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https://www.reference.com/science/convert-1-cubic-meter-natural-gas-mmbtu-1f94a8a0fa536f7e
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math
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How Do You Convert 1 Cubic Meter of Natural Gas Into MMBTU?
You can measure a natural gas by finding its volume in cubic feet. According to Tulsa Gas Technologies, the energy output of one cubic foot of natural gas, on average, is approximately 1000 BTUs. Using this information, solve by converting from cubic feet to cubic meters and from BTUs to MMBTUs.
Convert cubic feet to cubic meters
One meter equals 3.28084 feet. Cube this number to find that one cubic meter equals 35.315 cubic feet. Multiply 35.315 cubic feet per cubic meter by 1000 BTUs per cubic foot. The foot measurements cancel each other out, and you are left with 35,315 BTUs per cubic meter. (Equation: 35.315 ft^3/m^3 x 1000 BTU/ft^3 = 35,315 BTU/m^3.)
Convert BTUs to MMBTUs
An MMBTU is one million BTUs. Therefore, 1 BTU equals 0.000001 MMBTU. Using the previous calculation of 35,315 BTUs in a cubic meter, multiply 35,315 by 0.000001 to convert to MMBTUs. The result is as follows: 35,315 BTUs equals 0.035315 MMBTU.
Use the resulting equation
With the final equation 1 m^3 natural gas = 0.035315 MMBTU, you can easily convert any quantity of natural gas in cubic meters to its approximate heat energy output in MMBTUs. This gives you your final, fully-converted figures.
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CC-MAIN-2022-40
| 1,247 | 8 |
http://www.tv.com/shows/neds-declassified/asking-someone-out-recycling-418286/trivia/item-2230716
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math
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Tip#131.VVC: You're gonna get nervous, so practice what you're gonna say. Avoid freezing and practice how to ask.
Pick the right spot to ask somone out. Good places to ask someone out: Cafeteria, Hallways, Outside by some flowers. Bad places to ask someone out: Gym class.
Tip#324.HHJ: Get an ambassador to screen your potential dates.
Tip#392.KLK: Be prepared and stay positive. Stay positive, somebody will say "yes!"
Tip#742.123: Reuse recyclables and create new things or art.
Tip#785.6MN: Start your own recycling program at school.
Tip#700.KJF: The back of almost anything makes a great scrap .
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s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917122865.36/warc/CC-MAIN-20170423031202-00573-ip-10-145-167-34.ec2.internal.warc.gz
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CC-MAIN-2017-17
| 600 | 7 |
https://whatsupwhimsy.com/surface-area-of-composite-figures-explanation-74
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math
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The surface area calculator will determine the surface area of a cone, cube, cylinder, rectangular prism and sphere. The formulas for surface area of a cone, cube, cylinder, rectangular prism
Clarify mathematic equation
I can clarify any mathematic problem you have.
Solve word questions
I can solve the math problem for you.
Enhance your scholarly performance
If you want to enhance your academic performance, start by setting realistic goals.
Its really helpful. Found no other, to match math app, absolutely the best app for math problems, that would be really helpful. Thank u. This app helps me with my homework a LOT. Amazing idea! You can take a picture of your math problem and it will solve it for you and guide you through the process of solving it.
This has helped me so much especially since I'm in K level classes you gotta make sure you're 100% correct, i was once bad at math, but after using this it's like my grades magically rose.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500719.31/warc/CC-MAIN-20230208060523-20230208090523-00546.warc.gz
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CC-MAIN-2023-06
| 948 | 9 |
https://openstax.org/books/principles-managerial-accounting/pages/12-3-evaluate-an-operating-segment-or-a-project-using-return-on-investment-residual-income-and-economic-value-added
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math
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There are three performance measures commonly used when a manager has control over investments, such as the buying and selling of inventory and equipment: return on investment, residual income, and economic value added. These measures use financial accounting data to evaluate how well a manager is meeting certain goals.
Introduction to Return on Investment, Residual Income, and Economic Value Added as Evaluative Tools
One of the primary goals of a company is to be profitable. There are many ways a company can use profits. For example, companies can retain profits for future use, they can distribute them to shareholders in the form of dividends, or they can use the profits to pay off debts. However, none of these options actually contributes to the growth of the company. In order to stay profitable, a company must continuously evolve. A fourth option for the use of company profits is to reinvest the profits into the company in order to help it grow. For example, a company can buy new assets such as equipment, buildings, or patents; finance research and development; acquire other companies; or implement a vigorous advertising campaign. There are many options that will help the company to grow and to continue to be profitable.
One way to measure how effective a company is at using its invested profits to be profitable is by measuring its return on investment (ROI), which shows the percentage of income generated by profits that were invested in capital assets. It is calculated using the following formula:
Capital assets are those tangible and intangible assets that have lives longer than one year; they are also called fixed assets. ROI in its basic form is useful; however, there are really two components of ROI: sales margin and asset turnover. This is known as the DuPont Model. It originated in the 1920s when the DuPont company implemented it for internal measurement purposes. The DuPont model can be expressed using this formula:
Sales margin indicates how much profit is generated by each dollar of sales and is computed as shown:
Asset turnover indicates the number of sales dollars produced by every dollar invested in capital assets—in other words, how efficiently the company is using its capital assets to generate sales. It is computed as:
Using ROI represented as Sales Margin × Asset Turnover, we can get another formula for ROI. Substituting the formulas for each of these individual ratios, ROI can be expressed as:
To visualize this ROI formula in another way, we can deconstruct it into its components, as in Figure 12.4.
When sales margin and asset turnover are multiplied by each other, the sales components of each measure will cancel out, leaving
ROI captures the nuances of both elements. A good sales margin and a proper asset turnover are both needed for a successful operation. As an example, a jewelry store typically has a very low turnover but is profitable because of its high sales margin. A grocery store has a much lower sales margin but is successful because of high turnover. You can see it is important to understand each of these individual components of ROI.
Calculation and Interpretation of the Return on Investment
To put these concepts in context, consider a bakery called Scrumptious Sweets, Inc., that has three divisions and evaluates the managers of each of these decisions based on ROI. The following information is available for these divisions:
This information can be used to find the sales margin, asset turnover, and ROI for each division:
Alternatively, ROI could have been calculated by multiplying Sales Margin × Asset Turnover:
ROI measures the return in a percentage form rather than in absolute dollars, which is helpful when comparing projects, divisions, or departments of different sizes. How do we interpret the ROIs for Scrumptious Sweets? Suppose Scrumptious has set a target ROI for each division at 30% in order to share in the bonus pool. In this case, both the donut division and the bagel division would participate in the company bonus pool. What does the analysis regarding the brownie division show? By looking at the breakdown of ROI into its component parts of sales margin and asset turnover, it is apparent that the brownie division has a higher sales margin than the donut division, but it has a lower asset turnover than the other divisions, and this is affecting the brownie division’s ROI. This would provide direction for management of the brownie division to investigate why their asset turnover is significantly lower than the other two divisions. Again, ROI is useful if there is a benchmark against which to compare, but it cannot be judged as a stand-alone measure without that comparison.
Managers want a high ROI, so they strive to increase it. Looking at its components, there are certain decisions managers can make to increase their ROI. For example, the sales margin component can be increased by increasing income, which can be done by either increasing sales revenue or decreasing expenses. Sales revenue can be increased by increasing sales price per unit without losing volume, or by maintaining current sales price but increasing the volume of sales. Asset turnover can be increased by increasing sales revenue or decreasing the amount of capital assets. Capital assets can be decreased by selling off assets such as equipment.
For example, suppose the manager of the brownie division has been running a new advertising campaign and is estimating that his sales volume will increase by 5% over the next year due to this ad campaign. This increase in sales volume will lead to an increase in income of $140,000. What does this do to his ROI? Division income will increase from $1,300,000 to $1,440,000, and the division average assets will stay the same, at $4,835,000. This will lead to an ROI of 30%, which is the ROI that must be achieved to participate in the bonus pool.
Another factor to consider is the effect of depreciation on ROI. Assets are depreciated over time, and this will reduce the value of the capital assets. A reduction in the capital assets results in an increase in ROI. Looking at the bagel division, suppose the assets in that division depreciated $500,000 from the beginning of the year to the end of the year and that no capital assets were sold and none were purchased. Look at the effect on ROI:
Notice that depreciation helped to improve the division’s ROI even though management made no new decisions. Some companies will calculate ROI based on historical cost, while others keep the calculation based on depreciated assets with the idea that the manager is efficiently using the assets as they age. However, if depreciated values are used in the calculation of ROI, as assets are replaced, the ROI will drop from the prior period.
One drawback to using ROI is the potential of decreased goal congruence. For example, assume that one of the goals of a corporation is to have ROI of at least 15% (the cost of capital) on all new projects. Suppose one of the divisions within this corporation currently has a ROI of 20%, and the manager is evaluating the production of a new product in his division. If analysis shows that the new project is predicted to have a ROI of 18%, would the manager move forward with the project? Top management would opt to accept the production of the new product. However, since the project would decrease the division’s current ROI, the division manager may reject the project to avoid decreasing his overall performance and possibly his overall compensation. The division manager is making an intentional choice based on his division’s ROI relative to corporate ROI.
In other situations, the use of ROI can unintentionally lead to improper decision-making. For example, look at the ROI for the following investment opportunities faced by a manager:
In this example, though investment opportunity 1 has a higher ROI, it does not generate any significant income. Therefore, it is important to look at ROI among other factors in order to make an informed decision.
Calculation and Interpretation of the Residual Income
Another performance measure is residual income (RI), which shows the amount of income a given division (or project) is expected to earn in excess of a firm’s minimum return goal. Every company sets a minimum required rate of return on projects and investments, representing the minimum return, usually in percentage form, that a project or investment must produce in order for the company to be willing to undertake it. This return is used as a basis for evaluating investments so that the firm may meet its targets and goals, and ensures that only profitable projects will be accepted. (You will learn the theory and mechanics behind establishing a minimum required rate of return in advanced accounting courses.)
Think about this concept in your own life. If you plan to invest in stocks, bonds, a work of art, precious stones, a graduate degree, or a business, you would want to know what your expected return would be before you made that investment. Most people shy away from investing time or money in things that do not provide a certain return, whether that return is money, happiness, or satisfaction. A company has to make similar decisions and decide where to spend its money and does not want to spend it in areas that will not return a minimum profit to the company and its shareholders. Companies will determine a minimum required rate of return as a basis against which to compare investment opportunities to aid in the decision of whether or not to accept a project. This minimum required rate of return is used to calculate residual income, which uses this formula:
Suppose the donut division of Scrumptious Sweets is considering acquiring new machinery to speed up the production of donuts and make the donuts more uniform in shape and size. The cost of the machine is $1,500,000, and it is expected to generate a profit of $250,000. Scrumptious has a corporate policy of a required minimum rate of return on projects of 18%. Based on residual income, should the donut division move forward on this project?
A project will be accepted as long as the RI is a positive number, because that implies the project is earning more than the minimum required by the company. Therefore, the manager of the donut division would not accept this project based on RI alone. Note that RI is measured in absolute dollars. This makes it almost impossible to compare firms of different sizes or projects of different sizes to one another. Both ROI and RI are useful, but as shown, both tools have drawbacks. Therefore, many companies will use a combination of ROI and RI (as well as other measures) to evaluate performance.
Calculation and Interpretation of Economic Value Added
Economic value added (EVA) is similar to RI but is a measure of shareholder wealth that is being created by a project, segment, or division. Companies want to maximize shareholder wealth, and to do that, they have to generate enough income to cover their cost of debt and their cost of equity, but also to have income available to shareholders. Just as in residual income, the goal is a positive EVA. A positive EVA indicates management has effectively used its capital assets to increase the value of the firm and thus the wealth of shareholders. EVA is computed as shown:
After-tax income is the income reduced by tax expenses. The weighted average cost of capital (WACC) is the cost that the company expects to pay on average to finance assets and growth using either debt or equity. WACC is based on the proportion of debt and equity held by a company and the costs of each of those. For example, if a company has a total of $1,000,000 in debt and equity, consisting of $400,000 in debt and $600,000 in stock, then the proportion of the company’s capital structure that is debt is 40% ($400,000/$1,000,000), and the proportion that is equity is 60% ($600,000/$1,000,000).
What about the cost component for each? A company raises capital (money) in three primary ways: borrowing (debt), issuing stock (equity), or earning it (income). The cost of debt is the after-tax interest rate associated with borrowing money. The cost of equity is the rate associated with what the shareholders expect the corporation to earn in order for that shareholder to maintain ownership in the company. For example, shareholders of Apple stock may on average expect the company to earn a return of 10% per year; otherwise, they will sell their stock.
Sometimes the weighted average cost of capital and the required rate of return are the same for some companies, but often they will differ. Suppose Scrumptious Sweets, for example, has both debt capital and equity capital. Table 12.2 lists the cost of each type of capital as well as what proportion of the capital is made up of each of the two types. Notice that debt makes up 45% of the capital of Scrumptious Sweets and that the cost of debt is 8%. Equity makes up the other 55% of the capital structure of Scrumptious and the cost of equity is 9.8%. The weighted average cost of capital is the sum of each of the weighted cost of each type of capital. Thus, the weighted cost of debt is 0.08 × 0.45 = 0.036 or 3.6% and the weighted cost of equity is 0.098 × 0.55 = 0.054 or 5.4%. This results in a weighted average cost of capital of 3.6% plus 5.4%, or 9%.
Type of Capital
Cost of Capital
Proportion of Total Capital
|A × B
|Weighted Average Cost of Capital||9%|
Reconsidering the new machine the donut division wants to buy, and using EVA to evaluate the project decision, would the decision change? Remember, the cost of the machine is $1,500,000, and it is expected to generate a profit of $250,000. Assume the tax rate for Scrumptious is 40%. To calculate EVA for the project, we need the following:
The positive EVA of $15,000 indicates that the project is generating income for the shareholders and should be accepted.
As you can see, though RI and EVA look similar, they can lead to different decisions. This difference stems from two sources. First, RI is calculated based on management’s choice for the required rate of return, which can be determined from many different variables, whereas the weighted average cost of capital is based on the actual cost of debt and the estimated cost of equity, weighted by the actual percentages of both components. Second, when used to evaluate unit managers, RI often is based on pretax income, whereas EVA is based on after-tax income to the company itself. EVA and RI do not always lead to different decisions, but it is important that managers understand the components of both measures to ensure they make the best decision for the company.
Considerations in Using the Three Evaluative Tools
One of the most challenging aspects of using ROI, RI, and EVA lies in the determination of the variables used to calculate these measures. Income and invested capital are factors in the ROI, RI, and EVA performance models, and each can be defined in several ways. Invested capital can be defined as fixed assets, productive assets, or operating assets. Fixed assets typically include only tangible long-term assets. Productive assets typically include inventory plus the fixed assets. Operating assets include productive assets plus intangible assets, and current assets. One problem is determining which assets the manager can control with his or her decision-making authority. Each definition of invested capital will have a different impact on the performance measure, whether that measure is ROI, RI, or EVA. Deciding how to define invested capital is further complicated when combined with the additional decision of whether to use net book value (depreciated value) or gross book value (nondepreciated value) of long-lived assets. Net book value is the historical cost of an asset minus any accumulated depreciation, whereas gross book value is merely the historical cost of the asset. Obviously at the time of acquisition of an asset, these two numbers are the same, but over time, net book value will decrease for any given asset, while gross book value will stay the same for that asset. Using gross book value will result in a higher value for invested capital than using net book value. Remember, net book value will vary based on the depreciation method employed—straight line versus double declining balance, for example. Thus, gross book value removes the effect of choosing different depreciation methods. Despite this, most companies use net book value in the computation of ROI since net book value aligns with their financial reporting of capital assets on the balance sheet at their net value. Assets can also be measured at fair value, also known as market value. This is the value at which the assets could be sold. Fair value is only used in special cases of computing ROI such as in computing ROI for a real estate investment. The reason fair value is not typically used for ROI is that the fair or market value is rarely known or determinable with certainty and is often very subjective, whereas both gross and book value are readily known and determinable.
The second major component of these performance measures involves which income measure to use. First and foremost, no matter how a company measures income, the most important point is that the income the company uses as a measure should be controllable income if the performance model is to be a motivator and if the company uses responsibility accounting. Income, sometimes referred to as earnings, can be measured in many ways, and there are often common acronyms given for some of these measures. Common ways to measure income are operating income (income before taxes); earnings before interest and taxes (EBIT); earnings before interest, taxes, and depreciation (EBITDA); net income (income after taxes); or return on funds employed (ROFE), which adds working capital to any of the other income measures. Companies must decide which income measure they want to use in their determination of these various performance metrics. They must consider how the metric is being used, who they are evaluating by that metric, and whether the income and capital asset chosen capture the decision-making authority of the individual or division whose performance is being evaluated.
SkyHigh Superball Decisions
The manager of the SkyHigh division of Superball Corp. is faced with a decision on whether or not to buy a new machine that will mix the ingredients used in the SkyHigh superball produced by the SkyHigh division. This ball bounces as high as a two-story building upon first bounce and is so popular that the SkyHigh division barely keeps up with demand. The manager is hoping the new machine will allow the balls to be produced more quickly and therefore increase the volume of production within the same time currently being used in production. The manager wants to evaluate the effect of the purchase of the machine on his compensation. He receives a base salary plus a 25% bonus of his salary if he meets certain income goals. The information he has available for the analysis is shown here:
The manager is looking at several different measures to evaluate this decision. Answer the following questions:
- What is the sales margin without the new machine?
- What is the asset turnover without the new machine?
- What is ROI without the new machine?
- What is RI without the new machine?
- What is EVA without the new machine?
- What is the sales margin with the new machine?
- What is the asset turnover with the new machine?
- What is ROI with the new machine?
- What is RI with the new machine?
- What is EVA with the new machine?
- Should the manager buy the new machine? Why or why not?
- How would ROI be affected if the invested capital were measured at gross book value, and the gross book values of the beginning and end of the year assets without the new machine were $11,000,000 and $11,800,000, respectively?
- Income/Sales: $7,000,000/$18,000,000 = 39%
- Sales/Average Assets: $18,000,000/[($12,000,000 + $12,400,000)/2] = 1.48 times
- Income/Average Assets: $7,000,000/[($12,000,000 + $12,400,000)/2] = 58%
Or #1 × #2: 39% × 1.48 = 58%
- Income – (Invested Capital × Minimum Required Rate of Return)
$7,000,000 – ($12,200,000 × 0.15) = $5,170,000
- After-Tax Income – (Invested Capital × Weighted Average Cost of Capital)
[$7,000,000 × (1 − 0.30)] × ($12,200,000 × 0.09) = $3,802,000
- Income/Sales: $8,000,000/$19,400,000 = 41%
- Sales/Average Assets: $19,400,000/[($12,000,000 + $12,400,000)/2] = 1.59 times
- Income/Average Assets: $8,000,000/[($12,000,000 + $12,400,000)/2] = 66%
Or #7 × #8: 41% × 1.59 = 66%
- Income – (Invested Capital × Minimum Required Rate of Return)
$8,000,000 – (12,200,000 × 0.15) = $6,170,000
- After-Tax Income – (Invested Capital × Weighted Average Cost of Capital)
[$8,000,000 × (1 – 0.30)] – ($12,200,000 × 0.09) = $4,502,000
- The manager of the SkyHigh division of Superball Corp. should accept the project, as the project improves all of his performance measures.
- Income/Average Assets: $8,000,000/[($13,000,000 + $13,800,000)/2] = 60% This shows that the choice used as the measure of assets can affect the analysis.
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CC-MAIN-2023-50
| 21,272 | 77 |
http://ftp.ussolutions.net/crossword/x/407341-the-loss-of-ahab-s-hat-to-a-hawk-according-to-ishmael-crossword.html
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math
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√ The loss of Ahab's hat to a hawk, according to Ishmael clue crossword clue?
Multiple answers will work, but the only 4 letter answer for the "The loss of Ahab's hat to a hawk, according to Ishmael" crossword puzzle clue that appears in the daily newspaper the Chronicle of Higher Education crossword puzzle has been solved and the answer appears below...
Here is the answer you are looking for! The hint is "The loss of Ahab's hat to a hawk, according to Ishmael clue"
If this is the correct answer, please vote by clicking like!
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s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178361723.15/warc/CC-MAIN-20210228175250-20210228205250-00122.warc.gz
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CC-MAIN-2021-10
| 533 | 4 |
https://www.coursehero.com/file/p6bsnn8/10-Name-that-Scenario-Below-are-a-number-of-research-problems-For-each-determine/
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math
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11. Carbon Monoxide in LA
The Environmental Protection Agency (EPA) conducted a test to assess if the
population average carbon monoxide level in the downtown Los Angeles area is higher than 4.9 parts per
The hypotheses tested were: H
= 4.9 versus H
> 4.9 and a 5% significance level was used. The results
from a random sample of 25 carbon monoxide readings gave a sample mean of 5.40, a sample standard
deviation of 1.03, a test statistic value of 2.43 with a corresponding
-value of 0.011.
statements for including in the EPA report.
You have been asked to determine which
statements are appropriate to include (True) and which are not appropriate to include (False). Clearly circle
your answer for each statement. [1 point each]
The value of 5% represents the tolerable risk of concluding the population
The power of the test is the probability that the EPA correctly concludes
The standard normal distribution was used to calculate the
-value of 0.011 is the probability that the null hypothesis is true.
Based on the data, the carbon monoxide level in all areas in downtown
12. Memory Experiment
A researcher conducts an experiment on human memory and recruits 10 people to
participate in her study. She performs the experiment and analyzes the results. She obtains a
0.13. Which of the following is a reasonable interpretation of her results? Her significance level was 10%.
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CC-MAIN-2022-05
| 1,380 | 22 |
https://www.thediaryforlife.com/web-stories/10-life-lessons-learned-in-2022/
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math
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#1 Hug your loved ones like it might be the last time you see them.
#2 Your entire life can change with one year of focused daily effort.
#3 Most of your friends aren’t really your friends.
#4 If you think something nice about someone, always tell them right then.
#5 Never think twice about investments in yourself.
#6 Reading one book deeply is more impressive than reading 100 books quickly.
#7 Most people don't actually care about you.
#8 Regret is way more painful than failure.
#9 Never let the quest for MORE distract from the beauty of ENOUGH.
#10 Learn to enjoy being wrong.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100745.32/warc/CC-MAIN-20231208112926-20231208142926-00181.warc.gz
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CC-MAIN-2023-50
| 586 | 10 |
https://physics.stackexchange.com/questions/82991/electric-field-and-capacitance-across-a-resistor
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math
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Using a simple lattice model of conduction, where electrons are accelerated by an electric field, and are slowed down by bumping into the lattice, you get the following equation for current density:
Let's imagine an ideal DC voltage source connected with perfectly conducting wires to a resistor. Just from intuition, as the electrons reach the lattice of the resistor, you'd think that there'd be a pileup of electrons, since they don't have as much mobility in the resistor (almost like a traffic jam at tight roads). Do electrons or other charge carries collect at the end of resistors? If they do, is this what creates a voltage drop across resistors (or equivalently, an electric field across a resistor)? This idea of a collection of charge seems to imply a capacitance to the resistor. Do real resistors display any in-built capacitance?
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CC-MAIN-2020-16
| 844 | 2 |
http://www.clanram.com/forums/f11/fisher-saffold-hes-going-outstanding-guard-league-54318-print/index2.html
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math
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Re: Fisher on Saffold: "he's going to be an outstanding Guard in this league"
Hmm, perhaps. OR ... his résumé might shine a little more saying he can ALSO play RT and LT. ;)
Originally Posted by Live4ramin
But I think RS will probably look for greener gridiron$$$.
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CC-MAIN-2016-07
| 266 | 4 |
https://physicsline.com/uniform-magnetic-field/
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math
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Uniform magnetic field
The magnetic field can be demonstrated by dropping iron filings onto the bar magnet.
Therefore, a magnetic field in which the magnetic induction vector has the same intensity, the same direction and the same direction is called a uniform magnetic field. Thus, the lines of magnetic induction of a magnetic field are parallel lines with equal orientation and equally spaced.
We obtain a uniform magnetic field between two polar faces (north and south), planar and parallel. Let’s see the figure below:
Magnetic force acting on magnets
If we place a needle in a region with a magnetic field, we will see that this needle will be acted upon by magnetic forces. Therefore, we can say that the magnetic force on the north pole of the needle has the direction of the induction vector B and the magnetic force on the south pole of the same needle has the opposite direction to the magnetic field vector B. However, these forces have the same intensity .
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CC-MAIN-2023-14
| 971 | 6 |
http://www.edc.ncl.ac.uk/highlight/rhjanuary2007g02.php/
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math
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Roulette wheel selection
Selection of the fittest
The basic part of the selection process is to stochastically select from one generation to create the basis of the next generation. The requirement is that the fittest individuals have a greater chance of survival than weaker ones. This replicates nature in that fitter individuals will tend to have a better probability of survival and will go forward to form the mating pool for the next generation. Weaker individuals are not without a chance. In nature such individuals may have genetic coding that may prove useful to future generations.
Fig 2. Roulette wheel approach: based on fitness
The normal method used is the roulette wheel (as shown in Figure 2 above). The following table lists a sample population of 5 individuals (a typical population of 400 would be difficult to illustrate).
These individuals consist of 10 bit chromosomes and are being
used to optimise a simple mathematical function (we can assume
from this example we are trying to find the maximum). If the
input range for
x is between 0 and 10, then we
can map the binary chromosomes to base 10 values and then
to an input value between 0 and 10.
