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http://www.indiarankers.com/SSC-CHSL/Quantitative-Aptitude | math | Machine P can print one lakh books in 8 hours. Machine Q can print the same number of books in 10 hours, while machine R can print the same in 12 hours. All the machines started printing at 9 a.m. Machine P is stopped at 11 a.m. and the remaining two machines complete the work. Approximately, at what time will the printing of one lakh books be completed?
A can complete a work in 12 days while working 8 hours per day. B can complete the same work in 8 days while working 10 hours a day. If A and B work together, while working 8 hours a day, then the work can be completed in ___ days.
In an examination, a student's average marks were 63. If he had obtained 20 more marks in Geography and 2 more marks in history, then his average would have been 65. How many subjects were there in the examination?
A booster pump can be used for filling as well as emptying a tank. The capacity of the tank is 2400 $m^3 $. The emptying capacity of the tank is 10 $m^ 3$ /min higher than its filling capacity and the pump needs 8 minutes lesser to empty the tank than it needs to fill it. What is the filling capacity of the pump?
A and B walking around a circular park at a speed of 2 rounds per hour and 3 rounds per hour respectively. If they start at 8 a.m. from the same point in opposite directions, then how many times shall they meet each other before 9.30 a.m.? | s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794865023.41/warc/CC-MAIN-20180523004548-20180523024548-00582.warc.gz | CC-MAIN-2018-22 | 1,358 | 5 |
https://www.avhandlingar.se/om/superreplication/ | math | Hittade 1 avhandling innehållade ordet superreplication.
Sammanfattning : This thesis, consisting of six papers and a summary, studies the area of continuous time financial mathematics. A unifying theme for many of the problems studied is the implications of possible mis-specifications of models. Intimately connected with this question is, perhaps surprisingly, convexity properties of option prices. LÄS MER | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585381.88/warc/CC-MAIN-20211021040342-20211021070342-00670.warc.gz | CC-MAIN-2021-43 | 412 | 2 |
http://bookstore.siam.org/CL24/ | math | 1999 / xx + 324 pages / Softcover / ISBN: 978-0-898714-41-8 / List Price $67.00 / SIAM Member Price $46.90 / Order Code CL24
This introductory textbook explains how and why probability models are applied to scientific fields such as medicine, biology, physics, oceanography, economics, and psychology to solve problems about stochastic processes. It does not just show how a problem is solved but explains why by formulating questions and first steps in the solutions.
Stochastic Processes is ideal for a course aiming to give examples of the wide variety of empirical phenomena for which stochastic processes provide mathematical models. It introduces the methods of probability model building and provides the reader with mathematically sound techniques as well as the ability to further study the theory of stochastic processes.
Originally published in 1962, this was the first comprehensive survey of stochastic processes requiring only a minimal background in introductory probability theory and mathematical analysis. Stochastic Processes continues to be unique, with many topics and examples still not discussed in other textbooks. As new fields of applications (such as finance and DNA analysis) become important, researchers will continue to find the fundamental and accessible topics explained in this book essential background for their research.
Suitable for an introductory course on probability model building.
Preface to the Classics Edition; Preface; Role of the Theory of Stochastic Processes; Chapter 1: Random Variables and Stochastic Processes; Chapter 2: Conditional Probability and Conditional Expectation; Chapter 3: Normal Processes and Covariance Stationary Processes; Chapter 4: Counting Processes and Poisson Processes; Chapter 5: Renewal Counting Processes; Chapter 6: Markov Chains: Discrete Parameter; Chapter 7: Markov Chains: Continuous Parameter; References; Author Index; Subject Index.
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All prices are in USD | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917124299.47/warc/CC-MAIN-20170423031204-00104-ip-10-145-167-34.ec2.internal.warc.gz | CC-MAIN-2017-17 | 2,025 | 8 |
http://www.ecampus.com/finite-mathematics-business-economics-life/bk/9780321945525 | math | Bulk sales, PO's, Marketplace Items, eBooks, Apparel, and DVDs not included.
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Note: You are purchasing a standalone product; MyMathLab does not come packaged with this content. If you would like to purchase both the physical text and MyMathLab, search for ISBN-10: 0321947622 /ISBN-13: 9780321947628.
That package includes ISBN-10: 0321431308 /ISBN-13: 9780321431301, ISBN-10: 0321654064/ISBN-13:978032165406, and ISBN-10: 0321945522/ISBN-13: 9780321945525.
MyMathLab is not a self-paced technology and should only be purchased when required by an instructor.
Barnett/Ziegler/Byleen is designed to help students help themselves succeed in the course. This text offers more built-in guidance than any other on the market–with special emphasis on prerequisites skills–and a host of student-friendly features to help students catch up or learn on their own.
Raymond A. Barnett, a native of California, received his B.A. in mathematical statistics from the University of California at Berkeley and his M.A. in mathematics from the University of Southern California. He has been a member of the Merritt College Mathematics Department, and was chairman of the department for four years. Raymond Barnett has authored or co-authored eighteen textbooks in mathematics, most of which are still in use. In addition to international English editions, a number of books have been translated into Spanish.
Michael R. Ziegler (late) received his B.S. from Shippensburg State College and his M.S. and Ph.D. from the University of Delaware. After completing post doctoral work at the University of Kentucky, he was appointed to the faculty of Marquette University where he held the rank of Professor in the Department of Mathematics, Statistics, and Computer Science. Dr. Ziegler published over a dozen research articles in complex analysis and co-authored eleven undergraduate mathematics textbooks with Raymond A. Barnett, and more recently, Karl E. Byleen.
Karl E. Byleen received his B.S., M.A. and Ph.D. degrees in mathematics from the University of Nebraska. He is currently an Associate Professor in the Department of Mathematics, Statistics and Computer Science of Marquette University. He has published a dozen research articles on the algebraic theory of semigroups.
Table of Contents
Diagnostic Prerequisite Test
PART ONE: A LIBRARY OF ELEMENTARY FUNCTIONS
1. Linear Equations and Graphs
1.1 Linear Equations and Inequalities
1.2 Graphs and Lines
1.3 Linear Regression
Chapter 1 Review
2. Functions and Graphs
2.2 Elementary Functions: Graphs and Transformations
2.3 Quadratic Functions
2.4 Polynomial and Rational Functions
2.5 Exponential Functions
2.6 Logarithmic Functions
Chapter 2 Review
PART TWO: FINITE MATHEMATICS
3. Mathematics of Finance
3.1 Simple Interest
3.2 Compound and Continuous Compound Interest
3.3 Future Value of an Annuity; Sinking Funds
3.4 Present Value of an Annuity; Amortization
Chapter 3 Review
4. Systems of Linear Equations; Matrices
4.1 Review: Systems of Linear Equations in Two Variables
4.2 Systems of Linear Equations and Augmented Matrices
4.3 Gauss-Jordan Elimination
4.4 Matrices: Basic Operations
4.5 Inverse of a Square Matrix
4.6 Matrix Equations and Systems of Linear Equations
4.7 Leontief Input-Output Analysis
Chapter 4 Review
5. Linear Inequalities and Linear Programming
5.1 Linear Inequalities in Two Variables
5.2 Systems of Linear Inequalities in Two Variables
5.3 Linear Programming in Two Dimensions: A Geometric Approach
Chapter 5 Review
6. Linear Programming: The Simplex Method
6.1 the Table Method: An Introduction to the Simplex Method
6.2 The Simplex Method: Maximization with Problem Constraints of the Form ≤
6.3 The Dual; Minimization with Problem Constraints of the form ≥
6.4 Maximization and Minimization with Mixed Problem Constraints
Chapter 6 Review
7. Logic, Sets, and Counting
7.3 Basic Counting Principles
7.4 Permutations and Combinations
Chapter 7 Review
8.1 Sample Spaces, Events, and Probability
8.2 Union, Intersection, and Complement of Events; Odds
8.3 Conditional Probability, Intersection, and Independence
8.4 Bayes' Formula
8.5 Random Variables, Probability Distribution, and Expected Value
Chapter 8 Review
9. Markov Chains
9.1 Properties of Markov Chains
9.2 Regular Markov Chains
9.3 Absorbing Markov Chains
Chapter 9 Review
10. Games and Decisions
10.1 Strictly Determined Games
10.2 Mixed Strategy Games
10.3 Linear Programming and 2 x 2 Games—Geometric Approach
10.4 Linear Programming and m x n Games—Simplex Method and the Dual
Chapter 10 Review
11. Data Description and Probability Distributions
11.1 Graphing Data
11.2 Measures of Central Tendency
11.3 Measures of Dispersion
11.4 Bernoulli Trials and Binomial Distributions
11.5 Normal Distributions
Chapter 11 Review
A. Basic Algebra Review
A.1 Algebra and Real Numbers
A.2 Operations on Polynomials
A.3 Factoring Polynomials
A.4 Operations on Rational Expressions
A.5 Integer Exponents and Scientific Notation
A.6 Rational Exponents and Radicals
A.7 Quadratic Equations
B. Special Topics
B.1 Sequences, Series, and Summation Notation
B.2 Arithmetic and Geometric Sequences
B.3 Binomial Theorem
Table I. Area Under the Standard Normal Curve
Table II. Basic Geometric Formulas | s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207928757.11/warc/CC-MAIN-20150521113208-00014-ip-10-180-206-219.ec2.internal.warc.gz | CC-MAIN-2015-22 | 5,862 | 97 |
http://nrich.maths.org/public/leg.php?code=72&cl=2&cldcmpid=6664 | math | A game for 2 players. Set out 16 counters in rows of 1,3,5 and 7. Players take turns to remove any number of counters from a row. The player left with the last counter looses.
Problem solving is at the heart of the NRICH site. All the problems
give learners opportunities to learn, develop or use mathematical
concepts and skills. Read here for more information.
A little bit of algebra explains this 'magic'. Ask a friend to pick 3 consecutive numbers and to tell you a multiple of 3. Then ask them to add the four numbers and multiply by 67, and to tell you. . . .
A game for 2 players with similaritlies to NIM. Place one counter on each spot on the games board. Players take it is turns to remove 1 or 2 adjacent counters. The winner picks up the last counter.
The aim of the game is to slide the green square from the top right
hand corner to the bottom left hand corner in the least number of
A collection of games on the NIM theme
Jo has three numbers which she adds together in pairs. When she
does this she has three different totals: 11, 17 and 22 What are
the three numbers Jo had to start with?”
Spotting patterns can be an important first step - explaining why it is appropriate to generalise is the next step, and often the most interesting and important.
Start with any number of counters in any number of piles. 2 players
take it in turns to remove any number of counters from a single
pile. The winner is the player to take the last counter.
This article for teachers describes several games, found on the
site, all of which have a related structure that can be used to
develop the skills of strategic planning.
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
Take any whole number between 1 and 999, add the squares of the
digits to get a new number. Make some conjectures about what
happens in general.
Here are two kinds of spirals for you to explore. What do you notice?
The sum of the numbers 4 and 1 [1/3] is the same as the product of 4 and 1 [1/3]; that is to say 4 + 1 [1/3] = 4 × 1 [1/3]. What other numbers have the sum equal to the product and can this be so for. . . .
Imagine starting with one yellow cube and covering it all over with
a single layer of red cubes, and then covering that cube with a
layer of blue cubes. How many red and blue cubes would you need?
You can work out the number someone else is thinking of as follows. Ask a friend to think of any natural number less than 100. Then ask them to tell you the remainders when this number is divided by. . . .
List any 3 numbers. It is always possible to find a subset of
adjacent numbers that add up to a multiple of 3. Can you explain
why and prove it?
The Tower of Hanoi is an ancient mathematical challenge. Working on the building blocks may help you to explain the patterns you notice.
We can show that (x + 1)² = x² + 2x + 1 by considering
the area of an (x + 1) by (x + 1) square. Show in a similar way
that (x + 2)² = x² + 4x + 4
The NRICH team are always looking for new ways to engage teachers
and pupils in problem solving. Here we explain the thinking behind
The diagram shows a 5 by 5 geoboard with 25 pins set out in a square array. Squares are made by stretching rubber bands round specific pins. What is the total number of squares that can be made on a. . . .
Are these statements relating to odd and even numbers always true, sometimes true or never true?
Are these statements always true, sometimes true or never true?
Watch this video to see how to roll the dice. Now it's your turn! What do you notice about the dice numbers you have recorded?
Choose a couple of the sequences. Try to picture how to make the next, and the next, and the next... Can you describe your reasoning?
This activity involves rounding four-digit numbers to the nearest thousand.
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
It would be nice to have a strategy for disentangling any tangled
Can you describe this route to infinity? Where will the arrows take you next?
In this problem we are looking at sets of parallel sticks that
cross each other. What is the least number of crossings you can
make? And the greatest?
This challenge encourages you to explore dividing a three-digit number by a single-digit number.
Can you tangle yourself up and reach any fraction?
Nim-7 game for an adult and child. Who will be the one to take the last counter?
In how many different ways can you break up a stick of 7 interlocking cubes? Now try with a stick of 8 cubes and a stick of 6 cubes.
One block is needed to make an up-and-down staircase, with one step up and one step down. How many blocks would be needed to build an up-and-down staircase with 5 steps up and 5 steps down?
Square numbers can be represented as the sum of consecutive odd
numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
Find a route from the outside to the inside of this square, stepping on as many tiles as possible.
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
If you can copy a network without lifting your pen off the paper and without drawing any line twice, then it is traversable.
Decide which of these diagrams are traversable.
Euler discussed whether or not it was possible to stroll around Koenigsberg crossing each of its seven bridges exactly once. Experiment with different numbers of islands and bridges.
It starts quite simple but great opportunities for number discoveries and patterns!
How many ways can you find to do up all four buttons on my coat? How about if I had five buttons? Six ...?
What size square corners should be cut from a square piece of paper to make a box with the largest possible volume?
How many pairs of numbers can you find that add up to a multiple of 11? Do you notice anything interesting about your results?
Only one side of a two-slice toaster is working. What is the
quickest way to toast both sides of three slices of bread?
Can all unit fractions be written as the sum of two unit fractions?
The Egyptians expressed all fractions as the sum of different unit
fractions. Here is a chance to explore how they could have written
How could Penny, Tom and Matthew work out how many chocolates there
are in different sized boxes? | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501171629.92/warc/CC-MAIN-20170219104611-00418-ip-10-171-10-108.ec2.internal.warc.gz | CC-MAIN-2017-09 | 6,417 | 74 |
https://arslansenki.net/lottery/what-is-the-probability-of-rolling-two-dice-and-getting-a-5.html | math | |Total||Number of combinations||Probability|
What is the probability of getting a 5 on a die?
If a die is rolled there are 6 possible outcomes—1,2,3,4,5,6. So the probability of getting a 5 is 1/6.
What is the probability that you roll two dice and get at least one 5 each time?
The chances of getting a 5 on your first die are 1 in 6. If you do, the chances of NOT getting a 5 on the second die are 5 in 6. 1/6*5/6=5/36 of the time you’ll get one 5 this way.
What is the probability of scoring a 6 with two dice?
Two (6-sided) dice roll probability table
How do you calculate the probability of a dice?
If you want to know how likely it is to get a certain total score from rolling two or more dice, it’s best to fall back on the simple rule: Probability = Number of desired outcomes ÷ Number of possible outcomes.
How many different outcomes are possible for 6 rolls of a die?
We can view the outcomes as two separate outcomes, that is, the outcome of rolling die number one and the outcome of rolling die number two. For each of 6 outcomes for the first die the second die may have any of 6 outcomes, so the total is 6+6+6+6+6+6=36, or more compactly, 6⋅6=36.
What is the probability of flipping tails and rolling a six?
: When you flip a coin there are two possible outcomes (heads or tails) and when you roll a die there are six outcomes(1 to 6). Putting these together means you have a total of 2×6=12 outcomes. | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00407.warc.gz | CC-MAIN-2021-49 | 1,427 | 13 |
https://www.answerswave.com/ExpertAnswers/we-use-the-t-distribution-to-construct-a-confidence-interval-for-the-population-mean-when-the-underl-aw915 | math | Answered Questions /
(Solved): We Use The T Distribution To Construct A Confidence Interval For The Population Mean When The Underl...
We use the t distribution to construct a confidence Interval for the population mean when the underlying population standard deviation is not known. Under the assumption that the population is normally distributed, find ta/2,df for the following scenarios. (You may find it useful to reference the t table. Round your answers to 3 decimal places.) a. A 90% confidence level and a sample of 7 observations. b. A 95% confidence level and a sample of 7 observations. c. A 90% confidence level and a sample of 29 observations. d. A 95% confidence level and a sample of 29 observations.
During this challenging time when learning has shifted to online platforms.
We are determined to help you with online tutorial services and quick solutions to assist you in your academic work.
Our answers are of high quality from professionals and will give you insight to understand your class concepts effectively.
This time we are only requiring a subscription fee of $12 per month and you get access to professional answers available.
As the world recovers, ensure you maintain high level hygiene, keep a safe social distance and do not forget to help those in need in this challenging season. | s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107890028.58/warc/CC-MAIN-20201025212948-20201026002948-00388.warc.gz | CC-MAIN-2020-45 | 1,314 | 8 |
https://ame.org.sg/2021/12/29/tme2021-vol-2-no-2-pp-67-75/ | math | Tangrams: On Attention and Error
TAY Eng Guan
National Institute of Education
Nanyang Technological University
Published in The Mathematician Educator, 2021, Vol 2, No. 2, pp 67-75.
Even in mathematics, a lack of attention may result in a publication with errors. This article postulates a reason why errors are made in mathematics and their consequences. The discussion revolves around the possibility of using certain numbers of Tangram sets to form squares of sides of different lengths. Implications for pedagogy are drawn to avoid and to capitalise on errors. | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711108.34/warc/CC-MAIN-20221206124909-20221206154909-00628.warc.gz | CC-MAIN-2022-49 | 564 | 6 |
https://raysolomonoff.com/doodles/doodles.html | math | SOME DOODLES BY RAY
Many pages of Ray's writings and formulas are decorated with doodles. Some are funny, some poetic and some mysterious --- perhaps they are signs of what
he was thinking.
Eventually Ray's notes will be scanned. For now, here are some examples of a mathematician artist. | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224646652.16/warc/CC-MAIN-20230610233020-20230611023020-00212.warc.gz | CC-MAIN-2023-23 | 288 | 4 |
http://trickofmind.com/?p=1705 | math | Santa Clause 3
Posted by ragknot on December 11, 2012 – 10:43 pm
Slight change from the movie question.
Two flying raindeer leave the North Pole. One flies South at 20 mph, the other flies to the right at 50 mph. How many hours does it take for them to be 210 miles apart? | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218187945.85/warc/CC-MAIN-20170322212947-00630-ip-10-233-31-227.ec2.internal.warc.gz | CC-MAIN-2017-13 | 274 | 4 |
http://num-meth.srcc.msu.su/english/zhurnal/tom_2013/v14r121.html | math | "Stability analysis of the lattice Boltzmann schemes for solving the
The one-parameter families of lattice Boltzmann schemes for solving the linear diffusion equation in the cases of D2Q5, D2Q7 and D2Q9 velocity sets are considered. The comparison of various schemes proposed in previous studies is performed. The stability analysis of schemes is performed in the space of parameters. The stability with respect to initial conditions is studied by the von Neumann method. The optimal parameter values for which the absolute values of the largest-in-magnitude eigenvalues of the transition matrix are minimal are found.
Keywords: lattice Boltzmann method, linear diffusion equation, stability with respect to initial conditions, von Neumann method
|Krivovichev G.V., e-mail: [email protected] – Saint-Petersburg State University, Faculty of Applied Mathematics and Control Processes, prospect Universitetskii 35, St. Petersburg, 198504, Russia| | s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496670987.78/warc/CC-MAIN-20191121204227-20191121232227-00379.warc.gz | CC-MAIN-2019-47 | 945 | 4 |
https://www.i2m.univ-amu.fr/events/gluing-resource-proof-structures-inhabitation-and-inverting-the-taylor-expansion/ | math | University of Bath, UK
Date(s) : 01/04/2021 iCal
10 h 30 min - 11 h 30 min
A Multiplicative-Exponential Linear Logic (MELL) proof-structure can be expanded into a set of resource proof-structures: its Taylor expansion. We introduce a new criterion characterizing those sets of resource proof-structures that are part of the Taylor expansion of some MELL proof-structure, through a rewriting system acting both on resource and MELL proof-structures. As a consequence, we also prove semi-decidability of the type inhabitation problem for cut-free MELL proof-structures.
This is joint work with Luc Pellissier and Lorenzo Tortora de Falco.
En visio-conférence ici : | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474650.85/warc/CC-MAIN-20240226030734-20240226060734-00278.warc.gz | CC-MAIN-2024-10 | 663 | 6 |
https://www.jiskha.com/display.cgi?id=1351035626 | math | posted by miranda .
A car with a velocity of 19 m/s is accelerated uniformly at the rate of 1.8 m/s2 for 6.8 s. What is its final velocity?
Vf is what are we are trying to find.
So, Vf=(19 m/s)+(1.8 m/s^2)x(6.8s)
Vf= 31.24 m/s
But because of significant figures, our final answer would be 31 m/s. | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084887414.4/warc/CC-MAIN-20180118131245-20180118151245-00637.warc.gz | CC-MAIN-2018-05 | 296 | 6 |
http://mathhelpforum.com/math-topics/58324-static-equilibrium-help.html | math | This is basically a torque problem. You have to draw a diagram!
The board is pivoted at the shoulder. The force of gravity is considered to be acting at the geometric center of the board, a little behind the shoulder. His arm exerts a force 0.2 m in front of the shoulder. Our objective here is to maintain the resting state of the board.
Where the torque produced by the gravity force is counterclockwise and the torque produced by the force exerted by the arm is clockwise. Note here that the direction of the forces will be assumed to be perpendicular.
Where d is the distance from pivot. Note that distance of the gravity force from pivot is:
Rearrange the equation: | s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698542060.60/warc/CC-MAIN-20161202170902-00214-ip-10-31-129-80.ec2.internal.warc.gz | CC-MAIN-2016-50 | 670 | 5 |
https://www.iproperty.com.my/property/pangsapuri-jati-2-subang-jaya-743576 | math | Archived Listing - Pangsapuri Jati 2, Subang Jaya, RM 140,000
Pangsapuri Jati 2, Subang Jaya, For Sale at RM 140,000
is no longer active which means that the listing has expired or the property has been taken off our search result listings.
Active listings that fulfill similar criteria can be viewed towards the end of this page.
- Reserved Price : RM 140,000
- Bedrooms : 3
- Bathrooms : 2
- Posted Date : 02/01/2011
This coverage information is indicative only and is not a guarantee of service availability at this property. To get the latest coverage information, visitHERE
= AUCTION PROPERTY =
BANK LELONG!!Best auction unit in USJ!!
good for investment purpose or own occupy
For more details pls call Adrian 012-6340334..
##Reserve Price : RM 140,000
##Auction Date : 27/01/2011
##Address : Pangsapuri Jati 2,Persiaran Mewah,USJ 1,Subang Jaya
*(please call me ask for full address, before decide to bid for this property,please do a simple survey,check the property outlook condition/facing direction/vacant or occupied)*
##For auction property, sorry for no viewing arrangement to view property interior/inside,we don't have the key,we don't know the interior renovation and condition..bidder recommend view outlook only,tq.
##For bidder/Investor who interested for this auction, pls call me for details/registration before 25/01/2011.
##Consultation : pls call Adrian 012-6340334..
##email : [email protected]
Check my website for more listing : www.adrianoon.iagent.my
Please feel free to call if you have any property(s) going to sell
***we shall not be responsible in any way in the event that the auction is cancel or call off by assignee bank***
- 24hr Security
- Barbecue Area | s3://commoncrawl/crawl-data/CC-MAIN-2017-22/segments/1495463610342.84/warc/CC-MAIN-20170528162023-20170528182023-00055.warc.gz | CC-MAIN-2017-22 | 1,691 | 26 |
https://www.its.bldrdoc.gov/fs-1037/dir-018/_2673.htm | math | image rejection ratio
image rejection ratio: In reception using heterodyning in the tuning process, the ratio of (a) the intermediate-frequency (IF) signal level produced by the desired input frequency to (b) that produced by the image frequency. Note 1: The image rejection ratio is usually expressed in dB. (188) Note 2: When the image rejection ratio is measured, the input signal levels of the desired and image frequencies must be equal for the measurement to be meaningful. Synonym image frequency rejection ratio.
This HTML version of FS-1037C was last generated on Fri Aug 23 00:22:38 MDT 1996 | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00642.warc.gz | CC-MAIN-2017-30 | 601 | 3 |
https://forum.duolingo.com/comment/11987396/Do-you-have-any-letters | math | "Do you have any letters?"
Translation:Har du noen brev?
So you will need noen to make sure "brev" is plural? otherwise it would be "Do you have a letter?" right?
Presumably "a letter" would be "et brev". Without "noen", the sentence would translate to "Do you have letters?", I think.
If you asked me "Har du brev?" I would immediately understand it as plural, or at least optional when it comes to number. Going to the post office asking this question, they would probably answer by asking how many you need. The word 'brev' is both singular and plural. Very often in Norwegian you wouldn't translate the word 'any'. At least we use the word 'noen' with this meaning less often than English does with 'any'.
It seems you can say either "Har du noen brev?" or "Har du noen brever?" - both ways are acceptable.
I checked the dictionary and it agrees with you - but as a L1 Norwegian speaker, I must say that "brever" sounds wrong to me, and if anything rather archaic.
Indeed, as is the case with all one-syllable neuter nouns, and many longer ones as well. :)
However, "brev" is the more common plural form - by quite a margin.
It's hard to translate the word "any" to Norwegian. In many cases I would actually prefer not to translate it at all, and let context show the meaning. For this sentence it seems to me that the translation "Har dere brev?" would be perfectly fine. I imagine myself in a shop asking whether they have any letters to be sold. | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578527518.38/warc/CC-MAIN-20190419081303-20190419103303-00228.warc.gz | CC-MAIN-2019-18 | 1,452 | 10 |
https://www.homeworkmarket.com/content/see-attached-file-questioins-7442607-2 | math | See the attached file for questioinsThehonest
A VarleyBridge is connected to a faulty three-core copper cable by two identical copper leads of resistance Rl.
(a) Show that for the initial reading (connection to earth);
2Rx = 2Rc – Ri
(b) By multiplying the rhs brackets and collecting terms, show the effect of the leads is given by:
(c) Determine the distance to the fault by modifying the expression in (b) and using
(e) Determine the distance to a fault on a 200 m, 120 mm2 copper cable
if copper 10 mm2 test leads of length 10 m are used and .
- 5 years ago
Purchase the answer to view it | s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107876307.21/warc/CC-MAIN-20201021093214-20201021123214-00225.warc.gz | CC-MAIN-2020-45 | 594 | 10 |
https://plainmath.net/90776/rerwrite-without-absolute-value-nbsp-7 | math | Get Study Tools
rerwrite without absolute value |7-2+1|
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Which of the following differential equations has the family of solutions x2+cy2=?a)x2y′+y+x=0b) xy+(1−x2)y′=0 c) x2y′−xy=1d) x2y+(1-x2)y'=0
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https://www.anatomystory.com/copy-of-data-analysis-2 | math | Data Analysis 3
Inferential statistics perform calculation with your data that will determine differences and relationships. Inferential statistics will perform a calculation that will allow you to say with certainty that a treatment did make a difference, or did not make a difference; whether there is a difference between groups, or no difference between groups; or whether there is a relationship between two things.
For example, a research looking at the effects of an energy drink on running performance: would use an inferential statistic to compare the before energy drink run to the energy drink run and confirm with 95+ percent certainty that the drink did work or did not work.
A further example, a research looking at the difference response of males and females in aerobic performance: would use an inferential statistic to compare males and females scores and confirm with 95+ percent certainty that there is difference between genders or there is not a difference between genders.
Another example, a research wanting to determine a relationship (correlation) between body weight and strength: would use an inferential statistic to determine with 95+ percent certainty that there is a correlation between body weight and strength or there is no correlation between body weight and strength.
However, there are a number of inferential statistics and you need to choose the right one!
You can use one of the parametric inferential test or one of the non-parametric tests.
PARAMETRIC INFERENTIAL TEST
Think about your choice in step 4, what types of data do you have? You can only use a parametric inferential test if you have ratio or interval data!!
NON-PARAMETRIC INFERENTIAL TEST
Think about your choice in step 4, what types of data do you have? You can only use a non-parametric inferential test if you have ordinal or nominal data!! | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178383355.93/warc/CC-MAIN-20210308082315-20210308112315-00587.warc.gz | CC-MAIN-2021-10 | 1,850 | 11 |
https://core.ac.uk/display/105567 | math | An extensive literature in economics uses a continuum of random variables to model individual random shocks imposed on a large population. Let H denote the Hilbert space of square-integrable random variables. A key concern is to characterize the family of all H-valued functions that satisfy the law of large numbers when a large sample of agents is drawn at random. We use the iterative extension of an infinite product measure introduced in to formulate a “sharp” law of large numbers. We prove that an H-valued function satisfies this law if and only if it is both Pettis-integrable and norm integrably bounded
To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request. | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00057.warc.gz | CC-MAIN-2018-47 | 726 | 2 |
http://burrussroom.weebly.com/ | math | Math 8 Topics
1st Quarter: One Variable Equations
2nd Quarter: Linear Equations
3rd Quarter: Geometry
4th Quarter: Putting it All Together
Performance Summatives 40%
Problem Solving Tests
Summative Tests 40%
Regular Tests and Quizzes
Formative Assessments 20%
Formative assessments can not be turned beyond a week past the due date!
Homework is assigned Mondays and due Fridays every week that has a Monday and a Friday.
No Monday? No homework.
No Friday? No homework.
