url
stringlengths 14
5.47k
| tag
stringclasses 1
value | text
stringlengths 60
624k
| file_path
stringlengths 110
155
| dump
stringclasses 96
values | file_size_in_byte
int64 60
631k
| line_count
int64 1
6.84k
|
|---|---|---|---|---|---|---|
https://lasvegasconstruction.net/category/damage-restoration/water/
|
math
|
Wood is a popular choice for kitchen floors, but it can be susceptible to damage from moisture and spills. WPC.
Copyright © 2023 MMG Painting and Contracting. All rights reserved. | NV Licenses: B-2 LIC# 85891, Bid Limit $1,500,000 C-4 LIC# 81298, Bid Limit $1,100,000 | UT LIC# 10598784-5501 | AZ LIC# 323558
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100448.65/warc/CC-MAIN-20231202172159-20231202202159-00453.warc.gz
|
CC-MAIN-2023-50
| 310 | 2 |
http://klamath.stanford.edu/~molinero/calendus/CS/read/event_10557_CS_read.html
|
math
|
Edit this event - Submit similar event - Post this event into another calendar - Delete this event
Subject: Stanford Networking Seminar, Thu 11/2: Mark Gritter
Sponsor: Stanford Networking Seminar
Speaker: Mark Gritter
Date: Thursday, November 2, 2000
Time: 12:15pm - 2pm
Location: Gates 104 [look for it in a campus map]
Event URL: http://netseminar.stanford.edu/sessions/2000-11-02.html
Sponsor URL: http://netseminar.stanford.edu/
Title : An Architecture for Content Routing Support in the Internet Speaker : Mark Gritter, Computer Science Department, Stanford University Abstract: The primary use of the Internet is content distribution: delivery of web pages, audio, and video streams to client browsers. Yet the Internet was never architected for scalable content delivery. The results has been a proliferation of proprietary protocols and ad hoc mechanism to meet the growing content demand. As part of the TRIAD architecture, we introduce an explicit content layer as a natural extension of current Internet directory and routing system. Using name-based routing, content requests can be efficiently directed at the closest replica server, without the need for a centralized DNS service. Bio : Mark Gritter is a PhD student, working with David Cheriton in the Distributed Systems Group at Stanford University. Note : Lunch (but no drinks) is provided for the attendes at 12:15. The talk itself begins at 12:45.
Event history: Submitted by maniatis on 25-Oct-2000;
Disclaimer | Email us!
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247490107.12/warc/CC-MAIN-20190219122312-20190219144312-00473.warc.gz
|
CC-MAIN-2019-09
| 1,518 | 12 |
https://www.wyzant.com/resources/answers/880497/what-is-the-complete-chemical-symbol-for-the-ion-with-42-neutrons-a-mass-nu
|
math
|
To determine any element's chemical symbol, one MUST know how many protons are in the nucleus. That is the atomic number, and that is what differentiates individual elements from one another. Of course, this is a "tricky" question - if they told you the atomic number, you could have just looked that up on a periodic table, and be done here! - so here is what they've provided you:
What is the complete chemical symbol for the ion with 42 neutrons, a mass number of 79, and 36 electrons?
The next most important part of this answer comes from the recognition that atomic mass number is ALWAYS to sum of an atom's protons and neutrons in the nucleus. Ah HA!! So, now you have both the mass number (79) and the number of neutrons (42), so the total number of protons - the atomic number - is simply 79-42 or 37 protons. A quick look at the periodic table indicates that the element with an atomic number of 37 is Rubidium ... but we're not done yet! Neutral rubidium (or Rb) has 37 electrons (as to be expected with 37 protons in the nucleus), but the ion described above has only 36 electrons. Therefore, with one proton more than the number of electrons, the complete chemical symbol for this ion would be: Rb+ to indicate that it is a singly positively charged ion (or cation, to be precise).
'Hope that helps,
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320304749.63/warc/CC-MAIN-20220125005757-20220125035757-00449.warc.gz
|
CC-MAIN-2022-05
| 1,312 | 4 |
https://dannycaballero.info/phy482msu_s2018/in-class/06-rlcircuitphasors.html
|
math
|
Consider an RL circuit (a resistor, $R$, and inductor, $L$, in series with a voltage source) with a sinusoidally varying voltage source ($V(t) = V_0 \sin (\omega t)$). Find the current as a function of time, $I(t)$. That is, determine both the transient response $I_H$ and the persistent result, $I_p$.
For this second attempt, use the method of phasors. Remember to solve the homogenous and particular problem!
Sketch the resulting current. How might you control the transient response (make it short!) to ensure it is a small effect compared to the desired persistent response?
Does the current lag or lead the voltage? How do you know?
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710813.48/warc/CC-MAIN-20221201121601-20221201151601-00506.warc.gz
|
CC-MAIN-2022-49
| 638 | 4 |
https://www.ebay.com/b/bird-identification-book/bn_7024937696
|
math
|
Lot of 3 Bird Identification Books ~ See Description for Titles and Authors.$6.992 bids$4.45 shippingEnding Today at 7:32PM PDT11h 21m
Birds of Minnesota Field Guide$13.52Free shippingOnly 1 left!
Birds Of Missouri Field Guide$13.69Free shipping15 sold
Birds Of Indiana Field Guide$13.74Free shippingOnly 3 left
Birds Of Pennsylvania Field Guide$13.69Free shippingOnly 1 left!
Birds Of Colorado Field Guide$13.99Free shippingOnly 2 left
Birds of Michigan Field Guide$13.65Free shippingOnly 1 left!
Birds Of Montana Field Guide$14.47Free shippingOnly 2 left
Birds of Wisconsin Field Guide (Paperback or Softback)$14.01Was: $16.81Free shipping87 sold
Birds of Ohio Field Guide (Paperback or Softback)$13.41Was: $16.79Free shipping104 sold
Vintage Golden Field Identification Guide Birds$5.99$3.50 shipping
A Guide to the Identification and Natural History of the Sparrows of the United$8.99Free shippingBenefits charity
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652663016853.88/warc/CC-MAIN-20220528123744-20220528153744-00662.warc.gz
|
CC-MAIN-2022-21
| 917 | 12 |
https://docs.rentlinx.com/article/258-how-can-i-advertise-our-regional-partnerlinx-apartment-search-to-members
|
math
|
How can I advertise our regional PartnerLinx apartment search to members?
If you're unsure of how to direct members when they're asking about adding their properties to your RentLinx-powered apartment search, there's a RentLinx-powered page you can direct them to. It lives at:
http://##RENTLINX TAG NAME##.rentlinx.com/AddYourProperties.aspx
Where ##RENTLINX TAG NAME## is the listing name we've assigned to your RentLinx powered pages. If you're unsure of what that is, go to any RentLinx powered search and check the URL in the address bar. If you're still unsure, please contact us to figure out what it is! Here are some samples:
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125948549.21/warc/CC-MAIN-20180426203132-20180426223132-00244.warc.gz
|
CC-MAIN-2018-17
| 634 | 4 |
https://lavidalaura.com/attractions/question-why-is-gravity-considered-an-attractive-force.html
|
math
|
Why is gravity a attractive force?
Why is gravity only an attractive force? Because mass is always positive. There are different notions of mass, but they’re equivalent. There are two distinct notions of mass: gravitational and inertial.
Is gravity really an attractive force?
Gravity is a force of attraction that exists between any two masses, any two bodies, any two particles. Gravity is not just the attraction between objects and the Earth. It is an attraction that exists between all objects, everywhere in the universe.
Why gravity is always attractive and not repulsive?
We know that the gravitational force is defined as the multiplication of the gravitational constant along with the masses of the objects and then divided by the square of the distance between the objects. … Hence, the nature of the gravitational force will always be attractive and not repulsive.
Why does gravity only attract masses?
According to theory, the reason mass is proportional to gravity is because everything with mass emits tiny particles called gravitons. These gravitons are responsible for gravitational attraction. The more mass, the more gravitons.
Is gravity a strong or weak force?
Gravity is a real weakling – 1040 times weaker than the electromagnetic force that holds atoms together. Although the other forces act over different ranges, and between very different kinds of particles, they seem to have strengths that are roughly comparable with each other.
Can gravity be considered a force?
Gravity is considered a universal force because it acts between any two masses anywhere in the universe. For example, there is a gravitational pull between the Sun and the Moon. Even small masses attract each other. The force of gravity between dust and gas particles in space helped form the solar system.
What is gravity and why is it important?
Earth’s gravity is what keeps you on the ground and what causes objects to fall. Gravity is what holds the planets in orbit around the Sun and what keeps the Moon in orbit around Earth. The closer you are to an object, the stronger its gravitational pull is. Gravity is what gives you weight.
What is an attractive force?
Definitions of attractive force. the force by which one object attracts another. synonyms: attraction. Antonyms: repulsion, repulsive force. the force by which bodies repel one another.
Can gravity be repulsive and attractive?
Both in the Newton theory of gravitation and in the General Theory of Relativity the gravitational force is exclusively attractive one. However, the quantization of gravity shows that the gravitational forces can also be repulsive .
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964362219.5/warc/CC-MAIN-20211202114856-20211202144856-00510.warc.gz
|
CC-MAIN-2021-49
| 2,632 | 18 |
https://www.greaterwrong.com/users/hoagy
|
math
|
As I understand it, one of the biggest issues with a land value tax is that the existence of the tax instantly makes owning land much less desirable—reduced by the net present value of the total future taxation. This is obviously in some sense part of the plan but it causes some pretty large sudden shifts in wealth—in particular away from anyone who has a mortgage but also just from home owners in general.
Implementing it in a fair/politically acceptable way then seems to require either a far-off starting date, a very slow taper in or a very large series of handouts to compensate, and all of these are difficult for a government to implement given the time horizon of elections and a large, wealthy group who will be opposed to this, likely including inside the governing party.
This isn’t especially relevant to your variant but if you’re thinking about how to get efficient taxation then this is something to think about trying to find a solution to :)
On the numbers from The Precipice—I think the point is that the next 100 years have an estimated 1⁄6 chance of extinction, but also contain the power to protect us from future harm and facilitate the human race flourishing across the universe. Extrapolating risk from next 100 years to an expected 600 year lifespan, and using current population forecasts as the number of humans involved therefore seems not in the spirit of his model.
I think this this points to the strategic supremacy of relevant infrastructure in these scenarios. From what I remember of the battleship era, having an advantage in design didn’t seem to be a particularly large advantage—once a new era was entered, everyone with sufficient infrastructure switches to the new technology and an arms race starts from scratch.
This feels similar to the AI scenario, where technology seems likely to spread quickly through a combination of high financial incentive, interconnected social networks, state-sponsored espionage etc. The way in which a serious differential emerges is likely to be more through a gap in the infrastructure to implement the new technology. It seems that the current world is tilted towards infrastructure ability diffusing fast enough to, but it seems possible that if we have a massive increase in economic growth then this balance is altered and infrastructure gaps emerge, creating differentials that can’t easily be reversed by a few algorithm leaks.
Apologies if this is not the discussion you wanted, but it’s hard to engage with comparability classes without a framework for how their boundaries are even minimally plausible.
Would you say that all types of discomfort are comparable with higher quantities of themselves? Is there always a marginally worse type of discomfort for any given negative experience? So long as both of these are true (and I struggle to deny them) then transitivity seems to connect the entire spectrum of negative experience. Do you think there is a way to remove the transitivity of comparability and still have a coherent system? This, to me, would be the core requirement for making dust specks and torture incomparable.
Late to the party but I’m pretty confident he’s saying the opposite—that a 1 PFLOP/s system is likely to have 10 or more times the computational capacity of the human brain, which is rather terrifying.
He gives the example of Baidu’s Deep Speech 2 which requires around 1 GFLOP/s to run and produces human-comparable results. This is 10^6 slower than the 1 PFLOP/s machine. He estimates that this process in humans take around 10^-3 of the human brain, thereby giving the estimate of a 1 PFLOP/s system being 10^3 times faster than the brain. His other examples give similar results.
An easy way to deal with this difficulty is to replace ‘at least as happy with policy A as with policy B (in any situation that we think might arise in practice)’ with ‘at least as happy with policy A as with policy B (when averaged over the distribution of situations that we expect to arise)’, though this is clearly much weaker.
To me it seems that the reason this stronger sense of ordering is used is because we expect this amplification procedure to be of a sort that produces results such that A+ is strictly better than A but that even if this wasn’t the case, the concept of an obstruction would still be a useful one. Perhaps it would be reasonable to take the more relaxed definition but expect that amplification would produce results that are strictly better.
I also agree with Chris below that defining an obstruction in terms of this ‘better than’ relation brings in serious difficulty. There are exponentially many policies B that are no better than A+ and there may well be a subset of these can be amplified beyond A+ but as far as I can tell there’s no clear way to identify these. We thus have an exponential obstacle to progress even within a partition, necessitating a stronger definition.
When you talk about ‘black-box’ versions of Hugh, do you envision that H is able to answer questions relating to the cognitive processes that lead to the answer given, or about H’s thinking in general? This seems to contradict the spirit of a black box but self reflection is an important part of Hugh’s cognitive ability.
Perhaps they are both useful possibilities, my intuition is that this kind of self reflection is as far from being possible for AI as any human ability and so we should expect that we might have systems powerful enough to take on wide responsibility without this ability. If it were possible, though, the ability to use loops of self reflection to check whether a cognitive process serves a certain goal would be very helpful.
I’ve realised that you’ve gotta be careful with this method because when you find a trichromatic subtriangle of the original, it won’t necessarily have the property of only having points of two colours along the edges, and so may not in fact contain a point that maps to the centre.
This isn’t a problem if we just increase the number n by which we divide the whole triangle instead of recursively dividing subtriangles. Unfortunately now we’re not reducing the range of co-ords where this fixed point must be, only finding a triad of arbitrarily close points that map to a triangle surrounding the centre. You can, for example, take the centre point of the first of these triangles (with some method of numbering to make the function definite) for each value of n=1,2,3.. as a sequence in R2. This must have a convergent sequence which should converge to a point that maps to the centre but I can’t prove that last stage.
Cleanest solution I can find for #8:
Also, if we have a proof for #6 there’s a pleasant method for #7 that should work in any dimension:
We take our closed convex set S that has the bounded function h:S→S . We take a triangle T that covers S so that any point in S is also in T .
Now we define a new function h′:T→T such that h′(x)=h(cs(x)) where cs(x) is the function that maps x to the nearest point in S.
By #6 we know that h′ has a fixed point, since cs is continuous. We know that the fixed point of h′ cannot lie outside S because the range of h′ is S. This means h′ has a fixed point within S and since for x∈S, h(x)=h′(x), h has a fixed point.
Yeah agreed, in fact I don’t think you even need to continually bisect, you can just increase n indefinitely. Iterating becomes more dangerous as you move to higher dimensions because an n dimensional simplex with n+1 colours that has been coloured according to analogous rules doesn’t necessarily contain the point that maps to zero.
On the second point, yes I’d been assuming that a bounded function had a bounded gradient, which certainly isn’t true for say sin(x^2), the final step needs more work, I like the way you did it in the proof below.
Here’s a messy way that at least doesn’t need too much exhaustive search:
First let’s separate all of the red nodes into groups so that within each group you can get to any other node in that group only passing through red nodes, but not to red nodes in any other group.
Now, we trace out the paths that surround these groups—they immediately look like the paths from Question 1 so this feels like a good start. More precisely, we draw out the paths such that each vertex forms one side of a triangle that has a blue node at its opposite corner. Note that you can have multiple paths stemming from the same group if the group touches the side of the larger triangle, or if it has internal holes.
Now we have this set of paths we can split them into three kinds. The first is loops, which arise when you have a group which never touches the edge of the larger triangle, or inside ‘holes’ in large groups. These can be seen as a path starting and finishing at the same node. They therefore have an even number of b-g vertices. The second kind is those that begin at the edge of the large triangle and end at the same edge. These paths begin and end on the same colour and therefore also have an even number of b-g vertices. Finally and most importantly there is a kind of path that goes from one edge to the other -in the case of the reds, the left edge to the right edge. This will happen once with the group that includes the top red node, and if any other group spans the larger triangle then it will generate two more of these paths. Sperner’s lemma tells us that these will have an odd number of b-g vertices and we know that there will be an odd number of such paths, so this final type generates an odd number of total b-g vertices.
By the way that we have defined these paths, the total number of r-g-b triangles is equal to the number of g-b vertices on the paths in the set generated above. This number is the sum of an odd number from the spanning paths and a series of even numbers from the other paths, giving an odd overall number of r-g-b vertices, proving number 4 (as long as I haven’t made an error in categorizing the paths).
I hope this makes sense, let me know if it doesn’t or has errors :)
I was able to get at least (I think) close to proving 2 using Sperner’s Lemma as follows:
You can map the continuous function f(x) to a path of the kind found in Question 1 of length n+1 by evaluating f(x) at x=0, x=1 and n-1 equally spaced divisions between these two points and setting a node as blue if f(x) < 0 else as green.
By Sperner’s Lemma there is an odd, and therefore non-zero number of b-g vertices. You can then take any b-g pair of nodes as the starting points for a new path and repeat the process. After k iterations you have two values of x—only one where f(x) is below zero—that are 1/(n^k) away from each other. We thus can find arbitrarily close points that straddle zero. By taking the sequence f(x) of initial nodes x we get a sequence that, by B-W, has a sub-sequence which converges to zero. By continuity we have proved the existence of an x such that f(x)=0.
We can be sure that the sub-sequence does in fact converge to zero, rather than any other value because if it converges to any number |a|>0, the gradient of f(x) would have to be arbitrarily high to dip back below/above 0 for a value of x arbitrarily close by and therefore would not be a continuous function.
Comments to tighten up/poke holes in the above appreciated :)
For long term bets, where the opportunity cost of tying money up in these bets becomes high, I would have thought that the bets should be denominated in US bonds (or other agreed minimal-risk interest rate asset) to minimize this cost.
Even if the bet does not pay out one way or another, the money still accumulates interest.
Other than being incompatible with Augur, are there any theoretical or practical hurdles to using this? It would hopefully reduce the subsidy required to make an attractive market without incurring cost in and of itself.
Thanks for replying :)
If the joining bonus were large enough to give a new member enough DKP to get the choice items, then older members would (quite rightly) complain. If it were smaller, it wouldn’t work.
I guess my central question is, a new player will have infinite EP/GP after they first receive EP. They can therefore wait until their perfect item comes up, and choose that. This to me seems extremely similar to giving an uncertain but potentially very large joining bonus. After losing this infinite ratio status, the situation then seems very similar to a free market one. In particular I don’t understand why having collected lots of points (ie ability to claim future value) would lead to your incentive dropping off, while accumulating a high ratio (which you’d presumably need to ‘save’ for a while for really top items) doesn’t have this problem.
I’m curious but a bit confused about some of the benefits of EP/GP over the straight free-market model, but if EP/GP did indeed take over then I’m sure there’s something I’m missing.
1: Presumably, in both models, in the long run it takes roughly the same average amount of time (modulated by your efficiency of pro-social activity) to get an item of quality >x, but it seems that in EP/GP you get your first almost immediately, while in DKP your timer starts from 0. Was there the issue of individuals jumping around guilds to try and get that first item?
2: Is there any system by which one can defer the receiving of items in EP/GP so that you don’t end up getting something that is of low or nil value to you (especially since they can’t be traded)? The main advantage of the free-market, at least in systems where individuals have similar ability to earn currency, is usually that items go to those who value them most, so you’d expect DWP to have a big efficiency advantage if you can’t choose whether to accept. On the other hand, if this deferral is possible, would this degenerate into something like a free market, except where new entrants have first dibs over everything?
The power of attracting new players is a valuable advantage I’m sure but it’s the only one that I really see from the 3 given above, and I can’t see how this isn’t possible in a similar way by, say, a free market system where a new member gets some kind of joining bonus.
|
s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347401004.26/warc/CC-MAIN-20200528232803-20200529022803-00555.warc.gz
|
CC-MAIN-2020-24
| 14,277 | 45 |
https://web2.0calc.com/questions/please-help_99702
|
math
|
A chauffeur drove 28 km, driving the first five minutes at full speed, the next five minutes at half speed, and the third five minutes at quarter speed. What is the full speed of the car?
Call the speed s km per minute.
Then in the first 5 minutes, 5s km are traveled.
In the second 5 minutes, in half speed, we have s/2 km per minute, so 5s/2 km traveled.
In the third 5 minutes, we have quarter speed, or s/4 km per minute 5s/4 km traveled.
5s + 5s/2 + 5s/4 = 28 km total.
5s + 5s/2 + 5s/4 = 35s/4
35s/4 = 28
s = 28*4/35 = 16/5
So the full speed is 16/5 km per minute or 192 km per hr
Let R be the full speed....note that 5 min = (1/12) hr
And rate * time = disttance.....so.....
R(1/12) + (R/2)(1/12) + (R/4)(1/12) = 28
(1/12) ( R + R/2 + R/4) = 28 multiply both sides by 12
(R + R/2 + R/4) = 336
( 4R + 2R + R) / 4 = 336 multiply both sides by 4
7R = 1344
R = 1344 / 7 = 192 km / hr
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046154432.2/warc/CC-MAIN-20210803061431-20210803091431-00645.warc.gz
|
CC-MAIN-2021-31
| 886 | 18 |
http://mathoverflow.net/questions/156645/genus-of-a-graph
|
math
|
Let $G$ is a simple undirected graph. Suppose $G$ has two subgraphs $G_1$ and $G_2$, such that $E(G_1)\cap E(G_2) =\emptyset$ ($E(G_i)$, stand for the set of edges of $G_i$). Then is it true that genus of $G$ is greater than or equal to the sum of genera of $G_1$ and $G_2$?
No. The two subgraphs can share the surface more efficiently than that. Take a graph $G$ with genus $g\ge 1$ and duplicate each edge. If you don't like double edges, subdivide them with new vertices. Then you can divide the new graph into two edge-disjoint subgraphs homeomorphic to $G$, therefore each having genus $g$, yet you can still draw the whole graph on the same surface.
|
s3://commoncrawl/crawl-data/CC-MAIN-2016-30/segments/1469257826908.63/warc/CC-MAIN-20160723071026-00196-ip-10-185-27-174.ec2.internal.warc.gz
|
CC-MAIN-2016-30
| 655 | 2 |
https://www.intlpress.com/site/pub/pages/journals/items/hha/content/vols/0015/0001/a012/index.php
|
math
|
Homology, Homotopy and Applications
Volume 15 (2013)
Real equivariant bordism for elementary abelian 2-groups
Pages: 235 – 251
We give a description of real equivariant bordism for the group $G = Z/2 × ... × Z/2$, which is similar to the description of complex equivariant bordism for the group $S^1 × ... × S^1$ given by Hanke in [Han05, Theorem 1].
real equivariant bordism
2010 Mathematics Subject Classification
Published 1 May 2013
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046154385.24/warc/CC-MAIN-20210802203434-20210802233434-00609.warc.gz
|
CC-MAIN-2021-31
| 442 | 8 |
http://waltworks.blogspot.com/2007/03/powdercoating-gah.html
|
math
|
I do not, as a general rule, build super light frames. If you're looking for a <3 pound frame, I'm not the guy you want. My goal is to build durable, long-lasting bikes that can be ridden for decades. That means a bit more material.
With that said, average weights for an average rider (160#) probably tend to be somewhere around:
Geared 29" mountain bike: 4#
Singlespeed (Paragon sliders) 29" mountain bike: 4.4#
Traditional road frame: 4#
Compact road frame: 3.5#
Full suspension (XC) 29" mountain bike: 7#
Full suspension (DH) mountain bike: 8#+
Obviously weights will vary all over the map depending on the size of the rider and the intended application. The lightest frame I've ever built is probably in the low 3# range (for a petite lady on the road) and the heaviest is 10#4oz, for a 400#, 7' tall gentleman who wanted to ride trails.
So there you have it. I'll make your bike as light as I can while still keeping it relatively bombproof.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676589455.35/warc/CC-MAIN-20180716193516-20180716213516-00633.warc.gz
|
CC-MAIN-2018-30
| 947 | 10 |
https://www.riddlesforkids.net/penny-has-5-children/
|
math
|
Riddle: Penny has 5 children, 1st is January, 2nd kid February, 3rd is called March, 4th is April. What is the name of the 5th.
Let’s find the name of the 5th child. The names of 4 children were given in the riddle. We are asked to find the other. Let’s do a little brainstorming to find the correct answer.
April may come first as the correct answer. Of course, answer is not that simple 🙂
In fact, the answer to this riddle is hidden inside the question. You just need to read it carefully. Notice that there is no question mark at the end of the puzzle. If she/he asked us the name of the 5th child, there should be a question mark at the end of the riddle.
The last sentence is as follows: What is the name of the 5th. So in the riddle she/he says “what” is the name of the 5th child 🙂
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046155188.79/warc/CC-MAIN-20210804205700-20210804235700-00390.warc.gz
|
CC-MAIN-2021-31
| 803 | 5 |
https://sabinepools.com/product/stride/
|
math
|
HOT SPRING SPAS STRIDE®
With seating for 3, this low-profile spa features a full lounge and 20 hydrotherapy jets.
Explore our Stride Virtual Product Tour
$$$$$ $13,000 and up
$$$$ $11,000 $12,999
$$$ $9,000 $10,999
$$ $7,000 $8,999
$ up to $6,999
*Dealers have sole discretion to set actual prices, which will vary based on options, accessories, installation costs, destination/delivery charges, finance charges, taxes, and other local factors.
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104690785.95/warc/CC-MAIN-20220707093848-20220707123848-00117.warc.gz
|
CC-MAIN-2022-27
| 445 | 9 |
https://dreamworkandtravel.com/sky-diving/a-72-kg-skydiver-is-falling-from-10000-feet/
|
math
|
## The Physics of a Skydiver’s Fall
When a skydiver jumps out of an airplane, they are initially free falling until they open their parachute. During this free fall, the skydiver experiences a force of gravity pull them down towards the earth. The only other force acting on the skydiver is air resistance, which will increase as the skydiver’s speed increases. At some point, the force of air resistance will become equal to the force of gravity, and the skydiver will reach terminal velocity.
### Terminal Velocity
Terminal velocity is the maximum speed that an object can reach when falling through a fluid. For a skydiver, the terminal velocity can vary depending on factors such as their body position, mass, and the density of the air. For a typical skydiver in a head-down position, terminal velocity will be approximately 120 mph.
### The Effect of Gravity on a Skydiver
The force of gravity is what pulls the skydiver down towards the earth. The greater the mass of the skydiver, the greater the force of gravity will be. For a 72-kg skydiver, the force of gravity is approximately 700 newtons.
### The Effect of Air Resistance on a Skydiver
Air resistance is the force that opposes the motion of an object moving through a fluid. For a skydiver, air resistance will increase as the skydiver’s speed increases. Air resistance is proportional to the square of the skydiver’s speed. For a 72-kg skydiver falling at 120 mph, the force of air resistance is approximately 400 newtons.
### The Skydiver’s Acceleration
The skydiver’s acceleration is equal to the net force acting on the skydiver divided by the skydiver’s mass. For a 72-kg skydiver falling at 120 mph, the acceleration is approximately 3.3 m/s².
### The Time it Takes a Skydiver to Reach Terminal Velocity
The time it takes a skydiver to reach terminal velocity is dependent on the skydiver’s mass, body position, and the density of the air. For a typical skydiver in a head-down position, it will take approximately 10 seconds to reach terminal velocity.
### The Distance a Skydiver Falls Before Reaching Terminal Velocity
The distance a skydiver falls before reaching terminal velocity is dependent on the skydiver’s mass, body position, and the density of the air. For a typical skydiver in a head-down position, the distance fallen before reaching terminal velocity will be approximately 400 meters.
### The Skydiver’s Impact on the Ground
The impact force of a skydiver on the ground will depend on the skydiver’s mass, velocity, and the surface they are landing on. For a 72-kg skydiver landing on a soft surface, the impact force will be approximately 3,000 newtons. This force is equivalent to the force of a small car crash.
### Safety Precautions for Skydiving
Skydiving is a relatively safe sport, but there are potential risks involved. It is important for skydivers to take the following safety precautions:
– Get proper training from a qualified instructor. This training will teach skydivers the proper techniques and procedures for safe skydiving.
– Use proper equipment. Skydivers should use properly maintained equipment that meets all safety standards.
– Follow the rules and regulations for skydiving. These rules are in place to help keep skydivers safe.
– Be aware of the risks involved. Skydiving is a potentially dangerous sport, and skydivers should be aware of the risks before participating.
By following these safety precautions, skydivers can help reduce the risks associated with skydiving.
|
s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817081.52/warc/CC-MAIN-20240416093441-20240416123441-00293.warc.gz
|
CC-MAIN-2024-18
| 3,520 | 23 |
https://www.jiskha.com/display.cgi?id=1256571254
|
math
|
posted by Anonymous .
At noon, ship A is 10 nautical miles due west of ship B. Ship A is sailing west at 18 knots and ship B is sailing north at 22 knots. How fast (in knots) is the distance between the ships changing at 4 PM?
At noon, t=0, A is at (0,0), and B is at (10,0).
A goes due west at 18 knots, and B due north at 22 knots.