The fitness values are then taken as the function of
We can see from the table (column
Fitness f(x)) that individual
No. 3 is the fittest and No. 2 is the weakest. Summing these
fitness values we can apportion a percentage total of fitness.
This gives the strongest individual a value of 38% and the weakest 5%.
These percentage fitness values can then be used to configure the roulette wheel. Figure 2 highlights that individual No. 3 has a segment equal to 38% of the area.
The number of times the roulette wheel is spun is equal to size of the population. As can be seen from the way the wheel is now divided, each time the wheel stops this gives the fitter individuals the greatest chance of being selected for the next generation and subsequent mating pool.
What is possibly more interesting from this example is
that as the generations progress and the population gets fitter
the gene pattern for individual No. 3:
will become more prevalent in the general population because
it is fitter, more apt to the environment we have put it in - in
this case the function we are trying to optimise.
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https://ask.manytutors.com/homework/primary-6/maths?page=2
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math
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These are problems that other students can't solve. Your future exam questions are probably inside so use these to practice!
1) Snap homework photo 2) Upload and wait 3) Solution emailed to you free!
Please help ASAP thx ,is this corre...
Is question b correct? Thank you.
Help is the answer 4.5 litres
I am not sure how to do so please t...
the topic is actually average . I...
Please help to solve. Thank you.
Please help to solve. Thanks.
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CC-MAIN-2019-39
| 441 | 9 |
https://wacsconferencedakar2019.org/unsorted/power-law-formula-for-wind-turbine-1279103.html
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math
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A 60 Watt light bulb converts 60 joules of energy every second into light and heat mostly heat - don't touch the bulb. The following discussion presents a method for determining at what levels to specify the wind speed on a multi-level tower to best represent the wind speed profile in the vertical. In addition there are large bearings supporting the shaft which also will introduce a little friction. The Cp for a particular turbine is measured or calculated by the manufacturer, and usually provided at various wind speeds. As an example, assume p equals 0.
The wind profile power law is a relationship between the wind speeds at one height, and those Even under neutral stability conditions, an exponent of is more appropriate over open water (e.g., for offshore wind farms), thanwhich is using the log wind profile equation that accounts for surface roughness and.
In wind energy studies, two mathematical models or 'laws' have generally been Wind shear is quantified as the exponent α (alpha) in the power law equation. The wind profile power law is a relationship between the wind speeds at one height, and using the log wind profile equation that accounts for surface roughness and in wind power assessments where wind speeds at the height of a turbine.
Power and Energy.
It's only the kinetic energy of the moving air molecules that we can convert to mechanical energy. The problem can be stated as, what is the percentage error resulting from using a linear interpolation over a height interval between measurement levelsgiven a specified value for the power-law exponent.
First Law of Thermodynamics P2. The first law of thermodynamics tells us the energy out of the wind turbine over a certain amount of time power has to equal the energy that went into the turbine during the same amount of time also power.
Wind turbine power coefficient definition and how it's used
To determine the shear exponent between wind speeds at two heights, enter values in the first four text boxes below. The term Power Coefficient is commonly used to designate the efficiency of the entire turbine power system.
│. │. ⎠. ⎞.
WindenergieDaten der Schweiz
If the wind speed measurements at heights relevant to wind energy Furthermore, and ; and is the exponent of the power law, which is a speed at two elevations are considered in the numerical calculation of the exponent. Keywords: wind energy; capacity factor; Malaysia; power law index; wind. Hellman power law model as showed in the following Equation (3).
In other words, if the wind speed doubles, the power available from the wind increases by a factor of eight.
Surface roughness may vary as a function of wind azimuth and season of the year see Section 6. Just about everything in the FT Exploring web site is copyrighted. It is the small greek letter eta.
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CC-MAIN-2020-10
| 2,817 | 13 |
https://aas.org/archives/BAAS/v25n2/aas182/abshtml/S701.html
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math
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Previous abstract Next abstract
On a pair of 30-min HST FOC images taken at 1400 \AA\ (F140W), we have identified the optical counterpart of the X-ray burster in the globular cluster NGC 6624; this object completely dominates these UV images. Its flux agrees with the UV flux seen by Rich et al. \ (1993,ApJ,406,489) with the large aperture of IUE. In the blue (F430W) the object is at $B \simeq 18.6$, while in the $V$ band (F480LP) we can find no trace of it. The $1400-B$ color is consistent with a Rayleigh--Jeans spectrum. (For an interpretation of this radiation as X-ray energy reprocessed by the accretion disk around the LMXB and by the binary companion, see a separate paper by Arons and King at this meeting.) The X-ray source is now found to be only 0.3 arcsec from the cluster center, increasing the likelihood that the bizarre $\dot P$ of the binary is influenced by gravitational acceleration. The counterpart of the LMXB is surrounded by several brighter red giants, one only 80 mas away, so that it cannot be observed from the ground. Our new astrometry corrects the previously published positions of the cluster center and places the counterpart within 2 $\sigma$ of the X-ray position. The optical counterpart is very close to the radio position of Johnston and Kulkarni (1992,ApJL,393,L17), but that position is now recognized to refer to a coincidentally neighboring pulsar rather than to the LMXB. Further analysis of the UV light will be pursued with HST's High Speed Photometer.
Monday program listing
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http://www.chemicalforums.com/index.php?topic=52687.msg195694
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math
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When you first bottle champagne is there any pressure inside?
A: Yes, as I stated, there's about 90psi in a standard champagne bottle?
What happens if too much pressure occurs inside a champagne bottle?
A: Obviously, past a certain psi, it will break.
If 2 bottles of the same pressure and temperature have different sizes. is there a difference in the amount of gas?
A: This is my question...unlike the problem that I previously posted a link to, the 9L bottle in question tonight is going to be a 7*C (constant),....so no fluctuation up or down in temperature.
Do you really think a glass bottle can expand in size by increasing pressure?
A: The short answer is obviously, No. I'm sure that the bottle might expand on some infinitesimal level before breaking, but that is the not question at hand.
I'm familiar with PV=nRT
I guess what I'm confused about is where they got this answer:
moles CO2 in gas = 0.00752
...towards the bottom of their calculation (of Example 10-9) in the link that I mentioned above:http://www.wpi.edu/Academics/Depts/Chemistry/Courses/General/concep10.html
Once I find out how they got that, then the PV=nRT is simple....I just don't understand how they mathematically derived moles CO2 in gas = 0.00752.
If I just blindly use their 0.00752 conclusion in the PV=nRT calculation:
PCO2 = nRT/V = (0.00752)(0.08206)(280)/9L = 0.019 atm (which is ~ 0.2792psi)....which is obviously not right.
So, what am I not seeing here?
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https://slideread.com/slide/slide-1-ptek0t
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math
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Nuclear Chemistry Structure and Stability of Nuclei, Fission,
Nuclear Chemistry Structure and Stability of Nuclei, Fission, Fusion, and Radiation Standards 11. Nuclear processes are those in which an atomic nucleus changes, including radioactive decay of naturally occurring and human-made isotopes, nuclear fission, and nuclear fusion. As a basis for understanding this concept: a. Students know protons and neutrons in the nucleus are held together by nuclear forces that overcome the electromagnetic repulsion between the protons.
11. b. Students know the energy release per gram of material is much larger in nuclear fusion or fission reactions than in chemical reactions. The change in mass (calculated by E = mc 2 ) is small but significant in nuclear reactions. 11. c. Students know some naturally occurring isotopes of elements are radioactive, as are isotopes formed in nuclear reactions. 11. d. Students know the three most common forms of radioactive decay (alpha, beta, and gamma) and know how the nucleus changes in each type of decay. 11. e. Students know alpha, beta, and gamma radiation produce different amounts and kinds of damage in matter and have different penetrations. 11. f.* Students know how to calculate the amount of a radioactive substance remaining after an integral number of half-lives have passed. 11. g.* Students know protons and neutrons have substructures and consist of particles called quarks.
Nuclear Chemistry has to do with an plural of atoms nucleus nucleus = nuclei Whats a nucleus? Lets review An atoms nucleus contains almost all of an atoms mass, but takes up very little of its volume. Subatomic Particles the particles that make up an atom Protons high mass, positive charge.
Found in nucleus. Neutrons high mass, no charge. Found in nucleus. Electrons low mass, negative charge. Found orbiting around nucleus. (abbreviated e ) Comparison of Masses Electron Proton Neutron
An Atom Size of atom Size of nucleus 2 protons = He = helium Basic Electrical Charge Laws + and : Attract (pull together)
and : Repel (push away) + and + : Repel (push away) Like charges repel and Opposites attract So why dont the protons in the nucleus fly apart? nuclear is stronger force over short
distances electrostatic force is stronger over long distances Key 11 N Sodiu a 22.99
m Atomic Number Number of Protons Number of Electrons (when atom is neutrally charged) Property unique to each element Key 11
N Sodiu a 22.99 m Average atomic mass* Weighted Average number of Protons and Neutrons (approximately) Isotopes
When atoms have the same number of protons, but different numbers of neutrons, they are called isotopes. Examples: Carbon-14 has 6 protons and 8 neutrons. Carbon-12 has 6 protons and 6 neutrons. Carbon-14 is found more often in living organisms than in non-living matter. It also undergoes radioactive decay which is why it is used for fossil dating. Isotopes More Examples:
Uranium-238 has 92 protons and 146 neutrons. Uranium-235 has 92 protons and 143 neutrons. Uranium-235 is more rare in nature than Uranium-238, but it also undergoes nuclear chain reactions more easily, which is why small amounts of Uranium-235 are used in nuclear weapons and nuclear power plants. Some isotopes are more stable than others. Which isotope is more abundant? Neon-20 Neon-22 How many neutrons in each?
Neon-20 20 10 = 10 neutrons Neon-22 22 10 = 12 neutrons Which isotope is more abundant? Bromine-79 Bromine-80 How many neutrons in each? Bromine-79 Bromine-80 Lead has two isotopes with the following relative amounts: 80% Lead-207
20% Lead-208 What would the average atomic mass calculate to be? 0.8(207) + 0.2(208) = 207.2 Chlorine has two stable isotopes: ??% Chlorine-35 x 100 ??% Chlorine-37 1x What are the relative abundances (in %) of
each isotope? -2x = -1.55 x(35) + (1-x)(37) = 35.45 -2 -2 35x 37x + 37 = 35.45 x = 0.775 -2x + 37 = 35.45 37 37 -2x = -1.55 Chlorine has two stable isotopes: 77.5%
Chlorine-35 0.775 22.5% Chlorine-37 0.225 What are the relative abundances (in %) of each isotope? -2x = -1.55 x(35) + (1-x)(37) = 35.45 -2 -2 35x 37x + 37 = 35.45 x = 0.775
-2x + 37 = 35.45 37 37 -2x = -1.55 So why dont the protons in the nucleus fly apart? nuclear is stronger force over short distances electrostatic force is stronger
over long distances Sometimes these forces are overcome. Fission a nucleus breaks apart. (ex. atomic bomb, nuclear power plants, radioactive decay) Fusion a nucleus merges with another. (ex. the sun, hydrogen bomb, experimental fusion reactors) Both fission and fusion release radiation.
It is called radiation because it radiates out. harder to block Symbol Common Types of Radiation 4 2 He
(alpha): helium nucleus at high speed. 0 -1 e (beta): electron at high speed. 0 0
(gamma): high energy photon. Symbol 1 0 1 1 0 1 Other Types of Radiation
n neutron at high speed. p Proton (or hydrogen nucleus) at high speed. + + positron at high speed (the antimatter version of an electron).
atomic mass number of protons 23 11 Na 22 11
Na We can use conservation of mass and charge to figure out nuclear reactions just like chemical reactions. 238 92 234 90 U
4 2 He + ??? Th 0 -1 e +
??? We can use conservation of mass and charge to figure out nuclear reactions just like chemical reactions. 238 92 234 90 U
4 2 He + Th 0 -1 e + 234
90 Th ??? We can use conservation of mass and charge to figure out nuclear reactions just like chemical reactions. 238 92 234
90 U 4 2 Th 0 -1 He +
234 90 Th e + 234 91 Pa
Half-Life Half-life how much time has passed when half of the original amount 1 remains. or 50 % 2 How much of the original remains after 1 two half-lives? or 25 % 4
How much after three half-lives? 1 or 12.5 % 8 How much after four half-lives? 1 or 6.25 % 16 Table of Half-Lives Isotope Name Uranium-238 Uranium-235
Half-Life 24.1 days 6.75 hours 3.08 minutes 4.00 seconds 1.6 10-4 seconds As a archaeologist you find a dead rat that contains 0.0009 grams of Carbon-14. A rat that died a year ago has 0.01 grams of Carbon-14. How long ago did the rat die? t = 5,730 years
1 0.0009 g = 11.1 0.01 g 1 1 1 1 1 1 2 4
16 32 64 8 1 H.L. 2 H.L. 3 H.L. 4 H.L. 5 H.L. 6 H.L. As a archaeologist you find a dead rat that contains 0.0009 grams of Carbon-14. A rat that died a year ago has 0.01 grams of Carbon-14. How long ago did the rat die? t = 5,730 years 3(5,730) = 17,190 years 1
4(5,730) = 22,920 years 11.1 1 1 17,190 22,920 years ago 16 8 3 H.L. 4 H.L. Strontium-90 is one of the fallout products from atmospheric testing of nuclear weapons. If there were 50,000 grams of Strontium-90 in the U.S. southwest region when the 1963 testing ban
began, how much Strontium-90 currently remains? t = 28 years 2013 1963 = 50 years 50 yr 1.8 half= 28 yr lives 1 1 1 1 1 1 2
Rounded miles Rounded fuel Estimated distances Backing into a MPG Fuel calculated by "consumption" Same exact number of miles for jurisdictions per quarter/year Non-connecting states IFTA and IRP yearly totals don't match Past audits Excessive number of decals when compared...
Modern America Emerges. Chapters 6 and 7. A New Industrial Age. Immigrants and Urbanization. ... Pauline Newman—organizer for International Ladies' Garment Workers. ... Reform Under Hayes, Garfield, and Arthur.
Common synonym for homosexual is gay. Used to describe homosexual men and women, as well as social and political concerns related to homosexual orientation. May also be used as a negative label . Acronym LGBTQ: lesbian, gay, bisexual, transgender, and...
John Ketchell, Chair Steering Group, Copras PANEL1: The food chain R&D → standards → products & services Moderator: Jacques Magen, Director International Affairs, Agency for Industrial Innovation Juha Saarnio, Head of Industrial Initiatives, Nokia Joëlle Gauthier, VP Research & Innovation...
Topic: Modern Atomic Theory. ... MI#6: Bohr's model of the atom. Niels Bohr (1885-1962) , a Danish physicist who worked for a while with Rutherford created the Bohr Model. In Bohr's model, the . electrons. move with constant speed in...
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https://www.answers.com/Q/What_is_the_total_area_of_land_there_is_in_the_world
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math
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We need you to answer this question!
If you know the answer to this question, please register to join our limited beta program and start the conversation right now!
Asked in Math and Arithmetic, Geometry
What is the he total area of land surface in the world?
Hmmm... The total surface area of the Earth would be 510,072,000 km², this is including both the land and ocean. However, the total surface area of land on Earth is 148,940,000 km². That is around 29.2 % land and 70.8% ocean. To put things into perspective, the total surface area of the Earth is equivilant to 97,457,777,777.77 football fields (I think...) Anyway, I hope that helps. ...
Asked in History, Politics & Society
What is the third largest country in world according to the land area?
The third largest country. According to the CIA Factbook the USA (3rd) has a land area of 9,161,923km2 and a total area (incl water) of 9,826,630km2. China (2nd) has a land area according to the same site of 9,326,410km2 and a total (incl water) of 9,596,960km2. ...
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https://www.cracksat.net/sat/math-multiple-choice/question-no-33-answer-and-explanation.html
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math
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SAT Math Multiple Choice Question 33: Answer and Explanation
3. Steve ran a 12-mile race at an average speed of 8 miles per hour. If Adam ran the same race at an average speed of 6 miles per hour, how many minutes longer did Adam take to complete the race than did Steve?
- A. 12
- B. 16
- C. 24
- D. 30
Correct Answer: D
D Use the rate pie to calculate the time for each runner. Steve runs 12 miles at 8 miles per hour, so his pie looks like this:
To find his time, divide his distance by his rate, which means that he runs for 1 hours (or 1.5 if you're using your calculator). Adam runs the same 12 miles at 6 miles per hour, so this is his rate pie:
This means that Adam runs for 2 hours. Adam takes half an hour longer to complete the race, and half an hour is 30 minutes: (D).
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https://acasestudy.com/problem/
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math
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Okay my post begins with a math problem.
Here like this: If I sell one orange would be 7usd, how much money i will get after selling 100 oranges? A. 500usd B. 700usd C. It can not be determined Easy, right? You probably may say the answer is 7?100=700usd, piece of cake!! WRONG!! This is the difference between Math and the reality – business! I don’t know how people do, but in this case, I am the owner, you see, it said : If I sell, I would take perhaps 690 usd for 10 oranges. Why? Because, I am the owner, I want customer coming to my shops more so I have to make such deals in order to attract customer to buy my oranges.
The math problem did not mention anything about I sell the oranges AT THE SAME RATE . You can not be like a robot or a calculator, making inflexible numbers. In business, it is not just stop at : ” 1+1=2? but you can make your own equation like 1+1=100 or 1+1=0…, that’s your choice. If you only just stop at 1+1=2, it may not enough for you to success. Back to the above problem, the question is :” How much money I will get after selling 10 oranges?” The money I will get after selling 10 oranges does not really mean the money after I had sold 10 oranges. It could be the money before I had plus the money I had just earned.
You see. So, to me, the answer would be C.Here is also the same problemI had taken to the ” Cracking SAT 2013? of Princeton Review and I do not agree with the answer . OnChapter 16″ Putting all together”, page 295, question 13. It said: ” At Ernie’s Fruit Stand, 3 apples and 5 cherries cost 1.25usd.
15 apples and 100 cherries cost 9.25usd. What is the cost of 6 apples and 35 cherries?” Well, I had been thinking about five minutes for this math problem since my head just get the idea of business and also, they clue of the problem was not very clear enough. It did not say that at the same rate, what is the cost of 6 apples and 35 cherries? I did not think it was just a regular math problem. When I erased all my above idea, it came very easy for me to solve this problem. The answer ofPrinceton Review was 3.
50usd when you used easy algebra math method, however, it may be different if you do business. So, what’s my point here? First, do not quickly easy get to the conclusion of one problem so easy. When you are asked to reply to one problem, do not think it in the ordinary, simple way. You may want to ask question like: ” Is it stop right there?”,” Is there any other way?”,” What happens if….?”…. and soon more problem will appear and you may come up with other options.
Don’t just satisfy with your solution. Think of other cases that could happen. So, try not to look at one thing in one point of view. Try to think out of the box, ask yourselfquestions that can happen. You may say that point is not right most of the time.
True! That’s why you have to be flexible! When I do easy Math or Science homework with my friends, I usually think differently and connected it to the reality which made me keep asking questions like: What if…? And my friends just kept telling me not to making the problem so complicated, just suppose it to be something easy and solve it using theories, and sometimes I felt it was annoying, but I had to admit it. So, be flexible. If you are flexible, you would not charge 700usd for 100 oranges which 7usd/orange to your customers. If you are wise, you know how to attract customers, you will not be like a machine that apply such Math methods you’ve learnt at school. Being too rigid would not help you in business as well as your life.
Second, I think accurate is also very important. If the Math problems above said in the accurate way, it would be different.You see, missing the phrase” at the same rate” would lead to a problem and a post long like this. The sequences of inaccurate could be seen a lot in our real life, as you can see.
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http://slideplayer.com/slide/3257892/
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math
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Presentation on theme: "Common-Collector Amplifier Section 13.1-13.4. Topics Emitter Follower as a power amplifier Push and Pull Output Stage."— Presentation transcript:
Common-Collector Amplifier Section
Topics Emitter Follower as a power amplifier Push and Pull Output Stage
Design Guideline Specs: Av, rsp, v_re gm=Av/(1-Av)/rsp Calculate IC from gm. Determine re from IC and V_RE Calculate VBE. Calculate VB. Calculate IB from IC. Assume that I1=40 IB Calculate R2 from VB. Calcualte R1
V in, m =1 mV V in,pp =2 mVV out,pp =1.47 mV Av(ADS)=0.735 Av(matlab)=0.783
Large Signal Behavior of Common-Collector Amplifier The output does not track the input during the negative swing.
V in, m =1.71 V V BE
Push-Pull Stage Q1 pushes current into RL. Q1 pulls current from RL. Q1 and Q2 are off. Assume that VCC is +5V and VEE is -5V.
Vout versus Vin
V out Versus V in
Vout Versus Vin Crossover Distortion
Improved Push-Pull Stage Q1 and Q2 can not be on at the same time! Keep Q1 and Q2 on V1=Vout+VBE1 V2=Vout-|VBE2| V1-V2=VBE1+|VBE2|=VB
Implementation of VB Add I1 to provide current For D1 and D2.
Current flowing through the Source
Improved Push-Pull Stage Use Q4 to drive the base of Q2
Voltage Gain Full circuit
Voltage Gain from Vin to VN Full circuit To compute VN/Vin, Calculate RN and multiply RN by gm4.
Voltage Gain from N to Out Full circuitGeneral formula: RL/(1/gm+RL)
Small Signal Model of BJT Transistors (NPN)(PNP)
Sanity Check Intuition: gm1=gm2, rpi1=rpi2 Vout/VN=(1+2gm rpi/2)/(rpi/2/RL+1+2gm rpi/2) =(1+beta)/(rpi/2/RL+1+beta) ~=1/(rpi/2/RL/beta+1) =RL/(/(2gm)+RL) Compare Vout /Vn to the generic formula: RL/(1/gm+RL) we see that this formula makes sense!
Sanity Check! R S is transformed to a smaller output resistance.
Gain Calculated Using Matlab
Change R to change Gain. Tweak R to change gm and the gain at the expense of burning more power.
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https://byjus.com/equivalent-resistance-calculator/
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math
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Equivalent Resistance Calculator is a free online tool that displays the sum of resistances of resistors connected in a circuit. BYJU’S online equivalent resistance calculator tool makes the calculation faster, and it displays the equivalent resistance in a fraction of seconds.
How to Use the Equivalent Resistance Calculator?
The procedure to use the equivalent resistance calculator is as follows:
Step 1: Enter the resistance value separated by the comma, number of resistors and connection type in the respective input field
Step 2: Now click the button “Submit” to get the resistance
Step 3: Finally, the equivalent resistance will be displayed in the output field
What is Meant by the Equivalent Resistance?
In Physics, an equivalent Resistance is defined as the sum of the resistance of the resistors connected in a circuit. The resistors can be connected in series or parallel. Assume that R1, R2 and R3 be the three resistors
If these three resistors are connected in series, then the equivalent resistance is given by
Re = R1 + R2 + R3
If these three resistors are connected in parallel, then the equivalent resistance is given by
1/Re = (1/R1) +(1/R2) + (1/R3)
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| 1,178 | 12 |
https://benidormclubdeportivo.org/how-many-combinations-in-a-4-digit-code/
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math
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writing lock all out i have actually 194 codes to try.
You are watching: How many combinations in a 4 digit code
however the benidormclubdeportivo.org offers me 210 codes5040 different non repeating codes24 ways to compose each code
5040/24 = 210
have i overlooked something?
You’re 100% correct.
There space 10 feasible numbers because that the very first digit, and then friend can’t use that number again, so 9 for the second, and also using the same logic, 8 for the third and 7 for the fourth. That method there’s $10 imes 9 imes 8 imes 7 = 5040$ combinations. Division this through the variety of ways to order every one, 24, and also you gain 210, together you said.
The benidormclubdeportivo.org you have done is sound, hence 210 is correct. The error have to be in creating them out, make sure you haven"t let go any.
Thanks because that contributing an answer to benidormclubdeportivo.orgematics Stack Exchange!Please be certain to answer the question. Carry out details and share her research!
But avoid …Asking because that help, clarification, or responding to various other answers.Making statements based on opinion; back them increase with referrals or personal experience.
Use benidormclubdeportivo.orgJax to layout equations. benidormclubdeportivo.orgJax reference.
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Casework counting and overcounting: How countless numbers have the right to be derived by adding specific partitions of a collection
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CC-MAIN-2022-33
| 1,833 | 17 |
http://microblog.routed.net/2008/10/
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math
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I have been very busy at the lab lately, prescription too busy to update ublog regularly, and this set of formulas from Gamma Instruments has saved me a bit of trouble. Several air core inductor designs are outlined which allow you to make your own custom inductor, within reason, if you need to test something and you don’t have the part on hand. Typically, the inductance values will be modest, however, it is much easier to make an inductor yourself than a reasonable capacitor. Just think of all of the folding!
( pancakewheel )
I have been reading James Gleick’s Chaos and I must confess that I am very impressed with the book so far. I am beginning to realize some of the practical applications of non-linear dynamics to analog circuit design, phlebologist however, sale more on that later. What has been very interesting is the slow change in the mentality of the scientific world, from the notion that a small change in a systems initial conditions only warrants a small change in the output, to the reality that small changes in initial conditions can generate wildly different results. One of the pioneers in this field was the late Edward Lorenz. He discovered that a slight change (less than 1%) in the initial conditions of his deterministic weather model, which was numerically integrated, would cause the outcome to diverge from the unperturbed simulation to the point that the two weather systems were completely different after several days. The error in his integrator could not account for this disparity, therefore, he went through some analytic computations and found that simple differential equations can have very complex behaviors that were very dependent on initial conditions. He published his results in the Journal of Atmospheric Sciences, a paper that is well worth looking over. For those who are not mathematically inclined, looking over the introduction and conclusion should provide some insight into the paper. Additionally, this is the paper where the often duplicated Lorenz attractor, or butterfly attractor (figure 2) makes its first appearance.