Homework may not be turned in late!
Homework is practice - I give the students the problem and the answers; their job is to create the work that connects those two things.
Not sure how to do a problem? Here is the help document. | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257647299.37/warc/CC-MAIN-20180320052712-20180320072712-00386.warc.gz | CC-MAIN-2018-13 | 697 | 17 |
https://www.ableton.com/answers/i-have-a-neat-3-clip-follow-action-for-one-audioclip-how-to-duplicate-to-another-audioclip | math | I have a neat 3 clip follow action for one audioclip. How to duplicate to another audioclip?
Hi, while I play gigs live I tend to sometimes re-model audioclips with follow-actions. I like to repitch melodic elements with Follow Actions and Transpose.
But once I've made a three or four audio-clip follow action + transposition setting, I would like to modify another set of three or four audio-clips to use the same follow action + transposition settings. How would I go about doing that?
Basically what I'm talking about is that I might do this:
Audioclip#1 - Transpose 0, Follow Action (next) in 4 bar
Audioclip#1 - Transpose 3, Follow action (next) in 3 bar
Audioclip#1 - Transpose -1, Follow action (next) in 1 bar (next would then go back to the beginning audioclip settings).
I would also use Legato, so that the whole audioclip plays throughout this, to maintain diversity.
But, since it would take me a few minutes to make sure this works in a live environment, while basically doing it live, how would I then, easily, take these Transpose + Follow Action + Legato settings and apply them to Audioclip#2? I would, of course, create 3 copies of Audioclip#2 in a second Audiotrack, but how would I copy the Follow Actions directly?
Would I first duplicate these 3 Audioclip#1's to a second track and then replace the audiofile-name with some other file?
Please help, if at all possible.
You need to be logged in, have a Live license, and have a username set in your account to be able to answer questions.
Give us your feedback. | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218203515.32/warc/CC-MAIN-20170322213003-00198-ip-10-233-31-227.ec2.internal.warc.gz | CC-MAIN-2017-13 | 1,534 | 13 |
http://nrich.maths.org/public/leg.php?code=-99&cl=1&cldcmpid=2652 | math | Can you work out how to balance this equaliser? You can put more
than one weight on a hook.
Can you cover the camel with these pieces?
What happens when you try and fit the triomino pieces into these
Use the clues to colour each square.
10 space travellers are waiting to board their spaceships. There
are two rows of seats in the waiting room. Using the rules, where
are they all sitting? Can you find all the possible ways?
Ben and his mum are planting garlic. Use the interactivity to help
you find out how many cloves of garlic they might have had.
Arrange the four number cards on the grid, according to the rules,
to make a diagonal, vertical or horizontal line.
In a bowl there are 4 Chocolates, 3 Jellies and 5 Mints. Find a way
to share the sweets between the three children so they each get the
kind they like. Is there more than one way to do it?
Put 10 counters in a row. Find a way to arrange the counters into
five pairs, evenly spaced in a row, in just 5 moves, using the
Take a rectangle of paper and fold it in half, and half again, to
make four smaller rectangles. How many different ways can you fold
Can you shunt the trucks so that the Cattle truck and the Sheep
truck change places and the Engine is back on the main line?
If you split the square into these two pieces, it is possible to fit the pieces together again to make a new shape. How many new shapes can you make?
A tetromino is made up of four squares joined edge to edge. Can
this tetromino, together with 15 copies of itself, be used to cover
an eight by eight chessboard?
You have 4 red and 5 blue counters. How many ways can they be
placed on a 3 by 3 grid so that all the rows columns and diagonals
have an even number of red counters?
A game for 2 people. Take turns placing a counter on the star. You
win when you have completed a line of 3 in your colour.
Can you put the 25 coloured tiles into the 5 x 5 square so that no
column, no row and no diagonal line have tiles of the same colour
What is the best way to shunt these carriages so that each train
can continue its journey?
What is the greatest number of counters you can place on the grid
below without four of them lying at the corners of a square?
Here are some rods that are different colours. How could I make a dark green rod using yellow and white rods?
This problem focuses on Dienes' Logiblocs. What is the same and
what is different about these pairs of shapes? Can you describe the
shapes in the picture?
Is it possible to place 2 counters on the 3 by 3 grid so that there
is an even number of counters in every row and every column? How
about if you have 3 counters or 4 counters or....?
There are nine teddies in Teddy Town - three red, three blue and three yellow. There are also nine houses, three of each colour. Can you put them on the map of Teddy Town according to the rules?
Investigate the smallest number of moves it takes to turn these
mats upside-down if you can only turn exactly three at a time.
Place eight queens on an chessboard (an 8 by 8 grid) so that none
can capture any of the others.
Use the interactivity to help get a feel for this problem and to find out all the possible ways the balls could land.
Can you put the numbers from 1 to 15 on the circles so that no
consecutive numbers lie anywhere along a continuous straight line?
What is the least number of moves you can take to rearrange the
bears so that no bear is next to a bear of the same colour?
What do the numbers shaded in blue on this hundred square have in common? What do you notice about the pink numbers? How about the shaded numbers in the other squares?
Can you find all the different ways of lining up these Cuisenaire
How many trains can you make which are the same length as Matt's,
using rods that are identical?
Hover your mouse over the counters to see which ones will be
removed. Click to remover them. The winner is the last one to
remove a counter. How you can make sure you win?
Place eight dots on this diagram, so that there are only two dots
on each straight line and only two dots on each circle.
An activity making various patterns with 2 x 1 rectangular tiles.
How many different rhythms can you make by putting two drums on the
Cut four triangles from a square as shown in the picture. How many
different shapes can you make by fitting the four triangles back
Arrange 3 red, 3 blue and 3 yellow counters into a three-by-three
square grid, so that there is only one of each colour in every row
and every column
Jack has nine tiles. He put them together to make a square so that
two tiles of the same colour were not beside each other. Can you
find another way to do it?
These activities focus on finding all possible solutions so working in a systematic way will ensure none are left out.
There are 4 jugs which hold 9 litres, 7 litres, 4 litres and 2
litres. Find a way to pour 9 litres of drink from one jug to
another until you are left with exactly 3 litres in three of the
In the planet system of Octa the planets are arranged in the shape
of an octahedron. How many different routes could be taken to get
from Planet A to Planet Zargon?
How many DIFFERENT quadrilaterals can be made by joining the dots
on the 8-point circle?
If you have three circular objects, you could arrange them so that
they are separate, touching, overlapping or inside each other. Can
you investigate all the different possibilities?
In how many ways can you fit two of these yellow triangles
together? Can you predict the number of ways two blue triangles can
be fitted together?
Place the numbers 1 to 8 in the circles so that no consecutive
numbers are joined by a line.
Take 5 cubes of one colour and 2 of another colour. How many
different ways can you join them if the 5 must touch the table and
the 2 must not touch the table?
How many different triangles can you make on a circular pegboard
that has nine pegs?
There are to be 6 homes built on a new development site. They could
be semi-detached, detached or terraced houses. How many different
combinations of these can you find?
There is a long tradition of creating mazes throughout history and across the world. This article gives details of mazes you can visit and those that you can tackle on paper. | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368698207393/warc/CC-MAIN-20130516095647-00094-ip-10-60-113-184.ec2.internal.warc.gz | CC-MAIN-2013-20 | 6,211 | 98 |
https://ask.sagemath.org/question/33820/help-to-calculate-max-with-cas/ | math | Help to calculate max with CAS
asked 2016-06-16 23:39:20 -0500
This post is a wiki. Anyone with karma >750 is welcome to improve it.
I need your help please. I am in the last step (step 3) of finishing this paper for my graduate degree, and I do not know what is a CAS or how to use one. Here is my function. I have already determined the maximum population of bacteria using a graphing calculator and saved that image, but I need to repeat the process on a CAS and show an image of it. SAGE has been referred to as the best, but I have no idea where to begin.
The number N of bacteria in a culture at time d, where d is measured in days, is modelled with the following function:
N = (12250d^2 - 2419d + 433768) / (5d^2 -37d+99)
A. Use technology to analyze the modeling function by doingthe following: 1. Use a calculator to determine the number of bacteria whend = 10 N = 7,137.8952bacteria where d = 10
Use a graphing utility to graph and estimate the maximumnumber of bacteria. a. Provide an image of the graphproduced by the graphing utility N = 20,116.296maximum bacteria
Determine the exact value for the maximum number ofbacteria, using a computer algebra system. a. Provide an image of the output fromthe computer algebra system. | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917121893.62/warc/CC-MAIN-20170423031201-00584-ip-10-145-167-34.ec2.internal.warc.gz | CC-MAIN-2017-17 | 1,238 | 9 |
https://www.logobook.ru/prod_show.php?object_uid=11153217 | math | Автор: Garson Название: What Logics Mean ISBN: 1107611962 ISBN-13(EAN): 9781107611962 Издательство: Cambridge Academ Рейтинг: Цена: 3285 р. Наличие на складе: Поставка под заказ.
Описание: What do the rules of logic say about the meanings of the symbols they govern? In this book, James W. Garson examines the inferential behaviour of logical connectives (such as 'and', 'or', 'not' and 'if … then'), whose behaviour is defined by strict rules, and proves definitive results concerning exactly what those rules express about connective truth conditions. He explores the ways in which, depending on circumstances, a system of rules may provide no interpretation of a connective at all, or the interpretation we ordinarily expect for it, or an unfamiliar or novel interpretation. He also shows how the novel interpretations thus generated may be used to help analyse philosophical problems such as vagueness and the open future. His book will be valuable for graduates and specialists in logic, philosophy of logic, and philosophy of language.
Описание: The relation between logic and knowledge has been at the heart of a lively debate since the 1960s. On the one hand, the epistemic approaches based their formal arguments in the mathematics of Brouwer and intuitionistic logic. Following Michael Dummett, they started to call themselves `antirealists'. Others persisted with the formal background of the Frege-Tarski tradition, where Cantorian set theory is linked via model theory to classical logic. Jaakko Hintikka tried to unify both traditions by means of what is now known as `explicit epistemic logic'. Under this view, epistemic contents are introduced into the object language as operators yielding propositions from propositions, rather than as metalogical constraints on the notion of inference.The Realism-Antirealism debate has thus had three players: classical logicians, intuitionists and explicit epistemic logicians. The editors of the present volume believe that in the age of Alternative Logics, where manifold developments in logic happen at a breathtaking pace, this debate should be revisited. Contributors to this volume happily took on this challenge and responded with new approaches to the debate from both the explicit and the implicit epistemic point of view.
Автор: Carnielli Название: Analysis and Synthesis of Logics ISBN: 140206781X ISBN-13(EAN): 9781402067815 Издательство: Springer Рейтинг: Цена: 22521 р. Наличие на складе: Поставка под заказ.
Описание: Presents the mathematical theory of combining and decomposing logics. This book covers mechanisms for combining semantic structures and deductive systems either of the same or different nature (for instance, two Hilbert calculi or a Hilbert calculus and a tableau calculus). It is suitable for those in mathematical logic, and theory of computation.
Автор: George Metcalfe; Nicola Olivetti; Dov Gabbay Название: Proof Theory for Fuzzy Logics ISBN: 1402094086 ISBN-13(EAN): 9781402094088 Издательство: Springer Рейтинг: Цена: 16169 р. Наличие на складе: Поставка под заказ.
Описание: Fuzzy logics are many-valued logics that are well suited to reasoning in the context of vagueness. This book focuses on the development and applications of `proof-theoretic` presentations of fuzzy logics.
Автор: Schechter, Eric Название: Classical and non-classical logics ISBN: 0691122792 ISBN-13(EAN): 9780691122793 Издательство: Wiley Рейтинг: Цена: 13750 р. Наличие на складе: Поставка под заказ.
Описание: In this book, the author introduces classical logic alongside constructive, relevant, comparative, and other nonclassical logics. It begins with brief introductions to informal set theory and general topology, and avoids advanced algebra; thus it is self-contained and suitable for readers with little background in mathematics.
Автор: Restall, Greg Название: Introduction to substructural logics ISBN: 041521534X ISBN-13(EAN): 9780415215343 Издательство: Taylor&Francis Рейтинг: Цена: 4536 р. Наличие на складе: Поставка под заказ.
Описание: An introduction to an important group of logics that have come to be known under the umbrella term susbstructural. Substructural logics have independently led to significant developments in philosophy, computing and linguistics.
Автор: Paoli F. Название: Substructural Logics: A Primer ISBN: 1402006055 ISBN-13(EAN): 9781402006050 Издательство: Springer Рейтинг: Цена: 22521 р. Наличие на складе: Поставка под заказ.
Описание: Preface. Part I: The philosophy of substructural logics. 1. The role of structural rules in sequent calculi. Part II: The proof theory of substructural logics. 2. Basic proof systems for substructural logics. 3. Cut elimination and the decision problem. 4. Other formalisms. Part III: The algebra of substructural logics. 5. Algebraic structures. 6. Algebraic semantics. 7. Relational semantics. Appendix A: Basic glossary of algebra and graph theory. Appendix B: Other substructural logics. Bibliography. Index of subjects.
Автор: Barwise Название: Model-Theoretic Logics ISBN: 1107168252 ISBN-13(EAN): 9781107168251 Издательство: Cambridge Academ Рейтинг: Цена: 22323 р. Наличие на складе: Поставка под заказ.
Описание: Since their inception, the Perspectives in Logic and Lecture Notes in Logic series have published seminal works by leading logicians. Many of the original books in the series have been unavailable for years, but they are now in print once again. This volume, the eighth publication in the Perspectives in Logic series, brings together several directions of work in model theory between the late 1950s and early 1980s. It contains expository papers by pre-eminent researchers. Part I provides an introduction to the subject as a whole, as well as to the basic theory and examples. The rest of the book addresses finitary languages with additional quantifiers, infinitary languages, second-order logic, logics of topology and analysis, and advanced topics in abstract model theory. Many chapters can be read independently.
Автор: Dov M. Gabbay; Karl Schlechta Название: A New Perspective on Nonmonotonic Logics ISBN: 3319468154 ISBN-13(EAN): 9783319468150 Издательство: Springer Рейтинг: Цена: 12704 р. Наличие на складе: Поставка под заказ.
Описание: In this book the authors present new results on interpolation for nonmonotonic logics, abstract (function) independence, the Talmudic Kal Vachomer rule, and an equational solution of contrary-to-duty obligations. The chapter on formal construction is the conceptual core of the book, where the authors combine the ideas of several types of nonmonotonic logics and their analysis of 'natural' concepts into a formal logic, a special preferential construction that combines formal clarity with the intuitive advantages of Reiter defaults, defeasible inheritance, theory revision, and epistemic considerations.It is suitable for researchers in the area of computer science and mathematical logic.
Автор: Zoran Ognjanovi?; Miodrag Ra?kovi?; Zoran Markovi? Название: Probability Logics ISBN: 3319470116 ISBN-13(EAN): 9783319470115 Издательство: Springer Рейтинг: Цена: 10971 р. Наличие на складе: Поставка под заказ.
Описание: The aim of this book is to provide an introduction to probability logic-based formalization of uncertain reasoning. The authors' primary interest is mathematical techniques for infinitary probability logics used to obtain results about proof-theoretical and model-theoretical issues such as axiomatizations, completeness, compactness, and decidability, including solutions of some problems from the literature.An extensive bibliography is provided to point to related work, and this book may serve as a basis for further research projects, as a reference for researchers using probability logic, and also as a textbook for graduate courses in logic.
Описание: This book covers modularity and independence in classical and nonclassical logic, including many-valued logics and structures, plus neighbourhood semantics and their connection to independence, as well as their common points and differences for various logics.
ООО "Логосфера " Тел:+7(495) 980-12-10 www.logobook.ru | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103669266.42/warc/CC-MAIN-20220630062154-20220630092154-00653.warc.gz | CC-MAIN-2022-27 | 8,839 | 21 |
https://www.swotnot.com/beginning-reading-worksheets/ | math | Leal Moïse October 29, 2020 Reading Worksheets
One of the best way to memories the rule is to write them down in a notebook and refer to it continuously until you could memories them all. However, mere memories the rule is not enough, you need to do as many English grammar worksheets and exercises as possible. Preferably doing objective form of English grammar test worksheet, and repeat the exercises until you got all the answers correct. One of the best English grammar test worksheet I found online is autotick English grammar worksheet where you could know your scope instantly by entering a password.
Parents are familiar with using worksheets in math classes. Even when the textbook has spaces for the insertion of answers, parents find it more economical to use worksheets so that textbooks can be resold at the conclusion of the class. Additionally, worksheets help to avoid messy textbooks where there have been insertions and erasures. However, few parents have considered the vital need for homeschool worksheets in classes other than math. This article presents compelling arguments for parents to consider using worksheets in classes other than math.
You can also try and teach division just like you would teach the multiplication tables, through division worksheets. By teaching 5 times 2 is 10 and 5 times 3 is 15 you can reverse it and let your students learn by saying things like 10 divided by 5 is 2 and 15 divided by 5 is 3. Of course, this is not applicable to much large numbers when it comes to learning to divide by larger numbers, but it is a good start.
In all stages above, it is imperative to do oral and mental math. Without this skill, your child will be forever stuck with a pencil and paper. And the more work done on paper with a pencil, the more there is a chance for an error. And, your child will be stuck following steps instead of "just doing math." Doing oral and mental math makes a person very comfortable with math. Many adults have math phobia, due in no small part to not being able to do mental math. How to do it? While driving, cooking, shopping, sightseeing, almost any situation, you can drill your child on math. If a box costs $2, how much does 2 cost? How many horses do you see? Count the blue cars. Are their more boys than girls? Anything! Be creative. You can even get them to recite the times tables. This will also set the stage for an important skill they must master. Word problems! How many times have you heard people say they cannot do word problems? The oral problems you make up are just another form of word problems. If your child is used to doing math, without a problem written on paper, your child will not fear word problems. If you adamantly do the above, there is one last step. Sometimes it is out of your control, but do your best! Put your child in a class where there is an effective algebra teacher, and all math classes beyond sixth grade. You may find this hard, but the only one fighting for your child is you!
These birthday printables will be lots of help for every kind of kid. Not only for a birthday but randomly as well, they can just be kept at home and used as activity time games. Kids can use crayons to fill the names and location or to draw the animal pictures on the cards. Printables can keep kids engaged and out of mischief. Printables will keep them busy in their rooms, learning and having fun at the same time. So if you want your kids to really enjoy and learn then make sure you have birthday printables. If not, go out and buy some to keep in the house or at school because experience tells us that kids have really enjoyed having fun as well as learning with birthday printables.
1st grade worksheets are used for helping kids learning in the first grade in primary schools. These worksheets are offered by many charitable & commercial organizations through their internet portals. The worksheets provide study materials to kids in a funky & innovative way, to magnetize them towards learning. These worksheets are provided for all subjects present in a 1st grade school curriculum covering English, math, science & many others. Worksheets are also provided for developing & nurturing the thinking skills of a student too in the form of crossword puzzle & thinking skill worksheets. Moreover, many 1st grade worksheet providers as well provide time counting & calendar worksheets as well to test the IQ of the kids.
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questions for class 9 let's review kids worksheet 1 Kinder English Worksheets Solutions To Math Problems Kindergarten Games Online grade 9 math exam math activities for class 8 CBS Mathworksheets4kids solve for fraction kids worksheet calculator solve for x Activity Worksheet For Pkg solving equations variables calculator year eight math Free Downloadable Math Worksheets Writing Exercises For Kinder Mathworksheets4kids Answers Math Problem Solving Examples exponents worksheets grade 8 Saxon math kids worksheet 1 geometry kids worksheet review solve for x with exponents calculator grade 9 mathematics kids worksheet 1 common core regents review book Free K Worksheets review packet math 1 K12mathworksheets Answer Math Questions Online system of equations solver Math-print | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141732696.67/warc/CC-MAIN-20201203190021-20201203220021-00304.warc.gz | CC-MAIN-2020-50 | 10,185 | 8 |
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cc by-sa 3.0 | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609537864.21/warc/CC-MAIN-20140416005217-00398-ip-10-147-4-33.ec2.internal.warc.gz | CC-MAIN-2014-15 | 2,289 | 54 |
http://www.imsc.res.in/~kapil/geometry/euclid/node1.html | math | Euclidean Geometry is the attempt to build geometry out of the rules of logic combined with some ``evident truths'' or axioms. The axioms of Euclidean Geometry were not correctly written down by Euclid, though no doubt, he did his best. There are now a number of different ways of giving the formal basis for the same geometry. These are
The method that (to my mind) comes closest to the original approach is that of Hilbert's Foundations of Geometry. Unlike the ``High School Geometry'' text books, this makes no reference to the ``Ruler Placement Postulate'' or a ``Protractor Placement Postulate'', both of which are anti-thetical to a purely geometric approach. The arithmetic aspects of geometry should grow out of it rather than be imposed from outside. Another difference is that the notion of a line is not as a set of points in Euclid's approach; points, lines and planes are distinct notions in Hilbert's approach too.
Without much more ado then let us examine Hilbert's axioms for Euclidean geometry. The fundamental notions are points (denoted by A, B, C, ...), lines (denoted by a, b, c, ...) and planes (denoted by , , , ...). The mutual relations between these are those of Incidence (``contains'' or ``lies on''), Order (``is between'') and Congruence. The axioms characterise the ``evident'' or fundamental properties of these relations. We divide the axioms into four classes, Incidence, Order, Parallels, Continuity, Congruence. | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267864848.47/warc/CC-MAIN-20180623000334-20180623020334-00558.warc.gz | CC-MAIN-2018-26 | 1,447 | 3 |
http://www.studymode.com/essays/Definition-Of-Break-Even-Point-933372.html | math | Definition of Break Even point:
Break even point is the level of sales at which profit is zero. According to this definition, at break even point sales are equal to fixed cost plus variable cost. This concept is further explained by the the following equation: [Break even sales = fixed cost + variable cost]
The break even point can be calculated using either the equation method or contribution margin method. These two methods are equivalent.
The equation method centers on the contribution approach to the income statement. The format of this statement can be expressed in equation form as follows: Profit = (Sales − Variable expenses) − Fixed expenses
Rearranging this equation slightly yields the following equation, which is widely used in cost volume profit (CVP) analysis: Sales = Variable expenses + Fixed expenses + Profit
According to the definition of break even point, break even point is the level of sales where profits are zero. Therefore the break even point can be computed by finding that point where sales just equal the total of the variable expenses plus fixed expenses and profit is zero.
For example we can use the following data to calculate break even point. |Sales price per unit = $250 | |variable cost per unit = $150 | |Total fixed expenses = $35,000 | |Calculate break even point |
|Sales = Variable expenses + Fixed expenses + Profit | |$250Q* = $150Q* + $35,000 + $0**...
Please join StudyMode to read the full document | s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125945624.76/warc/CC-MAIN-20180422154522-20180422174522-00255.warc.gz | CC-MAIN-2018-17 | 1,457 | 9 |
https://www.ihf.rwth-aachen.de/en/research/research-topics/antenna-measurement/planar-near-field-measurements | math | In planar near-field measurements the radiated field is measured on a flat rectangular surface in front of an antenna (AUT). This geometry allows a simple and inexpensive mechanical setup. Moreover, the transformations are mathematically simple to describe and easy to implement. First a plane wave spectrum (PWS) is calculated from the measurement data and then projected into the far-field. However, this measurement setup provides only a small reliable angular range in the far-field because the measurement surface is limited (truncation effect). Therefore, the planar near-field is mainly used for the measurement of directive antennas.
Since the measurement time is a critical factor the IHF ivenstigates how the measurement time can be reduced by alternative sampling methods. The plane wave spectrum is circular and thus a rectangular grid is not optimal, so the implementation of a hexagonal sampling is examined. Furthermore, other methods like plane-polar sampling are investigated, which have benefits for special antennas and applications. | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104506762.79/warc/CC-MAIN-20220704232527-20220705022527-00020.warc.gz | CC-MAIN-2022-27 | 1,052 | 2 |
https://unlearningmath.com/2009/03/27/relationships-percentages/ | math | If I ask you to count, starting at 103, for five counts, you do so by keeping track of two quantities. You keep track of them in your head, by speaking out loud and listening to what you just said, or you may seek help in using fingers or other implements. One way or another, two quantities need to be kept track of. It isn’t enough to be able to count, in this case you also need to know where to start and when to stop.
Keeping track of multiple quantities in relationship to each other, that’s a key capacity to develop and expand. One place where it shows up in middle school math is with percentages and proportions. In this post, we’ll look at a simple but interesting scenario.
I often start this with a seventh grader, by presenting the following sketch on a blank piece of lined paper:
I say: “Imagine we have 48 dollars, and we’re calling that 100 percent. What other percentages can you figure out so we can fill out the sheet?” Note that though I only mention 100%, I’ve already filled out 0%, and I have put the 0 on top and the 100 at the bottom of the sheet, and separated and labeled the columns. Invariably, the student will pick 50%. If I ask what 50% of $48 is, the student will say half of $48: $24. I ask where that should go on the sheet, and the student will point to the middle of the sheet. I then write 50% | $24 there. If I ask them what other percentages they can figure out, I get an almost universal response of 25%. They then say that’s half of $24, $12, and we write 25% | $24 on the sheet. Typically, students offer 75% next, though a small number will mention 12.5%. How much is 75% of $48? Here I get divergent answers. Some students find the amount in the middle of $24 and $48. Some students say it is three times what they got for 25%. And some students say you need to add what they got for 25% to what they got for 50%.
Next, most students will try 12.5%. Very few will offer, on their own, 10% or 1%. At some point, I’ll ask: “What about 10%?”
Some kids will say, “Oh yes,” and arrive at 4.8 quickly. Others have a harder time with this. It’s interesting to see what they take as their starting point. Some will try to get to 10% from 12.5%, reasoning, correctly, that it must be less but close by. If I ask them to point to 10%, they will all locate it appropriately on the scale from 0 to 100. Sometimes, that is sufficient for the student to come up with $4.80, apparently “translating” the 10 on the left scale to 4.80 on the right scale. Some students will take 50% as their starting point, dividing it by 5. As you might expect, many students will find 10% from 100%, by dividing $48 by 10. Some students find 10% difficult, but then suddenly remember how to get 1%, and say it is 48 cents. If students say this, I add it to the display and ask again about 10%. One way or another, I make sure the student arrives at 10% | $4.80.
At this point, I ask what other entries they can figure out. Usually, they then add 20% and 5% – each is found from 10% by doubling or halving. When I ask for 30%, most will reason that since they already have 20% and 10%, they can add the corresponding amounts. Few will triple what they got for 10%. When I ask for 90%, almost nobody will work upwards by 10% from 50% – they seem to see that this takes too long, and almost every student will subtract the amount for 10% from 100%.
It may surprise you, as it surprised me when I started to do this with seventh graders, that so little use is made of multiplication. They could have gotten all these numbers through multiplication by 48 cents. None of them do.
At the same time, these students seem to have a very firm grasp on a rather sophisticated idea about scaling:
that if you add two numbers on the left, you can add the numbers on the right, and get a new pair of numbers that fits. Though not every seventh grader is able to articulate this well, I have yet to encounter one who didn’t use this idea – including students who otherwise seemed to reason at a fourth-grade level.
Here’s a relationship between six numbers that students seem to be able to hold on to, and use! Moreover, I very much doubt that this was a relationship they were taught once and happened to remember. They sure didn’t remember the more recently-taught material about multiplying by the 1% number. Instead, these kids seemed to work out the additive relationship on their own, and without any fanfare. Me, I think this is pretty darn cool. | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320304309.59/warc/CC-MAIN-20220123202547-20220123232547-00449.warc.gz | CC-MAIN-2022-05 | 4,497 | 11 |
https://yeswecandoalmostanythingbybike.wordpress.com/2016/12/28/federal-planning-bureau/ | math | The ‘Federal Planning Bureau‘, a public agency in Belgium, published some figures on motorized traffic in 2030. That is if nothing changes…
/The average speed during rush hours today is 37 km/h, in 2030 it will be 29 km/h
/The average speed outside rush hours today is 71 km/h, in 2030 it will be 65 km/h
/The total percentage of movements by car today is 79%, in 2030 it will be 82%
The bureau also mentions it does not see a solution to the problem. I do see one, especially when is see the average speed of 29 km/h. | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257647706.69/warc/CC-MAIN-20180321215410-20180321235410-00233.warc.gz | CC-MAIN-2018-13 | 524 | 5 |
http://lintzland.com/lintzlog/pictures/2010_04_01_jordi_track/index.html | math | April 1 2010 Jordi Track Meet (19 images)
This was Jordi's second track meet held at Turlock High School. This meet was unique in that it was all team-based. Jordi participated in four team events (hurdles, long jump, and two track sprinting events) and ended up taking two gold medals and two silver medals.
Click a picture to see a larger view. | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296950383.8/warc/CC-MAIN-20230402043600-20230402073600-00026.warc.gz | CC-MAIN-2023-14 | 350 | 3 |
https://daily7deals.wordpress.com/page/61/ | math | Many of the students nowadays go for opting theoretical subjects in their higher studies due to lack of interest in mathematics, where as mathematics is the key to life. This becomes burden when the students come to their higher secondary and face the typical and complex formulas like trigonometry, statics, probability and so goes the list. The syllabus also become a burden for them where they have to go through huge books in order score or say to atleast secure passing marks. I know there many champs in mathematics too, are there many? If you ask youngsters they say maths takes too much of time and have no interest and this negligence make them to leave mathematics.
The main key to succeed in any subject is to first get involved into mathematics, this I want to say is because maths gives a person problem solving ability, it tests the patience of a person. The person who stands longer lives longer. Life is also like a problem of mathematics, if you start then is no turning back. You need to stand until you solve it and if you succeed you can touch the sky with the results. This subject gives you ability to think outside the box, now you may ask a question that there is always a formula given to each type of question then what’s the need to think outside the box? So where did these formulas come from is my question to you. Mathematics is never a subject which follows a particular path with the usage of same formulas, theoretical subjects can be done like that as they will have a specific answer for each question, but for mathematics the final answer will always be the same but the way you do it different.
