that we use two different variables because we have not been told that they are the same number, only that we want to get an expression for the sum of “two numbers”.
- The double of a number: 2x
- Area of a rectangle: In the same way that we would calculate the area of a rectangle with a base of 4 and a height of 2 we would multiply 4 by 2, if we want to calculate the area of a rectangle with base “b” and height “a”, we can use the algebraic expression: A = b x a where “A” represents the area of the rectangle.
- Formula for the area of a circle: If we know the radius of a circle, represented by “r”, we can use the algebraic expression: A = π – r2 to calculate its area. Here, “A” denotes the area of the circle and π is a constant representing the approximate value of pi, we usually take 3.1416.
- Temperature conversion: Let’s say we want to convert the temperature from degrees Celsius to degrees Fahrenheit. We can use the algebraic expression: F = (9/5) – C + 32, where “C” represents the temperature in degrees Celsius and “F” represents the equivalent temperature in degrees Fahrenheit.
What are algebraic expressions used for?
As you may have already guessed from the examples, algebraic expressions are used to describe mathematical situations and relationships in general terms. That is, in situations where not all values are known. They allow us to express formulas, equations and mathematical models in an abstract way, which facilitates analysis and problem-solving.
An example of the usefulness of algebraic expressions would be, for example, to obtain new formulas. Since we know that the volume of prisms and cylinders is the area of the base (Ab) times the height (h) V = Ab- h, we can substitute in that formula the area of the base. If we know that the base is a circle, Ab= π – r2, we can substitute and write in a single formula that the volume of the cylinder is V = π – r2 – h.
Components of algebraic expressions
- Constants: These are fixed numbers that do not change their value, such as 2, 5 or π.
- Variables: These are letters that represent unknown quantities or variables, such as x, y, and z. These variables allow us to generalize and solve problems for different values.
- Mathematical operations: These include addition, subtraction, multiplication, division, and exponents, among others. These operations are applied to constants and variables to form more complex expressions.
What is not included in algebraic expressions is equality, the examples we looked at before that contained the equal sign what they had on the left is interpreted as the result of that expression, when we have on the left another expression, we will be talking about equations, and we will deal with it at the end of the article.
Simplification of algebraic expressions
Algebraic expressions can be simplified by using distributive, associative and commutative algebraic properties and rules. Simplification helps to reduce the expression to a more manageable and understandable form. In algebra, the arithmetic rules are followed. Therefore, if it is valid for numbers, it is valid for algebraic expressions, x + x is 2x.
Algebraic expressions have numerous real-world applications. Some examples include:
- Physics: In describing physical laws and phenomena, such as the law of universal gravitation or the equations of motion.
- Economics: In modeling financial problems, such as calculating interest, profits or depreciation.
- Engineering: In the design and analysis of structures, electrical circuits or control systems.
- Computer Science: In algorithms and programming, where algebraic expressions are used to perform calculations and make decisions.
A particular case, monomials
Monomials are a particular case of algebraic expressions that only use the product, and in which the exponents of the variables that appear have to be natural numbers (therefore positive). Of the algebraic expressions seen here, there would be monomials, all except this: (9/5) – C + 32, additionally x + y because it contains a sum – Neither would be 1/x because written as a power it is x-1, which is not a natural number. You can see more information about monomials in this blog post.
Algebraic expressions and equations
Now we will look at an application that it deserves its own section, equations. Equations are not algebraic expressions, because they are instead two (or more) algebraic expressions joined by the equal sign. It will be better understood, just like everything else, with an example:
We said above that the double of a number is 2x. How would we say “one number is the double of another”? It cannot be x = 2x, because that would be a number is equal to its double. But we can say y = 2x, because by using two different variables (letters) we are denoting exactly that. If, for example we consider the pairs of points (x,y) that fulfill that equation, that equality between algebraic expressions, we would have the (1,2), the (10,20), the (π, 2π) and ALL the pairs in which the second coordinate is two times the first. We can even paint it, taking, as it is usually taken, the first coordinate on the x-axis and the second on the y-axis:
Stretching the idea “a little” we could try to envision the following equation, which is still an equality between algebraic expressions, although it is much more difficult to translate with words:
You can try changing some of the values of the expression in the desmos graphing calculator.
I hope you have found the post interesting, feel free to share it or leave a comment your doubts or questions, or the topics you would like to know more about. Tofind out more, sign up for Smartick, the online math learning method for children from 4 to 14 years old.