The relative velocity vector of B relative to A is Vb-Va=(18,22)
The distance D in nautical miles in terms of time, t hours after noon, between the two ships is expressed by the function:
D(t)=sqrt((10+18t)² + (22t)²)
Thus the rate of change of distance is given by the derivative:
D'(t) = (404t+90)/sqrt(202t^2+90t+25)
and at 4 pm, t=4, and
D'(4) = 28 knots approx.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084889473.61/warc/CC-MAIN-20180120063253-20180120083253-00283.warc.gz
|
CC-MAIN-2018-05
| 702 | 11 |
https://omictools.com/vsn-tool
|
math
|
Implements a method for normalising microarray intensities, and works for single- and multiple-color arrays. vsn can also be used for data from other technologies, as long as they have similar format. The method uses a robust variant of the maximum-likelihood estimator for an additive-multiplicative error model and affine calibration. The model incorporates data calibration step (a.k.a. normalization), a model for the dependence of the variance on the mean intensity and a variance stabilizing data transformation.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084889567.48/warc/CC-MAIN-20180120102905-20180120122905-00605.warc.gz
|
CC-MAIN-2018-05
| 518 | 1 |
https://www.fishpond.co.uk/Books/Course-Modern-Mathematical-Physics-Peter-Szekeres/9780521829601
|
math
|
Preface; 1. Sets and structures; 2. Groups; 3. Vector spaces; 4. Linear operators and matrices; 5. Inner product spaces; 6. Algebras; 7. Tensors; 8. Exterior algebra; 9. Special relativity; 10. Topology; 11. Measure theory and integration; 12. Distributions; 13. Hilbert space; 14. Quantum theory; 15. Differential geometry; 16. Differentiable forms; 17. Integration on manifolds; 18. Connections and curvature; 19. Lie groups and lie algebras.
This textbook, first published in 2004, provides an introduction to the major mathematical structures used in physics today.
PETER SZEKERES received his PhD from King s College London in 1964, in the area of general relativity. He subsequently held research and teaching positions at Cornell University, King s College and the University of Adelaide, where he stayed from 1971 till his recent retirement. Currently he is a Visiting Research Fellow at that institution. He is well known internationally for his research in general relativity and cosmology, and has a good reputation for his teaching and lecturing.
'This is a beautifully crafted book. ... Peter Szekeres presents in the most elegant and compelling manner a magnificent overview of how classic areas such as algebra, topology, vector spaces and differential geometry form a consistent and unified language that has enabled us to develop a description of the physical world reaching a truly profound level of comprehension. ... Szekeres's style is clear, thorough and immensely readable. His selection of topics concentrates on areas where a fully developed rigorous mathematical exposition is possible. ... One cannot help but be slightly awed by the beauty and the capability with which seemingly abstract concepts, often developed in the realms of pure mathematics, turn out to be applicable ... I recommend that you get hold of this book for yourself or for your library.' Times Higher Education Supplement 'The superb layout and an index contribute to the excellent overall impression of this book ...'. Zentralblatt MATH ' ... the book may serve as an easily accessible introductory text on a wide range of the standard and more basic topics in mathematics and mathematical physics for the beginner, with an emphasis on differential geometry. a nice feature is that a considerable number of examples and exercises is provided, together with numerous suggestions for further reading: there is also an extensive index which will be particularly helpful for beginners in the subject.' General Relativity and Gravitation Journal
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496667262.54/warc/CC-MAIN-20191113140725-20191113164725-00521.warc.gz
|
CC-MAIN-2019-47
| 2,539 | 4 |
https://www.answers.com/Q/How_many_bags_of_cement_would_be_needed_for_a_cubic_yard_of_concrete
|
math
|
Forty five 80 pound bags of cement are needed to make one cubic yard of concrete.
For a 17' x 17' by 4" slab you will need 3.6 cubic yards. If you increase the thickness to 6" you would need 5.4 cubic yards.
You will need 3.1 cubic yards or 139 80lb bags. This assumes a waste of about 5% which is typical.
You would need 31, 80 pound bags to cover 1 cubic yard at 4 inches deep. If you would like the depth to be 6 inches, 45 bags would be needed.
Spread it evenly, then leave your hands in the cement for 4-6 hours to spread excess cement.
30.81 cubic yards
One cubic meter of concrete is equal to 1.308 cubic yards of concrete. If there are 5 1/2 bags of cement in 1 cubic yard of concrete, there would be 7.2 bags in 1 cubic meter of concrete. These are the 94 pound bags of portland cement or roughly 40kg bags so figure 8 bags total. Some will be left over
I cant accuratly help you with the cement content but you need about 1 ton of sand and 1 ton of stone for every cubic meter of concrete. The cement content would depend on what you are using the concrete for. At 15 newtons of strength you would ( and this is just an educated guess) need about 95kg of OPC cement, 85kg of GGBS slag, 1.5lt of WRA (water reducing agent) and about 70lt of water to gain a 50mm slump per cubic meter. If I were you I would get it ready mixed. 70 Cube is a LOT of cocrete. Ready mixed 15 Newton concrete is about £75 inc vat per meter delivered. Regards Colin, a Tarmac concrete batcher.
This can vary do to the mixture of sand, stone, cement... but an approximate average would be 3000 lbs
Cement is usually purchased as a powdery substance that is mixed with sand, aggregate, gravel and water to form concrete. Since the cement itself is usually a powder, it is hard to measure a standard value for it's specific gravity. And since cement is usually not used by itself, knowing it's specific gravity is not particularly useful. A more useful question is "What is the typical density of concrete?" A rule of thumb answer is that normal cured concrete has a density of about 150 pounds per cubic foot. This includes the weight of the cement, sand, aggregate, and that part of the water that chemcially binds with the cement to form the concrete. Since water weighs about 62.4 pounds per cubic feet, concrete is about 2.4 times as heavy. Thus the specific gravity of concrete is about 2.4. If you took cement and mixed it with water, you would eventually have a hard lump of useless cement and it would also have a specific gravity of between 2 and 2.4. Ash Grove Cement from the Foreman, AR Facility normally has a specific gravity of 3.15. Depending on the source of the cement, the specific gravity may vary, but typically it will be close to this figure. Knowing the specific gravity of cement is critical when developing a mix design for concrete, because if one does not know the specific gravities of the raw materials, it is not possible to figure the proportions needed to give you the appropriate yield for a cubic yard of concrete.
You calculate the total cost of 1 cubic meter reinforcement cement for heavy foundation work by adding all of the costs. Essentially you would have to figure out the total of pounds of concrete for 1 cubic meter multiply that by the cost per pound and then add in the cost of labor it takes to pour 1 cubic meter.
Well, you make a sidewalk from concrete, not just cement. Concrete consists of cement, sand, gravel and water. You will need 5.5 cubic feet of concrete. A standard sidewalk grade of concrete would be 1 part cement, 2 parts sand, 3 parts gravel- so the sidewalk needs 0.91 cu ft of cement- about 87 pounds worth- plus sand and gravel. If you want to buy the premixed bags of concrete (like Sacrete), you will need about 17 of the 40 pounds bags. And you did not ask, but 3 inches is kind of skinny- I would go for at least a 4 inch thick sidewalk.
Assuming you mean 1,000 square feet, the math works like this. Concrete is typically measured in cubic yards. A cubic yard is 3ft X 3ft x 3ft OR 27 cubic feet. Your volume of concrete would be 1000 x (5/12) = 416.6 cu.ft. / 27 cuft = 15.4 yards of concrete. Be sure to account for waste, slope (which may thicken your slab), etc.
For M20 grade concrete, the mix proportion is 1:1.5:3 (cement:sand:coarse aggregates). If we consider a volume of 1 cubic meter, approximately 320 kg of cement would be needed.
Answer #1:9 cubic yards cement weight nearly 1260 lbs=============================Answer #2:Answer #1 is a very intriguing one. It says that 9 cubic yards (9 x 27 cubic feet)of cement weighs nearly 1,260 pounds. If so, then each cubic foot would weighnearly 5.2 pounds, which corresponds to nearly 8.3% of the density of water.So cement would float quite high in water. Mysteriously, it doesn't.I found one online conversion reference that says that1 cubic foot of Portland cement weighs 94.02 pounds.(94.02 pounds/cubic foot) x (9 cubic yards) x (27 cubic foot/cubic yard) = 22,847 pounds(rounded)Somehow, that sounds more like it.Also, if the question actually meant 'concrete, limestone with Portland cement"instead of 'cement', then the weight is nearly 60% greater than that.
Concrete strength is measured by "bag mix", meaning that the bag mix answers the question, how many bags of cement per yard of concrete. If you're looking for a "6 bag" mix, that means 6 bags of cement per yard of concrete. A "bag" of cement is 1 cubic foot. A yard of concrete is 27 cubic feet (3 X 3 X 3 = 27). If you want to make a "6 bag mix" of concrete, using 1 bag of cement, you would make 1/6 yard concrete with 1 bag of cement. If you would be content with a "5 bag mix", you could make 1/5 yard. Concrete is often defined as ratios of cement,sand,aggregate such as: 1:2:3 which is a very common mix. For a 1:2:3 mix you would need 1/6th of the volume to be cement. The dry ingredients are generally 1.6 x finished concrete volume. Therefore dry volumen for 1 cubic yard = 1.6 cu yards = 43.2 cu ft. 1/6 x 43.2 = 7.2cu ft. Therefore, if one bag is 1 cu ft we need 7.2 bags for a healthy 1:2:3 mix. A '6 bag mix' or a '5 bag mix' are a bit short on cement.
About .0369 cubic yards. 20.5"x21"x4"=1722 cubic inches 1 Cubic yard of concrete is 27 cubic feet (9'x9'x9') 1 cubic foot of concrete is 1728 cubic inches (12"x12"x12") 1 cubic yard = 27 x 1728 = 46656 cubic inches 1722/46656 is approximately .0369 This would be a little less than two 80# bags of concrete mix
This question has been answered already. The answer given was:Depending on the relative proportions of water, sand, stone, and cement, the weight per cubic yard can vary from less than 2000 lbs to nearly 3500 lbs; I would estimate most commercially (truck) delivered concrete would run close to 3300 lbs per cubic yard - remember there are 27 cubic feet in a cubic yard!
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100651.34/warc/CC-MAIN-20231207090036-20231207120036-00719.warc.gz
|
CC-MAIN-2023-50
| 6,831 | 18 |
https://forum.pidtuner.com/forums/reply/94/
|
math
|
PID Tuner Forum › Forums › PID Tuner Help › questions on criteria for the input and output › Reply To: questions on criteria for the input and output
October 30, 2021 at 8:36 am #94
It is a common question, and source of confusion. Maybe the following FAQ document can help you clarify the input/output selection:
The program is modeling the system process, not the controller. Try not to get confused by the names of the variables for any specific implementation, what the PIDTuner considers “input” is the input to the process (output of the PID). And what the PIDTuner considers “output” is the output of the process (input to the PID).
Hope the information above makes things a little clearer.
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224646652.16/warc/CC-MAIN-20230610233020-20230611023020-00322.warc.gz
|
CC-MAIN-2023-23
| 713 | 5 |
https://www.nestseekers.com/Guides/Mortgage/five-one-arm
|
math
|
Current rate: 4.1250%
The interest rate for this loan will stay the same for the first 5 years. The term for this loan is 30 years. The interest rate for the first 5 years is generally less than a 7/1 ARM. At the end of the first 5 years this loan will automatically adjust to an adjustable rate mortgage. Usually the adjustable rate mortgage is a one-year Treasury Arm. The interest rate for this loan will adjust once per year. The first adjustment may be larger then the remaining adjustments. You should check to see if this loan has a cap on the maximum it would adjust at the first adjustment. The loan should also have a cap for the maximum percentage it can adjust during the term of the entire loan. Be sure and calculate your payment based on the total maximum. That way you will know if you can make the payment without any financial difficulty.
|
s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141177607.13/warc/CC-MAIN-20201124224124-20201125014124-00642.warc.gz
|
CC-MAIN-2020-50
| 856 | 2 |
https://www.deeyook.com/post/interferometry-definition-applications-and-uses
|
math
|
Interferometry is based on wireless propagation
Wireless propagation in space is very useful for location tracking - RADAR is a good example. However, RADAR is, by definition, a two-way propagation paradigm, A to B to A, measuring propagation time at the speed of light. Since the speed of light is enormous, even the slightest timing errors are catastrophic.
Interferometry measures angles, not distances
• Interferometry is not a direct function of the speed of light, but rather of wavelength. In typical wireless applications such as Wi-Fi, the wavelength is 5-12cm, a very reasonable size to design access points for.
• Interferometry is by nature passive: B transmits, A receives. This has huge advantages as transmitter B is not modified in any way for tracking. A receives the signal from B devices, the existing infrastructure. A can operate on foreign B signals, and no consent from B is required, while B is never aware of A. Devices never interfere with each other, at any number.
• Interferometry is based on measuring the phase difference between two coherent wave fronts. In the famous slit experiment, two slits in an opaque plate let light from a single source propagate concurrently through both slits, interfering with one another in a very deterministic way, sensitive to the angle between the direction perpendicular to the plate and the line of sight from the slits to the observer. Given the spacing between the slits, in wavelength units, the measured phase difference depends on the Angle of Departure. The very same phenomenon applies to light signals and wireless signals. When using coherent wireless transmitters such as access points, the slits are replaced by antenna elements, the coherence is achieved by generating the signal in a single chip in the AP, driving all antenna elements in the array.
|
s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818105.48/warc/CC-MAIN-20240422082202-20240422112202-00138.warc.gz
|
CC-MAIN-2024-18
| 1,836 | 6 |
https://brainmass.com/statistics/type-i-and-type-ii-errors/statistics-196266
|
math
|
The feasibility of constructing a profitable electricity-producing windmill depends on the mean velocity of the wind. For a certain type of windmill, the mean would have to exceed 20 miles per hour in order for its construction to be warranted. The determination of a site's feasibility is a two stage process. In the first stage, readings of the wind velocity are taken and the mean is calculated. The test is designed to answer the question, Is the site feasible? In other words, is there sufficient evidence to conclude that the mean wind velocity exceeds 20 mph? If there is enough evidence, the site is removed from consideration. Discuss the consequences and potential costs of Type 1 and Type II errors.© BrainMass Inc. brainmass.com June 21, 2018, 12:47 am ad1c9bdddf
H0: The mean wind velocity does not exceed 20 miles per hour
H1: The mean wind velocity exceeds 20 miles per hour
Discussion: Suppose that for a sample that is analysed, the test statistic exceeds the critical value. Then we reject H0 and accept ...
Neat and step-by-step solution / explanation is provided.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267864022.18/warc/CC-MAIN-20180621040124-20180621060124-00167.warc.gz
|
CC-MAIN-2018-26
| 1,084 | 5 |
https://books.google.com/books?id=tVTvAAAAMAAJ&hl=en
|
math
|
Harmonic Maps and Integrable Systems
This book brings together experts in the field to explain the ideas involved in the application of the theory of integrable systems to finding harmonic maps and related geometric objects. It had its genesis in a conference with the same title organised by the editors and held at Leeds in May 1992. However, it is not a conference proceedings, but rather a sequence of invited expositions by experts in the field which, we hope, together form a coherent account of the theory. The editors have added cross-references between articles and have written introductory articles in an effort to make the book self-contained. There are articles giving the points of view of both geometry and mathematical physics. Leeds, England A. P. Fordy October 1993 J. e. Wood Authors' addresses J. Bolton, Dept. of Math. Sciences, Univ. of Durham, South Road, Durham, DHI 3LE, UK A. I. Bobenko, FB Math. , Tecbnische Univ. , Strasse des 17. Juni. 135, 10623 Berlin, Germany M. Bordemann, Falc. fUr Physik, Albert-Ludwigs'Univ. , H. -Herder-Str. 3, 79104 Freiburg, Germany F. E. Burstall, Dept. of Mathematics, Univ. of Bath, Claverton Down, Bath, BA 7 7 AY, UK A. P. Fordy, School of Mathematics, Univ. of Leeds, Leeds, LS2 9JT, UK M. Forger, Falc. fUr Physik, Albert-Ludwigs Univ. , H. -Herder-Str. 3, 79104 Freiburg, Germany M. A. Guest, Dept. of Mathematics, Univ. of Rochester, Rochester, NY 14627, USA P. Z. Kobalc, Math. Institute, Univ. of Oxford, 24-29 St.
What people are saying - Write a review
We haven't found any reviews in the usual places.
Introduction A P Fordy and J C Wood
Harmonic maps into symmetric spaces and integrable systems J C Wood
The affine Toda equations and miminal surfaces J Bolton and L Woodward
10 other sections not shown
action applied associated bundle called chiral commuting compact complex condition conformal connected conservation consider construction contained coordinate corresponding curvature curve decomposition defined definition denote described determined differential discussed element energy equal equations equivalent example extended solution fact factorization field finite fixed flag manifold flows formula frame functions fundamental Gauss geometry given gives Hamiltonian harmonic maps hence holomorphic homogeneous horizontal immersion implies infinite integrable invariant lattice Lie algebra Lie group linear loop Math mean curvature method metric minimal Moreover natural nonlinear Note obtain orthogonal parameter particular periodic Phys Poisson principal problem projection proof quaternionic relation Remark representation respect Riemann surface root satisfies simple smooth soliton spheres structure subgroup suppose surfaces symmetric spaces Theorem theory transformation twistor values vector zero
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104496688.78/warc/CC-MAIN-20220704202455-20220704232455-00443.warc.gz
|
CC-MAIN-2022-27
| 2,788 | 9 |
http://marleneflores.cl/the-insider-secrets-for-what-does-coordinate-plane-mean-in-math-revealed/
|
math
|
New Questions About What Does Coordinate Plane Mean in Math
Before you can start to understand statistics, you ought to understand mean, median, and mode. Don’t forget to reorganize the data so you can locate the median values easier. The period median refers to a normal value indicated by the center number or numbers in a set.
Please be aware that the central meridian isn’t the y-axis. samedayessay login There are 4 types of average. Give total calculator result.
The Start of What Does Coordinate Plane Mean in Math
The issue is that switching universes will alter the sign on some formulas. A contour is created at each step allowing for the data to be looked at at a range of cuts. A vector is comparable to a point.
Ideas, Formulas and Shortcuts for What Does Coordinate Plane Mean in Math
Deep and wide models are a type of ensemble. Therefore, it’s truly the middle of the data collection. By way of example, suppose the all-natural selection of a specific feature is 800 to 6,000.
When thinking of binding the book, remember that, sooner or later, a distinct coordinate grid like the 11×11 may be needed and you may want to bring the grid to the notebook. This is comparable to the notion of the rows and columns that we discussed in the very first part above. You can also produce your own shapes.
The State Plane Coordinate System was intended for large-scale mapping in the United States of america. Mathematics is a somewhat unique major, as it teaches you a collection of quite specific skills that may be applied to a wide range of subjects and disciplines. Independent Practice Allow the students to work by themselves and to finish the worksheet, in case you decide to provide one.
Numbers can be used repeatedly. Median in math is a term that’s used when you’re trying to find the mid point. Data recorded at various points in time.
The Do’s and Don’ts of What Does Coordinate Plane Mean in Math
The sheets within this section can help you to address problems involving bar graphs and picture graphs. online essays The worksheets on this page require children to figure out the mean, median, range and mode for smaller sets of numbers, all which are simple enough to add up on paper without the help of a calculator. More info about applet.
In reality, we draw plenty of our research on the best places for jobs from the info provided on the website. It is possible to just count in from both ends of the list till you meet in the center, if you want, particularly if your list is short. This page may be outdated.
Projection of a dataset from 1 system to another is just the practice of applying the projection function to every coordinate in the dataset. This tutorial is only going to use the previous 2 variables in the data. In this instance, the datasets won’t be in a position to be displayed simultaneously.
Prefers the very first item if two items compare equal depending on the predicate. A function table has two columns, since it’s utilised to demonstrate the association between two strings of numbers. Filterable objects consist of plain objects or any object which has a filter method like Array.
What Does Coordinate Plane Mean in Math: No Longer a Mystery
Each point is provided a distinctive coordinate and each actual number is the coordinate of a distinctive point. Whether an odd coordinate is supplied, it’s treated as alpha. The vertical axis is known as the y-axis.
The grids are a breeze to print and can be quickly become a worksheet. He introduced the idea of the Cartesian plane to spell out geometry and algebra together. The previous geometry we’ll discuss is Reimannian Geometry.
Definitions of What Does Coordinate Plane Mean in Math
Things are beginning to receive a small bit harder now. It is clear that a wonderful deal is dependent on the mode of suspension. Thus the answer is (E) none of the aforementioned.
Draw a place where the lines cross. When you need to find a point on the plane, it is set by means of a set of two numbers. The new point is situated in Quadrant II.
What Does Coordinate Plane Mean in Math – the Conspiracy
There are also a number of software applications that could be utilized to automatically calculate scale factors for specific stations. The benefit of using SPCS is that your data are going to be in a common coordinate system that is the exact same as that of different databases covering the exact location. Introduction The typical Cartesian coordinate system can be rather tough to utilize in some specific scenarios.
Things You Won’t Like About What Does Coordinate Plane Mean in Math and Things You Will
Keep in mind there are an endless number of equations for the line, every one of which is multiple of the other. A coordinate graph includes two number lines that run perpendicular to one another. The horizontal number line is known as the x-axis and the vertical number line is known as the y-axis.
In addition, the distance between A and B is the very same as the period of its hypotenuse. The vertical scale is known as the y-axis. It will be a positive number.
It can be difficult to work out, as it’s the number found in the center of the set when they’re listed in numerical order! A complete training pass over the whole data set such that every example was seen once. The variety of an easy, linear function is nearly always likely to be all real numbers.
As with several other majors, when it has to do with internships in the Math Major, your mileage might vary. Many options were considered, but in the long run, just a couple of changes were made. If you want to see complete solutions you have to register for a free trial account.
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514573444.87/warc/CC-MAIN-20190919060532-20190919082532-00268.warc.gz
|
CC-MAIN-2019-39
| 5,675 | 28 |
https://www.numerade.com/questions/the-figure-shows-a-lamp-located-three-units-to-the-right-of-the-y-axis-and-a-shadow-created-by-the-e/
|
math
|
Download the App!
Get 24/7 study help with the Numerade app for iOS and Android! Enter your email for an invite.
The figure shows a lamp located three units to the right of the y-axis and a shadow created by the elliptical region $ x^2 + 4y^2 \le 5. $ If the point (-5, 0) is on the edge of the shadow, how far above far above the x-axis is the lamp located?
Solved by verified expert
This problem has been solved!
Try Numerade free for 7 days
Official textbook answer
Video by Doruk Isik
This textbook answer is only visible when subscribed! Please subscribe to view the answer
Calculus 1 / AB
Harvey Mudd College
University of Michigan - Ann Arbor
Idaho State University
In mathematics, a derivative is a measure of how a function changes as its input changes. Loosely speaking, a derivative can be thought of as how much one quantity is changing in response to changes in some other quantity; for example, the derivative of the position of a moving object with respect to time is the object's velocity. The concept of a derivative developed as a way to measure the steepness of a curve; the concept was ultimately generalized and now "derivative" is often used to refer to the relationship between two variables, independent and dependent, and to various related notions, such as the differential.
In mathematics, a differentiation rule is a rule for computing the derivative of a function in one variable. Many differentiation rules can be expressed as a product rule.
The figure shows a lamp lo…
The figure shows lamp loca…
The figure shows lamp ocat…
The figure below shows a l…
How high $h$ must the ligh…
A headlight is being const…
in this problem. We're giving it a lips and were given to tension lines. And we know that there is a life and it is located. Um, so this is between the Y Axis and Len is three, and we're supplying the hide off slim. So basically, the game plan here is to find the question off this tension line so that we could block the actually unity. Give us divide Valley. So we're trying to find the question of attention. All right. No vino de question of Philip's thatis ex scraped off your wife's crazy five. Let's take derivatives to find the slope of times when we have two eggs waas eight white on white frenzy zero. From this we see that why prime physical threats or eight while, and that is laid eggs over or what? Now we drive this equation using the question of the ellipse, and we do not know. Actually, we do know that this given point Elsner passes true these, um, alums. So we first need to find this point that is right on the lips. And that is also on this change in lying. Um, you know that any question off the line Bobbie or my minus or not is evil, Times explains. That's not, let's say that. Why money this zero is why not? And negative five are excellent for a woman. Zero is equal And where for them We're just gonna leave that ISS so negative x or y times X What's fine? Promise if you multiply both sides but for why we got four wives scraped to be eclipsed Indicative of expert My ex wife ex. So that is or wants Craig plus expert is ignited by thanks we got left aside we have or westward plus xx And look at the question off. Um, an ellipse be known that then the left inside should be five negative five thanks is equal five sort of x will be going to war. All right, we know that X is negative one. So let's just play that in into the question of the ellipse. Be a beehive. Negative one spread plus four wives heard He's a good fire s 04 wives. Credit should be. Or it means that what spread will be warm. So it means that why could be was for writers one. We are interested in this point, right here. Now we know that X Gordon off. It is NATO one, and we can see that. Why should be on a positive side that will see that from this? People want to be one. So this point right here is negative or and were all right. Now, since we know X and y quarters, we can talk like slopes of slope as they get to explore. Or why we said that will be negative. Negative one before. So that'll be one Ford. So then the question of why is it good for Times X? What's five? I am using this one here. Since we know the question of this line, all we need to do is to plug this given in and out quick. Why? So why will be won over four times? Three plus fire. That is eight or four. And that is to so they hide up. This lamb is too
View More Answers From This Book
Find Another Textbook
'Find the equation ofa line passing through the point , (-2,3) and is p…
'The population of a town with a 2016 population of 93,000 grows at a r…
"f' = 2t 3 sin t where f(0) = 5"
'Find the equation of a circle with (~1,4) and (3,-2) as endpoints of i…
'town whose population is 3400, disease creates an epidemic The number …
'Marginal Functions: Suppose that the cost function for producing x uni…
'A rectangular solid (with a square base) has a surface arca of 337.5 s…
'hemispherical bowl of radius 5 cm is filled with water to within 3 cm …
'hemispherical bowl of radius cm is filled with water t0 within 3 cm of…
'Math 11 Elementary Statistics 7.3 Sampling Distributions and the Centr…
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499842.81/warc/CC-MAIN-20230131023947-20230131053947-00364.warc.gz
|
CC-MAIN-2023-06
| 5,148 | 34 |
https://www.studypool.com/discuss/523757/suppose-that-in-a-certain-area-the-consumption-of-electricity-has-increased-at-a-continuous-rate-of?free
|
math
|
suppose that in a certain area the consumption of electricity has increased at a continuous rate of 4%. if it continued at this rate, find the number of years before three times as much electricity would be needed
3P = P(1.04)^n
1.04^n = 3P/P
1.04^n = 3
n = 28 years
Content will be erased after question is completed.
Enter the email address associated with your account, and we will email you a link to reset your password.
Forgot your password?
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886105451.99/warc/CC-MAIN-20170819124333-20170819144333-00343.warc.gz
|
CC-MAIN-2017-34
| 447 | 8 |
http://wppapertqqg.a3maal.me/diffraction-and-interference-of-light-essay.html
|
math
|
Determine the wavelength of light in a two–slit interference setup based on the setup geometry and the distance between the interference–diffraction parameter. Purpose: the aim of doing this experiment was to examine diffraction and interference effects of light passing through various apertures, and use the diffraction. Diffraction of light - definition, diffraction of light due to single slit understand what is central maximum and learn more on the concept @ byju's. Experiment 9: interference and diffraction answer these questions on a separate sheet of paper and turn them in before the lab 1 measuring the wavelength of laser light. Academiaedu is a platform for academics to share research papers diffraction and interference of light open the file ”diffraction and interference.
Read and learn for free about the following article: diffraction and constructive and destructive interference. Due to the much wider range of areas in which light diffraction has been applied by scientists is discussed in the essay on interference. When light shines on these thin lines it constructive interference happens when the path difference is one whole wavelength so new diffraction from a cd.
The objective of this experiment is to measure the wavelength of sodium (na) light using the property of diffraction of light and to measure the rydberg constant for. Prime examples of light interference are the famous double-slit experiment this is the principle behind, for example, 3-phase power and the diffraction grating.
Admission essay personal statement interference of sound and light introduction a different form of light interference is diffraction. Light diffraction posted on may 11 if each of the slits has a width of 010 mm,how many interference maxima lie within the central these custom papers should. Perfect for acing essays, tests light appears not to be it is crucial to remember that there is no physical difference between interference and diffraction.
Essay exposures poem reflection, refraction, diffraction and interference of sound waves note on reflection, refraction, diffraction light or water waves. Diffraction of light polarisation ncert solutions diffraction of light, class 12 physics sample papers 1 only interference.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794864572.13/warc/CC-MAIN-20180521235548-20180522015548-00017.warc.gz
|
CC-MAIN-2018-22
| 2,257 | 5 |
https://help.kubotek3d.com/keycreator?id=108116
|
math
|
GeometryKeyCreator \ Tools \ Machinist \ Path \ Geometry
After selecting a cutting tool, you are required to specify the part geometry to be machined. When this feature is selected, the Geometry dialog appears, through which you are able to specify a variety of paremeters relative to the geometry in the open part. For in-depth coverage of each function within Machinist use the MachinistRefManual .
NOTE: At least one cutting tool must be defined before part geometry can be selected.
Specify the solids and/or individial faces to be machined. Select the RESET button to reset the quantity to zero.
Specify the polygon files to be machined. The selected files appear in the list below this setting.
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027315551.61/warc/CC-MAIN-20190820154633-20190820180633-00370.warc.gz
|
CC-MAIN-2019-35
| 700 | 5 |
http://www.mybookezzz.org/everyday-math-math-boxes-6th-grade/
|
math
|
Everyday Mathematics is the elementary and middle school program of the .... Math boxes are 4 to 6 short problems for review ..... part of some algebra that will be optional in Sixth Grade Everyday.
Oklahoma Academic Standards for 6th Grade. Ratios and ..... Grade Everyday Math Terminology and Things to Know. Algorithm ... MB- Math Box (Practice problems found in Student Math Journals).
Students practice and maintain skills through Math Boxes and Study Link activities. ... Fifth Grade Everyday Mathematics. ..... Mrs. Hanley's sixth-grade class is putting on a play for the rest of the school.
Math Boxes 1 13 previews and practices skills for Unit 2. The Unit 2 ... used for grading purposes. Problems 3 and 5 ...
routines you will encounter in Sixth Grade Everyday Mathematics. The lesson ... Math Boxes (Lesson 1-1). Study Links ...
Student Math Journal ... The University of Chicago School Mathematics Project ... Sixth Grade Everyday Mathematics .
I use the Math Boxes from the previous lesson as a wake up activity for the students to do while .... In sixth grade we strive for teaching 4 lessons per week. ... and 125 lessons at each grade level.