( 1963lorenz-deterministic-nonperiodic-flow )
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s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218193716.70/warc/CC-MAIN-20170322212953-00089-ip-10-233-31-227.ec2.internal.warc.gz
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CC-MAIN-2017-13
| 2,134 | 4 |
https://www.basic-mathematics.com/standard-deviation-calculator.html
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math
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Standard deviation calculator
This standard deviation calculator will compute the standard deviation for you. Just enter your numbers in the box and click on the button that says calculate.
Don't worry. This calculator will also accept negative numbers and you can also enter as many numbers as you like
Enter each number separated with a space. There is no need to enter a comma
This calculator is provided so you can check your answer
It is always a god idea to learn the process too. Don't get too lazy
Need more useful and great calculators? Click here
Still struggling with fractions? Get rid of your fears and frustrations once and for all!
If you don't know fractions very well, you will probably struggle to do well on most math tests. Build a strong foundation in math today before it is too late!
Buy my fractions ebook now. It offers a thorough coverage of fractions!
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s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818312.80/warc/CC-MAIN-20240422144517-20240422174517-00479.warc.gz
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CC-MAIN-2024-18
| 878 | 10 |
https://theory.pppl.gov/people/profile.php?pid=107&n=Benjamin-Sturdevant
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math
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Dr. Sturdevant is a postdoctoral research associate in the Theory Department of the Princeton Plasma Physics Laboratory. He received his Ph. D. in Applied Mathematics in 2016 from the University of Colorado at Boulder.
For his thesis, he worked to develop simulation models for low-frequency, well-magnetized plasmas using the full kinetic (Lorentz force) equations of motion for ions. This included the development of a fully kinetic ion, $\delta$f PIC code capable of simulating the ion temperature gradient instability in toroidal geometry. At Princeton, he is working in the XGC group of C.S. Chang as part of the Co-Design center for Particle Applications (CoPA). His research interests are in mathematical techniques related to particle simulations including implicit time integration, variational integration methods, orbit averaging and sub-cycling, numerical properties of $\delta$f methods, and equation free projective integration.
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s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046153515.0/warc/CC-MAIN-20210727233849-20210728023849-00716.warc.gz
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CC-MAIN-2021-31
| 942 | 2 |
https://wedifferentiate.com/what-is-the-difference-between-speed-and-velocity/
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math
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In short, speed is defined as how fast an object moves and velocity is the rate at which the object changes its position in a specific direction.
Difference Between Speed and Velocity
- Speed is calculated by the displacement of space per unit of time. Velocity, on the other hand, is calculated by the displacement of space per unit of time in a certain direction.
- Velocity deals with the direction but speed doesn’t.
- Speed is a scalar quantity whereas velocity is a vector quantity.
- Speed is measured in the unit of distance divided by the time taken. For example, 100 km per hour, 5 miles/day, etc. On the other hand, velocity is measured including speed and the direction travelled. For instance, 100 km per hour in the northeast direction.
Therefore, the formulae for both terms are:
Velocity = Displacement / Time
Hope it was useful. Also, find “What Is The Difference Between Sea and Ocean?“
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s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570987824701.89/warc/CC-MAIN-20191022205851-20191022233351-00175.warc.gz
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CC-MAIN-2019-43
| 910 | 9 |
https://bmccardiovascdisord.biomedcentral.com/articles/10.1186/1471-2261-6-27/figures/3
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math
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Lag response of Poincaré plot indices in patients of CHF and normal subjects. Panels A-D show the lag responses for sequences 50 beats long whereas panels E-H show the lag responses for sequences 50000 beats long. All the panels on the left hand side relate to subjects with CHF whereas the panels on the right hand side relate to normal subjects. We first estimated the Poincaré plot indices for each subject in both groups. We, then, estimated the averages for each group and plotted the estimates against the lag. In the normal subjects, all the Poincaré plot indices showed a curvilinear association with lag. In patients of CHF the curvilinearity was lost.
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s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320303868.98/warc/CC-MAIN-20220122164421-20220122194421-00233.warc.gz
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CC-MAIN-2022-05
| 664 | 1 |
http://iphoneart.com/093onm7f/asus-usb-bt400-setup-cf9ae8
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math
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Q1 (Lower Quartile) = Find ¼ (n+1) =24/4=6, Q3 (Upper Quartile) = Find ¾(n+1)= 3*24/4= 18. Example: The average heights of ten high school students in inches are reported below. 5|7 represents a predicted temperature of 57 degrees Fahrenheit. The leaves are listed in increasing order in a row to the right of each stem. You can use 0 as the stem and 9 as the leaf since 09 is the same as 9. Then complete each question. It is important to note that when there is a repeated number in the data (such as two 72s) then the plot must reflect such (so the plot would look like 7 | 2 2 5 6 7 when it has the numbers 72 72 75 76 77). Students familiar with a stem-and-leaf plot are aware that the raw data values are easily retrievable. It is important that each stem is listed only once and that no numbers are skipped, even if it means that some stems have no leaves. A boxplot consists of rectangles that you position according to … For example, If there is a football game going on, you can track the number of yards someone has run; to make stem and leaf plots even more fun, you can even track the score to a video game and see who has the highest data on the plot. Like most graphs, they make a complicated, unorganized mess of information and make it visually appealing. Then for each stem, record all the leaves associated with that stem. A stem-and-leaf plot of a quantitative variable is a textual graph that classifies data items according to their most significant numeric digits. This plot has been implemented in Octave and R., A stem-and-leaf plot is also called a stemplot, but the latter term often refers to another chart type. Interpreting Stem-and-Leaf Plots Stem plots can be a very efficient means of displaying the data in a set or sample. A dot plot may be better suited for such data. Unlike histograms, stem-and-leaf displays retain the original data to at least two significant digits, and put the data in order, thereby easing the move to order-based inference and non-parametric statistics. This example shows how to make a stem and leaf plot. Stem and leaf plots are some of the best ways to not only study but track information as well. Stem and Leaf Plots can be used to analyze data and display data all at the same time.This is a way of showing each data value along with its relationship to the other values. There are some stem and leaf plots out there that have decimals along with it. Easy to compare different sets of data together at the same time. This site uses Akismet to reduce spam. It is used to organize data as they are collected. Use a stem-and-leaf plot to display the data, which represent the scores of a biology class on a midterm exam. With very small data sets a stem-and-leaf displays can be of little use, as a reasonable number of data points are required to establish definitive distribution properties. Describe any patterns. Finally, you can compute the median, mode and Quartiles. To view the whole dataset, use the command View(rivers). For example, a quick look at the figure above will show that the number 34 occurs most often. Multivariate adaptive regression splines (MARS), Autoregressive conditional heteroskedasticity (ARCH), https://en.wikipedia.org/w/index.php?title=Stem-and-leaf_display&oldid=986447834, Creative Commons Attribution-ShareAlike License, This page was last edited on 31 October 2020, at 22:49. A stem and leaf plots, also known as stem plots, is a technique to categorize either continuous or discrete values. The stem-and-leaf display is drawn with two columns separated by a vertical line. Much nicer to look at than a boring list of unordered data. The next greatest common place value is used to form the leaves. You can use boxplots and stem-and-leaf displays in exploratory data analysis (EDA) to display the basic statistics of data sets in a visual format. Required fields are marked *. Stem and leaf plots are data dense visualizations that organize large amounts of micro-level numeric data to form larger macro-level visual distributions. An alternative starting point is a 'beat the teacher' game, which I've adapted from an idea by the NCETM. The 'stem' is on the left displays the first digit or digits. It is a great visual that also includes the data. So if needed, you can just take a look to get an idea of the spread of the data or you can use … Your email address will not be published. It will organize data visually and will able to interpret data and draw conclusions using the plot. The resulting graph looks very much like a line plot or a histogram. A simple stem plot may refer to plotting a matrix of y values onto a common x axis, and identifying the common x value with a vertical line, and the individual y values with symbols on the line.. The stem of the number includes all but the last digit. For example, the numbers 38 and 52, the stems are 3 and 5, while the leaves are 8 and 2. A stem and leaf plot is generally used when data has multi-digit numbers. This is your 100% Risk Free option! Enter values separated by commas such as 1, 2, 4, 7, 7, 10, 2, 4, 5. They are also useful for highlighting outliers and finding the mode. Stem and leaf offer a quick and novel way for simultaneously sorting and displaying data sets where each number in the data set is divided into two parts: stem (all numbers except the last digit) and a leaf (only the last digit). As we've learned, a stem-and-leaf plot is really just a two-column table: the first column contains the "stems” made up of the first digit (or perhaps the first several digits) of your numerical data, and the second column contains horizontal lists of “leaves” made from the last digits of your data points. It helps to read the diagram. It can also help you identify quickly the least and the greatest data value. Here is the sorted set of data values that will be used in the following example: Next, it must be determined what the stems will represent and what the leaves will represent. I find stem and leaf plots rather pleasing to the eye. A stem and leaf plot looks something like a bar graph. Instead, the stem forms one part of a number, and the leaves make up the rest of that number. To construct a stem-and-leaf display, the observations must first be sorted in ascending order: this can be done most easily if working by hand by constructing a draft of the stem-and-leaf display with the leaves unsorted, then sorting the leaves to produce the final stem-and-leaf display. Stem and leaf plots are very flexible this way. There are many different activities in which you can involve a stem and leaf plot. Let’s use the table below to make a stem-and-leaf display. Remember that the leading values become our stems and the trailing values the leaves. Analyze the data and determine stem and a leaf : Minimum value is 11 and maximum value is 55. 100% of candidates who complete my study guide report passing their exam! Example: For the above example add 23 female students books reading data. As in this example below: Stem-and-leaf displays are useful for displaying the relative density and shape of the data, giving the reader a quick overview of the distribution. A stem and leaf plot was developed by John Tukey an American mathematician in 1977. ws 75 85 90 80 87 67 82 88 95 91 70 80 80 92 94 68 75 91 90 87 76 91 85 79 Determine the leaves in the stem-and-leaf plot below. Non-integers are rounded. Rounding may be needed to create a stem-and-leaf display. You could make a frequency distribution table or a histogram for the values, or you can use a stem-and-leaf plot and let the numbers themselves to show pretty much the same information. Stem and Leaf Plot The result is a histogram turned on its side, constructed from the digits of the data. A stem and leaf plot looks something like a. The remaining digits to the left of the rounded place value are used as the stem. Chapter 10 Stem and Leaf Plot. stem and leaf plots are used in math. Sort the numerical data in ascending order. A stem and leaf plot can help you quickly identify how frequently data occur. The stems are listed to the left of the vertical line. The first step is to identify all the stems. Stem and Leaf plots are one of the main data representation methods. You can also copy and paste lines of data points from documents such as Excel spreadsheets or text documents in the following formats with or without commas: Stem and Leaf Plot Advantages: The stem and leaf plot essentially provides the same information as a histogram, with the following added benefits: The plot can be constructed quickly using pencil and paper. Help you quickly identify how frequently data occur decimal points as well values!? rivers graph looks very much like a cross between a histogram a method for showing frequency with which classes... To graphically show sets of data in ascending order, 11,12,14,16,17,18,23,24,26,27,28,29,31,32,32,34,41,44,45,48,53,54,55 of displaying the data size increases of values.. The least and the leaves are the decimal points as well plot can help you identify quickly least. You do the graph for readability utilize them and make your own graph not only study track... Since each data point must be represented numerically each stem different ways to them!, so it can also help you identify quickly the least and stem... Superior graphic capabilities have meant these techniques are less often used the result is a table used to compare sets. The number which appears most often in a clear, visual way value is 11 and value. To find the median, mode and Quartiles, use the command (. A stem-and-leaf plot to retain its shape, even for more complicated data sets ( around 15–150 data points.. Around 15–150 data points ) mode: the number which appears most often 23 +1/2 =12 38 and,! With two columns separated by a vertical line something like a cross a... Ones digit of each number in the data is separated from the of. And also, it is a great visual that also includes the data, often with integrity! Look at a dataset built into R called rivers that occur typically, the are. You are tracking your leaves are the decimal points American mathematician in.! Data points ) often merge each alternating row with its next row in of. The frequency of the values that occur each number in the 1980s after the of! Describes the data in a row to the eye values in ascending order, 11,12,14,16,17,18,23,24,26,27,28,29,31,32,32,34,41,44,45,48,53,54,55 a great that... = n+1/2 = 23 +1/2 =12 stems in single column from lowest to highest on left..., since each data point must be represented numerically stem and leaf plots have been for. Them and make it visually appealing median, mode and Quartiles together at the same 9! The other digits value into the leaf the 'stem ' is on the Source,... Analysis in 1977 biology class on a stem and 9 as the leaf contains the last of... Make your own graph for male and female your stems may be better suited for data! Of uses of stem-and-leaf plot in a set of numbers= 32 number repeated twice 58.9, 57.3, 61.8, 62.6,,! Row in order to simplify the graph and what numerical information you are tracking leaves... Description of this dataset, type? rivers of plot, the 38! Can be a very efficient means of displaying the data involve a stem and a,! Plots rather pleasing to the eye rather pleasing to the left of the number which appears most in... Stem-And-Leaf plots are one of the algebra test scores given below best describes the data is separated the! Looks very much like a bar graph 34 occurs most uses of stem-and-leaf plot in a set sample... Refund if you complete the study guide report passing their exam graph for readability is it. The ones place while your leaves are listed to the eye, visual way, 10, 2 4. R called rivers display data make a stem-and-leaf display will become very cluttered, since each data must... Digit or digits are 8 and 2 simplify train and bus schedules data value digits of data. Whole dataset, type? rivers median of the vertical line, all you have to follow when you entering. 23 of her male students how many books they had read in the early 1900s, and useful... 'S book on exploratory data analysis John Tukey 's book on exploratory data analysis in.... Displays are only useful for summarizing a data set plot can help you identify quickly the least the! Rather pleasing to the left side of the data is separated from the other digits pleasing to the displays! Is that it preserves the actual data and determine stem and leaf plot in R Programming data. How you do the graph and what numerical information you are trying to convey, 66.6, 64.3 flora... And determine stem and leaf plots, also known as stem plots, is a used... 9 as the data size increases be a very efficient means of displaying the data used as the column... Then identify the stem contains all of the algebra test scores given below ( around 15–150 data points ) like! They make a stem-and-leaf plot graphs are usually used when data has multi-digit numbers least and the are... Turned on its side, constructed from the plot algebra test scores given below usually used when data multi-digit! Very much like a cross between a histogram this usually consists of putting the first digit or.... The rest of that number make up the rest of that number, you can involve stem. The Source panel, under the tab called rivers the values of each stem, record the. This allowed the stem unordered data and displays the first step is to identify all the stems is down! In this kind of plot, the stem and leaf plots are flexible! Them and make your own graph highest on the left of the data a data set `` stem '' used... Or discrete values single column from lowest to highest on the Source,! Passing their exam the values of each stem, record all the stems are listed in order. Last digits into the leaf column Minimum value is used to organize statistical data separated from the digits the... Like most graphs, they make a stem and leaf plot is a great visual that also includes data. To compare different sets of data in a set or sample the rounded place value are used to show! Last digit our stems and the trailing values the leaves are 8 and 2 and make visually. You complete the study guide but fail your exam method to show the frequency with which classes. Main data representation methods the leading values become our stems and the stem of data! 4Th panel under the help tab 1, 2, 4, 7 7! Use 0 as the data in a clear, visual way we ’... Nicer to look at than a boring list of unordered data a row to the same as.. Way, so it can be analyzed easily around for decades are like a frequency distribution leading values become stems! Leaf contains the last digit is indicated as the stem shape, even for more data., 7, 10, 2, 4, 7, 10, 2, 4, 7 10! A set or sample appears most often a frequency distribution leaf, thus the name, there is no or. Associated with that stem 58.9, 57.3, 61.8, 62.6, 66.5, 68.7, 66.6,.. Alternative starting point is a great visual that also includes the data to form larger macro-level distributions!, 69.3, 58.9, 57.3, 61.8, 62.6, 66.5, 68.7,,! In order of place value 09 is the same time or a histogram and a leaf ) name there... Data has multi-digit numbers you complete the study guide report passing their exam the mode the of... '' shows the individual scores within each group are also useful for moderately sized data sets ( around 15–150 points. Not only study but track information as well the help tab repeated twice be better suited for such data more! Very much like a cross between a histogram is on the right and displays the first step is identify. Digits into the leaf since 09 is the same as 9 the next 10 days than... The whole dataset, type? rivers leaves make up the rest that. To follow when you are entering data to determine stem and leaf plots are a method show... Digits into the stem and leaf plot always have a key, which i 've adapted an... Tab called rivers of data together at the same time visual way example a! Find stem and a leaf plot graphs are usually used when data multi-digit. The name, there is no shortage of activities, usefulness, and useful! Frequency distribution only the digit in the next greatest common place value the! 10 and 40 like most graphs, they make a stem and leaf plots are very flexible this.. Are only useful for moderately sized data sets, a stem-and-leaf display ones digit of each individual data point be... Have to do is include the decimal points as well out the different ways to only. Lowest to highest on the left of the data example: a teacher asked 23 of her students. This dataset, use the table below to make a stem and leaf plot result. Showing the frequency with which certain classes of values are identified plot graphs are usually used when are. Plot the result is a histogram and a leaf, thus the name, is! That occur 58.9, 57.3, 61.8, 62.6, 66.5, 68.7, 66.6 64.3. Unit place is indicated as the leaf contains the last digit of each stem record!: median is the middle value = n+1/2 = 23 +1/2 =12 graphs are used., it is used to form the stem and respective leaves for male and female macro-level... Methods for showing the frequency with which certain classes of values occur the! The command view ( rivers ) down into a stem and leaf plots are for! It in order to simplify the graph for readability the description will appear on right!
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https://vypros.com/what-did-plato-say-about-math/
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math
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What did Plato say about math?
Plato believes that the truths of mathematics are absolute, necessary truths. He believes that, in studying them, we shall be in a better position to know the absolute, necessary truths about what is good and right, and thus be in a better position to become good ourselves.
Why was Plato known as the maker of mathematicians?
Plato also founded the Academy, an academic program that many consider to be the first Western university, where he stressed the importance of science and mathematics. Because of this, he became known as the “maker of mathematicians.”
Is mathematics invented or discovered provide pieces of evidence?
Mathematics is an intricate fusion of inventions and discoveries. Concepts are generally invented, and even though all the correct relations among them existed before their discovery, humans still chose which ones to study.
Was math invented or discovered essays?
It is both. We invented the concepts and discovers the relation between these concepts.
Who is the maker of mathematics?
Archimedes is known as the Father of Mathematics. Mathematics is one of the ancient sciences developed in time immemorial….Table of Contents.
|1.||Who is the Father of Mathematics?|
|2.||Birth and Childhood|
|5.||Death of the Father of Mathematics|
What did Plato study?
Who Was Plato? Ancient Greek philosopher Plato was a student of Socrates and a teacher of Aristotle. His writings explored justice, beauty and equality, and also contained discussions in aesthetics, political philosophy, theology, cosmology, epistemology and the philosophy of language.
What is the contribution of Rousseau in education?
Rousseau s theory of education emphasized the importance of expression to produce a well-balanced, freethinking child. He believed that if children are allowed to develop naturally without constraints imposed on them by society they will develop towards their fullest potential, both educationally and morally.
How did Plato influence the study of mathematics?
The sign above the Academy entrance read: “Let no-one ignorant of geometry enter here”. Plato played an important role in encouraging and inspiring Greek intellectuals to study mathematics as well as philosophy.
Who was Plato and what did he do?
Plato was born in 428 B.C to Ariston, a descendent from early kings of Athens, and Perictione, a distant relative of the 6th century lawmaker Solon. He was a Greek philosopher. Throughout his life, in his Academy, he educated those who would become some of the most influential mathematicians and philosophers.
Who was the most important mathematician in ancient Greece?
GREEK MATHEMATICS – PLATO. Although usually remembered today as a philosopher, Plato was also one of ancient Greece s most important patrons of mathematics. Inspired by Pythagoras, he founded his Academy in Athens in 387 BCE, where he stressed mathematics as a way of understanding more about reality.
What kind of problems did Plato pose to his students?
Among the many mathematical problems Plato posed for his students’ investigation were the so-called Three Classical Problems (“squaring the circle”, “doubling the cube” and “trisecting the angle”) and to some extent these problems have become identified with Plato, although he was not the first to pose them.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499845.10/warc/CC-MAIN-20230131055533-20230131085533-00388.warc.gz
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CC-MAIN-2023-06
| 3,322 | 25 |
https://cris.tau.ac.il/en/publications/mendels-use-of-mathematical-modelling-ratios-predictions-and-the-
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math
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The seventh section of Gregor Mendel's famous 1866 paper contained a peculiar mathematical model, which predicted the expected ratios between the number of constant and hybrid types, assuming self-pollination continued throughout further generations. This model was significant for Mendel's argumentation and was perceived as inseparable from his entire theory at the time. A close examination of this model reveals that it has several perplexing aspects which have not yet been systematically scrutinized. The paper analyzes those aspects, dispels some common misconceptions regarding the interpretation of the model, and re-evaluates the role of this model for Mendel himself. In light of the resulting analysis, Mendel's position between nineteenth-century hybridist tradition and twentieth-century population genetics is reassessed, and his sophisticated use of mathematics to legitimize his innovative theory is uncovered.
- Gregor mendel
- Mathematical model
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s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710916.70/warc/CC-MAIN-20221202215443-20221203005443-00865.warc.gz
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CC-MAIN-2022-49
| 964 | 3 |
https://civildiscourseproject.org/how-to-write-an-inequality-in-interval-notation-ideas
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math
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How To Write An Inequality In Interval Notation Ideas. Interval notation and linear inequalities 94 university of houston department of mathematics for each of the following inequalities: A compound inequality is one where there are two statements in inequality notation instead of just one like a standard inequality.
If we convert the inequality to interval notation form in exactly the usual way, we should obtain an interval notation that represents no values, i.e. For example, the set of numbers x satisfying 0 ≤ x ≤ 5 is an interval that contains 0, 5, and all numbers between 0 and 5. This lesson goes through the concept of interval notation, showing several examples including explanations of when to use parentheses, brackets, and infinity.
This Is A Very Important Lesson For High School As Well As College Students Who Are Learning Interval Notation.
In other words, it is a way of writing subsets of the real number line. Click to see full answer. Find the endpoints and state whether the interval is bounded, its type, and graph the interval.
(A) Write The Inequality Algebraically.
Let h be the height of a human being. Sometimes there are multiple intervals that describe the graph or qualify as solutions. This means that the inequality is saying that x can be anything that is less than 3.
The Interval Between 1 And 5 (Meaning 2, 3, 4) Is Expressed In The Interval Notation:
And using interval notationa textual system of expressing solutions to an algebraic inequality. Make a table that will represent the solutions of x using interval notation and check whether a random number will make it true. Solve , sketch the solution set on the number line, and write it in terms of intervals.
For Example, The Set Of Numbers X Satisfying 0 ≤ X ≤ 5 Is An Interval That Contains 0, 5, And All Numbers Between 0 And 5.
A compound inequality is one where there are two statements in inequality notation instead of just one like a standard inequality. Intervals can also be denoted using number lines. (b) graph the inequality on the real number line.
So The Solution Set Is.
This lesson goes through the concept of interval notation, showing several examples including explanations of when to use parentheses, brackets, and infinity. Two common ways of expressing solutions to an inequality are by graphing them on a number line. Here, both inequalities are having the sign < or >.
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CC-MAIN-2022-27
| 2,400 | 12 |
https://essaywriting-online.com/2021/05/08/mathematics-problem-solving_8p/
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math
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2722 kb: in 1945, pólya published the short book how to solve it, which mathematics problem solving gave expository thesis statement examples a mathematics problem solving four-step summary essay outline method for solving mathematical problems: to teach mathematics for mastery is to teach with the highest expectations for every learner, so that their understanding is deepened, with the aim that they will be able to solve non-standard problems in unfamiliar contexts parents child relationship essay in my first book, mastering mathematics: complete course work for me uk universities – best and top essay! 2.3$ per sheet – best deal! discuss mathematics problem solving mathematics problem solving in the context of a smart essay method of teaching, i.e., a problem approach. 1. download file. as the emphasis what is business continuity planning has shifted from teaching problem solving to teaching via problem the body of an essay is made up of solving (lester, masingila, mau, lambdin, dos santon and raymond, 1994), many writers have attempted to clarify what is meant by a problem-solving approach to teaching mathematics.the focus is on teaching mathematical topics through problem-solving contexts and enquiry. student interest in mathematics has been found to correlate strongly with their mathematics teacher title page of essay clarity, (i.e.
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s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487621699.22/warc/CC-MAIN-20210616001810-20210616031810-00139.warc.gz
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CC-MAIN-2021-25
| 1,363 | 1 |
http://adler-n-subtract.com/qa.html?id=152
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math
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You said you'd have the answers to the Father's Day questions posted by "early evening". I live on the East coast of the United States and it's now almost 8:30. Can you please post them soon?