A simple addition of two digit number can be done in a different ways and we can see that in small kids who use their own way, some do it directly, some do it using the abacus or many other ways. Similar the way of life, our goal is to reach the ambition and to reach their there are many problems which don’t have any particular formula, it all depends on the way we see those problems. The perfect to get into mathematics is to start with basics or with numbers and by saying numbers I’m not telling you join some kindergarten but go through some day today stuff where mathematics is used. We are surrounded by the problems of mathematics it may at the grocery shop or some television advertisements or your own expense calculations. Mathematics is everywhere.
According to me a perfect to get interest into maths is through Sudoku. This is just a small game but it can even make you sweat when keep trying. The Sudoku is a logic based combinatorial number placement puzzel where in the objective is to fill a 9×9 grid with digits so that each column, each row, and each of the nine 3×3 subgrids that compose the grid also called “boxes” contains all of the digits from 1 to 9. It will initially have some numbers in them or say partially filled and the objective is to complete it. The game requires lot of concentration and patience to complete, so start with easy one and keep trying. We can see Sudoku provided in every newspapers and is also available as an app in mobile phones. This game really helps a person to control his emotions, and makes him determined to do a work given to him, because there are a lot of chances people get stuck and leave it because of frustration but the one who comes out of this and still keeps trying is the winner.
The game will make you more focused and the power of concentration increases, problem solving skill increases and it does not have any particular way to do so your mind gets broader and the you will start thinking out of the box. So don’t just limit yourself with simple objectives, come up new idea and you all have lot of time, spend 15-20 minutes daily on Sudoku and you will automatically notice the results in you with 2-3 weeks. | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571056.58/warc/CC-MAIN-20220809155137-20220809185137-00268.warc.gz | CC-MAIN-2022-33 | 3,836 | 5 |
https://www.analystforum.com/t/money-weighted-return-help/87522 | math | Can you please help me with this problem?
Fund A and Fund B both have assets of 100 at the beginning of a year. Each fund shows a return of 2% in the first half of the year and a return of 20% in the second half. There is a positive cash flow for Fund A and Fund B of 50 and 10 respectively, occurring exactly half-way through the year in each case. Find money weighted return.
My answer was 12.349% But, official answer is 26.2%.
My CF0 = 100; CF1 = 50; CF2 =(-182.4)
Any help will be greatly appreciated.
Source: Page 287 of this book http://books.google.com/books?id=pERslQ_qLEEC&pg=PA287&lpg=PA287&dq=money+weighted+return+mathematics&source=bl&ots=QN5DlKW8gy&sig=FgVZRMH4biJZHTYF726ilhbLwog&hl=en&sa=X&ei=vvuSUunPNYfSkQe92YGoBg&ved=0CDgQ6AEwAjgK#v=onepage&q=money%20weighted%20return%20mathematics&f=false | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104495692.77/warc/CC-MAIN-20220707154329-20220707184329-00557.warc.gz | CC-MAIN-2022-27 | 810 | 6 |
http://f80.bimmerpost.com/forums/showpost.php?p=12074650&postcount=11 | math | Originally Posted by OrangeCrush
According to post #2, it was 4%. If we go by that, and assuming the next M3 is lighter, then it would be around the same if not less hp than the current model.
My apologies for missing that.
I think swamp's second guess of 3600lbs and 450hp for the F80 is a very good one. I realize that is more than a 4% improvement vs. the current car's 8.81 lb/hp (though that figure is for the E92, not the E90 which is slightly heavier), but irrespective of that, it gives the F10 M5 with 7.66 lb/hp about the right amount of breathing room IMHO. | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218193284.93/warc/CC-MAIN-20170322212953-00577-ip-10-233-31-227.ec2.internal.warc.gz | CC-MAIN-2017-13 | 568 | 4 |
http://www.overyourhead.co.uk/2006/12/brain-teasers.html | math | 1. What is represented by these letters?
2. I have three children. One is the same age as the first number in my age, another is the same age as the second number in my age, and the third is the same age as the sum of the two numbers in my age. None of the children are the same age and the total of our ages is 45. How old am I? | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585281.35/warc/CC-MAIN-20211019202148-20211019232148-00134.warc.gz | CC-MAIN-2021-43 | 329 | 2 |
http://www.cryst.bbk.ac.uk/PPS2/assignments/dsm_quiz.html | math | Index to Course Material Index to Section 4
1) Which would you expect to be the longer and why?
(a) the carbon-oxygen bond in a carbonyl group
(b) the carbon-oxygen bond in a tyrosine side-chain
2) Which amino acid residue has a charged state which is sensitive to
pH changes around neutral pH?
3) Why does ethanethiol have a lower boiling point (35C) than ethanol
4) In classical mechanics the internal energy of a molecule is made up
of two contributions. One is the potential energy.
What is the other?
5) In what manner does the van der Waals radius of an atom vary in going
row of the periodic table from left to right?
6) How are force and potential energy related?
7) What is another name for 'relative permittivity'?
8) If two positively charged lysine residues are a given distance apart,
will the repulsion between them be greater in water or in methanol?
9) The Lennard-Jones potential
function contains two terms, one depending
on the sixth power of the distance between two atoms and the other depending
on the twelth power. Which term represents the repulsion of the electrons
when two atoms approach closely?
10) What is the approximate magnitude (in units of electrons) of the charge
on each hydrogen atom in a water molecule?
11) Approximately how long is a hydrogen-bond in water between the oxygen
acceptor and donor atoms? How does this distance compare with the
sum of the van der Waals radii of the two atoms?
12) Which type of interatomic force has the longest range?
click here for answers
With thanks to David Moss
Last updated 14th May '96 | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578528058.3/warc/CC-MAIN-20190419201105-20190419223105-00341.warc.gz | CC-MAIN-2019-18 | 1,565 | 30 |
http://www.jiskha.com/members/profile/posts.cgi?name=kara | math | Questions about Avi(the author) Why was school a constant struggle for him? Avi kept writing because of the encouragement of his family and the help of whom? After college, what job did Avi take? where? When did Avi become interested in children's literature?
Is the word Drives transitive or intransitive in the following sentence? Michael drives every day.
is the word thirst transitive or intransitive in the following sentence? I thirst.
Is the verb drives transitive or intransitive in the following sentence? Micheal drives his own car.
Is the verb crave CRAVES in the following sentence transitive or intransitive? Fred craves cheeseburgers.
what is a natural number?
What part of speech is the word run in the following sentence? I have a run in my hose.
a family wants to build a pool their yard is 20 yards wide and thirty yards deep. unfortunately, the dealer only deals in liter size pools. what is the biggest size pool they can get?
2NOBr(g) <==> 2NO(g) + Br2(g) and the value of Kc = 1.98, at a temperature of 282 K what is the value of Kp ? (Hint: Use the value of R in the appropriate units.)
An electron with a horizontal speed of 4.0 * 10^6 m/s and no vertical component of velocity passes through two horizontal parallel plates. The magnitude of the electric field between the plates is 150 n/c the plates are 6.0 long A) calculate the vertical component of the elect...
For Further Reading | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368700984410/warc/CC-MAIN-20130516104304-00094-ip-10-60-113-184.ec2.internal.warc.gz | CC-MAIN-2013-20 | 1,410 | 11 |
https://www.lazymaths.com/smart-math/ratio-proportion-problem-59/ | math | R can do a piece of work in 20 days and K in 25 days. They work together for 5 days and then K leaves. In how many days would R finish the work?
The Usual Method
R can finish of the work in 1 day.
K can finish of the work in 1 day.
Thus total work finished by R and K working together for 5 days = .
Hence remaining work = .
Since R has to work alone now and R can finish of the work in 1 day, so for R to finish of the work, it will take,
By cross multiplication, we get:
11 days more.
Estimated Time to arrive at the answer = 45 seconds.
R will finish or 25% of the work in 5 days. K will finish or 20% of the work in 5 days. So, work remaining to be done = 100% – (25% + 20%) = 55%.
Since R takes 5 days to finish 25% of the work, he will take 10 days to finish 50% of the work. So for 55%, R will take a little over 10 days, so 11 days to finish. (Also, 55% is a multiple of 11, so the answer should also be a multiple of 11.)
Estimated Time to arrive at the answer = 10 seconds. | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300533.72/warc/CC-MAIN-20220117091246-20220117121246-00243.warc.gz | CC-MAIN-2022-05 | 985 | 13 |
https://www.assignmentexpert.com/homework-answers/physics/mechanics-relativity/question-72844 | math | Answer to Question #72844 in Mechanics | Relativity for kumar ashu
girl, her dog and the boat are 60.0 kg, 30.0 kg and 100.0 kg respectively. The boat is at
rest in the middle of the lake. Calculate the centre of mass of the system. If the dog
moves to the other end of the boat, the girl staying at the same place, how far and in
what direction does the boat move?
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and get a quick answer at the best price
for any assignment or question with DETAILED EXPLANATIONS! | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583739170.35/warc/CC-MAIN-20190120204649-20190120230649-00241.warc.gz | CC-MAIN-2019-04 | 508 | 8 |
http://www.barnesandnoble.com/w/algebra-and-trigonometry-student-solutions-manual-cynthia-y-young/1116731381?ean=9780470433768&itm=1&usri=9780470433768 | math | Anyone trying to learn algebra and trigonometry may think they understand a concept but then are unable to apply that understanding when they attempt to complete exercises. This innovative book helps them overcome common barriers to learning the concepts and builds confidence in their ability to do mathematics. The second edition presents new sections on modeling at the end of each chapter as well as new material on Limits and Early Functions. Numerous examples are also included that provide more detailed annotations using everyday language. This approach gives them the skills to understand and apply algebra and trigonometry.
Product dimensions: 7.89 (w) x 10.04 (h) x 1.81 (d)
Meet the Author
Cynthia Young received her BA in Math Education from UNC in 1990, has two masters, one in Mathematical Sciences from UCF in 1993 and a second in Electrical Engineering from the University of Washington in 1997. Finally, she received a PhD in Applied Mathematics from the University of Washington in 1996. She is already a tenured professor at UCF and is very actively involved in the supervision of UCF's graduate and undergraduate research assistants. Before becoming an award-winning Associate Professor at UCF, Cynthia taught High School. Cynthia received numerous grants and was named the principal investigator on six military and academic research projects. She has been an administrator/advisor to the Florida Space Institute at the Kennedy Space Center since 1998. Cynthia is a veteran presenter at conferences and conventions and has published over a dozen journal articles. In addition, she has been a contributor to several texts, including a College Algebra workbook for McGraw-Hill. Lastly, she edited the Marcel Decker's Optical Engineering Encyclopedia.
Exponents and Radicals.
Polynomials: Basic Operations.
CHAPTER 1. EQUATIONS AND INEQUALITIES.
Applications Involving Linear Equations.
Radical Equations; Equations in Quadratic Form.
Polynomial and Rational Inequalities.
Absolute Value Equations and Inequalities.
CHAPTER 2. GRAPHS.
Basic Tools: Cartesian Plane, Distance, and Midpoint.
Graphing Equations: Point Plotting and Symmetry.
CHAPTER 3. FUNCTIONS AND THEIR GRAPHS.
Graphs of Functions: Common Functions and Piecewise-Defined Functions.
Graphing Techniques: Transformations.
Operation on Functions and Composition of Functions.
One-to-One Functions and Inverse Functions
CHAPTER 4. POLYNOMIAL AND RATIONAL FUNCTIONS.
Polynomial Functions of Higher Degree.
Tests of Zeros of Polynomial Functions.
Rational Dividing Polynomials: Long Division and Synthetic Division.
Properties and Functions.
Modeling with Variation.
CHAPTER 5. EXPONENTIAL AND LOGARITHMIC FUNCTIONS.
Exponential Functions and Their Graphs.
Exponential Functions with Base e.
Logarithmic Functions and Their Graphs.
Properties of Logarithms.
Exponential and Logarithmic Equations.
CHAPTER 6. Trigonometric Functions.
Angles, Degrees and Triangles.
Definition 1 of Trigonometric Functions: Right Triangle Ratios.
Applications of Right Triangle Trigonometry: Solving Right Triangles.
Definition 2 of Trigonometric Functions: Cartesian Plane.
Trigonometric Functions of Non-Acute Angles.
Radian Measure and Applications.
Definition 3 of Trigonometric Functions: Unit Circle Approach.
Graphs of Sine and Cosine Functions.
Graphs of Other Trigonometric Functions.
CHAPTER 7. Analytic Trigonometry.
Verifying Trigonometric Identities.
Sum and Difference Identities.
Double and Half Angle Identities.
Product and Sum Identities.
Inverse Trigonometric Functions.
CHAPTER 8. Applications of Trigonometric Functions and Vectors.
The Law of Sines.
The Law of Cosines.
Polar Equations and Graphs
CHAPTER 9. SYSTEMS OF EQUATIONS AND INEQUALITIES.
Systems of Linear Equations in Two Variables.
Systems of Multivariable Linear Equations.
Systems of Nonlinear Equations.
Systems of Inequalities Linear Programming
CHAPTER 10. MATRICES.
Matrices and Systems of Linear Equations.
Systems of Linear Equations: Augmented Matrices.
Systems of Linear Equations: Determinants.
CHAPTER 11. ANALYTIC GEOMETRY.
Rotation of Axes.
Polar Equations of Conics.
Parametric Equations and Graphs.
CHAPTER 12. SEQUENCES, SERIES, AND PROBABILITY.
Sequences and Series.
Arithmetic Sequences and Series.
Geometric Sequences and Series.
Counting, Permutations, and Combinations. | s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207925917.18/warc/CC-MAIN-20150521113205-00205-ip-10-180-206-219.ec2.internal.warc.gz | CC-MAIN-2015-22 | 4,334 | 69 |
https://ui.adsabs.harvard.edu/abs/2014arXiv1410.3989W | math | This note reexamines the data from a weight-judging competition described in an article by Francis Galton published in 1907. Following the correction of some errors, it is shown that this forecasting competition is an interesting precursor of two more recent developments in the statistical forecasting literature. One is forecast combination, with the mean forecast here exactly coinciding with the outcome, and the second is the use of two-piece frequency and probability distributions to describe asymmetry.
- Pub Date:
- October 2014
- Statistics - Methodology
- Published in at http://dx.doi.org/10.1214/14-STS468 the Statistical Science (http://www.imstat.org/sts/) by the Institute of Mathematical Statistics (http://www.imstat.org) | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00615.warc.gz | CC-MAIN-2022-49 | 739 | 5 |
http://www.e-booksdirectory.com/details.php?ebook=6309 | math | Lectures on Mean Periodic Functions
by J.P. Kahane
Publisher: Tata Institute of Fundamental Research 1959
Number of pages: 165
Mean periodic functions are a generalization of periodic functions. The book considers questions about periodic functions such as Fourier-series, harmonic analysis, the problems of uniqueness, approximation and quasi-analyticity, as problems on mean periodic functions.
Download or read it online for free here:
by Thomas Wolff - American Mathematical Society
An inside look at the techniques used and developed by the author. The book is based on a graduate course on Fourier analysis he taught at Caltech. It demonstrates how harmonic analysis can provide penetrating insights into deep aspects of analysis.
by William Elwood Byerly - Ginn and company
From the table of contents: Development in Trigonometric Series; Convergence of Fourier's Series; Solution of Problems in Physics by the Aid of Fourier's Integrals and Fourier's Series; Zonal Harmonics; Spherical Harmonics; Cylindrical Harmonics; ...
by Sheldon Axler, Paul Bourdon, Wade Ramey - Springer
A book about harmonic functions in Euclidean space. Readers with a background in real and complex analysis at the beginning graduate level will feel comfortable with the text. The authors have taken care to motivate concepts and simplify proofs.
by M. Brelot - Tata Institute of Fundamental Research
In the following we shall develop some results of the axiomatic approaches to potential theory principally some convergence theorems; they may be used as fundamental tools and applied to classical case as we shall indicate sometimes. | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891814393.4/warc/CC-MAIN-20180223035527-20180223055527-00049.warc.gz | CC-MAIN-2018-09 | 1,619 | 14 |
https://www.physicsforums.com/threads/fly-and-a-train.285775/ | math | Me and some friends where down the pub and an interesting idea came up. say a fly is flying and collides with an on comming train then the train and the fly at an instant must stop? how can this be? im trying to think of a way of analysing this. this is my guess. according to newtons third law (object A exerts an equal and opposite force on object B) (i am sure you are aware =] ) then the fly when it collides with the train exerts an equal and opposite force and at that instant stops it? is this true can someone shed some light and help explain this to me =] . | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039745281.79/warc/CC-MAIN-20181119043725-20181119065725-00503.warc.gz | CC-MAIN-2018-47 | 566 | 1 |
https://study.com/academy/topic/saxon-algebra-2-real-numbers.html | math | About This Chapter
How It Works:
- Identify the lessons in the Saxon Real Numbers chapter with which you need help.
- Find the corresponding video lessons with this companion course chapter.
- Watch fun videos that cover the real numbers topics you need to learn or review.
- Complete the quizzes to test your understanding.
- If you need additional help, rewatch the videos until you've mastered the material or submit a question for one of our instructors.
Students will learn:
- Different types of numbers
- Performing addition and subtraction
- Performing multiplication and division
- Absolute values
- Reciprocals of rational expressions
- Commutative property
- Distributive property
- Multiplication property of equality
- Additive property
Saxon is a registered trademark of Houghton Mifflin Harcourt, which is not affiliated with Study.com.
1. What are the Different Types of Numbers?
There are different types or families of numbers. Learn how to identify natural numbers, whole numbers, integers, rational numbers, irrational numbers, and real numbers.
2. How to Perform Addition: Steps & Examples
Addition is a mathematical operation in which two or more numbers or quantities are combined together. Know the definition of addition, learn how to add, and explore the steps and examples of adding more than two numbers.
3. How to Perform Subtraction: Steps & Examples
Subtraction is a basic mathematical operation that involves one number taking value away from another number. Learn about the definition of subtraction and explore examples of how to perform subtraction and also the steps for subtracting two or more numbers from another number.
4. How to Perform Multiplication: Steps & Examples
Multiplication is a basic mathematical operation that involves the number of times a number or quantity should be added to itself. Learn about multiplication and explore the steps and examples of multiplying two or more numbers.
5. How to Perform Division: Steps & Examples
A basic mathematical operation, performing division involves separating numbers or quantities and sometimes results in remainders. Learn about the definition of division, the symbols used for division with and without a remainder, and explore examples of the steps for dividing two quantities.
6. What is an Absolute Value?
Absolute value in mathematics involves focusing on the size of a number instead of its sign. Explore the distance from zero, notation of absolute values, and solving equations with absolute values.
7. Division and Reciprocals of Rational Expressions
Rational expressions are math statements with rational numbers, which are numbers that can be written as the fraction of two integers. In this lesson, discover how to divide a rational number, learn how to take the reciprocal, and practice some examples.
8. Commutative Property of Addition: Definition & Examples
The commutative property of addition states that numbers added in any order will always have the same sum. Learn the detailed definition of the commutative property of addition and its formula, and explore examples of how the commutative property works.
9. Commutative Property of Multiplication: Definition & Examples
The commutative property of multiplication states that regardless of the order which numbers are multiplied in, the result will be the same. Learn the definition and formula of the commutative property in detail, and apply your knowledge by working with examples.
10. Distributive Property: Definition, Use & Examples
The distributive property is a concept that helps make math problems easier to solve when dealing with multiple factors. Learn about the definition of this property, how to use the distributive property, and examples and applications of it in different types of math.
11. Multiplication Property of Equality: Definition & Example
The multiplication property of equality states that if one side of an equation is multiplied, the other side is multiplied by the same number in order to keep the equation the same. Learn more about this formula by reviewing two examples.
12. Additive Property: Definition & Examples
The additive property is a concept often used to solve algebraic problems. Learn about the additive property of equality, the additive property of inequalities, the additive inverse property, and examples of all three.
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Other chapters within the Saxon Algebra 2 Homeschool: Online Textbook Help course
- Saxon Algebra 2: Decimal Numbers
- Saxon Algebra 2: Graphs on the Coordinate Plane
- Saxon Algebra 2: Sets
- Saxon Algebra 2: Complex Numbers
- Saxon Algebra 2: Conversion by Unit Multipliers
- Saxon Algebra 2: Ratio & Proportion
- Saxon Algebra 2: Percent
- Saxon Algebra 2: Rate
- Saxon Algebra 2: Exponents
- Saxon Algebra 2: Exponents on a Scientific Calculator
- Saxon Algebra 2: Roots
- Saxon Algebra 2: Probability
- Saxon Algebra 2: Statistics
- Saxon Algebra 2: Simplifying Expressions
- Saxon Algebra 2: Polynomials
- Saxon Algebra 2: Simplifying Rational Expressions
- Saxon Algebra 2: Simplifying and Solving Equations
- Saxon Algebra 2: Linear Equations
- Saxon Algebra 2: Solving Linear Equations
- Saxon Algebra 2: Quadratic Equations
- Saxon Algebra 2: Other Types of Equations
- Saxon Algebra 2: Understanding Functions
- Saxon Algebra 2: Manipulating and Evaluating Functions
- Saxon Algebra 2: Trigonometry
- Saxon Algebra 2: Logarithms
- Saxon Algebra 2: Lines, Points, Segments, and Planes
- Saxon Algebra 2: Angles
- Saxon Algebra 2: Polygons
- Saxon Algebra 2: Circles
- Saxon Algebra 2: Triangles
- Saxon Algebra 2: Geometric Solids
- Saxon Algebra 2: Perimeter and Circumference
- Saxon Algebra 2: Area
- Saxon Algebra 2: Surface Area and Volume
- Saxon Algebra 2: Constructions
- Saxon Algebra 2: Postulates & Pythagorean Theorem
- Saxon Algebra 2: Proofs | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300343.4/warc/CC-MAIN-20220117061125-20220117091125-00180.warc.gz | CC-MAIN-2022-05 | 6,178 | 83 |
https://space.stackexchange.com/questions/36327/why-is-multi-spool-pump-very-rare-on-rockets | math | The only one I know of is the LP LOX pump on RD-0120. A multi-spool design is already a default for jet engines, which are basically turbine-driven air pumps. A multi-spool pump can save at least the weight of the duct connecting the LP and HP pump if nothing else, which develops a boundary layer in the liquid pumped, not to mention the additional boundary layer if this duct has one or more flexible joints in it. If the oxygen HP pump is too difficult to use a multi-spool design, then at least the HP fuel pump can use this design to save some weight, ideally combining the LP and HP pumps and the preburner in a single assembly just like a small jet engine. (But of course, no jet engine has a backend pressure of 200 bar or more.)
1$\begingroup$ I'm very interested in this question. Can you provide a link or edit your question to show that the RD-0120 uses this design? I can't find a dual spool pump on the only schematic I can find: qph.fs.quoracdn.net/main-qimg-ce9b18d79f9652c443c989c5695c5541 One reference claims the NK-33 had a dual spool LO2 pump but I can't confirm that either. link.springer.com/chapter/10.1007/978-3-319-27748-6_18 $\endgroup$– Organic MarbleMay 22, 2019 at 15:12
1$\begingroup$ @OrganicMarble I got it wrong. It's the LOX boost pump, not the LH2 boost pump that's twin spool. Two sources mentioned this fact. The first one is History of Liquid Propellant Rocket Engine in the USSR CADB section and the second one is this lpre.de/resources/articles/AIAA-1995-2540.pdf. $\endgroup$– Meatball PrincessMay 22, 2019 at 17:10
2$\begingroup$ Thanks! I'll be watching this one. $\endgroup$– Organic MarbleMay 22, 2019 at 17:13
The reason for multiple shafts/spools is to allow the inner/higher pressure stages to spin at a different (greater) rate than the outer lower pressure stages.
In aviation jet engines this solves two quite specific problems. Namely:
Efficiently creating higher pressure/pressure-ratio combustion, for thermodynamic efficiency (across a range of flow-rates).
Having a wide range of throttle settings/current engine speed/altitude that don't cause a surge condition.
Cryogenic turbo-pumps don't have these problems, or at least not generally.
The ingress-ed fluid is already as dense as it's going to be as pressure/density are no longer as tightly coupled.
The low speed conditions for surge in jets doesn't happen as much in rocketry.
There are also reasons not to have compressor stages in rockets. In particular the limiting factor of spool speed is often cavitaion (no relevant for jets). This means a lot of turbo-pump assemblies couldn't make use of a second spool without risking cavitation. 'Boost' compressors can be used to increase the pressure in the system to prevent this but this is added weight and complexity etc.
There are advantages specific to pump assemblies too, but they are quite specific.
For example the second shaft isolates some of the rise in pressure due to the pre-burner. For single shaft staged combustion engines (i.e.: RD-0120) this is important the seals used to prevent leaking along the shaft are complex/expensive/consume helium. This isolation reduces the pressure gradient those seals have to operate at which can only be a good thing.
Balancing all this up is a bit complex and I wouldn't be able to predict whether or not that make a multi-spool design viable. However I hope that gives some insight at least to why it isn't as obvious a choice as in jets.
The combustion that powers turbo-pumps (analogous to the combustion chamber in a jet) operates at (and requires) a relatively high pressure.
In a jet engine the spool powers a fan at the front. In a turbo-pump assembly this goes on to drive the compressor of the 'other' propellant, the one that isn't flowing through the turbo-pump itself. In both cases if the shaft isn't perfectly sealed, some of the high pressure fluid from the middle can leak along the shaft to what ever the shaft is driving. In the case of a jet this isn't much of a problem. If a tiny amount of the combustion products leak out of the front, its doesn't matter too much (everything is oxidiser rich and under low pressure). In a turbo-pump any such leakage would be very bad. As one of the fluids is fuel rich, the other is oxidiser rich. And its in a confined space. AKA no space today for anything in close proximity.
To avoid this a really complex set of seals are used, and in the middle an inert gas (helium) is injected under huge pressure. This keeps things-that-go-boom-when-together separated. But its not an ideal arrangement. Its heavy and consumes helium which needs to be stored at high pressure. Which means high pressure tanks. Which means more weight more things to go wrong, more cost to develop and manufacture etc.
The twin spool design helps here. In a 2 spool design it's the low pressure spool (inner axle/outer stages) that does the driving. Hence its only the low pressure stages that needs the aforementioned elaborate sealing. If the inner stage fluid leaks into the lower pressure stages, its not super-bad as you are still in the same type of propellant, and it wont cause any extra combustion.
This means you only have to seal against the lower pressure stage, which makes everything easier (lighter).
$\begingroup$ @MeatballPrincess: I have clearly skimmed over a few things for brevity. I am happy to answer follow up questions. $\endgroup$ Jun 19, 2019 at 11:13
$\begingroup$ can you elaborate more on this statement "For example the second shaft isolates some of the rise in pressure due to the pre-burner. For single shaft staged combustion engines (i.e.: RD-0120) this is important the seals used to prevent leaking along the shaft are complex/expensive/consume helium. This isolation reduces the pressure gradient those seals have to operate at which can only be a good thing." $\endgroup$ Jun 19, 2019 at 19:30
$\begingroup$ @MeatballPrincess, a bit long for a comment so i've edited my answer. Hope that helps. $\endgroup$ Jun 20, 2019 at 9:17
$\begingroup$ twin spool means there're two shafts in a single pump pumping a single propellant e.g. LH2, and without the booster LP pump, not 2 pumps pumping 2 propellant, that's already part of my assumption of the original question. In a twin spool LH2 pump, the LH2 goes LPC->HPC->Fuel Rich PB->HPT->LPT->Main Combustion Chamber, no seal needed at all, only controlled leakage. $\endgroup$ Jun 20, 2019 at 15:03
1$\begingroup$ @MeatballPrincess the RD-0120 uses a fuel-rich staged combustion cycle and a single shaft to drive both the fuel and oxidizer turbopumps. Leakage along this shaft is critical and seals are very much needed. The problem is the LP turbine or compressor needs to be connected to the LOx pump via a mechanical connection. Also if this advantage is not present, even less reason to use a twin spool design. $\endgroup$ Jun 20, 2019 at 15:40 | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224644867.89/warc/CC-MAIN-20230529141542-20230529171542-00607.warc.gz | CC-MAIN-2023-23 | 6,885 | 25 |
http://soulmates17.tripod.com/soulmates/id23.html | math | Borias' only other known relationship was with his wife Natasha and he ended that when he chose Xena over and their son Belach.
Xena on the other hand, has had other relationships, but none have ever held the place in her heart that Borias did. Here are the other relationships she's had over the years.
1.} Julius Caesar -- She met Caesar before she met Borias. It ended in betrayal on Caesar's part.
2.} Odin -- King of the Norse Gods. The exact timeline of when she met Odin is unclear on whether it was before, during, or after Borias. It ended in betrayal on her part.
3.} Marcus -- Probably the only man who ever came close to claiming her heart the way Borias did. How it ended is unknown.
4.} Petracles -- Ah, the only man who was able to sweet talk Xena into marrying him. It ended in betrayal on his part.
5.} Ares -- The God of War. This relationship wasn't sexual, but it sure was explosive. This was an on-going relationship with mind games and manipulations from both.
6.} Hercules -- The Demigod was the second to see the good in Xena. It ended when both decided that they could never be. Xena and Hercules both continued loving one another.
7.} Darius -- The first man she really fell in love with since Borias. It ended when she realized that she wasn't ready for the love he could give her.
8.} Antony -- The first Roman since Caesar to catch her eye. She had to eventually kill him, but not before losing her heart to him.