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CC-MAIN-2023-40
| 7,511 | 32 |
http://www.ask.com/web?qsrc=3053&o=102140&oo=102140&l=dir&gc=1&q=How+Do+U+Change+a+Fraction+into+a+Decimal
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math
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... a calculator. Just divide the top of the fraction by the bottom, and read off the
answer! ... To convert a Fraction to a Decimal manually, follow these steps: Step 1
www.ask.com/youtube?q=How Do U Change a Fraction into a Decimal&v=do_IbHId2Os
Apr 19, 2011 ... Here we learn that you can use division to convert any fraction into its ... also
teaches the notation for expressing repeating decimal answers.
Sal writes 7/8 as a decimal. Created by Sal Khan and Monterey Institute for
Technology and Education. Share Tweet Email. Decimals, fractions and
Convert fractions to decimals or fractions to integers. Calculator online to reduce
a fraction and convert a fraction to a decimal. Converts proper fractions or ...
How to change a fraction into a decimal. Exact versus ... decimals. It is a fraction
whose denominator we do not write but we understand to be a power of 10.
Converting fractions, decimals, and percents formulas and examples. ... Fractions
, Decimals, and Percents. To change. A fraction to a decimal: Divide the
denominator (the bottom part) into the numerator (the top part): <sup>1</sup> /4 = 1 ÷ 4.00 =
Before, I showed you how to convert fractions to decimals... But ... To do these,
you turned those denominators into powers of 10 to convert them to decimals.
search. Question from Qiana, a parent: I need to know how to change a mixed
fraction into a decimal. the mixed fraction is 9 1/2 ...
If you have a repeating decimal, you can rewrite it as a fraction! Check out this
tutorial to learn how to convert a repeating decimal into a fraction.
Learn how to convert percentages, fractions and decimals, including converting
fractions to ... Click through the slideshow to learn how to convert a percent into a
decimal. ... First, we'll replace the percent sign with a decimal point. ... You have
to divide the percent by 100 to get a decimal, but there's a quick way to do th...
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CC-MAIN-2016-36
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https://brainmass.com/business/budgets/flex-budget-404362
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math
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* The trends in actual sales shown at the bottom of the Budget tab
* The activity levels needed to turn a profit since the June actual figures resulted in a loss, and
* The likelihood of achieving different levels of unit sales
See attached for your flexible budget computations and discussion.
Given that June was a loss, I decided to use the June actual sales prices and cost of materials and labor to make the July flexible budgets more realistic. I also started the flex budget at June actual activity levels and then increased mid-grade by 1% and high end by 2% increments. That is the budget percent increases for each product. I updated only one ...
Your tutorial created 25 different flexible budgets for July. This gives the student a sensitivity analysis and shows when the sales "toggle" to break even from June's loss levels. June's actual prices, actual sales quantity and actual materials and labor costs were used instead of budget to give a more realistic forecast for July. An estimate is given when the firm might breakeven given the current growth rates in sales of the two products. The solution provides the flexible budget using the format given and also in a contribution margin format for comparison and study.
Managerial Accounting: Flexible Budget
See Attached Spreadsheet.
A condensed income statement for XYZ Company is as follows for the month of November:
Budget Actual Variance
Units Produced and Sold 20,000 19,000 (1,000)
Sales revenue $400,000 $361,000 $(39,000)
Direct materials 60,000 42,000 $18,000
Direct labor 60,000 76,000 $(16,000)
Manufacturing overhead 130,000 130,000 $-
Selling and administration 100,000 99,000 $1,000
Total Costs 350,000 347,000 $3,000
Operating income $50,000 $14,000 $(36,000)
Further analysis revealed the following data on costs:
per Unit Fixed
Direct materials $3
Direct labor 3
Manufacturing overhead 4 $50,000
Selling and adminstration 2 60,000
Totals $12 $110,000
(1) Prepare a report comparing the master budget with a flexible budget for November.