East Coast of the U.S.
My apologies about the timing of this; we had technical difficulties due, I think, to some major lightning yesterday. (I'm currently living in a county that is sometimes referred to as "the lightning capitol of the world").
(NOTE: For people who did not tune in yesterday, they will not have to click back and forth to find out what the questions are that we are answering, because I have attached yesterday's complete question and answer at the very bottom of today's answer.
1. Using the 'hint' I gave yesterday we do this: 90 divided by 3, and we get 30.
Joe, the son, is 30. His Dad is 30 x 2, or 60.
2. Same pattern: 75 divided by 3 = 25. Son = 25. father = 50.
3. Here you can skip step one of the pattern from numbers 1 and 2 and realize that if they were each 6 years younger then together they're 12 years younger and their ages would've added up to 72.
4. In a problem like this if you try rearranging the sentences the task can become much simpler. Right now (present) = 92
Future: (5 years) = 92 +5 + 5 = 102.
Next, you divide 102 by 3, and you get 34. SO: Son = 34. Father = 68.
5. Again, taken out of order we learn that Coolunim is younger than 40 and older than 30, and is a prime number. That leaves two possibilities: 31 and 37. If 31. then six years from now they will be 37 and 74. 37 + 74 = 111/ That answer fulfills all the requirements I gave for the answer, so there's no reason to even bother with the other choice, which was 37
NOTE: MY APOLOGIES: My question contained a mistake. It said that the sum of their current ages was a multiple of 3 and a multiple of nine. That sum, which is 93 is indeed a multiple of 3 (31 x 3 = 93). But it is NOT a multiple of 9. I don't know what I could have been thinking of! After all, 99 is a multiple of nine, and that's only six away from 93, so...
6. For this type there is a technique (or 'trick') which comes in handy: Whenever you are given the sum of two numbers and their difference, you simply take the sum, break it in half, write down that number (the number that is half the original number) on the left side of your page and again on the right side of your page. Then take the difference (here 24 years, and break it in half. You get twelve. You add twelve to one side and you subtract 12 from the other side.
So you have 33 on the left and 33 on the right and you add 12 to one of the 33's and you subtract 12 from the other 33.
And you get 45 and 21. Next the problem states that the grandfather is four times as old as Susan. So, 4 x 21 = 84. Her grandfather is 84 years old. And that's it!
Hope this helped,
Yesterday's Question and answer:
I don't even know if this will get to you in time to read it, but if you do tomorrow's father's day and I just remembered that when I asked my dad what he wanted for father's day, he said one thing he would really love is if I gave him a bunch of brain-twisters and weird math problems. I know there's a lot of books on them, but I don't drive and can't order anything by tomorrow. And on top of it all, he said the really best type I could give him would be ones I made up myself!!!???!!
I know he wants me to come to like those things like he does, but making them up myself...I DON'T THINK SO!
But then I thought if you could give me a couple and maybe give me a hint or two on how to make them up, then at least I can try. I can stay up late, my parents really don't mind on the weekends and so I'll check every hour or so to see if you got to my letter. Even if you don't though, that's cool, and maybe next year.
Michael E., Bangor, Maine
Your Dad sounds cool.
I'll give you a few and then try to show you a pattern you might be able to use to make up your own... it's not that hard.
Joe's father is twice as old as Joe. Together their ages add up to 90. How old is Joe?
Mike's father is twice as old as Mike. Together their ages add up to 75. How old was Mike six years ago?
Leroy's father is twice as old as Leroy. Together their ages add up to 84. What did their ages add up to six years ago?
Benum-la-forte Vinya-Runyen's father will be twice as old as Benum-la-forte Vinya-Runyen five years from now. Right now their ages add up to 92. How old will Benum-la-forte Vina-Runyen be when his father is twice Benum-la-forte's age?
Coolunim B. Roolunim's father will be twice the age of Coolunim B. Roolunim six years from now. The sum of their ages at that time will be a number that is a 3-digit number that has no zeros in any of its digit-places, ends with a one, and is divisible by 3. Right now their ages add up to a number that is a multiple of 3 and a multiple of 9 (but has other factors as well). By the way, right now Coolunim is younger than forty, older than thirty, and (right now) is a prime number.
How old will Coolunim B. Roolunim be twelve years from now?
And how old was his father 15 years ago?
Susan's age and her father's age add up to 66. If her father is 24 years older than Susan, how old is Susan's father's father (Susan's Grandfather) if he is four times as old as Susan?
Now, Michael, those ought to keep your father engaged for at least a little while. You can either write them out or type them up or just print them out.
I will reveal all the answers and how to arrive at them by early tomorrow evening.
One simple pattern is taking a number that is divisible by 3. Make it big enough so the question makes reasonable sense (you don't want the answer to be that someone's grandfather is five years old! (And you probably should stay away from a number that is so large that one of the characters ends up being two hundred years old.)
So it's not a bad idea for this step to choose a number between 60 and 150.
After you have your number that is divisible by three, divide it by three.
That will give you a quotient. (Which is just a fancy word for the answer of a division problem).
The quotient is the son's age. Write that down somewhere so you don't forget. Then multiply that quotient by two and you will get the father's age for a problem in this format:
Hank's Dad is twice the age of Hank. Together, their ages add up to ___. (The number you selected that is divisible by three. How old is Hank? How old is his Dad?
Then, to jazz it up, make a simple chart for yourself with three columns:
PAST (A TIME BEFORE NOW), PRESENT(NOW), FUTURE (SOME TIME LATER).
And then write each person's initials or name along the side. So you could organize their ages by how old each was, for example five years ago, how old they are now, and how old they'll be in, for example, 20 years from now. Then you can really get complicated and fancy!
Good luck and happy Father's Day!
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CC-MAIN-2021-43
| 6,843 | 44 |
https://nyrinutaquqa.barnweddingvt.com/how-do-you-write-an-equation-in-slope-intercept-form-perpendicular-21557vn.html
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math
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If it's 0 or near 0 the lines are parallel or collinear.
Y and x stand for the coordinates of any points on the line. Remember that slope is the change in y or rise over the change in x or run.
Now, b gives us the value of y where x is zero, this is called the y-intercept or where the line will cross the y axis. Locate this point on the y axis. Your slope is the coefficient of your x term. The numerator tells us that the y value for the next coordinate increase by 5, the denominator tells us that the x value for the next coordinate changes by 1, so we can add this values to our starting coordinate of 0, Now do the same process with the new point of 1, The next point is 2, 4.
Connect these three points and label to graph it correctly.
Alternately, you could create a table of values, choosing values for x like -1, 0 and 1 and plugging them into the equation one at a time to solve for the corresponding x coordinate.
So your points would be Therefore, you need only two points. Plug in 0 and 1 for x: There is your plot. Now go over to the right 6 now you have the point 6, See how the first example all positive goes up, left to the right and the second goes down, left to the right.
There’s a nice approach to this problem that uses vector cross products. Define the 2-dimensional vector cross product v × w to be v x w y − v y w x.. Suppose the two line segments run from p to p + r and from q to q + barnweddingvt.com any point on the first line is representable as p + t r (for a scalar parameter t) and any point on the second line as q + u s (for a scalar parameter u). Learn about the slope-intercept form of two-variable linear equations, and how to interpret it to find the slope and y-intercept of their line. If you're seeing this message, it means we're having trouble loading external resources on our website. Write an equation of a line whose slope is 1 0 10 1 0 10 and y y y y-intercept is (0. Graphing a linear equation written in slope-intercept form, y= mx+b is easy! Remember the structure of y=mx+b and that graphing it will always give you a straight line.
Something to keep in mind while drawing your graph is that the larger the bottom, or run, is in relationship to the rise the closer the slope will be to the x-axis. Next we are going to work with b.
We know three points along this line -2,3-4,6and -6,9. Add 2 to each y making them -2,5-4,8and -6,Determining Linear Equations of Lines in Slope-intercept Form.
Determining Linear Equations in Slope-Intercept Form - Part 1 (LA) Ex: Determine a Linear Equation From a Table of Values (Slope-Intercept Form) (09x). Find the Equation of a Line Parallel or Perpendicular to Another Line – Notes Page 3 of 4 Example 4: Find the equation of a line passing through the point (3, –4) perpendicular to the line 8x + 6y = Step 1: Find the slope of the line.
To find the slope of the given line we need to get the line into slope-intercept form (y.
Equations that are written in slope intercept form are the easiest to graph and easiest to write given the proper information. All you need to know is the slope (rate) and the y-intercept.
Continue reading for a couple of examples! Write the equation for a line that is a parallel or perpendicular to a line given in slope-intercept form and goes through a specific point. If you're seeing this message, it means we're having trouble loading external resources on our website. The Top 10 ACT Math Formulas You've Never Heard Of (and 53 more).
Please note: I am a Harvard grad, SAT/ACT perfect scorer and full-time private tutor in San Diego, California, with 17 years and 17, hours of professional teaching, coaching and tutoring barnweddingvt.com more helpful information, check out my ACT Action Plan as well as my free e-book, Master the ACT by Brian McElroy.
Algebra Handbook Table of Contents Page Description Chapter 6: Linear Functions 35 Slope of a Line (Mathematical Definition) 36 Slope of a Line (Rise over Run).
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CC-MAIN-2019-51
| 3,959 | 15 |
http://openstudy.com/updates/55df5d64e4b03567e10fb120
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math
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At vero eos et accusamus et iusto odio dignissimos ducimus qui blanditiis praesentium voluptatum deleniti atque corrupti quos dolores et quas molestias excepturi sint occaecati cupiditate non provident, similique sunt in culpa qui officia deserunt mollitia animi, id est laborum et dolorum fuga. Et harum quidem rerum facilis est et expedita distinctio. Nam libero tempore, cum soluta nobis est eligendi optio cumque nihil impedit quo minus id quod maxime placeat facere possimus, omnis voluptas assumenda est, omnis dolor repellendus. Itaque earum rerum hic tenetur a sapiente delectus, ut aut reiciendis voluptatibus maiores alias consequatur aut perferendis doloribus asperiores repellat.
let's do a question with integer numbers only molli purchased 9 applies for $9. What do you get when you divide that dollar amount by the number of apples your bought? What is $9/9=?
what do you think that answer means
like say you were going to the market and the person tells you each apple costs a 1 dollar and you buy 9 apples how much do you think you are going to spend?
right so doing $9/9 was to actually figure out how much you spend on each apple right?
how much does it cost for one month?
well and to even do that one month we have to pay the membership fee which is 25 dollars so one month will cost us 14+25 right?
how much will do two months cost us ?
we never have to pay the membership fee again just that one time so doing another month will just be an addition 14 to the 14+25 correct?
one month is 14+25 two months is 14+14+25 three months is ?
im not sure?
each month costs an additional 14 dollars
you are adding 14 each time
so for one month we only have to pay 14+25 but if we do just two months the total amount we pay is 14+14+25 and if we just do three months the total amount we pay is 14+14+14+25 and if we just do four months the total amount we pay is 14+14+14+14+25 ... anyways.. before we continue another way to say 14+14 is 2(14) another way to say 14+14+14 is 3(14) another way to say 14+14+14+14=4(14) -- so let's resay what we have: so for one month we only have to pay 14+25 but if we do just two months the total amount we pay is 2(14)+25 and if we just do three months the total amount we pay is 3(14)+25 and if we just do four months the total amount we pay is 4(14)+25 -- so if we just do n month the total amount we pay is ? (before you answer this question look at the pattern above.. what number is the only thing that is changing)
the numbers 25?
but I see a 25 in every expression
look at the number in front of 14
remember 14 is 1(14) if we just do one month we have 1(14)+25 if we do two months we have 2(14)+25 if we do three months we have 3(14)+25 so if we n months we have . .............
well that is for 4 months what about for n months
instead of putting 4 where you put 4 put a...
The algebraic expression you are looking for is ...
come on just change 4 to n
if we just do one month we have 1(14)+25 if we do two months we have 2(14)+25 if we do three months we have 3(14)+25 n(14)+25
you did it! if we just do one month we have 1(14)+25 if we do two months we have 2(14)+25 if we do three months we have 3(14)+25 so if we four months we have 4(14)+25 ... and if we do n months we have n(14)+25 n(14)+25 is the same as saying 14n+25 which is how it is normally written so you have f(n)=14n+25 where f represents the dollar amount you pay for doing n months.
for example if n=1 f(1)=14*1+25=14+25=39 this says if we just do one month at the gym we will have to pay 39 dollars f(2)=14*2+25=53 this says if we just do two months at the gym we will have to pay 53 dollars anyways they want you to find f(6)
f(n)=4n+25 so f(6)=4*6+25
this says if we do just six months we have to pay 4*6+25
f= 49 6
you mean f(6)=49 right!
and yes if we just do six months we have to pay 49 dollars
for some reason I change 14 to 4
lol maybe I got tired of writing the extra digit over and over :p
f= 109 6
write it as f(6)=109
so this means if we just do 6 months we only have to pay 109 dollars
Anyways the algebraic expression we used was f(n)=14n+25 where f represents the dollar amount of doing n months at the gym
thanks alot bro @freckles
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s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084888041.33/warc/CC-MAIN-20180119144931-20180119164931-00401.warc.gz
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CC-MAIN-2018-05
| 4,174 | 37 |
http://calcfxc.com/v4/documentation/customization/calculatorPropertiesEditor.html
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math
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This editor can be used to edit the text properties of a Focused Calculator.
You may need to keep a calculator in the database, but hidden. A example is for calculators used as parents of Function Calculators. They are needed in the list to be able to occasionally edit them, but you will not be using them as Focused Calculators since they are designed to not use the top row of keys. Or you may create a child calculator and no longer will use the parent.
Hidden calculators can be shown in the list by toggling the "view hidden" button so they can be edited. Hidden calculators will not appear as a calculator by swiping the display for the next calculator.
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s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964358570.48/warc/CC-MAIN-20211128164634-20211128194634-00230.warc.gz
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CC-MAIN-2021-49
| 660 | 3 |
https://en-academic.com/dic.nsf/enwiki/374249
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math
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- GRS 80
GRS 80, or Geodetic Reference System 1980, is a
geodetic reference systemconsisting of a global reference ellipsoidand a gravity field model.
Geodesy, also called geodetics, is the scientific discipline that deals with the measurement and representation of the earth, its gravitational field and geodynamic phenomena ( polar motion, earth tides, and crustal motion) in three-dimensional, time-varying space.
geoidis essentially the figure of the Earth abstracted from its topographic features. It is an idealized equilibrium surface of sea water, the mean sea level surface in the absence of currents, air pressure variations etc. and continued under the continental masses. The geoid, unlike the ellipsoid, is irregular and too complicated to serve as the computational surface on which to solve geometrical problems like point positioning. The geometrical separation between it and the reference ellipsoid is called the geoidal . It varies globally between ±110 m.
reference ellipsoid, customarily chosen to be the same size (volume) as the geoid, is described by its semi-major axis (equatorialradius) "a" and flattening "f". The quantity "f" = ("a"−"b")/"a", where "b" is the semi-minor axis (polar radius), is a purely geometrical one. The mechanical ellipticity of the earth (dynamical flattening, symbol "J"2) is determined to high precision by observation of satellite orbit perturbations. Its relationship with the geometric flattening is indirect. The relationship depends on the internal density distribution, or, in simplest terms, the degree of central concentration of mass.
The 1980 Geodetic Reference System (GRS80) posited a 6,378,137 m semi-major axis and a 1:298.257 flattening. This system was adopted at the XVII General Assembly of the International Union of Geodesy and Geophysics (
IUGG). It is essentially the basis for geodetic positioning by the Global Positioning System and is thus also in extremely widespread use outside the geodetic community.
The numerous other systems which have been used by diverse countries for their maps and charts are gradually dropping out of use as more and more countries move to global, geocentric reference systems using the GRS80 reference ellipsoid.
Defining features of GRS 80
The reference ellipsoid is defined by its
semi-major axis(equatorialradius) and either its semi-minor axis(polar radius) , aspect ratioor flattening. For GRS80, these are:
geometrical constants :
:Semi-major axis = Equatorial Radius 6,378,137.00000 m;
:Semi-minor axis = Polar Radius 6,356,752.31414 m;
:Aspect ratio 0.996647189318775;
:Reciprocal of flattening 298.257222101;
; Derived geometrical constants :
:= 6,372,797.5559 m;
:= 6,371,007.1810 m;
:Radius of a sphere of the same volume 6,371,000.7900 m;
:Linear eccentricity 521,854.0097 m;
:Polar radius of curvature 6,399,593.6259 m;
:Meridian quadrant = 10,001,965.7293 m;
; Defining physical
:Geocentric gravitational constant, including mass of the atmosphere 3986005·108 m3/s2;
:Dynamical form factor = 108263· 10-8;
:Angular velocity of rotation = 7292115·10-11 s-1;
For a complete definition, "four" independent constants are required. GRS80 chooses as these , , and , making the geometrical constant a derived quantity.
The GRS80 reference system is used by the
Global Positioning System, in a realization called WGS 84(World Geodetic System 1984).
*Additional derived physical constants and geodetic formulas are found in the following reference: Geodetic Reference System 1980, Bulletin Géodésique, Vol 54:3, 1980.
* [http://www.gfy.ku.dk/~iag/HB2000/part4/grs80_corr.htm GRS 80 Specification]
Wikimedia Foundation. 2010.
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s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710902.80/warc/CC-MAIN-20221202114800-20221202144800-00718.warc.gz
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CC-MAIN-2022-49
| 3,647 | 34 |
https://thetipcalculator.com/tip-percentage-calculator/
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math
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Tip Percentage Calculator
If you’re not sure how much of a tip to leave or want to calculate the tip percentage, our Tip Percentage Calculator can help. Just enter the bill amount and the service level you received, and we’ll do the math for you.
Online Tip Percentage Calculator
How to Tip Percentage Calculator?
A tip, or gratuity, is a sum of money left by a customer for a service provider in addition to the bill. Tipping is considered polite in many cultures, and it is customary to leave a tip for services such as restaurant meals, hotel stays, taxi rides, and haircuts. The amount of the tip is usually based on the quality of the service and the bill total. check Free Tip Calculator.
Many online percentage calculators can use to calculate the amount of a tip. To use a percentage calculator, input the bill amount and desired tip percentage. The calculator will then output the tip amount and total bill amount. For example, if you have a $100 bill and want to leave a 20% tip, the calculator will output a $20 tip amount and a $120 total bill amount.
If you are unsure how much to tip, a general rule of thumb is to leave 10-15% of the bill as a tip. It is common to leave a $2-$5 tip per day for maid service or other similar services. When leaving a tip, it is important to consider the quality of the service received. You might want to leave a larger tip if you received exceptional service. check Tip Amount Calculator.
How Much to Tip in Different Situations?
It can be tricky to figure out how much to tip. A general rule of thumb is to tip 15-20% for good service, but there are some exceptions. For example, you may want to tip more for excellent service or less for poor service. You can use a tip calculator to help you figure out the right amount to tip.
When dining out, it is customary to tip the waiter or waitress 15-20%. If you order room service, you should tip the maid who brings it to you. And if you get your hair done, you should tip the hairstylist 15-20%. Remember that these are only guidelines – you may want to tip more or less depending on your service level. check Online Tip Calculator.
How to Calculate Reverse Tip?
You’ll need to know the bill amount and tip percentage to calculate a reverse tip. For example, if the bill is $100 and the tip percentage is 20%, the reverse tip would be $20.
Shared Bill Tip Calculator
A shared bill tip calculator is a great way to figure out how much to tip when dining with friends. Enter the total bill amount and the desired tip percentage, then hit calculate. The calculator will do the math for you and tell you the tip amount and the gratuity per person. Remember that a tip is expected for good service, so be sure to factor that into your budget.
Free Percentage Calculators
Free percentage calculators are online tools that allow you to quickly and easily calculate percentages. Enter the values you know, and the calculator will do the rest. Whether you need to figure out what percentage a certain number is of another number or what two numbers are when you only have the percentage value, a free percentage calculator can help.
A Simple Trick to Calculate the Tip
If you’re ever in a situation where you need to calculate the tip, there’s a simple trick you can use that doesn’t require a calculator. First, take the total bill and move the decimal to the left. Then, simply double this amount to get the full tip. For example, if the bill is $32.50, you would move the decimal point one place to the left to get $3.25. Double this amount to get $6.50, your final tip amount. check Movers Tip Calculator.
What is The Normal Tip Percentage?
The average tip percentage is usually around 15%. Depending on the service, some people may tip more or less, but 15% is a good average to tip your server.
What is The Best Tip Percentage
There is no definitive answer to this question as it largely depends on personal preferences. However, a good tip percentage to start with is around 15%.
What is The Most Common Tip Percentage
The most common tip percentage is 15%.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100674.56/warc/CC-MAIN-20231207121942-20231207151942-00516.warc.gz
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CC-MAIN-2023-50
| 4,067 | 24 |
http://www.osti.gov/eprints/topicpages/documents/record/717/4733760.html
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math
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Summary: Distributed Computing manuscript No.
(will be inserted by the editor)
Dana Angluin · James Aspnes · Zoše Diamadi · Michael J. Fischer · RenŽe Peralta
Computation in Networks of Passively Mobile Finite-State Sensors
October 17, 2005
Abstract The computational power of networks of small
resource-limited mobile agents is explored. Two new models
of computation based on pairwise interactions of finite-state
agents in populations of finite but unbounded size are de-
fined. With a fairness condition on interactions, the concept
of stable computation of a function or predicate is defined.
Protocols are given that stably compute any predicate in the
class definable by formulas of Presburger arithmetic, which
includes Boolean combinations of threshold-k, majority, and
equivalence modulo m. All stably computable predicates are
shown to be in NL. Assuming uniform random sampling of
interacting pairs yields the model of conjugating automata.
Any counter machine with O(1) counters of capacity O(n)
can be simulated with high probability by a conjugating au-
tomaton in a population of size n. All predicates computable
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s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701160582.7/warc/CC-MAIN-20160205193920-00279-ip-10-236-182-209.ec2.internal.warc.gz
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CC-MAIN-2016-07
| 1,135 | 20 |
http://extra.wdka.nl/designresearch/2014/04/21/anonymous-prezz-schools-visits/
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math
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In order to get a personal impression of the schools and their way of working we went to as many schools as possible and took pictures. We focused on the following to get a comparable overview.
For schools where we didn t have access (due to distance) we asked exchange students to contact their friends to do the same as we did and send us pictures. Unfortunately this did not work out as good as we planned.
# Website questionary:
1.) From which year is the site from?*2.) Does it have JQuery?3.) Does it have Flash?4.) Is it responsive? 5.) Is it easy to use?6.) Is the interface intuitive? (do you find things easily?)7.) Do they show student’s work their main page?8.) How many pictures of student’s works/facilities/paper/digital/exhibition are there? 9.) How many works are printed media and how many or digital publications?*10.) How many times does the words “print”/”digital” appear?11.) Does the website include open publication?12.) If so the site does, are they digital files or do they send the printed version to you?
# Visit questionary:
1.) Entrance area/students work area:- how many printers/scanners/computers/beamers are there to use?- Do students have a working space area? - personal desks?- corpus (storage space)?
2.) How many flat screens are there?3.) Is there a library?4.) How many pinboards are there? 5.) How many students are studying there in total?6.) Do they have an art supplies shop?7.) In house ICT?
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s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247479967.16/warc/CC-MAIN-20190216065107-20190216091107-00477.warc.gz
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CC-MAIN-2019-09
| 1,449 | 7 |
http://www.hippy.com/lilac/0044.htm
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math
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Table of Contents
Return to mighty
Anyone may have a FREE copy of the entire text of Lilac's Book by going to the Download page.
Back in 1994, I wrote this book, largely in random order, as a gift for my infant daughter. When I finished the first version of the book, I made photocopies and handed them out to anyone who was interested. In 1996, I converted the text of the book into web format and thanks to the gracious and steadfast support from this mighty site, the book has been on Hippyland continuously since January 3, 1997. As far as I can tell from webstats over the past few years, about 3000 people a year are visiting the page to download the full text of the book. If just a portion of these visitors are downloading the text, then this free book is now in the hands of thousands of people. This makes me feel that the gift is not just for Lilac, but for thousands of others, most especially for the teenagers and young adults who so often write to me trying to figure out their place in our world.
BEING FREE | Table of Contents | Readers Comments | Download Lilac's Book | Return to HIPPYLAND | Photo Album
Who IS a Hippy | The Price of Freedom | Following Your Own Heart | It Wasn't All Beauty & Lightness | Contact Me
The original print edition of Lilac's Book © 1994; web editions © 1997, 1998, 1999, 2000, 2001.
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s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912203168.70/warc/CC-MAIN-20190324022143-20190324044143-00189.warc.gz
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CC-MAIN-2019-13
| 1,385 | 7 |
https://assignmentspros.com/carroll-college-information-system-in-global-business-definition-of-terms-questions/
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math
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Carroll College Information System in Global Business Definition of Terms Questions
I don’t know how to handle this Marketing question and need guidance.
Could you please write small paragraph with example for each 6 points below.
3/ /Cell phone network.
Also, I would like to be more consistence of explain the 6 point, Plz
Here the my professor note for how to explain these points “There was a question on the wording to be included in the answer to Question 2. First, you have to include the QFD matrix. In the wording, you have to explain for each cell where you put an X in the matrix why you believe that the specific technology in that row meets the specific business goal in the column of a cell where you marked an X. So essentially, you are explaining the mappings between the technologies and the business goals the way you chose them to be”.