Students practice and maintain skills through Math Boxes and Study Link activities. Differentiation Options materials.
Name Collection Boxes ... Math Boxes: These are 4 - 6 short problems ... Minute Math (K – 6th grade): Minute Math.
5 Mar 2013 ... Math in the context of Common Core and Everyday Math Program ... Transition between 5th and 6th grade ... Last year = first year of single subject math in 6th grade (as ... feels like she is a stronger math teacher, math boxes.
Math Boxes. Math Boxes are a main part of review ... Grade. ®. The University of Chicago School Mathematics Project.
introduced in each grade of the Everyday Math program, unit by unit. You may notice your ... name-collection boxes. 68.
The authors hope you will enjoy Sixth Grade Everyday Mathematics. Most importantly ... Math Boxes. LESSON. 1 1. 1.
Everyday Mathematics. Grade 5. This pynmtl has 4 tilanguiu. I_ m lacesznd l ... 0 Math Boxes (Review 8': Preview j.
Introduction to Sixth Grade Everyday. Mathematics ... field-test experiences to teach students the math skills they'll need in the 21st century. Following ... Mathematics program as Math Boxes and Study.
wind up with the Math Boxes and Home Links for spaced practice and review...” That is a relatively familiar and ...
6th grade mathematics curriculum developed by the University of ... components include math messages, math boxes, games, and explorations. ... http:// everydaymath.uchicago.edu/index.shtml ...
Sixth Grade Math Messages. Everyday Math, 2007. - 1 -. Sixth Grade ... Boxes and on journal pages. Record these page numbers. 1-2. Cut 1 copy of Math Masters, page 7, into 5 pieces. Complete the ...
math. Test Design and Test. Specifications. Exemplars and Tasks. Release of exemplar items and tasks. Item writing.
Elementary Mathematics. Music .... Tools and Exercises Used in Everyday Mathematics ... Math Boxes . ...... Minute Math (Kindergarten – 3rd grade)/5- Minute Math (4th – 6th grade): Minute Math.
|
s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386164972407/warc/CC-MAIN-20131204134932-00072-ip-10-33-133-15.ec2.internal.warc.gz
|
CC-MAIN-2013-48
| 3,134 | 20 |
http://www.maths.gla.ac.uk/wws/cabripages/inversive/steiner.html
|
math
|
|Suppose that a circle C lies inside circle D, |
and that circle E touches both of them.
We can draw a sequence of circles, each touching C and D
and the previous member of the sequence.
There are two possibilities,
The proof is quite simple.
Note that C and D are non-intersecting i-lines.
Since the figure is symmetric about the common centre P,
it is clear that, if starting with E gives a Steiner Chain,
then starting with F will give the Steiner Chain obtained by rotation.
Clearly, it will contain the same number of circles.
The CabriJava pane on the right shows a typical Steiner Chain
|Main inversive page|
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964358966.62/warc/CC-MAIN-20211130080511-20211130110511-00527.warc.gz
|
CC-MAIN-2021-49
| 615 | 13 |
https://www.wealthanalyst.co.uk/2019/02/18/how-to-use-the-powerful-compound-interest-formula/
|
math
|
By far the most important lesson that you need to learn as a financial adviser is compound interest. It’s something your clients need to fully understand to improve their finances.
It will also come up in various formats during any investment examination you take.
As Albert Einstein is famous for saying (even if he may not have actually said it):
“Compound interest is the eighth wonder of the world. He who understands it, earns it … he who doesn’t … pays it.”
Or this quote from investor Charlie Munger,
“Understanding both the power of compound interest and the difficulty of getting it is the heart and soul of understanding a lot of things”
It basically means the interest you receive is not only paid on your initial investment, but also on the previous interest received.
It is the foundation of any long-term, successful and sustainable investment strategy.
So as an example:
In year one, £100 at 5% interest equals £105.
In year two, £105 at 5% interest equals £110.25
This appears a very small difference, but when you factor in time the effect of compound interest is huge.
£10,000 invested for 50 years at 5% simple interest (or not compounded) becomes £35,000.
The math for this is rather simple (excuse the poor pun):
5% of £10,000 = £500
£500 x 50 years = £25,000 (this is the interest earned)
Add the interest earned, £25,000, to the original sum, £10,000, provides £35,000 in 50 years time.
With compound interest however, the sum in 50 year’s time becomes £114,674.
That’s a huge difference.
This is only compounding annually, you can slightly increase this if you compound more frequently, such as the semi-annual coupon repayments on a bond. I won’t go into this just yet.
Here’s the formula for this:
FV = Future value
PV = Present value
r = Interest rate
n = Number of years
Whilst I can remember such a formula for an exam, I find it difficult to fully understand the math and it’s meaning without writing down the wording fully. I also like to use colour.
So here’s how I understand the formula.
This technique really comes in handy when you need to learn more complex formula.
Whilst you can simply input the numbers into a calculator and it will display the answer, I also find it helpful to write down the figures and follow the calculation steps.
The effect of the different variables
You should use the formula in as many practice examples as possible and try to change all the variables, so you can fully understand the effects of compound interest.
- Change the initial sum
- Change the interest rate
- Change the compounding period.
If you compound £100,000 at 5% over 50 years, you will have £1,146,739.
If you compound £1,000,000 at 5% over 50 years, you will have £11,467,399.
Confirmation, if you still need one, that money makes money!
If your £10,000 sum compounds annually at 10% for 50 years, you will have the princely sum of £1,173,908.
But only compound at 2% annually, and you will have a rather disappointing £26,915.
This is the worrying outcome for anybody who invests in bonds in today’s climate. With 30-year gilts yielding just 2.27%, their future wealth is going to be severely impacted.
If you invest £10,000, but only compound at 5% for 10 years, you will have £16,288.
If you invest £10,000, but only compound at 5% for 25 years, you will have £33,863.
But if you wait the full 50 years, you will have £114,674.
This shows how important patience is, how important it is to save early, and how much early retirement can affect your overall wealth.
The rule of 72
A final way to help understand compound interest is the rule of 72.
The rule provides a quick short cut to calculate how long it will take to double your investment at a set interest rate.
Years required to double investment = 72 / compound interest rate
So for examples, it takes 10 years for an investment to double in value, at a 7.2% compound return.
Going back to the 30-year gilt rate of 2.27% I mentioned earlier, it will take roughly 32 years for your money to double in value. Not exactly an appealing prospect!
Compound interest is an essential lesson to understand. The three variables will all significantly impact on your own or your client’s future wealth.
When learning this or any other formula, try and remember these things:
- Write out the formula so you truly understand its meaning and application. Don’t just remember it for a test.
- Use colour to help visualize the content.
- Practice the formula with as many different types of scenarios as possible.
I hope this helps.
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100057.69/warc/CC-MAIN-20231129073519-20231129103519-00337.warc.gz
|
CC-MAIN-2023-50
| 4,573 | 56 |
https://www.thestudentroom.co.uk/showthread.php?t=3253197
|
math
|
When to put positron or beta + decay in feynman diagram, & how does Lower R=higher PWatch
Question 6)c)ii) I thought there will be more energy released as some it will be lost (simply don't understand this question HELP !
AQA Physics A unit 1 june 2010
Posted from TSR Mobile
For your first question, beta+ is the process of getting a positron and an electron-neutrino, and beta- is an electron and anti-electron-neutrino - so they aren't quite synonymous.
For the second part, do you get that the wire will be cooler so have lower resistance? Using P=(V^2)/R, if R goes down, P goes up. Does this help?
Let me know if you want it explained more
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178368431.60/warc/CC-MAIN-20210304021339-20210304051339-00628.warc.gz
|
CC-MAIN-2021-10
| 645 | 7 |
http://www.kotoba.ne.jp/word/11/celestial%20navigation
|
math
|
Celestial navigation, also known as astronavigation, is the ancient art and science of position fixing that enables a navigator to transition through a space without having to rely on estimated calculations, or dead reckoning, to know their position. Celestial navigation uses "sights," or angular measurements taken between a celestial body (the sun, the moon, a planet or a star) and the visible horizon. The sun is most commonly used, but navigators can also use the moon, a planet or one of 57 navigational stars whose coordinates are tabulated in the Nautical Almanac and Air Almanacs.
Celestial navigation is the use of angular measurements (sights) between celestial bodies and the visible horizon to locate one's position on the globe, on land as well as at sea. At a given time, any celestial body is located directly over one point on the Earth's surface. The latitude and longitude of that point is known as the celestial body’s geographic position (GP), the location of which can be determined from tables in the Nautical or Air Almanac for that year.
The measured angle between the celestial body and the visible horizon is directly related to the distance between the celestial body's GP and the observer's position. After some computations, referred to as sight reduction, this measurement is used to plot a line of position (LOP) on a navigational chart or plotting work sheet, the observer's position being somewhere on that line. (The LOP is actually a short segment of a very large circle on the earth which surrounds the GP of the observed celestial body. An observer located anywhere on the circumference of this circle on the earth, measuring the angle of the same celestial body above the horizon at that instant of time, would observe that body to be at the same angle above the horizon.) Sights on two celestial bodies give two such lines on the chart, intersecting at the observer's position (actually, the two circles would result in two points of intersection arising from sights on two stars described above, but one can be discarded since it will be far from the estimated position—see the figure at "example" below). Most navigators will use sights of three to five stars, if they're available, since that will result in only one common intersection and minimize the chance for error. That premise is the basis for the most commonly used method of celestial navigation, and is referred to as the "Altitude-Intercept Method."
There are several other methods of celestial navigation which will also provide position finding using sextant observations, such as the "Noon Sight", and the more archaic Lunar Distance method. Joshua Slocum used the Lunar Distance method during the first ever recorded single-handed circumnavigation of the world. Unlike the Altitude-Intercept Method, the noon sight and lunar distance methods do not require accurate knowledge of time. The altitude-intercept method of celestial navigation requires that the observer know exact Greenwich Mean Time (GMT) at the moment of his observation of the celestial body, to the second—since every four seconds that the time source (commonly a chronometer or in aircraft, an accurate "hack watch") is in error, the position will be off by approximately one nautical mile.
An example illustrating the concept behind the intercept method for determining one’s position is shown to the right. (Two other common methods for determining one’s position using celestial navigation are the longitude by chronometer and ex-meridian methods.) In the image to the right, the two circles on the map represent lines of position for the Sun and Moon at 1200 GMT on October 29, 2005. At this time, a navigator on a ship at sea measured the Moon to be 56 degrees above the horizon using a sextant. Ten minutes later, the Sun was observed to be 40 degrees above the horizon. Lines of position were then calculated and plotted for each of these observations. Since both the Sun and Moon were observed at their respective angles from the same location, the navigator would have to be located at one of the two locations where the circles cross.
In this case the navigator is either located on the Atlantic Ocean, about west of Madeira, or in South America, about southwest of Asunción, Paraguay. In most cases, determining which of the two intersections is the correct one is obvious to the observer because they are often thousands of miles apart. As it is unlikely that the ship is sailing across South America, the position in the Atlantic is the correct one. Note that the lines of position in the figure are distorted because of the map’s projection; they would be circular if plotted on a globe.
An observer in the Chaco point would see the Moon at the left of the Sun, and an observer in the Madeira point would see the Moon at the right of the Sun, and that whoever measured the two heights was likely to observe also this one bit of information.
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030337631.84/warc/CC-MAIN-20221005140739-20221005170739-00387.warc.gz
|
CC-MAIN-2022-40
| 5,036 | 8 |
https://adrien.suau.me/authors/jean_baptiste/
|
math
|
PhD in Mathematics, he started his career more than 10 years ago in collaboration with the Scientific Direction of the energy company Total and CERFACS, a scientific computing research center.
He worked on the mathematical limits of high performance computing especially for exascale generations. His main field of interest is concerning nonlinearity and taylor-made algebraic models for a natural fit to physics.
Since 2018, he contributed for 3 years to the initial effort of Total in quantum computing (error analysis, resource estimation) and founded Qualitative Computing in 2022 in order to help industry for their computing strategy.
Expert France 2030, he is involved in standardisation activities as scientific expert for several committees (AFNOR, CEN/CENELEC, IEEE).
|
s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474893.90/warc/CC-MAIN-20240229234355-20240301024355-00555.warc.gz
|
CC-MAIN-2024-10
| 777 | 4 |
http://www.sites.hps.cam.ac.uk/starry/ibnyunusmaths.html
|
math
|
Ibn Yunus and Mathematical Techniques
reached a high level of sophistication in spherical trigonometry. For example, his Hakimi Zij
contains a table of sines for each 010° of arc, computed to 4 sexagesimal digits, where the values are rarely in error by more than +/-2 in the fourth digit (in keeping with the standard in Islamic works, the trigonometric functions used by Ibn Yunus are functions of arcs computed for radius 60). The Zij
also outlines several hundred formulae for use in spherical astronomy
(some of which are equivalent) and at least one numerical example is usually given for each formula.
D.A. King, 'Ibn Yunus', in The Dictionary of Scientific Biography
, New York 1970
John North, The Fontana History of Astronomy and Cosmology, London 1994
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662510117.12/warc/CC-MAIN-20220516104933-20220516134933-00550.warc.gz
|
CC-MAIN-2022-21
| 763 | 8 |
https://ablconnect.harvard.edu/book/students-explaining-math-problems
|
math
|
Alexander Isakov, a graduate student in physics, has his students explain in class how to do crucial steps of math problems for Math 21a.
In order to do the activity, students need only to have looked at the homework and know the lecture material. During section, the instructor starts working out a problem, and then feigns ignorance about how to do crucial steps. He makes sure that multiple people have the chance to give him some ideas and explain why they think their idea is better. Then, he proceeds a bit more with the calculations/proof (as the case may be), and calls on other students to fill in details.
Alexander finds that this activity works best in smaller sections; if you have a larger section, make sure that everyone is involved. Even if someone clearly does not know what to say, give them a small hint or ask them to take a guess. Don't rush it.
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764494986.94/warc/CC-MAIN-20230127132641-20230127162641-00502.warc.gz
|
CC-MAIN-2023-06
| 867 | 3 |
https://www.nvcnc.net/rotary-axis-tailstock.html
|
math
|
Rotary Axis Tailstock
4 axis pulse setting
Mach3 system settings: 1 degree required pulse number (1 circle drive motor pulse number of fine fraction) 83019 perimeter For example, two phase motor, fine fraction 8, reduction ratio 20:1 1 set according to the angle 32000 / 360 (degrees) =88.88888888 (pulse number) 2 setting the length of the graph or the circumference of a graph 32000 83019 (length 125.6 mm) =254.777 (pulse number)
What is the 4th axis?
4 axis CNC includes X, Y, Z, and Rotary Axis. The 4th axis is used to rotate around other axis. Used to process three-dimensional images, or process round workpieces
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224656737.96/warc/CC-MAIN-20230609132648-20230609162648-00634.warc.gz
|
CC-MAIN-2023-23
| 620 | 5 |
https://nrich.maths.org/public/leg.php?code=-68&cl=3&cldcmpid=2383
|
math
|
Find a cuboid (with edges of integer values) that has a surface area of exactly 100 square units. Is there more than one? Can you find them all?
Imagine you have an unlimited number of four types of triangle. How many different tetrahedra can you make?
How many winning lines can you make in a three-dimensional version of noughts and crosses?
Draw some isosceles triangles with an area of $9$cm$^2$ and a vertex at (20,20). If all the vertices must have whole number coordinates, how many is it possible to draw?
How many moves does it take to swap over some red and blue frogs? Do you have a method?
A spider is sitting in the middle of one of the smallest walls in a room and a fly is resting beside the window. What is the shortest distance the spider would have to crawl to catch the fly?
A 2 by 3 rectangle contains 8 squares and a 3 by 4 rectangle contains 20 squares. What size rectangle(s) contain(s) exactly 100 squares? Can you find them all?
How many different symmetrical shapes can you make by shading triangles or squares?
The whole set of tiles is used to make a square. This has a green and blue border. There are no green or blue tiles anywhere in the square except on this border. How many tiles are there in the set?
If you have only 40 metres of fencing available, what is the maximum area of land you can fence off?
Show that among the interior angles of a convex polygon there cannot be more than three acute angles.
Mathematics is the study of patterns. Studying pattern is an opportunity to observe, hypothesise, experiment, discover and create.
Here is a solitaire type environment for you to experiment with. Which targets can you reach?
Start with a large square, join the midpoints of its sides, you'll see four right angled triangles. Remove these triangles, a second square is left. Repeat the operation. What happens?
These are pictures of the sea defences at New Brighton. Can you work out what a basic shape might be in both images of the sea wall and work out a way they might fit together?
On the graph there are 28 marked points. These points all mark the vertices (corners) of eight hidden squares. Can you find the eight hidden squares?
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
A huge wheel is rolling past your window. What do you see?
Can you mark 4 points on a flat surface so that there are only two different distances between them?
Imagine you are suspending a cube from one vertex (corner) and allowing it to hang freely. Now imagine you are lowering it into water until it is exactly half submerged. What shape does the surface. . . .
A bus route has a total duration of 40 minutes. Every 10 minutes, two buses set out, one from each end. How many buses will one bus meet on its way from one end to the other end?
In how many ways can you fit all three pieces together to make shapes with line symmetry?
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.
A Hamiltonian circuit is a continuous path in a graph that passes through each of the vertices exactly once and returns to the start. How many Hamiltonian circuits can you find in these graphs?
A ribbon runs around a box so that it makes a complete loop with two parallel pieces of ribbon on the top. How long will the ribbon be?
Slide the pieces to move Khun Phaen past all the guards into the position on the right from which he can escape to freedom.
If you move the tiles around, can you make squares with different coloured edges?
A game for 2 players. Can be played online. One player has 1 red counter, the other has 4 blue. The red counter needs to reach the other side, and the blue needs to trap the red.
Imagine a large cube made from small red cubes being dropped into a pot of yellow paint. How many of the small cubes will have yellow paint on their faces?
Lyndon Baker describes how the Mobius strip and Euler's law can introduce pupils to the idea of topology.
Rectangles are considered different if they vary in size or have different locations. How many different rectangles can be drawn on a chessboard?
Charlie and Alison have been drawing patterns on coordinate grids. Can you picture where the patterns lead?
ABCD is a regular tetrahedron and the points P, Q, R and S are the midpoints of the edges AB, BD, CD and CA. Prove that PQRS is a square.
Triangular numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
A 3x3x3 cube may be reduced to unit cubes in six saw cuts. If after every cut you can rearrange the pieces before cutting straight through, can you do it in fewer?
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?
In the game of Noughts and Crosses there are 8 distinct winning lines. How many distinct winning lines are there in a game played on a 3 by 3 by 3 board, with 27 cells?
What would be the smallest number of moves needed to move a Knight from a chess set from one corner to the opposite corner of a 99 by 99 square board?
How can you make an angle of 60 degrees by folding a sheet of paper twice?
Watch these videos to see how Phoebe, Alice and Luke chose to draw 7 squares. How would they draw 100?
What is the shape of wrapping paper that you would need to completely wrap this model?
A cylindrical helix is just a spiral on a cylinder, like an ordinary spring or the thread on a bolt. If I turn a left-handed helix over (top to bottom) does it become a right handed helix?
A useful visualising exercise which offers opportunities for discussion and generalising, and which could be used for thinking about the formulae needed for generating the results on a spreadsheet.
Can you find a way of representing these arrangements of balls?
Seven small rectangular pictures have one inch wide frames. The frames are removed and the pictures are fitted together like a jigsaw to make a rectangle of length 12 inches. Find the dimensions of. . . .
Is it possible to rearrange the numbers 1,2......12 around a clock face in such a way that every two numbers in adjacent positions differ by any of 3, 4 or 5 hours?
Take a line segment of length 1. Remove the middle third. Remove the middle thirds of what you have left. Repeat infinitely many times, and you have the Cantor Set. Can you picture it?
Can you use small coloured cubes to make a 3 by 3 by 3 cube so that each face of the bigger cube contains one of each colour?
Three circles have a maximum of six intersections with each other. What is the maximum number of intersections that a hundred circles could have?
Is it possible to remove ten unit cubes from a 3 by 3 by 3 cube made from 27 unit cubes so that the surface area of the remaining solid is the same as the surface area of the original 3 by 3 by 3. . . .
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934809695.97/warc/CC-MAIN-20171125071427-20171125091427-00680.warc.gz
|
CC-MAIN-2017-47
| 7,012 | 50 |
http://www.chegg.com/textbooks/lie-groups-and-lie-algebras-1st-edition-9780792349167-0792349164?ii=2&trackid=33b5a67f&omre_ir=1&omre_sp=
|
math
|
This collection brings together papers related to the classical ideas of Sophus Lie. The present work reflects the interests of scientists associated with the International Sophus Lie Center, and provides up-to-date results in Lie groups and Lie algebras, quantum mathematics, hypergroups, homogeneous spaces, Lie superalgebras, the theory of representations and applications to differential equations and integrable systems. Among the topics that are treated are quantization of Poisson structures, applications of multivalued groups, noncommutative aspects of hypergroups, homology invariants of homogeneous spaces, generalisations of the Godbillon-Vey invariant, relations between classical problems of linear analysis and representation theory and the geometry of current groups. Audience: This volume will be of interest to mathematicians and physicists specialising in the theory and applications of Lie groups and Lie algebras, quantum groups, hypergroups and homogeneous spaces.
Back to top
Rent Lie Groups and Lie Algebras 1st edition today, or search our site for other textbooks by B. P. Komrakov. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Springer Dordrecht.
Need help ASAP? We have you covered with 24/7 instant online tutoring. Connect with one of our tutors now.
|
s3://commoncrawl/crawl-data/CC-MAIN-2016-22/segments/1464053209501.44/warc/CC-MAIN-20160524012649-00161-ip-10-185-217-139.ec2.internal.warc.gz
|
CC-MAIN-2016-22
| 1,307 | 4 |
https://projecteuclid.org/journals/journal-of-applied-mathematics/volume-2018/issue-none/Parameter-Estimation-in-Ordinary-Differential-Equations-Modeling-via-Particle-Swarm/10.1155/2018/9160793.short
|
math
|
Researchers using ordinary differential equations to model phenomena face two main challenges among others: implementing the appropriate model and optimizing the parameters of the selected model. The latter often proves difficult or computationally expensive. Here, we implement Particle Swarm Optimization, which draws inspiration from the optimizing behavior of insect swarms in nature, as it is a simple and efficient method for fitting models to data. We demonstrate its efficacy by showing that it outstrips evolutionary computing methods previously used to analyze an epidemic model.
"Parameter Estimation in Ordinary Differential Equations Modeling via Particle Swarm Optimization." J. Appl. Math. 2018 1 - 9, 2018. https://doi.org/10.1155/2018/9160793
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046152000.25/warc/CC-MAIN-20210726031942-20210726061942-00527.warc.gz
|
CC-MAIN-2021-31
| 759 | 2 |
https://www.ejpam.com/index.php/ejpam/article/view/3338
|
math
|
Can Fractional Calculus be Generalized: Problems and Efforts
Keywords:Differintegrals, fractional calculus, fractional differential equations, generalization of calculus, integer order calculus.
AbstractFractional order calculus always includes integer-order too. The question that crops up is: Can it be a widely accepted generalized version of classical calculus? We attempt to highlight the current problems that come in the way to define the fractional calculus that will be universally accepted as a perfect generalized version of integer-order calculus and to point out the efforts in this direction. Also, we discuss the question: Given a non-integer fractional order differential equation as a mathematical model can we readily write the corresponding physical model and vice versa in the same way as we traditionally do for classical differential equations? We demonstrate numerically computationally the pros and cons while addressing the questions keeping in the background the generalization of the inverse of a matrix.
How to Cite
Upon acceptance of an article by the journal, the author(s) accept(s) the transfer of copyright of the article to European Journal of Pure and Applied Mathematics.
European Journal of Pure and Applied Mathematics will be Copyright Holder.
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506623.27/warc/CC-MAIN-20230924055210-20230924085210-00031.warc.gz
|
CC-MAIN-2023-40
| 1,282 | 6 |
https://simons.berkeley.edu/talks/james-lee-2013-08-28
|
math
|
We show that no polynomial-sized linear programming relaxation can achieve better than a 1/2-approximation for MAX-CUT, a 7/8-approximation for MAX-3SAT, or a 3/4-approximation for MAX-2SAT.
This is accomplished by bringing together two formerly disparate lines of research. On the one hand, there has been a recent sequence of exciting lower bounds on the size of extended formulations for various polytopes that arise in combinatorial optimization. At the same time, researchers have extensively studied the power of specific LP hierarchies for approximating NP-hard problems. We show that for max-CSP problems, general polynomial-sized LPs are exactly as power as LPs arising from a constant number of rounds of the Sherali-Adams hierarchy.
Joint work with Siu On Chan, Prasad Raghavendra, and David Steurer.
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964360951.9/warc/CC-MAIN-20211201203843-20211201233843-00223.warc.gz
|
CC-MAIN-2021-49
| 811 | 3 |
https://us-submit24.info/?page_id=684
|
math
|
We also offer free problem solving worksheets homework help videos for multiple grade levels NAIS Teaching Mathematics Through Problem Solving Teaching Mathematics Through Problem Solving. The four corners and a square graphic organizer can help students solve problems in mathematics more effectively Math Homework Help Answers to Math Problems Hotmath Math homework help. Child Good at Math, Bad at. Included you will find 2 FREE math problem solving templates and Steps to Problem Solving Math Problem Solver. Tracing can assist learning not only for spatial topics such as triangles angle relationships but also for non spatial tasks such as learning the order of tasks in This Free App Solves Math Problems for You. Helps elementary middle school children boost their math problem solving critical thinking skills 3 Problem Solving Math Activities Demme Learning.
More than Words Solving problems goes beyond mathematics presented as word or story problems. Sometimes it s due to a hectic schedule Improving Mathematics Problem Solving Skills for English language. Education World Picturing a problem often is the key to helping students understand and solve the problem Mathway. Social Emotional Growth. Read the problem. Addition Word Problems Math Help.
Purplemath Lists some of the keywords that are useful in translating word problems from English into math. This will help them with their confidence in tackling Math Problems Writing Service.
Steps to Solving Word Problems Follow these steps EVERY time you see a word problem. To solve math problems accurately efficiently students need to learn multiple strategies as well as how to choose among them NU Math Problem Solving Group Web Page 6 days ago. A proper study environment problems in geometry, algebra trigonometry. Expert Help EduBirdie. This is up from a previous figure of 12 pounds. Our final thanks go to the Maths Network, support that, the National HE STEM Programme, without which, for the funds , Stats this project would not have existed The Four Step Plan to Solving Math Problems Talk about what it means to solve problems.Context helps students make meaning to solve problems. What do you not know.
Examples Trouble With Math Word Problems. Acquire basic math problem solving skills. A collection of school algebra word problem solvers that solve your problems and help you understand the solutions. Accompanying each lesson is a copymaster of the problem in English and Brilliant.
The lessons are organised by level and curriculum strand. Covers arithmetic algebra, calculus , geometry statistics 5 Mathematical Problem Solving Maple Programming Help Contents Previous Next Index 5 Mathematical Problem Solving This chapter focuses on solving problems in specific mathematical disciplines. Tables to organize students' thinking. Does the answer sound right Mathway Math Problem Solver on the App Store iTunes Apple Basic Math Pre Algebra Algebra Trigonometry Precalculus Calculus Statistics Finite Math Linear Algebra Chemistry Graphing Got a math problem. Highlight underline the words Problem Solving: Grade 4 Mathematics hcpss Problem solving should feature risk tasks, authentic purposes multiple ways to be solved.
There are two steps to solving math word problems: Translate the wording into a numeric equation that combines smallerexpressions ; Solve the. Try a sample math solution for a typical algebra geometry calculus problem Problem Solving at Age 4.
Looking for a strategy to help students solve math word problems. Find the amount of increase interviewees in particular, the percent of Teaching problem solving in undergraduate mathematics our case study departments for the time they have devoted to helping us document their problem solving practices. Here is a great problem solving flow chart by Eric Austina Mechanical Engineer from Clemson University.
Com On line math problem solver that will solve and explain your math homework step by step This Free App Will Solve Math Problems For You. Look for key words that will help you figure out what to do. At worst seeing their failure as more evidence that they just Research Based Strategies for Problem Solving in Mathematics These problem solving processes could be very useful in mathematics, they shut down, social sciences , science other subjects. Our Beast Academy elementary school curriculum currently covers grades 3 through 5 will span grades 2 through 5 upon
A A Math Problem Solving Strategy) by Hope King. Math Game Time Practice problem solving with fun math games online on MathGameTime.
Com FREE DELIVERY possible on eligible purchases. Using these Free Math Word Problems Solve it with an Online Tutor.
MATH PROBLEM SOLVING WEB PAGE. The known ratio is 1 2. What do your students do when faced with a math problem they don t know how to solve.
I was solving a lot of math helping other students raising my wellfare this feature would be dramatically useful. Renee from New Hyde Park, NY.There s now an Math Problem Solving With Pictures. Research indicates that identifying keywords Teaching Math: Grades K 2: Problem Solving Annenberg Learner Solving problems is not only a goal of learning mathematics but also a major means of doing so NCTM p. Math Problem Solving Solving an advanced math problem independently requires the coordination of a number of complex skills.
Our texts offer broader deeper more challenging instruction than other curricula. You have to put your best efforts and time into completing every assigned task. What do you want to learn about problem solving.
Part I provides a wide variety of examples of real world, engaging problems across the domains of the Common Core State Standards for Mathematics DoYourMath. In order to do that explanations 12 free SAT math practice tests on problem solving. Although math problems may be solved in different ways approaching , there is a general method of visualizing solving math problems that may help you to solve even the most difficult problem. This will help you track variables and remember their meanings Problem Solving NZ Maths This section of the nzmaths website has problem solving lessons that you can use in your maths programme.
Problems can be used to introduce new concepts measurement, extend previously learned knowledge Problem Solving: Use a Formula TeacherVision Using a Formula is a problem solving strategy that students can use to find answers to math problems involving geometry, percents algebra. At best they seek help from another student the teacher.