(2) Calculate the following variances:
a. Sales volume
b. Flexible Budget Direct materials (net)
c. Flexible Budget Direct labor (net)
d. Flexible Budget Manufacturing overhead (net)
e. Flexible Budget Selling and administration (net)
f. Flexible budget variance
(3) Comment on the significance of the variances you calculated.View Full Posting Details
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CC-MAIN-2018-43
| 2,373 | 34 |
https://dspace.fandm.edu/handle/11016/24192/discover?rpp=10&filtertype_0=subject&filter_relational_operator_0=equals&filter_0=Mathematics&filtertype=dateIssued&filter_relational_operator=equals&filter=2010
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math
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Now showing items 1-2 of 2
An Introduction to Classical Modular Forms with Kohnen’s Proof of the Product Expansion of the Delta Function
This pro ject studies modular forms, a certain family of complex analytic functions which have an invariance property making them very useful in analytic number theory. The particular focus of this paper is on a specific ...
Algebraic Coding Theory
This project will attempt an in-depth study of algebraic coding theory. We will study the two basic kinds of codes: Block codes and trellis codes. Specifically, we will look at linear block codes, cyclic codes, Hamming ...
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s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232262311.80/warc/CC-MAIN-20190527085702-20190527111702-00490.warc.gz
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CC-MAIN-2019-22
| 611 | 5 |
http://diy.stackexchange.com/questions/tagged/wood-finishing+rain
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math
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Home Improvement Meta
to customize your list.
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How soon can we stain a freshly-sanded deck after it got drenched in the rain?
My family and I are refinishing our deck. We live in area with wild weather so, even though it called for a week of sun, immediately after finishing sanding our deck (to a very beautiful underneath) ...
Jun 18 '13 at 22:22
newest wood-finishing rain questions feed
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| 2,221 | 53 |
http://perplexus.info/show.php?pid=8847
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math
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My crazy die has one side with one pip on it, two with two pips , and three on each of three remaining sides.
I tossed it 7 times in a row and wrote down the result of those tosses as a 7 digit number.
What is the probability that this number
a. Is bigger than 1231111?
b. Contains at least one triplet of identical digits?
c. Is divisible by 3?
d. Exhibits all the 3 features mentioned above?
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s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703538226.66/warc/CC-MAIN-20210123160717-20210123190717-00065.warc.gz
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CC-MAIN-2021-04
| 393 | 7 |
https://www.oocities.org/j31645/16.html
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math
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As a scientific term work involves movement and force. If you exert force and no movement occurs, scientifically, you have not done work. Work is calculated scientifically by the following formula: W = F X D (work equals force times distance). The SI (metric) unit for force is the newton, and the SI unit for distance is the meter. The SI unit for work is the newton/meter, which is also known as the joule. One joule is the work done by a force of one newton that moves an object a distance of one meter. Larger units of work are the kilojoule (kJ) which is equal to 1,000 joules, and the megajoule (mJ) which is equal to a million joules. Anything that changes the size or direction of forces used in doing work is called a machine. A machine can be an inclined plane, such as a ramp used to slide a heavy object on to a truck. A ramp allows you to use less force to lift an object, so it is a machine. In exchange for using less force, you have to move the object a longer distance. See figure 5.5, page 201. If you take an inclined road up a mountain, it requires less force than going straight up the mountain, however, you must travel a greater distance.
When a machine reduces the force used to move an object it give a mechanical advantage (M.A.). If a machine has a mechanical advantage of 1, there is no change in the force you have to apply. If the M.A. is 2, it allows you to apply only half the force needed to move an object without the machine. An M.A. of three, allows you to use only one third the force to move the object.
The work put into a machine is called work input. The work done by the machine is called work output. Work input is always greater than work output because of friction. The efficiency of a machine is calculated by dividing the work output by the work input. If it were not for friction, efficiency could be 100%. However, because of friction, it is always less than 100%. A machine may allow you to do work that you could not do without the machine, by reducing the force necessary to create movement. However, the movement is always greater. You could not carry a 1,000 pound weight for a distance of 100 meters. You could, however, carry 200 50 pound weights. But you would have to travel a longer distance, and therefore, there would be more friction. This illustrates the principle of efficiency always being less than 100%. Anything which reduces friction, such as lubricants, will improve efficiency.
A wedge is an inclined plane which is thick at one end and thin at the other. The force exerted on the thick end is concentrated at the thin end. The result is more force applied to a very small area. This is why a wedge is used to split things, such as wood. An ax, a knife and a razor blade are all wedges.
A screw is another form of inclined plane. It is an inclined plane which twists. You must turn a screw a great distance to get it to penetrate a small distance. But because its edge is sharp, it exerts force to a small area.