9.} Iolaus -- It wasn't really love on her part because she was only using him to get to Hercules. But she forever regretted the way she used him. | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627999876.81/warc/CC-MAIN-20190625172832-20190625194832-00325.warc.gz | CC-MAIN-2019-26 | 1,588 | 11 |
https://blog.wolframalpha.com/tag/education/ | math | Is it really possible that yet another summer is drawing to a close? Here at Wolfram|Alpha, we’ve spent our summer getting ready to head back to school—building new course assistant apps, adding new data, and even making Wolfram|Alpha interactive with CDF. As the world’s leading knowledge engine, we’ve made it our mission to continually improve and ensure that we’re helping students and teachers around the globe explore concepts, ideas, and calculations on a deeper level than previously possible. More »
Today we released the new Wolfram Statistics Course Assistant App for the iPhone, iPod touch, and iPad. If you are a student of introductory statistics, the probability that you’ll love the all-new Wolfram Statistics Course Assistant is pretty high! The app will help you better understand concepts such as mean, median, mode, standard deviation, probabilities, data points, random integers, random real numbers, and more.
Learning about the normal or binomial distribution? This app will show you the probability density function as well as the cumulative density function and other information.
Another year has flown by here at Wolfram|Alpha, and the gears are really turning! New data and features are flowing at a rapid rate. To celebrate, Wolfram|Alpha’s creator, Stephen Wolfram, will share what we’ve been working on and take your questions in a live Q&A.
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Do you need some help navigating your chemistry or precalculus classes? Or maybe you’re still trying to decide which classes to take this fall. Good news! Today, we’re releasing the Wolfram General Chemistry and Precalculus Course Assistant Apps, two more Wolfram|Alpha-powered course assistants that will help you better understand the concepts addressed in these classes.
If you’re taking chemistry, download the Wolfram General Chemistry Course Assistant App for everything from looking up simple properties like electron configurations to computing the stoichiometric amounts of solutes that are present in solutions of different concentrations. This app is handy for lab researchers, too!
The specialized keyboard allows you to enter chemicals by using formulas or by spelling out their names.
Everyone needs a little break when preparing for finals! That’s why we’re giving you a special break on all Wolfram Course Assistant Apps now through Sunday, May 1, 2011.
Wolfram Course Assistant Apps will help you grasp key concepts and gain better understanding of the answers, all of which will have you feeling confident and prepared to ace your final exams!
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Today we are releasing Wolfram Multivariable Calculus and Wolfram Astronomy, the next two apps on a growing list of Wolfram Course Assistant Apps. These course assistants will help students learn their course material using the power of Wolfram|Alpha.
The Wolfram Astronomy Course Assistant allows you to easily look up information on constellations and planets, but it can also calculate anything from the next lunar eclipse to the solar interior.
As kids start to return to classes after the holidays, we’re happy to announce that Wolfram|Alpha has the ability to compute some interesting information about their school districts. You can now use Wolfram|Alpha to analyze and compare data on student-teacher ratios, expenditures, revenues, and salaries in more than 18,000 public school districts in the United States.
Let’s start with an example on the West Coast: Seattle Public Schools is one of the larger districts in the country, with over 100 schools and more than 45,000 students. The student-teacher ratio is 18:1, and if you scroll down you’ll see that total expenditures are about $14,000 per student per year.
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As we bid adieu to 2010, we want say thank you to all of our loyal blog readers and commenters. Today we’re taking a look back at some of 2010’s most popular Wolfram|Alpha Blog posts. 2010 was a year full of product releases, such as Wolfram|Alpha Widgets and new data for everything from movies to taxes.
These selections are only highlights of the topics we’ve covered in 2010. If you’re feeling really nostalgic, or if you’re new to the Wolfram|Alpha Blog, we invite you to read more in the archives.
Just in time to tackle a common New Year’s resolution, we released “New Physical Activity Data in Wolfram|Alpha”.
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In July we shared “Ask Wolfram|Alpha about Medical Drug Treatments” to introduce a new functionality in Wolfram|Alpha that allows you to compare how your medical conditions and treatment plans compare to those of other patients.
Kids say the darnedest things. In the post “10 Fun Questions Kids Can Answer with Wolfram|Alpha”, we took a look at how Wolfram|Alpha can help you and your little one answer common curiosities. More »
Our first Wolfram|Alpha Back-to-School Webinars were met with so much interest and enthusiasm that we’re announcing three more opportunities for you to participate!
Sign up today for one of our Wolfram|Alpha Back-to-School Webinars and discover powerful new ways to advance learning in your classroom. The hour-long webinar gives you an overview and demonstration of the Wolfram|Alpha computational knowledge engine, including the recently launched Widget Builder (beta).
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We’re pleased to announce a series of free, live Wolfram|Alpha Back-to-School Webinars that give K–12 educators and administrators an overview of the utility and features of Wolfram|Alpha in education. Educators are showing interest in and enthusiasm for Wolfram|Alpha, and we look forward to helping them incorporate it into their classrooms.
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Monday, September 13, 2010 at 3pm Central Time
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We look forward to having you and your colleagues join us for an upcoming Wolfram|Alpha Back-to-School Webinar!
The Wolfram|Alpha Blog is not only your official news source for new data and features, but it’s also a great place to read how others are using Wolfram|Alpha in everyday life, for education and on the job. This week, a tweet linking to @drwetzel‘s latest blog post “How to Integrate Wolfram Alpha into Science and Math Classes” caught our attention. With a new school year upon us, we wanted to share his examples for using Wolfram|Alpha through the website, widgets, and mobile apps with educators who are looking for ways to incorporate Wolfram|Alpha into their math and science classes.
From the Teach Science and Math blog:
How to Integrate Wolfram Alpha into Science and Math Classes
“What is Wolfram Alpha? It is a supercomputing brain. It provides calculates [sic] and provides comprehensive answers to most any science or math question. Unlike other search sources, you and your students can ask questions in plain language or various forms of abbreviated notation.
Contrary to popular belief, Wolfram Alpha is not a search engine. Unlike popular search engines, which simply retrieve documents based on keyword searches, Wolfram computes answers based on known models of human knowledge. It provides answers which are complete with data and algorithms, representing real-world knowledge.
Teaching Strategies: Researching Facts and Information
Science and math teaching strategies with Wolfram begin with allowing students to search for information about specific facts and information. The following examples provide support for stimulating critical thinking using a digital lens.”
Click here to continue reading this post on the Teach Science and Math blog.
If you’re new to Wolfram|Alpha, we invite you to visit the Wolfram|Alpha for Educators site to browse our video gallery, download lesson plans, and more. Are you already using Wolfram|Alpha in your classroom? Share your story in the comment box below and you could be featured in an upcoming post on how educators are using Wolfram|Alpha as a learning tool in a variety of subjects.
Are you an educator looking for new ways to grab your students’ attention and liven up your daily lessons? Visit the new Wolfram|Alpha for Educators site, where you’ll find examples, lesson plans, and even videos on how you can incorporate the technology of Wolfram|Alpha into your classroom.
Peruse the video gallery to get a quick introduction to Wolfram|Alpha, and hear from educators and students who are using it in lectures, activities, and research projects. From there take a peek at one of the many lesson plans, in subject areas such as science, mathematics, and social studies. Once you get the hang of it, you can even submit your own lesson plans to share with other educators.
This site also points to many other Wolfram educational resources, including the Wolfram Demonstrations Project and MathWorld. We have even set up an Education group on the Wolfram|Alpha Community site so that you can connect with other educators.
So the next time you want to do something new and different in your classroom, check out Wolfram|Alpha for Educators to spark your imagination.
[Editor’s Note: This blog entry is a guest post from Laura Ketcham, a 7th grade technology instructor and coordinator at the Aventura City of Excellence School (ACES) in Aventura, Florida. If you are interested in sharing how you’ve incorporated Wolfram|Alpha into your everyday life inside or outside the classroom, please contact our blog team at [email protected].]
I read the buzz about Wolfram|Alpha in an article in PC World this past summer. It was billed as a “computational” search engine with the advantage that the results of the computed search appear on one results page, not just in a list of links you need to search through to find the information. I quickly realized that Wolfram|Alpha is an innovative tool that I could definitely incorporate in the classroom! I am a 7th grade technology instructor and coordinator at the Aventura City of Excellence School (ACES) in Aventura, Florida. My students often use the web to find information for a variety of classroom activities, as well as for research in other classes. The students follow a process in which they evaluate websites to determine whether they contain reliable information that can be included for assignments; it’s one of the major topics I cover in the year-long technology course. Wolfram|Alpha provided me with a “cool tool” to introduce to the students that they knew could be trusted as reliable source. They can use Wolfram|Alpha in a variety of ways to “calculate” factual information.
What I really found helpful about Wolfram|Alpha was the Examples page. This provided me with a springboard to computing data in Wolfram|Alpha and with a quick way to evaluate its usefulness as a tool in the classroom. This is definitely a great place for teachers, of any grade, to get started!
I introduced Wolfram|Alpha to my students during a six-week project where the students infused Web 2.0 technology to build a website about South Florida oceans and beaches. They used Wolfram|Alpha to learn about a variety of topics that they had to include in their sites. Several examples are the taxonomy of a variety of plants and animals that call South Florida beaches home and the GPS/satellite technology being used to track a loggerhead sea turtle that the class adopted. More »
Is it cheating to use Wolfram|Alpha for math homework? That was the presentation topic of Conrad Wolfram, Wolfram Research’s Director of Strategic Development, at the TEDx Brussels conference at the European Parliament. Conrad shares his viewpoint in this thought-provoking (and often entertaining) video.
Assistant Professor of Mathematics and Computer Sciences John Erickson has long used Mathematica in his courses. So when he heard Wolfram Research was launching Wolfram|Alpha, which is built on Mathematica, he knew it would become a major resource for engaging students in mathematics.
Now with Wolfram|Alpha fully integrated into his courses, he says the site is “the best thing for education” because it helps him take his lessons beyond what’s covered in a typical textbook. In this video, he shares an example of how Wolfram|Alpha allows him to show real-world applications of the math he’s teaching.
Wolfram|Alpha has also been quite a hit with Professor Erickson’s students, who now use Wolfram|Alpha for all of their courses. They say it’s like having a “personal tutor” available at all times. In this video, they demonstrate why Wolfram|Alpha has become their go-to tool.
Teaching with technology and improving math and science education are becoming increasingly hot topics at school districts and campuses around the globe. For more than two decades, our company has been dedicated to promoting advances in education, so we are very excited by the growing focus on the “modern classroom”.
As part of our first-ever Wolfram|Alpha Homework Day, we wanted to highlight the use of technology in education. We brought together teachers of all levels who use Wolfram technologies, including Wolfram|Alpha and Mathematica, to hear some of the lessons they’ve learned from integrating technology into their classes and to let them share some of their successes.
Noted journalist Elizabeth Corcoran led the panel discussion, which featured Debra Woods, a mathematics professor at the University of Illinois at Urbana-Champaign; Abby Brown, a math teacher at Torrey Pines High School; and Maria Andersen, a math instructor at Muskegon Community College.
Part of the discussion focused on dispelling some of the myths about teaching with technology.
The panel also shared thoughts on whether teaching with technology increases student exploration, changes how students learn the fundamentals, and helps students make connections to real-world applications. More »
One of those educators was an inspiring fourth grade teacher named Shannon Smith.
Shannon integrates Wolfram|Alpha into all of the subject areas that she teaches, from spelling and language to geography, science, and math.
In this video, she shares examples of how she utilizes Wolfram|Alpha and describes the advantages that she and her students get from incorporating it into her lesson plans.
We hope you had a chance to tune into the first-ever Wolfram|Alpha Homework Day. We are still delighted by all of the excitement!
The 14-hour webcast was jam-packed with insightful demonstrations, thought-provoking interviews, interesting Q&A with the Wolfram|Alpha scholars, and much, much more. We’ve started uploading video highlights in case you missed parts or want to see them again.
Our host, Eric Hansen, kicked off the event with an interview with Wolfram|Alpha creator Stephen Wolfram.
Famous physicist and author Brian Greene joined us to talk about why this is such an exciting time for science and technology. More »
It’s been an exciting afternoon here at the first-ever Wolfram|Alpha Homework Day—and the day is just getting started. We will be broadcasting live from the Homework Day website until 2am U.S. CDT. Our host, University of Illinois and University of Syracuse Adjunct Professor Eric Hansen, kicked the show off with a live interview with Wolfram|Alpha creator Stephen Wolfram.
Shannon Smith and her mother Nancy Brachbill, the teachers behind Recess TEC, joined us for live demonstrations and interviews about how they are using Wolfram|Alpha in their 4th- and 5th-grade classrooms. Learn more about Nancy and Shannon in our earlier blog post.
We’ve also had the opportunity to interact with students, educators, and parents at the Dell-sponsored Internet Cafe:
If you’re writing an essay for history or a speech for debate class, Wolfram|Alpha is a great resource. It has an enormous words and linguistics database that you can use for such things as word definitions, and word origins, synonyms, and hyphenation. Wolfram|Alpha can even compute the number of pages a given text might produce based on the number of words it contains, such as “500 words in French”. Wolfram|Alpha also has the ability to compute details such how long it should take you to type, read, and deliver that 500-word speech you’ve been preparing.
Type “word contest”, and Wolfram|Alpha will retrieve the word data for the English word “contest”. The results tell you many definitions of the word, that its first known recorded use was in 1603, that it rhymes with “conquest”, and a wealth of other data on just that word. More »
We want to introduce you to a mother-daughter team who will be joining us for the first-ever Wolfram|Alpha Homework Day to share their passion for advancing educational technology in the classroom.
Shannon Smith and her mother, Nancy Brachbill have more than 30 years of combined teaching experience, and are working hard to integrate technology into their 4th- and 5th-grade classrooms on a daily basis. Through their company Recess TEC, they strive to help other educators do the same. They have been involved in countless hours of various educational technology programs to gain a full understanding of what continually engages students.
The first-ever Wolfram|Alpha Homework Day is here! We’re so pleased that you’ve stopped by to join us. This groundbreaking live marathon event runs from noon until 2am U.S. CDT, and is being broadcast live on the Homework Day website. Please visit the site to see the event, browse the program highlights, send your questions to be answered by members of the Wolfram|Alpha team, and even submit your homework examples to be showcased live on the air.
We’re just hours away from the start of the first-ever Wolfram|Alpha Homework Day, and we thought we’d give you a sneak peak of the Dell-sponsored Homework Day Cafe. This groundbreaking, marathon webcast will be broadcast live from the Wolfram|Alpha Homework Day website beginning at noon U.S. CDT, on October 21. Visit the site now to submit your questions and homework examples!
There’s a lot going on in the Wolfram|Alpha project these days—and this week there’s a remarkable convergence of events.
Late last week we introduced the Wolfram|Alpha Webservice API, allowing outside developers to call Wolfram|Alpha from their websites or application programs.
Then yesterday we released the first mobile implementation of Wolfram|Alpha, in the form of an iPhone app.
Tomorrow, we’re doing something completely different: Wolfram|Alpha Homework Day—a 14-hour live webcast event for students and educators.
Program highlights for the first-ever Wolfram|Alpha Homework Day, which begins at noon U.S. CDT on Wednesday, October 21, 2009, are now on the Homework Day website. We’re very excited by the amount of enthusiasm that students, parents, and educators are generating about this groundbreaking live web event, which aims to solve your toughest assignments and explore the power of using Wolfram|Alpha for school, college, and beyond.
You’re invited to tune in to the event at any time throughout the day. Here are just a few of the highlights we have planned for you:
- A special Homework Day welcome from Wolfram|Alpha creator Stephen Wolfram
- Live interviews, demonstrations, and vibrant panel discussions with educators
- A thought-provoking in-depth conversation with an internationally known actor and education advocate
- Live Q&A with members of the Wolfram|Alpha team tackling your toughest questions
- A fun science experiment from our very own mad scientist Theodore Gray
You can see more of our program highlights on the Homework Day website. While you’re there, find out how you can contribute your questions and examples today!
Thanks to our early Wolfram|Alpha Homework Day participants, we are pleased to announce that a submissions gallery is now live on the Homework Day website. Please visit the site and view some of the sampling of interesting questions and work that have been submitted. Some of the posted works include questions, courseware, and lesson plans for astronomy, biology, calculus, chemistry, geometry, geology, history, physics, and writing. If you haven’t already done so, please consider submitting your questions and examples for Homework Day!
This first-ever Wolfram|Alpha Homework Day is set to begin at noon U.S. CDT, on October 21. So swing by the Homework Day Website and learn how to submit your contributions today!
We are pleased to announce that Dell, Inc. will be a principal sponsor of the first-ever Wolfram|Alpha Homework Day on October 21, 2009.
Dell, whose hardware system helped power the launch of Wolfram|Alpha this May, is sponsoring Homework Day’s Internet Cafe. During the multi-hour live web event, the Internet Cafe will allow on-site participants to interact and use Dell laptops to explore Wolfram|Alpha’s computational knowledge engine as a cutting-edge learning tool in education.
During Homework Day, scholars, experts, and members of the Wolfram|Alpha team will help participants take on a wide variety of subjects, for K–12 to college and beyond.
Students and educators are invited to submit homework questions and examples to be answered by members of the Wolfram|Alpha team, and showcase how they’ve already been using Wolfram|Alpha to bring their homework to life. Please visit http://homeworkday.wolframalpha.com to learn how you can submit your questions and work examples today. People can tune in to see if their submissions are shown.
Wolfram|Alpha Homework Day begins at noon U.S. CDT on October 21, 2009. The live webcast can be viewed on the Wolfram|Alpha Homework Day site. Students, educators, and parents are invited to interact with each other and the Wolfram|Alpha team via Homework Day chat, Twitter, and Facebook.
We are very pleased by the level of excitement and enthusiasm for the first-ever Wolfram|Alpha Homework Day, being held on October 21, 2009, beginning at noon U.S. CDT. We’re receiving interesting questions about how Wolfram|Alpha can be used to solve your toughest assignments, and submissions from students and educators highlighting how they are already using Wolfram|Alpha to enhance the learning experience. There’s still time for you to get your submission in to be addressed during the live webcast by our team of experts.
What types of examples are Homework Day participants submitting?
- Homework questions in any subject area that could benefit from the computable knowledge that Wolfram|Alpha can generate—math, science, history, social studies, geography, languages, and more!
- Videos and screencasts that show how they’re using Wolfram|Alpha
- Lesson plans and homework activities that incorporate Wolfram|Alpha
Selected Homework Day submissions may be eligible to receive a Wolfram|Alpha T-shirt. Don’t miss out on the opportunity to showcase your work during Homework Day. Visit the Homework Day website to get started!
Join us on Wednesday, October 21, 2009, at noon CDT, for the start of Wolfram|Alpha Homework Day, a groundbreaking marathon live interactive web event that brings together students, parents, and educators from across the United States to solve their toughest assignments and explore the power of using Wolfram|Alpha for school, college, and beyond.
The multi-hour event will be broadcast live on our new Homework Day website. You can interact with Wolfram|Alpha team members and other Homework Day participants via Homework Day chat, Facebook, and Twitter. | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100135.11/warc/CC-MAIN-20231129173017-20231129203017-00798.warc.gz | CC-MAIN-2023-50 | 26,612 | 115 |
https://quizlet.com/195889596/phys-review-questions-ch-6-flash-cards/ | math | Upgrade to remove ads
PHYS Review Questions CH 6
Terms in this set (22)
1. Which has greater momentum, a heavy truck at rest or a moving skateboard
The moving skateboard because the heavy truck at rest has no momentum because it has no speed.
2. How does impulse differ from force
Impulse has to do with time, it is the amount of force sustained for a period of time.
3. What are the two ways to increase impulse
You can increase the impulse by increasing the force applied or by increasing the period of time the force is applied.
4. For the same force, why does a long canon impart more speed to cannonball than a small canon
Because the long canon has a greater impulse because of the period of time the force is applied.
5. Is the impulse-momentum relationship related to Newton's second law
Yes, the impulse-momentum relationship is derived by rearranging Newton's second law to make the time factor more evident.
6. To impart the greats momentum to an object, should you exert the largest force possible, extend that force for as long a time as possible, or both
7. When you are in the way of a moving object and an impact force is your fate, are you better off decreasing its momentum over a short time or over a long time
You are better off decreasing its momentum over a long period of time because it reduces the force and decreases the resulting acceleration.
8. Why is it a good idea to have your hand extended forward when you are getting ready to catch a fast-moving baseball with your bare hand
Because that way you have room to let your hand move backward after contact is made with the ball. This extends the time of impact and reduces the force of impact.
9. Why would it be a poor idea to have the back of your hand up against the outfield wall when you catch a long fly ball
Because then there is no space for your hand to move backward and the force of impact will be greater.
10. In Karate, why is a force that is applied for a short time more advantageous
Because since the time of contact if very short, the force applied to the object is greater.
11. In boxing, why is it advantageous to roll with the punch
Because it extends the time and diminishes the amount of force that will be received.
12. Which undergoes the greatest change in momentum: a. A baseball that is caught b. A baseball that is thrown c. A baseball that is caught and then thrown back If all of the baseballs have the same speed just before being caught and just after being thrown
c. A baseball that is caught and then thrown back
13. In the preceding question, in which case is the greatest impulse required
A baseball that is caught and then thrown back
14. Can you produce a net impulse on an automobile by sitting inside and pushing on the dashboard
Can the internal forces within a soccer ball produce an impulse on the soccer ball that will change its momentum?No, because internal forces will not produce a change in momentum.
15. Is it correct to say that, if no net impulse is exerted in a system, then no change in the momentum of the system will occur
Yes, because if there is no external impulse exerted in a system then there will be no change in momentum.
16. What does it mean to say that momentum (or any quantity) is conserved
When it is said the momentum is conserved that means there is no change.
17. When a canon ball is fired, momentum is conserved for the system of a canon plus cannonball. Would momentum be conserved for the system if momentum were not a vector quantity
No, because then they would not be able to cancel.
18. Distinguish between an elastic collision and an inelastic collision. For which type of collision is momentum conserved
In an elastic collision there is no generation of heat or deformation, while in an inelastic collision there is. Momentum is conserved for inelastic collisions.
19. Railroad car A rolls at a certain speed and makes a perfectly elastic collision with car B of the same mass. After the collision, car A is observed to be at rest. How does the speed of car B compare with the initial speed of car A
Car B was at rest when Car A rolled at a certain speed and made an elastic collision with car B.
20. If the equally massive cars of the previous question stick together after colliding inelastically, how does their speed after the collision compare with the initial speed of car A
After the collision the speed is half as much as the velocity of the initial speed of Car A.
21. Suppose a ball of putty moving horizontally with 1kg
m/s of momentum collides and sticks to an identical ball of putty moving vertically with 1kg
m/s of momentum. Why is their momentum not simply the arithmetic sum of 2kg*m/s
Because just as the diagonal of a square is not simply the sum of two sides, the same way the momentum of the two balls cannot be the simple addition of both momentums.
22. In the preceding question, what is the total momentum of the balls of putty before and after the collision
THIS SET IS OFTEN IN FOLDERS WITH...
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https://phd.uniroma1.it/web/pagina.aspx?i=3523&l=IT&p=18 | math | MATEMATICA PER L'INGEGNERIA /MATHEMATICS FOR ENGINEERING
Numerical Methods for Boundary Integral Equations PhD course
Chiara Sorgentone (Department of Basic and Applied Sciences for Engineering, Sapienza)
Program: In this course we will introduce numerical methods for boundary integral equations, mainly for the Laplace equation and Stokes flow. The main topics to be discussed include:
- Theory, derivation and main mathematical properties of boundary integral equations. Starting
with the Laplace equation, then moving on to Stokes equations. Single layer and double layer
- Numerical discretization of boundary integral equations;
- Quadrature rules, including singularity and quasi-singularity treatments;
- Error estimates for layer potentials in 2D and 3D.
Part of the course will be devoted to numerical implementation in MATLAB. This will include discretization of geometries in 2D and 3D, and numerical resolution of simple problems.
Tuesday 29/11/2022, 14-17 Aula Seminari RM004, Via Scarpa 16
Thursday 01/12/2022, 14-17 Aula Seminari RM004, Via Scarpa 16
Thursday 15/12/2022, 14-17 Aula Seminari RM004, Via Scarpa 16
Tuesday 20/12/2022, 14-17 Aula Seminari RM004, Via Scarpa 16
All the interested students are required to send an email to [email protected]
If there are problems with the timetable it can be adjusted based on the requests and the room availability.
Title: On the connection between non-local operators and probability
Instructor: Mirko D’Ovidio (Sapienza - SBAI)
Duration: 15 hours
Planned period: February 2023
We discuss some basic and advanced facts about initial and boundary value problems involving non-local operators. In particular, we show some stimulating connections between non-local Cauchy problems, non-local boundary value problems and stochastic processes. Non-local boundary value problems also include non-local dynamic boundary conditions. We discuss the probabilistic representation of the solutions together with the associated functionals.
First lesson: January 30, 10:30 - 12:30, Room 7, Building RM018 (via del Castro Laurenziano)
Title: Energetic relaxation of structured deformations, a multiscale geometrical basis for variational problems in continuum mechanics
Instructor: José Matias (Univ. Of Lisbon)
Duration: 12 hours
29/3 ore 11-12 aula 4 (via Del Castro Laurenziano)
13/20/27 Aprile 2023, ore 16-18 Aula SEMINARI
4/11 Maggio 2023, ore 16-18, Aula SEMINARI
This course will cover the material on the book . Broadly speaking, first order structured deforma- tions introduced in provide a mathematical framework to capture the effects at the macroscopic level of geometrical changes at submacroscopic levels. This theory was broadened by in order to allow for geo- metrical changes at the level of second order derivatives (second order structured deformations). The theory of structured deformations was further enriched in in order to consider different levels of microstructure, that is, hierarchical structural deformations.
Starting from this mechanical formulation of the theory, and upon describing the needed mathematical framework, namely recalling some basic properties of spaces of bounded variation and spaces of bounded hessian, the variational formulation for first order structured deformations in is presented as well as two different variational formulations for second order structured deformations, in and in . A variational formulation for hierarchical structured deformations in is also presented. Different applications in this context will be discussed, namely:
(1) Dimension reduction in the context of structured deformations and ; (2) Derivation of explicit formulae for the relaxed energy densities and ; (3) Optimal design in the context of structured deformations ;
(4) Homogenization in the context of structured deformations ;
(5) Upscaling and spatial localization of non-local energies .
Finally, some open problems and possible generalizations of the theory will be discussed. Program:
(1) Mechanical framework: L∞ theory of first order structured deformations , second order struc- tured defomations , and hierarchical systems of structured defomtations . Examples and approximation theorems.
(2) Mathematical framework: some results on measure theory, BV spaces and Γ-convergence that will be needed for the mathematical formulation. Later on, some other mathematical preliminaries will be needed, namely Reshetnyak -type continuity theorems, BH space and the Global method for relaxation .
(3) The variational formulation of Choksi-Fonseca for first order structured defomations . Results and sketch of the proofs.
(4) Some applications:
(a) Relaxation of purely interfacial energies;
(b) Optimal design of fractured media;
(c) Relaxation of non-local energies;
(d) Hierarchical systems of first order structured deformations. (e) Homogenization in the context of structured deformations.
(5) Variational settings for second order structured deformations and .
(6) Outlook for future research.
M. Amar, J. Matias, M. Morandotti, and E. Zappale: Periodic homogenization in the context of structured deformations. ZAMP, 73, 173 (2022)
G. Bouchitté, I. Fonseca, and L. Mascarenhas: A global method for relaxation. Arch. Rational Mech. Anal., 145 (1998), 51–98.
A. C. Barroso, J. Matias, M. Morandotti and D. R. Owen: Second-order structured deformations: relaxation, integral representation and examples. Arch. Rational Mech. Anal., 225 (2017), 1025–1072.
A. C. Barroso, J. Matias, M. Morandotti, and D. R. Owen: Explicit formulas for relaxed energy densities arising from structured deformations. Math. Mech. Complex Syst., 5(2) (2017),
A. C. Barroso, J. Matias, M. Morandotti, D. R. Owen and E. Zappale The variational modeling of hierarchical structured deformations. Submitted to J. Elasticity (2022).
R. Choksi, G. Del Piero, I. Fonseca, and D. R. Owen: Structured deformations as energy minimizers in models of fracture and hysteresis. Mathematics and Mechanics of Solids 4 (1999), 321–356.
R. Choksi and I. Fonseca: Bulk and interfacial energy densities for structured deformations of continua. Arch. Rational Mech. Anal., 138 (1997), 37–103.
G. Carita, J. Matias, M. Morandotti, and D. R. Owen: Dimension reduction in the context of structured deformations. J. Elast. 133 Issue 1 (2018), 1–35.
G. Del Piero and D. R. Owen: Structured deformations of continua. Arch. Rational Mech. Anal., 124 (1993), 99–155.
I. Fonseca, A. Hagerty, and R. Paroni: Second-order structured deformations in the space of functions of bounded hessian.
J. Nonlinear Sci., 29(6) (2019), 2699–2734.
L. Deseri and D. R. Owen: Elasticity with hierarchical disarrangements: a field theory that admits slips and separations
at multiple submacroscopic levels. J. Elasticity, 135 (2019), 149–182.
J. Matias, M. Morandotti and D. R. Owen Energetic relaxation of structured deformations. A Multiscale Geometrical Basis
for Variational Problems in Continuum Mechanics. Book to be published by SpringerBriefs on PDEs and Data Science.
J. Matias, M. Morandotti, D. R. Owen, and E. Zappale: Upscaling and spatial localization of non-local energies with
applications to crystal plasticity, Math. Mech. Solids, 26 (2021), 963–997.