Solve algebra problems for free This online algebra solver can tell you the answer for your math problem even show you the stepsfor a fee Math Problem Solving Problem Solving Study Guide. Most students give up pretty quickly. Scientists used brain scans to watch people tackle difficult math problems. What do you know. That seems to be the premise behind app called Socratic 3 Effective Strategies for Kids to Solve Math Word Problems. Thinkmap Visual Thesaurus: Lesson Plans How can identifying key words help students solve mathematical word problems Math Problem Solving: Amazon. How Proportions Can Help. Use our new problem solving plan to solve math problems. Mathematics is a subject that requires more concentration than any other. Com Buy products related to math problem solving products and see what customers say about math problem solving products on Amazon. TpT When my friend explained what she had implemented into her classroom, I thought I would give the P. Solve math problems proposed in magazines like Math Students Use Graphic Organizers to Improve Mathematical Problem. Math Word Problem No answers.
From YouTube Using Key Words to Unlock Math Word Problems Lesson Plans. Using the index finger to trace over advanced multi step maths problems can help students with problem solving new research shows. Generally, there are three basic steps in solving a mathematics problem: Step 1: Understand the problem. Solve the problem.
But you ll have to check its work How to Study Maths: 7 Tips for Problem Solving ExamTime. Jack is 3 years older than. Math Problem Solver Free math problem solver answers your algebra homework questions with step by step explanations Problem Solving Free, Fun Problem Solving. Find the percent. Solve: Integrals Derivatives Limits Trigonometry Logarithms Equations Algebra It helps students to understand the solving process and others who have problems on their homework. For example one index card might showin all” next to This app doesn t just do your homework for you it shows you how. Need more help with math problems than a calculator can provide. Over 100 SAT math questions to help you with your SAT prep Finger tracing can help students solve maths problems. Of course because the whole point isn t to know the answer to 2x 2 7x 5, cheating at math is a terrible way to learn it s to understand the methodology that can solve any like problem. This is one reason why a child who can easily calculate 2 3 5 might struggle with a word problem that asks him to solve the same calculation. Check for calculation errors. Regarding point2) above: It can be really frustratingand embarassing) to spend fifteen minutes solving a word problem on a test, only to realize at the end that you no longer have any Why I Teach Students Multiple Strategies to Solve Math Problems Teaching students multiple strategies helps students choose the most efficient strategy for themselves.
Posted by WebMath Solve Your Math Problem WebMath is designed to help you solve your math problems. In math problems if we have a known ratio comparing two quantities, we can use that ratio to predict another ratio, in real life if given one half of that second ratio. Solved Math Questions and Answers. The lessons provide coverage of Levels 1 to 6 of The New Zealand Curriculum. What follows is a list of hints and helps. Not all students will need to do each of the following steps every time they approach a mathematics problem.
They can take online learning help as this is personalized understandable easy to use. Step 2: Carry out a strategy for solving the problem. Problem types: Problems testing memorisation Problems testing skills Problems requiring application of skills to familiar. Download Photomath and enjoy it on your Apple TV Step by Step Math Wolfram.Spending a few hours is not enough to solve the upcoming academic issues. The story problem links below Solving Math Problems Solving Math Word Problems YouTube 24 Tháng Mười Haiphút Tải lên bởi expertvillageIn math word problems it s important to figure out what the facts are what is being asked Art of Problem Solving The Art of Problem Solving mathematics curriculum is designed for outstanding math students in grades 6 12. This will help you understand the problem better.Is there extra information that you do not need. We want them to be good at math and feel confident about their ability todo” math. Learn the best way to solve math problems. Problem solving is the act of finding a. In order to solve the problem, it can be translated to a system of equations.
Math problem answers are solved here step by step to keep the explanation clear to the students. Read the problem to yourself.
In Math Only Math you ll find abundant selection of all types of math questions for all the grades with the complete step by step solutions. How you can help: Ask the teacher to help you make index cards with phrases that are commonly used in word problems.
Hotmath explains math textbook homework problems with step by step math answers for algebra geometry calculus. Students should be encouraged to develop discover their own problem solving strategies become adept at using them for problem solving.
Harvard Graduate. Try some of these fun activities with your student to help strengthen your problem solving skills together Problem Solving: Maths Canvas Break these problems down into smaller pieces solve each piece divide conquer.
The areas described below are not all that Maple provides, but represent the most commonly used packages. Math examples in math, build your problem solving skills with thousands of free problems , science done right Brilliant Understand concepts , science engineering How To Study Math Problem Solving Pauls Online Math Notes Try to understand why these concepts methods formulas were used on this problem. To math homework problems from your textbook.
However the skills that are listed below can help students prepare mentally for comprehending solving problems An Analysis of Elementary School Students' Difficulties in. Composed of forms to fill in then returns analysis of a problem , when possible provides a step by step solution. Khan Academy 31 Tháng TámphútWe ll use algebra to solve this percent problem.
Help in training future candidates for the yearly Putnam Competition. Ideally, we want students to be flexible mathematical thinkers.
Com Mathematics is on of the most complex subjects. It s free and works offline. Systems of two equations with two variables can also be used to solve problems. Underline the question. The video is of a teacher in front of the board explaining key words that are important to problem solving 01 42. Highlight key words.
It is helpful for high school How to Solve Ratio Word Problems Video Lesson Transcript. Method a little try to see if it would capture my students attention help them apply multiple math strategies to analyze solve problems. Observing how a student approaches a problem can provide important information for teachers. The FAA now figures the average checked bag to weigh 28 pounds. A new app called PhotoMath could solve your problems. Creature Math helps children learn valuable ecology science concepts while practicing addition , compare customer ratings, subtraction as they create their very own animal habitat, filled with cool creature pals Photomath on the App Store iTunes Apple Read reviews, see screenshots learn more about Photomath. MATH PROBLEM SOLVING STRATEGY. But what if you could cheat at your homework and learn. Studying with music can help create a relaxing atmosphere These 4 mental stages can help us solve math Futurity. Moreover word problems in Maths are confusing students require detailed subject knowledge to solve Math word problems. TutorVista offers online Math sessions to students of different academic standards. Online tutoring available for math help.
Some children need to be taught specific strategies that they can use to solve the problem. Wyzant Resources Can you help solve using bar model.
TutorVista gives Math Problem Answers. Just ask Mathway Easy to use Mathway appeals to anyone who needs help solving mathematical problems, efficient whether we re talking about Math Problem Solving 101 Pinterest Math Problem Solving 101.
At least as important is that the student must also possess the Step by Step Math Problem Solver QuickMath allows students to get instant solutions to all kinds of math problems, though, equation solving right through to calculus , from algebra matrices Math Word Problem Answers. This strategy really hit home with so many of my students and has given Translating Word Problems: Keywords. Look for identifying characteristics that will help you identify this kind of problem in the future. It will greatly help your students with shortcuts and freedom to think Math Problem Solving in Action Getting Students to Love Word.
In this new book from bestselling author consultant Nicki Newton you ll learn how to help students in grades 3 5 become more confident at solving math word problems. In this video Elaine equal 75 years.
It helps people to be able to anticipate plan, decide Solving percent problemsvideo. Do you know a child who needs help with math word problems. PBS To solve these operations more complicated ones down the road kids need problem solving skills number sense.
In the example 1 2 3. However, most of the students face troubles in sparing their time for that. But at least you get an idea of how the maths you are learning can help solve actual real world problems Response to Intervention. We know both terms of the known ratio.This flow chart really encompasses all 3 Easy Ways to Solve Math Problemswith Pictures) wikiHow How to Solve Math Problems. Solving math word problems. Once the problem is understood find the answer, students can make a plan check to make sure it is correct P. Diagnostic tests for teachers, in order to improve students' mathematical problem solving skills. Including more than one formula in a problem having multiple correct answers to a problem will help stretch this strategy Math Review of Problem Solving with Systems of Equations. You can then introduce the processes of this workbook.These are strategies that can be taught at home by parents tutors assistants, at school by teachers etc. The unknown ratio is 3. Alpha shows steps to solve math problems allowing you to learn the basics on your own, check your work give you insight on different ways to solve problems. The Four Step Plan to Solving Math Problems. What they learned may help students learn to problem solve Problem solving Strategies ETS Questions in the Quantitative Reasoning measure ask you to model mathematical, solve problems using quantitative methods. To help us solve math Solving Math Word Problems : explanation exercises Techniques strategies for solving math word problems. Problem solving gives students a context to help them make sense out of the mathematics they are learning. Step 3: Check your answer A list of online resources for math word problems problem solving Find here an annotated list of problem solving websites , books a list of math contests. Identify the Key Words. Web page for the Northwestern University Math Problem Solving Group.
The student must have the capacity to reliably implement the specific steps of a particular problem solving process cognitive strategy. Parents MalMath: Step by step solver Android Apps on Google Play MalMath is a math problem solver with step by step description , teachers can follow math only math to help their students to improve graph view. Since we know Elementary Math Problem Solving Educational Videos. What do you already know about problem solving. This is the great thing about maths, is WORD CLUES TO HELP WITH MATH PROBLEMS MATH.
Mathematics plays a big role in developing human thoughts bringing strategic, systematic reasoning processes used in problem analysis solving.
A Level Problem Solving Resources The Further Mathematics. Year 12 Problem Solving Practice. These sheets form a series designed for use by students during year 12. None of the questions assume any substantial knowledge of year 12 mathematics Developing Flexibility in Math Problem Solving.
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247490225.49/warc/CC-MAIN-20190219142524-20190219164524-00621.warc.gz
|
CC-MAIN-2019-09
| 18,796 | 39 |
http://slideplayer.com/slide/3962210/
|
math
|
Presentation on theme: "1 Chapter 4: Minimax Equilibrium in Zero Sum Game SCIT1003 Chapter 4: Minimax Equilibrium in Zero Sum Game Prof. Tsang."— Presentation transcript:
1 Chapter 4: Minimax Equilibrium in Zero Sum Game SCIT1003 Chapter 4: Minimax Equilibrium in Zero Sum Game Prof. Tsang
Maximin & Minimax Equilibrium in a zero-sum game Minimax - minimizing the maximum loss (loss-ceiling, defensive) Maximin - maximizing the minimum gain (gain-floor, offensive) Minimax = Maximin 2
The Minimax Theorem 3 “Every finite, two-person, zero-sum game has a rational solution in the form of a pure or mixed strategy.” John Von Neumann, 1926 For every two-person, zero-sum game with finite strategies, there exists a value V and a mixed strategy for each player, such that (a) Given player 2's strategy, the best payoff possible for player 1 is V, and (b) Given player 1's strategy, the best payoff possible for player 2 is −V.
Saddle point Pure strategy game: Saddle point 4 A zero-sum game with a saddle point. 1 3 4 3 Is this a Nash Equilibrium? MaxiMin MiniMax
Pure & mixed strategies 5 A pure strategy provides a complete definition of how a player will play a game. It determines the move a player will make for any situation they could face. A mixed strategy is an assignment of a probability to each pure strategy. This allows for a player to randomly select a pure strategy. In a pure strategy a player chooses an action for sure, whereas in a mixed strategy, he chooses a probability distribution over the set of actions available to him.
All you need to know about Probability 6 If E is an outcome of action, then P(E) denotes the probability that E will occur, with the following properties: 1.0 P(E) 1 such that: If E can never occur, then P(E) = 0 If E is certain to occur, then P(E) = 1 2.The probabilities of all the possible outcomes must sum to 1
Mixed strategy In some zero-sum game, there is no pure strategy solution (no Saddle point) Play’s best way to win is mixing all possible moves together in a random (unpredictable) fashion. E.g. Rock-Paper-Scissors 7
Mixed strategies 8 Some games, such as Rock-Paper-Scissors, do not have a pure strategy equilibrium. In this game, if Player 1 chooses R, Player 2 should choose p, but if Player 2 chooses p, Player 1 should choose S. This continues with Player 2 choosing r in response to the choice S by Player 1, and so forth. In games like Rock-Paper-Scissors, a player will want to randomize over several actions, e.g. he/she can choose R, P & S in equal probabilities.
A soccer penalty shot at 12-yard left or right? 9 LeftRight Left425 5895 Right730 9370 Goalie Kicker p.145 payoffs are winning probability
10 A penalty shot at 12-yard left or right? If you are the kicker, which side you use? The best chance you have is 95%. So you kick left. But the goalie anticipates that because he knows that’s your best chance. So his anticipation reduces your chance to 58%. What if you anticipate that he anticipates … so you kick right & that increase your chance to 93%. What if he anticipates that you anticipate that he anticipates … If you use a pure strategy, he always has a way to reduce you chance to win.
To end this circular reasoning, you do something that the goalie cannot anticipate. What if you mix the 2 choices randomly with 50-50 chance? Your chance of winning is (58+93)/2 if the goalie moves to left (93+70)/2 if the goalie moves to right Is this better? 11 A penalty shot at 12-yard left or right?
14 If the goalie improves his skill at saving kicks to the Right side
A Parking meter game (p.164) 15 If you pay for the parking, it cause you $1. If you don’t pay for the parking and you are caught by the enforcer, the penalty is $50. Should you take the risk of not paying for the parking? How often the enforcer should patrol to keep the car drivers honest (to pay the parking fee)?
Parking meter game 16 PayNot pay Enforce-50 150 Not enforce 0 10 Car driver Enforcer p.164
17 no No Nash equilibrium for pure strategy x y1-x-y x=probability to take action R y=probability to take action S 1-x-y=probability to take action P Mixed strategies
18 They have to be equal if expected payoff independent of action of player 2
Two-Person, Zero-Sum Games: Summary Represent outcomes as payoffs to row player Find any dominating equilibrium Evaluate row minima and column maxima If maximin=minimax, players adopt pure strategy corresponding to saddle point; choices are in stable equilibrium -- secrecy not required If maximin minimax, find optimal mixed strategy; secrecy essential 20
Summary: Ch. 4 Look for any equilibrium Dominating Equilibrium Minimax Equilibrium Nash Equilibrium 21
Your consent to our cookies if you continue to use this website.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794868248.78/warc/CC-MAIN-20180527111631-20180527131631-00217.warc.gz
|
CC-MAIN-2018-22
| 4,742 | 20 |
https://cris.pucp.edu.pe/es/publications/a-beta-inflated-mean-regression-model-for-fractional-response-var
|
math
|
ABSTRACT: This article proposes a new regression model for a dependent fractional random variable on the interval (Formula presented.) that takes with positive probability the extreme values 0 or 1. Our model relates the expected value of this variable with a linear predictor through a special parametrization that let the parameters free in the parameter space. A simulation-based study and an application to capital structure choices were conducted to analyze the performance of the likelihood estimators in the model. The results show not only accurate estimations and a better fit than other traditional models but also a more straightforward and clear way to estimate the effects of a set of covariates over the mean of a fractional response.
|
s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296816832.57/warc/CC-MAIN-20240413180040-20240413210040-00646.warc.gz
|
CC-MAIN-2024-18
| 748 | 1 |
http://www.datpiff.com/Note-The-Price-Of-Fame-mixtape.632738.html
|
math
|
The Price Of Fame
Fortune & Ambition Makes Enemies. #KingMidas COMINGSOON!!! Follow Note$ on Twitter @IamNotes
Embed Wide Player:
Embed Tall Player:
Note$ - The Price of Fame (Prod. by SharptastiC)
Note$ - Against The World (Prod. by GoBoyz 2much Productions)
Note$ - Where I'm From (Prod. by Liu Kang Beatz)
Note$ - Bodies (Prod. by London On Da Track)
Note$ - Like Me Yet (Prod. by Few)
Note$ - Remember Me (Prod. by Paul Cabbin)
Note$ - Habits (Prod. by Few)
Note$ - Familiar (Prod. by Few)
Note$ - Fools Paradise (Prod. by Alias Amazin)
Note$ - Hard to See (Prod. by London On Da Track)
Note$ - All I Need (Prod. by King Legendary)
Note$ - Make 'Em Believe (Prod. by PK Beatz)
Note$ - She Say (Prod. by Ali The Greatest)
Note$ - Pool Full (Prod. by SharptastiC)
Note$ - New Money (Prod. by IamLegend Beatz)
Note$ - What You See (Prod. by Few)
Note$ - About It (Prod. by Few)
comments powered by Disqus.
comments powered by
connect with facebook
Hot This Week
view full list
Latest News Stories
50 Cent Responds to Floyd Mayweather Exposing his Secrets
50 Cent gets the strap in his battle with Floyd Mayweather
Floyd Mayweather Unloads On 50 Cent
Floyd Mayweather offers novella length criticism of 50 Cent
Young M.A Denies That Was A Strap-On In her Shorts
Young M.A says that wasn't a strap on in her pants.
Cardi B And Offset Sued Again In "Savage Assault"
Hotel wants Cardi B and Offset to be liable in beatdown of autograph hound.
Offset Arrested In Georgia
Offset has been arrested on gun charges.
Check Out Dave East's New Track "Imagine"
Here's two new ones from Dave East as we wait for Karma Volume 2.
see all news
advertise with datpiff
DatPiff® is a registered trademark of
Idle Media Inc
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676593208.44/warc/CC-MAIN-20180722100513-20180722120513-00215.warc.gz
|
CC-MAIN-2018-30
| 1,705 | 43 |
http://2ndgenlibrarian.blogspot.com/2008/05/big-question.html
|
math
|
I've just stumbled upon the most intriguing 2005 import, The Big Question by Wolf Erlbruch.
It's an odd size, in odd colors with odd text, at least compared to the multitude of American picture books I'm used to. Each two page spread contains the figure of a single person or animal and their answer to "The Big Question". The question is never stated in the book, but is clearly "Why am I alive?" The gardener's answer, "So that you may learn patience." The answers are by turn funny and mind-blowing.
I'm fascinated and unable to ferret out an audience for this slim volume. At what age would children get this book? At what age would they appreciate it? Can they appreciate it without getting it? I want to test it out. The inclusion of Death as a character makes it a tricky choice for storytime. Does anyone else have experience with this book and care to share?
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676594018.55/warc/CC-MAIN-20180722213610-20180722233610-00412.warc.gz
|
CC-MAIN-2018-30
| 867 | 3 |
https://jacksonville.opendi.us/3622885.html
|
math
|
Bryant John N
Law Firms Jacksonville
Bryant John N can be found at 233#1101 E Bay St . The following is offered: Law Firms - In Jacksonville there are 395 other Law Firms. An overview can be found here.
(904)632-2300 (904)-632-2300 +19046322300
Map 233#1101 E Bay St
|
s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251778168.77/warc/CC-MAIN-20200128091916-20200128121916-00408.warc.gz
|
CC-MAIN-2020-05
| 266 | 5 |
http://lists.mplayerhq.hu/pipermail/ffmpeg-devel/2005-April/000279.html
|
math
|
[Ffmpeg-devel] video post processing filters
Thu Apr 21 17:02:12 CEST 2005
On Thu, 21 Apr 2005, Kid OnTheWay wrote:
> everyone is not as expert as others are in the list. Neither everyone
> is following the changes since the very first day.
Just a hint for the original poster: if you get no replies,
maybe your question is too difficult, people don't understand it,
or maybe it would require too long answer. Try rewrite the question
on some other way, so that it is easier to understand and/or so
that it can be answered as shortly as possibly (preferably with just
Also try to figure it out yourself... the source is out there.
I don't know if the above helps, but posting the same question several
times certainly doesn't... posting twice is (in my opinion) OK, as the
first post might have been just lost.
Sorry I haven't given any answer, don't remember why, probably because
I just don't know the answer.
More information about the ffmpeg-devel
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027317113.27/warc/CC-MAIN-20190822110215-20190822132215-00056.warc.gz
|
CC-MAIN-2019-35
| 951 | 17 |
http://planmecagroup.mynewsdesk.com/blog_posts/tag/imaging
|
math
|
Blog posts • Sep 23, 2019 07:40 UTC
Planmeca equipment is a common feature of the modern Moroccan dental practice. Yet despite being constantly at the forefront of dental technology, the company has never lost the human touch. “I have a lot of respect for that,” says Dr. Anass Benkirane.
Blog posts • Aug 29, 2019 08:33 UTC
As the volumes of digital patient data increase in dentistry, so does the need for intelligent digital solutions for image handling and archiving. Planmeca’s uniquely comprehensive Planmeca Romexis® software platform can flexibly adapt to the imaging and diagnostic needs of clinics of any size – as evidenced by two textbook examples from Sweden.
Blog posts • Aug 14, 2019 11:16 UTC
Your X-ray unit is arguably the most important tool in your dental practice. But how do you achieve a great diagnostic image? If you ask Planmeca’s Product Development Manager Mikko Lilja, it’s a combination of three Cs: contrast, crispness, and correcting artefacts.
Blog posts • Jul 08, 2019 09:21 UTC
Dr. Omar Hamid is a second-generation dentist and engineer from Austria. He focuses on all aspects of digital dentistry and CAD/CAM by combining his engineering background to the digital advances in dental medicine. Dr. Hamid is thrilled about how fast digital solutions have developed in the past years and is eager to see what the future of digital dentistry holds.
Blog posts • Jun 24, 2019 12:28 UTC
A safe and modern clinic is a priority for Dr. Zoran Vlahovic, who runs a dental practice in Montenegro. To achieve this goal, he has equipped his clinic with Planmeca dental chairs and CBCT units, and involves his patients in the treatment planning using Planmeca Romexis®. Next, Dr. Vlahovic plans to expand the services of his clinic to intraoral scanning and 3D printing.
Blog posts • May 02, 2019 10:06 UTC
Dr. Fernando Sánchez and his wife, Dr. Amaia Bilbao, founded the Dental Dávila dental clinic in the Spanish town of Santander over 15 years ago. Over time, it has grown from a small clinic into a dental centre with several dentists working in different specialties.
Blog posts • Apr 04, 2019 10:34 UTC
Dr. Michael Bornstein is a Clinical Professor in Oral Maxillofacial Radiology and Associate Dean for Research and Innovation at the University of Hong Kong. He has followed the ongoing evolution of low dose CBCT imaging closely, encourages all clinicians to increase their use of dose limitation measures, and states that patient doses will only continue to get lower going forward.
Blog posts • Jul 19, 2018 07:26 UTC
All our CBCT units support three different types of 3D imaging as well as extraoral bitewing, cephalometric and digital panoramic imaging. This flexibility allows clinics to optimise their imaging and select the techniques that work best with each case. With proprietary ultra low dose and movement correction features also available, Planmeca provides a completely unique dental imaging experience.
Blog posts • Jun 06, 2018 07:12 UTC
Going digital with Planmeca will provide you with unmatched freedom and flexibility throughout the orthodontic workflow. After collecting the needed imaging data, you can either order the needed appliances from an orthodontic solution provider or continue treatment planning in-house with the appropriate software. The choice is yours – our workflow is completely open!
Blog posts • Mar 28, 2018 13:13 UTC
In celebration of Easter, Planmeca presents another in vitro study revealing the secrets of a chocolate surprise egg.
Blog posts • Feb 13, 2018 09:09 UTC
Planmeca Ultra Low Dose™ is the world’s leading method for acquiring CBCT images at low effective patient doses without a statistical reduction in image quality. It allows clinicians to gather more information than from standard 2D panoramic images at an equivalent or even lower patient dose.
Blog posts • Jan 18, 2018 08:35 UTC
Planmeca is contributing to a campaign organised by Poland’s Ministry of Health that promotes health and cares for teeth at schools across the country.
Blog posts • Jan 11, 2018 08:40 UTC
The Planmeca ProMax® 3D Classic X-ray unit has been designed to obtain complete information on a patient’s anatomy in the minutest detail. This intelligent and multipurpose X-ray unit supports digital panoramic, cephalometric, and CBCT imaging as well as 3D photos and 3D model scans. Planmeca ProMax 3D Classic also offers an extended volume diameter size which is optimal for full arch scans.
Blog posts • Oct 17, 2017 09:40 UTC
Our new Planmeca CALM algorithm for correcting patient movement in CBCT images is taking dentistry by storm. As the first end-user solution for motion artefact correction from a dental manufacturer, the feature has been praised by dentists out in the field. 3D Imaging Specialist Mikko Lilja recounts how the ground-breaking algorithm came to be and why he believes every dentist can benefit from it.
Blog posts • Apr 05, 2017 07:36 UTC
In celebration of Easter Planmeca presents an in vitro study, which reveals the secrets of a chocolate surprise egg.
Blog posts • Feb 24, 2017 08:27 UTC
As Finland celebrates 100 years of independence, Planmeca Group and Hungarian medical professionals gathered at the Embassy of Finland in Budapest to pay tribute to the latest advances in Finnish health tech expertise and imaging technology.
Blog posts • Jan 12, 2017 08:08 UTC
With three different types of three-dimensional imaging – as well as panoramic, extraoral bitewing and cephalometric imaging – Planmeca ProMax® 3D product family meets all modern maxillofacial imaging needs. Here are some of the most frequently asked questions about Planmeca ProMax 3D units.
Blog posts • Jan 12, 2017 08:04 UTC
Planmeca ProMax® 3D imaging units offer a unique Planmeca Ultra Low Dose™(ULD) imaging protocol that enables CBCT imaging with an even lower patient radiation dose than standard 2D panoramic imaging. Using the protocol reduces the effective patient dose by an average of 77%. Here are some of the most frequently asked questions about Planmeca ULD.
Blog posts • Oct 12, 2016 14:11 UTC
Effective patient assessment is critical to the delivery of high-quality dental care. Patient assessment sometimes extends beyond the boundaries of the oral cavity, thus requiring additional “care” or “consideration” be taken.
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514572896.15/warc/CC-MAIN-20190924083200-20190924105200-00063.warc.gz
|
CC-MAIN-2019-39
| 6,422 | 38 |
https://timmccloud.net/blog-students-as-reinforcement-learning-agents-part-2/
|
math
|
Blog: Students as Reinforcement Learning Agents Part 2
How students respond to grading and randomness.
Exploratory Physics Labs
The labs that I supervise as a critic are fairly open ended. The labs extend over a couple weeks and generally involve a test over things like constructing a clock with a given period from a pendulum. Students have ample time to play with the system to construct models and ideally, they would play with a couple of models. How I’m supposed to grade is that on two distinct parts, the process that they used to get their model and a prediction result of their model against a new measurement. Ideally, the students should be able to distinguish if their process is wrong or if they aren’t using a good enough model for whatever system they use. This means that my grading is essentially two seperate reward functions that are interpreted as a total grade. This tends to lead to some interesting behavior in my students.
Linear Models in Physics
It almost never fails that students will try a linear model. It is definitely the fastest to make in Excel using the LINEST function. That said, generally physics is never linear without some manipulations. Will simple linear models sometimes work out? Yes, but it generally sporadic at best as you need the range to be small so that the first order Taylor series expansion is fairly accurate at their prediction point. For instance instead of using the traditional small angle approximation of period is proportional to the square root of the string length, it is possible to have the pendulum period to be linearly related to angle.
Grading as a Reward Function
By far, the students are using a greedy or at least a very small epsilon greedy learning algorithm. They will learn the process and documentation with linear models when it’s easy and get very close to perfect scores on their process section. Thus, as with learning greedy learning models, or at least low exploration algorithms, the a lot of students do not vary their approach when it comes to later labs. Thus when the linear models fail, they don’t change either because they know linear models can work or because they don’t want to put forth the effort to change models. Perhaps if the semester was long enough my students would learn to use other models that were not linear but alas, here we are at the end of the semester.
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610704804187.81/warc/CC-MAIN-20210126233034-20210127023034-00419.warc.gz
|
CC-MAIN-2021-04
| 2,378 | 8 |
https://www.jiskha.com/display.cgi?id=1208705141
|
math
|
posted by Johnson .
An ideal gas at 6.0°C and a pressure of 1.92 105 Pa occupies a volume of 2.10 m3.
(a) How many moles of gas are present?
(b) If the volume is raised to 4.60 m3 and temperature raised to 30.5°C, what will be the pressure of the gas?
I used the formula n= (pv)/rt
which r is = 8.31
but I'm not coming up with right answer (19200)(2.10)/(8.31)(6.0) can you tell what I am doinf wrong.
You should convert the temperatures of Kelvin. Also pressure is 192000 N/m^2
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934807056.67/warc/CC-MAIN-20171124012912-20171124032912-00338.warc.gz
|
CC-MAIN-2017-47
| 480 | 8 |
https://www.avroarrow.org/essay/government-390
|
math
|
Overhead Rates - a cost added on to the direct costs of production in order to more accurately assess the profitability of each product. Overhead costs are all costs that are not directly related to the production of the good to be sold. These include administrative salaries, the costs of the building or machinery, commissions to salespeople, and many other items.
EX>>>An overall overhead rate can be calculated by dividing overhead (indirect) costs -- for example, rent and utilities -- by direct costs -- for example, labor. If your overhead costs are $30,000 and direct costs are $60,000, your overhead rate is .50. If the typical overhead rate for companies in your industry is 1.3, and your rate is .50, you have a competitive advantage with your lower overhead (30000/60000 = .5 = ...view middle of the document...
A company uses the overhead rate to allocate its indirect costs to products or projects, so that it can price them appropriately to cover all of its costs and thereby generate a long-term profit. If the overhead rate is not included in the cost of a product, then there is a risk that the company will significantly underprice its products or services, and eventually go bankrupt.
The overhead rate can be expressed as a proportion, if both the numerator and denominator are in dollars. For example, ABC Company has total indirect costs of $100,000 and it decides to use the cost of its direct labor as the allocation measure. ABC incurs $50,000 of direct labor costs, so the overhead rate is calculated as:
$100,000 Indirect costs
$50,000 Direct labor
The result is an overhead rate of 2:1, or $2 of overhead for every $1 of direct labor cost incurred.
Alternatively, if the denominator is not in dollars, then the overhead rate is expressed as a cost per allocation unit. For example, ABC Company decides to change its allocation measure to hours of machine time used. ABC has 10,000 hours of machine time usage, so the overhead rate is now calculated as:
$100,000 Indirect costs
10,000 Machine hours
The result is an overhead rate of $10.00 per machine hour.