A crowbar, a wheelbarrow and a rake are all machines. All of them have a point that is moved by a force, and a part that does not move called a fulcrum. Machines that do work by moving around a fulcrum are called levers. The force applied to the lever is called the effort force. The weight of the object being lifted is called the resistance force. The length of the lever between the fulcrum and the resistance force is called the resistance arm. The length of the lever from the fulcrum to where the effort force is applied is the effort arm. The M.A. of a lever is calculated by dividing the length of the effort arm by the length of the resistance arm.
There are three general types of levers. With a first class lever, the fulcrum is always between the two forces. A first class lever changes the direction of a force. An example of a first class lever is a crowbar. For a second class lever, the fulcrum is at the end of the lever, the resistance force is near the center, and the effort force is applied to the other end. A wheelbarrow is an example of a second class lever. Unlike the first class lever, the direction of the force is not changed. See figure 5-11, page 207. In a third class lever the fulcrum is always at one end, the resistance force is at the other end, and the effort force is applied in between the fulcrum and the resistance force. A rake is an example of a third class lever. Your hand at the end of the rake is the fulcrum. The leaves of the rake which scrape the ground is the resistance force. Your other hand in the middle of the rake handle applies the effort force. All third class levers are used to increase the distance moved, not to decrease the force applied.
Inclined planes and levers are simple machines. A compound machine is a machine made up of two or more simple machines. Since a wheelbarrow uses both a lever and a wheel, it is a compound machine. Another simple machine is the pulley. A pulley is actually a type of lever. See figure 5-13, page 210. A combination of pulleys is called a block and tackle. A block and tackle can be used to obtain a large mechanical advantage to lift heavy objects, such as a piano or an automobile engine.
Power is how fast work is being done. Power is the rate at
which the work is done. It is equal to the work done divided by
the time required to do the work. The answer is given in joule per
second. Another name for joules per second is the watt (w).
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CC-MAIN-2024-10
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https://studysoup.com/note/2291324/wsu-eco-5100-summer-2016
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math
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Econometrics: random sampling
Econometrics: random sampling ECO 5100
Popular in Econometrics
Popular in Economcs
This 2 page Class Notes was uploaded by Rahul Bose on Wednesday June 22, 2016. The Class Notes belongs to ECO 5100 at Wayne State University taught by Arjun in Summer 2016. Since its upload, it has received 15 views. For similar materials see Econometrics in Economcs at Wayne State University.
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Chapter one : Introduction A complete econometric model for example 2 might be: wage = β0 + β1edu + β2exper + β3training + u (4) where the term u contains factors such as "innate ability", quality of education, family background, etc. For the most part, we would start with an econometric model and use economic reasoning and common sense as guides for choosing the variables. Once an econometric model has been specified, various hypotheses can be stated in terms of the unknown parameters. e.g. in equation (3), we may test β1 = 0. After data have been collected, econometric methods are used to estimate the parameters in the econometric model and to test the hypotheses of interest. In some cases, the econometric model is used to make predictions in either the testing of a theory or the study of a policy’s impact. A cross-sectional data set consists of a sample of individuals, households, firms, cities, states, countries, or a variety of other units, taken at a given point of time. Sometimes, the data on all units do not correspond to precisely the same time period. e.g. several families may be surveyed during different weeks within a year. In a pure cross-sectional analysis, we would ignore any minor timing differences in collecting the data. An important feature of cross-sectional data is that we can often assume that they have been obtained by random sampling from the underlying population. e.g. if we obtain information on wages, education, experience, and other characteristics by randomly drawing 500 people from the working population, then we have a random sample from the population of all working people. A key feature resulting from random sampling is that the ordering of the data does not matter for econometric analysis. A time series data set consists of observations on a variable or several variables over time. Examples: stock prices, consumer price index, gross domestic product, etc. Because past events can influence future events, time is an important dimension. Unlike the arrangement of cross-sectional data, the chronological ordering of observations in a time series conveys potentially important information. A key feature of time series data that makes them more difficult to analyze than cross-sectional data is that economic observations can rarely be assumed to be independent across time. Most economic and other time series are related, often strongly related, to their recent histories. e.g. knowing something about the GDP from last quarter tells us quite a bit about the likely range of the GDP during this quarter, because GDP tend to remain fairly stable from one quarter to the next. New techniques have been developed to account for the dependent nature of economic