J. Matias and P. M. Santos: A dimension reduction result in the framework of structured deformations. Appl. Math.
Optim. 69 (2014), 459–485.
J. Matias, M. Morandotti, and E. Zappale: Optimal design of fractured media with prescribed macroscopic strain. Journal
of Mathematical Analysis and Applications 449 (2017), 1094–1132.
M. Šilhavý: The general form of the relaxation of a purely interfacial energy for structured deformations. Math. Mech. Com-
plex Syst., 5(2) (2017), 191–215.
D. R. Owen and R. Paroni: Second-order structured deformations. Arch. Rational Mech. Anal. 155 (2000), 215–235.
Title: Convexity notions arising in the supremal setting
Instructor: Elvira Zappale
Duration: 10/12 hours
31/3 ore 9-10 AULA 5 (Palazzina RM0018)
14/4, 21/4, 28/4, 5/5, 12/5, AULA 5 (Palazzina RM0018)
The course will consist of 5 or 6 lectures where I will first introduce supremal functionals, basic concepts of direct methods of Calculus of variations, with a particular emphasis on relaxation and then I will present several notions necessary and/or sufficient for the lower semicontinuity of supremal functionals and related results ensuring a power law approximation using integral energies. Also I will compare the classical notios of convexity used in the integral setting with their counterparts in the supremal context and other possible notions.
I will conclude with a quick overview of the nonlocal setting.
List of useful courses from the Master degree
Title: Metodi Numerici per l'Ingegneria Biomedica (in Italian)
Instructor: Francesca Pitolli (Sapienza -SBAI)
Duration : 20 hours (first part) + 40 (second part) hours
Planned period di erogazione: September-December 2022
Schedule: martedì h. 9:15-10:45 (Aula 25, via Eudossiana); giovedì h. 15:00-18:30 (Aula 15, via Eudossiana)
Prima parte: Metodi numerici per la soluzione di problemi differenziali, metodi di Runge-Kutta, metodi alle differenze finite (2CFU)
Seconda parte: Approssimazione ai minimi quadrati per l'identificazione di un modello e la stima dei parametri. Soluzione di sistemi lineari sovradeterminati. Decomposizione ai valori singolari e sue applicazioni. Problemi inversi mal posti e tecniche di regolarizzazione. Soluzione di sistemi lineari sottodeterminati. Analisi delle componenti principali e sue applicazioni (4CFU)
Per ogni argomento verranno svolte delle esercitazioni in cui si utilizzeranno i metodi numerici illustrati a lezione per risolvere alcuni problemi applicativi. | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100232.63/warc/CC-MAIN-20231130193829-20231130223829-00155.warc.gz | CC-MAIN-2023-50 | 9,725 | 84 |
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http://mit.usiu.ac.ke/resources/res-2-002-finite-element-procedures-for-solids-and-structures-spring-2010/nonlinear/lecture-22/ | math | Topics: A demonstrative computer session using ADINA - nonlinear analysis
Instructor: Klaus-Jürgen Bathe
Study Guide (PDF)
Bathe, K. J. “Finite Elements in CAD and ADINA.” Nuclear Engineering and Design 98 (December 1986): 57-67.
User Manuals, Verification Manual, and Theory and Modeling Guide for ADINA, see www.adina.com
Bathe, K. J., and A. Chaudhary. “A Solution Method for Planar and Axisymmetric Contact Problems.” International Journal for Numerical Methods in Engineering 21 (January 1985): 65-88.
The following content is provided under a Creative Commons license. Your support will help MIT OpenCourseWare continue to offer high quality educational resources for free. To make a donation or view additional materials from hundreds of MIT courses, visit MIT OpenCourseWare at ocw.mit.edu.
PROFESSOR: Ladies and gentlemen, welcome to this lecture on nonlinear finite element analysis of solids and structures. In this lecture, I would like to continue to consider the plate with a hole that we already considered in the previous lecture. But I now would like to turn our attention to a nonlinear solution.
As we mentioned in previous lectures, a nonlinear analysis should only be performed only once a linear solution has been obtained. The linear solution checks the finite element model and yields valuable insight into what nonlinearities are important. And once again, we considered the linear solution of this plate in the previous lecture. We now want to go on with the nonlinear solution.
Here we have the plate with the hole once again. It's a square plate subjected to the loading shown. Here is the whole. These were the material data that we used in the linear analysis. The thickness of the plate is given here. We consider only one quarter of the plate because of symmetry conditions, we can considering that one quarter, analyze the whole plate, as we have discussed in the previous lecture.
In the previous lecture, we also showed how we use ADINA-IN to generate the data for this mesh. And this input data then is used in ADINA to actually perform the analysis. We did the analysis for linear conditions in the previous lecture.
Some important considerations for the nonlinear analysis are now what material model to select, what displacement strain assumptions to make, what sequence of load application to choose, and what nonlinear equation solution strategy and convergence criteria to select. We will address these issues in this lecture.
We use, once again, the ADINA system. Now, of course, for the elasto-plastic static response. We will also investigate the effect on the response when a shaft is placed into the plate hole.
Some important observations regarding the nonlinear analysis are given on this viewgraph. First of all, we notice that the recommendations that we discussed regarding the linear analysis that we discussed in the previous lecture are also very valid here of course. But for the nonlinear analysis, we need also to consider and be careful with the sequence and incremental magnitudes of load application and the choice of convergence tolerances. We ill address, of course, these issues just now.
The first analysis that I'd like to discuss with you is a limit load calculation of the plate. Here we show the plate and the load, p, will increase continuously up to a maximum value and then decrease to 0. The plate is modelled as an elasto-plastic material. And the material assumption is summarized on this viewgraph here.
Here are the material properties. We assume basically it is a steel. Notice the stress strain law is shown here. We assume isotropic hardening in the analysis. We discussed what this means in an earlier lecture.
The initial Young's modulus is the one that we use for the linear analysis. Nu is equal to 0.3. And the strain hardening modulus is given here.
This idealization is probably only applicable to small strain conditions, strains that are smaller than 2% roughly. The maximum that you would want to allow is probably 4%. And we will actually perform the analysis first using a materially nonlinear only formulation. This means, as we discussed in the early lectures, that we neglect all kinematic nonlinearities, that we only include the material nonlinearities in the analysis, these material nonlinearities.
Later on, we however want to also perform in this lecture an analysis that includes the displacement large quotations and in fact even large strain conditions. And we will study those analysis results in comparison to the material nonlinear only analysis results.
The load history used for the analysis is shown on this viewgraph. You can see that we are increasingly linearly the load up to a maximum value of 650 MPa, megapascals, and then suddenly decrease the load to 0. Notice we are using altogether 14 steps, 13 to increase the load and just one step to decrease the load. Of course, we are having here a time axis. But the load step or time step that we used was delta t equal to 1.
Well we performed this analysis a few weeks ago in my laboratory at MIT. And we brought in a video crew to video record our actions. I'd like to now share with you what we have recorded and also narrate to you what actually is happening in the computer run as we prepare the computer run, as we run it, and also interprets the resides.
Our first step is to modify the input data that we prepared in the previous lecture for the linear analysis of the plate. We now have to, of course, modify this input data. First of all, to introduce the load curve, this load history curve that we just discussed. And then we also have to modify the material data to correspond to the elasto-plastic material data that we now want to associate with a plate. So let us look now at the video record of what we did some weeks ago in my laboratory at MIT regarding the change of these input data.
Here we see once more the mesh that we're using to analyze the plate. And now we prepare input data for ADINA-IN. Here we input the time function that we employ. You recognize the function points for time 0, 13, and 14 with the values 0, 6.5, 0.
We also input that 14 steps are used in the analysis, that time step delta t is 1. Next we input the material definition. And note that there is a typographical error. We typed plestic instead of plastic. We try to do the typing fast and did not notice the error. Notice the Young's module E, Poisson's ratio nu, the strain hardening modulus ET, and the yield stress [? sigma ?] yield are defined.
Because of the typographical error, the program prints out an error message, namely the plestic material is not found in the library. Here we see the library of material models available in ADINA. The library consists of the material models elastic, orthotropic, thermo-elastic, and so on and so on. We know retype the material data definition.
We also do not want to use equilibrium iterations. The default in ADINA is to use equilibrium iterations. Actually, the BFGS method we discussed earlier because large errors of solution can accumulate when iterations are not used. We discussed all of this earlier.
Let's see what happens when we do not iterate in the solution of this problem, just as a point of study. We now finally by the command ADINA generate the ADINA data input. Note that in this input preparation we only change the data from the linear analysis data used in the previous lecture to the data for the nonlinear analysis we want to perform now.
Having set up the proper input data for ADINA-IN and having used ADINA-IN to generate the input data for ADINA, we can now execute that input data with ADINA obtain our first analysis results. We evaluate these analysis results by plotting the force applied here as a function of the displacements corresponding to this motion as well. And we will see that the force displacement curve looks rather unphysical. In other words, the results don't make much physical sense.
So we search for an explanation. Why is that so? And we will find that the reason is that we did not use equilibrium iterations in the analysis. In fact, if you go back, you will see that we deliberately did not want to use equilibrium iterations in this first analysis, although in ADINA the default is to use equipment directions.
But I wanted to once show you what kind of results you must expect if you don't use equilibrium iterations. So we realized that we should really use equilibrium iterations and that we will, of course, have to change our input a little bit through ADINA-IN in order to perform equilibrium iterations.
The load history that we will still be using is the same. Here it is shown once again. But now we will use the default method of equilibrium iterations, the BFGS method. And this one will be applied, this method of equilibrium iteration will be used for each load step. Once again, 13 load steps up and one load step down.
The convergence criteria that we using in the analysis are show here, the convergence criteria on energy. And we talked about this one quite extensively in a previous lecture. And the convergence criteria on the force, again, I'd like to refer you to our previous lecture.
When we apply equilibrium iterations in each step, we will see that our results look good. They make physical sense. In fact, they look quite appealing. So let us look now at these solution results. Let us go, in other words, to what has happened in the laboratory the way we have been video recording it earlier.
Here we see the solution results, the load applied as a function of the displacement, the extension of the quarter plate. On the horizontal axis, we measure the displacement. On the vertical axis, we measures of value of the load, actually the pressure applied.
So far the curve looks OK. But we show here only the responsible for the first 13 steps for which the load has increased monotonically. here we see now the load displacement response for all 14 steps. Notice that the scale on the horizontal axis measuring displacement is different from what we used before.
Note that the 13 first steps bring us to the maximum load and maximum positive displacement and that the predicted unloading response in step 14 is quite unrealistic. We obtain a large negative displacement. As we will see, this is due to not having used equilibrium iterations.
Next, we look at the mesh and study the plastic zones as they develop with increasing load. A time code is given about the mesh. This time code gives the step number. It increases until time is equal to 14.
The plastic zones are shown by shading the area that is plastic. For the first steps, there's no plasticity. Then the plastic zone is small, it develops around the hole and it grows rapidly as the larger load levels are reached.
Note also how the plastic zone spreads through the elements. We used 3 by 3 Gauss numerical integration and test whether an integration point has gone plastic. If so, we shade the contributory area of the integration point. As an average for each integration point, the contributory area is 1/9 ninth of the element area.
Here at step 12, you can very nicely see how the plastic zones have progressed through the elements. The elastic plastic interface boundary goes through the elements. Note that at step 14, after unloading much off the plate is still plastic. This is quite unphysical.
We now rerun the analysis with equilibrium iterations and here is the load displacement response we now obtain. First we look at the scales on the axes.
We note that the loading response is similar to what we had before. Although a much larger displacement is reached in steps 13. The unloading response in step 14 is now quite realistic, with a permanent positive displacement at zero load.
Finally, we show the plastic zones for this analysis. Note that we show the initial mesh time 0 and then immediately the time equals 6 results. Initially, the plasticity progresses as much as in the analysis without equilibrium iterations, but the final spread of plasticity reached in step 13 is larger. And after unloading of the load at the end of the analysis, the complete plate is elastic. However, clearly permanent deformations have occurred as can be seen by looking at the default mesh at time 14.
As we discussed already, our analysis results now look quite good. They look quite reasonable. But one additional way to evaluate the analysis results is to plot stress vectors. We did so in the linear analysis of the previous lecture when we also looked at the analysis results obtained from this mesh, but of course, in linear analysis.
We want to do now the same for the nonlinear analysis results that we obtained. And let us just quickly look at what we're doing in the stress vector output. We plot at each integration point two lines as shown here. If they are carrying an arrow, then it is tensile stress. No arrow means compressive stress. And notice these two lines correspond to the principal stresses. Notice that the lengths of these lines are proportional to the magnitudes of the stresses.
So let's now do a stress vector plot for the mesh at time 13 and at time 14, in other words, at maximum load application and after removal of the total load, four the results that we just have obtained.
Here we see the stress vectors plotted onto the total mesh for the stress state at time 13, that is at total load. We note of course, that there is very much information, there are many stress vectors. To see any detail we have to focus our attention onto certain elements.
Here we now look closer at the elements adjacent to the horizontal symmetry line. We note that the stress vectors correspond to vertical tensile stresses as expected. At a top edge of the plate we see tensile vertical stresses and tensile horizontal stresses. The maximum stress at any integration point is 1100 megapascals and occurs near the hole.
Here we now see the stress vector plot at time 14, that is after load removal. It is most interesting to study the stress flow in the mesh. Note that the stresses flow along and parallel to the free surface of the plate. This must be so because there are no externally applied tractions anymore.
Here we see the detail of the stress flow in the corner of the plate. The stress vectors are parallel to the free surface. And here is the stress flow in the elements around the hole. The same observations apply.
The maximum stress is 880.3 megapascals. This completes what I wanted to show you in this phase of the analysis.
This completes our materially nonlinear only analysis of the plate. However, if we look at the solution results once more closely, we find that in this element here the magnitude of the strains is about 2% at the end of load step 11, 4% at the end of load step 12, and 14% to 15% at the end of load step 13. In other words, at maximum load application, we have certainly here large strains.
And one might very well ask, what is the effect of this large strain on the analysis results? Of course, in the materially nonlinear only solution, we did not include any kinematic nonlinearities.
So our next objective is then to perform analysis that said include kinematic nonlinearities. And we want to now proceed with a total Lagrangian formulation analysis, which includes large displacements, large rotations, but only small strains.
And I also want to share with you some solution results that we obtained using an updated Lagrangian formulation. We did not talk about this formulation in the earlier lectures. We did talk about this formulation, but not about that formulation. This formulation really is best covered in a separate lecture.
However, it's still very interesting to look at the solution results that we obtain we this formulation. If you want to read up on this formulation, please refer to the study guide in which a reference given. A paper is referred to in which this formulation is described.
So let us now look at the solution results obtained from these three formulations. And the solution results that we want to look at are once again the force displacement curve for each of these formulations. In other words, force applies here, displacement seen here, for these three formulations. Let's turn back to the laboratory and see what are the results.
Here we see the analysis results for the MNO, that is the materially nonlinear only, the TL, that is the total Lagrangian, and to UL, that is the updated Lagrangian formulations. We look first at the horizontal axis scale giving the displacement. And then at the vertical axis scale giving the load that is the pressure applied.
Notice that there are three, in fact we will we later four distinct curves. However, under this much plasticity, the curves are almost the same. The TL analysis results corresponds to the smallest displacements. The MNO solution gives larger displacements. And the UL solution gives the largest displacements.
For the UL solution, we actually see two curves when looking closely. These correspond to using once 14 steps as for the TL and MNO analyses and then using once twice the number of load steps. Note that the unloading response in all solutions is quite the same. However, of course, the permanent displacements at 0 applied load are quite different because the maximum displacements corresponding to peak load were different.
These analysis results underline the importance of choosing the appropriate kinematic formation for the analysis. Here, large strain effects are quite significant at the very high load levels.
In the next analysis we now consider the effect of a shaft in the hole. Notice, we look at the same plate as before except that we know first consider elastic condition only. And the shaft is shown here. The shaft has this Young's modulus and Poisson ratio, same as the plate. But it is 5 times thicker than the plate and for the shaft we also consider plane strength conditions.
What we want to do is place a shaft in there, the shaft being initially flush with the hole, assuming no friction between the shaft and the hole. And then we pull on the plate and want to investigate what is the effect of having that shaft there. The analysis input data have to now be modified because we have to put the shaft in there using finite elements as shown here in red. We used collapsed 8-node elements to represent the shaft. In other words, these collapsed 8-node isoparametric elements become, of course, triangular elements as shown here.
Notice we now have a contact surface here. And that contact surface is modeled using a contact algorithm, which we did not talk about in this series of lectures. This again, would be best covered in another lecture. I'd like to refer you here to another paper, the reference of which is also given in the study guide, if you're interested in reading about the contact algorithm. The contact algorithm can take into account friction conditions as well, but in this particular analysis, we assume 0 friction along the contact surface.
The solution procedure that we are using is it the full Newton method without line searches. And the convergence criteria that we are using are listed here. These we have been talking about earlier already. Here we now because of the contact conditions have to introduce also this convergence criterion, which is really a convergence criterion on the incremental contact force.
So let us now proceed with this analysis. And once again, we perform the analysis and of course, we're looking at solution results.
Here we see the mesh of the plate once more, the mesh we used in the previous analyses. We now need to change the input data for the analysis to also define the shaft. This is done using ADINA-IN. We need to define the addition nodal points and elements for the shaft in the same way as we input earlier the nodal points and elements of the plate.
Let's look at the information that defines the content condition between the plate and the shaft. And here we see the input for ADINA-IN. There are two contact surfaces. The one is the plate hole surface and the other is the shaft surface. We denote these two to be a contact surface pair.
Here you now see the mesh of the shaft and the plate. The shaft is defined by triangular elements. Here we see the default mesh at maximum load. Note that the plate has been extended vertically and has shrunk horizontally. The shaft has prevented the hole to shrink much horizontally. And on top off the shaft, a gap has opened. All of these deformations are quite realistic.
Here, we see just the shaft and the ring of elements of the plate around it. Once again, the calculated deformations make sense. If you look closely at the shaft by itself, you observe that it has been compressed horizontally by the plate.
Let's look next at some stress vector plots. These also show that a physically realistic solution has been obtained. Here we see the stress vectors in the element layer of the plate around the shaft. Note that the stress vectors are plotted onto the original mesh. For the element adjacent to the horizontal symmetry axis off the plate, we see a vertical tensile stress and a horizontal compressive stress. Such stresses are to be expected. The horizontal compressive stress is, of course, due to the contact with the shaft.
Note that going around the shaft, the stresses in the plate align to be parallel to the free surface of the hole, since there is only contact near the horizontal symmetry axis of the plate. This completes what I wanted to discuss with you for this phase of the analysis.
Finally, I would like to look with you at the analysis results we obtained when we apply to this plate with the shaft 100 MPa up there and down here. We assume that they plate is made of an elasto-plastic material. In fact, we model that material as shown in our early analysis.
And in addition to this loading here shown, also the shaft expands. It expands uniformly. And in fact, it expands 0.05% based on the initial dimensions of the shaft during each load step and we apply 10 load steps. So the loading then all together is in the first load step, 100 MPa applied here. And from the second to 11th load step, we expand the shaft by 0.05% in diameter, so to say, based on the initial dimensions.
We use the updated Lagrangian formulation to model the response of the plate. Let's look now at these analysis results.
Here we see just as a reminder once more the mesh we are using. Also, here is once more the detail of the mesh around the shaft. This is the default mesh at step 1. The deformations are due to the tensile load of the 100 megapascals on the plate.
Next we plot the plastic zones in the plate as they develop when the shaft expands. Notice again the time code above the mesh giving the step number since delta t equals 1. There are all together 11 steps. The shaft expands from step 2 step to step 11.
We see the time code running and at time 7 we see the first plasticity. This plasticity spreads as the shaft further expands. The maximum plastic zone is, of course, reached at the maximum expansion of the shaft, that is at time 11. This completes what I wanted to say about this analysis. Note that after each analysis step we looked at the calculated deformations and stresses is to identify whether these make sense.
This brings us to the end of this lecture and to the end of this course. I'd like to now just take a few minutes for some closing remarks regarding the course. I mentioned already in the first lecture that nonlinear finite element analysis is a very large field. There are continuum mechanics principles, numerical algorithms, and software considerations.
We could not cover in detail many aspects of all of these fields in these 22 lectures. However, I do believe that the 22 lectures provide a good introduction and a good foundation for further study. I would hope that you would listen to these lectures with your colleagues, that these lectures would initiate discussions, stimulations for your work in nonlinear analysis and, of course, also questions.
We at MIT continue to work in nonlinear finite element analysis. And we also offer from time to time weekly courses. I would be glad to see some off you at these weekly courses to share some of the experiences that you have had listening to these video lectures and also regarding your work in practice.
Finally, I'd like to mention that a video course of this nature can only be produced through the concerted effort of a number of very devoted people. I'd like to thank for their collaboration and support Dick Norris, Elizabeth DeRienzo, Pat [? Regan ?] of the Center of Advanced Engineering Study at MIT, and Ted Sussman, my student. And very finally, thanks also for the crew around here. Thank you for your attention. | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320302355.97/warc/CC-MAIN-20220120160411-20220120190411-00698.warc.gz | CC-MAIN-2022-05 | 24,811 | 82 |
https://logiciansdoitwithmodels.com/ | math | Update: see this for a clarification from Ed Frenkel regarding this post!
The LA Times recently published an article titled “How our 1,000-year-old math curriculum cheats America’s kids” by mathematician Ed Frenkel (1). The article is about changing the focus of early mathematics education to be more in line with what mathematics actually is and what mathematicians actually do rather than on the humdrum version of mathematics as memorization we all learned and or were terrified by when growing up.
Frenkel colorfully, and accurately in my view, compares the latter to learning to paint a wall in an art class, without ever seeing the works of great masters. He believes that this way of teaching math isn’t well suited to teaching the skill of abstraction, —bringing order to confusion by recognizing or establishing relations between things previously thought to be unrelated, that is important for the success of future generations. For Frenkel a broader view of mathematics is what’s needed for gifting this proficiency to students through “mathematical knowledge plus conceptual thinking times logical reasoning”. Part of the problem Frenkel sees is that “most of us never get to see the real mathematics because our current math curriculum is more than 1,000 years old” and focuses on numbers and solving equations instead of on concepts and ideas.
I take no issue with any of these claims and support the call to reform mathematics education by creatively introducing abstraction early on as an alternative to memorization for the sake of standardized tests. I’m writing this piece because of something philosophical that Frenkel says which Gives opportunity to discuss relevant philosophy of mathematics where I believe we may run the risk of tying new ways of teaching mathematics to future generations to highly speculative philosophy inspired by weighty, 2,000 year old metaphysics.
I’m thinking of this claim:
“We also need to convey to students that mathematical truths are objective, persistent and timeless. They are not subject to changing authority, fads or fashion. A mathematical statement is either true or false”.
The important philosophical ideas to discuss are:
- The claim about the objectivity, persistence and timelessness of mathematical truths.
- The characterization of mathematical truths as not subject to changing authority, fads, or fashion.
- The idea that the truth or falsity of mathematical statements stems from everyone agreeing to their truth or falsity —and how this squares away with ideas 1 and 2.
Focusing on 1, it’s generally accepted that most mathematicians behave as if mathematical truths and theorems are objective in some sense such that it makes sense to speak of their timelessness and persistence. The philosophical view commonly associated with actually believing these things this is a form of realism (the belief that the things, the objects, that mathematicians talk about are, in one sense or another, real things) called ‘platonism’. Platonism in this sense maintains that mathematical objects like numbers and sets exist independently of the human mind and are abstract, meaning that they don’t exist in time and space and are not causally related to things that do.
To be clear, this philosophy of mathematical platonism isn’t 2,000 years old, but it is inspired by that ancient philosophy of Plato’s about eternal, abstract, and immutable ideas (2). I think the modern term, ‘platonism’, as used in the philosophy of mathematics, was first used by the mathematician Paul Bernays who in the 1930’s used it to describe the tendency among mathematicians to treat mathematical things like sets and numbers like the abstract ideas of Plato (3). But long ago, Plato himself did rebuke mathematicians whose practice was not, in his view, sufficiently directed toward the eternal, abstract, and immutable ideas (4). My diagnostic comments below about mathematical platonism don’t pertain to any particular ideas of the historical Plato, but they’re hardly sympathetic to abstract metaphysics, something common to both mathematical platonism and Plato’s philosophy.
To me it seems strange to actually believe that through mathematical activity human beings somehow gain access to this disconnected realm of causally inert, immaterial objects existing beyond time and space. Mathematics, even in all it’s abstractness, seems to me to be a very natural and mundane human activity, like art, writing, or storytelling. I find it striking that through such earthly behavior an entire wholly alien and metaphysically disconnected universe is reached in such a way that in virtue of it, our mathematical theorems are true. I don’t mean to say that ordinary or basic human activities or things that are commonplace do not or cannot depend on or reveal complexity —but more that it seems out of place to bring in these in-principle disconnected and dubiously knowable things to account for common worldly behavior.
There’s a much discussed argument in defense of this type of realism. It’s the indispensability argument for ontological commitment. Ontological commitment is the idea that under a common understanding of how language works, sentences are committed to the existence of the things falling under the scope of the quantifiers if those sentences are to be true. The argument is simple: we must be ontologically committed to the things that are indispensable for our best scientific theories. Mathematical things like numbers and sets are indispensable for our best scientific theories. So we must be ontologically committed to mathematical objects.
It’s undoubtedly true that mathematics is part of the language of science but it still doesn’t follow that mathematical entities themselves are indispensable for science. Programs like the anti-realist fictionalism of Field (5) and the realist structuralism of Hellman (6) show, at least, that platonic objects aren’t indispensable to science and mathematics. I don’t think that in order to banish platonist philosophy in mathematics one should endorse that science somehow be awkwardly carried out without mathematics and that nominalists should drop everything and obtusely call for the translation of science into nominalist formalism instead of just normal mathematics —but the reality of nominalization undermines the indispensability claim on mathematical entities in science.
And the general claim about having to be ontologically committed to the existence of everything falling under the scope of the quantifiers we use when using mathematics in science seems to me also dubious. Maddy has non-trivially cast doubt on the type of support offered for the ontological commitment claim by showing that scientific theories aren’t treated as uniform by working scientists in the way that people who appeal to “our best scientific theories” would like to think (7). The point is that it’s a mixed bag when it comes to accepting the existence of mathematical and non-mathematical entities among scientists working on our bests theories and that scientists use mathematics to get results, without treating its applicability as a confirmation of its truth. So, working science doesn’t tell much about the truth of the mathematics, and much less so about the existence of mathematical entities. Thinking about it like this, it seems extravagant to insist on squeezing out the abstract metaphysics of platonism from the fairly worldly realm of science.
Still, if we’re just talking about mathematics and not so much about mathematics as used in science, then we still have the problem of mathematicians somehow having special access to the abstract, spatiotemporally disconnected entities in virtue of which, according to Platonism, mathematics is objective, persistent and timeless. Field famously streamlined an argument of Benacerraf addressing just this very point, concluding that if mathematical Platonism is true, then the reliability of mathematicians ascertaining mathematical truth can’t be explained (8). The reason it can’t be explained is that platonic entities are in principle spatiotemporally separate from the universe inhabited by mere mortals —apart from giving a mysterious account where mathematical knowledge is in a sense un-caused, or divined, it doesn’t look like there’s even an in-principle way of explaining the reliability of mathematicians’ ascertaining mathematical truth.
In any case, there are other more grounded ways to account for desirable qualities like, knowability, objectivity, persistence and timelessness of mathematical truth. For example, structuralism, the view that mathematics is about mathematical structures where the objects of mathematics are completely determined by their place in the structure, accounts for the knowledge we have of structural relations based on proofs from assumptions that provide for the types of structures under study. Further, such knowledge is objective because realist structuralism like Hellman’s maintains the determinateness of truth values that’s is so central to mathematics (9).
The relative timelessness and persistence of mathematical truths under such structuralism will just be a function of the timelessness of the logical possibility of the structures to be investigated —something that, along with mathematical possibility, is for the realist modal structuralist an irreducible primitive. A pretty good measure of timelessness and persistence, I think (10).
Frenkel takes no position on these issues, but I bring them up because I think it would be disappointing and run counter to teaching the skill of abstraction in a way so as to avoid, in Frenkel’s words, “misconceptions and prejudice” about mathematics if in answering to the objectivity, persistence and timelessness of mathematics we were to rely on deeply speculative philosophy. Frenkel relates how he used a Rubik’s cube to explain symmetry groups to fourth, fifth and sixth grade students. He also introduced them to “curved shapes (such as Riemann surfaces) and the three-dimensional sphere that give us glimpses into the fabric of our universe.” Relying on mathematical platonism as a philosophy runs counter to this because it communicates that ultimately even real mathematics that has to do with the real world, that kids are ready for and that can be practiced by people like you and me, is nevertheless mysterious, requiring special, unspecified access to a disconnected realm of causally inert, immaterial objects existing beyond time and space. And it makes little sense to do so, as there are operable, sophisticated and serious nominalist alternatives to platonism.
Platonism about mathematics is often also the go-to philosophy for justifying the idea that mathematical truths are not subject to changing authority, fads, or fashion, which is discussion point 2 above. It makes sense because mind-independent, spatiotemporally and causally disconnected things can’t really be affected by anything mere mortals can do, and aren’t subject to human authority, or passing fancy.
This is the idea that I’ll discuss in the next update.
2. For more about what the historical Plato had to say about these things see: (Kraut, 2013).
3. Bernays, 1935, p. 259.
4. Plato says in Republic, Book VII, 527b: “They [geometers] give ridiculous accounts of it [geometry], though they can’t help it, for they speak like practical men, and all their accounts refer to doing things. They talk of ‘squaring’, ‘applying’, ‘adding’, and the like, whereas the entire subject is pursued for the sake of knowledge…for the sake of knowing what always is” (Plato, 1997, p. 1143).