It is possible to have several overhead rates, where overhead costs are split into different cost pools and then allocated using different allocation measures. For example, fixed benefit costs could be allocated based on the cost of direct labor incurred, while equipment maintenance costs could be allocated based on machine hours used. This approach results in more fine-tuned allocations, but is more time-consuming to compile.
A company with low indirect costs will have a lower overhead rate, which makes it more competitive with other firms that must apply a larger amount of overhead cost to their products and services.
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232262600.90/warc/CC-MAIN-20190527125825-20190527151825-00457.warc.gz
|
CC-MAIN-2019-22
| 2,713 | 13 |
http://cordrite.com/library/category/introduction/page/5
|
math
|
By Berkolaiko G., Kuchment P.
A "quantum graph" is a graph regarded as a one-dimensional complicated and outfitted with a differential operator ("Hamiltonian"). Quantum graphs come up certainly as simplified versions in arithmetic, physics, chemistry, and engineering while one considers propagation of waves of assorted nature via a quasi-one-dimensional (e.g., "meso-" or "nano-scale") method that appears like a skinny local of a graph. Works that at the moment will be labeled as discussing quantum graphs were showing due to the fact that at the least the Thirties, and because then, quantum graphs thoughts were utilized effectively in numerous parts of mathematical physics, arithmetic quite often and its purposes. you'll point out, for example, dynamical structures conception, regulate concept, quantum chaos, Anderson localization, microelectronics, photonic crystals, actual chemistry, nano-sciences, superconductivity thought, and so forth. Quantum graphs current many non-trivial mathematical demanding situations, which makes them expensive to a mathematician's middle. paintings on quantum graphs has introduced jointly instruments and instinct coming from graph thought, combinatorics, mathematical physics, PDEs, and spectral conception. This e-book presents a entire creation to the subject, gathering the most notions and strategies. It additionally encompasses a survey of the present nation of the quantum graph examine and purposes
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027319155.91/warc/CC-MAIN-20190823235136-20190824021136-00290.warc.gz
|
CC-MAIN-2019-35
| 1,454 | 2 |
http://garrygillard.net/xword/clues.html
|
math
|
Garry Gillard > crosswords > clues
This is a brief guide to the cryptic crossword puzzles published in The Times (of London) newspaper Monday-Friday.
Almost every cryptic crossword clue consists of two parts: the definition and the word-play.
One exception is when it consists of a double definition - two 'definitions' both referring to the same answer.
(The word 'definition' should not be taken too literally. Quite often the 'definitions' [or 'literals'] do not at all obviously mean the same thing as the answer. The 'difficulty' of a puzzle is easily [and often] increased simply by increasing the obliqueness of the 'definitions'. This can be expected to be the case with the Saturday puzzles.)
The definition is always at the beginning or end of the clue - and more often at the start. Always consider whether the very first word might be the definition - as setters will put two words (apparently) together to distract you from the first.
Anagrams must be indicated by an anagram indicator (or anagind/anagrind). There is an infinite number of anaginds (unlike homophone indicators, of which there are far fewer).
Perhaps the simplest clue type is the hidden word (which I’ve always called an inclusive). There is usually one inclusive in The Times - but only one. So I tend to look in every clue for one, until I've found it, and then can relax that bit of my attention.
Some clues can be called charades. As in the party game, the clue shows the answer in two or three or even more parts - and then the whole thing.
A close relation is the container, where there is a clue for something contained inside something else - for which there is also a clue, plus a clue for the whole thing.
Another clue type is the homophone, where something sounds like (another less technical name for it) something else. Homophones are always indicated by an indicator: 'sounds like', 'we hear', 'on the radio', etc.
There are another two clues I should mention, tho they're less specific, and may be combined with one above. One is called a cryptic definition, where the clue seems to be referring to something other than it is.
And then there's the &lit, which means that the whole clue leads to the answer. Once upon a time setters used to write (&lit) after such a clue, but no longer. They also used to write (anag.) for anagrams, but now must use an anagind (see above).
Now you might look at a sample Times puzzle: 24663.
Garry Gillard | New: 23 October, 2010 | Now: 20 December, 2018
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247481612.36/warc/CC-MAIN-20190217031053-20190217053053-00265.warc.gz
|
CC-MAIN-2019-09
| 2,486 | 15 |
http://journalseek.net/cgi-bin/journalseek/journalsearch.cgi?field=issn&query=0289-2316
|
math
|
Japanese Journal of Mathematics
Jpn J Math
Published/Hosted by Springer.
An eminent international mathematics journal, the Japanese Journal of Mathematics (JJM) has been published since 1924. In its third series starting from 2006, JJM is devoted to authoritative research survey articles. JJM encourages advanced and clear expositions, giving new insight on a topic of recent interest from broad perspectives and/or reviewing all major developments in an important area over many years. JJM is intended for a wide range of mathematicians extending beyond a small circle of specialists. It is the official journal of the Mathematical Society of Japan, published in cooperation with Springer.
- Further information
- Category Link
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247512461.73/warc/CC-MAIN-20190222013546-20190222035546-00440.warc.gz
|
CC-MAIN-2019-09
| 729 | 6 |
https://www.lynda.com/Docker-tutorials/Troubleshooting-Dockerfiles/5035821/2222240-4.html
|
math
|
A Dockerfile has a couple of essential components. In this video, learn what they are and how to use them.
So let's use a really simple example. … Now once you understand the principals here, … you can apply this to a more complicated docker file. … So I'm going to save this file, … now let's go ahead and build the image. … So remember to confirm you're in … the same directory as the docker file. … So I do a Docker Build. I'll give it a tag ts … for troubleshooting and dot to specify … the docker file's in this directory. … Now this will just take a couple of moments. … Now looking at step one and step two … on the screen, it's important to remember … that all docker images are layered … on top of other docker images. … And that you can start a container from any image. … So we've got an invalid operation error … at the bottom of the screen. … And if I scroll back up, so in step two … you've got a container, or a running image … in 0e98 and so on, … and in step one … from the ubuntu image, we've got an image … starting with 5890. So with this information … it's possible to run an interactive container …
- Why Docker is gaining prominence
- Running a container
- Docker under the hood
- Working with Dockerfiles
- Uploading images to Docker Hub
- Common use cases for Docker
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195525659.27/warc/CC-MAIN-20190718145614-20190718171614-00006.warc.gz
|
CC-MAIN-2019-30
| 1,341 | 8 |
http://slideplayer.com/slide/3845218/
|
math
|
Presentation on theme: "Testing isospin-symmetry breaking and mapping the proton drip-line with Lanzhou facilities Yang Sun Shanghai Jiao Tong University, China SIAP, Jan.10,"— Presentation transcript:
Testing isospin-symmetry breaking and mapping the proton drip-line with Lanzhou facilities Yang Sun Shanghai Jiao Tong University, China SIAP, Jan.10, 2013
Formalism first applied to nuclei by Heisenberg W. Heisenberg, Z. Phys. 77 (1932) 1 The name `isotopic spin’ first given by Wigner E. Wigner, Phys. Rev. 51 (1937) 106 Isospin of a nucleon: Projection of isospin: neutron proton Total isospin projection: Total isospin: The concept of isospin
Isospin is only an approximate symmetry Phys. Rev. 51 (1937) 106 Classify different nuclear states having same quantum numbers 51 Fe: N=25, Z=26,T z =-1/2 51 Mn: N=26, Z=25,T z =1/2 Isospin symmetry Warner et al., Nature Phys. 2 (2006) 311
Suppose attractive nucleon-nucleon interaction is v Charge symmetry: v nn = v pp Charge independence: v np = (v nn + v pp ) / 2 Scattering data show that both symmetries are broken R. Machleidt, Phsy. Rev. C 63 (2001) 034005 Nuclei are strongly correlated many-systems, having two most important properties: Strong spin-orbit interaction Shape effects and collective motion The effects can be enhanced in heavier nuclei. Isospin-symmetry breaking
This can be easily derived : Let H CI be charge-independent Hamiltonian, is its eigenstate. H’ CV is charge-violating interaction Assuming two-body interactions: Isospin-symmetry breaking
Taking H’ CV as perturbation One obtains the famous Isobaric Multiplet Mass Equation (IMME): which depends on T z up to the quadratic term. Isospin-symmetry breaking
Higher orders of T z (dT z 3, eT z 4,…) in IMME are possible, due to Higher order perturbation Effective three-body forces Any other complicated structure effects such as: shape coexistence shape phase transition Isospin-symmetry breaking
Tz=-1/2, ( 78 Kr Beam) Tz= -1, -3/2, ( 58 Ni Beam) Experiment in Lanzhou
Some short-lived N
"name": "Some short-lived N
Wigner et al. (1957), by assuming the two-body nature for any charge-dependent effects and the Coulomb force between the nucleons, noted that masses m of the 2T+1 members of an isobaric multiplet are related by the isobaric multiplet mass equation (IMME): Large deviation of IMME at A~53 ME=mass excess Large deviation for A=53, T=3/2 quartet. A non-zero d term is needed. Y.-H. Zhang et al PRL (2012)
Difference in binding energy of mirror nuclei Binding energy of the proton-rich nucleus Binding energy of the neutron-rich nucleus D(A,T) calculated with Skyrme Hartreee-Fock method Coulomb displacement energy (CDE)
A more sensitive plot: the difference in CDE Results show the well-known odd-even staggering, but find anomaly near A~70: the staggering changes phase! Anomaly in CDE at A~70 ? Odd-even staggering explained by E. Feenberg and G. Goertzel, Phys. Rev. 70 (1946) 597 ?
Comparison of calculated CDE (A. Brown, K. Kaneko) with measurement shows large deviation at A~70. Are these deviations due to deformation effects? Anomaly in CDE at A~70
In these nuclei, different shapes are known to co- exist near ground state. Nuclear shape coexistence leads to shape isomeric states (excited states having relatively long lifetimes). One can question the HF method for calculation of CDE. Question of shape effect
The charge-dependent and isospin nonconserving forces are considered: V’ CV V C : Coulomb interaction H’ sp : Coulomb single-particle interaction including shifts due to electromagnetic spin-orbit interaction The last term: fp and fpg shell model calculations
Comparison of calculated difference in CDE with GXPF1A and JUN45 forces with A. Brown calculation and measurement. Theory or exp problem?
Comparison of calculated CDE (by A. Brown) with measurement shows large deviation at A~70. Mapping the proton drip-line GXPF1A JUN45 For odd-mass nuclei, T=1/2,3/2,5/2 Calculation of 1-proton and 2-proton separation energy For even-mass nuclei, T=1,2,3
The first PRL of X. Tu et al., through the 65 As mass concluded that 64 Ge is not a good waiting-point nucleus. Precise mass measurement for 69 Br which can determine the waiting-point property for 68 Se. Precise mass measurement for 73 Rb which can determine the waiting-point property for 72 Kr. Improved mass data for upper fp-shell nuclei. Test the predicted proton drip-line by the current calculations by using the CDE method. Excited states and spectra of these exotic nuclei. Important questions: Can Lanzhou mass measurement answer?
The mass experiment at Lanzhou CSRe successfully measured some short lived N
"name": "The mass experiment at Lanzhou CSRe successfully measured some short lived N
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125947931.59/warc/CC-MAIN-20180425154752-20180425174752-00213.warc.gz
|
CC-MAIN-2018-17
| 4,737 | 22 |
http://candidiasisvaginal.com/george-polya-problem-solving.html
|
math
|
Identified the four phases of problem solving George polya problem solving How to Solve It. The Four-step Problem-solving Process. Mar 2, 2011. Computer Science and then get into some problem solving skills for. He made fundamental contributions to combinatorics, number theory.
Polya describes four steps for solving problems and outlines them at the very beginning of the book for easy reference. One of the primary george polya problem solving people have trouble with problem solving is that there.
If most of things in poster look vague to you, I recommend reading the book How to solve it by George PГіlya. Shailesh A Shirali. Keywords. PГіlya, problem solving, heuris- tic, Euler, Basel problem, anal- ogy. Apr 13, 2016. According to Polya, problem mother illness application letter is about making sense of.
Dec 7, 2009 - 9 min - Uploaded by malcfiftyMathematics Education - Problem Solving with George polya problem solving Mathematician George Polya. Polyas theory and views of mathematical problem gorge. George PГіlya was a great champion in the field of teaching effective problem solving skills. Note: many of these strategies are adapted from George Polya, whose book How. Polyas Problem Solving Techniques In 1945 George Polya published the dslr camera essay How To.
Child crying over homework
References for the biography of George PГіlya.. What can marketers learn from the.
Curriculum vitae oracle pl sql developer
He was a Professor at Stanford from 1940 to 1953, and lived. Using Polyas four phases of problem solving students work becomes. Biography of George PГіlya (1887-1985).
May 7, 1998. In How To Solve It, G. A (onetime) very popular two volume mathematical problems collection by Polya and Sego contained problems in the main part and by the end hints how to.
Silk industry case study
Sep 18, 2006. Solving problems is a practical art, like swimming, or skiing, or playing the piano: you can learn it only by imitation and practice.. R J Rhee. The difficulty of teaching how to solve problems is not unique to math. Sep 8, 1985. In addition, Polya devoted himself after retirement to mathematics education, pioneering the problem-solving approach to teaching math.
12 hours essay
George Polya (1887-1985) was a Professor of Mathematics at Stanford.. Can you restate the problem in your own words. Series By George PГіlya Books By George PГіlya.
Studymode thesis of customer satisfaction in fast food
Mathematics is the cheapest science. Shailesh A Shirali. Keywords. PГіlya, problem solving, heuris- tic, Euler, Basel problem, anal- ogy. Help the students Help the teachers Develop problem solving skills in general Practice, practice.
Law essay outline
The issue is a central one for all teachers: Rather than solving problems for our students, we provide them with strategies for problem solving. UNDERSTANDING THE PROBLEM. First. For mathematics education and the world of problem solving it.
Define a problem Determine what george polya problem solving problem-solving Identify types of. Oct 12, 2017 - 2 min - Uploaded by cyril gomezCreated using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated.
Step 4: Look back (check and interpret).
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247482186.20/warc/CC-MAIN-20190217152248-20190217174248-00220.warc.gz
|
CC-MAIN-2019-09
| 3,217 | 19 |
https://www.edplace.com/worksheet_info/maths/keystage2/year3/topic/940/801/know-your-angles:-smaller-or-larger-than-a-right-angle
|
math
|
In this activity, we'll take a look at right angles.
A right angle is an angle that is equal to 90°.
Here is a right angle.
We can see it's marked with a rectangle corner marker.
If you see an angle marked with a square or rectangle, it's a right angle.
Is this angle larger or smaller than a right angle?
The angle above is marked with a curved angle marker and it is larger than the example of a right angle.
Think about the corner of a rectangle, which is a right angle.
The angle we are shown is much larger than the rectangle's corner.
So, the angle above is larger than a right angle.
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104240553.67/warc/CC-MAIN-20220703104037-20220703134037-00248.warc.gz
|
CC-MAIN-2022-27
| 591 | 10 |
http://www.explainingmaths.com/how-to-find-the-area-and-volume-of-similar-figures.html
|
math
|
Algebra and Graphs
Construction and Scale Drawing
Similar Figures and lengths
Similar Figures and Area and Volume
Lines, Planes and Rotational Symmetry
Basic Angle Properties
Sum of Interior and Exterior Angles
What are Loci
Vectors, Matrices and Transformations
Are you following me on Facebook yet? Follow the link, like me on Facebook and be the first one to receive important news and updates.
Similarity involving Area and Volume
You understand now how to use a scale factor to find lengths of Similar Figures. But how can be calculate the Area and Volume of Similar Figures? If the scale factor is 2, will you then just multiply the Area by 2 to get the area of the similar figure? Check the next maths example questions to learn about similarity and area and volume and pass your next IGCSE GCSE maths exam!
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320301670.75/warc/CC-MAIN-20220120005715-20220120035715-00342.warc.gz
|
CC-MAIN-2022-05
| 814 | 12 |
https://open.library.ubc.ca/cIRcle/collections/48630/items/1.0388335
|
math
|
BIRS Workshop Lecture Videos
Randomization theorem for bipartite quantum channels Jencova, Anna
Given two sets of quantum states, is it possible to transform one to the other by a quantum channel This question has been studied by many authors and recently fully settled by a set of entropic inequalities. We will consider an extension of this problem that can be formulated as follows: given two bipartite quantum channels, how precisely can one be approximated by applying a suitable supermap to a part of the other Taking some inspiration from the classical randomization criterion by Le Cam, we study this question it the case when the precision of the approximation is measured by distance in the diamond norm.
Item Citations and Data
Attribution-NonCommercial-NoDerivatives 4.0 International
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662675072.99/warc/CC-MAIN-20220527174336-20220527204336-00735.warc.gz
|
CC-MAIN-2022-21
| 796 | 5 |
https://human.libretexts.org/Courses/Lake_Tahoe_Community_College/PHI-104%3A_Critical_Thinking/02%3A_Formal_Methods_of_Evaluating_Arguments/2.06%3A_The_Truth_Table_Test_of_Validity
|
math
|
So far, we have learned how to translate certain English sentences into our symbolic language, which consists of a set of constants (i.e., the capital letters that we use to represent different atomic propositions) and the truth-functional connectives. But what is the payoff of doing so? In this section we will learn what the payoff is. In short, the payoff will be that we will have a purely formal method of determining the validity of a certain class of arguments—namely, those arguments whose validity depends on the functioning of the truth-functional connectives. This is what logicians call “propositional logic” or “sentential logic.”
In the first chapter, we learned the informal test of validity, which required us to try to imagine a scenario in which the premises of the argument were true and yet the conclusion false. We saw that if we can imagine such a scenario, then the argument is invalid. On the other hand, if it is not possible to imagine a scenario in which the premises are true and yet the conclusion is false, then the argument is valid. Consider this argument:
- The convict escaped either by crawling through the sewage pipes or by hiding out in the back of the delivery truck.
- But the convict did not escape by crawling through the sewage pipes.
- Therefore, the convict escaped by hiding out in the back of the delivery truck.
Using the informal test of validity, we can see that if we imagine that the first premise and the second premise are true, then the conclusion must follow. However, we can also prove this argument is valid without having to imagine scenarios and ask whether the conclusion would be true in those scenarios. We can do this by a) translating this sentence into our symbolic language and then b) using a truth table to determine whether the argument is valid. Let’s start with the translation. The first premise contains two atomic propositions. Here are the propositions and the constants that I’ll use to stand for them:
S = The convict escaped through the sewage pipes
D = The convict escaped by hiding out in the back of the delivery van
As we can see, the first premise is a disjunction and so, using the constants indicated above, we can translate that first premise as follows:
S v D
The second premise is simply the negation of S:
Finally, the conclusion is simply the atomic sentence, D. Putting this all together in standard form, we have:
- S v D
- ∴ D
We will use the symbol “∴“ to denote a conclusion and will read it “therefore.”
The next thing we have to do is to construct a truth table. We have already seen some examples of truth tables when I defined the truth-functional connectives that I have introduced so far (conjunction, disjunction, and negation). A truth table (as we saw in section 2.2) is simply a device we use to represent how the truth value of a complex proposition depends on the truth of the propositions that compose it in every possible scenario. When constructing a truth table, the first thing to ask is how many atomic propositions need to be represented in the truth table. In this case, the answer is “two,” since there are only two atomic propositions contained in this argument (namely, S and D). Given that there are only two atomic propositions, our truth table will contain only four rows—one row for each possible scenario. There will be one row in which both S and D are true, one row in which both S and D are false, one row in which S is true and D is false, and one row in which S is false and D is true.
|D||S||S v D||~S||D|
The two furthest left columns are what we call the reference columns of the truth table. Reference columns assign every possible arrangement of truth values to the atomic propositions of the argument (in this case, just D and S). The reference columns capture every logically possible scenario. By doing so, we can replace having to use your imagination to imagine different scenarios (as in the informal test of validity) with a mechanical procedure that doesn’t require us to imagine or even think very much at all. Thus, you can think of each row of the truth table as specifying one of the possible scenarios. That is, each row is one of the possible assignments of truth values to the atomic propositions. For example, row 1 of the truth table (the first row after the header row) is a scenario in which it is true that the convict escaped by hiding out in the back of the delivery van, and is also true that the convict escaped by crawling through the sewage pipes. In contrast, row 4 is a scenario in which the convict did neither of these things.
The next thing we need to do is figure out what the truth values of the premises and conclusion are for each row of the truth table. We are able to determine what those truth values are because we understand how the truth value of the compound proposition depends on the truth value of the atomic propositions. Given the meanings of the truth functional connectives (discussed in previous sections), we can fill out our truth table like this:
|D||S||S v D||~S||D|
To determine the truth values for the first premise of the argument (“S v D”) we just have to know the truth values of S and D and the meaning of the truth functional connective, the disjunction. The truth table for the disjunction says that a disjunction is true as long as at least one of its disjuncts is true. Thus, every row under the “S v D” column should be true, except for the last row since on the last row both D and S are false (whereas in the first three rows at least one or the other is true). The truth values for the second premise (~S) are easy to determine: we simply look at what we have assigned to “S” in our reference column and then we negate those truth values—the Ts becomes Fs and the Fs becomes Ts. That is just what I’ve done in the fourth column of the truth table above. Finally, the conclusion in the last column of the truth table will simply repeat what we have assigned to “D” in our reference column, since the last conclusion simply repeats the atomic proposition “D.”
The above truth table is complete. Now the question is: How do we use this completed truth table to determine whether or not the argument is valid? In order to do so, we must apply what I’ll call the “truth table test of validity.” According to the truth table test of validity, an argument is valid if and only if for every assignment of truth values to the atomic propositions, if the premises are true then the conclusion is true. An argument is invalid if there exists an assignment of truth values to the atomic propositions on which the premises are true and yet the conclusion is false. It is imperative that you understand (and not simply memorize) what these definitions mean. You should see that these definitions of validity and invalidity have a similar structure to the informal definitions of validity and invalidity (discussed in chapter 1). The similarity is that we are looking for the possibility that the premises are true and yet the conclusion is false. If this is possible, then the argument is invalid; if it isn’t possible, then the argument is valid. The difference, as I’ve noted above, is that with the truth table test of validity, we replace having to use your imagination with a mechanical procedure of assigning truth values to atomic propositions and then determining the truth values of the premises and conclusion for each of those assignments.
Applying these definitions to the above truth table, we can see that the argument is valid because there is no assignment of truth values to the atomic propositions (i.e., no row of our truth table) on which all the premises are true and yet the conclusion is false. Look at the first row. Is that a row in which all the premises are true and yet the conclusion false? No, it isn’t, because not all the premises are true in that row. In particular, “~S” is false in that row. Look at the second row. Is that a row in which all the premises are true and yet the conclusion false? No, it isn’t; although both premises are true in that row, the conclusion is also true in that row. Now consider the third row. Is that a row in which all the premises are true and yet the conclusion false? No, because it isn’t a row in which both the premises are true. Finally, consider the last row. Is that a row in which all the premises are true and yet the conclusion false? Again, the answer is “no” because the premises aren’t both true in that row. Thus, we can see that there is no row of the truth table in which the premises are all true and yet the conclusion is false. And that means the argument is valid.
Since the truth table test of validity is a formal method of evaluating an argument’s validity, we can determine whether an argument is valid just in virtue of its form, without even knowing what the argument is about! Here is an example:
- (A v B) v C
- ∴ C
Here is an argument written in our symbolic language. I don’t know what A, B, and C mean (i.e., what atomic propositions they stand for), but it doesn’t matter because we can determine whether the argument is valid without having to know what A, B, and C mean. A, B, and C could be any atomic propositions whatsoever. If this argument form is invalid then whatever meaning we give to A, B, and C, the argument will always be invalid. On the other hand, if this argument form is valid, then whatever meaning we give to A, B, and C, the argument will always be valid.
The first thing to recognize about this argument is that there are three atomic propositions, A, B, and C. And that means our truth table will have 8 rows instead of only 4 rows like our last truth table. The reason we need 8 rows is that it takes twice as many rows to represent every logically possible scenario when we are working with three different propositions. Here is a simple formula that you can use to determine how many rows your truth table needs:
2n (where n is the number of atomic propositions)
You read this formula “two to the n-th power.” So if you have one atomic proposition (as in the truth table for negation), your truth table will have only two rows. If you have two atomic propositions, it will have four rows. If you have three atomic propositions, it will have 8 rows. The number of rows needed grows exponentially as the number of atomic propositions grows linearly. The table below represents the same relationship that the above formula does:
|Number of atomic propositions||Number of rows in the truth table|
So, our truth table for the above argument needs to have 8 rows. Here is how that truth table looks:
|A||B||C||(A v B) v C||~A||C|
Here is an important point to note about setting up a truth table. You need to make sure that your reference columns capture each distinct possible assignment of truth values. One way to make sure you do this is by following the same pattern each time you construct a truth table. There is no one right way of doing this, but here is how I do it (and recommend that you do it too). Construct the reference columns so that the atomic propositions are arranged alphabetically, from left to right. Then on the right-most reference column (the C column above), alternate true and false each row, all the way to the bottom. On the reference column to the left of that (the B column above), alternate two rows true, two rows false, all the way to the bottom. On the next column to the left (the A column above), alternate 4 true, 4 false, all the way to the bottom.
The next step is to determine the truth values of the premises and conclusion. Note that our first premise is a more complex sentence that consists of two disjunctions. The main operator is the second disjunction since the two main grouping, denoted by the parentheses, are “A v B” and “C”. Notice, however, that we cannot figure out the truth values of the main operator of the sentence until we figure out the truth values of the left disjunct, “A v B.” So that is where we need to start. Thus, in the truth table below, I have filled out the truth values directly underneath the “A v B” part of the sentence by using the truth values I have assigned to A and B in the reference columns. As you can see in the truth table below, each line is true except for the last two lines, which are false, since a disjunction is only false when both of the disjuncts are false. (If you need to review the truth table for disjunction, please see section 2.3.)
|A||B||C||(A v B) v C||~A||C|
Now, since we have figured out the truth values of the left disjunct, we can figure out the truth values under the main operator (which I have emphasized in bold in the truth table below). The two columns you are looking at to determine the truth values of the main operator are the “A v B” column that we have just figured out above and the “C” reference column to the left. It is imperative to understand that the truth values under the “A v B” are irrelevant once we have figured out the truth values under the main operator of the sentence. That column was only a means to an end (the end of determining the main operator) and so I have grayed those out to emphasize that we are no longer paying any attention to them. (When you are constructing your own truth tables, you may even want to erase these subsidiary columns once you’ve determined the truth values of the main operator of the sentence. Or you may simply want to circle the truth values under the main operator to distinguish them from the rest.)
|A||B||C||(A v B) v C||~A||C|
Finally, we will fill out the remaining two columns, which is very straightforward. All we have to do for the “~A” is negate the truth values that we have assigned to our “A” reference column. And all we have to do for the final column “C” is simply repeat verbatim the truth values that we have assigned to our reference column “C.”
|A||B||C||(A v B) v C||~A||C|
The above truth table is now complete. The next step is to apply the truth table test of validity in order to determine whether the argument is valid or invalid. Remember that what we’re looking for is a row in which the premises are true and the conclusion is false. If we find such a row, the argument is invalid. If we do not find such a row, then the argument is valid. Applying this definition to the above truth table, we can see that the argument is invalid because of the 6th row of the table (which I have highlighted). Thus, the explanation of why this argument is invalid is that the sixth row of the table shows a scenario in which the premises are both true and yet the conclusion is false.
Use the truth table test of validity to determine whether or not the following arguments are valid or invalid.
1. A v B
3. ∴ ~A
1. A ⋅ B
2. ∴ A v B
2. ∴ ~(C v A)
1. (A v B) ⋅ (A v C)
3. ∴ B v C
1. R ⋅ (T v S)
3. ∴ ~S
1. A v B
2. ∴ A ⋅ B
1. ~(A ⋅ B)
2. ∴ ~A v ~B
1. ~(A v B)
2. ∴ ~A v ~B
1. (R v S) ⋅ ~D
3. ∴ S ⋅ ~D
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100674.56/warc/CC-MAIN-20231207121942-20231207151942-00114.warc.gz
|
CC-MAIN-2023-50
| 15,081 | 59 |
http://www.algebra.com/algebra/homework/Graphs/Graphs.faq.question.176174.html
|
math
|
You can put this solution on YOUR website!
Double eq.1 and add to eq. 2 to get rid of x.
Inconsistent system, there is no solution.
These are two parallel lines that never meet, hence no solution.
Double eq.3 and add to eq. 4 to get rid of x.
Consistent, dependent system, there are infinite solutions.
These two lines are actually the same line. So all of the points on the line solve this system of equations.
Let's multiply eq. 5 by 5 and eq. 6 by 3,then subtract to get rid of x.
Change both left and right hand sides to a fractions before continuing,
From eq. 6,
Common denominator is 112.
|
s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368702777399/warc/CC-MAIN-20130516111257-00014-ip-10-60-113-184.ec2.internal.warc.gz
|
CC-MAIN-2013-20
| 594 | 11 |
http://forums.wolfram.com/mathgroup/archive/1996/Sep/msg00094.html
|
math
|
[Date Index] [Thread Index] [Author Index]
Re: equ. of 'ls' in 'Context' ?
Dear Victoria & Xah ! Thanks for your answers is functions really fine ! The next question would now be: is there any possibility of getting the information in a object (i.e. a List) ? This seems a little bit trickier as Math doesn't give a ny output on the Information question : In:= ?`t400* t400 t400a3p t400a53p t400a54p t400b53p t400c54p In:= Regards, Andrei ==== [MESSAGE SEPARATOR] ====
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218186841.66/warc/CC-MAIN-20170322212946-00084-ip-10-233-31-227.ec2.internal.warc.gz
|
CC-MAIN-2017-13
| 468 | 3 |
https://music.stackexchange.com/questions/43287/triangle-above-note-with-dot-in-it
|
math
|
What does this symbol mean?
I am asking about the symbol before the fermata, I found this in this publication of nuvole bianche, bar 98.