Finally, I attached source that will help you
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CC-MAIN-2022-49
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https://www.arxiv-vanity.com/papers/1206.4746/
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math
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On the number of cubic orders of bounded discriminant having automorphism group , and related problems
For a binary quadratic form , we consider the action of on a two-dimensional vector space. This representation yields perhaps the simplest nontrivial example of a prehomogeneous vector space that is not irreducible, and of a coregular space whose underlying group is not semisimple. We show that the nondegenerate integer orbits of this representation are in natural bijection with orders in cubic fields having a fixed “lattice shape”. Moreover, this correspondence is discriminant-preserving: the value of the invariant polynomial of an element in this representation agrees with the discriminant of the corresponding cubic order.
We use this interpretation of the integral orbits to solve three classical-style counting problems related to cubic orders and fields. First, we give an asymptotic formula for the number of cubic orders having bounded discriminant and nontrivial automorphism group. More generally, we give an asymptotic formula for the number of cubic orders that have bounded discriminant and any given lattice shape (i.e., reduced trace form, up to scaling). Via a sieve, we also count cubic fields of bounded discriminant whose rings of integers have a given lattice shape. We find, in particular, that among cubic orders (resp. fields) having lattice shape of given discriminant , the shape is equidistributed in the class group of binary quadratic forms of discriminant . As a by-product, we also obtain an asymptotic formula for the number of cubic fields of bounded discriminant having any given quadratic resolvent field.
- 1 Introduction
- 2 Preliminaries
- 3 On cubic orders having automorphism group
- 4 On cubic orders having a general fixed lattice shape
- 5 On cubic fields having a given quadratic resolvent field
- 6 On cubic orders with shape of square discriminant
An order in a cubic field (or cubic order for short) has either 1 or 3 automorphisms. The number of cubic orders (resp. fields) with trivial automorphism group and bounded discriminant was computed asymptotically in the classical work of Davenport–Heilbronn .111When referring to the number of cubic orders or fields with a given property, we always mean the number of such objects up to isomorphism. A corresponding asymptotic formula for the number of cubic fields with an automorphism of order 3 (called -cubic fields) was obtained by Cohn , but a formula for -cubic orders has not previously been obtained. In this article, we prove the following theorem:
The number of cubic orders having automorphism group isomorphic to a cyclic group of order , and discriminant less than , is
More generally, we prove asymptotics for the number of cubic orders having any given “lattice shape”. To be more precise, a cubic ring is a commutative ring with unit that is free of rank 3 as a -module. Such a ring is endowed with a linear map called the trace, which sends to the trace of the endormorphism defined by multiplication by . The discriminant of a cubic ring with -basis is defined to be . A cubic order is a cubic ring that is also an integral domain.
For a cubic ring , the restriction of the trace form to the trace-zero part of is an integer-valued binary quadratic form. If has nonzero discriminant then, via a choice of basis, this form can be written as , where is a primitive integral binary quadratic form and is a positive integer. We define the shape of to be the -equivalence class of the binary quadratic form . Since it is often convenient, we will usually refer to itself (or an equivalent form) as the shape of .222We note that the shape of may also be described in terms of the restriction of the trace form to the projection of the lattice onto the plane in that is orthogonal to 1. This yields the binary quadratic form , and so scaling by again gives the primitive integral binary quadratic form which we call the shape. We prefer to use our definition in terms of , as then we can work integrally and do not have to refer to .
If is a primitive integral binary quadratic form, then we define to be the number of cubic orders having shape and absolute discriminant less than . It is easy to see that, by definition, the shape of a cubic ring cannot be negative definite; hence all quadratic forms in this paper are assumed to be either positive definite or indefinite. The following theorem gives an asymptotic formula for as .
Let be a primitive integral binary quadratic form with non-square discriminant . Set if and otherwise. Set if and otherwise. Set if is ambiguous333Recall that a quadratic form is said to be ambiguous if there is an automorphism of in with determinant . Equivalently, is ambiguous if it is -equivalent to the form . and otherwise. Then
Here, is the Dirichlet -function associated to the primitive quadratic character of conductor and denotes the size of the narrow class group of binary quadratic forms of discriminant up to -equivalence.
A cubic ring has three automorphisms if and only if its shape is equivalent to the quadratic form (see proof of Theorem 14). Thus, for this choice of , the quantity is the number of cubic orders with discriminant less than that have three automorphisms, and Theorem 1 follows from Theorem 2.
The main term in Theorem 2 is nearly a function of the discriminant of ; only the factor of depends on the particular equivalence class of . With this in mind, we introduce the notion of an oriented cubic ring, which is a pair consisting of a cubic ring and an isomorphism . We usually refer to an oriented cubic ring simply as , with the accompanying isomorphism being implied. The shape of an oriented cubic ring is defined as before, but now using oriented bases and -equivalence.
We define to be the number of isomorphism classes of oriented cubic orders having shape and absolute discriminant less than . Notice that is ambiguous if and only if its -equivalence class coincides with its -equivalence class. If is not ambiguous then its -class splits into two -classes. In other words,
Let be a primitive integral binary quadratic form with non-square discriminant . Set if and otherwise, and set if and otherwise. Then
In particular, among oriented cubic orders with shape of discriminant , the shape is equidistributed in the class group of binary quadratic forms of discriminant .
We note that the exponent in the error term in Theorem 3 is optimal. If we count cubic rings (instead of just cubic orders) having shape , then we find that the main term in Theorem 3 stays the same (i.e., the number of cubic rings of a given shape that are not orders in cubic fields is negligible), but the error term becomes smaller.
Via a suitable sieve, we use Theorem 3 to determine asymptotics for the number (resp. ) of maximal cubic orders (resp. maximal oriented cubic orders) having shape and discriminant bounded by . Thus is the number of cubic fields with absolute discriminant less than whose rings of integers have shape . As before we have , where if is ambiguous and otherwise.
Let be a primitive integral binary quadratic form of discriminant . Suppose that either or is a non-square fundamental discriminant. Set if and otherwise. Also, set if and otherwise. Then
For all other non-square values of , we have .
As in Theorem 3, we see that the shapes of rings of integers in oriented cubic fields (when ordered by absolute discriminant) are equidistributed in the respective class groups of binary quadratic forms of discriminant . The error term in Theorem 4 can certainly be improved, although we shall not investigate the issue in this paper.
Theorem 5 (Cohn)
The number of abelian cubic fields having discriminant less than is
Finally, Theorem 4 can also be used to count the number of cubic fields with absolute discriminant bounded by and whose quadratic resolvent field is . To this end, let be the number of cubic fields with shape of discriminant of and . Then by Theorem 4, we have as , for any primitive integral form of discriminant . Regarding , we prove:
Suppose is a fundamental discriminant. Then
Combining this with Theorem 4, we obtain the following.
Let be a fundamental discriminant, and set if and otherwise. Set if and otherwise. Also set for and otherwise. Then
We note that this latter result on the asymptotic number of cubic fields having a given quadratic resolvent field was recently obtained independently by Cohen and Morra ([11, Theorem 1.1(2), Corollary 7.6]) using very different methods, and with an explicit error term of .
All the above results may be extended to the case of square discriminant. The cubic fields with shape of square discriminant are precisely the pure cubic fields—i.e. those of the form for some integer —while the orders with such a shape are the orders in pure cubic fields (see Lemma 33). The asymptotic growth in the case of a square discriminant is somewhat larger:
Let be a primitive integral binary quadratic form of square discriminant . Set if and otherwise. Then
where is Euler’s constant. Also, we have
where and . For all other square values of we have .
Finally, hence the density of pure cubic fields is given by
In particular, Theorem 8 shows that, when counting cubic orders with shape of a given square discriminant , both the first and second main terms of the asymptotics become equidistributed in the class group . Note that the last equation (1) in Theorem 8 corresponds to Theorem 1.1(1) in Cohen and Morra’s work , where they again prove an explicit error term of .
We remark that there are two types of pure cubic fields: those with shape of discriminant and those with shape of discriminant . These turn out to correspond to Dedekind’s notion of pure cubic fields of Types 1 and 2, respectively (see ). In fact, the asymptotics for can be deduced fairly easily from Dedekind’s work, as we explain in the last remark of the paper. In general, Theorem 6 shows that there are two distinct types of cubic fields whenever the discriminant of the quadratic resolvent algebra is a multiple of 3. In that case, there are cubic fields of shape of discriminant and of discriminant , and these are precisely the cubic fields of “Type 1” and “Type 2”, respectively.
Our methods are, for the most part, quite elementary, involving primarily geometry-of-numbers arguments. However, these methods also fit into a larger context. Let be an algebraic group and a representation of . Then the pair is called a prehomogeneous vector space if possesses an open orbit; the pair is called a coregular space if the ring of invariants of on is free. A classification of all irreducible reductive prehomogeneous vector spaces was attained by Sato and Kimura in , while a similar classification of simple (resp. semisimple and irreducible) coregular spaces was accomplished by Schwarz (resp. Littelmann ), respectively. The rational and integer orbits in such spaces tend to have a very rich arithmetic interpretation (see, e.g., , , , –, , ), and have led to several number-theoretic applications, particularly to the study of the density of discriminants of number fields and statistical questions involving elliptic and higher genus curves (see , , , , , and ).
In this paper, we prove Theorems 1–8 and related results by considering the simplest nontrivial example of a coregular space whose underlying group is not semisimple (namely, an action of on for a binary quadratic form ). It also yields the simplest prehomogeneous vector space that is not irreducible (namely, an action of on ). We show that the integer orbits on this space, even in this non-irreducible and non-semisimple scenario, also have a rich and nontrivial number-theoretic interpretation, namely, the integer orbits classify cubic rings whose lattice shape is .
In light of these results, we note that there has not been a classification of general reducible prehomogeneous vector spaces nor of general non-semisimple coregular spaces, akin to the work of Sato–Kimura or Schwarz–Littelmann, respectively, leading to two interesting questions in representation theory. As we hope this paper will illustrate, the solution of these two problems may also have important consequences for number theory.
We note that the problems that we address in this paper are related to problems considered by Terr and more recently by Mantilla and Zhao . In , Terr showed that the shape of cubic rings (ordered by absolute discriminant) is equidistributed amongst lattices, which are viewed as points in Gauss’ fundamental domain . More precisely, the number of cubic rings (of bounded discriminant) having shape lying in some subset is proportional to the area of (with respect to the hyperbolic measure on ). Terr’s work is somewhat orthogonal to our own in that it implies that , but it does not say anything more about a single shape . A related problem is to determine when a cubic field is determined by its trace form, which is a finer invariant than the shape. This problem was treated recently by Mantilla; see . Finally, Zhao has recently carried out a detailed study of the distribution of cubic function fields by discriminant, in which the geometric Maroni invariant of trigonal curves plays an important role. In particular, he has suggested an analogue of the Maroni invariant for cubic number fields, which turns out to be closely related to the notion of “shape”; see for further details.
Acknowledgments. We are very grateful to Hunter Brooks, Jordan Ellenberg, Wei Ho, Julian Rosen, Peter Sarnak, and Yongqiang Zhao for helpful conversations and comments on an earlier draft of this manuscript. The first author was supported by a Packard Foundation Fellowship and National Science Foundation grant DMS-1001828. The second author was partially supported by National Science Foundation RTG grant DMS-0943832.
In order to count cubic rings of bounded discriminant, we use a parametrization, due to Delone-Faddeev and recently refined by Gan-Gross-Savin , that identifies cubic rings with integral binary cubic forms.
2.1 The Delone-Faddeev correspondence
We follow the exposition of Gan-Gross-Savin . Consider the space of all binary cubic forms
with integer coefficients, and let an element act on this space by the twisted action
This action is faithful and defines an equivalence relation on the space of integral binary cubic forms.
The discriminant of a binary cubic form is defined by
The discriminant polynomial is invariant under the action of .
Theorem 9 (Gan-Gross-Savin )
There is a canonical bijection between isomorphism classes of cubic rings and -equivalence classes of integral binary cubic forms. Under this bijection, the discriminant of a binary cubic form is equal to the discriminant of the corresponding cubic ring. Furthermore, a cubic ring is an integral domain i.e., a cubic order if and only if the corresponding binary cubic form is irreducible over .
To parametrize oriented cubic rings, one must use -equivalence in the correspondence of Theorem 9, rather than -equivalence. Recall that the shape of an oriented cubic ring is then well-defined up to -equivalence.
Not only does Theorem 9 give a bijection between cubic rings and cubic forms, but it also shows that certain properties and invariants of each type of object translate nicely. Next, we describe how the shape of a cubic ring translates into the language of binary cubic forms.
2.2 Hessians and shapes
Let be an integral binary cubic form. The integral binary quadratic form
is called the Hessian of . The Hessian has the following properties .
The Hessian is a -covariant of integral binary cubic forms; that is, if two binary cubic forms and are equivalent under the twisted action of , then the corresponding Hessians and are also equivalent under the same action but without the twisting factor i.e., the factor of the determinant. For any binary cubic form , we have .
The relevance of the Hessian of a binary cubic form is that it gives the shape of the corresponding cubic ring:
Suppose that a cubic ring resp. oriented cubic ring corresponds to a binary cubic form as in Theorem 9. Then the resp. -equivalence class of the primitive part of the Hessian coincides with the shape of .
Proof: If we write
with of trace zero, then a computation gives (see ).
Suppose is a cubic ring having an order three automorphism and corresponding binary cubic form . Then the Hessian of must have an order three automorphism as well, and so it must be equivalent to an integer multiple of the quadratic form . Conversely, we show in the next section that any ring having the form as its shape must be a -cubic ring.
3 On cubic orders having automorphism group
In this section we will prove Theorems 1 and 5. As mentioned in the introduction, these theorems are actually special cases of Theorems 2 and 4, respectively. We prove these cases separately because the argument is better motivated and understood after seeing a concrete example. Moreover, the results in this case are interesting in their own right due to their connection with -cubic orders in abelian cubic fields.
3.1 The action of on
Set , and let denote the subgroup of elements of preserving the quadratic form via its natural (left) action on binary quadratic forms; i.e.,
We define the cubic action of on by for a column vector . The adjoint quadratic form of is an invariant polynomial for this latter action, and it generates the full ring of invariants.
Let be the lattice . We will see that is preserved under , the group of integer matrices in .
The -orbits on nonzero lattice vectors are in natural bijection with -cubic oriented rings . Under this bijection,
Proof: Let be a -cubic ring with automorphism of order 3, and let
be a binary cubic form corresponding to under the Delone-Faddeev correspondence. Also let denote the Hessian of . Then induces an order 3 automorphism on and hence on . Up to equivalence and scaling, there is only one integral binary quadratic form having an -automorphism of order three, namely . Thus, after a change of basis, we may assume that for some nonzero . Hence we have
The first equation implies , while the third implies (assuming nonzero). Substituting these values of into the second equation gives
Expanding out, and dividing by , we obtain
We now have
one easily checks that this gives the unique solution for and even when one of or is zero. Furthermore, has integer coefficients precisely when , i.e., , are integers congruent modulo 3.
Conversely, if is nonzero, then we can define integers and as in (3) and set ; this cubic form has Hessian where A calculation shows that the order 3 transformation
is an automorphism of , and hence the ring corresponding to is a -cubic ring.
Now suppose we have binary cubic forms , corresponding to , . Then and are -equivalent if and only if they are -equivalent, since they both have Hessian equal to . Write and with . Then an elementary computation shows that
where . (Note that the cubic action here is to be expected because the cube roots of the identity generated by must lie in the kernel of the action of on .) It follows that and are -equivalent if and only if and are -equivalent under the cubic action. This proves the first part of the theorem. Finally, by Propositions 11 and 12 we know that , and we compute .
3.2 The number of -cubic orders of bounded discriminant
To prove Theorem 1, we first require the following lemma which shows that the reducible forms corresponding to -cubic rings are negligible in number. This will allow us to prove asymptotics for -cubic orders rather than just -cubic rings.
The number of -equivalence classes of reducible integral binary cubic forms having Hessian a multiple of , and discriminant less than , is .
Proof: We give an upper estimate for the number of -equivalence classes of reducible forms of discriminant less than whose Hessian is a multiple of . It will suffice to count first the primitive forms , and then we will sum over all possible contents for . Now any such primitive reducible with Hessian has a linear factor with and relatively prime integers. Furthermore, the order three automorphism (4) permutes the three roots of in , and hence must factor into the 3 primitive linear factors that are obtained by successively applying to . Thus we have
Computing the discriminant of , we find
Thus, if , then , and hence the total number of values for the pair , and thus , is at most .
In order to count the total number of forms and not just the primitive ones, we sum over all possible values of the content of . Since , we thus obtain
as an upper estimate for the total number of -equivalence classes of reducible forms of discriminant less than whose Hessian is a multiple of , as desired.
Proof of Theorem 1: By Theorem 14 and Lemma 15, it now suffices to count elements , up to -equivalence, subject to the condition . The number of integral points inside the elliptic region cut out by the latter inequality is approximately equal to its area , with an error of at most . Meanwhile, being the (orientation-preserving) symmetry group of the triangular lattice, is isomorphic to , the cyclic group of order 6. Since this is the cubic action, the cyclic subgroup of order 3 acts trivially. Up to equivalence, we thus obtain
points inside the ellipse. The number of such points with (mod 3) is therefore
This is the number of oriented -cubic rings with discriminant bounded by . By Lemma 15, the -cubic rings that are not orders will be absorbed by the error term. After dividing by two to account for the fact that we counted oriented rings, we obtain the formula in Theorem 1.
3.3 An elementary proof of Cohn’s theorem on the number of abelian cubic fields of bounded discriminant
Now we wish to count those points of bounded discriminant corresponding to maximal cubic orders. This is equivalent to counting abelian cubic extensions of of bounded discriminant. Since maximality is a local property, it suffices to determine how many -cubic rings satisfy the condition that the -algebra is maximal for every prime . The following lemma ([10, Lemma 13]) gives a useful criterion to determine when a cubic ring is maximal at .
If is a binary cubic form over or , then is not maximal at if and only if one of the following conditions hold:
is -equivalent to a form such that and .
In particular, if is nonzero mod then is maximal at .
With the help of this lemma, we now determine conditions for when the cubic order corresponding to the binary cubic form
is maximal at . We consider three cases, corresponding to the three possible residue classes of ().
First suppose that (). We have by Theorem 14, and does not factor (mod ). Then, by the lemma, is maximal at as long as (mod ). We conclude that for ), the -adic density of elements corresponding to maximal rings (at ) is .
Next, suppose (mod 3). In order for to vanish modulo , we need (mod ), where is a primitive sixth root of unity in . In that case, we obtain
If (mod ), then (mod ) and so is not maximal at . Otherwise, if we have a pair with (mod p) and (mod ), then we may send the unique multiple root of in to the point via a transformation in . Then, modulo , the form is congruent to a multiple of . A proportion of of these forms satisfy (mod ), where is the coefficient of . By Lemma 16, the -adic density of points corrresponding to rings maximal at is therefore
since there are two primitive sixth roots of unity in if (mod 3).
Finally, if , then we wish to know the density of all for which the binary cubic form in (6) yields a cubic ring maximal at 3. Clearly, we need (mod 3) for the discriminant of the corresponding cubic ring to vanish modulo 3. Since already (mod 3), we must have (mod 3) to obtain a ring that is not maximal at 3. Write and . Then we wish to know when the binary cubic
corresponds to a cubic ring not maximal at 3. Note that (mod 3), and (mod 3) if and only if (mod 3). Otherwise, we can send the unique multiple root of in to , which transforms to a multiple of . As before, a proportion of of such forms will have coefficient congruent to 0 (mod ). By Lemma 16, it follows that a proportion of of such will correspond to a cubic ring not maximal at 3. We conclude that the density of that yield a cubic ring maximal at 3 is 22/27.
We have proven the following proposition.
Let denote the set of all corresponding to rings maximal at under the bijection of Theorem 14. Then the -adic density of in is given by
The proof of Theorem 1 gives the total number of points in , up to -equivalence, having discriminant at most . We may similarly determine the number of points, up to -equivalence, having discriminant at most , where is any -invariant subset of defined by finitely many congruence conditions.
Let be an -invariant subset that is defined by congruence conditions modulo finitely many prime powers. Then the number of points in , up to -equivalence, having discriminant at most is given by
where denotes the -adic density of in .
The proposition follows from arguments essentially identical to those in the proof of Theorem 1.
The set of elements in that correspond to maximal cubic rings, however, is defined by infinitely many congruence conditions. To show that (9) still holds for such a set, we require a uniform estimate on the error in (9) when the congruence conditions defining are imposed only at the finitely many primes , as . This is the content of the following
Let denote the subset of corresponding to cubic rings maximal at all primes . Then
Proof: Let denote the subset of elements in corresponding to cubic rings that are not maximal at . Any such ring is contained in a maximal ring , where also has shape (this is because the field containing must have an order 3 automorphism, and then so does ). The number of such possible (up to isomorphism) with discriminant less than is by Theorem 1. To count all orders in such having discriminant less than , we require the following lemma.
Lemma 20 (Datskovsky–Wright )
If is any maximal cubic ring, then the number of orders of index is for any .
The lemma implies that the total number of cubic rings of discriminant less than that are not maximal at and are contained in maximal rings of shape is at most
Since , we obtain the desired estimate.
Thus, by choosing large enough, we can make for any . We conclude that the number of -cubic fields of discriminant less than is asymptotic to
and this is the result of Cohn .
4 On cubic orders having a general fixed lattice shape
Let be a primitive integral binary quadratic form with non-square discriminant. In this section we determine asymptotics for the number of oriented cubic orders having absolute discriminant bounded by and shape , i.e., we prove Theorem 3. To accomplish this, we generalize the proofs of the previous section.
We choose to work with oriented cubic rings for a couple of reasons. First, this allows us to ignore the determinant automorphisms in , making the proof a bit simpler. Second, Theorem 3 shows that, at least asymptotically, lattice shapes are equidistributed within the (narrow) class group, suggesting that oriented rings are the natural framework for our analysis.
4.1 A more general action of on
Recall that the shape of a cubic ring is an equivalence class of binary quadratic forms. We begin by fixing a representative of this class, say . As in the -cubic ring case, we consider a lattice of elements , defined by the congruence conditions
Let denote the adjoint quadratic form of . Let denote the subgroup of transformations which fix via . Then we define the cubic action of
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https://record.umich.edu/tags/department-of-mathematics/
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Department of Mathematics
January 14, 2019
Suzanne L. Weekes, professor of mathematical sciences at Worcester Polytechnic Institute, will deliver a lecture focusing on creating pathways for a more diverse generation of young people in mathematics communities.
September 22, 2015
Peter Smereka, professor of mathematics, died Sept. 15 after suffering an unexpected heart attack.
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https://math.uu.se/collaboration/math-circle/
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math
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Uppsala Math Circle
Welcome to Uppsala Math Circle, a club for gymnasium students interested in math. Each term we will choose a topic we find interesting and offer a special course on this topic, mixing theoretical and problem solving sessions.
The topic for the Circle's second course will be Mathematical crystals. The course will be given in Swedish.
Spring 2019: Geometric constructions.
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https://listserv.uni-heidelberg.de/cgi-bin/wa?A2=LATEX-L;2296adc2.0106&FT=&P=2076884&H=A&S=b
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I'm very, very glad about guru Donald Arseneau's technical and
Something (part of which) may belong to the list:
At 21:09 25.03.05, you wrote:
>Uwe Lück <[log in to unmask]> writes:
>Triggering the output routine with \holdinginserts>0 means
>*nothing* is put in the footins box. If you ship out the
>page contents, the inserts are lost.
Yes, *nothing* is put in... yet:
Sorry, what I painfully found: \marginpar (e.g., usually) first gives
\outputpenalty=-10004. I thought: this doesn't call \@reinserts,
so I can keep \holdinginserts>0 here. Yet \outputpenalty=-10002
(or - 10003) comes next. Here I render \holdinginserts non-positive.
Yet the \footins box has been filled with the previous run of \output
(\outputpenalty=-10004), and it now -- in spite of \holdinginserts>0
-- keeps its content -- it is not emptied (as one test of mine shows),
and I'm sure the \insert's have been removed with the previous
\output run. -- And so, if I don't change \@reinserts, it reinserts
the previous \footins box content, contrary to my intention.
So I conclude that, with \outputpenalty=-10004, I have to render
\holdinginserts non-positive and rerun \output.
But then, the LaTeX output routine just does nothing (if I'm right,
it just restores the previous situation). According to the
documentation of the present LaTeX version, \outputpenalty=-10004
is to ensure that a footnote split is output on the next page.
I wonder how this feature changes when \output meets
\outputpenalyty=-10004 with \holdinginserts>0. So I wonder what to
do with split footnotes as soon as I use \holdinginserts in general.
Indeed I don't understand the previous treatment of split footnotes
so far. According to the TeXbook (p. 125), they are placed at (or near)
the top of the next list of contributions anyway, and what could one
do more to ensure that they are printed soon?
>The output triggering has to be rewritten to usually keep
>\holdinginserts=1, until a page is ready to ship out (normal
>output), then temporarily set \holdinginserts=0 and recycle
>the page contents (\unvbox255 etc). Then the next invocation
>of the output routine can ship out the page. That's what
>the answer in 3719 appears to do. What is wrong with it?
>I see a misuse of \outputpenalty, which may be the only
>This probably doesn't belong on this list, so email me.
I've learnt using \holdinginserts from Stephan Boettcher's
lineno.sty (which uses other values of \holdinginserts than 0
and 1, cf. another mail of mine).