5. Field, 1980.
6. Hellman, 1989.
7. Maddy, 1992.
8. Field, 1989, p. 68.
9. Hellman, 1989, p. 44.
10. One may wonder at this point: Which logic? One of the virtues of modal structuralism is that because logical and mathematical possibility is irreducible, one is free to examine all kinds of structures, including constructive and paraconsistent ones.
Benacerraf, P. And H. Putnam, 1983, “Philosophy of Mathematics”, second edition, Cambridge: Cambridge University Press.
Bernays, P., 1935, “Platonism in mathematics,” in Benacerraf and Putnam, 1983, pp.258-271.
Cooper, John M. (ed.), 1997, Plato: Complete Works, Indianapolis: Hackett.
Field, H., 1980, “Science Without Numbers: A Defence of Nominalism”, Oxford: Blackwell.
—1989, “Realism, Mathematics, and Modality”, Oxford: Blackwell.
Hellman, G., 1989, “Mathematics without Numbers”, Oxford: Clarendon.
Kraut, R., 2013 “Plato”, The Stanford Encyclopedia of Philosophy, Edward N. Zalta (ed.), URL = <http://plato.stanford.edu/archives/fall2013/entries/plato/>.
Maddy, P., 1992, “Indispensability and Practice”, Journal of Philosophy, 89(6): 275–289.
Plato, 1997, “Republic”, in Cooper, John M. (ed.), 1997. | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501170609.0/warc/CC-MAIN-20170219104610-00487-ip-10-171-10-108.ec2.internal.warc.gz | CC-MAIN-2017-09 | 12,965 | 40 |
https://www.reference.com/history/did-galileo-invent-82da73da4e5c4ecf | math | Italian astronomer Galileo Galilei was the inventor of the first pendulum clock, after his discovery of isochronism, which is the time that the pendulum takes to swing. Contrary to popular belief, Galileo was not the inventor of the telescope; Galileo built a telescope based on creations by the Dutch, and it was known as a spyglass. Galileo also built a thermometer and a compass during his lifetime.
Many of Galileo's astronomical discoveries occurred because of the telescope that he had built. With the magnification on his homemade telescope, Galileo was able to study the moon as well as other celestial bodies. Galileo's invention started as a telescope with 3x magnification, but he built upon that idea to create a telescope with 30x magnification. Other inventions of Galileo's included a compass, thermometer and several telescopes.
With Galileo's invented telescopes, he was able to see objects, such as Jupiter's satellite moons. These moons are now known as the Galilean satellites, named after Galileo. While Galileo was an inventor, he was more known for his pursuits in other subjects, such as physics, mathematics, astronomy and philosophy. However, because of Galileo's telescope inventions, he put forth the heliocentric, sun-centered view of the universe. Galileo's synopsis was correct, but he was charged with heresy for it. | s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570987836368.96/warc/CC-MAIN-20191023225038-20191024012538-00423.warc.gz | CC-MAIN-2019-43 | 1,348 | 3 |
https://www.kirkusreviews.com/book-reviews/j-newton-friend-2/more-numbers-fun-and-fact-2/ | math | In 1954 Dr. Friend published the popular Numbers: Fun and Facts. Now comes a companion volume, a blend of lore about numbers, fallacies and absurdities, problems, from specialty items, such as magic squares, tricks with digits problems with prime numbers, and finally a miscellany of 100 problems. This is in a sense a hobby book, which could be used as a game book for the addicts, and recommended to young people who like to play with numbers. For those of us here- it is Greek. We just are not mathematically inclined. | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583512836.0/warc/CC-MAIN-20181020142647-20181020164147-00303.warc.gz | CC-MAIN-2018-43 | 521 | 1 |
https://nrich.maths.org/public/topic.php?code=71&cl=3&cldcmpid=11819 | math | Use the numbers in the box below to make the base of a top-heavy pyramid whose top number is 200.
There are four children in a family, two girls, Kate and Sally, and two boys, Tom and Ben. How old are the children?
Kyle and his teacher disagree about his test score - who is right?
Can you convince me of each of the following: If a square number is multiplied by a square number the product is ALWAYS a square number...
ABCD is a square. P is the midpoint of AB and is joined to C. A line from D perpendicular to PC meets the line at the point Q. Prove AQ = AD.
In how many distinct ways can six islands be joined by bridges so that each island can be reached from every other island...
Can you cross each of the seven bridges that join the north and south of the river to the two islands, once and once only, without retracing your steps?
A composite number is one that is neither prime nor 1. Show that 10201 is composite in any base.
Take any rectangle ABCD such that AB > BC. The point P is on AB and Q is on CD. Show that there is exactly one position of P and Q such that APCQ is a rhombus.
Some diagrammatic 'proofs' of algebraic identities and inequalities.
A paradox is a statement that seems to be both untrue and true at the same time. This article looks at a few examples and challenges you to investigate them for yourself.
Consider the equation 1/a + 1/b + 1/c = 1 where a, b and c are natural numbers and 0 < a < b < c. Prove that there is only one set of values which satisfy this equation.
The diagram shows a regular pentagon with sides of unit length. Find all the angles in the diagram. Prove that the quadrilateral shown in red is a rhombus.
Prove Pythagoras' Theorem using enlargements and scale factors.
Points A, B and C are the centres of three circles, each one of which touches the other two. Prove that the perimeter of the triangle ABC is equal to the diameter of the largest circle.
Prove that the shaded area of the semicircle is equal to the area of the inner circle.
Find the area of the annulus in terms of the length of the chord which is tangent to the inner circle.
Imagine two identical cylindrical pipes meeting at right angles and think about the shape of the space which belongs to both pipes. Early Chinese mathematicians call this shape the mouhefanggai.
Can you discover whether this is a fair game?
Prove that, given any three parallel lines, an equilateral triangle always exists with one vertex on each of the three lines.
Take any prime number greater than 3 , square it and subtract one. Working on the building blocks will help you to explain what is special about your results.
Find the smallest positive integer N such that N/2 is a perfect cube, N/3 is a perfect fifth power and N/5 is a perfect seventh power.
The nth term of a sequence is given by the formula n^3 + 11n . Find the first four terms of the sequence given by this formula and the first term of the sequence which is bigger than one million. . . .
Show that if you add 1 to the product of four consecutive numbers the answer is ALWAYS a perfect square.
If you know the sizes of the angles marked with coloured dots in this diagram which angles can you find by calculation?
The country Sixtania prints postage stamps with only three values 6 lucres, 10 lucres and 15 lucres (where the currency is in lucres).Which values cannot be made up with combinations of these postage. . . .
It is impossible to trisect an angle using only ruler and compasses but it can be done using a carpenter's square.
Caroline and James pick sets of five numbers. Charlie chooses three of them that add together to make a multiple of three. Can they stop him?
The first of two articles on Pythagorean Triples which asks how many right angled triangles can you find with the lengths of each side exactly a whole number measurement. Try it!
Toni Beardon has chosen this article introducing a rich area for practical exploration and discovery in 3D geometry
This is the second article on right-angled triangles whose edge lengths are whole numbers.
This article looks at knight's moves on a chess board and introduces you to the idea of vectors and vector addition.
Some puzzles requiring no knowledge of knot theory, just a careful inspection of the patterns. A glimpse of the classification of knots and a little about prime knots, crossing numbers and. . . .
This article discusses how every Pythagorean triple (a, b, c) can be illustrated by a square and an L shape within another square. You are invited to find some triples for yourself.
An article which gives an account of some properties of magic squares.
Patterns that repeat in a line are strangely interesting. How many types are there and how do you tell one type from another?
In this 7-sandwich: 7 1 3 1 6 4 3 5 7 2 4 6 2 5 there are 7 numbers between the 7s, 6 between the 6s etc. The article shows which values of n can make n-sandwiches and which cannot.
Semicircles are drawn on the sides of a rectangle. Prove that the sum of the areas of the four crescents is equal to the area of the rectangle.
Take any two numbers between 0 and 1. Prove that the sum of the numbers is always less than one plus their product?
Find the largest integer which divides every member of the following sequence: 1^5-1, 2^5-2, 3^5-3, ... n^5-n.
Try to solve this very difficult problem and then study our two suggested solutions. How would you use your knowledge to try to solve variants on the original problem?
Can you make sense of these three proofs of Pythagoras' Theorem?
This article stems from research on the teaching of proof and offers guidance on how to move learners from focussing on experimental arguments to mathematical arguments and deductive reasoning.
Can you arrange the numbers 1 to 17 in a row so that each adjacent pair adds up to a square number?
Draw some quadrilaterals on a 9-point circle and work out the angles. Is there a theorem?
Explore what happens when you draw graphs of quadratic equations with coefficients based on a geometric sequence.
L triominoes can fit together to make larger versions of themselves. Is every size possible to make in this way?
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
Advent Calendar 2011 - a mathematical activity for each day during the run-up to Christmas.
Powers of numbers behave in surprising ways. Take a look at some of these and try to explain why they are true. | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655887319.41/warc/CC-MAIN-20200705090648-20200705120648-00082.warc.gz | CC-MAIN-2020-29 | 6,435 | 50 |
https://toolslick.com/finance/stock/percent-off | math | Percent Off Calculator is used to evaluate the sale price of an item after applying discount
- Sale Price:
- You Save:
- What does Percent Off mean?
- Percent off refers to the condition of the price of a bond that is lower than the face value. It is a kind of reduction or deduction in the cost price of the product.
Sale Price = Original Price × (1 - Percent Off %)
A TV set costs $5000, determine its percentage off - for instance, it is 75%.
Then applying the formula:-
- 75% * $5000 = 0.75
Then 0.75* $5000 = $3750.
- May 16, 2018
- Tool Launched | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224655092.36/warc/CC-MAIN-20230608172023-20230608202023-00237.warc.gz | CC-MAIN-2023-23 | 552 | 12 |
https://users.cecs.anu.edu.au/~jks/sorites.html | math | The Sorites Paradox
The coloured strip to the left is actually made up of a series of
rectangles each about 40 times wider than it is high and each a
different colour. The top one is clearly red (its rgb specification is
"255, 0, 0"). The bottom one is absolute yellow (255, 255, 0), and
therefore clearly not red. Each ith one in between is
rgb(255, i, 0). Now each of these little rectangles is
indistinguishable to the naked eye from its neighbours, so if any one
of them looks red then so does the one immediately below it:
This is a famous old paradox, known as the sorites paradox or paradox of the heap: the applicability of a vague predicate such as "looks red" is insensitive to small changes in some respect, but sensitive to large ones, and yet the large ones are made up of small ones. There are only three ways out of it. One can:
Option 3 deserves to be taken more seriously than it usually has been: if the phenomena provide counterexamples to logical theory, perhaps it is the theory rather than the world that needs adjustment. Merely introducing "degrees of truth" into the semantics of logic, however, is not enough. I started working on a substructural logic suitable for vague reasoning in the early 1980s and have returned to it sporadically since. While I am almost the only philosopher who doesn't claim to have all the answers about this thoroughly intractable paradox, I continue to see nonclassical logic as holding the best hope for a satisfactory account.
Dominic Hyde, 'Sorites Paradox', Stanford Encyclopedia of Philosophy.
John Slaney, 'A Logic for Vagueness', Australasian Journal of Logic.
Dr J K Slaney Phone (Aus.): (026) 125 8607 Automated Reasoning Group, CSL Phone (Int.): +61 26 125 8607 Australian National University Fax (Aus.): (026) 125 8651 Canberra, ACT, 0200, AUSTRALIA Fax (Int.): +61 26 125 [email protected] | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363641.20/warc/CC-MAIN-20211209000407-20211209030407-00238.warc.gz | CC-MAIN-2021-49 | 1,857 | 14 |
https://m.onsemi.com/product?part=MMBTH11 | math | MMBTH11: NPN RF Transistor
Description: NPN RF Transistor This device is designed for comm...
NPN RF Transistor This device is designed for common-emitter low noise amplifier and mixer applications with collector currents in the 100 mA to 10 mA range to 300 MHz, and low frequency drift common-base VHF oscillator applications with high output levels for driving FET mixers. Sourced from Process 47.
This product is general usage and suitable for many different applications.
Technical Documentation & Design Resources
Availability and Samples
Compliance: Pb-free Halide free
Description: NPN RF Transistor
Package Type: SOT-23-3
Package Case Outline: 318BM
Container Type: REEL
Container Qty: 3000
Market Leadtime (weeks):Contact Factory
IC Continuous (A):
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PTM Max (W):
fT Min (MHz): | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583659654.11/warc/CC-MAIN-20190118005216-20190118031216-00122.warc.gz | CC-MAIN-2019-04 | 813 | 17 |
http://ctradec.cf/article4239-100-mph-to-km-converter.html | math | Miles Per Hour to Kilometers Per Hour Conversion Calculator. Convert MPH to KPH with this online calculator.Example: When the speed is 10 MPH: Kilometers per Hour 16.0934 (to the nearest 10,000th). 100 Promotion. 100km/h60mph This is equivalent to 3/5, or 0.6. Since 60 is the common speed limit in mph and is almost the same as the 1.6 ratio (its only 4 difference), it works to find an accurate number easily. So using this, 250 mph to km/h you multiply by 1.6 Calculator/Converter practical for knowing distance in km and/or miles and passing it into a walking time. Comment from/about : miles/ km to walking time | Permalink. Convert 100 meters in time speed unit into miles per hour mph, for manual speed conversion tables. 100 km mph convert is the worlds number one global design destination, championing the best in architecture, interiors, fashion, art and contemporary. appPicker Top 100.The quickest and easiest way to convert between miles per hour and kilometers per hour. Features Include: - Select your preferred number of decimal places. This online calculator-converter provides conversion of kilometers to miles (km to mi) and backwards miles to kilometers.Top ways people ask this question: what is 100 kmh in mph (30) convert 100 km/h to mph (14) 100 kmh to mph (14). Kilometers per hour unit symbol is kph, km/h, kmh.100 mph. 160.
93 kph. Miles per hour. CC to Ci Converter. 1/4 Mile Calculator.Why not try our 0-60mph, 0-62mph or 0-100kph lists or just browse through our specifications where all theConvert Miles Per Hour mph to Kilometres Per Hour kph (km/h). Calculated as 1 mph 1.60934400061 kph (km/h) (5 decimal places). Converter. You are currently converting speed units from miles per hour to second per 100 meters.
1 mph 223.69362920544 sec/hm.minute per kilometer (min/km). Instantly Convert Miles Per Hour (mph) to Kilometres Per Hour (km/h) and Many More Speed Or Velocity Conversions Online.1 Kilometer per hour (kph, km/h) 0.277 777 778 meters per second (SI base unit). remove the playlist. Converting Mph To Km H. (mph To Kph).If you know how to convert kilometers per hour to miles per hour, you would know that 100 km/h is approximately 60 mph. Use this accurate speed converter to help with any of your calculations, especially for mph to km/h.100 Miles per hour equal 160.93 Kilometres per hour (100mph 160.93km /h). 100 Mph In Kph 160.93 Kph. Convert Kph Into Mph - Easy Speed Converter.To get started simply enter the speed of Kilometers Per Hour or Miles Per Hour into the correct box above and it will instantly convert it for you into the other box. km/h Kilometres per hour to Miles per hour mph.1000000 Miles per hour 447.04 Kilometres per second. Embed this unit converter in your page or blog, by copying the following HTML code Enter miles/h or km/h for conversion: Select a conversion typeThe Online Conversion Calculator - Converter converts Miles per hour to km per hour (mph to km/h) and kmh to mi/h (kilometers/hour to mph. Convert 100 Miles/Hour to Kilometers/Hour (mph to km/h) with our conversion calculator and conversion tables.100 mph 160.90712742981 km/h. You also can convert 100 Miles/Hour to other Speed (popular) units. Convert mile/hour to kilometre/hour. MPH. km/h. More information from the unit converter.Examples include mm, inch, 100 kg, US fluid ounce, 63", 10 stone 4, cubic cm, metres squared, grams, moles, feet per second, and many more! Miles Per Hour to Light Speed (mph to ls).Kilometers Per Second to Meters Per Second (km/s to m/s). This converter provides online conversion of miles per hour to km per hour (mph to km/h) andMiles per hour is the unit used for speed limits on roads in the United Kingdom, United States and various other nations, where it is commonly abbreviated in everyday use to mph or MPH, although converting km per hour to m per sec - Продолжительность: 2:33 solvedphysicsproblem 324 515 просмотров.3 Minute Math - Converting Speed kmh to mph - Продолжительность: 3:40 Simon Deacon 3 706 просмотров. 100 mile/hour (mph) in kilometer/hour (kmh) 160.9344 mph.Converterin is a good-looking unit online metric and measurement converter. Our goal is to get you to convert any unit as easy and fast as possible, without any hassle, and providing the most accurate and up to date information. Convert 100.3 Miles/Hour to Kilometers/Hour (mph to km/h) with our conversion calculator and conversion tables.100.3 mph 161.3898488121 km/h. You also can convert 100.3 Miles/Hour to other speed units. You can easily convert meters per second to kilometers per hour (mp/s to km/h), miles per hour to kilometers per hour (mph to km/h), feet perTo see description put the mouse cursor over left side of this window . Click left mouse button to input choosen value into converter and start conversion. Convert Kph to Mph - unit converters. . Instant online speed units of kilometer/hour to mile/hour conversion.100 mph to km. kph conversion. kilometers per hour. So, 100km 60 miles. Or 200 miles 330 km. If Ive made a correct assumption of what the question really means, then the answer is 260 x 6 156 mph.How do you convert km per hour to mph? This calculator-converter provides online conversion of miles per hour to km/hour (mph to km/h) and conversion km/h to mi/h (kilometers/hour to miles/hour ).Convert Kph to Mph - Unit Converter. Mph - km/h Converter. Enter the speed in either of the next two fields and get it converted instantly!How to convert miles per hour to kilometers per hour. Multiply speed in mph with 1.609344.100. 62.14. Speed conversions between miles per hour (mph, miph, m/h, mi/h) and kilometres per hour (kph, kmph, km/h) areThe conversion tables, below, offer a quick lookup to convert miles per hour to kilometres per hour for commonly sought values or you can use our quick converter utility above. Search for 128 Mph To Km H. Look Up Quick Answers Now! autos24-7.com has been visited by 100K users in the past month.windows snap converter free download Allow you to convert between Km/H and MPH on your Windows 8 device. Mph To Km Converter. By On February 2, 2018 No view.The SI derived unit for speed is the meter second. meter second is equal to . mph, or . km hMile per hour . kilometers per hour . meters per second SI base unit . mph . m s. Kilometre per Hour Distance of one kilometer or meters Easily convert kilometers per hour to miles per hour, convert kph to mph . 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You can only upload files of type PNG, JPG, or JPEG. This is a conversion chart for seconds from 0 to 100 km/h (Car performance). To switch the unit simply find the one you want on the page and click it.Car performance. seconds from 0 to 60 mph.
Easily convert litres per 100 kilometers to miles per gallon(UK), convert l/ 100km to mpg . Many other converters available for free.Miles per hour to Kilometers per hour (mph to kph) conversion calculator for Speed conversions with additional tables and formulas. Miles per hour is the imperial and United States customary unit of speed. It is shortly called as MPH or mi/h.Length Converting Factors. Yarn Count Calculator. Psi To Durometer Converter. M/s To Km/h Calculator. This converter provides online conversion of miles per hour to km per hour (mph to km/h) and km/h to mi/h (kilometers/hour to miles/hour conversion ).MPG to Liters / 100 km Fuel Efficiency. Pounds to kilograms. [ - ] About. Unit converter calculator mini-howto. Every input field works as a calculator. You can use the methods and constants (case sensitive!) described on this page.Seconds from 0 to 100 mph. The metric system measures the acceleration for 0 to 100 kilometers per hour (0 to 62 miles per hour). Some of the cars with the fastest acceleration reach it in approximately 2.3 seconds, which is less than 2.73 seconds in the 0-60 mph test for objects in free fall. I converted my wifes 2007 Honda Shadow 600 Speedo from MPH to Km/H . This is what I did. Not the cleanest editing job, sorry.By admin. 6 days ago. 100. 100 Mile/Hour (mph). 160.9344 Kilometer/Hour (km/h).Kilometer/Hour : Kilometres per hour (also spelling: kilometer per hour) is a unit of speed, defined as the number of kilometers travelled in one hour. For quick reference purposes, below are conversion tables that you can use to convert from mph to km/h, and km/h to mph. Miles per hour to Kilometers per hour Conversion Chart.1 m/m 100 cm/m. decimeters per minute. dm/m. Bookmark Page kph to mph (Swap Units).Road speed limits are given in kilometers per hour which is abbreviated as kph or km/h.Start. Increments. Increment: 1000 Increment: 100 Increment: 20 Increment: 10 Increment: 5 Increment: 2 Increment: 1 Increment: 0.1 Increment: 0.01 Increment Definition: Mile/hour Miles per hour (symbol: MPH) is a measurement of speed in the imperial and United States customary unit.100 km/h. 62.137119223733 mi/h. Convert Knots to MPH Chart - The Disaster Center.Km to miles | Kilometers to miles converter - RAPID TABLES.Convert MPG to L/100km and l/100 km to MPG Online Calculator. miles/hour to kilometers per hour) and km/h to mph (kilometers/hour to miles/hour) Online Conversion Calculator - Converter.12/12/2017 Quickly convert miles into kilometres (100 miles to km) using the online calculator for metric conversions and more. millimetre/second millimetre/microsecond millimetre/100 microsecond nautical mile/day nautical mile/hour nautical mile/minute nauticalMultiply the speed in mph by 1.609344 km per mile. For example, 55 mph is 88.51392 kph. For most practical intents, multiplying by 1.6 is accurate enough. Home » Unit Conversion Online » Convert Speed » Convert 100 km/h to mph.More information from the unit converter. Q: How many Kilometers/Hour in 1 Mile Per Hour? The answer is 1.609269 kilometers/hour. | s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794866326.60/warc/CC-MAIN-20180524131721-20180524151721-00280.warc.gz | CC-MAIN-2018-22 | 10,750 | 4 |
https://www.pinterest.com/ajbpierre/2016-math-go-tos/ | math | Fraction Butterfly Mini Anchor Chart FREEBIE - cross multiply to compare fractions, find equivalent fractions with a common denominator, and add & subtract fractions with different denominators. I wonder is this common core math ?
***Use real scales before attempting this worksheet Balance the scale. Use the numbers in the box to make both sides of the scale equal. For a great visual have the students use an actual scale and blocks to make it balance | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549425766.58/warc/CC-MAIN-20170726042247-20170726062247-00635.warc.gz | CC-MAIN-2017-30 | 454 | 2 |
https://essaywritingservicesphoenix.blogspot.com/2019/02/movie-version-of-grapes-of-wrath-people.html | math | Sunday, February 17, 2019
Movie Version of Grapes Of Wrath - The People and the Depression :: Movie Film comparison compare contrast
Movie The Grapes Of Wrath - The concourse and the Depression In the exposure The grapes of Wrath, the Joads undergo the hit of the picture, they have to diverge their farm. They go to California for jobs, howeverfind there are fewer jobs, and it pays little, or at least less then what theywere told. The authorities well-tried to lead programs to house and employ plentylike the Joads. Since the people who already lived in the cities in which thesedevelopments were put didnt want them there anyway, they tried to start a riotand have the police Arrest them. Although in the movie the plan was foiled, itcould have worked in many other places, or the towns tribe could have justcreated a lynch mob, and eventually the people spiritedness in the development wouldleave. I believe that the economic situation of the rural has a great loadon the fall, or succession of people like the Joads, ba rely I dont believegovernment programs will effect them at all. For example, the great depressionwas a major economical event, and it greatly effected more then just people likethe Joads, but programs like the public works administration which usepeople for government construction projects. Another program, the WorksProgress court, later called the Works Projects Administration wascreated to develop relief programs, and to keep a persons skills. From 1935-1943, it employed 8 trillion people, and spent 11 billion dollars. But in 1939,there were lifelessness 9.5 million still unemployed. Another program was the CivilianConservation Corps. Unemployed, unmated young men were enlisted to work onconservation and resource-development projects such as soil conservation, floodcontrol, and protection of forests and wildlife. These men were provided withfood, lodging, and other necessities, and were given a small monthly salary.Another program was the CW A, the civil works administration. It employed morethen 4 million workers to build and repair roads, and inform in schools, werejust a couple of the jobs. Some of these programs would work temporarily, but eventually therewould be no more work to do, or the government would run out of funds. Allthese programs were hated by some, and love by others, and some just didntcare. The business men that were lucky full not to lose everything, and theother employees working in the cities who still had jobs during the depressiondidnt like these new programs. In the movie, The Grapes Of Wrath, The townspeople didnt like the government funded interpretation of a Hooverville. | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439735867.23/warc/CC-MAIN-20200804073038-20200804103038-00138.warc.gz | CC-MAIN-2020-34 | 2,729 | 3 |
http://writersbeat.com/showthread.php?s=2687f3e3929ca32166cc0cf2c86ed580&t=26885 | math | Guidelines on writing nonsense.
Can you make sense of nonsense?
Is a little bit of sense required for something to be called nonsense? I believe there is some sense required. That is what separates good nonsense from gibberish or baloney. You can't just throw words together and call it 'good nonsense'.
Is there any such thing as 'good nonsense'? Of course there is. Makes sense to me that good nonsense is OK as long as in the end, it makes sense that it doesn't make sense. The real question is, does making sense that it doesn't make sense, make any sense?
If a reader reads your nonsense at least three times before giving you a dirty look, you know that you have written some 'good nonsense'. Keep them on the edge, like it is going to make sense any moment. Make them think they must have missed something that made it make sense. Then it never happens. No matter how many times they read it, it is nonsense.
1. First you write a statement that makes sense. (Tempt them)
2. Then all you have to do is expound on it without making any sense. (Hook them)
3. Long 'run-on' sentences are very good in nonsensical pieces.
4. Occasionally include something that could maybe make sense if you thought about it in a certain way, but not really.
Step four can be used if they ask you a question. You then point out that certain way of looking at it, be patient and step back while they read it another three times. That combined with the second and maybe third reading of the 'long run-on sentences', makes the 'stepping back' rather important.
Remember this while writing your nonsense. At least you’re writing nonsense on purpose and not by accident. Don't forget that anytime anyone says to you, "that's nonsense". You can always answer, "I was writing nonsense, I thought you knew that".
Common sense is nonsense to some people. That is a rather paramount problem in this world. It doesn't make sense that common sense is nonsense to some people because nonsense should be the exact opposite of common sense.
Does it make sense to write nonsense? I know it doesn't make cents, but does it make sense? Since you can't make any cents writing nonsense, maybe it is just nonsense to write nonsense. It is nonsense to write about writing nonsense. That is a certainty.
I can usually sense right away when my nonsense, in that sense, will be good nonsense or not. In the sense that doesn't make any sense, it IS real nonsense to write nonsense.
(was very tempted to put this in the 'Writing help & Issues' forum just for fun and let them move it. LOL) | s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267161214.92/warc/CC-MAIN-20180925063826-20180925084226-00497.warc.gz | CC-MAIN-2018-39 | 2,549 | 15 |
https://digitalcommons.aaru.edu.jo/amis/vol12/iss4/12/ | math | In this study, a five-stage fourth-order Runge-Kutta type method for directly solving general third-order ordinary differential equations (ODEs) of the form y′′′ = f (x, y, y′, y′′) which is denoted as RKTGG method is constructed. The order conditions of RKTGG method up to order four are derived. Based on the order conditions developed, five-stage fourth-order explicit Runge-Kutta type method is constructed. Zero-stability of the current method is shown. The various type of general third-order ODEs has been solved using new method and numerical comparisons are made when the same problem is reduced to the first-order system of equations which are solved using existing Runge-Kutta methods. The numerical study of a third-order ODE arising in thin film flow of viscous fluid in physics is also discussed. Numerical results show that the new method is more efficient in terms of accuracy and number of function evaluations.
Digital Object Identifier (DOI)
A. Fawzi, F.; Senu, N.; Ismail, F.; and A. Majid, Z.
"A New Integrator of Runge-Kutta Type for Directly Solving General Third-order ODEs with Application to Thin Film Flow Problem,"
Applied Mathematics & Information Sciences: Vol. 12:
4, Article 12.
Available at: https://digitalcommons.aaru.edu.jo/amis/vol12/iss4/12 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474659.73/warc/CC-MAIN-20240226094435-20240226124435-00757.warc.gz | CC-MAIN-2024-10 | 1,290 | 7 |
http://www.jiskha.com/members/profile/posts.cgi?name=Meghan&page=10 | math | how long will it take to earn 525$ in interest if $3500 is invested at a 6% annual interest rate?
Omar wants to buy a double scoop ice cream cone. His favorite flavors are vanilla, strawberry, raspberry and chocolate. A combination with both scoops of raspberry represents ___ out of ___ possible combinations.
A disk, with a radius of 0.25 m, is to be rotated like a merry-go-round through 800 rad, starting from rest, gaining angular speed at the constant rate α1 through the first 400 rad and then losing angular speed at the constant rate -α1 until it is again at rest. The ...
a student needs to prepare an aqueous solution of sucrose at a temperature of 20 degrees c with a vapor pressure of 15. 0 mm Hg. How many grams of sucrose (mm=342 g/mol) does she need if she uses 375 g H20? (the vapor pressure of water at 20 degrees c is 17.5 mm Hg)
I'm just having trouble setting up this problem. It's based on a picture so I'll describe it: There is an open ladder standing on the floor with a person on the third step on one side. There is a crossbar attached to the two sides of the ladder and the floor is fri...