Music: Practice & Theory Stack Exchange is a question and answer site for musicians, students, and enthusiasts. It only takes a minute to sign up.Sign up to join this community
It's still a fermata and is typically referred to as triangle fermata. It's shorter than a typical fermata, but holds the same idea of prolonging the note longer than the value written. There's another variant of the fermata referred to as a square fermata that you hold longer than a typical fermata. You can see them all in the Dolmetsch musical symbols dictionary.
It's a modern version of a fermata. See: http://en.wikipedia.org/wiki/Fermata.
Some composers use these to represent differing lengths of pauses.
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100518.73/warc/CC-MAIN-20231203225036-20231204015036-00175.warc.gz
|
CC-MAIN-2023-50
| 827 | 6 |
https://www.coursehero.com/file/5776767/HW6/
|
math
|
Unformatted text preview: to solve this problem. 2. Show that the median of five numbers can be found by making six comparisons. 3. In the class, we solved the Selection Problem with an algorithm that is linear-time in the worst case by dividing the array into groups of size 5. Actually, if m is the group size, any odd values of m ≥ 5 yields a linear-time complexity. But this is not true when m < 5. Define the recurrence T ( n ) of m = 3 and prove by induction that this recurrence is in Ω( n lg n ). 1...
View Full Document
- Spring '08
- Algorithms, Computational complexity theory
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084892699.72/warc/CC-MAIN-20180123211127-20180123231127-00179.warc.gz
|
CC-MAIN-2018-05
| 592 | 4 |
https://www.homeworkmarket.com/content/i-cant-figure-out-how-put-visual-logic-if-condition-flow-chat-can-you-help-me
|
math
|
I can't figure out how to put a visual logic if condition into a flow chat. Can you help me?carie_
I can't figure out how to put a visual logic if condition into a flow chat. Can you help me?
- 9 years ago
- what is the prime factorization of 189 in exponential form?
- what's the range of the quadratic parents function?
- demand and quantity
- if g8/g5=gx and g-3*g4=gy what is the value of x+y?
- should americans with lower incomes pay the same amount of tax on gasoline as americans with higher incomes? why?
- find the correct choice
- During a NASCAR race a car goes 50 m/s around a curved section of track that has a radius of...
- What is the marketing definition for surplus?
- Hello, I have a reaction paper due on Wednesday on or before 11:55pm about a Russian movie from the list I...
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243988858.72/warc/CC-MAIN-20210508091446-20210508121446-00320.warc.gz
|
CC-MAIN-2021-21
| 797 | 12 |
http://www.mgaguru.com/mgtech/tools/ar104.htm
|
math
|
|The MGA With An Attitude
Using a Portable Air Tank -- AR-104
At 12:37 PM 3/25/04 -0500, Richard Pence wrote:
".... Can someone there tell me or direct me to a chart representing the amounts of air used for different applications?"
Generally no. There are specifications for nearly all individual air tools telling the rate of air consumption in Cubic Feet per Minute (which is really Standard Cubic Feet per Minute). There are specifications for nearly all air compressors telling the rate of supply in Cubic Feet per Minute (which is really Standard Cubic Feet per Minute).
"In particular, with a 7 gallon tank filled with 100 psi, how many tires could you 'top-off' adding five psi per tire assuming standard 15 in tires?"
The question is too broad, not enough information about the size of the tire (need to know the internal volume) or the required peak pressure in the tire.
"Is there a formula or chart that you could direct me to?"
See formula for adiabatic expansion of air.
V2/V1 = (P1/P2)^0.71
Volume is in Cubic Feet
Pressure is in PSIA (Absolute pressure, not atmospheric or gauge pressure)
"With so many gas stations charging for air now, I'm considering just buying an air tank and keeping it filled with the remaining compressor in my area and just using it to keep my tires properly inflated."
That's not a bad idea, but I can tell you that the "portable" tank will need be larger than you may have in mind if it is to save you many trips to the gas station. One cubic foot is 7-1/2 gallons. A small car tire is close to 1 Cu Ft in volume. Tires on a lot of sport utility vehicles are fairly large, possibly more than 2 Cu Ft in volume.
When using the portable air tank the final pressure in the tank has to be higher than the final pressure in the tire. If you need 35 psi in the tire the tank pressure can never drop below 35 psi. The calculation for supply volume available from the tank has to be based on the variation in the working pressure range. If you can only get 100 psi from the gas station, then the tank working range will be from 100 to 35 psig (gauge pressure). Because atmospheric pressure is 14.7 psi (at sea level), the absolute pressure range will be 114.7-49.7 psia.
V2/V1 = (P1/P2)^0.71
V2 = (P1/P2)^0.71 x V1
V2 = (114.7/49.7)^.71 x 1cu.ft.
V2 = 1.81 cu ft.
Since 1 cu ft of air has to remain in the tank, only 0.81 cu ft of air (at the new pressure) will come out of the tank with this pressure change.
The relatively small tires on my MGA, 165-15, have about 1.2 cu ft internal volume (including the space in the rim). If I want to raise pressure here from 30 to 35 psig (44.7-49.7 psia), I need to calculate how much the air originally in the tire will be reduced in volume.
V2 = (P1/P2)^0.71 x V1
V2 = (44.7/49.7)^.71 x 1.2 cu.ft.
V2 = 1.113 cu ft.
The amount of air needing to be put into the tire at 35 psi is then
1.2 - 1.113 = 0.087 cu ft.
Your 1 cu ft tank can give out 0.81 cu ft at that pressure (going from 100 psi to 35 psi). So, ....
0.81 / 0.087 = 9.3
You could possibly do that 9 times (with this size tire) before you need to refill the tank. That's the optimistic view of the situation.
If the tire was twice the volume (like on a sport ute), then you could only do it 4 times. If the larger tire was half flat and needed to be raised from 20 psi to 35 psi, then the 1 cu ft air tank would be hard pressed to do it just once.
In short, a small portable air tank is good for making small adjustments in tire pressure, but not so good for filling flat or half flat tires. For the use you have in mind, I might recommend getting a larger portable tank, maybe 1.5 or 2.0 cubic feet in volume. At the gas station you should fill the car tires first, then put air in the tank to the maximum pressure and take it home for future use. You also need to be sure that the tank is absolutely sealed, as the smallest leak could deflate the pressure in a short time.
The tank can store much more air at higher pressure. Some service stations will have air supply pressure as high as 150 psi for use in large truck tires. Most portable air tanks are rated for maximum working pressure of 150 psi. The portable tanks also commonly have a pressure relief valve which may be preset or can be reset to 150 psi. You should set the pressure relief valve on the tank to no higher than the tank's maximum working pressure rating. Then fill the tank to a pressure slightly below that setting. Keep in mind that warming of the tank can increase pressure in the tank rather dramatically, so do NOT fill it right to the max and then leave it sitting in the sun.
When autocrossing I commonly carry the race tires in the trailer, leave them near the desired working pressure, and carry a small (1 cu ft) air tank to make minor pressure adjustments at the track. Occasionally I may lend the small portable tank to someone who needs to raise their tire pressure from 25 psi street pressure to 35 psi competition pressure. The trick there is to do the front tires first, which usually need higher pressure for competition, and the rear tires last, in case there's not enough air left in the tank to finish out at 35 psi. The 1 cu ft tank starting near 150 psi can usually service one car in this manner (if the tires are not too big), and that's about it. Lots of serious race enthusiasts carry larger tanks to the track, commonly 2 cu ft filled to 150 psi.
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934805417.47/warc/CC-MAIN-20171119061756-20171119081756-00304.warc.gz
|
CC-MAIN-2017-47
| 5,384 | 33 |
https://benthambooks.com/book/9781608053384/preface/
|
math
|
This eBook presents several basic methods and results of the theory of ordered sets which are currently used in various branches of mathematics. The first chapter includes, besides the usual introductory elements of set theory, a sketch of axiomatic set theory and of the theory of categories, which provides a useful language. Then the fundamentals of partially and totally ordered sets are presented, including a few properties equivalent to the axiom of choice and culminating with well-ordered sets. The next chapter deals with transfinite numbers and includes von Neumann’s construction of ordinals. An introduction to lattice theory presents modular, distributive, Boolean and complete lattices, as well as closure operators and Galois connections; these include tools which serve as prerequisites to universal algebra. Chapter 5 first deals with meet and join representations in a lattice, then comes back to the set-theoretical framework: set-theoretical embeddings and topological duality for distributive lattices. Chapter 6 sketches a few applications.
It is hoped that this volume may serve as a textbook for undergraduate and graduate mathematics students, as well as a reference book for mathematicians working in fields different from set theory or algebra. Perhaps a more appropriate title would have been “Sets and Ordered Structures for the Working Mathematician”. The interest of the eBook for an algebraist consists in implicit teaching suggestions.
Chapter 1 begins with a quite informal sketch of the Zermelo-Fraenkel axiomatic system for set theory, having in mind the idea that although the axiomatic line will not be followed in the sequel, the mathematician working within the framework of naive set theory cannot be allowed to ignore the existence of foundations. The next section gathers in a systematic presentation the most frequently used properties of correspondences, relations and functions; thus e.g. each of the concepts of injection, surjection and bijection is characterized by 6-8 equivalent conditions. Categories and functors are then introduced; although the book is not directed towards category theory, a few categorical ideas and facts will be explicitly illustrated within the concrete categories which constitute the object of this book. On the other hand, the book will sometimes gain in rigour and conciseness by making use of the categorical language, e.g. in the sections devoted to duality for posets and to the algebraic and order-theoretical aspects of lattices and representation theory.
Chapters 2 and 3 are devoted to those concepts and properties related to ordered sets which are of current use throughout the whole mathematics. The systematization offered here includes the complete existential theory of the distinguished elements which a partially ordered set may possess: least/greatest element, minimal/maximal elements, g.l.b./l.u.b. (i.e., the determination of all logical implications between these concepts). The general study of partially ordered sets, or posets for short, is then successively specialized to chains, or totally ordered sets, and well-ordered sets. Ordinals are introduced after as many of their properties as possible have been proved within the more elementary framework of well-ordered sets. The theory of ordinals and cardinals is based on the axiom stating that an abstract entity can be associated with each class of isomorphic well-ordered sets, such that to distinct classes correspond distinct entities. However in the end of chapter 3 we present von Neumann’s construction, in which every ordinal is obtained as the set of all lower ordinals.
Chapters 4 and 5 study a few topics from lattice theory, which is another specialization of the idea of order. The selection has been guided by the following three aims: to construct lattice-theoretical tools broadly used in various branches of mathematics, to sketch the lattice-theoretical background necessary to universal algebra, and to build up the representation theory for certain classes of lattices (and even of posets), thus returning, in a certain sense, to the purely set-theoretical framework. The presentation starts with semilattices, according to a general tendency of this eBook, namely to establish the results under no more hypotheses than are actually needed, whenever this does not complicate the proofs. Then lattices, modular and distributive lattices, Boolean algebras and complete lattices (in particular, compactly generated lattices) are successively studied. Closure operators and Galois connections are also investigated, in view of their numerous applications. Filters and ideals are studied both for their own interest and due to their rˆole in the representation theory of various types of posets and lattices. Under the general heading of representation are included, on the one hand, meet and join decompositions of elements in certain types of lattices, and on the other hand, set-theoretical embeddings for various types of posets and lattices, as well as the duality theory for distributive lattices with 0 and 1, in the general setting of H.A. Priestley.
Chapters 1-5 represent our selection of the fundamentals of ordered sets used in mathematics, while Chapter 6 actually sketches several applications.
Many examples and exercises are included. The book is self-contained with the slight exception of certain examples taken from other fields of mathematics. The bibliography contains items which we recommend to the reader desirous to have a deeper insight of the various topics presented in this eBook.
I began to write a draft of this eBook while I was a visiting professor at the University of Oran, Algeria, where I found excellent working conditions. Then I experimented in my courses at the University of Bucharest, with good results, several teaching ideas now included in the eBook.
I am grateful to Professor Cristian S. Calude for his invaluable help in the realization of this eBook
University of Bucharest, Romania
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100551.2/warc/CC-MAIN-20231205140836-20231205170836-00827.warc.gz
|
CC-MAIN-2023-50
| 6,015 | 10 |
https://vidsbook.com/definition-of-independent-events-in-math-latest-2023/
|
math
|
You are searching about Definition Of Independent Events In Math, today we will share with you article about Definition Of Independent Events In Math was compiled and edited by our team from many sources on the internet. Hope this article on the topic Definition Of Independent Events In Math is useful to you.
3 HSPT Example Problems and Solutions
Here are some examples of the types of problems you can expect to see on HSPT along with their solutions.
John runs faster than Carol. Frank runs slower than John or Beth. Carol runs faster than Beth. If both statements are true, the third is
This problem is an example of verbal logic. It tests understanding of how well a student understands how logical statements can be combined to draw conclusions.
The problem tells us to assume that the first two statements are true. Thus, we know that John is faster than Carol, which we will note (the fastest people are on the left):
J <== C
We also know that Frank doesn’t run as fast as John or Beth, which we’ll refer to as (the fastest people are on the left):
J <== F
B <== F
The third statement claims that Carol is faster than Beth. Can we draw this conclusion based on the given statements? Can we string the statements together to show that Carol is, in fact, faster than Beth? Let’s give a visual representation of some possible conclusions that we can draw from the information provided. Here’s one where we show Carol and Beth running at the same speed.
J <== C
J <== B <== F
Here’s one where we show that Carol is faster than Beth.
J <== C
J <===== B <== F
Here’s one where we show that Beth is faster than Carol.
J <====== C
J <== B <== F
All of these visual representations adhere to the first two statements, but they also show that there isn’t enough information to draw a definitive conclusion about the relationship between Carol’s speed and Beth’s speed. The answer is therefore (C) uncertain.
Xavier and Yvonne each try to solve a problem on their own. The probability that Xavier gets a correct answer is 1/4, and the probability that Yvonne gets a correct answer is 5/8. What is the probability that Xavier, but not Yvonne, solves the problem?
This is an advanced probability problem that tests a student’s understanding of how to combine probabilities.
When two events are independent, the probability of them occurring together (event A AND event B) is simply P(A) * P(B), where P(A) represents the probability of A and P(B) represents the probability of B. The probability that Xavier solves the problem is still 1/4, and the probability that Yvonne does NOT solve the problem is 3/8 (i.e. 1 – 5/8). So the probability of the two events happening together is simply 1/4 * 3/8 = 3/32, which is answer choice (D).
a) No, I can’t help you tonight.
b) He forgot everything to accept his keys.
c) We are not going to cry or laugh tonight.
d) No errors.
This problem tests a student’s understanding of vocabulary and idioms. In particular, this question tests whether students can identify commonly confused words.
The error in this problem is in sentence b). The words “accept” and “except” are homophones (they sound the same) in English and, therefore, are often confused. “Accept” is a verb meaning “to take or receive”; “except” is a preposition meaning “but” or “excluding”. In the context of this sentence, accept does not make sense. Try replacing the word with the definition:
He forgot everything to take his keys.
He forgot everything except his keys.
Obviously, the first sentence makes no sense, and the second sentence makes perfect sense. Therefore, “accept” is incorrect.
Video about Definition Of Independent Events In Math
You can see more content about Definition Of Independent Events In Math on our youtube channel: Click Here
Question about Definition Of Independent Events In Math
If you have any questions about Definition Of Independent Events In Math, please let us know, all your questions or suggestions will help us improve in the following articles!
The article Definition Of Independent Events In Math was compiled by me and my team from many sources. If you find the article Definition Of Independent Events In Math helpful to you, please support the team Like or Share!
Rate Articles Definition Of Independent Events In Math
Rate: 4-5 stars
Views: 8717879 6
Search keywords Definition Of Independent Events In Math
Definition Of Independent Events In Math
way Definition Of Independent Events In Math
tutorial Definition Of Independent Events In Math
Definition Of Independent Events In Math free
#HSPT #Problems #Solutions
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500983.76/warc/CC-MAIN-20230208222635-20230209012635-00603.warc.gz
|
CC-MAIN-2023-06
| 4,627 | 46 |
http://www.scribd.com/doc/39535927/Controller-Tuning
|
math
|
5. Note the lowest proportional gain at whichcycling is sustained. This is the ultimateproportional gain PGu.6. Time one complete process cycle, frompositive peak to positive peak, in minutes.This is the ultimate period Tu.7. Determine controller adjustments from thetable below.
Controller Tuning Constants
TYPE OF CONTROLLERTUNINGPARAMETERP PI PD* PID
Proportional Gain(PG)0.5PGu0.45PGu0.71PGu0.6PGuIntegral(TI – minutes)--- 0.83Tu--- 0.5TuDerivative(TD – minutes)--- --- 0.15Tu0.125Tu* Not from the original Ziegler-Nichols Paper
B. Ziegler-Nichols Open Loop Method
1. Bring the process to the desired setpointon manual control.2. Change the valve position a small amount
V (%). The change should be largeenough to produce a measurableresponse in the process but not largeenough to drive the process beyond thenormal operating range. A 5% valvechange is a good starting point.3. Measure C and L (see Figure 4) on theprocess response curve.4. Calculate:
C V PGu
5. Determine the controller settings from theprevious table.
Figure 4 Process Response CurveC. Limitations
Tuning constants listed in the table are based onexperience with typical processes. A number of common processes may show non-typicalresponses, including liquid level and liquid flowcontrol, but the tuning constants usually workfairly well. On any process the initial results of Ziegler-Nichols tuning may not produce quarter decay response and it may be necessary toreadjust the proportional gain, integral, or derivative to obtain the desired result. However,Ziegler-Nichols usually results in a response closeto quarter decay so only minor readjustmentsshould be necessary.It is often found that PGu and Tu will change if tuning is repeated at a different setpoint or under different load conditions. This can occur as aresult of non-linearity in valves or transmitters or changing throughput in the process.Consequently, optimum control response can beattained only with a particular set of conditionsand can be expected to change – to becomeslower or more oscillatory – as conditions change.This indicates the need for a safety factor in thecontroller tuning or the use of adaptive gaincontrol.
Low Gain Tuning for Flow Control
Although Ziegler-Nichols tuning may not workparticularly well for flow control, this is not aserious problem. Flow control response,particularly liquid flow, is usually fast enough sothat tuning by trial and error requires little time.One method is to set the proportional gain to alow setting (usually 0.2) and then adjust theintegral time to obtain quarter decay or other desired response. Results should be close to anyfaster response obtained with a differentcombination of proportional gain andintegral, and should be more than fastenough for most process requirements assatisfactory results are usually obtainedwith one setting.
For a step change in the processvariable, the derivative mode adds animpulse component to the controller output. The magnitude of the impulse isrelated to the derivative gain. The rate atwhich the impulse decays is related to the ratio of the derivative time and the derivative gain. Thefactory configured value for the derivative gain is10 and does not normally need to be changed.
|
s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440645235537.60/warc/CC-MAIN-20150827031355-00088-ip-10-171-96-226.ec2.internal.warc.gz
|
CC-MAIN-2015-35
| 3,229 | 14 |
https://www.higherpraise.com/lyrics/so-beautiful/7_beautiful05148.htm
|
math
|
Artist: Relient K
Album: Five Score and Seven Years Ago
Song: Bite My Tongue
Note to admin: I tabbed this, but I realized it was wrong and incomplete.
I hope this one is right.
Tunning: half step down== Eb
Intro: Guitar 1
B--14 B--13 B--14 B--16
G-13 x8 Then G-13 x8 Then G-13 x12 Then G-13 x4 Then repeat all.
Intro: Guitar 2: Comes in half way through first time for Guitar 1.
F#m C Eb C#m C F#m C Eb x2
Verse 1: First half all bass and drums.
Second half: Guitar 1: Strum lightly down stokes:
B-14 B-13 B-14
G-13 x4 Then G-13 x4 Then G-13 x8 Then repeat
Prechorus: First Half Palm mute, second half open.
F#m G#m A#m x4
Chorus: Same as intro, but both guitars come in at the same time and without
playing F#m C Eb at the beginning.
Verse 2: Same as verse one but guitar two comes in playing:
C#m C (for the whole verse, and palm mute the whole verse for guitar two)
Bridge: A#m C#m C x2 A#m C (palm mute whole thing)
End on C#m
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585450.39/warc/CC-MAIN-20211022021705-20211022051705-00664.warc.gz
|
CC-MAIN-2021-43
| 930 | 23 |
http://www.english.345.cz/index.php?jmenosouboru=12b
|
math
|
HOME | private-list | private-modify | © |
The following is a question on a physics exam at the University of Copenhagen:
"Describe how to determine the height of a skyscraper with a barometer."
One student replied: "You tie a long piece of string to the neck of the barometer, then lower the barometer from the roof of the skyscraper to the ground. The length of the string plus the length of the barometer will equal the height of the building."
This highly original answer so incensed the examiner that he failed the student who immediately appealed on the grounds that his answer was indisputably correct.
The university appointed an independent arbiter to decide the case.
The arbiter ruled that the answer was indeed correct, but did not display any noticeable knowledge of physics. It was decided to call the student in and allow him six minutes in which to provide a verbal answer which showed at least a minimal familiarity with the basic principles of physics.
For five minutes the student sat in silence, forehead creased in thought. The arbiter reminded him that time was running out, to which the student replied that he had several extremely relevant answers, but couldn't make up his mind which to use.
On being advised to hurry up the student replied: "First, you could take the barometer up to the roof of the skyscraper, drop it over the edge, and measure the time it takes to reach the ground. The height of the building can then be worked out from this formula I have worked out for you on my text paper here."
Then the student added, "But, Sir, I wouldn't recommend it. Bad luck on the barometer."
"Another alternative", offered the student, "is this: If the sun is shining you could measure the height of the barometer,then set it on end and measure the length of its shadow. Then you measure the length of the skyscraper's shadow, and thereafter it is a simple matter of proportional geometry to work out the height of the skyscraper. On the paper is the formula for that as well."
"But, Sir, if you wanted to be highly scientific about it, you could tie a short piece of string to the barometer and swing it like a pendulum, first at ground level and then on the roof of the skyscraper. The height is worked out by the difference in a gravitational formula, which I have determined here this time on a long sheet of paper with a very long and complicated calculation."
"Or, Sir, here's another way, and not a bad one at all. If the skyscraper has an outside emergency staircase, it would be easier to walk up it and mark off the height of the skyscraper in barometer lengths, then add them up."
"But if you merely wanted to be very boring and very orthodox about the answer you seem to seek, of course, you could use the barometer to measure the air pressure on the roof, and on the ground, and then convert the difference in millibars into feet to give the height of the building."
"But since we are constantly being exhorted to exercise independence of mind and apply scientific methods, undoubtedly the best way would be to knock on the janitor's door and say to him 'If you would like a nice new barometer, I will give you this one if you tell me the height of this skyscraper'."
The student was Niels Bohr, the only Dane ever to win the Nobel Prize in physics.
Niels Henrik David Bohr (1885-1962)
Danish physicist and one of the foremost scientists in modern physics. He was professor of theoretical physics at the University of Copenhagen and was later director of its Institute for Theoretical Physics, which he helped to found. He was awarded the Nobel Prize in 1922 for his work on atomic structure and the hydrogen atom. Classical theory had been unable to explain the stability of the nuclear model of the atom, but Bohr solved the problem by postulating that electrons move in restricted orbits around the atom's nucleus and explaining how the atom emits and absorbs energy. He thus combined the quantum theory with this concept of atomic structure. He was also known for his robust jousts, often humorous with Albert Einstein.
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511351.18/warc/CC-MAIN-20231004020329-20231004050329-00325.warc.gz
|
CC-MAIN-2023-40
| 4,064 | 18 |
https://www.physicsforums.com/threads/chemical-equilibrium.131343/
|
math
|
Hello, I have a few questions about my homework: (it is a rather long post, but I explained my work in detail, so everything is very clear -I hope-). 1) When we have a reaction such as: SO2 (g) + 1/2O2 (g) <=> SO3 (g) and then we have: 2SO2 (g) + O2 (g) <=> 2SO3 (g), we calculate Kc of the second reaction as = the first Kc squared. Correct? Why isn't it 2Kc? Is there a case where we would have Kc being twice as much? 2) We have the following reaction: N2 (g) + 3H2 (g) <=> 2NH3 (g). Kp = 4.51 x 10^(-5) at 450 degrees celsius. We are given values for each of the reactants and product. 105 atm NH3, 35 atm N2 and 495 atm H2. We have to calculate whether the reaction is at equilibrium or not at 450. Which I did by calculating Kp by plugging in the values, and then comparing my result to the value of Kp given at the begining of the problem. I got 1.20 x 10^(-3), which is not the same, and therefore the reaction is not at equilibrium. Correct? But then, I have to indicate in which direction the mixture must shift in order to achieve equilibrium. I can't seem to figure out how I should do that. Do I calculate Qp and then see which is bigger? (Qc bigger, it shift to the left, Qc smaller, it shifts to the right). The thing is, I must be forgetting something, because I don't know which values to use to get Qp. 3) We have a mixture of 1.374g of H2 and 70.31 g of Br2, heated in a 2.00L vessel at 700K. We get this reaction: H2 (g) + Br2 (g) <=> 2 HBr (g) At equilibrium, we have H2 = 0.566g. We need to calculate the equilibrium concentrations of H2, Br2, HBr, and calculate Kc. For some reason, I am blocking on this problem. Could you give me some pointers so I can start thinking in the right direction? Thank you, J.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823674.34/warc/CC-MAIN-20181211172919-20181211194419-00327.warc.gz
|
CC-MAIN-2018-51
| 1,730 | 1 |
https://thecatholicsun.com/cba-students-advance-to-second-round-of-math-challenge/
|
math
|
DEWITT — Five Christian Brothers Academy seniors advanced to the second round of the 10th annual Moody Mega Math Challenge recently.
On March 1, these students completed a 14-hour math problem that resulted in a 20-page solution paper. Their paper was judged to be in the top 201 out of a total of 1,228 submissions from around the country (top 16 percent). The event is an Internet-based applied math completion open to juniors and seniors, and awards $125,000 in scholarships.
Pictured above (left to right) are Math Challenge participants Danny O’Connor (Manlius), Cameron Smith (Manlius), math teacher Matt Keough, Josh Popp (Syracuse), Greg Maziuk (Syracuse) and Nick LaDuca (Auburn).
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030338073.68/warc/CC-MAIN-20221007112411-20221007142411-00220.warc.gz
|
CC-MAIN-2022-40
| 693 | 3 |
https://www.mycoursehelp.com/QA/in-the-dataset-studentsurvey-361-student/46665/1
|
math
|
In the dataset StudentSurvey, 361 students recorded the number of hours of television they watched per week. The average is x with line above = 6.504 hours with a standard deviation of 5.584. Find a 99% confidence interval for u.
The 99% confidence interval is ? to ?
Why would you expect most U.S. common stocks to have positive covariances? Give an example of two stocks that you would expect to have a very high positive covariance. Gi...Mar 29 2020
The Earnings Factorya. According to many analysts, The Earnings Factory is a ‘darling’ of the ASX. Its current market price is $15 per share and its book value is $5 per ...Apr 08 2020
Suppose that a risk-free investment will make three future payments of $100 in one year, $100 in two years, and $100 in three years. If the Federal Reserve has set the ri...May 01 2020
why did president Hoover's response to the Great Depression fail?Apr 17 2020
Iran's nuclear program is one of the leading issues in international relations today. summarize the Realist and Liberalist approaches to dealing withIran. How does each p...Nov 07 2017
Argentina experienced a period of extremely high inflation relative to its trading partners and Argentina's currency decreased in value. This is an example of purchasing ...Aug 28 2020
Why does the balance-of-payments statement “balance”?Aug 09 2020
How are interest rate swaps valued?Nov 27 2019
If a bond with 30 years to maturity and a coupon rate of 8.2% (paid semi-annually) is selling for $895, what is the yield to maturity for this bond? Provide a brief descr...Apr 14 2020
1. Calculate the responsivity of a p–i–n photodiode at 1.3 and 1.55 µm if the quantum efficiency is 80%. Why is the photodiode more responsive at 1.55 µm?2. Photons at a ...Jul 29 2020
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243988882.94/warc/CC-MAIN-20210508151721-20210508181721-00579.warc.gz
|
CC-MAIN-2021-21
| 1,765 | 12 |
https://www.math.uni-bielefeld.de/documenta/vol-15/03.html
|
math
|
Singular Bott-Chern Classes and the Arithmetic Grothendieck Riemann Roch Theorem for Closed Immersions
We study the singular Bott-Chern classes introduced by Bismut, Gillet and Soulé. Singular Bott-Chern classes are the main ingredient to define direct images for closed immersions in arithmetic $K$-theory. In this paper we give an axiomatic definition of a theory of singular Bott-Chern classes, study their properties, and classify all possible theories of this kind. We identify the theory defined by Bismut, Gillet and Soulé as the only one that satisfies the additional condition of being homogeneous. We include a proof of the arithmetic Grothendieck-Riemann-Roch theorem for closed immersions that generalizes a result of Bismut, Gillet and Soulé and was already proved by Zha. This result can be combined with the arithmetic Grothendieck-Riemann-Roch theorem for submersions to extend this theorem to arbitrary projective morphisms. As a byproduct of this study we obtain two results of independent interest. First, we prove a Poincaré lemma for the complex of currents with fixed wave front set, and second we prove that certain direct images of Bott-Chern classes are closed.
2010 Mathematics Subject Classification: 14G40 32U40
Keywords and Phrases: Arakelov Geometry, Closed immersions, Bott-Chern classes, Arithmetic Riemann-Roch theorem, currents, wave front sets.
Full text: dvi.gz 189 k, dvi 702 k, ps.gz 1132 k, pdf 900 k.
Home Page of DOCUMENTA MATHEMATICA
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224650409.64/warc/CC-MAIN-20230604225057-20230605015057-00320.warc.gz
|
CC-MAIN-2023-23
| 1,479 | 6 |
https://www.mapleprimes.com/posts/134823-Math-Matters-At-Maplesoft--A-Brief-Look-At-Math
|
math
|
Maplesoft has these interesting bits of Math on their website. For example this one here
It is all nice and all but I would like to see some reference examples to maple for each one, a cool application worksheet that portrays each one nicely.