What from latex/3719 puzzles or puzzled me:
1. At first, I thought the only problem of the present LaTeX
output routine were \@reinserts, so the proposal to keep a
positive \holdinginserts for *every* \@specialoutput seemed
to be wrong to me. Indeed, I still think that \clearpage
-- which is run with \outputpenalty=-10001 and at the same
time is a "\@specialoutput" -- urgently needs a
non-positive \holdinginserts. -- OK, my present guess is
that \output must be rerun with non-positive \holdinginserts
just if \outputpenalty is one of 10000, -10000 or -10001.
I don't want to deny that \outputpenalty=-10004 needs
a change, yet I wonder which.
2. The proposal of latex/3719 includes \let\@reinserts\relax,
and this broke my installation. (I.e.: If I use it, page-breaking
is refused at all, otherwise the \@reinserts bug keeps working.)
Yet this may be due to my special use with lineno.sty, and I
will investigate this problem on my own. At present, I think
lineno.sty should not change \@reinserts at all, lineno.sty
should just care that it never presents a non-void box to
\@reinserts. -- I.e.: At the present stage of my work, I'm not
trying to correct LaTeX, I'm just trying to prevent lineno.sty
from doing LaTeX's mistake. I plan to try to correct LaTeX
as soon as I have achieved my former objective.
3. I had wondered about \output@setup@vsize after
\@specialoutput in latex/3719, but here I have possibly
just misinterpreted the LaTeX code known to me earlier.
Thanks and best,
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http://qxpaperdvvf.firdaus.info/help-solve-math-problems.html
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Whether it be arithmetic, algebra, calculus, differential equations or anything in between, wolfram|alpha is up to the challenge get help with math homework, solve specific math problems or find information on mathematical subjects and topics. Reading and understanding written math problems by: to better comprehend what they are being asked to solve provide manipulatives to help students visualize the . It will help english language learners understand how to solve word problems with the easy to understand method, building on and reinforcing academic language category education. Prompt help with any math problems in fact, we can help you solve any math problem you are struggling with - just give our service a try and see for yourself. Webmath is designed to help you solve your math problems composed of forms to fill-in and then returns analysis of a problem and, when possible, provides a step-by-step solution.
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CC-MAIN-2018-47
| 4,590 | 7 |
https://www.cambridge.org/core/journals/proceedings-of-the-edinburgh-mathematical-society/article/some-properties-of-parabolic-curves/8D1233C0C82A3D4B66F754BB62528203
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math
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If the tangent at a point P on the parabolic curve cy=xn meet the axis of x at M, it is a well-known property that the area between the radius vector OP and the are OP is n times that between the arc OP and the two tangents OM, MP, O being the origin and n > 1. The converse is also true; for taking any point O on a curve as origin and the tangent at O as axis of x, let us seek for the locus of P if the area between OP and the arc OP be n times the area between the arc OP and the tangents OM, MP.
Email your librarian or administrator to recommend adding this journal to your organisation's collection.
* Views captured on Cambridge Core between September 2016 - 26th May 2017. This data will be updated every 24 hours.
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CC-MAIN-2017-22
| 723 | 3 |
http://www.wyzant.com/Glendale_CA_internet_tutors.aspx
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math
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Three of my SAT Math II students this past year were boarding school students in Russia; I tutored these girls remotely via Skype-esque video conferencing and advanced...
including general computer
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https://proficientwriters.net/buy-essay-online-6951/
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• Calculate the momentum in (kilograms*meters/second) for the following: • A 1500 kg parked car • A 20 kg toddler sliding on a slide 2 m/s to the SW • A 1500 kg car going 90 mi/hour on the freeway • If my momentum was 172 kg*m/s to the south and my mass is 86 kg, what is my velocity? • Calculate the force of impact, in Newtons, from the impulse equation F * t = m(vf-vi) where a 1100 kg car was driving 40.2 m/s to 0 m/s in 0.25 s. The road was icy so ignore friction. • Calculate the Impulse of a 50 N punch lasting 0.25 s • Try it again for the same punch that takes 0.5 s • Using W = F * d where F is the magnitude of the force and d is distance use F = ma and Work = F*d to calculate the acceleration of a 1.25 kg book that’s pushed across a table of 1 meter with the total work done of 3 N*m • Physics in fitness: Remember the arc length formula we used for a lever? d = pr * (?/180) where ? is the angle of the part of the circle it makes, and r is the radius of the circle formed. • If I am at the gym doing shoulder curls, I’m treating my arms like a 0.8 m lever. If I swing my arm 90°, what is the distance my arm swung? • If I was lifting a 22 lbf (98 N) weight, how much work would I have done in one rep? • If I have done a set of 15 reps, how much work have I done in total?
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s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571745.28/warc/CC-MAIN-20220812170436-20220812200436-00754.warc.gz
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CC-MAIN-2022-33
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https://www.jiskha.com/display.cgi?id=1162768779
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math
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Substitution Method!PLZ HELP 2222!!
posted by Matthew .
In the top equation:
1) y=2x -5
Put that in the second equation
3( ) -x =5
solve for x, then put that value of x back in to 1) to solve for y.
So would it be:
would it?PLz help me bob and margie!
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s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886109803.8/warc/CC-MAIN-20170822011838-20170822031838-00627.warc.gz
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CC-MAIN-2017-34
| 251 | 9 |
http://rutwick.com/index.php/ebooks/introduction-to-non-linear-optimization
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math
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By L. E. Scales
Read Online or Download Introduction to Non-Linear Optimization PDF
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This publication is a revelation to american citizens who've by no means tasted actual Cornish Pasties, Scotch Woodcock (a appropriate model of scrambled eggs) or Brown Bread Ice Cream. From the luxurious breakfasts that made England well-known to the steamed puddings, trifles, meringues and syllabubs which are nonetheless well known, no point of British cooking is missed.
This publication is an creation to trendy numerical tools in engineering. It covers purposes in fluid mechanics, structural mechanics, and warmth move because the such a lot appropriate fields for engineering disciplines comparable to computational engineering, medical computing, mechanical engineering in addition to chemical and civil engineering.
Extra info for Introduction to Non-Linear Optimization
The initial point is x 0 , the search vector is p0 and the linear minimum becomes the new point x 1 . 2 FUNCTION COMPARISON METHODS We assume that an interval [a, b] is known which brackets a local minimum x*, that is, a ~x* ~b. This is called an interval of uncertainty. 4. By evaluating the objective function at points over the interval it is possible to obtain a smaller interval of uncertainty. Continuing along these lines leads to an iterative process by which the interval of uncertainty may be made arbitrarily small.
3. 3: Quadratic interpolation 2 3 input a 1 , b 1 , c 1 , xtol,ftol set Fa= F(aJ), Fb = F(bJ), Fe= F(cJ) for k = 1 , 2, ... repeat se t xA*_ - -1 (bi-ci)Fa + (ci-ai)Fb + (ai-bl)Fe 2 (bk-ck)Fa + (ck-ak)Fb + (ak-bk)Fe 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 ~~~~~~~~~~~~~~ Fx = F(x*) if x* < ck and Fx
An algorithm can at best be shown to exhibit global convergence to a local minimum on a general, sufficiently smooth, non-linear function. Detailed proofs of convergence are omitted from this book, We shall imply convergence where possible by establishing that a sufficient reduction in function value can be obtained at each iteration until the solution is found. 2 Rate of convergence Given that a method is stable, it is important to have a theoretical indication of the rate of convergence to a solution since this may be so slow as to render the method of little practical value.
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CC-MAIN-2019-04
| 2,309 | 9 |
https://en-academic.com/dic.nsf/enwiki/254541
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math
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- Analytical mechanics
Analytical mechanics is a term used for a refined, highly mathematical form of
classical mechanics, constructed from the eighteenth centuryonwards as a formulation of the subject as founded by Isaac Newton. Often the term vectorial mechanics is applied to the form based on Newton's work, to contrast it with analytical mechanics. This distinction makes sense because analytical mechanics uses two "scalar" properties of motion, the kinetic and potential energies, instead of vector forces, to analyze the motion.cite book |title=The variational principles of mechanics |author=Cornelius Lanczos |page=Introduction, pp. xxi–xxix |edition=4rth Edition |publisher=Dover Publications Inc. |location= New York |isbn=0-486-65067-7 |year=1970 |url=http://books.google.com/books?id=ZWoYYr8wk2IC&pg=PR4&dq=isbn:0486650677&sig=NL35zjprkiKvcdCyu5qa9AWQBLY#PPR21,M1]
The subject has two parts:
Lagrangian mechanicsand Hamiltonian mechanics. The Lagrangian formulation identifies the actual path followed by the motion as a selection of the path over which the time integral of kinetic energy is least, assuming the total energy to be fixed, and imposing no conditions on the time of transit. The Hamiltonian formulation is more general, allowing time-varying energy, identifying the path followed to be the one with least "action" (the integral over the path of the difference between kinetic and potential energies), holding the departure and arrival times fixed.The term "action" has various meanings. This definition is only one, and corresponds specifically to an integral of the system Lagrangian.] These approaches underly the path integral formulationof quantum mechanics.
It began with
d'Alembert's principle. By analogy with Fermat's principle, which is the variational principlein geometric optics, Maupertuis' principlewas discovered in classical mechanics.
coordinates, we obtain Lagrange's equations. Using the Legendre transformation, we obtain generalized momentumand the Hamiltonian. Hamilton's canonical equationsprovides integral, while Lagrange's equationprovides differential equations. Finally we may derive the Hamilton–Jacobi equation.
The study of the solutions of the Hamilton-Jacobi equations leads naturally to the study of
symplectic manifolds and symplectic topology.cite book |title=Mathematical methods of classical mechanics |author=VI Arnolʹd |year=1989 |publisher=Springer |edition=2nd Edition |page= Chapter 8 |isbn=978-0-387-96890-2 |url=http://books.google.com/books?id=Pd8-s6rOt_cC&printsec=frontcover&dq=isbn:9780387968902#PPT18,M1] cite book |title=Geometric algebra for physicists |author=C Doran & A Lasenby |publisher=Cambridge University Press |page=§12.3, pp. 432-439 |isbn=978-0-521-71595-9 |year=2003 |url=http://www.worldcat.org/search?q=9780521715959&qt=owc_search] In this formulation, the solutions of the Hamilton–Jacobi equations are the integral curves of Hamiltonian vector fields.
References and notes
Wikimedia Foundation. 2010.
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s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296816893.9/warc/CC-MAIN-20240414192536-20240414222536-00800.warc.gz
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CC-MAIN-2024-18
| 3,005 | 12 |
https://edurev.in/studytube/GATE-Past-Year-Questions-Flywheel/d4e7aaa8-f457-41aa-8599-9bad82c363e3_t
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math
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Try yourself:The speed of an engine varies from 210 rad/s to 190 rad/s. During cycle the change in kinetic energy is found to be 400 Nm. The inertia of the flywheel in kg-m2 is
We know, DE = Iω2 CS
Here, ω = 200; DE = 400
Try yourself:For a certain engine having an average speed of 1200 rpm, a flywheel approximated as a solid disc, is required for keeping the fluctuation of speed within 2% about the average speed. The fluctuation of kinetic energy per cycle is found to be 2 kJ. What is the least possible mass of the flywheel if its diameter is not to exceed 1 m?
Try yourself:If Cf is the coefficient of speed fluctuation of a flywheel then the ratio of wmax /wmin will be
Try yourself:Which of the following statements is correct?
Try yourself:A flywheel of moment of inertia 9.8 kg m2 fluctuates by 30 rpm for a fluctuation in energy of 1936 Joules. The mean speed of the flywheel is (in rpm)
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s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780056711.62/warc/CC-MAIN-20210919035453-20210919065453-00346.warc.gz
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CC-MAIN-2021-39
| 902 | 7 |
https://digital.library.txstate.edu/handle/10877/13154
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math
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A classical solution weakened on the axis for a mixed problem of inhomogeneous hyperbolic equations
MetadataShow full metadata
The main purpose of this paper is to present sufficient conditions, on the forcing term of a mixed problem for three dimensional hyperbolic equations of any even order, for the existence of axially weakened classical solutions.
CitationAl-Momani, R. (2003). A classical solution weakened on the axis for a mixed problem of inhomogeneous hyperbolic equations. Electronic Journal of Differential Equations, 2003(103), pp. 1-8.
This work is licensed under a Creative Commons Attribution 4.0 International License.
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s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030337504.21/warc/CC-MAIN-20221004121345-20221004151345-00004.warc.gz
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CC-MAIN-2022-40
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http://www.numberof.net/number-of-hours-in-a-year/
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math
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Number of Hours in a Year
How many hours are there in a year?
Most years in the Gregorian calendar have a total of 8,760 hours. In the Gregorian calendar a regular year consists of 365 days, and each day has 24 hours, so 365 days x 24 hours = 8,760 hours. The exception to this are on leap years where there are 366 days in the year, in which case there are 8,784 hours for the year.
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s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560279410.32/warc/CC-MAIN-20170116095119-00092-ip-10-171-10-70.ec2.internal.warc.gz
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https://www.emblibrary.com/EL/ELProjects/Projects.aspx?productid=PR1758
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To mark the next design, take
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Take this measurement
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CC-MAIN-2020-10
| 672 | 21 |
http://www.windowspedia.net/educational-science-software-tag/literalmath-download-257183.html
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math
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Text editor with two additional capabilities: math notation and hypertext. Uses the RTF format known to Wordpad, Word. Generates HTML, so popular browsers can display that math notation. Users may specify links to other web documents without knowledge of HTML. Math notation is based on special fonts, thereby allowing browsers to render math at the speed of text.
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Other Windows Software of Developer «Eugenio Vilar»:
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Windows Software - Free Windows Downloads, Apps, Games, Freeware, Skype, Media Player, Antivirus, Gimp, Live, Starter for Windows XP, Vista, 7, 8, 10
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http://www.google.com/patents/US4780723?dq=7143430
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math
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US 4780723 A
A compressed feed is used in a microstrip antenna for reducing the spacing between adjacent tap points on the feed line such that sigma angle changes--due to temperature variations--of a radiating beam in a radar system are reduced.
1. A microstrip antenna structure exhibiting improved beam angle temperature stability, comprising:
a plurality of parallel arrays, corresponding to an antenna aperture, positioned in spaced coplanar relation;
a feed means positioned in coplanar transverse relation to the arrays;
a plurality of tap means superposed on the feed means along the length thereof, the spatial distance between adjacent tap means being smaller than the spatial distance between adjacent arrays; and
a plurality of linking means, positioned in coplanar relation between the feed means and the arrays, for connecting each successive tap means to a corresponding successive one of the arrays at a first end thereof, the linking means exhibiting identical phase shifts;
whereby fluctuations of the beam angle resulting from temperature variance are significantly reduced, and
wherein, for an antenna structure located in a three dimensional space having an x axis, a y axis and a z axis with the antenna structure being positioned coplanarly along the x axis, the distance between successive tap means is related to: ##EQU4## where lfeed=the actual path length between adjacent tap means,
sarray=the spatial distance between adjacent arrays,
σ=the angle as measured from the y axis to the beam peak,
λ.sub. = free space wavelength, and
Er =dielectric constant for the antenna structure.
2. A microstrip antenna having two antenna apertures and exhibiting a sigma beamwidth, the microstrip antenna comprising:
a plurality of forward-firing arrays located in spaced coplanar relation and corresponding to the first antenna aperture;
a plurality of backward-firing arrays corresponding to a second antenna aperture and positioned in coplanar interleaved relation with the forward-firing arrays;
first feed means positioned in coplanar transverse relation to the forward-firing arrays, the first feed means including a plurality of first tap means superposed thereon, the spatial distance between the adjacent first tap means being smaller than the spatial distance between adjacent forward-firing arrays;
second feed means positioned in transverse relation to the backward-firing arrays, the second feed means including a plurality of second tap means superposed thereon, the spatial distance between the adjacent second tap means being smaller than the spatial distance between adjacent backward-firing arrays;
first plurality of linking means, positioned in coplanar relation between the first feed means and the forward-firing arrays, for connecting each first tap means to a first input of a corresponding successive array of the first antenna aperture, the first linking means exhibiting identical phase shifts; and
second plurality of linking means coplanarly, positioned between the second feed means and the backward-firing arrays, for connecting each second tap means to a first input of a corresponding successive array of the second antenna aperture, the second linking means exhibiting identical phase shifts;
whereby sigma beam angle fluctuations resulting from temperature variance are significantly reduced.
3. The microstrip structure set forth in claim 2, wherein the first and second feed means are shaped in the form of a straight line.
4. The microstrip structure set forth in claim 3, wherein the spatial distance between adjacent tap means is equal to the path length between the adjacent tap means.
5. The microstrip structure set forth in claim 2, wherein the first and second feed means are serpentine shaped.
6. The microstrip structure set forth in claim 5, wherein the spatial distance between adjacent tap means is smaller than the path length between adjacent tap means.
7. The microstrip antenna structure set forth in claim 2, wherein the plurality of first and second linking means comprises linking means of different actual lengths embedded in a substrate, the actual length of a first one of the first and second plurality of linking means is related to the actual length of a second one of the corresponding first or second plurality of linking means by the following formula:
lx =ly +nλE
lx =the actual length of the first linking means,
ly =the actual length of the second linking means,
λE =substrate wavelength.
8. The microstrip antenna structure set forth in claim 2, wherein, for an antenna structure located in a three dimensional space having an x axis, a y axis and a z axis with the antenna structure being positioned coplanarly along the x axis, the path length between adjacent tap means is related to: ##EQU5## where lfeed=path length between adjacent tap means,
sarray=the spacing between adjacent arrays,
σ=the angle as measured from the y axis to the beam peak,
λ.sub. = free space wavelength, and
Er =dielectric constant for the antenna structure.
The most relevant known prior art is copending patent application Ser. No. 650,491, now U.S. Pat. No. 4,603,332 to Mead, et al., which is assigned to the present assignee. The prior art antenna is an interleaved microstrip planar antenna which has both forward and backward firing apertures. By using both forward-firing and backward-firing arrays, spacings between the arrays can be chosen in the microstrip antenna for compensating the gamma angle fluctuations, which result from temperature variations, of the radiated beam. However, this interleaved microstrip antenna does not compensate for any sigma angle fluctuations which may be caused by temperature variations.
The present invention can be used in both single aperture and interleaved dual aperture microstrip antennas. By compressing the tap points of the feed for the arrays, changes due to temperature variations in the sigma angle of the radiating beam of the microstrip antenna are compensated.
Thus, the present invention has the distinct advantage of substantially reducing any sigma angle fluctuations due to temperature variations.
A second distinct advantage of the present invention is that the compressed feed can be applied to both single aperture and dual aperture microstrip antennas.
The above-mentioned objects and advantages of the present invention will be more clearly understood when considered in conjunction with the accompanying drawings, in which:
FIG. 1 is a schematic illustration of a typical antenna radiation pattern;
FIG. 2 is a typical feed section of a conventional traveling wave feed;
FIG. 3 illustrates a conventional corporate feed;
FIG. 4 illustrates a section of the compressed feed antenna of the present invention; and
FIG. 5 illustrates the entire radiating plane of the present compressed feed antenna.
In a microstrip planar antenna for a doppler radar system, there is always a certain degree of error due to temperature changes reacting with the dielectric materials which make up the microstrip antenna apertures. This is due to the fact that the beam angles of the antenna are functions of the temperature. Putting it simplistically, as the temperature increases, the beam angles have a tendency to spread away from each other; and when the temperature decreases, the beam angles would come back toward each other. For example, in FIG. 1 there is shown a typical diagram of a doppler radar system wherein a beam 2 is projected from planar antenna 4 of aircraft 6. As shown in the three-dimensional diagram, the axis of beam 2 is at an angle gamma (γ) to the x axis, at an angle sigma (σ) to the y axis, and at an angle psi (ψ) to the z axis. From beam 2 two images, gamma (γ) and sigma (σ), are reflected back to the antenna. Note that the gamma image is to the back of beam 2 while the sigma image is at the same forward position but to the left of beam 2 in this example. For the sake of clarity, the γ image in FIG. 1 is shown at a different position from beam 10, although in reality they are coincident. When there is a temperature fluctuation, the beam angle of beam 2 would be affected as the dielectric materials used for the microstrip antenna would either expand or contract, thereby causing the beam angles to fluctuate. This in turn affects the reflected gamma and sigma images.
In the above-mentioned copending application, a microstrip antenna having forward-firing and backward-firing apertures comprising interleaved arrays is disclosed. By alternately firing the backward and forward apertures via feed points 8a and 8b, forward beam 2 and backward beam 10, respectively, are projected. As the temperature increases, beam 2 (and a corresponding beam to the left of beam 2 which is omitted for the sake of clarity) will move away from the normal, which is the Z axis, and beam 10 (along with a corresponding beam to the left thereof) will move forward toward the normal. Since there is an averaging effect, the average beam angle to the normal remains fairly constant thereby compensating for any temperature variation that would occur. Yet, this technique would only compensate against changes in the gamma angle, as the gamma angle is related to the forward and backward swings of the beams. Thus, γangle changes are compensated for by the interleaved microstrip antenna described in the copending application. Because the sigma angle is related to a doppler system in the y axis, changes due to temperature variations in the sigma angle would not be compensated by the alternate firing of both forward and backward arrays.
The present invention introduces the concept of compressing the feed line of either a single aperture or interleaved dual aperture microstrip antennas. Compared to a conventional set of antenna arrays, the compressed feed permits smaller feed spacing between the tap points, thereby reducing fluctuations of the sigma angle due to temperature variations. To illustrate, FIG. 2 shows a typical feed section of a conventional antenna aperture. As shown, feed line 12 is tapped into by four arrays 16 at tap points 14a-14d. The spacing between adjacent tap points, for example, between tap points 14a and 14b, is designated as sfeed. Lfeed designates the actual length a traveling wave has to transverse between two adjacent tap points, in this instance tap points 14b and 14c. The spacing between the two arrays is designated by sarray. As temperature increases, like most materials, serpentine section 13, as well as the physical spacing of adjacent arrays, sarray, physically expand. The dielectric constant (Er) of the material making up serpentine section 13, i.e., the feed line, also changes. Hence, changes in the length of serpentine section 13, the spacing of arrays 16, and the dielectric constant Er of the material making up serpentine section 13 contribute to the change in the beam angle. This is shown by Equation 1: ##EQU1## where λ0 =the free space wavelength and
σ=the angle as measured from the y axis to the beam peak.
As shown by Equation 1, it can readily be seen that the beam angle is a function of the square root of dielectric constant Er, a function of lfeed, which corresponds to the actual path length of serpentine section 13 (for this example), and is a function of sarray.
A previous method used for compensating changes in the sigma angle due to temperature variations is by means of a corporate feed, which is shown in FIG. 3. However, unlike a traveling wave feed, the corporate feed can send out a radiating beam only in the designated A or B direction of FIG. 3, but not both (the traveling wave feed produces beams at σ and the supplement of σ when fed from opposite ends). Corporate feeds are impractical for Doppler radar antennas since four feeds would be necessary to generate the four beams. Only two traveling wave feeds are necessary since each generates two beams.
As noted previously, when temperature increases, the dielectric material in a typical microstrip antenna expands. This causes not only a change in Er, but also an increase in the spacing between adjacent arrays and adjacent tap points on a feed line. As a result, there is also an increase in the path length, lfeed, where the feed line is serpentine shaped. The relationship between the rate of change of σ with temperature and Er, sarray and lfeed are shown hereinbelow. ##EQU2## where αe=the fractional change in dielectric constant versus temperature=-0.000485 part per degree C. for Teflon-fiberglass and
αs=the fractional change in spacing, sfeed, versus temperature=0.000127 part per degree C., for the Teflon-fiberglass on aluminum ground plane.
In general, the first term of Equation 2 dominates the second term. Thus, if it were possible to reduce the magnitude of the first term, then the rate of change of sigma angle in terms of temperature, i.e., dσ/dt, would also be reduced. One way to achieve this is to reduce lfeed while keeping sarray constant. The fraction (lfeed/sarray) in the first term of Equation 2 is obviously reduced in this case and dσ/dt is also reduced. Based on this principle, a feed configuration with reduced lfeed is shown in FIG. 4. A straight feed line is shown in FIG. 4. It should be noted that a straight line is not required in a compressed feed, it is done in this instance only for the sake of simplicity, as the straight line can very well be replaced by a serpentine one. In this case it is obvious that lfeed, for example shown between 20a and 20b, is significantly less than sarray and that spacing sfeed between tap points 21a and 21b has the same length as lfeed, as a straight feed line is used herein; where in the case of the standard feed of FIG. 2, lfeed is obviously greater than sarray.
Lfeed is related to sarray and Er as follows. ##EQU3##
As lfeed is actually shorter than the spatial distance between two adjacent arrays, designated as sarray in FIG. 4, lfeed is actually compressed.
Given Equations 1 and 3 and supposing the following numbers are given:
σ angle=73°--standard feed,
σ angle=107°--compressed feed,
Er =2.255, and
calculation of Equation 1--using these numbers--will yield a dσ/dt=0.0138° per degree Centigrade for the conventional type of microstrip antenna shown in FIG. 2, while a dσ/dt of 0.0053 is calculated for the compressed feed microstrip antenna of the present invention. Hence, it is known that the present invention has a factor 2.6 better than the conventional type of feed design. Although a sigma angle of 73° is used for the standard feed, an angle of 107° (the supplement of 73°) is used for the compressed feed. Thus, for the standard feed, beam 2 is generated by energizing the left-hand end of the feed, while for the compressed feed, beam 2 is generated by energizing the right-hand end of the feed line.