A boat floating in fresh water displaces water weighing 35.6 kN. (a) What is the weight of the water this boat displaces when floating in salt water of density 1.10 x 10^3 kg/m^3? (b) What is the difference between the volume of fresh water displaced and the volume of salt wat...
A person stands on a bathroom scale in a motionless elevator. When the elevator begins to move, the scale briefly reads only 0.71 of the person's regular weight. Calculate the acceleration of the elevator, and find the direction of acceleration.
An elevator (mass 4175 kg) is to be designed so that the maximum acceleration is 0.0700g. What is the maximum force the motor should exert on the supporting cable? What is the minimum?
Divide. Round to the nearest hundredth if necessary. 0.00829/0.003 my answer: 2.76 Is this correct
a book weighs 4 N. When held at rest in your hands, the net force on the book? | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163053330/warc/CC-MAIN-20131204131733-00050-ip-10-33-133-15.ec2.internal.warc.gz | CC-MAIN-2013-48 | 2,009 | 10 |
https://finstatlab.com/calculators/calculator/40/1/mortgage-break-fee-calculator | math | Calculating a mortgage or home loan break fee can be quite complicated, however with our easy to use tool we do all of the hard work for you. When it comes to home loans or mortgage break fees four key factors influence the end fee amount. These factors are a) what the remaining balance of the loan is, b) what the change in the wholesale interest rate has been since the loan was taken out, c) what the remaining term is in years and lastly if the bank or lender charges a set fee like an administration fee d). An example of this is if you have a loan with $500,000 remaining on the balance (a) that you took out at 5.00% that is due to be broken at the new wholesale rate of 4.00% (b) with 3 years remaining on the term (c) plus the administration fee (d). In this case it would be $500,000 * (5.00% - 4.00%) * 3 which ends up as $500,000 * 1.00% * 3 = $15,000. If the rate since the loan was taken out has increased there will likely be no rate related fee however the provider may charge a one-off administration fee. | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510208.72/warc/CC-MAIN-20230926111439-20230926141439-00116.warc.gz | CC-MAIN-2023-40 | 1,023 | 1 |
http://nrich.maths.org/5882/solution | math | You have 27 small cubes, 3 each of nine colours. Use the small cubes to make a 3 by 3 by 3 cube so that each face of the bigger cube contains one of every colour.
You can move the 4 pieces of the jigsaw and fit them into both
outlines. Explain what has happened to the missing one unit of
A and B are two interlocking cogwheels having p teeth and q teeth respectively. One tooth on B is painted red. Find the values of p and q for which the red tooth on B contacts every gap on the cogwheel A as the wheels rotate.
Duncan from Warden Park School, Zach from
Rosemellin School and Stephen all got the minimal method for
achieving both targets $C$. Stephen explains his method for
Although all of you also found a method for
finding $d$, you did not find the minimal method, so using the
least possible counters and moves. Andy from the Garden
International School explains the minimal way of achieving the
Andy goes on to explain why you cannot achieve
further than $D$ on the grid provided.
Congratulations to Andy, can
you think of another way of reaching $D$? | s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416400379520.45/warc/CC-MAIN-20141119123259-00068-ip-10-235-23-156.ec2.internal.warc.gz | CC-MAIN-2014-49 | 1,060 | 15 |
https://math.answers.com/other-math/How_long_is_4.3_lightyears_away_if_your_traveling_1516_mph | math | At a speed of 1,516 miles per hour, it will take you 1,902,141 years to travel 4.3 light-years.
It depends on how fast you are traveling. If you are traveling at the speed of 60 miles per hour, you would divide 3300/60 to get 55, as in 55 hours. Distance/speed=Time or Time*Speed=Distance
A train is traveling at 60 mph. If the rate of speed increases 4 mph each hour, how long will it be before the ship is traveling at a rate of 80 mph?
That depends on the speed at which one is traveling.
an hour and one minute
If a car is traveling at 5 miles per hour then it will travel 5 miles in one hour. At 50 mph it will take 6 minutes.
over 9000 lightyears away
It would all depend on the speed travelling, as time = distance/speed.
1 mile unless you go the long route voa heaven and the it is 10000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 lightyears away
There are 17500 years in 1 lightyear, so 17500x3= 52500 years for three lightyears.
72 1/2 lightyears
The Canis Major Dwarf galaxy has already collided with the Milky Way, and is currently located inside our galaxy, approximately 42,000 lightyears away from our galactic center. It is located 25,00 light years from our solar system, which puts us closer to it rather than the center of our galaxy, which is 30,00 lightyears away. Hope this answered your question!
A light year is a unit of space, not time. It is the distance light travels in a year. Eris is far less than a light year away.
3 hours and 32 minutes.
5 hours, that's with no working out
Yes. Because they are so far away, the light from the stars takes a long time to reach us (other than our star, the sun, which takes 8 minutes for the light to get here.) That way, a star 8 lightyears away, will be seen as it was 8 years ago. | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296815919.75/warc/CC-MAIN-20240412101354-20240412131354-00470.warc.gz | CC-MAIN-2024-18 | 1,791 | 16 |
http://www.tubemate.video/videos/detail_web/FJoyIAIC1Ag | math | U-Substitution : When Do I Have to Change the Limits of Integration? - YouTube
Published on Jan 26, 2012
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2018 TubeMate ALL RIGHTS RESERVED. | s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267164925.98/warc/CC-MAIN-20180926121205-20180926141605-00404.warc.gz | CC-MAIN-2018-39 | 1,009 | 25 |
https://cstheory.stackexchange.com/questions/25623/can-i-represent-a-computer-program-on-a-hilbert-curve | math | I overheard in discussion tonight:
You know - you can represent a computer program as points on a Hilbert Curve.
Is there a reference that explains this concept? I can't seem to Google for it.
Theoretical Computer Science Stack Exchange is a question and answer site for theoretical computer scientists and researchers in related fields. It only takes a minute to sign up.Sign up to join this community | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964358702.43/warc/CC-MAIN-20211129074202-20211129104202-00554.warc.gz | CC-MAIN-2021-49 | 402 | 4 |
http://www.wyzant.com/Chatham_NY_tutors.aspx | math | Valatie, NY 12184
Patient and Effective Accounting, Math, and Test Prep Tutor
...Success on the math part of the SAT requires preparation, knowing how to read the question, determining the process required to the correct answer, and knowing what mathematical rules to apply. Sometimes, even when you don't know the rules, there are ways to...
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https://memim.com/homoeoid.html | math | A Homöoid is in three dimensions, a shell, which is bounded by two concentric, like ellipsoids. In two dimensions a Homöoid is an elliptical ring, which is bounded by respective ellipses.
If the outer boundary by an implicitly given ellipsoid
Described with the semi-axes, then for the inner boundary by
In the limiting case of one speaks of thin, in the other case of thick Homöoiden.
Physical Meaning I
The physical meaning of the Homöoiden potential theory is that within a homogeneously filled with ground or charge Homöoiden a test mass charge or no force is applied, that is, the corresponding potential is constant. This does not apply to other elliptical shells ( for example: Fokaloide ). The potential in the exterior of a thin Homöoiden is constant on ellipsoids that are confocal to this Homöoiden. These remarkable properties have already been demonstrated by Isaac Newton.
Definition homöoidale distribution
One speaks of a homöoidalen density distribution when the layers of constant density of a mass or charge distribution are given by concentric ellipsoids similar to each other.
Physical Meaning II
Within a homöoidalen density distribution contribute to the force acting on a body only the layers that are located within the boundary of concentric, similar ellipsoids, which runs through the body. | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347419593.76/warc/CC-MAIN-20200601180335-20200601210335-00496.warc.gz | CC-MAIN-2020-24 | 1,327 | 10 |
http://www.libraryindex.com/encyclopedia/pages/cpxl8o8c3r/chapter-5-strain-types-principal.html | math | strain types principal strains stress orthogonal system body equal elastic
CHAPTER X bnp6rfeet Concurrences of two Stress or Strain Def. The concurrence of any stresses or strains of two stated types is the proportion which the work done when a body of unit volume experiences a stress of either type, while acquirirg a strain >f the other, bears to the product of the numbers measuring the stress and strain respectively.
Cur. 1. In orthogonal resolution of a stress or strain, its component of any stated type is equal to its own amount multiplied by its concurrence with that type; or the stress or strain of a stated type which, along with another or others orthogonal to it, have a given stress or strain for their resultant, is equal to the amount of the given stress or strain reduced in the ratio of its concurrence with that stated type.
Con 2. The concurrence of two coincident stresses or strains is unity ; or a perfect concurrence is numerically equal to unity.
Con 3. The concurrence of two orthogonal stresses and strains is zero.
Cur. 4. The concurrence of two directly opposite stresses or strains is -1.
Cur. 5. If a, y, z, 7), C, are orthogonal components of any strain or stress r, its concurrences with the types of reference are respective] y six orthogonal types of reference, and 1', ne, a', g', V thorn of the other.
Coe. 7. The most convenient oprci lieation of a type for strains or stresses, being in general a statement of the components, according to the types of reference, of a unit strain or stress of the type to be specified, liecomes a statement of its concurrences with the types of reference when these are orthogonal.
Esdnudes. - (1) Tlic mutual concurrence of two simple longitudinal strains or stresses, inclined to one another at an angle II, is cost 0.
Hence the components of a simple distortion (3 along two rectangular axes in its plane, and two ethers bisecting the angle between these taken as axes of component simple distortions, are respectively, if Ii be the angle between the axis of elongation in the given distortion and in the first component type.
The mutual concurrence of a simple longitudinal strain and a simple distortion is if a and 13 be the angles at which the direction of the longitudinal strain is inclined to the line bisecting the angles between the axes of the distortion; It is also equal to if (ts and denote the angles at which the direction of the longitudinal strain is inclined to the axis of the distortion.
The mutual concurrence of a simple longitudinal strain and of a uniform The specifying elements exhibited in Example (7) of the preceding Chapter are the concurrences of the new system of orthogonal types described in Example (3) of Chap. IX. with the ordinary system, Examples (I) and (2), Chap. IX.
To transform the specification (x, y, 6 7), (') of a stress or strain with reference to one system of types into (xi,a4,a6) with reference to another system of types. Let (a„ b„ e„ e,, fit gli be the components, according to the original system, of a unit strain of the first type of the new system ; let (a2, 2, L'2, c2, ca, f2, Us) be the corresponding specification of the second type of the new system; and so on. Then we have, for the required formuhe of transformationx=aizi-da,x,-i-a3x3+a,x4-Ea,x,+a,ix6, 611% d-btzrzi- bsra +br:rt +bars +bsxs = gtxf+g2x2+g3x3+gaxs+g5x5+gaxe Erample. - The transforming equations to pass from a specification (x, In a paper on the Thermo-elastic Properties of Matter, published in the first number of the Quarterly Mathematical Journal, April 1855, and republished in the Philosophical Magazine, 1877, second half year, it was proved, from general principles in tho theory of the Transformation of Energy, that the amount of work (w) required to reduce an elastic solid, kept at a constant temperature, from one stated condition of internal strain to another depends solely on these two conditions, and not at all On the cycle of varied states through which the body may have been niacin to pass in effecting the change, provided always there has been no failure in the work required to be done upon it is _ • The stress which must be applied to its surface to keep the body in equilibrium in the state (e, y, z, 1, n, C) must therefore be such that it would do this amount of work if the body, under its action, were to acquire the arbitrary strain dx, dy, dx, dl, dn, ; that is, it must be the resultant of six stresses: - one orthogonal to the five strains dy, dz, d4, do, dC, and of such a magnitude as to do the n, C) of the strains, the amounts of the six stresses which fulfil those conditions will (Chapter XI.) be given by the equations and the types of these component stresses are determined by being orthogonal to the fives of the six strain-types, wanting the first, the second, &c., respectively.
Car. If the types of reference used in expressing the strain of the body constitute an orthogonal system, the types of the component stresses will coincide with them, and each of the concurrences will be unity. Hence the equations of equilibrium of an elastic solid referred to six orthogonal types arc simply Cum-7En XIV. - Reduelion of the Potential Function, and of the Equations of Equilibrium, of an Elastic Solid to their simplest Forms.
If the condition of the body from which the work denoted by to, is reckoned be that of equilibrium tinder no stress from without, and if x, y, z, C be chosen each zero for this condition, we shall have, by Alaclaurin's theorem, te=r12(2', 14 2, E, t)+II3(x, 2, E, K)+ where II, II5, &c., denote homogeneous functions of the second order, third order, &e., respectively. Hence tilto dw&c., will each be a linear function of the strain coordinates, together with functions of higher orders derived from H„ But experience shows (section 37 above) that, within the elastic limits, the stresses are very nearly if not quite proportional to the strains they are capable of producing ; and therefore H3, lee., may be neglected, and we have simply w Y, 2, 6 lb Now in general there will be twenty-one terms, with independent coefficients, in this function; but by a choice of types of reference, that-is, by a linear transformation of the independent variables, we may, in an infinite variety of ways, reduce it to the form to,.--6(Ax2+By2+ Cs7 -I- Fe+ GO+ I1K2).
The equations of equilibrium then become the simplest possible form under which they can be presented. The interpretation can be expressed as follows.
Prop. Au infinite number of systems of six types of strains or stresses exist in any given elastic solid such that, if a strain of any one of those types be impressed on the body, the elastic reaction is balanced by a stress orthogonal to the five others of the same system.
CuarrEn XV. - On the Six Principal Strains of ass Elastic Solid.
tion, we have only fifteen equations to. satisfy ; while we have thirty disposable transforming coefficients, there being five independent elements to specify a -type, and six types to be changed. Any further condition expressible by just fifteen independent equations may be satisfied, and makes the transformation determinate. Now the condition that six strains may be mutually orthogonal is expressible by just as many equations as there are different pairs of six things, that is, fifteen. The well-known algebraic theory of the linear transformation of quadratic functions shows for the case of six variables - (1) that the six coefficients in the reduced form are the roots of a "determinant" of the sixth degree necessarily real ; (2) that this multiplicity of roots leads determinately to one, and only one system of six types fulfilling the prescribed conditions, unless two or more of the roots are equal to one another, when there will be an infinite number of solutions and definite degrees of isotropy among them ; and (3) that there is no equality between any of the six roots of the determinant in general, when there are twenty-one independent coefficients in the given quadratic.
Prop. Hence a single system of six mutually orthogonal types may be determined for any homogeneous elastic solid, so that its potential energy when homogeneously strained in any way is ex pressed by the sum of the products of the squares of the components of the strain, according to those types, respectively multiplied by six determinate coefficients.
Def. The six strain-types thus determined are called the Six Principal Strain-types of the body.
The commences of the stress-components used in interpreting the differential equation of energy with the types of the strain-coordinates in terms of which the potential of elasticity is expressed, being perfect when these constitute an orthogonal system, each of the quantities denoted above by to, b, c, f, g, h, is unity when the six principal strain-types are chosen for ;he coordinates. The equations of equilibrium of an elastic solid may therefore be expressed where x, y, z, C denote strains belonging to the six Principal Types, and P, Q, It, S, T, U the components according to the same types, of the stress required to hold the body in equilibrium when in the condition of having those strains. The amount of work that must be spent upon it per unit of its volume, to bring it to this state from an unconstrained condition, is given by the equation ,RAx2+By2+ co+pEr+ 0,12 ..1.1q2).
Def. The coefficients A, B, C, F, G, Ii arc called the six Principal Elasticities of the body.
The equations of equilibrium express the following propositions :- Prop. If a body be strained according to any one of its six Principal Types, the stress required to hold it so is directly concurrent with the strain.
Examples. - (1) If a solid be cubically isotropic in its elastic properties, as crystals of the cubical class probably are, any portion of It will, when subject to n uniform positive or negative normal pressure all round its surface, experience a uniform condensation or dilation in all directions. Hence a uniform condensation is one of its six principal strains. Three plane distortion( with axes bisecting the angles between the edges of the cube of symmetry are clearly also principal strains, and shire the three eorrespoading principal elasticities are equal to one another, any strain whatever compounded of these three is a principal strain. Lastly, a plane distortion whose axes coincide with any two edges of the cube, being clearly a principal distortion, and the principal elasticities corresponding to the three distortions of this kind being equal to one another, any distortion compounded of them is also a principal distortion.
Hence the system of orthogonal types treated of in Examples (3) Chap. IX., and (7) Chap. X., or any system in which, for (II.), (III.), and (IV.), any three orthogonal strains compounded of them are substituted, constitutes a system of six Principal Strains in a solid cubically isotropic. There are only th•ce distinct Principal Elasticities for such a body, and these are - (A) its modulus of compressibility, (B) its rigidity against diagonal distortion In any of its principal plated (three equal elasticities), and (C) Its rigidity against rectangular distortion* of a cube of symmetry (two equal elasticities).
(2) In a perfectly isotopic solid, the rigidity against all distortions is equal. Hence the rigidity (B) against diagonal distortion must be equal to the rigidity (C) against rectangular distortion, In a cube; and It is easily seen that if this condition is fulfilled for one net of three rectangular planes for which a substance Is isotropic, the Isotropy must be complete. The conditions of perfect or spherical isotropy are therefore expressed In terms of the conditions referred to in the preceding example, with the farther condition B=C.
A uniform condensation In all directions, and any system whatever of Ave orthogonal distortions, constitute a system of six Principal Strains in a spherically isotropic solid. Its Principal Elasticities are simply its Modulus of Compressibility and its Rigidity.
Prop. Unless some of the six Principal Elasticities be equal to one another, the stress required to keep the body strained otherwise than according to one or other of six distinct types is oblique to the strain.
Prop. The stress required to maintain a given amount of strain is a maximum or a maximum-minimum, or a minimum, if it is of one of the six Principal Types.
Cor. if A be the greatest and II the least of the six quantities A, B, C, F, G, II, the principal type to which the first corresponds is that of a strain requiring a greater stress to maintain it than any other strain of equal amount ; and the principal type to which the last corresponds is that of a strain which is maintained by a less stress than any other strain of equal amount in the same body. The stresses corresponding to the four other principal strain-types have each the maximmn-minimum property in a determinate way.
Prop. If a body be strained in the direction of which the concurrences with the principal strain-types are 1, m, n, a, th, v, and to an amount equal to r, the stress required to maintain it in this state will be equal to nr, where 12=(A2g+p,2m2+c2„2+FIXE+GE/y2+1120)1, and will be of a type of which the concii•rences with the principal types are respectively Prop. A homogeneous elastic solid, crystalline or non-crystalline, :subject to magnetic force or free front magnetic force, has neither any right-handed or left-handed, nor any dipolar, properties dependent on elastic forces simply proportional to strains.
COr. The elastic forces concerned in the huniniferous vibrations of a solid or fluid medium possessing the right- or left-handed property, whether axial or rotatory, such as quartz crystal, or tartaric acid, or solution of sugar, either depend on the heterogeneousness or on the magnitude of the strains experienced.
hence as they do not depend on the magnitude of the strain, they do depend on its heterogeneousness through the portion of a medium containing a wave.
Con There cannot possibly be any characteristic of elastic forces simply proportional to the strains in a homogeneous body, corresponding to certain peculiarities of crystalline form which have been observed, - for instance corresponding to the plagiedral faces discovered by Sir John Herschel to indicate the optical character, whether right-handed or left-!landed, in different specimens of quartz crystal, or corresponding to the distinguishing characteristics of the crystals of the right-handed and left-handed tartaric acids obtained by M. Pasteur from racemic acid, or corresponding to the dipolar characteristics of form said to have been discovered in electric crystals. | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705958528/warc/CC-MAIN-20130516120558-00071-ip-10-60-113-184.ec2.internal.warc.gz | CC-MAIN-2013-20 | 14,731 | 35 |
http://www.topappcharts.com/468368751/app-details-lightspectrum-pro.php | math | Best Chart Rankings*
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LightSpectrum Pro is a simple APP that use internal camera of iPhone to calculate the Color temperature in Kelvin of the lightBulb or environment lighting or picture. | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934809160.77/warc/CC-MAIN-20171124234011-20171125014011-00780.warc.gz | CC-MAIN-2017-47 | 293 | 5 |
https://answers.search.yahoo.com/search?p=hydrogen&ei=UTF-8&flt=age%3A1y&b=41&pz=10&bct=0&xargs=0 | math | Both acids are strong, so the concentration of H+ ions will be the same as the concentration of the acid(s). Supposing additive volumes: ((4.526 L x 0.3521 M) + (5.275 L x 1.563 M)) / (4.526 L + 5.275 L) = 1.004 M
1 Answers · Science & Mathematics · 19/07/2019
An excited state has more energy. The term "ground state" means lowest energy state.
1 Answers · Science & Mathematics · 19/05/2019
No, they do not have the same conductivity. The reason is that KI is a strong electrolyte, i.e. it ionizes completely. However HF is a weak electrolyte, i.e. it ionizes only partially.
2 Answers · Science & Mathematics · 25/09/2019
the molar mass of methane (CH4) is 16 g. (C=12 and H=1). So, 1.6 g of methane is 0.1 mole of methane. How many electrons in CH4? C has 6 and each H has 1, so each molecule of CH4 has 10...
2 Answers · Science & Mathematics · 17/07/2019
Limiting reactant problem Compute the amount of product using each reactant. The theoretical yield will be the smaller of the two, and give the limiting reactant. 2Na(s) + 2HOH(l) --> 2NaOH(aq) + H2(g) 2.0g ....... 10.0g...
1 Answers · Science & Mathematics · 09/07/2019
The energy of the n=1 level is -13.6 eV relative to the electron being at infinity. So the required energy (ionization energy) is 13.6 eV.
3 Answers · Science & Mathematics · 01/06/2019
The # of protons is the difference between atoms of different elements at the same temkoperature. Different isotopes of the same elements t have the same # of protons, but different numbers of neutrons...
3 Answers · Science & Mathematics · 09/05/2019
How many moles .... 143 mol C3H8 x (8 mol H / 1 mol C3H8) = 1144 mol H
2 Answers · Science & Mathematics · 16/05/2019
You probably could but you might not make it all the way.
8 Answers · Environment · 08/01/2019
CO₂, we would be dead He, we would be ok, but plant life would eventually die, as they need nitrogen. Ditto with other noble gases. H₂, that would be an explosive mixture and the entire atmosphere would explode, killing all life. Methane, also explosive.
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https://fr.slideserve.com/lycoris/measuring-planck-s-constant-with-leds | math | Measuring Planck’s Constant with LEDs © 2008 Stephen Ducharme
In 1900, German physicist Max Planck (1858-1947) was trying to model the broad smooth spectrum of electromagnetic radiation (i.e., light) emitted by a warm body. • This “black body radiation” is what you see coming from the sun, the filament of an incandescent light bulb, or a hot electric stove element. • Its ‘spectrum’, the range of frequencies making up the radiation, is readily displayed by a prism or a diffraction grating. • In explaining the shape of the black body spectrum, Planck assumed that the electromagnetic radiation came not in continuous waves of energy, but in discrete clumps of energy which we now call photons. • Planck postulated the ‘photons’, at each frequency have a discrete energy • E = hf, where E is the energy of the photon in Joules, f is the frequency in Hertz, and h is Planck’s constant.
STAR spectrophotometer. Scale Adjustment Slit Viewing Port
Adjusting your STAR spectrophotometer • Look through the viewing port with the slit pointing at a fluorescent ceiling light. • See If the green spectrum line is at 546 nm on the scale. • If needed, use scale adjustment to line up correctly. green spectrum line at 546 nm from the presence of Mercury vapor in the fluorescent bulb.
Measuring The LEDs wavelength • Adjust the current by turning the potentiometer so that the LEDs glow brightly. • look at each LED with the Spectrophotometer and measure the emission wavelength λ (in nanometers) of each. • Each person must record all data values on their own data sheet. • Please ask for help if you are having problems or are not sure you are doing things properly. For more information on LEDs go to the web site:
If the reading is not a definite line, read the middle and record this on your data chart. 620 nm
Voltage measurements. • Adjust the current by turning the potentiometer so that the LEDs are barely visible, thus ensuring that the LEDs are operating near their threshold voltage(the minimum voltage necessary to generate photons). • Measure the threshold voltage V (in Volts) across each LED. • Record each voltage on your data sheet.
Calculating Planck’s constant Here is an example using the UV LED as an example. • First we will find the Energy (E) , and then the frequency (f) • E = eV • E = (1.60 X 10-19 C)(2.876 V) • E = 4.60 X 10-19 J • f = c/λ , what should “c” have for units to get Hertz in this problem? • f = (3.00 X 1017 nm/s) / (390 nm) • f = 7.69 X1014 Hz
Now, we will calculate Planck’s constant (h) for the UV LED. • h = E / f • h = 4.60 X 10-19 J / 7.69 X 1014 Hz • h = 5.98 X 10-34 J/Hz • What is the actual value for Planck’s constant? • How close was this calculation to that number?
This activity you will need the following Equipment: Table Notes: (1) IR = Infrared, R = red, Y = yellow, O = Orange, G = Green, B = Blue. Other colors may be available. (2)Digikey(800) 344-4539. Edmund Scientific (609) 573-6250. Pasco (800) 772-8700. STAR Spectrometer, Model PS-14 plastic from Learning Technologies Project (800) 537-8703, or model OA-160 from the Astronomical Society of the Pacific (800) 335-2624 or http://www.aspsky.org/aspcat/observ2.html#proj. Mouser Electronics (800) 346-6873. You can find similar items from other vendors, including standard educational physics equipment suppliers Pasco, KEP, Jameco, and others. Radio Shack has all the necessary Electronic components and a selection of multimeters as do Digikey, Mouser, and Newark Electronics. Call for Catalogs today!
Other lessons that could be taught or reviewed with this experiment: • Simple Schematics • Series and Parallel Circuits • Measuring Total Voltage in a Series Circuit. • VTotal= V1 + V2 + V3 ….. • Measuring Resistance of the LEDs using Ohm’s Law. • R = V/ I • Variable Resistors • Diodes • Batteries in Series | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320303868.98/warc/CC-MAIN-20220122164421-20220122194421-00210.warc.gz | CC-MAIN-2022-05 | 3,930 | 11 |
http://math.stackexchange.com/questions/310126/references-for-the-hvz-theorem/310170 | math | Is there someone who knows references for a proof of the HVZ theorem in the case of a system of $N$ particles, some of which are fermions?
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http://www.imgrum.org/tag/bestweekendoftheyear | math | I'll be in Delhi along with @beardedmaker for a workshop on Cosplay at @socialoffline hauz khas. . If this is your first time attempting Cosplay. Now is the perfect time to join in as Delhi comic con is just around the corner. And If you have already Cosplayed before, be assured we have a lot of info to intrigue your experienced mind. AND IT'S FREE.
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https://ojs.zrc-sazu.si/filozofski-vestnik/article/view/3518 | math | »Mathemata matematicis scribuntur«. Copernicus's Preface to his Books On the Revolutions; part one
AbstractIn the preface to his work On the Revolutions of the Heavenly Spheres Copernicus explains the genesis of his geokinetic and heliocentric theory. He mainly concentrates on the justification for the introduction of the concept of Earth's movement into astronomic science. The movement of Earth contradicts all articulations of knowledge, be they »scientific« (as in philosophy or teology) or »unscientific« (sensus communis). The author argues that Copernicus' dedication to Pope Paul III is the result of the fact that Copernicus realized that he had to step out of science and try to garner the support of the unscientific instance which controled the politics of science if he wanted to succeed in introducing »the new and absurd« concept of Earth's movement. The latter is in fact Copernicus's scientific (from within science) response to the »crisis« of astronomic science. But Copernicus only seemingly steps out of science. Namely, he takes for granted the following two assertions: that »learned mathematicians« will agree with him after studying his books, and that »mathematics (astronomy) is in fact written for mathematicians (astronomers)«. This means that the Pope (Church, theology), which controls the politics of science in the last resort, has no option at all: if he is not a »mathematician«, he has no right to judge the things »written for mathematicians«, but, on the other hand, if he is a »mathematician« (Copernicus in his dedication ascribes to him »the love of all sciences, mathematical as well«), he will be persuaded that the introduction of this concept in science is justified.
Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit their self to defend the interests of the publisher, and shall cover any potential costs.
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https://diy.stackexchange.com/questions/170879/what-is-this-insect-and-how-to-kill-it | math | Stack Exchange network consists of 176 Q&A communities including Stack Overflow, the largest, most trusted online community for developers to learn, share their knowledge, and build their careers.
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What is the name of insect in linked photo and how we can kill it in easy way
I believe this is the Pyrrharctia Isabella, or woollybear. Thuricide1 is labelled as a catepillar control pesticide.
1 Home Depot link, no endorsement as I have never used this myself
Required, but never shown | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600401583556.73/warc/CC-MAIN-20200928010415-20200928040415-00461.warc.gz | CC-MAIN-2020-40 | 617 | 6 |
https://wiki.analog.com/university/courses/eps/band-gap-regulator?rev=1371474481 | math | This is an old revision of the document!
The objective of this Lab activity is to investigate the band-gap voltage reference.
The principal behind the band-gap voltage reference is to sum a voltage which is proportional to absolute temperature (PTAT) with a voltage that has an equal but opposite ( complementary) negative temperature drift (CTAT) to produce a voltage which has effectively zero temperature drift. The zero gain amplifier and stabilized current source combination produces a PTAT current at its output. This current will produce a PTAT voltage when flowing through a resistor. The VBE of a BJT has a well defined negative temperature drift which when summed with a properly scaled PTAT voltage will result in a near zero drift output voltage. This combined voltage is approximately 1.2 Volts which is very nearly the band-gap voltage of silicon hence the name.