time series and to address other issues, e.g. the fact that some economic variables tend to display clear trends over time. Xu Lin (Wayne State University) Another feature of time series data that can require special attention is the data frequency at which the data are collected. In economics, the most common frequencies are daily, weekly, monthly, quarterly, and annually. For example, stock prices are recorded daily. The money supply in the US economy is reported weekly. Many macroeconomic series e.g. inflation and unemployment rates are tabulated monthly. GDP is an example of quarter series.Other time series such as infant mortality rates for states in the US, are available only on an annual basis. Many weekly, monthly, and quarterly economic time series display a strong seasonal pattern. e.g. monthly data on housing starts differ across the months simply due to changing weather conditions. When econometric methods are used to analyze time series data, the data should be stored in chronological order. Many data sets have both cross-sectional and time series features. e.g. suppose two cross-sectional household surveys are taken in the US, one in 1985 and one in 1990. In 1985, a random sample of households is surveyed for variables such as income, savings, family size, and so on. In 1990, a new random sample of households is taken using the same survey questions. To increase sample size, we can form a pooled cross section by combining the two years. Pooling across sections from different years is often an effective way of analyzing the effects of a new government policy. The idea is to collect data from the years before and after a key policy change. As an example, consider the data on housing prices taken in 1993 and 1995, before and after a reduction in property taxes in 1994. Suppose we have data on 250 houses for 1993 and on 270 houses for 1995. See Table 1.4. Observations 1-250 correspond to the houses sold in 1993, 251-520 to the 270 houses sold in 1995. Although the order in which we store the data turns out not to be crucial, keeping track of the year is very important. This is why we enter year as a separate variable. A pooled cross section is analyzed much like a standard cross section, except that we often need to account for secular differences in the variables across the time. In fact, in addition to increasing sample size, the point of a pooled cross-sectional analysis is often to see how a key relationship has changed over time.
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http://www.ams.org/books/pspum/098/
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math
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Amir-Kian Kashani-Poor, École Normale Supérieure, Paris, France, Ruben Minasian, Institut de Physique Théorique du CEA, Saclay, Gif-sur-Yvette, France, Nikita Nekrasov, Simons Center for Geometry and Physics, Stony Brook, NY and Boris Pioline, Laboratoire de Physique Théorique et Hautes Energies, Paris, France, Editors
Publication: Proceedings of Symposia in Pure Mathematics
Publication Year: 2018; Volume 98
ISBNs: 978-1-4704-3515-8 (print); 978-1-4704-4770-0 (online)
This volume contains the proceedings of the conference String-Math 2016, which was held from June 27–July 2, 2016, at Collége de France, Paris, France.
String-Math is an annual conference covering the most significant progress at the interface of string theory and mathematics. The two fields have had a very fruitful dialogue over the last thirty years, with string theory contributing key ideas which have opened entirely new areas of mathematics and modern mathematics providing powerful concepts and tools to deal with the intricacies of string and quantum field theory.
The papers in this volume cover topics ranging from supersymmetric quantum field theories, topological strings, and conformal nets to moduli spaces of curves, representations, instantons, and harmonic maps, with applications to spectral theory and to the geometric Langlands program.
Advanced graduate students, mathematicians, and mathematical physicists interested in string theory.
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| 1,439 | 8 |
https://physics.stackexchange.com/questions/336176/finding-the-induced-current-in-a-loop-and-force-acting-on-the-conductor
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math
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The conductor has a velocity to the right and is part of a closed loop (see the picture). Find the direction of the induced current and the direction of the magnetic force on the conductor
There must be induced a magnetic field going into the plane of the paper to counteract the increase in flux going out of the plane of the paper. The force must be going in the opposite direction of the velocity, so using the right-hand rule: straight fingers pointing upwards through the conductor, curled fingers down and thumb to the left, giving a current going counterclockwise. Why is this not correct?
When it comes to the force, we know it must be going in the opposite direction of the conductor (Lenz' law), but what if we wanna find it using the right-hand rule? To get that right i have to use that the current goes clockwise (which is correct), but now i have to use the exterior magnetic field to get the force right? Why is this? Why do i have to use the induced magnetic field when finding the induced current, but when im finding the induced magnetic force, i have to use the exterior magnetic field. Why?
In addition, could i use that the direction of the charges is to the right, and use that to find the direction of the current? Whats the difference between a force acting on the conductor, and a force acting on electrons inside the conductor?
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CC-MAIN-2024-18
| 1,353 | 4 |
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