Using the example link above I searched maplesoft application center for navier stokes and really found nothing that satisfied me at least since Maple 6. My request is to have Maplesoft conjure up some great newer applications in the application center to complement all of those topics mentioned in math matters.
It could actually be a challenge to everyone on mapleprimes to come up with something before maplesoft does!
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934804881.4/warc/CC-MAIN-20171118113721-20171118133721-00488.warc.gz
|
CC-MAIN-2017-47
| 665 | 4 |
http://www.e-booksdirectory.com/details.php?ebook=6244
|
math
|
Lectures on Measure Theory and Probability
by H.R. Pitt
Publisher: Tata institute of Fundamental Research 1958
Number of pages: 126
Measure Theory (Sets and operations on sets, Classical Lebesgue and Stieltjes measures, The Lebesgue integral ...); Probability (Function of a random variable, Conditional probabilities, The Central Limit Problem, Random Sequences and Convergence Properties ...).
Download or read it online for free here:
by Curtis T. McMullen - Harvard University
Contents: The Sample Space; Elements of Combinatorial Analysis; Random Walks; Combinations of Events; Conditional Probability; The Binomial and Poisson Distributions; Normal Approximation; Unlimited Sequences of Bernoulli Trials; etc.
by Douglas Kennedy - Trinity College
This material was made available for the course Probability of the Mathematical Tripos. Contents: Basic Concepts; Axiomatic Probability; Discrete Random Variables; Continuous Random Variables; Inequalities, Limit Theorems and Geometric Probability.
by S. R. S. Varadhan - New York University
These notes are based on a first year graduate course on Probability and Limit theorems given at Courant Institute of Mathematical Sciences. The text covers discrete time processes. A small amount of measure theory is included.
by Peter G. Doyle, J. Laurie Snell - Dartmouth College
In this work we will look at the interplay of physics and mathematics in terms of an example where the mathematics involved is at the college level. The example is the relation between elementary electric network theory and random walks.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583513009.81/warc/CC-MAIN-20181020163619-20181020185119-00087.warc.gz
|
CC-MAIN-2018-43
| 1,565 | 14 |
https://calculator.academy/hose-flow-rate-calculator/
|
math
|
Enter the hose internal diameter, the dynamic water pressure, and hose length to determine the hose flow rate.
- Water Flow Rate Calculator
- Water Pressure Calculator
- Volumetric Flow Rate Calculator
- Water Drip/Leak Calculator
- Water Delivery Calculator
Hose Flow Rate Formula
The following formula is used to calculate a hose flow rate.
Q = (1946.6 * D ^ 1.857 * (P/L) ) ^ .54
- Where Q is the volumetric flow rate in gallons per minute (GPM)
- D is the internal diameter of the hose
- P is the dynamic pressure of water
- L is the length of the hose
Hose Flow Rate Definition
A hose flow rate is defined as the total volume of water or fluid that moves through a hose per unit of time. This is most often measured in gallons per minute.
Hose Flow Rate Example
How to calculate a hose flow rate?
- First, determine the internal diameter.
Measure the inner diameter of the hose.
- Next, determine the length of the hose.
Measure the total length of the hose.
- Next, determine the dynamic pressure.
This is the dynamic pressure at the hose bib.
- Finally, calculate the hose flow rate.
Calculate the hose flow rate using the formula above.
A hose flow rate is a measure the amount of water that moves through a hose opening per unit time.
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499890.39/warc/CC-MAIN-20230131190543-20230131220543-00282.warc.gz
|
CC-MAIN-2023-06
| 1,243 | 26 |
https://www.geeksforgeeks.org/angle-subtended-by-an-arc-at-the-centre-of-a-circle/
|
math
|
Given the angle subtended by an arc at the circle circumference X, the task is to find the angle subtended by an arc at the centre of a circle.
Input: X = 30
Input: X = 90
- When we draw the radius AD and the chord CB, we get three small triangles.
- The three triangles ABC, ADB and ACD are isosceles as AB, AC and AD are radiuses of the circle.
- So in each of these triangles, the two acute angles (s, t and u) in each are equal.
- From the diagram, we can see
D = t + u (i)
- In triangle ABC,
s + s + A = 180 (angles in triangle) ie, A = 180 - 2s (ii)
- In triangle BCD,
(t + s) + (s + u) + (u + t) = 180 (angles in triangle again) so 2s + 2t + 2u = 180 ie 2t + 2u = 180 - 2s (iii)
A = 2t + 2u = 2D from (i), (ii) and (iii)
- Hence Proved that ‘the angle at the centre is twice the angle at the circumference‘.
Below is the implementation of the above approach:
Time Complexity: O(1)
Attention reader! Don’t stop learning now. Get hold of all the important DSA concepts with the DSA Self Paced Course at a student-friendly price and become industry ready.
- Angle subtended by the chord to center of the circle when the angle subtended by the another equal chord of a congruent circle is given
- Angle subtended by the chord when the angle subtended by another chord of same length is given
- Program to calculate angle on circumference subtended by the chord when the central angle subtended by the chord is given
- Length of the chord of the circle whose radius and the angle subtended at the center by the chord is given
- Nth angle of a Polygon whose initial angle and per angle increment is given
- Arc length from given Angle
- Equation of circle from centre and radius
- Shortest distance from the centre of a circle to a chord
- Radius of the circle when the width and height of an arc is given
- Exterior angle of a cyclic quadrilateral when the opposite interior angle is given
- Angle between a chord and a tangent when angle in the alternate segment is given
- Area of Triangle using Side-Angle-Side (length of two sides and the included angle)
- Program to calculate area of inner circle which passes through center of outer circle and touches its circumference
- Equation of circle when three points on the circle are given
- Check if a circle lies inside another circle or not
- Find area of the larger circle when radius of the smaller circle and difference in the area is given
- Area of the circle that has a square and a circle inscribed in it
- Calculate the angle between hour hand and minute hand
- Find other two sides of a right angle triangle
- Find if it's possible to rotate the page by an angle or not.
If you like GeeksforGeeks and would like to contribute, you can also write an article using contribute.geeksforgeeks.org or mail your article to [email protected]. See your article appearing on the GeeksforGeeks main page and help other Geeks.
Please Improve this article if you find anything incorrect by clicking on the "Improve Article" button below.
|
s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107889651.52/warc/CC-MAIN-20201025183844-20201025213844-00026.warc.gz
|
CC-MAIN-2020-45
| 3,007 | 39 |
http://longgandhi.com/formulas.html
|
math
|
Total Player Rating
TPR is actually the sum of several other metrics: adjusted batting runs, fielding runs and base stealing runs, all divided by the Runs Per Win Factor for that year, which is the average number of extra runs needed to generate a win over what the average player produces. Generally that number is around 10, but ranges from 9-11.
The equations are:
Adjusted Batting Runs = ((.47)1B + (.78)2B + (1.09)3B + (1.40)HR + (.33)(BB + HBP) - (.25)(AB - H) - (.50)Outs on base), then adjusted for fielding position
Fielding Runs = (.20(Put outs + 2* assists - errors + DP)player's total - league average for the position * (team put outs - team Ks) * (innings played for the player/innings played for the team)
Base Stealing Runs = (.30)steals - (.60)caught stealing
Game score is a metric devised by Bill James to show how dominating a pitcher was in any particular game. To determine a starting pitcher's game score: (1) Start with 50 points. (2) Add 1 point for each out recorded, so 3 points for every complete inning pitched. (3) Add 2 points for each inning completed after the 4th. (4) Add 1 point for each strikeout. (5) Subtract 2 points for each hit allowed. (6) Subtract 4 points for each earned run allowed. (7) Subtract 2 points for each unearned run allowed. (8) Subtract 1 point for each walk.
The top game score in the history of baseball was Kerry Wood's one-hit, no walk, 20 strikeout performance against the Astros on May 6, 1998. His game score was 105.
There are 3 component equations to Runs Created. Each is weighted by how much each event correlates with runs being scored. Additionally, each event (walk, hit, steal, etc.) is weighted within each equation based on how much it correlates with scoring runs. Here are the component equations:
A = Hits + Walks + Hit by Pitches - Caught Stealing - grounded into double plays
B = ((Walks - Intentional Walks + Hit by Pitches) * .24) + (Stolen Bases * .62) + ((Sacrifice Hits + Sacrifice Flies) * .5) + Total Bases - (Strikeouts * .03)
C = At Bats + Walks + Hit by Pitches + Sacrifice Hits + Sacrifice Flies
And here is the final equation for Runs Created:
((((C * 2.4) + A) * ((C * 3) + B))/(C * 9)) - (C * .9)
Additional adjustments are made when statistics with men in scoring position are available: divide a player's (or team's) total home runs by the number of at bats. Multiply that number by the number of at bats with men on base to find the expected home runs in that situation. Subtract the expected total from the real total and add that result to the raw runs created result.
Then multiply a player's (or team's) batting average by the number of at bats with runners on second or third (RISP) to determine the expected hits in that situation. Subtract the expected number from the actual number and again add the result to the raw runs created total.
Round the final result to the nearest integer. (whew!)
Total Average is a metric devised by sportswriter Tom Boswell , primarily for a yearly evaluation of regular major leaguers by Inside Sport magazine. It's one of the easier to calculate attempts at incorporating baserunning into an overall picture of a player's offensive contributions:
(((1B + (2Bx2) + (3Bx3) + (HRx4)) + HP + BB + SB) CS) / ((AB - H) + CS + DP).
As anyone might surmise, there is a strong correlation between runs scored/runs allowed and wins/losses. This equation expresses that correlation reasonably accurately. Rarely do teams exceed or subordinate the theorem by more than 3 wins. When they do, it's usually do to either luck or the bullpen, which in baseball terms, are sometimes synonymous. Anyway, the equation is:
(runs scored * runs scored)/((runs scored * runs scored) + (runs allowed * runs allowed))
The result will give you the team's winning percentage, or at least what it should be based on how many runs they've scored and allowed.
Estimated Runs Produced (ERP) and Estimated Runs Produced - minor league adjusted (ERPm)
Paul Johnson came up with ERP in an effort to take into account and properly weigh every event a batter is involved in and express it in one neat number. The formula correlates very strongly with Bill James Runs Created formulas, but is considerably less cumbersome:
ERP = (2 x (Total Bases + Walks + Hit by Pitches) + Hits + Steals - (.605 x (At Bats + Caught Stealing + GIDP - Hits))) x .16
Just so you don't think the constants were simply pulled out of a hat, they are the result of factoring the chances that each particular event (a walk, a double, etc.) will result in a run scored.
ERPm = ERP * adjustments for league * (League average age/actual age)squared * (.99 + (position difficulty rating/100))
The adjustments for league are to take into account leagues where offense or pitching have decided advantages.
The age equation is based on the fact that age has a exponential, not an arithmetic relationship between a player's production and what is expected. That is, a player who slugs .450 in AAA as a 21 year old is much more likely to slug .540 in the majors than he is .490. Power is one of the last skills that develop and the most likely area for dramatic increases in production as a player advances in age and levels. The average ages for each level vary slightly from year to year but they usually stay around 23 for AAA, 22 for AA, 21 for high-A, 20 for A level, 19 for low A (short season) and high rookie league and 18 for rookie league.
The positional difficulty rating is sort of pulled out of a hat. The ratings are:
1B - 1
OF - 3
3B - 6
2B - 8
SS - 11
C - 15
The reasoning is that players who play the more demanding positions tend to develop slower than players who play less demanding positions. I simply felt that the difference in difficulty between playing catcher and shortstop was much greater than the difference between playing outfield and first base.
Unlike ERP, ERPm is not meant to be an exact expression of a player's production. It is meant to be a gauge of relative potential, offering a glimpse of what a player might do relative to his peers.
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224652207.81/warc/CC-MAIN-20230606013819-20230606043819-00622.warc.gz
|
CC-MAIN-2023-23
| 6,045 | 38 |
http://exxamm.com/QuestionSolution5/Aptitude/Find+four+positive+consecutives+even+numbers+I+The+average+of+four+consecutive+even+numbers+starting+from+the+last+o/2277434386
|
math
|
Ask a Question
Question Asked by a Student from EXXAMM.com Team
Q 2277434386. The following questions are accompanied by three statements (I), (II) and (III). You have to determine which statement(s) is/are sufficient/necessary to answer the questions.
Find four positive consecutives even numbers.
I. The average of four consecutive even numbers starting from the last of the given numbers is 17.
II. The difference of the highest and the lowest number is 6.
III. The sum of the squares of the numbers is 440.
IBPS-PO 2017 Mock Mains
(Provided By a Student and Checked/Corrected by EXXAMM.com Team)
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247522457.72/warc/CC-MAIN-20190222180107-20190222202107-00249.warc.gz
|
CC-MAIN-2019-09
| 605 | 9 |
https://rsmams.org/journals/articleinfo.php?articleid=839&tag=seajmams
|
math
|
We develop a new three parameter distribution using the half-Cauchy family of distributions, called the half-Cauchy generalized Rayleigh distribution. Some statistical properties and characteristics of the proposed distribution are provided and obtained, including the explicit expressions for the survival function, median, hazard function, mode, moments, mean deviation, order statistics, cumulative hazard function, quantiles, and the measures of dispersion based on quartiles and octiles. For the parameter estimation of the proposed model, three widely used estimation techniques namely, maximum likelihood estimators (MLE), Cramer-Von-Mises (CVM), and least-square estimation (LSE) methods are applied. Two real datasets are used for the illustration, and the goodness-of-fit test is run. It is discovered that the proposed model fits the real data very well and is more flexible than some well-known models under consideration.
Keywords and Phrases
Generalized Rayleigh distribution, Failure rate average, Half-Cauchy distribution, Order statistics, Moment.
A.M.S. subject classification
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100146.5/warc/CC-MAIN-20231129204528-20231129234528-00010.warc.gz
|
CC-MAIN-2023-50
| 1,095 | 4 |
https://www.physicsforums.com/threads/a-couple-laplace-transforms-need-help.165634/
|
math
|
just a small part of a large problem ><a im not even sure if this is in the right place. the first two questions i have to ask are really minor so i didnt want to make separate threads for each one. the third one is an actual problem itself tho.
(1) i need the laplace inverse of :
[s^2]/[s^2 - 3^2] -solved, there was an error at the start that threw the rest of my eqn off. there is no s^2
(2) laplace transformation of:
u(t-3) - solved
(3) find laplace inverse of:
F(s) = [3*e^(-4s)] / [s*(s^2 + s + 5/4)]
for the second one, the u comes from working with time intervals using the second shift theorem
which is: (L(g(t - k)u(t - k)) = e^(-k*s)*G(s)
where G(s) is the laplace transform of of g(t)
the third question also uses
The Attempt at a Solution
for the first one, i have no idea of how to even look at this because i've been using a laplace conversion sheet to solve them all up until now. the only laplace transformation i've seen with s^2 in the numerator looks just like the problem i have here but the intire denominator is squared awell.. other than that i cant find a laplace transform to matchit. -solved
the second one seems simple enough but im stuck. it was originally part of another function i had to laplace, but it was too complicated to laplace as it was and i singled that much out. the original term was:
(t - 2)u(t - 3) and so i broke this into smaller terms so thati could use the second shifting theorem on one of the termsand got:
(t - 3)u(t - 3) + u(t - 3)
[im leaving out the multiplication "*" signs so its easier to look at]
then that laplaced to:
e^(-3*s)/[s^2] + [the laplace of the second term]
im not quite sure whether this just counts as one and laplaces to (1/s) or something. -solved
for question three i took out the e and its power because the -4*s would be used for the second shifting theorem. leaving 3/[s*(s^2 + s + 5/4)]
from here i tried to use partial fractions on the equation to make it easier, but i keep ending up getting 2 different values for my first variable.
also with the (s^2 + s + 5/4) i perfected the square to:
[(s + 1/2)^2 + 1]
if i could work the partial fraction for this, i might beable to solve the laplace inverses for the single terms, using the laplace transformation chart. so the main problem is the partial fraction.
i had to "un-perfect the square" to make this part easier
what i have for that is:
3/[s*(s^2 + s + 5/4)] = A/s + B*(s^2 + s + 5/4)
3/[s*(s^2 + s + 5/4)] = [A*(s^2 + s + 5/4) + B*s] / [s*(s^2 + s + 5/4)]
3 = A*(s^2 + s + 5/4) + B*s
3 = A*s^2 + A*s + A*5/4 + B*s
3 = A*s^2 + (A+B)*s + A*5/4
this is what is giving me two separate values for A,
where due to the first term, A must equal zero.
but due to the second term A must equal to 12/5.
thanks if you can help
edit: i clicked off of the form without realising and accidentally submit. i think.
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585916.29/warc/CC-MAIN-20211024081003-20211024111003-00136.warc.gz
|
CC-MAIN-2021-43
| 2,838 | 37 |
http://www.mylot.com/post/1452989/does-anyone-have-a-definition-for-the-term-dimensions-of-behavior
|
math
|
Does anyone have a definition for the term dimensions of behavior?
March 28, 2008 3:43pm CST
I am currently taking a course in Life Skills and our instructor asked us to give her a written definition of the the term dimensions of behavior. I have not been able to find it written in that format on the internet. Can anyone help me? thank you.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376828018.77/warc/CC-MAIN-20181216234902-20181217020902-00572.warc.gz
|
CC-MAIN-2018-51
| 342 | 3 |
https://calcresource.com/resources.html
|
math
|
Moments of Inertia Table
A comprehensive list of formulas for the moments of inertia (second moment of area) and the products of inertia of several common shapes. Reference guide.
A comprehensive list of formulas for the centroids of many common 2D shapes. Reference guide.
Finding the moment of inertia of composite shapes
The given analytical formulas for the calculation of moments of inertia usually cover, just a handful of rather simple cases. The possible shape geometries one may encounter however, are unlimited, but most of the times, these complex areas can be decomposed to more simple subareas. In this article, you'll learn how to calculate the moment of inertia of a composite shape, using the Parallel Axes Theorem.
How to find centroid with examples
How to find the centroid of an area? This article explains the methodology one needs to follow, first using integration formulas. Then, the centroid of composite areas is explored, with decomposition to simpler subareas. Step-by-step procedure is provided. Finally, several detailed examples are presented.
Moment area method for beam deflections
Moment area method is very effective for finding beam deflections. Learn how to use it through detailed examples.
Deflections and slopes of simply supported beam
Learn how to find the deflections of a simply supported beam. Maximum deflections, examples, direct integration method.
Simply supported beam diagrams
Learn how to draw the bending moment and shear force diagrams of a simply supported beam.
Support reactions of simply supported beam
Learn how to find the support reactions of a simply supported beam. Basic theory and examples.
|
s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296816875.61/warc/CC-MAIN-20240414064633-20240414094633-00597.warc.gz
|
CC-MAIN-2024-18
| 1,654 | 15 |
https://www.coursehero.com/file/105419/Set-8-Light-Index-of-Refraction/
|
math
|
This preview shows page 1. Sign up to view the full content.
Unformatted text preview: not refracted? Tries 0/99 A green light is submerged 1.90 m beneath the surface of a liquid with an index of refraction 1.35. What is the radius of the circle from which light escapes from the liquid into the air above the surface? Tries 0/99 The refractive index of a transparent material can be deter-mined by measuring the critical angle when the solid is in air. If c = 41.5 what is the index of refraction of the material? Tries 0/99 A light ray strikes this material (from air) at an angle of 34.5 with respect to the normal of the surface. Calculate the angle of the reected ray (in degrees). Tries 0/99 Calculate the angle of the refracted ray (in degrees). Tries 0/99 Assume now that the light ray exits the material. It strikes the material-air boundary at an angle of 34.5 with respect to the normal. What is the angle of the refracted ray? Tries 0/99...
View Full Document
This homework help was uploaded on 04/10/2008 for the course PHY 232 taught by Professor Mr.nagy during the Spring '06 term at Michigan State University.
- Spring '06
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501171163.39/warc/CC-MAIN-20170219104611-00036-ip-10-171-10-108.ec2.internal.warc.gz
|
CC-MAIN-2017-09
| 1,138 | 5 |
https://fr.slideserve.com/step/ch-4-the-time-value-of-money
|
math
|
Topics Covered • Future Values • Present Values • Multiple Cash Flows • Perpetuities and Annuities • Effective Annual Interest Rate • Inflation & Time Value
The Time Value of Money Compounding and Discounting Single Sums
Future Values Future Value - Amount to which an investment will grow after earning interest. Compound Interest - Interest earned on interest. Simple Interest - Interest earned only on the original investment.
Future Values Example - Simple Interest Interest earned at a rate of 6% for five years on a principal balance of $100. Interest Earned Per Year = 100 x .06 = $ 6
Future Values Example - Simple Interest Interest earned at a rate of 6% for three years on a principal balance of $100. Today Future Years 123 Interest Earned 6 6 6 Value 100 106112 118 Value at the end of Year 3 = $118
Future Values Example - Compound Interest Interest earned at a rate of 6% for three years on the previous year’s balance. Interest Earned Per Year =Prior Year Balance x .06
Future Values Example - Compound Interest Interest earned at a rate of 6% for three years on the previous year’s balance. Today Future Years 1 2 3 Interest Earned 6.00 6.36 6.74 Value 100 106.00 112.36 119.10 • Future Value of $100 compounded at 6% for three years = $119.10
Future Values Example - FV What is the future value of $100 if interest is compounded annually at a rate of 6% for three years?
Future Values with Compounding Interest Rates
Example: Mutual Fund Fees and Retirement Savings • Prof. Finance moves to a new university and has $100,000 in retirement savings to invest (rollover) into a new retirement account. • Prof. Finance wants to invest this money for 25 years into an indexed stock fund, which is expected to return 9% annually. • Prof. has two choices: Vanguard Total Equity Fund with a 0.4% annual expense fee and Onguard Total Fencing Fund with an 1.2% annual expense fee. • What is the difference in Prof. Finance’s expected future retirement savings between the two funds?
Present Values Present Value Value today of a future cash flow. Discount Factor Present value of a $1 future payment. Discount Rate Interest rate used to compute present values of future cash flows.
Example: Paying for Baby’s MBA • Just had a baby. You think the baby will take after you and earn academic scholarships to attend college to earn a Bachelor’s degree. However, you want send your baby to a top-notch 2-year MBA program when baby is 25. You have estimated the future cost of the MBA at $85,000 for year 1 and $89,000 for year 2.
Example: Paying for Baby’s MBA • Today, you want to finance both years of baby’s MBA program with one payment (deposit) into an account paying 8% interest compounded annually. • How large must this deposit be?
Time Value of Money(applications) • Value of Free Credit • Implied Interest Rates • Internal Rate of Return • Time necessary to accumulate funds
Example : Finding Rate of Return or Interest Rate • A broker offers you an investment (a zero coupon bond) that pays you $5,000 five years from now for the cost of $3,700 today. • What is your annual rate of return?
Important Time Value Relationships • Increasing interest rate and time increases future value. POSITIVE RELATIONSHIP. • Increasing interest rate and time decreasespresent value. INVERSE RELATIONSHIP.
0 1 2 3 4 The Time Value of Money Compounding and Discounting Cash Flow Streams
Perpetuities • Suppose you will receive a fixed payment every period (month, year, etc.) forever. This is an example of a perpetuity.
Perpetuities PV of Perpetuity Formula C = cash payment r = interest rate
Perpetuities & Annuities Example - Perpetuity You want to create an endowment to fund a football scholarship, which pays $15,000 per year, forever, how much money must be set aside today in the rate of interest is 5%?
Perpetuities & Annuities Example - continued If the first perpetuity payment will not be received until three years from today, how much money needs to be set aside today?
0 1 2 3 4 Annuities • Annuity: a sequence of equal cash flows, occurring at the end of each period. This is known as an ordinary annuity. PV FV
Examples of Ordinary Annuities: • If you buy a bond, you will receive equal semi-annual coupon interest payments over the life of the bond. • If you borrow money to buy a house or a car, you will pay a stream of equal payments.
Annuity-due • A sequence of periodic cash flows occurring at the beginning of each period. 0 1 2 3 4 PV FV
Examples of Annuities-due • Monthly Rent payments: due at the beginning of each month. • Car lease payments. • Cable TV and most internet service bills.
Perpetuities & Annuities PV of Ordinary Annuity Formula C = cash payment r = interest rate t = Number of years cash payment is received
Perpetuities & Annuities PV Annuity Factor (PVAF) - The present value of $1 a year for each of t years.
Perpetuities & Annuities Applications • Value of payments • Implied interest rate for an annuity • Calculation of periodic payments • Mortgage payment • Annual income from an investment payout • Future Value of annual payments
Perpetuities & Annuities PV (and FV) of Annuity-dues = PV (or FV) of ordinary annuity x (1 + r) or BGN mode on financial calculator. C = cash payment r = interest rate t = Number of years cash payment is received
Example: Invest Early in an IRA • How much would you have at age 65 if you deposit $2,500 at the end of each year in an account paying 9% annually starting at: • (A) age 41? • (B) age 22?
Why an IRA? • Imagine in the last example, you didn’t take advantage of the tax-sheltered environment of an IRA. • Your annual investment return would be taxed! • With a 28% tax rate, our annual after-tax return would fall from 9% to 6.48% (=9%(1-.28)). • At age 65: I would have $135,519 vs. $191,975. • You would have $535,392 vs. $1,102,114: 52% less!! The IRS killed Kenny,…!
Example: Enjoying your Retirement • You go ahead and make the contributions starting at age 22 in the last example, giving you $1,102,114 at age 65. • You expect to live to age 85. So, you want to make 20 annual withdrawals from your IRA paying 9% at the beginning of each year starting at age 65. • How large can this annual withdrawal be?
More annuity fun, enjoying your release from baseball • Bob B. is released from the last year of his guaranteed contract from a New York baseball team. He is due $5.9 million from the last year of this contract. Bob and the team agree to defer the $5.9 million at 8% interest for 15 years. At this time (15 years from today), the team will begin the first of 15 equal annual payments at 8% interest. • The press is reporting the payments will total $30 million. Are they correct?
Non-Annual Interest Compounding • When interest is compounded more frequently than once a year. • Important non-annual compounding terms and things to know: • Quoted Annual Rate, or Annual Percentage Rate (APR): Stated nominal annual rate before compounding. • Effective Annual Rate (EAR): the actual (effective) annual interest rate earned or paid. • Periodic Interest Rate: the interest rate paid or charged each interest compounding period = quoted rate/m, where m = number of compounding periods per year.
Effective Interest Rates example Given a monthly rate of 1%, what is the Effective Annual Rate(EAR)? What is the Annual Percentage Rate (APR)?
FV and PV with non-annual interest compounding • n = number of years • m = number of times interest is paid per year • APR = nominal annual rate (APR) • APR/m = periodic rate Single CF FVnm = PV(1+ARR/m)nm PV = FVnm/(1+APR/m)nm
Non-annual annuities Ordinary: • PV= C(PVAFAPR/m,nm) • FVnm = C(PVAFAPR/m,nm)(1+APR/m)nm Annuity-Due: • PV= C(PVAFAPR/m,nm)(1+APR/m) • FVnm = C(PVAFAPR/m,nm)(1+APR/m)nm+1
Example: Low Rate or Rebate? • The Frontier family want to buy a sport ut (SUV). They decide on a 4-wheel drive Jeep Grand Cherokee. The purchase price with tax of the vehicle is $32,500. The Frontiers have $4,000 as a down payment. • Jeep offers the choice of two incentives on the 4-door Grand Cherokee. • 0% APR Financing for 60 months, or • $3,000 rebate which would be applied toward the purchase price. If the Frontiers elect to take the rebate, they can get 4.49% APR financing for 60 months. • Question: Which incentive would give the Frontiers the lowest monthly payment?
Example: The $200 national ISP signup credit: good deal for whom? • A national ISP all provide $200 for new customers to use at a particular electronics store chain if they sign-up for a 2-year internet service contract at $21.95/month. • What interest rate (APR) are you paying on this “free money” if you wanted internet service and could get it for free? (200 PV, -21.95 PMT, 24 N 0 FV, CPT I/Y = 9.8%/month x 12= 117.8% APR!!) • What interest rate (APR) are you paying on this “free money” if you wanted internet service and could get it for $9.95/month?(-12 PMT CPT I/Y = 3.15%/mo x 12 = 37.8%! Thanks, but no thanks!
Inflation Inflation - Rate at which prices as a whole are increasing. Nominal Interest Rate - Rate at which money invested grows. Real Interest Rate - Rate at which the purchasing power of an investment increases.
Inflation approximation formula
Inflation Example If the interest rate on one year govt. bonds is 5.0% and the inflation rate is 2.2%, what is the real interest rate? Savings Bond
Example: Real retirement income • Going back to your retirement in 43 years, you expect 3% inflation along with your 9% nominal investment rate annually and want to withdraw $32,000 in real terms at the beginning of each year for 20 years once you retire. • How will this change your retirement saving plans?
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780058589.72/warc/CC-MAIN-20210928002254-20210928032254-00240.warc.gz
|
CC-MAIN-2021-39
| 9,809 | 43 |
http://www.chegg.com/homework-help/questions-and-answers/9kg-sphere-held-angle-60-degrees-angle-andreleased-strikes-45kg-sphere-b-effientof-restitu-q210197
|
math
|
0 pts pendingThe asker has
chosen a Best Answer and the points will be awarded within 24 hours.
a 9kg sphere A is held at the angle of 60 degrees angle andreleased.It then strikes the 4.5kg sphere B. The co-effientof restituion for this collision is e=0.75.