In the first version shown in figure 1, A PTAT current source (Q1, Q2A,B, R2) can be used in conjunction with a PNP current mirror stage (Q3,Q4A,B) in negative feedback to build a circuit which provides an output voltage which is the sum of a PTAT voltage (R1) and the VBE of Q1 which is constant or regulated over a range of input voltages and over temperature. There is a problem with the circuit in version 1. The current available to an output load is limited by the feedback current supplied from NPN Q2 mirrored through PNPs Q3 and Q4. Any current that is diverted into an external load would reduce the current in R1 and change the scaling of the PTAT voltage with respect to the voltage of the VBE. It would be desirable to build a circuit which provides a constant or regulated output voltage over not only a range of input voltages but also output load currents. A second circuit, shown in figure 2 utilizes an emitter follower output stage to provide the current to the output.
Analog Discovery Lab hardware
1 - 2.2 KΩ Resistor ( or any similar value )
1 - 100 Ω resistor
3 - small signal NPN transistors (2N3904 or SSM2212)
3 - small signal PNP transistors (2N3906 or SSM2220)
The breadboard connections are as shown in the diagram below. The output of the AWG1 serves as the positive power supply and drives the emitters of both PNP transistors Q3 and Q4A,B. Q3 and Q4A,B are wired as a gain of two current mirror with their bases connected together with the collector of Q3. The collector of Q4A,B connects to resistor R1. Resistors R1, R2 and transistor Q1 are connected as a zero gain amplifier section. The VBE of the two parallel connected transistors Q2,A,B is smaller than the VBE of Q1 by the voltage drop across R2. The base of transistor Q2A,B is connected to the zero gain output at the collector of Q1. The collector of Q2 connects to the input side of the PNP current mirror at the base - collector of Q3. The channel 2+ (Single Ended) scope input is used to measure the output voltage at the collector of Q4.
Figure 1 Voltage reference, Version 1
Waveform generator 1 should be configured for a 1 KHz triangle wave with 2 volt amplitude and 2V offset. The Single ended input of scope channel 2 (2+) is used to measure the stabilized output voltage at the collector of Q4.
Plot the output voltage (as measured at the collector of Q4) vs. the input voltage. At what input voltage level does the output voltage stop changing i.e. regulate? This is called the “drop out” voltage. For input voltages above the drop out voltage, how much does the output voltage change for each volt of change at the input? The change in Vout / change in Vin is called line regulation. Connect a variable resistor from the output node to ground. With the input voltage fixed (i.e. connected to the fixed Vp board power supply), measure the output voltage for various settings of the resistor. Calculate the current in the resistor for each setting. How does the output voltage vary vs. output current? This is called load regulation.
Looking at the circuit in figure 2 we see many of the same basic components from figure 1. Q1,Q2, R1 and R2 serve the same basic functions as before. However rather than use the PNP current mirror to provide negative feedback to regulate the circuit, a common emitter amplifier consisting of Q3 and R4 driving emitter follower Q4 closes the feedback to the top of resistor R3. The output voltage will be the sum of a PTAT voltage across R3 and the VBE of Q3. Emitter follower Q4 supplies any varying load current that might be taken from the output node.
1 - 2.2 KΩ Resistor
1 - 100 Ω resistor
1 - 10 KΩ variable resistor (potentiometer)
1 - 4.7 KΩ resistor
1 - 1.0 nF capacitor (102)
(resistors can be any similar value selected for desired circuit operation)
4 - small signal NPN transistors (2N3904, SSM2212, CA3045)
The breadboard connections are as shown in figure 2. As before transistor Q1 and resistors R1 and R2 are configured as a zero gain amplifier. Transistor Q2 and variable resistor R3form a stabilized PTAT current source. If the SSM2212 matched NPN pair is used it is best that it be used for devices Q1 and Q2. Common emitter stage Q3 along with its collector load R4 provide gain. Emitter follower Q4 drives the output node and closes the negative feedback loop.
Figure 2 Regulator Version 2
Waveform generator W1 should be configured for a 1 KHz triangle wave with 2 volt amplitude and 2V offset. Scope channel 2 (2+) is used to measure the stabilized output voltage at the emitter of Q4.
Repeat the drop out voltage, line and load regulation measurements for this circuit. How are they different than the Version 1 regulator circuit?
In the Version 1 circuit the net effective emitter ratio between Q1 and Q2 is four ( 2:1 for the NPNs and 2:1 in the PNP current mirror). How would the value for R1 need to change if the combined ratio was reduced to 2:1 by removing one or the other of the parallel transistors, Q2B or Q4B? Would the circuit still function if the NPN and PNP emitter ratios were both 1:1?
For Further Reading:
Return to Lab Activity Table of Contents.
The CA3045,46 ( LM3045, 46 ) NPN transistor array is a good alternate choice for building this example circuit. See pinout below.
All the emitters can be tired to ground ( pins 3,7,10,13 ). Devices Q1, Q2 and Q3 can be connected in parallel and serve as Q2 in figure 2. Q4 and Q5can be used for Q1 and Q3in figure 2. An individual device such as a 2N3904 etc. can be used for Q4 in figure 2. The 3 to 1 emitter area ratio will result in an output voltage very nearly 1.2 volts if R1 and R3 are both equal to 2K? (when R2 is 100?). | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474470.37/warc/CC-MAIN-20240223221041-20240224011041-00010.warc.gz | CC-MAIN-2024-10 | 6,547 | 30 |
https://www.thestudentroom.co.uk/showthread.php?t=4418144 | math | Inductive v Deductive researchWatch
I'm really struggling to find a research paper that uses Inductive research, i've browsed loads of papers and they seem to all be deductive! any advice would be appreciated as I'm really struggling !!
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To make it easier you may want to click here to access the questions in pdf form before inputting your answers here
The trial is designed to detect an absolute difference of 15% in response rates between treatment A and B, with the assumption that the response rate in group A is 55% and the response rate in group B to be 40%. With a significance level of 5% and power of 80% the trial would need N patients in total.
What is the N? | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679099892.46/warc/CC-MAIN-20231128151412-20231128181412-00512.warc.gz | CC-MAIN-2023-50 | 527 | 4 |
http://www.shooting-the-breeze.com/forums/showpost.php?p=123194&postcount=85 | math | Originally Posted by Shaun
This is fun!
1 target per lane will mean more targets are being shot. But it will increase other factors - most important of these is FAFF.
FAFF - the time spent on a lane that is not included in your 1, 2 , 3 ... minutes.
More lanes will increase FAFF. If FAFF is constant for a lane, because usually FAFF occurs before shooting rather than after which is known as TWADDLE, then having more targets in a lane decreases the proportion of time spent FAFFING rather than shooting. For example - if a shooter uses 30 seconds of FAFF time then once the scope is eyed then the shooter has n minutes to finish. For 1 target this is 1 minute and FAFF represents 50% of this time, for 2 targets this is 2 minutes and FAFF represents 25% of this time. For 3 targets this is 3 minutes and FAFF represents 17%.
So the secret is less FAFF
I have done some statistical analysis...
Based upon STB, and assuming that HFT shooters spend the same amount of time Faffing before a competition and producing Twaddle afterwards...
Suggests that the average shooter here produces 45 units of Faff and Twaddle. It's quite hard however to determine what is Faff, and what is Twaddle. However I'd suggest that a count of "how many FT shooters does it take to change a GP session" type threads are heavily weighted towards the Faff, as the GP hasn't been shot, so there's no Twaddle yet. We of course have to wait till after a GP to see how much twaddle is seen, but it would already suggest FT shooters do faff a lot. Indeed as the subject is aired elsewhere then one could surmise that they Faff around
I haven't taken into account that some members faff and produce more twaddle than others, and that some members may not faff at all or produce any twaddle.
I hope this has been of some help. Would you like a graph? | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988720153.61/warc/CC-MAIN-20161020183840-00473-ip-10-171-6-4.ec2.internal.warc.gz | CC-MAIN-2016-44 | 1,820 | 11 |
https://electronics.stackexchange.com/questions/200247/negative-gate-pulse-to-a-thyristor | math | If a positive gate pulse is given to a forward biased thyristor, it gets turned on. What will happen when a negative gate pulse is given to a reverse biased thyristor ?
In normal operation of a Thyristor or SCR, nothing.
Excess voltages of dV/dt spike will eventually cause some kind of transient or permanent breakdown. Excess is a relative term and such operation is usually not desirable.
Triacs have conduction modes in the other quadrants.
Also see this similar question. | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320305288.57/warc/CC-MAIN-20220127193303-20220127223303-00466.warc.gz | CC-MAIN-2022-05 | 476 | 5 |
https://studysoup.com/tsg/124873/stats-modeling-the-world-3-edition-chapter-16-problem-43 | math | 43. Farmers market. A farmer has 100 lb of apples and50 lb of potatoes for sale. The market price for apples (perpound) each day is a random variable with a mean of 0.5dollars and a standard deviation of 0.2 dollars. Similarly,for a pound of potatoes, the mean price is 0.3 dollars andthe standard deviation is 0.1 dollars. It also costs him 2dollars to bring all the apples and potatoes to the market.The market is busy with eager shoppers, so we can assumethat hell be able to sell all of each type of produceat that days price.a) Define your random variables, and use them to expressthe farmers net income.b) Find the mean.c) Find the standard deviation of the net income.d) Do you need to make any assumptions in calculatingthe mean? How about the standard deviation?
43. Farmers market. A farmer has 100 lb of apples and50 lb
Problem 43 Chapter 16
Stats: Modeling The World | 3rd Edition
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Unformatted text preview: Pages 210 - 211 5.1 Jackson Corporation's bonds have 12 years remaining to maturity. Interest is paid annually...? Jackson Corporation's bonds have 12 years remaining to maturity. Interest is paid annually, the bonds have a $1,000 par value, and the coupon interest rate is 8%. The bonds have a yield to maturity of 9%. What is the market price of these bonds? P = F*r*[1 -(1+i)^-n]/i + C*(1+i)^-n F = par value C = maturity value r = coupon rate per coupon payment period i = effective interest rate per coupon payment period n = number of coupon payments remaining In this problem F = 1000. And, since we are not given the maturity value, we can assume that it is the same as the par value. Therefore, C = 1000. r = .08 i = .09 n = 12 Plug the numbers into the equation: 1000*.08 * (1 - 1.09^-12)/.09 + 1000*1.09^-12 = $928.39 5.2 Wilson Wonders's bonds have 12 years remaining to maturity. Interest is paid annually, the bonds have a $1,000 par value, and the coupon interest rate is 10% the bonds sell at a price of $850. What is their yield to maturity? Time to maturity = 12 years Par value = $1,000 Coupon rate = 10% Price of the bond = $850 Value of the bond=t=1nPar value*Coupon rate1+YTMt+Par value1+YTMn Given: | | | Par value | $1,000 | | Coupon rate | 10% | | Time to maturity | 12 | years |...
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This note was uploaded on 01/31/2012 for the course FINANCIAL f1515 taught by Professor Karylfriedman during the Spring '11 term at Keller Graduate School of Management.
- Spring '11 | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218205046.28/warc/CC-MAIN-20170322213005-00491-ip-10-233-31-227.ec2.internal.warc.gz | CC-MAIN-2017-13 | 1,702 | 6 |
https://www.coursehero.com/tutors-problems/Physics/19523769-A-car-travels-at-a-constant-rate-for-100-miles-going-due-west-for-one/ | math | A car travels at a constant rate for 100 miles going due west for one hour. Then it travels at a constant rate for
another 75 miles west for one hour. What is the instantaneous velocity at any time during the first hour of the trip?
92 mph west
75 mph west
100 mph west
137 mph west | s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986669546.24/warc/CC-MAIN-20191016190431-20191016213931-00253.warc.gz | CC-MAIN-2019-43 | 282 | 6 |
http://lifestyledbytiffany.com/kindle/algebra-trigonometry-edition-3-rd | math | By Cynthia Y. Young
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6x 7x 12 20 55. 3 7 + 40 24 56. -3 -7 - a b 10 12 60. 4 7 , 5 10 In Exercises 57–68, perform the indicated operation and simplify, if possible. 57. 2 # 14 7 3 61. 4b a , 9 27 65. 3x 9 , 4 16y a Z 0 y Z 0 58. 2# 9 3 10 62. 3a b , 7 21 66. 14m # 4 2 7 b Z 0 59. 2 10 , 7 3 63. 3x 6x , 10 15 x Z 0 64. 4 1 1 , 7 5 20 67. 3y 6x , 7 28 y Z 0 68. 2 1# 5 7 3 6 In Exercises 69–72, evaluate the algebraic expression for the specified values. 69. 71. ■ -c 2d for c ϭ Ϫ4, d ϭ 3 m1 # m2 r 2 for m1 ϭ 3, m2 ϭ 4, r ϭ 10 70.
CORRECT INCORRECT Eliminate the parentheses. ERROR: 3x3 Ϫ 2x ϩ 1 Ϫ x2 Ϫ 5x ϩ 9 3x3 Ϫ 2x ϩ 1 Ϫ x2 ϩ 5x Ϫ 9 Don’t forget to distribute the negative through the entire second polynomial. Identify like terms. Study Tip When subtracting polynomials, it is important to distribute the negative through all of the terms in the second polynomial. ■ Answer: x3 Ϫ 7x2 Ϫ 4x ϩ 3 3x - 2x + 1 - x - 5x + 9 3 2 Combine like terms. 2). 1). EXAMPLE 4 Multiplying a Monomial and a Polynomial Find the product and simplify 5x2(3x5 - x3 + 7x - 4).
The following figure and table illustrate the subset relationship and examples of different types of real numbers. Real Numbers Irrational Numbers Rational Numbers Integers Negative Counting Numbers NAME Every real number is either a rational number or an irrational number. Whole Numbers Zero SYMBOL Study Tip Fractions • Ratio of two nonzero integers, and • Does not reduce to an integer Natural Numbers D ESCRIPTION E XAMPLES N Natural numbers Counting numbers 1, 2, 3, 4, 5, . . W Whole numbers Natural numbers and zero 0, 1, 2, 3, 4, 5, . | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583512750.15/warc/CC-MAIN-20181020121719-20181020143219-00334.warc.gz | CC-MAIN-2018-43 | 3,137 | 10 |
https://nytimescrossword.io/nytimes-crossword | math | Share NYTimes Crossword
Crossword puzzles are drawn puzzles that are usually in the shape of a square or rectangle. The puzzle is filled with black and empty squares. The goal of a crossword puzzle is to fill the empty boxes with the answers to a series of questions. Most crosswords include numbers in the empty squares so the player can match each question with a specific answer location. The shaded squares are used to separate the answers. The answers that go into the empty boxes are written across and down, with separate clues for each direction. The answers will interlock with one another, so correctly answering one question will give you one or more letters that makeup part of a different answer. Once you have correctly completed all of the answers, you have "beaten" the puzzle. Some crossword puzzles are quite difficult and completing them is an achievement you can be proud of! If you become a crossword master, you can even start working on The NYTimes Crossword Puzzle, which is fiendishly difficult.
How to play
Would you like to improve your vocabulary, learn interesting new facts, and enhance your critical thinking skills? Solving crossword puzzles may be the answer! Crossword puzzles are complex word puzzles that are enjoyable, relaxing, and rewarding. This guide will share some information about crossword puzzles and how they are completed.
Understanding crossword clues
The biggest challenge you will face when completing a crossword puzzle is interpreting what the clues mean and then finding the correct answers. Clues can be expressed in different ways, so a crossword novice may struggle to understand the clue means or what they are meant to answer. The most common clue types include:
- Straight clues (Quick clues)
A straight clue is a word or very short phrase that immediately makes you think of several potential answers. You must match one of those potential answers to the space that is available in the crossword. Most crosswords published in the United States and the UK use straight clues. Straight clues are often:
• Synonyms: The puzzle will give you a word or phrase and you must think of a synonym that fills the location.
• Fill in the blank: Some clues will use a blank space, which is filled in with a word. These clues are usually very easy to solve but might give you multiple potential answers that can fit the puzzle. You may have to use the letter count and intersection letters to determine the correct answer.
• Questions: Some straight clues are a single word with a question mark on the end. Generally, the answer is one of the first words that you think of.
• Colloquial answers: Some crossword puzzles will ask you to translate a phrase to a colloquial term.
• Abbreviations: Some clues might have abbreviated answers.
• Non-dictionary phrases: Some crosswords will use non-dictionary phrases as answers.
- Indirect clues
Crossword puzzles may also have abstract clues that involve wordplay. The clues are meant to be taken metaphorically or require some form of lateral thinking to answer. These kinds of clues usually have a question mark at the end or have a modifier like the words "perhaps" or "maybe."
Play Daily Themed Crossword now, join thousands of crossword enthusiasts and see why everyone is attracted! | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817144.49/warc/CC-MAIN-20240417044411-20240417074411-00114.warc.gz | CC-MAIN-2024-18 | 3,292 | 17 |
https://waiferx.blogspot.com/2014/12/physics-quiz-question-thermal.html | math | Cuesta College, San Luis Obispo, CA
Cf. Giambattista/Richardson/Richardson, Physics, 2/e Problem 14.55, Comprehensive Problem 14.85
A 0.91 m2 area section of CertainTeed SMARTBATT™ fiberglass insulation with a thickness of 8.9×10–2 m has a thermal conductivity of 4.2×10–3 watts/(m·K)[*]. The thermal resistance of this section of insulation is:
(A) 3.4×10–4 K/watt.
(B) 23 K/watt.
(C) 2.4×102 K/watt.
(D) 2.9×103 K/watt.
Correct answer (highlight to unhide): (B)
The thermal resistance R of an object can be related to its thermal conductivity κ by:
R = d/(κ·A),
where d is the thickness of the object that heat must conduct through, and A is the cross-sectional area, such that:
R = (8.9×10–2 m)/((4.2×10–3 watts/(m·K))·(0.91 m2)) = 23.286237572 K/watt,
or to two significant figures, the thermal resistance of the wall is 23 K/watt.
(Response (A) is κ·A·d; response (C) is 1/κ; response (D) is 1/(κ·A·d).)
Sections 70854, 70855, 73320
Exam code: quiz07cO4t
(A) : 1 student
(B) : 60 students
(C) : 3 students
(D) : 0 students
Success level: 94%
Discrimination index (Aubrecht & Aubrecht, 1983): 0.21 | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439735867.93/warc/CC-MAIN-20200804102630-20200804132630-00125.warc.gz | CC-MAIN-2020-34 | 1,133 | 22 |
https://www.findtutoronline.net/home/state_tutor_list/Tamilnadu | math | |Amudha||I have done M.Sc., M.Phil., in Mathematics. I have 16 years of experience in teaching mathematics for college students. Teaching is not only my profession its my passion. I provide online tutoring in the following math papers. Engineering Mathematics I, Engineering Mathematics II, Engineering Mathematics III, Probability and Queueing theory, Probability and statistics, Random processes, Discrete Mathematics, Operations Research, Numerical Methods., etc||Details|
I have come to believe that a great teacher is a great artist and that there are as few as there are any other great artists. Find tutor online is a website there we will give online teaching for student.
I like a teacher who gives you something to take home to think about besides homework. Find tutor online is a website there we will give online teaching for student. | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300574.19/warc/CC-MAIN-20220117151834-20220117181834-00102.warc.gz | CC-MAIN-2022-05 | 846 | 3 |
https://medical-dictionary.thefreedictionary.com/Fourier+law | math | It is well known that the heat conduction in the Pennes bioheat transfer equation is based on Fourier law
. To incorporate the non-Fourier behavior, Cattaneo and Vernott proposed a modified heat conduction equation as follows [10, 11]:
In the case where the two phase-lags are exactly the same, [[tau].sub.q] = [[tau].sub.T], there would bean instantaneous response between the temperature gradient and the heat flux, and (1) would be equivalent to the classical Fourier law
, except for a shift in time.
The generalised thermoelastic theory, which is based on a new heat conductive law to replace the classical Fourier law
, has been successfully used to explore the thermal shock problem.
Illustration of the first Fourier law
: A) Heat conduction between two parallel plates; B) The temperature profile inside the wall
In some cases, the Fourier law
cannot explain, such as near the absolute zero temperature, thermal gradient, which is extreme .
The local fractional transient heat conduction equations based upon the Fourier law within local fractional derivative arising in heat transfer from discontinuous media were presented in [21-24].
Fourier law of heat conduction in fractal medium with local fractional derivative is expressed by
Tzou [11, 12] had introduced another modification to Fourier law
, by inventing two time lags, Dual Phase Lag (DPL), between the heat flux and the temperature gradient namely the heat flux time lag and the temperature gradient time lag.
This leads for isotropic systems to the Fourier law
More precisely, Fourier law
is diffusive and cannot predict the finite temperature propagation speed in transient situations, in this context, the Cattaneo-Vernotte equation corrects the nonphysical property of infinite propagation of the Fourier and Fickian theory of the diffusion of heat, and this equation also known as the telegraph equation for the temperature is a generalization of the heat diffusion (Fourier's law) and particle diffusion (Fick's laws) equations.
When both lags are zero, the Fourier law
is recovered, while for [[tau].sub.q] > 0 and [[tau].sub.T] = 0, it reduces to the Single-Phase-Lag (SPL) model .
The time-nonlocal generalization of the Fourier law
with the "long-tail" power kernel [11, 13-15] can be interpreted in terms of fractional calculus (theory of integrals and derivatives of noninteger order) and results in the time-fractional heat conduction equation | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662587158.57/warc/CC-MAIN-20220525120449-20220525150449-00050.warc.gz | CC-MAIN-2022-21 | 2,428 | 21 |
https://en-academic.com/dic.nsf/enwiki/816569 | math | - Static spacetime
general relativity, a spacetimeis said to be static if it admits a global, nowhere zero, timelike hypersurface orthogonal Killing vector field. A static spacetime can in effect be split up into time and three dimensional (curved) space. Every static spacetime is stationary but the converse is not true. In a static spacetime, the metric tensor components, may be chosen so that they are all independent of the time coordinate and the time-space components , whereas in a stationary spacetime they are in general nonzero. The line element of a static spacetime can be expressed in the form
where is the time coordinate, are the three spatial coordinates and is metric tensor of 3-dimensional space. As in the more general stationary case, the 3-space can be thought of as the manifold of trajectories of the Killing vector . But for static spacetimes can also the regarded as any hypersurface = const embedded in the spacetime which is now the instantaneous 3-space of stationary observers. is a positive scalar representing the norm of the Killing vector field , i.e. . Both and are independent of time. It is in this sense that a static spacetime derives its name, as the geometry of the spacetime does not change. Examples of a static spacetime are the (exterior)
Schwarzschild solutionand the Weyl solution. The latter are general static axisymmetric solutions of the Einstein vacuum field equations discovered by Hermann Weyl.
Wikimedia Foundation. 2010. | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178358064.34/warc/CC-MAIN-20210227024823-20210227054823-00274.warc.gz | CC-MAIN-2021-10 | 1,478 | 5 |
http://mathforum.org/kb/message.jspa?messageID=9309064 | math | Marc Olschok wrote: >quasi wrote: > >> As I've previously suggested, the wording is key ... >> >> Consider the following problems ... >> >> Problem (1) >> >> Let f(x) = (x^2 - 9)/(x - 3). >> >> (a) Is f(3) defined? >> >> answer: No. >> >> (b) Is f continuous on its domain? >> >> answer: Yes. >> >> (c) Is f continuous on the set of real numbers? >> >> answer: No, f is not continuous at x = 3. > >I have not read everything in this (IMHO broken) thread, so >this might already have been pointed out. The problem is that >question (c) and its answer is meaningless, once it is settled >that 3 is not in the domain of f. One might as well ask if f >is continuous on the quaternions.
In the Calculus context, the missing point scenario is classified as either a removable discontinuity or a non-removable discontinuity depending on whether the relevant limit exists.
In particular, the function
f(x) = (x^2 - 9)/(x - 3)
is said to have a removable discontinuity at x = 3 since
(1) f is not defined at x = 3.
(2) lim (x -> 3) f(x) exists.
The level of discussion is key here.
At the Calculus level, precisely because they want to discuss the concept of removable versus non-removable discontinuities, the question
"Is f continuous at x = 3?"
is not regarded as a meaningless question.
As a reference, if you have access to the text
Stewart Calculus - Early Transcendentals, 6th Ed (2008)
On page 119, continuity at x = a is defined this way:
f is continuous at x = a if lim (x -> a) f(x) = f(a)
On the same page, the definition is recast as 3 requirements:
f is continuous at x = a if
(1) f(a) exists (2) lim (x -> a) f(x) exists (3) lim (x -> a) f(x) = f(a) | s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125937090.0/warc/CC-MAIN-20180420003432-20180420023432-00633.warc.gz | CC-MAIN-2018-17 | 1,655 | 18 |
https://www.rcsb.org/structure/4UIP | math | Enzymatic Prenylation and Oxime Ligation for the Synthesis of Stable and Homogeneous Protein-Drug Conjugates for Targeted Therapy.Lee, J., Choi, H., Yun, M., Kang, Y., Jung, J., Ryu, Y., Kim, T.Y., Cha, Y., Cho, H., Min, J., Chung, C., Kim, H.
(2015) Angew Chem Int Ed Engl 54: 12020
- PubMed: 26315561
- DOI: 10.1002/anie.201505964
- Primary Citation of Related Structures:
- PubMed Abstract:
Targeted therapy based on protein-drug conjugates has attracted significant attention owing to its high efficacy and low side effects. However, efficient and stable drug conjugation to a protein binder remains a challenge. Herein, a chemoenzymatic me ...
Targeted therapy based on protein-drug conjugates has attracted significant attention owing to its high efficacy and low side effects. However, efficient and stable drug conjugation to a protein binder remains a challenge. Herein, a chemoenzymatic method to generate highly stable and homogenous drug conjugates with high efficiency is presented. The approach comprises the insertion of the CaaX sequence at the C-terminal end of the protein binder, prenylation using farnesyltransferase, and drug conjugation through an oxime ligation reaction. MMAF and an EGFR-specific repebody are used as the antitumor agent and protein binder, respectively. The method enables the precisely controlled synthesis of repebody-drug conjugates with high yield and homogeneity. The utility of this approach is illustrated by the notable stability of the repebody-drug conjugates in human plasma, negligible off-target effects, and a remarkable antitumor activity in vivo. The present method can be widely used for generating highly homogeneous and stable PDCs for targeted therapy.
Department of Biological Sciences, Korea Advanced Institute of Science and Technology (KAIST), Daejeon (Korea). [email protected]. | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400187899.11/warc/CC-MAIN-20200918124116-20200918154116-00662.warc.gz | CC-MAIN-2020-40 | 1,859 | 9 |
https://www.hackmath.net/en/word-math-problems/mass?tag_id=49&page_num=2 | math | Mass + area - practice problems
Number of problems found: 37
In the agricultural cooperative harvested 525 ares of colza, of which received 5.6 tons of seeds. Calculate the yield per hectare.
- Hydrostatic force
What is the hydrostatic force applied to an area of 30 cm² in the water at a depth of 20 m? (Water density is 1000 kg/m3)
- Chocolate roll
The cube of 5 cm chocolate roll weighs 30 g. How many calories will contain the same chocolate roller of a prism shape with a length of 0.5 m whose cross-section is an isosceles trapezoid with bases 25 and 13 cm and legs 10 cm? You know that 100 g of this
Meadow, with an area of 1,500 square meters, was fertilized with 12 kg of urea. Urea contains 45% nitrogen. How much nitrogen accounted for per 1 m²?
When planting potatoes there are consumed 3 500 kg of seed per 1 ha. Calculate the weight of the seed needed for fitting a square area with a side length 325 meters.
- Sunflower Field
The trapezoidal sunflower field is located between two parallel paths which are spaced 230 meters apart. The lengths of the parallel sides of the field are 255 m and 274 m. How many tons of sunflower will come from this field if the hectare yield is 2.25
- Copper plate
Calculate the thickness of the copper plate with a density 8.7 g/cm³ measuring 1.5 meters and 80 cm and its weight is 3.65 kg
The field has a rectangular shape with dimensions of 128 m and 350 m. How many kg of seed are needed for sowing if the 1 m² will consume 25 g of seeds?
- Colour - billboard
Shelftalker has the shape of a parallelogram. Its length is 4.9 m and the corresponding height is 3.5 meters. Calculate how much (kg) paint must purchase to redecoration if 1 kg cover 4 m² of shelftalker surface.
- Iron sphere
Iron sphere has weight 100 kg and density ρ = 7600 kg/m³. Calculate the volume, surface, and diameter of the sphere.
Pizza with a diameter 50 cm has a weight 559 g. What diameter will have a pizza weighing 855 g if it is made from the same cloth (same thickness....) and same decorated?
Calculate how many 25 kg bags of leveling concrete must be purchased if we leveling room 15 m² to the "height" 6 mm if consumtion is 1.5 kg per square meter and millimeter thickness.
Mr Peter has a metal roof cone shape with a height of 127 cm and radius 130 cm over well. He needs to paint the roof with anticorrosion. How many kg of color must he buy if the manufacturer specifies the consumption of 1 kg to 3.3 m²?
The rectangle shaped field with dimensions 1268 m and 745 m harvested last year was 4959 q wheat. (1 q = 1 quintal = 100 kg). During the year, it was necessary to fix the pipe and therefore did kick wide 4 m parallel to the side of the field 745 m, where
The surface of the sphere is 12100 cm2, and the weight is 136 kg. What is its density?
- Copper sheet
The copper plate has a length of 2.2 m, width 92 cm and weighs 5.6 kg. What is the plate thickness, if 1 m3 weighs 8732 kg?
- Cu thief
The thief stole 121 meters copper wire with a cross-section area of 103 mm². Calculate how much money gets in the scrap redemption if redeemed copper for 4.6 Eur/kg? The density of copper is 8.96 t/m3.
Mass - practice problems. Area - practice problems. | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320303512.46/warc/CC-MAIN-20220121162107-20220121192107-00599.warc.gz | CC-MAIN-2022-05 | 3,197 | 28 |
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