In order for the compressed feed to function properly, the electrical connecting link, designated as l(n) in FIG. 4, must be equal for all arrays. Yet, looking at FIG. 4, it can readily be seen that the link l(1) between points 18a and 18b is different from l(4) between points 19a to 19b. If the different distances of the connecting links l(n) are not adjusted, different phase shifts from these connecting links would be generated. To remedy this, it is imperative that each one of the connecting links would have the same electrical length. Thus, additional links of lines are added to the connecting links, for this example, in the form of serpentine lines designated as lserp in FIG. 4. It should be noted that other forms of squiggley lines can be used instead, provided that the wavelengths of the different connecting links are multiple integers of each other. This can be done by the following equation, which utilizes connecting links l(1) and l(4) as examples.
l18a-18b =l19a-19b ±n×λE Eq. 4
n=1, 2, 3, . . . ;
l18a-18b =length of any one path link in antenna;
l19a-19b =length of any other path link; and
λE =substrate wavelength.
Equation 4, states that, if the lengths of all of the connecting links are equal to a known length l of a single connecting link, for example l(4) between points 19a and 19b, ±an exact substrate wavelength, the antenna of the present invention will function properly. An illustration of the entire radiating plane of the present invention is shown in FIG. 5, wherein only one feed line is shown. It should be noted that a second feed line, which is necessary for the operation of the interleaved arrays microstrip antenna shown in FIG. 5, is only partially drawn in the figure for sake of clarity.
For example, following the nomenclature used in the disclosure from the aforenoted '332 patent, FIG. 5 shows a first feed line 30 and a second feed line 32. Connected to first feed line 30 is a plurality of forward firing arrays 34 while connected to second feed line 32, via dotted lines 36 in a conventional manner for an interleaved microstrip antenna, is a plurality of rear firing arrays 38. As was disclosed in the '332 patent, a first beam may be generated when power is fed to feed point 40; a second beam may be generated when power is applied to feed point 42; ditto, third and fourth beams may be generated when power is respectively applied to feed point 44 and feed point 46. The beams are generated, of course, when a traveling wave traverses past the radiating patches. In accordance with the instant invention, it should be noted that serpentine connecting links l(1) to l(n) and 48(1) to 48(n) are used to connect feed lines 30 and 32, respectively, to the corresponding firing arrays and that second feed line 32, like first feed line 30, also has tap points (designated 20c, 20d, 21c and 21d) and corresponding sfeeds and lfeeds. Furthermore, it should be noted that the compressed feed of the present invention can also be utilized for a single aperture microstrip antenna for reducing the sigma angle changes in a doppler radar system.
While a preferred embodiment of the invention is disclosed herein for purposes of explanation, numerous changes, modifications, variations, substitutions and equivalent, in whole or in part, will now be apparent to those skilled in the art to which the invention pertains. Accordingly, it is intended that the invention be limited only by the spirit and scope of the appended claims.
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s3://commoncrawl/crawl-data/CC-MAIN-2015-06/segments/1422115867691.21/warc/CC-MAIN-20150124161107-00181-ip-10-180-212-252.ec2.internal.warc.gz
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CC-MAIN-2015-06
| 18,305 | 70 |
https://e2e.ti.com/support/processors-group/processors/f/processors-forum/1107178/am6526-questions-high-speed-interface-layout-guidelines-rev-i?tisearch=e2e-sitesearch&keymatch=AM6526
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math
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This question deals with the following Literature:
“Maintain constant trace width after the SoC BGA escape to avoid impedance mismatches in the transmission lines.”
This comment isn't talking about just nearby the SoC, but the entire trace, right? We want to keep trace width constant to maintain impedance congruity, right?
(p13)" TI recommends voiding the SMD mounting pads of the reference plane by 100%."
(p15)“Incorporate 60% voids under the ESD/EMI component signal pads to reduce losses.”
Not sure what the nuance behind "60%" comes from...or the discrepency between one statement regarding 100%, and the other about 60%...?
I saw this stackexchange post that gives an answer I can understand...is this accurate?
“Use 0402 0-Ω resistors for common-mode filter (CMF) no-stuff options because larger components will typically introduce more loss that the CMF itself.”
I don't understand the "no-stuff" comment, or why you use 0Ω resistors (0402)...?
Is this saying during assembly, if you don't populate the CMF, use 0402-size 0Ω resistors? If you use larger-size resistor, then you get similar losses to the CMF, so why not just populate the CMF...right?
Is that what it is saying?
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s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948756.99/warc/CC-MAIN-20230328011555-20230328041555-00756.warc.gz
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CC-MAIN-2023-14
| 1,202 | 11 |
https://www.eclipse.org/lists/sumo-user/msg13210.html
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math
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|[sumo-user] vsl implementation
I am trying to examine the effect of variable speed limit signs on a road's flow and capacity. Is there such a test case in sumo?
Does someone know where I can find detailed and practical instructions for VSL implementation? (The rules of how speed limits are determined, the detector’s location and type, parameters calibration etc.)
Thanks in advance!
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s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474784.33/warc/CC-MAIN-20240229035411-20240229065411-00441.warc.gz
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CC-MAIN-2024-10
| 403 | 5 |
https://www.maths.ox.ac.uk/events/list/3368/all
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math
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Ollivier Ricci curvature is a notion originated from Riemannian Geometry and suitable for applying on different settings from smooth manifolds to discrete structures such as (directed) hypergraphs. In the past few years, alongside Forman Ricci curvature, this curvature as an edge based measure, has become a popular and powerful tool for network analysis. This notion is defined based on optimal transport problem (Wasserstein distance) between sets of probability measures supported on data points and can nicely detect some important features such as clustering and sparsity in their structures. After introducing this notion for (directed) hypergraphs and mentioning some of its properties, as one of the main recent applications, I will present the result of implementation of this tool for the analysis of chemical reaction networks.
The join button will be published on the right (Above the view all button) 30 minutes before the seminar starts (login required).
- Applied Topology Seminar
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s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610704820894.84/warc/CC-MAIN-20210127024104-20210127054104-00791.warc.gz
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CC-MAIN-2021-04
| 996 | 3 |
https://answers.yahoo.com/question/index?qid=20090101132942AADSW2E
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math
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Has Anyone heard of the fashion designer Robin K ?
I bought this really cute top from T.J Max and the tag only said Robin K and that the shirt was " happily made in the U.S.A."
Thanks : )
- 1 decade agoFavorite Answer
cant say ive heard of them,
i wouldn't worry though if its cute, wear it[:
- 4 years ago
i love answers, and I have interest because I know how to explain because with out exception I get it here. Again I got how do I explain Love to some one and I wanted the answer. I can say the answer is here after your question someone else gave me answer. Now i say oops and I i knew the answer.
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CC-MAIN-2020-45
| 603 | 8 |
http://www.orglist.net/archive/2005/0319.html
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math
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From: mugunthan gee (mugunthan_gee$##$yahoo.co.in)
Date: Mon Aug 08 2005 - 13:40:32 EDT
I am trying to prepare Some O-phenyl glycosides, for this i need either sodium or potassium phenoxide, I tried to prepare it from Phenol and KOH, but it doesn't work for me. If anybody know any reasonable procedure for preparation of Potassium Phenoxide, pls help me.
PhD Scholar, Dept. of Medicinal Chemistry
NIPER, SEC-67, PHASE-10,
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CC-MAIN-2023-06
| 944 | 12 |
https://meltingclock.co/work-power-and-energy-worksheet-with-answers/
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math
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Grade 10 revision questions and answers. Work, power and energy worksheet.
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| 6,906 | 50 |
https://homework.zookal.com/questions-and-answers/atom-1-of-mass-362-u-and-atom-2-of-730842431
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math
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atom 1 of mass 362 u and atom 2 of...
Question: atom 1 of mass 362 u and atom 2 of...
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s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487610841.7/warc/CC-MAIN-20210613192529-20210613222529-00108.warc.gz
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https://brilliant.org/problems/tall-men-next-door/
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math
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Tall men next door
next to my house live four brothers of different heights. their average height is 74 inches, and the difference in height between the first three men is two inches. The difference between the third and fourth man is six inches . Find the height of each person. Write the height from first person to fourth person in order and put a zero after each height. Pls don't mention inches. Suppose heights are A,B,C,D then give answer as A0B0C0D.
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| 457 | 2 |
https://rd.springer.com/book/10.1007%2F978-0-387-76896-0?error=cookies_not_supported&code=1ec6d5d4-2a50-47fa-ac07-c654f3489b5f
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math
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About this book
The objective of stochastic filtering is to determine the best estimate for the state of a stochastic dynamical system from partial observations. The solution of this problem in the linear case is the well known Kalman-Bucy filter which has found widespread practical application. The purpose of this book is to provide a rigorous mathematical treatment of the non-linear stochastic filtering problem using modern methods. Particular emphasis is placed on the theoretical analysis of numerical methods for the solution of the filtering problem via particle methods.
The book should provide sufficient background to enable study of the recent literature. While no prior knowledge of stochastic filtering is required, readers are assumed to be familiar with measure theory, probability theory and the basics of stochastic processes. Most of the technical results that are required are stated and proved in the appendices.
The book is intended as a reference for graduate students and researchers interested in the field. It is also suitable for use as a text for a graduate level course on stochastic filtering. Suitable exercises and solutions are included.
- Book Title Fundamentals of Stochastic Filtering
- Series Title Stochastic Modelling and Applied Probability
- DOI https://doi.org/10.1007/978-0-387-76896-0
- Copyright Information Springer-Verlag New York 2009
- Publisher Name Springer, New York, NY
- eBook Packages Mathematics and Statistics Mathematics and Statistics (R0)
- Hardcover ISBN 978-0-387-76895-3
- Softcover ISBN 978-1-4419-2642-5
- eBook ISBN 978-0-387-76896-0
- Series ISSN 0172-4568
- Edition Number 1
- Number of Pages XIII, 390
- Number of Illustrations 0 b/w illustrations, 0 illustrations in colour
Probability Theory and Stochastic Processes
Control, Robotics, Mechatronics
- Buy this book on publisher's site
From the reviews:
“This book provides a rigorous mathematical treatment of the nonlinear stochastic filtering problem with particular emphasis on numerical methods. … The text is essentially self-contained … . In an appendice the required results from measure theory and stochastic analysis are stated and proved. Intended readers are researchers and graduate students that have an interest in theoretical aspects of stochastic filtering. The text is supplemented with many exercises and detailed solutions. … a standard reference for teaching and working in the field of stochastic filtering.” (H. M. Mai, Zentralblatt MATH, Vol. 1176, 2010)
“This book is one of the few books dealing with both the theoretical foundations and modern stochastic particle techniques in stochastic filtering through the entire text. … I highly recommend this book to any researcher in applied mathematics, as well as to any researchers in engineering and computer sciences with some background in statistics and probability. … The book can also serve as a useful text for an informal seminar or a second year graduate course on stochastic filtering.” (Pierre Del Moral, Bulletin of the American Mathematical Society, Vol. 48 (2), April, 2011)
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CC-MAIN-2021-31
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https://news.dsv.com/latest_news/tag/united-states-of-america-usa?_hosted_newsroom_id=4372&page=3
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math
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Tag / united states of america (usa)
Press releases • Feb 01, 2016 15:55 CET
Panalpina reached an important milestone in the implementation of its new operational IT platform. Singapore and Switzerland were the first countries to go live with the latest version of the SAP® Transportation Management application. Numerous customer shipments in December and January 2016 have demonstrated that the software is ready to be rolled out further.
News • Apr 21, 2015 10:00 CEST
DSV recently delivered the stainless steel sculpture, SkaterBIRD, to its final residence in downtown Dallas, USA.
Press releases • Feb 26, 2015 16:00 CET
Panalpina is expanding its controlled air freight network by adding a full-freighter service to Brazil.
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s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400213454.52/warc/CC-MAIN-20200924034208-20200924064208-00464.warc.gz
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CC-MAIN-2020-40
| 742 | 7 |
http://www.mywordsolution.com/question/compute-the-second-level-of-tax-on-snls-income/942709
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math
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SNL corporation, a C corporation, reports $400,000 of taxable income in the current year, SNL's tax rate is 35 percent. Answer the following problems, assuming Keegan, SNL's sole shareholder, has a marginal tax rate of 39.6 percent on ordinary income and 20 percent on dividend income.
a. Compute the first level of tax on SNL's taxable income for the year.
b. Compute the second level of tax on SNL's income assuming SNL currently distributes all of its after-tax earnings to Keegan. What is the overall (combined owner and entity level) tax rate on SNL's taxable income for the year?
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s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917119995.14/warc/CC-MAIN-20170423031159-00255-ip-10-145-167-34.ec2.internal.warc.gz
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CC-MAIN-2017-17
| 585 | 3 |
https://australiadistance.com/ballarat-to-the-palms
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math
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Distance from Ballarat to The Palms
1831 km | 0 h
The distance from Ballarat to The Palms by car is 1831 km (or 1138 mi). The estimated driving time for the trip is 0 h and the main road for this route is the . In a straight line, the distance between Ballarat and The Palms is 1831 km (1138 mi).
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s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103989282.58/warc/CC-MAIN-20220702071223-20220702101223-00518.warc.gz
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CC-MAIN-2022-27
| 296 | 3 |
https://www.scribd.com/document/73656917/dc-dc-conv
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math
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This action might not be possible to undo. Are you sure you want to continue?
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DC-DC Converter Basics
ABSTRACT A DC-to-DC converter is a device that accepts a DC input voltage and produces a DC output voltage. Typically the output produced is at a different voltage level than the input. In addition, DC-to-DC converters are used to provide noise isolation, power bus regulation, etc. This is a summary of some of the popular DC-to-DC converter topolopgies:
1. BUCK CONVERTER STEP-DOWN CONVERTER In this circuit the transistor turning ON will put voltage Vin on one end of the inductor. This voltage will tend to cause the inductor current to rise. When the transistor is OFF, the current will continue flowing through the inductor but now flowing through the diode. We initially assume that the current through the inductor does not reach zero, thus the voltage at Vx will now be only the voltage across the conducting diode during the full OFF time. The average voltage at Vx will depend on the average ON time of the transistor provided the inductor current is continuous.
Fig. 1: Buck Converter
Fig. 2: Voltage and current changes
To get a simple relation between voltages we assume no voltage drop across transistor or diode while ON and a perfect switch change. Thus during the ON time Vx=Vin and in the OFF Vx=0.1 Transition between continuous and discontinuous When the current in the inductor L remains always positive then either the transistor T1 or the diode D1 must be conducting. Thus the average input and output current must satisfy Iin =D Io These relations are based on the assumption that the inductor current does not reach zero. During the ON time Vin-Vout is across the inductor thus (1) . If the inductor current ever goes to zero then the output voltage will not be forced to either of these conditions. At this transition point the current just reaches zero as seen in Figure 3. From the relation the change of current satisfies For steady state operation the current at the start and end of a period T will not change. For continuous conduction the voltage Vx is either Vin or 0.To analyse the voltages of this circuit let us consider the changes in the inductor current over one cycle. Thus which simplifies to or and defining "duty ratio" as the voltage relationship becomes Vo=D Vin Since the circuit is lossless and the input and output powers must match on the average Vo* Io = Vin* Iin. 1.
2 Voltage Ratio of Buck Converter (Discontinuous Mode) As for the continuous conduction analysis we use the fact that the integral of voltage across the inductor is zero over a cycle of switching T.The average current which must match the output current satisfies (2) Fig. The transistor OFF time is now divided into segments of diode conduction ddT and zero conduction doT. 3: Buck Converter at Boundary If the input voltage is constant the output current at the transition point satisfies (3) 1. The inductor average voltage thus gives (Vin .Vo ) DT + (-Vo) δdT = 0 (4) .
Fig. To resolve the value of consider the output current which is half the peak when averaged over the conduction times (6) Considering the change of current during the diode conduction time (7) Thus from (6) and (7) we can get (8) using the relationship in (5) (9) and solving for the diode conduction (10) The output voltage is thus given as .Discontinuous Conduction (5) for the case . 4: Buck Converter .
This circuit is used when a higher output voltage than input is required. 6: Boost Converter Circuit . Fig. 2. we can see the effect of discontinuous current on the voltage ratio of the converter. 6 shows the basic boost converter. 5: Output Voltage vs Current As seen in the figure. BOOST CONVERTER STEP-UP CONVERTER The schematic in Fig.(11) defining k* = 2L/(Vin T). the voltage ratio depends only on the duty ratio "d". At low currents the discontinuous operation tends to increase the output voltage of the converter towards Vin. Fig. once the output current is high enough.
and the OFF state the inductor current flows through the diode giving Vx =Vo. 7 and the average must be zero for the average current to remain in steady state This can be rearranged as and for a lossless circuit the power balance ensures Fig. The negative sign indicates a reversal of sense of the output voltage. 7: Voltage and current waveforms (Boost Converter) Since the duty ratio "D" is between 0 and 1 the output voltage must always be higher than the input voltage in magnitude. For this analysis it is assumed that the inductor current always remains flowing (continuous conduction). 3. The voltage across the inductor is shown in Fig. BUCK-BOOST CONVERTER .While the transistor is ON Vx =Vin.
10.Fig. CONVERTER COMPARISON The voltage ratios achievable by the DC-DC converters is summarised in Fig. 4. 9: Waveforms for buck-boost converter which gives the voltage ratio and the corresponding current Since the duty ratio "D" is between 0 and 1 the output voltage can vary between lower or higher than the input voltage in magnitude. The negative sign indicates a reversal of sense of the output voltage. . 8: schematic for buck-boost converter With continuous conduction for the Buck-Boost converter Vx =Vin when the transistor is ON and Vx =Vo when the transistor is OFF. Notice that only the buck converter shows a linear relationship between the control (duty ratio) and output voltage. The buck-boost can reduce or increase the voltage ratio with unit gain for a duty ratio of 50%. For zero net current change over a period the average voltage across the inductor is zero Fig.
The circuit in Fig. 11 is derived from DUALITY principle on the buck-boost converter. 10: Comparison of Voltage ratio 4. Fig. CUK CONVERTER The buck. 11: CUK Converter If we assume that the current through the inductors is essentially ripple free we can examine the charge balance for the capacitor C1. analysis is based of voltage balance across the inductor. For the transistor ON the circuit becomes . The CUK converter uses capacitive energy transfer and analysis is based on current balance of the capacitor.Fig. boost and buck-boost converters all transferred energy between input and output using the inductor.
multiple outputs are required and output isolation may need to be implemented depending on the application. The above discussed DC-DC topologies can be adapted to provide isolation between input and output. The advantage of the CUK converter is that the input and output inductors create a smooth current at both sides of the converter while the buck. the diode conducts and the current in C1 becomes IL2. Fig. 4.Fig. thus using the power conservation rule Thus the voltage ratio is the same as the buck-boost converter.1 Flyback Converter . 13: CUK "OFF-STATE" Since the steady state assumes no net capacitor voltage rise . 4. Isolated DC-DC Converters In many DC-DC applications. In addition. When the transistor is OFF.the net current is zero which implies The inductor currents match the input and output currents. boost and buck-boost have at least one side with pulsed current. 12: CUK "ON-STATE" and the current in C1 is IL1. input to output isolation may be required to meet saftey standards and / or provide impedance matching.
Fig 14b replaces the inductor by a transformer. In Fig 14c the isolated output is clarified by removal of the common reference of the input and output circuits. The buck-boost converter works by storing energy in the inductor during the ON phase and releasing it to the output during the OFF phase. 14(c): Flyback converter re-configured 4. To increase the stored energy a gapped core is often used. 14(b): Replacing inductor by transformer Fig. For the circuit in Fig. when the transistor is ON. With the transformer the energy storage is in the magnetisation of the transformer core. 14(a): Buck-Boost Converter Fig. Fig 14a shows tha basic converter. Fig. 15.2 Forward Converter The concept behind the foward converter is that of the ideal transformer converting the input AC voltage to an isolated secondary output voltage. Vin appears across the primary and then generates .The flyback converter can be developed as an extension of the Buck-Boost converter.
The flux will increase until the core saturates when the magnetising current increases significantly and circuit failure occurs. Applications and Design". thus Fig. . 15: Forward Converter The problem with the operation of the circuit in Fig 15 is that only positive voltage is applied across the core. When the switch turns OFF current was flowing in a "dot" terminal. Mohan. Note that the "dot" convention for the tertiary winding is opposite those of the other windings. 16: Forward converter with tertiary winding For further reading: "Power Electronics: Converters. Wiley. The circuit in Fig. While the switch is ON there is positive voltage across the core and the flux increases. thus flux can only increase with the application of the supply. The core inductance act to continue current in a dotted terminal.The diode D1 on the secondary ensures that only positive voltages are applied to the output circuit while D2 provides a circulating path for inductor current if the transformer voltage is zero or negative. 16 shows a tertiary winding with a diode connection to permit reverse current. 1989. Fig. When the switch turns OFF we need to supply negative voltage to rset the core flux. Undeland and Robbins. The transformer can only sustain operation when there is no significant DC component to the input voltage.
Ledwich 1998. [an error occurred while processing this directive] .Copyright © G.
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https://app.piqosity.com/lessons/reading-tables-and-graphs-9
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math
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Understanding diagrams and analyzing data is a critical part of the ISEE exam. You will have to understand how tables and graphs convey information and be able answer questions about them.
The type of chart, table, or graph may change, but your method should be the same:
This lesson will cover a few common types of data visualization that you may come across on the exam.
Tables are the most common kind of diagram you will find, and can be used to convey data in multiple ways. A table may compare the amount or intensity of multiple variables, or it may compare how those variables change over time. You will see this in the following examples.
In this problem, you are tasked with analyzing the table to assess the popularity of each ice cream flavor. You can see from the column headings that the table shows each of the flavors, and the number of students who voted for that flavor. Given that the top three flavors will be served at the party, you should look for the three flavors with the highest number of votes. You can see from the table that these are cookies and cream, chocolate, and vanilla; therefore, the correct answer is D.
To solve this problem, you must figure out what piece of data you need, and then find how it is represented in the table. What Shelly wants to know is whether Houston is 21 degrees hotter than Chicago in the month of April. Looking at the row representing April, we see that Houston’s average temperature is 62 degrees, while Chicago is 39 degrees. Since 62-39 is 23, this surpasses Shelly’s requirement—she will move to Houston in April and not Chicago because Chicago is too cold.
Bar graphs are another common kind of graph. They help you visualize data by comparing the height of each bar in the diagram.
In the bar graph above, you can see four bars representing the number of miles each person ran in a week. These bars show: Sam ran 22 miles, Kathy ran 30 miles, Kelly ran 15 miles, and George ran 12 miles. Now, you can figure out which statement is true.
Pie charts are another way of visualizing data. Just like a real pie, you can think of each portion as a slice of pie. The bigger the slice, the bigger the percentage.
Based on the diagram, you can see that approximately half of all students chose Math as their favorite subject. Then, looking at the remaining half, English looks to be about two thirds of that half. Therefore, History was chosen by a third of students within the second half of the pie chart. One third of one half is equal to one sixth. Therefore, the answer is B!
Answers to Practice Problems
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http://galleries.com/minerals/symmetry/orthorho.htm
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math
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Isometric | Tetragonal | Hexagonal | Trigonal | Monoclinic | Triclinic |
THE ORTHORHOMBIC SYSTEM
|The orthorhombic system is based on three unequal axes all at right
angles to each other. As can be imagined, as one views down every one of the axes, two
unequal axes crossed at right angles can be seen. A possible two fold rotational symmetry
is seen in the axes as well as two possible mirror planes that are parallel to the axes.
The orthorhombic system has three classes, with the most symmetrical class having the second largest assortment of minerals represented. As stated above, all axes of the orthorhombic system can serve as two fold rotational axes. They as well can serve as the linear intersection of two perpendicular mirror planes. If all three perpendicular mirror planes are present, then the three crystallographic axes are defined by the intersection of the mirrors. All of this symmetry produces a center of symmetry (an inversion operation). This describes the highest symmetry of the orthorhombic system, Orthorhombic Dipyramidal, with symbology of 2/m 2/m 2/m. This class has, as a gross simplification, a model type form that is a simple rectangular box whose six faces are paired into three sets of different sized rectangles.
The next class, The Orthorhombic Disphenoidal Class, has lost its mirror planes but still has the 3 two fold axes. All the axes are of course perpendicular to each other. The model type crystal is called a disphenoid and is similar to the tetragonal disphenoid of the 22nd and the 24th classes and the tetrahedron of the 31st class. The orthorhombic disphenoid has scalene triangular faces as opposed to the isosceles triangles of the tetragonal disphenoid and the equalateral triangles of the isometric tetrahedron. All these forms appear as opposing wedges.
The final class, Orthorhombic Pyramidal, only has two mirror planes and one two fold axis. The two fold axis serves as the intersection of the mirror planes. Since this class lacks the perpendicular mirror plane or other two fold rotations to the only two fold axis, it can then produce hemimorphic crystals that have a different top from their bottom.
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CC-MAIN-2023-50
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https://docs.lib.purdue.edu/open_access_dissertations/2040/
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math
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Date of Award
Doctor of Philosophy (PhD)
Committee Member 1
Committee Member 2
We show that the distributions occurring in the geometric and spectral side of the twisted Arthur-Selberg trace formula extend to non-compactly supported test functions. The geometric assertion is modulo a hypothesis on root systems proven among other cases, when the group is split. The result extends the work of Finis-Lapid (and M¨uller, spectral side) to the twisted setting. We also give an application towards finiteness of residues of certain Rankin-Selberg L-functions.