Sphere B is attached tothe end of a light rod which pivots freely about point O. if thespring of constant k=1.5kN/m is initially unstrecthed, determinethe maximum
rotation angle theta of the light rod after theimpacts
|
s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1387345772826/warc/CC-MAIN-20131218054932-00093-ip-10-33-133-15.ec2.internal.warc.gz
|
CC-MAIN-2013-48
| 475 | 5 |
http://behscraftfair.com/morning-star-dggi/highest-temperature-encountered-in-refrigeration-cycle-should-be-7434b3
|
math
|
highest temperature encountered in refrigeration cycle should be
(b) decreases COP (b) NH3 (e) unperdictable. One ton of refrigeration is equal to the refrigeration effect corresponding to melting of 1000 kg of ice (e) receiver. Ans: c, 70. (a) Freon-11 (c) solid and dry ice (e) none of the above. (d) depends upon the make Ans: b, 2. (d) smaller/bigger depending on capacity (b) before passing through the condenser In vapor compression cycle, the condition of refrigerant is high pressure saturated liquid (d) much below critical temperature (c) increase cooling effect (b) 21 kJ/min (a) lower than atmospheric pressure I'd like to know what temperature the freezer should reach during the defrost cycle. Clapeyron equation is a relation between (c) evaparator C) on a high temperature system. (a) high Objective Type Question Answers For Environmental Engineering 21. Refrigeration load of process cooling: 35 MM Btu/h. ... 36 The refrigerant for a refrigerator should have A high sensible heat. Ans: e, 12. Ans: a, sir, (d) driers (c) more than 10 kg Cascading improves the COP of a refrigeration cycle. (a) Ericsson (b) decrease (e) refrigerant is circulated in a refrigeration system to transfer heat. (b) will be lower The temperature difference varies from one kind of refrigerant to another. (e) weak solution in liquid heat exchanger gives up heat to the strong solution. (a) A refrigerant should have low latent heat (d) more/less depending on rating (c) carnot cycle (c) nearly same work input as for vapour compression cycle (a) ammonia vapour goes into solution Ans: b, 57. (d) S02 (b) it permits complete evaporation in the evaporator (d) metering of the refrigerant liquid For our example, where we need to cool air down to 15.5°C, we will choose T low to be 10°C. (c) refrigerant cooling tubes (d) Superheat and sensible heat of a. refrigerant are same (a) Co2 Moisture in freon refrigeration system causes Ans: a, 49. (d) near critical pressure Ans: c, 17. (c) – 33.3°C (a) high triiscibility with oil But the reverse process (i.e. Choose the wrong statement (a) temperature, pressure and enthalpy Refrigeration in aeroplanes usually employs the following refrigerant (a) suction of compressor (c) 5 But in reality the best systems are around 4.5. In vapor compression cycle, the condition of refrigerant is very wet vapor For better COP of refrigerator, the pressure range corresponding to temperature in evaporator and condenser must be, 37. (c) evaporator (c) 50% Most of the domestic refrigerators work on the following refrigeration system (e) temperature, pressure, specific volur and’enthalpy. (a) compression The domestic refrigerator uses following type of compressor (a) ineffective refrigeration (b) non-inflammable (e) 105 kJ/min. Ans: a, 95. F (32 deg. (a) Tow specific heat of liquid (e) none of the above. (c) equal (e) Hydrocarbon refrigerant. (e) 10. The temperature of the condensing refrigerant gas rises as the coolant or ambient air temperature rises. (d) condenser and absorber (a) water at 0°C Cascade cycle is used where a very wide range of temperature between TL and TH is required. The what are used to change the vapor to a liquid and the liquid form back into a vapor, in the refrigeration cycle? In S.J. (e) sensing reduction in pressure. (e) unpredictable. (c) 80 kcal/min Toughness index is defined as the ratio of a) plasticity index to consistency index b) plasticity index to flow index c) ... 91. The value of COP in vapour compression cycle is usually Ans: e, 4. (b) 1 : 9 (b) specific volume and enthalpy Ans: c, 53. (c) after passing through the expansion or throttle valve Ans: b, 48. (c) is equal to 1 (d) reversed Rankine cycle In vapor compression refrigeration system, refrigerant occurs as liquid between Highest temperature encountered in refrigeration cycle should be (a) near critical temperature of refrigerant (b) above critical temperature (c) at critica. (d) gas liquefaction Presence of moisture in a refrigerant affects the working of (e) 100%. heat transfer from low to high temperature) cannot occur by itself (Claussius Definition of Second Law). (b) sulphur sticks which on detection gives white smoke (a) increases COP A household refrigerator is a combination of refrigerator-freezer. The COP of two-stage R718 refrigeration system with two-phase ejectors (Figure 6.9) for air conditioning application, with temperature conditions: Te = 10°C (cooling water 10/15°C) and Tc = 35°C (condensing water 35/30°C), according to the results of numerical experiments is estimated to … (b) If operating temperature of system is low, then refrigerant with low boiling point should be used (e) less for small capacity and more for high capacity. (b) -50°C (c) sublimation temperature The moisture in a refrigerant is removed by (a) compressor (a) compressor Ans: b, 45. (d) 0°C (d) 0.25 (d) compressor and condenser Get shopping advice from experts, friends and the community! The Cannot coefficient of performance of cycle will be (a) 0.2 (b) Refrigerant leaves the condenser as liquid Ans: c, 75. (b) ammonia vapour is driven out of solution The higher temperature in vapour compression cycle occurs at This low pressure and low-temperature refrigerant vapor evaporates in the evaporator taking heat from the cold region. (c) equally. In a vapor compression refrigeration cycle, the temperature of the liquid refrigerant experiences its greatest decrease flowing through what component? A current meter is used to measure the a) velocity of flow of water b) depth of flow of water c) discharge d) none o... 41. (b) high (e) none of the above. (e) unpredictable. (e) depends upon the weather conditions. Question is ⇒ Highest pressure encountered in a refrigeration system should be, Options are ⇒ (A) critical pressure of refrigerant, (B) much below critical pressure, (C) much above critical pressure, (D) near critical pressure, (E) there is no such restriction., Leave your comments or Download question paper. Ans: d, 69. Short horizontal lines on pressure-enthalpy chart show (d) anything Ans: d, 13. (b) Rankine cycle (c) 0.5 Ans: d, 21. C. At critical Temperature. Ans: a, 81. (a) increases COP The refrigerant used is (e) refrigerant with high boiling point must be used. (e) before entering the compressor. On the pressure-enthalpy diagram, condensation and desuperheating is represented by a horizontal line because the process (a) after passing through the condenser (d) 840 kJ/min (a) involves no change in volume (c) C02 (b) 50 kcal/kr The condenser. (d) weak solution mixes with strong solution Ans: b, 51. (c) non-inflammable and toxic (d) 75% plz send me pdf of this question and answer, sir thanking you for this question answer, Your email address will not be published. (a) after passing through the condenser Ans: b, 76. (a) electrically operated throttling valve (a) 50 kcal/min (c) 2-4 bars (b) evaporator Ans: c, 94. The average cycle is about 30 minutes, but that's only when the refrigerator stays closed. (e) constant volume lines. C. High latent heat of vaporisation. The Cannot coefficient of performance of cycle will be (b) detect liquid in vapour Ans: c, 26. If the evaporator temperature of a plant is lowered, keeping the condenser temperature constant, the h.p. (e) none of the above. (d) higher critical temperature (a) constant pressure lines (b) Carnot (b) takes place at constant temperature an air-conditioning system. (b) condenser (c) much above critical pressure (d) smelling (d) any value (a) 0.1 to 0.5 h.p. Ans: a, 11. (b) is more than 1 Answer: Option D (a) near critical temperature of refrigerant (a) 1.25 It should be observed that the system operates on a closed cycle. Vapour-compression refrigeration or vapor-compression refrigeration system (VCRS), in which the refrigerant undergoes phase changes, is one of the many refrigeration cycles and is the most widely used method for air-conditioning of buildings and automobiles. For better COP of refrigerator, the pressure range corresponding to temperature in evaporator and condenser must be A refrigeration cycle operates between condenser temperature of + 27°C and evaporator temperature of- 23°C. (a) after passing through the condenser (c) C02 (c) strong solution to ammonia vapour To cool the refrigerant down it is passed through the expansion valve, this will reduce the pressure of the refrigerant by … (c) equal to atmospheric pressure (e) Reversed Carnot. (c) expansion valve and evaporator Highest temperature encountered in refrigeration cycle should be A. near critical temperature of refrigerant B. above critical temperature C. at critical temperature D. much below critical temperature E. could be anywhere ANSWER: D 12. The leaks in a refrigeration system using Freon are detected by Ans: c, 16. (a) Freon-12 (e) 3 : 1 (b) Freon-22 (d) corrosion of whole system (a) of cooling medium (c) cooling below 0°C (e) increase refrigeration effect. (b) increases heat transfer rate (c) actual COP x theoretical COP (a) saturation point of vapor (c) reversed Camot cycle This is the first in a series of columns addressing advanced basics in the understanding of the refrigeration cycle. (a) condenser Ans: a, 19. (b) evaporator tubes (d) ensure that only liquid and not the vapour enters the expansion (throttling) valve (d) 80 kcal/hr (d) large latent heat Mechanical Engineering Multiple Choice Questions. (c) same (b) high total heat (a) results in loss of heat due to poor heat transfer For obtaining high COP, the pressure range of compressor should be A refrigeration cycle operates between condenser temperature of + 27°C and evaporator temperature of- 23°C. (e) 1000 kcal/day. A certain refrigerating system has a normal operating suction pressure of 10 kg/cm gauge and condensing pressure of about 67 kg/cm. (e) none of the above. (c) COP remains unaltered Ans: b, 66. (b) a gas will immediately liquefy High critical temperature and pressure: The critical temperature of the refrigerant should be as high as possible above the condensing temperature in order to have a greater heat transfer at a constant temperature. (a) liquid (c) 420 kJ/min Which of the following cycles uses air as the refrigerant (e) expansion valve (d) other factors decide COP 39. (e) none of the above. (d) may increase or decrease depending on the type of refrigerant used (d) in 12 hours Allowable pressure on high-pressure side or ammonia absorption system is of the order of (d) condenser discharge (b) 1.2 One ton refrigeratiqn corresponds to temperature (d) much below critical temperature (e) could be anywhere. (b) temperature lines Vertical lines on pressure-enthalpy chart show constant (d) before entering the expansion valve (c) saturated liquid (b) Stirling of a refrigeration cycle with lowering of condenser temperature, keeping the evaporator temperature constant, will (e) before entering the compressor. Rating of a domestic refrigerator is of the order of The maximum permissible limit for flouride in drinking water is a) ... 21. (d) electrolux refrigerator (a) critical pressure of refrigerant Pick up the wrong statement. (c) thermostatic valve (b) increases Ans: a, 64. rick up the incorrect statement Ans: d, 58. (d) may be higher or lower depending upon the nature of non-condensable gases Ans: c, 78. When the temperature in the refrigeration box is high, the coil temperature in R134a usually lowers to be colder than the box. (a) more (e) mixture of ice and water Under equilibrium conditions. Mass flow ratio of NH3 in comparison to Freon-12 for same refrigeration load and same temperature limits is of the order of (e) unpredictable. (d) wet vapour per ton of refrigeration (e) low sensible heat 22 Highest temperature encountered in refrigeration cycle should be ... 28 Air refrigeration cycle is used in A domestic refrigerators. Ans: b, 67. (b) delivery of compressor (b) 25% (e) before entering the compressor. (c) euqal (c) after passing through the expansion or throttle valve (a) pressure lines (d) absorption (c) it results in high volumetirc and mechanical efficiency C) on a low temperature installation, or 90 deg. The general rule for rating refrigeration systems (excepting for C02 system) is to approximate following h.p. (a) increase Air refrigeration operates on ENGINEERING INTERVIEW QUESTIONS ANSWERS, CIVIL ENGINEERING INTERVIEW QUESTIONS, CIVIL ENGINEERING MCQS, MECHANICAL ENGINEERING INTERVIEWQUESTIONS, MECHANICAL ENGINEERING MCQS, ELECTRICAL ENGINEERING INTERVIEW QUESTIONS AND VIVA SEMINAR INTERVIEW QUESTIONS FOR ALL LAB VIVA QUESTIONS IN CSE, ECE, MECHANICAL ENGINEERING STUDENTS. (d) all of the above (c) after passing through the expansion or thiottle valve ... equal to. (b) 0.5 to 0.8 h.p. (b) of freezing zone In column analogy method, the area of an analogous column for a fixed beam of span L and flexural rigidity El is taken as a) L/E... 31. Ans: c, 54. (c) compression of the refrigerant vapour (a) lowers evaporation temperature (c) 1 to 2 h.p. The C.O.P. (b) more than or equal to 3.65 kg Ans: b, 36. (a) vapour compression (d) zero work input (d) 1-actual COP x theoretical COP Ans: b, 74. Ans: a, 8. Absorption system normally uses the following refrigerant In a vapor compression cycle, the refrigerant immediately after expansion valve is Ans: b, 14. temperature The condensing pressure due to the presence of non-condensable gases, as compared to that actually required for condensing temperatures without non-condensable gases, Reducing suction pressure in refrigeration cycle Ans: d, 35. (b) compressor and evaporator The refrigeration cycle collects this heat by sending the refrigerant at a low temperature and pressure into the evaporator within that room. 11. (b) before passing through the condensei (a) same D. Much below critical temperature. Ans: b, 63. Domestic refrigerator working on vapour compression cycle uses the following type of expansion device 12. 5-5, the condenser for the low temperature refrigerator is used as the evaporator for the high temperature refrigerator. Ans: e, 89. Ans: c, 85. In vapour compression cycle the condition of refrigerant is superheated vapour (a) actual COP/fheoretical COP (b) the cooling effect produced by melting 1 ton of ice (e) takes place at constant pressure. In conjunction with NIST traceable thermometers, these refrigerators will provide you with the solution you need to meet CDC and VFC (Vaccines for Children) vaccine storage requirements. (b) reduce compressor discharge temperature (e) unpredictable. The C.O.P of a refrigeration cycle with increase in evaporator temperature, keeping condenser temperature constant, will With temperature ranges between 35°F to 46°F, these medical refrigerators will securely store a wide range of vaccines, such as Influenza, rotavirus and MMRV. Ans: d, 83. (e) the refrigeration effect to produce 1 ton of ice in 1 hour time. (b) 0.8 (c) a separator is used in lithium bromide plant to remove the unwanted water vapour by condensing unit, one ton of refrigeration is equal to Optical square is (a) Engineer's square having stock and blade set at 90° (b) a constant deviation prism having the ang... 1. (e) none of the above. (b) expansion valve (e) volume lines. (d) triple point (d) Bell-coleman Ans: a, 80. Critical pressure of a liquid is the pressure Temperature of process fluid: −10°F. Ans: d, 60. Ans: c, 87. (d) can be avoided by proper design (a) Temperature of medium being cooled must be below that of the evaporator (c) equal to unity Ans: d, 79. (b) quiet operation (c) constant total heat lines (b) theoretical COP/actual COP Therefore, for the same cooling load, gas refrigeration cycle machines require a larger mass flow rate, which in turn increases their size. If the- cycle direction be reversed, what will be the value of COP of reversed Carnot cycle (e) there is no such criterion. (e) none of the above. Ans: d, 34. Ans: d, 40. In a flooded evaporator refrigerator, an accumulator at suction of compressor is used to Ans: e, 9. Ans: d, 43. (b) as low as possible (3 to 11°C) (d) refrigerant with lower evaporation temperature should be used (d) before entering the expansion valve (d) highly toxic and inflammable (a) halide torch which on detection produces greenish flame lighting High temperature refrigeration is that produced by. Ans: b, 61. Aqua ammonia is used as refrigerant in the following type of refrigeration system After studying this unit, the reader should be able to • Define high-, medium-, and low-temperature refrigeration. (e) non-inflammable. (a) after passing through the condenser (c) after passing through the expansion throttle valve For proper refrigeration in a cabinet, if the temperature and vapour pressure difference between cabinet and atmosphere is high, then (c) will remain unaffected (a) atmospheric pressure (e) unpredictable. (d) Air (b) more (b) condenser Ans: c, 90. (b) weak solution to strong solution Ans: a, 23. (a) evaporator (a) domestic refrigerators (d) non-toxic and inflammable 288,000 Btu/24h. In vapour compression cycle, the conditii of refrigerant is saturated liquid (b) smaller (a) 1 : 1 Ans: b, 41. Ans: e, 3. Element of the indicating device carrying the scale is called (a) dial (b) housing (c) transducer (d) ind... 161. (a) high sensible heat A surface gauge is used for (a) levelling the surface plate (b) checking the surface finish (c) laying out the work accu... 21. (d) toxic (d) Erricson cycle Ans: a, 86. Reason R : Higher distribution pressure ca... 21. (d) 2 to 5 h.p. While some people have viewed this method as environmentally harmful and inefficient, the cycle is still applicable in the industrial sphere. Ans: d, 22. (b) vapour absorption (d) takes place at constant enthalpy (c) perfectly tight vapour seal should be used (d) reduces weight displaced by piston In vapour compression cycle using NH3 as refrigerant, initial charge is filled at (d) could be anything Every fridge has a different cycle because it depends on a few various factors. (c) Freon (a) reduce compressor overheating Ans: d, 30. A. Superheating in a refrigeration cycle (a) above which liquid will remain liquid The refrigeration effect in a dry evaporator compared to flooded evaporator in a similar plant is One of the purposes of sub-cooling the liquid refrigerant is to Fig.5-5: A 2-stage cascade refrigeration cycle. Which of the following is not a desirable property of a refrigerant Required fields are marked *. (e) under some conditions small and under some conditions high. (e) none of the above. (d) any value (c) Reversed Rankine (d) 1 : 3 (d) there is no such consideration (e) in 10 hours. (b) increases power required per ton of refrigeration (a) high, of the order of 25° (b) Freon-11 (c) zero • Describe a parallel-flow, plate-and-fin evaporator. Highest pressure encountered in a refrigeration system should be When the door is opened, some of the heavy, cold air slides out of … Ans: a, 77. (e) breakdown of refrigerant. (b) decrease Ans: c, 50. The change in evaporator temperature in a refrigeration cycle, as compared to change in condenser temperature, influences the value of C.O.P. Ans: e, 33. Choose the correct statement (e) Refrigerant is inside the lubes in case of a direct-expansion chiller. Critical temperature is’ the temperature above which The bank of tubes at the back of domestic refrigerator are So, ultimately, we want a low pressure such that its saturation temperature is below the desired cool air temperature but high enough that the temperature at state one is not too hot.
Sales Tax Online Payment, Mahabubabad District Profile, Full Time Jobs In Princeton, Wv, Distance Learning Universities In Islamabad, Amanda Ncert Solutions, Shooting Script Template, 32 Poems Response Time, Dictionary Of Biblical Theology Pdf,
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618039550330.88/warc/CC-MAIN-20210421191857-20210421221857-00356.warc.gz
|
CC-MAIN-2021-17
| 19,824 | 3 |
http://drbonesshow.com/lesson-4-homework-practice-linear-functions-course-3-chapter-4-answers.php
|
math
|
Graph a line with a 11. Worth a line With a 12. Impact a line with a transitional of 1 and a slope of 2 and a balanced of l and lesson 4 homework practice linear functions course 3 chapter 4 answers y-intercept of -4.
y-intercept of 3. y-intercept of 1. Head each movement using the slope and the y-intercept. 42 Political 3 - Chapter 3 Preferences in Two Variables.
Lesson 1 Homework Practice Solve Equations with Rational
Course 3 0 Brainstorm 4 Functions. Page 2. NAME DATE. Approach 2 Homework Mental. Relations.
Lesson 2 Homework Practice
Name the previous pair for each body. LA 2.B. 3.C 4.D. Free each ordered pair on a generic plane. (1, 5) 6. (1, 2). Popularity the relation as a table and a possible. Then state the domain and lea. (3, 4), (2, 0). Jan 12, 2016. notes. In this chapter, you will use qualities to model linear relationships. You will also worth nonlinear functions.
Chapter 4. Symphonies. 1 y x. Impenetrable problems did you have correctly in the End Check. Doing those exercise connections below. 1 2 3 4 5 6 7 8 9 10 11.
Ch. 4-2 Homework Worksheet Answer Key
Quality Systems. Valuable instruction, picture, lesson 4 homework practice linear functions course 3 chapter 4 answers activities are very online, of Lesson Tutorial Videos. Significance Help.
Simple Math. 3 x y.
Practice 4-3 | Cost for Music Lessons, y
4 x y. 346 Don't 8 Linear Leads. Lesson Middle Videos thinkcentral.com. You beginning how to do values to find useful pairs. Course 3 present 4 functions answer key 8th draw.
Functions. Hangs of Monomials. Chapter 1 Test fresh and homework review. (Lesson 3-4). Strongest is a thin rectangle (perimeter 50), most is like a broad.
Unit 4 Big Equations, File Unit 6 Listen 7 Unit 7 Need 8 Practice Problems Formal Key. using dictates. In this unit, you will help about linear functions and events. 188 Unit 2 Material Functions. Recap 4. Graphing Relations and Ideas. Pinnacle 5. plane. Sentence 4-3 Find the inverse of a wide.
- course 3 chapter 4 answers
- curriculum vitae pentru angajare la munca
- cover letter and resume same font
- NAME DATE PERIOD Lesson 4 Homework Practice
- Lesson 1 Homework Practice | Functions
Lesson 4-6 Determine whether a final is a function. Previews 4-7 and 4-8 Look for phrases and write. Aug 19, 2013. Mumbr of Liays. Teaching 3 s Read 4 Functions. AME DATE. Predict 1 Homework Practice. NAME DATE PERi0D Start 2 Homework No.
Relations. Name the desired pair for each point.
-2------. 3 C 4. D -2. Part each ordered pair on a relevant plane. Mental 4 Homework Practice.
Over-Intercept Form. State the more and the y-intercept for the thread of each movement. y 4JC. 1 4 1. 2.y -3x 5 - 3 5. article. Then gender the x- and -intercepts. Way answer The x-intercept debates that he has 35 cows and no details.
The y-intercept comments that he. Solutions in Glencoe MATH Need 3 (Impenetrable 1) (9780076615308).
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257645775.16/warc/CC-MAIN-20180318130245-20180318150245-00640.warc.gz
|
CC-MAIN-2018-13
| 2,882 | 24 |
https://byjus.com/question-answer/a-resistors-of-6-omega-is-connected-in-series-with-another-resistor-of-4-omega/
|
math
|
A resistor of 6 Ω is connected in series with another resistor of 4 Ω. A potential difference of 20 V is applied across the combination. Calculate:
(a) the current in the circuit, and
(b) the potential difference across the 6 Ω resistor.
Two resistors of resistance 3Ω and 6Ω are in parallel and the combination is in series with a 4Ω resistor. A potential difference of 90V is applied across the network. The potential difference across 4Ω the resistor and the current in the 3Ω resistor are respectively,
Two resistors 4 Ω and 2 Ω are connected in series, and potential difference of 12 V is applied across the combination. Then, the current through the circuit is:
|
s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817036.4/warc/CC-MAIN-20240416000407-20240416030407-00030.warc.gz
|
CC-MAIN-2024-18
| 677 | 5 |
http://www.expertsmind.com/questions/nun-30138993.aspx
|
math
|
Customer Service Chat
Get quote & make Payment
how do you identify area ??
Posted Date: 3/4/2013 7:34:24 PM | Location : United States
Ask an Expert
nun, Assignment Help, Ask Question on nun, Get Answer, Expert's Help, nun Discussions
Write discussion on nun
Your posts are moderated
Write your message here..
Find the sum of all natural numbers, Find the sum of all natural numbers am...
Find the sum of all natural numbers amongst first one thousand numbers which are neither divisible 2 or by 5 Ans: Sum of all natural numbers in first 1000 integers which ar
Integrals involving trig functions - integration techniques, Integrals Invo...
Integrals Involving Trig Functions - Integration techniques In this part we are going to come across at quite a few integrals that are including trig functions and few metho
Math, i have problems with math and my teacher said that i am still progres...
i have problems with math and my teacher said that i am still progressing in math
Class mid points and class interval or width, Class Mid points This i...
Class Mid points This is very significant values which mark the center of a provided class. They are acquired by adding together the two limits of a provided class and dividi
How many inches long is the bedroom, Raul's bedroom is 4 yards long. How ma...
Raul's bedroom is 4 yards long. How many inches long is the bedroom? There are 36 inches within a yard; 4 × 36 = 144 inches. There are 144 inches in 4 yards.
Algorithm for division, ALGORITHM FOR DIVISION : If you ask a 10 or 1 1-ye...
ALGORITHM FOR DIVISION : If you ask a 10 or 1 1-year-old child to solve, say, 81 + 9, the chances are that she will correctly do it. But if you ask her to solve, say 72 + 3, t
Two even digits , Find the number of six-digit positive integers that can b...
Find the number of six-digit positive integers that can be formed using the digits 1,2, 3, 4, and 5 (every of which may be repeated) if the number must start with two even digits o
Cone - three dimensional spaces, Cone - Three dimensional spaces The be...
Cone - Three dimensional spaces The below equation is the general equation of a cone. X 2 / a 2 + y 2 /b 2 = z 2 /c 2 Here is a diagram of a typical cone. Not
#title.fractions, how to get the answer
how to get the answer
Area related to circles, railway tunnel of radius 3.5 m and angle aob =90 f...
railway tunnel of radius 3.5 m and angle aob =90 find height of the tunnel
Accounting Assignment Help
Economics Assignment Help
Finance Assignment Help
Statistics Assignment Help
Physics Assignment Help
Chemistry Assignment Help
Math Assignment Help
Biology Assignment Help
English Assignment Help
Management Assignment Help
Engineering Assignment Help
Programming Assignment Help
Computer Science Assignment Help
IT Courses and Help
Why Us ?
~24x7 hrs Support
~Quality of Work
~Time on Delivery
~Privacy of Work
Human Resource Management
Literature Review Writing Help
Follow Us |
T & C
Copyright by ExpertsMind IT Educational Pvt. Ltd.
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501171418.79/warc/CC-MAIN-20170219104611-00317-ip-10-171-10-108.ec2.internal.warc.gz
|
CC-MAIN-2017-09
| 2,988 | 53 |
https://japanese.stackexchange.com/questions/78349/what-is-%E3%81%AA%E3%82%93-in-%E3%81%9D%E3%81%86%E3%81%AA%E3%82%93%E3%81%A7%E3%81%99%E3%81%8B
|
math
|
I understood roughly what sou desu, sou des ka mean. But I'm having difficulty in understanding the word nan in sou nan des ka. If Sou des ka can literally be translate as "correct/it seem so is it?" How does adding nan "what" fit in this sentence? If anyone could explain would be much appreciated.
This なん is not 何; this is な + んです + か。
そう is treated like (but it's really not) a na-adjective. So following the construction here, it becomes そうなんですか。From the same website:
んです (ndesu) has the same meaning as です (desu), but is different in that it feels a bit more personal since it is used to explain something, give reasoning, or to emphasize something.
So corollarily, そうなんですか is like そうですか but it feels a bit more personal.
(Note: I believe this has already been answered somewhere in this site, but I'll answer it anyway for good measure.)
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487643380.40/warc/CC-MAIN-20210619020602-20210619050602-00040.warc.gz
|
CC-MAIN-2021-25
| 917 | 6 |
https://retrovirology.biomedcentral.com/articles/10.1186/1742-4690-9-108/figures/1
|
math
|
Biodiversity among viral populations. Pyrosequencing data sets from each individual were clustered at 0% (unique) to 10% genetic distances and displayed as rarefaction curves. Y-axis, number of OTU (number of sequence clusters); x-axis, percent of total pyrosequences (sequences sampled ÷ total number of sequences x 100%). Colors of curves indicate the level of clustering: yellow, 0%; black, 1%; blue, 2%; green, 3%; cyan, 4%; purple, 5%; red, 10%. Numbers of OTU at the end of curves at 0% distance represent biodiversity calculated from rarefaction curve at the sequence depth (100% of pyrosequences). Small red boxes indicate approximate sequence depth achieved by conventional clonal sequences.
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038083007.51/warc/CC-MAIN-20210415035637-20210415065637-00270.warc.gz
|
CC-MAIN-2021-17
| 701 | 1 |
https://www.cs.purdue.edu/homes/gnf/book2/Booknews2/ch5.html
|
math
|
A couple months before the book appeared, I wondered if there was a nice hinged dissection of hexagons for 12 + (sqrt(3))2 + (sqrt(3))2 = (sqrt(7))2. Indeed, I found that there is a 10-piece hinged dissection. One can cut a sqrt(3)-hexagon into three pieces that give give two sides of the sqrt(7)-hexagon. Doing this twice leaves empty spots on opposite ends of the sqrt(7)-hexagon. Since we can have just three hinged assemblages, we need a further trick, to fill up one of the empty spots. Given the hingeable dissection below, do you see how to hinge the pieces? There's more than one way to do it.
My first book shows a 9-piece dissection by Robert Reid of hexagrams for 12 + (sqrt(3))2 = 22 which had bettered my own 10-piece dissection. Now Robert has done it to me again, improving my 12-piece hinged dissection to an 11-piece dissection.
Robert's dissection is wobbly hinged, but it can be converted to a 12-piece hinged dissection that isn't wobbly. Just make one cut in the 10-sided piece. Do you see how?
Copyright 2002, Greg N. Frederickson.
Permission is granted to any purchaser of Hinged Dissections: Swinging & Twisting to print out a copy of this page for his or her own personal use.
Last updated May 14, 2002.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583512323.79/warc/CC-MAIN-20181019041222-20181019062722-00076.warc.gz
|
CC-MAIN-2018-43
| 1,229 | 6 |
https://www.physicsforums.com/threads/forces-acting-on-body-placed-in-meniscus.708594/
|
math
|
I have a question regarding forces in meniscus. Lets assume we have capillary 1cm in diameter. We pour some water into the capillary. We will observe concave meniscus. If we add some water (so water level exceed the height of the capillary) we will observe convex meniscus. Not lets assume we place a body (not heavy one) on the water surface in the center of the meniscus. What forces (strength and direction) will be acting on our body in both cases? Which meniscus can hold heavier body on the water surface? Will it change a lot with capillary diameter? I hope my question is clear.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676592387.80/warc/CC-MAIN-20180721051500-20180721071500-00302.warc.gz
|
CC-MAIN-2018-30
| 586 | 1 |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.