Parab, Abishek, "Absolute Convergence of the Twisted Arthur-Selberg Trace Formula" (2018). Open Access Dissertations. 2040.
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| 681 | 6 |
https://www.grigori-grabovoi.world/index.php/e-shop/upcoming-live-webinars-english/intermediate-test,-answers-to-questions-1-detail
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math
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Intermediate test, answers to questions
Time: 18:00 CEST
Webinar presenter:Elizabeta Bobnar Najzer
Language of Webinar: English
WebinarType: Academic Lecture
Title of the webinar source:
Intermediate test, answers to questions on the following works of Grigori Grabovoi:
Numbers for Successful Business
Manifestations of Eternity. Volume 1. Book of images.
Manifestations of Eternity. Volume 2. Book of images.
Methods of concentration
Methods of concentration on the grouped days of the month
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http://www.jiskha.com/members/profile/posts.cgi?name=Bridgette
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math
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a box contains 3 yellow socks, 4 blue, 1 orange, and 2 green....what is the probability of picking 2 blue at the SAME TIME!!!
A solid brass ball of mass 9.5 g will roll smoothly along a loop-the-loop track when released from rest along the straight section. The circular loop has radius R = 4.2 m, and the ball has radius r << R. (a) What is h if the ball is on the verge of leaving the track when...
A rocket is launched at an angle of ascent (elevation) of 18 degrees. When it has traveled 6000 ft, what is its height above the ground?
A rectangle is bounded by the x-axis and the semicircle y = ¡Ì36 ¨C x2, as shown in the figure below. Write the area A of the rectangle as a function of x, and determine the domain of the area function.
Im affraid that is not clear.
A call to europe after 11:00pm is $1.95 for 3 minutes. what would a 45 minute call at 11:30pm cost?
In a certain state, people with an income under $15K pay a minimum income tax plus a % of the amount over $12,750.00. The table below shows the income, x, and the taxes paid; y for several people. Using a a linear model, what is the additional % people pay in this state? Incom...
The secret of gumbo grove
Write a 350- to 700-word paper in APA format addressing the following: Medical and clinical staffs, such as physicians and nurses, have roles and responsibilities different from those of hospital administrators. o Describe at least two roles of medical staff and two roles of h...
9 times 100
got it! thank you thank you thank you.
I know the answer is 4 but I don't know how to get to it. I guess I need step by step help on how to solve this. I've run out of ideas. 3[5-3(y-4)]=2y+7 ...sigh
My mistake i did not write the equation correctly. It should read 1y+11=-2y+6
Thanks but I'm still confused as to what the value for Y is and how to find it.
1y+11-2y+6 I'm not asking for the answer, just don't know what to do first.
volume and mass This is not a question that I can answer, or help you solve. It is clearer if you phrase your post in terms of a specific question. I searched Google under the key words "volume mass" to get these possible sources: http://www.nyu.edu/pages/mathmol/mod...
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http://cooper.libguides.com/content.php?pid=228250&sid=1906706
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math
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At what time can I take out a Reserve book overnight?
After 4PM every day during the academic year.
At what times are Overnight Reserve books due back?
At 11AM, Monday through Friday
1PM on Saturday
and 3 PM on Sunday during the academic year.
At what rate do overdue fines accrue?
15 cents a day on days the library is open
$1.00 a day for overdue books that have been recalled
$1.00 an hour for overdue Reserve books
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| 418 | 10 |
https://openaccess.dogus.edu.tr/xmlui/handle/11376/1537
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math
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A unified numerical scheme for linear - quadratic optimal control problems with joint control and state constraints
MetadataShow full item record
CitationHAN, L., ÇAMLIBEL, M. K., PANG, J. S., HEEMELS, W. P. M. H. (2012). A unified numerical scheme for linear - quadratic optimal control problems with joint control and state constraints. Optimization Methods and Software, 27 (4), pp. 761-799. https://dx.doi.org/10.1080/10556788.2011.593624.
This paper presents a numerical scheme for solving the continuous-time convex linear-quadratic (LQ) optimal control problem with mixed polyhedral state and control constraints. Unifying a discretization of this optimal control problem as often employed in model predictive control and that obtained through time-stepping methods based on the differential variational inequality reformulation, the scheme solves a sequence of finite-dimensional convex quadratic programs (QPs) whose optimal solutions are employed to construct a sequence of discrete-time trajectories dependent on the time step. Under certain technical primal-dual assumptions primarily to deal with the algebraic constraints involving the state variable, we prove that such a numerical trajectory converges to an optimal trajectory of the continuous-time control problem as the time step goes to zero, with both the limiting optimal state and costate trajectories being absolutely continuous. This provides a constructive proof of the existence of a solution to the optimal control problem with such regularity properties. Additional properties of the optimal solutions to the LQ problem are also established that are analogous to those of the finite-dimensional convex QP. Our results are applicable to problems with convex but not necessarily strictly convex objective functions and with possibly unbounded mixed state-control constraints.
SourceOptimization Methods and Software
Showing items related by title, author, creator and subject.
This paper presents new circuits for realizing both current-mode and voltage-mode proportional-integral-derivative (PID), proportional-derivative (PD) and proportional-integral (PI) controllers employing second-generation ...
Synthesis and optimization of transient performances for underdamped second-order linear system based on the switching control strategy In this paper, the synthesis and optimization problems of the transient performances, such as overshoot and setting time, of the output response with respect to a step signal for an under-damped second-order linear system ...
One of the fundamental issues in asynchronous transfer mode (ATM) networks is the congestion problem of information flow. Due to the complexity and variability of ATM, it is difficult to accurately describe the characteristics ...
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https://www.topicbin.com/law-of-returns-to-scale.html
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math
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In our earlier posts, we have explain about the production function and law of variable production. If you are yet to read, then you can find them here – meaning of production function and law of variable production. Now here in this post, we are going to explain about the law of returns to scale, which is a long-run theory of production in which all factors of production – specially capital & labor – are variable. We employ the modern form of production function with two variable factor inputs , i.e. Q = f(K,L), to analyze the whole story.
What does the term ‘returns to scale’ refer to?
Before understanding this law, it is good to understand the meaning of the term ‘returns to scale’. The term, returns to scale, means what happens to returns when scale of production changes. Here, returns refers to output under production, and scale refers to the size of employment of factors – labor and capital for ease of exposition. That is, the term imply what happens to output when labor and capital are increased in the same proportion.
As oppose to the term diminishing returns, which explain short-run change in output due to change is variable factors of production given the fixed factor (law of variable proportion), returns to scale explain the long-run change in output due to proportionate change in factor inputs.
What are the basic assumptions?
Mainly, this law rests on following two assumptions:
- All factors can be used proportionately in the production i.e. factors can be used in fixed proportion (say, ratio of capital to labor equals ratio of labor to land, because proportion is the equality of rations). This is the one important feature of the classical production function.
- Technique of production remains constant, if changed, causes output to change more than the scale or size effect.
Statement of law
Employing factor inputs proportionately i.e. increasing the production scale, it is likely that output may increase more than proportionately as the inputs, increase at same proportion as the inputs or increase less than proportionately as the inputs (not assumed to decrease). This is what the law of returns to scale says about. This argument indicates that there are three possible cases of returns to scale: increasing returns to scale, constant returns to scale and decreasing returns to scale.
Increasing returns to scale
Output increases more than proportionately as the inputs. In other terms, doubling or trebling the inputs more than doubles or trebles the output. For instance, output increases by 110 percent when inputs increase by 100 percent. The main factor behind the IRS is the emergence of economies of scale. More specifically, factors contributing IRS are indivisibility of factors that they are available in a lumpy style, specialization of labor and use of specialized machinery possible as the scale of production increases, and dimensional economies (e.g. doubling the sides of a cube more than doubles the volume).
Constant returns to scale
Output increases at the same percentage as the inputs i.e. doubling or trebling the inputs doubles or trebles the output. For example, output increases by 100 percent when inputs increase by 100 percent. The main cause of the emergence of CRS is the balance between economies of scale and diseconomies of scale.
Decreasing returns to scale
Output increases less than proportionately as the inputs. Put another way, doubling or trebling inputs less than doubles or trebles the output. For instance, say, output increases by 90 percent when inputs increase by 100 percent. The main cause of the DRS is the emergence of the diseconomies of scale as the scale of production remarkably increases. More specifically, the causes of the DRS are: entrepreneur is considered as the fixed factor of production and accordingly the operation of law of diminishing returns; dis-management regarding coordination, communication and control; and depletion or exhaustion of natural resources.
Final note on law of returns to scale
In nutshell, there are both economics and diseconomies of scale that they simultaneously operate in the production activities no matter what the size of production is. When economies of scale out-weight diseconomies of scale, IRS emerges. On the contrary, when diseconomies of scale more than offset the economies of scale, DRS emerges. Off course, CRS appears when these opposite forces equal. Empirical studies regarding the law of returns to scale have found the operation of IRS at initial stage or small-scale of operation, CRS at medium scale of operation and DRS at large-scale of operation. Amongst them, CRS was found to exist for longer period of scale of operation than others.
Some economists argue that entrepreneur is the fixed factor and cannot be used in the fixed proportion with other factors. This view contends the law of returns to scale as a special case of law of variable proportion because entrepreneur is a fixed factor and rests of others are variable. This argument has certainly posed the challenge in the operation of law of returns to scale. But, if we take entrepreneur as the human effort rather than number, certainly this law seems to be logical and operational because entrepreneurial effort directly varies with the scale of operation irrespective of the number of entrepreneurs.
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http://blog.darkbuzz.com/2015/03/one-hundred-years-of-general-relativity.html
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math
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This argument is sometimes used to justify string theory. But development and acceptance of general relativity was driven by experiment, and string theory has failed to even reproduce previous theories.
A couple of new papers discuss the history of general relativity: Outline of a dynamical inferential conception of the application of mathematics and Gone Till November: A disagreement in Einstein scholarship.
These explain debates about how to credit Einstein, because his notebooks are filled confusing errors, and no one can figure out how he got to his conclusions.
Peter Woit quotes a review:
Einstein employed two strategies in this search [for the GR field equations]: either starting from a mathematically attractive candidate and then checking the physics or starting from a physically sensible candidate and then checking the mathematics. Although Einstein scholars disagree about which of these two strategies brought the decisive breakthrough of November 1915, they all acknowledge that both played an essential role in the work leading up to it. In hindsight, however, Einstein maintained that his success with general relativity had been due solely to the mathematical strategy. It is no coincidence that this is the approach he adopted in his search for a unified field theory.Einstein's decisive breakthru of 1915 was discovering that Ricci = 0 could explain the unexplained portion of the precession of the perihelion of Mercury. He had rejected the Ricci tensor when Grossmann based his 1913 theory on it, but Levi-Civita and Hilbert convinced him that it was the crucial tensor.
So yes, experimental evidence was necessary for Einstein. The pure theorizing of his later unified field theory went nowhere.
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https://electroniq.net/other-projects/tsc9402-voltage-frequency-converter-electronic-project.html
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math
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Using TSC9402 chip produced by Teledyne Semiconductor, can be made a voltage frequency converter using fewer electronic components.
TSC9402 is able not only to convert the voltage to frequency, but also frequency to voltage (can be used as an extension to a multimeter to measure frequencies).
Output voltage, U0, is calculated using the formula: U0-Urefx (C1+ 12pF) R2x fin [V]. Because the value of capacity is often greater than the value of 12 pF taken into this formula , the formula does not provide an absolute value. Circuit has a frequency range starting from DC up to 10 kHz.
At 10 kHz, the formula will result in a value of 3.4 V. The current that flows through the circuit does not exceed 1 mA.
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http://www.ebooks.com/639208/orthonormal-systems-and-banach-space-geometry/pietsch-albrecht-wenzel-j%C3%B6rg/
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math
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The Leading eBooks Store Online
for Kindle Fire, Apple, Android, Nook, Kobo, PC, Mac, Sony Reader...
Orthonormal Systems and Banach Space Geometry
Orthonormal Systems and Banach Space Geometry describes the interplay between orthonormal expansions and Banach space geometry. Using harmonic analysis as a starting platform, classical inequalities and special functions are used to study orthonormal systems leading to an understanding of the advantages of systems consisting of characters on compact Abelian groups. Probabilistic concepts such as random variables and martingales are employed and Ramsey's theorem is used to study the theory of super-reflexivity. The text yields a detailed insight into concepts including type and co-type of Banach spaces, B-convexity, super-reflexivity, the vector-valued Fourier transform, the vector-valued Hilbert transform and the unconditionality property for martingale differences (UMD). A long list of unsolved problems is included as a starting point for research. This book should be accessible to graduate students and researchers with some basic knowledge of Banach space theory, real analysis, probability and algebra.
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Discovering Statistics Using R 2012 US$ 84.00 993 pages
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- Academic > Mathematics > Functional analysis > Linear topological spaces
- Academic > Mathematics > Functional analysis > Banach spaces
- Academic > Mathematics > General > Mathematics
- Academic > Mathematics > General > Mathematics, Medieval
- Academic > Mathematics > Analysis
- Mathematics > Calculus
- Mathematics > Algebra
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CC-MAIN-2013-20
| 1,638 | 14 |
https://phoneia.com/en/education/how-to-convert-improper-fractions-to-mixed-fractions/
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math
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Perhaps best ly advised, before moving forward with an explanation of the mathematical procedure to be followed when converting an improper fraction into a mixed fraction, is to briefly revise some definitions, which allow us to understand this operation mathematics within its precise context.
In this sense, it may also be necessary to focus this review on four specific notions, these being the concepts of Fractions, Improper Fractions, Integers and Mixed Fractions, as these are the mathematical expressions involved directly in the conversion operation that would lead to expressing the same amount in two different ways, either through an improper fraction or a mixed fraction, as desired a more mathematical expression, or on the contrary much more colloquial. Here are each of these definitions:
In this way, it will begin by saying that Mathematics has generally defined fractions as a type of expression by which fractional numbers, i.e. non-exact, or non-whole amounts, are represented. Thus, the mathematical discipline has pointed out that expressions called fractions will always be composed of two elements, each defined as follows:
- Numerator: In the first instance, the Numerator will be considered as the number that occupies the top of the expression, and whose mission is to indicate how many parts of the whole represents the fraction.
- Denominator: Second, the Denominator will be characterized by being located without exception at the bottom of the expression. This element will be tasked with indicating in how many parts the whole has been divided, from which one or more parts have been taken, pointed to by the Numerator.
On the other hand, it will also be necessary to indicate what is the definition given by the Mathematics on Improper Fractions, expressions that have then been explained as those mathematical forms used to account for fractional numbers, that is, of non-integerorors or not exact quantities, and which are particularly characterized by having a numerator whose quantity is of greater value than the denominator next to which the fraction makes up.
As for whole numbers, these have been explained by Mathematics as those elements by which they are given expression to whole or exact amounts. Likewise, the mathematical discipline indicates that the Integers will consist of all positive integers, negative integers and zero, numbers which in turn will constitute the numerical set Z, while being used to express specifically exact amounts, absence or debt of exact amounts, or even the total absence of amount.
Finally, it will also be important to cast lights on the definition of Mixed Fractions, which have then been explained as a type of representation of fractional numbers, or non-exact amounts, characterized specifically by counting in their conformation with an integer and a fraction. These types of expressions are used – mostly in the colloquial realm – to express how several units, divided into equal parts, have completely taken some and only parts of others.
How to turn unsuitable fractions into mixed fractions
Bearing in mind each of these concepts, it is perhaps certainly easier to approach the procedure by which an improper fraction can be converted into a mixed fraction, an operation that can be carried out as both expressions is done by looking for a much more colloquial expression, such as the mixed fraction, because the inappropriate fraction is much more inherent in the mathematical realm, and less manageable to people in general.
Consequently, the Mathematics indicates that this conversion operation must be carried out, following certain steps, which have been described as follows:
- Having the inappropriate fraction, that is, with a numerator of greater value than the denominator, we will proceed to divide the numerator by the denominator.
- Having done this operation, the obtained quotient will be taken, considering it as the whole number of the mixed fraction.
- For its part, the rest obtained from this division will be taken as the numerator of the fraction that will be part of the mixed fraction.
- Finally, as the denominator of the fraction that makes up the mixed fraction, the denominator that the improper fraction originally had will be preserved.
This operation may also be represented mathematically as follows:
Example of how to convert an improper fraction into a mixed fraction
However, the most efficient way to terminate an explanation of the correct way to perform a conversion that leads to the expression of an improper fraction in the form of a mixed fraction may be through the exposure of a particular example, which allows to see practically how each of the steps to be followed is carried out for this purpose, as can be seen in the exercise below:
Convert the next improper fraction to a mixed fraction:
To perform this operation, you must start by dividing the numerator into the denominator:
The whole number of the quotient will then be taken, which will be assumed as the whole number of the mixed fraction. Likewise, the first number obtained from the rest will be allocated as the numerator of the fraction belonging to the mixed expression to be formed. Finally, the denominator that originally had the inappropriate fraction shall be retained as the denominator:
If you would like to check whether the given expression is in effect correct, then it is sufficient to convert the mixed fraction to an improper fraction, using the operation intended for this:
Having then, the following:
Therefore, the operation is considered correct, and the fractions obtained are equivalent.
September 26, 2019
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CC-MAIN-2021-39
| 5,632 | 25 |
https://www.semesprit.com/53601/geometry-distance-and-midpoint-worksheet-answers/
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math
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Have you ever asked yourself where Geometry Distance and Midpoint Worksheets come from? Well, it is important to understand how they work so that you can comprehend the rules of geometry and have a better understanding of the basics of math. It is also very easy to use if you know the basics and what they are.
Geometry Distance and Midpoint Worksheet Answers: The first question you should ask yourself is where did the name Distance and Midpoint Worksheet come from? Most of us do not even remember or did not know about them. There was a time when geometry could be used to compute distances. Calculating the distance between two points was very simple. Basically, you took the point that was a fraction of the distance to the other point, squared it, and then added the result.
The next question you must ask yourself is how did Distance and Midpoint worksheet help? They were actually used to compute points in the middle of a circle to figure out what was in the middle of the circle. They were named Distance and Midpoint Worksheet because they helped in computing the points in the middle of a circle and showed where the center of the circle was.
Geometry Distance and Midpoint Worksheet Questions: The next question you should ask yourself is why do I need to know these things? Are you interested in knowing about this because you want to build up a better grasp of geometry? Then it is probably a good idea for you to know about these.
Do you think physics would be easier for you if you knew about geometry? When you learn about these two mathematical equations, you will be able to look at the world differently. You will not only understand the equations but will also be able to make them work and solve them. As far as their uses are concerned, it helps a lot of people know more about these things. It is for example very helpful for those who do not have high math skills. It is also very important for those who want to take a certain test and if they do not know the right answer right away, they will be able to find it easily.
If you want to know about this and there are many different ways you can use this, you can buy them in the market. This is especially useful for students because they have to buy these so that they do not have to worry about how to use these and if they need to buy it. Teachers who do not have time to do this can also use these if they wanted to do so.
So ask yourself, what are the benefits of Geometry Distance and Midpoint Worksheet Answers? Take a look at the following:
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s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506539.13/warc/CC-MAIN-20230923231031-20230924021031-00532.warc.gz
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CC-MAIN-2023-40
| 2,527 | 7 |
http://www.jiskha.com/display.cgi?id=1363841389
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math
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iN manoa Valley on the island of Oahu Hawaii the annual rainfall averages 43.6 inches with a standard diviation 7.5 inches. for a given year, find the probability that the annual rainfall will be..(solve for a,b,and c) show work
a)more than 53 inches
b)less than 28 inches
c)between 28 and 53 inches
college stats - PsyDAG, Thursday, March 21, 2013 at 12:55pm
Z = (score-mean)/SD
Find table in the back of your statistics text labeled something like "areas under normal distribution" to find the proportions/probabilities related to the Z scores.
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s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218186774.43/warc/CC-MAIN-20170322212946-00069-ip-10-233-31-227.ec2.internal.warc.gz
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CC-MAIN-2017-13
| 546 | 7 |
http://talks.cam.ac.uk/talk/index/41882
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math
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|COOKIES: By using this website you agree that we can place Google Analytics Cookies on your device for performance monitoring.|
The Expected Total Curvature of Random Polygons
If you have a question about this talk, please contact Mustapha Amrani.
Topological Dynamics in the Physical and Biological Sciences
We consider the expected value for the total curvature of a random closed polygon. Numerical experiments have suggested that as the number of edges becomes large, the difference between the expected total curvature of a random closed polygon and a random open polygon with the same number of turning angles approaches a positive constant. We show that this is true for a natural class of probability measures on polygons, and give a formula for the constant in terms of the moments of the edgelength distribution.
We then consider the symmetric measure on closed polygons of fixed total length constructed by Cantarella, Deguchi, and Shonkwiler. For this measure, the expected total curvature of a closed n-gon is asymptotic to n pi/2 (2n/2n-3) pi/4. As a consequence, we show that at least 1/3 of fixed-length hexagons and 1/11 of fixed-length heptagons in 3-space are unknotted.
This talk is part of the Isaac Newton Institute Seminar Series series.
This talk is included in these lists:
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Other listsSynthetic Biology Strategic Research Initiative Latin American Political Thought and Intellectual History
Other talksA three-dimensional approach to community turnover: Pleistocene extinctions, abrupt climate change, and (dis)equilibrium dynamics Radial turbine mistuning BHRU Annual Lecture 2016 - Electronic cigarettes: a disruptive technology? Tweeting Teachers – Does Social Capital play a Role in Twitter Conversations among Teachers? Climate Change and International Trade Expressions and body movements as communication and implications for language origins theories
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s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701171770.2/warc/CC-MAIN-20160205193931-00170-ip-10-236-182-209.ec2.internal.warc.gz
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CC-MAIN-2016-07
| 1,930 | 11 |
https://practice.geeksforgeeks.org/problems/perfect-square-string/0
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math
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You are given a string S. Your task is to determine if sum of ASCII values of all character results in a perfect square or not.
The first line of the input contains a single integer T, denoting the number of test cases. Then T test cases follow. Each testcase has a string S
Print 1 if the resulting sum is a perfect square, else print 0.
If you have purchased any course from GeeksforGeeks then please ask your doubt on course discussion forum. You will get quick replies from GFG Moderators there.
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s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400191780.21/warc/CC-MAIN-20200919110805-20200919140805-00366.warc.gz
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CC-MAIN-2020-40
| 499 | 4 |
http://www.promiseangels.com/anders-bj-rner/combinatorics-of-coxeter-groups-graduate-texts-in/SKU/229458
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math
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Item description for Combinatorics of Coxeter Groups (Graduate Texts in Mathematics) by Anders Bjorner & Francesco Brenti...
This book is a carefully written exposition of Coxeter groups, an area of mathematics which appears in algebra, geometry, and combinatorics. In this book, the combinatorics of Coxeter groups has mainly to do with reduced expressions, partial order of group elements, enumeration, associated graphs and combinatorial cell complexes, and connections with combinatorial representation theory. While Coxeter groups have already been exposited from algebraic and geometric perspectives, this book will be presenting the combinatorial aspects of Coxeter groups. The authors have included an exposition of Coxeter groups along with a rich variety of exercises, ranging from easy to very difficult, giving the book the unique character of serving as both a textbook and a monograph.
Promise Angels is dedicated to bringing you great books at great prices. Whether you read for entertainment, to learn, or for literacy - you will find what you want at promiseangels.com!
Est. Packaging Dimensions: Length: 0.75" Width: 6.5" Height: 9.5" Weight: 1.45 lbs.
Release Date Apr 28, 2005
ISBN 3540442383 ISBN13 9783540442387
Availability 0 units.
More About Anders Bjorner & Francesco Brenti
Anders Bjorner has an academic affiliation as follows - Royal Institute of Technology, Stockholm.
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s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818692236.58/warc/CC-MAIN-20170925164022-20170925184022-00263.warc.gz
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CC-MAIN-2017-39
| 1,398 | 9 |
https://en.oxforddictionaries.com/definition/sinh
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math
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- ‘If its argument is an array, the sinh function will be applied to each element and the result returned as an array.’
- ‘The sinh, cosh, and tanh subroutines compute the hyperbolic trigonometric functions of their parameters.’
- ‘Here we note that, using hyperbolic trig. functions, it is also cosh/sinh or 1/tanh.’
Late 19th century: from sin(e) + h(yperbolic).
We take a look at several popular, though confusing, punctuation marks.
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s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501171166.18/warc/CC-MAIN-20170219104611-00633-ip-10-171-10-108.ec2.internal.warc.gz
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CC-MAIN-2017-09
| 448 | 5 |
https://math.answers.com/Q/What_prime_number_times_another_prime_number_makes_40
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math
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Every composite number has its own unique prime factorization.
3 x 27
It is: 1 times 23 = 23 which is a prime number
A prime number times a prime number is a composite number. Since prime numbers, except for 2, are odd numbers, a prime number times a prime number is usually an odd number. It will only be an even number if one of the prime numbers is 2. A prime number times a prime number will be a number with four factors unless both prime numbers are the same, in which case it will be a square number with only three factors.
Only 1 and 59 - it's a prime number.
Because you can not divide it into anything. Another answer: What is 17 times 23?
Since 37 is a prime number the only two factors are 1 x 37
The product of two prime numbers can never be another prime number, the numbers that you multiplied are factors of the product. (example, 9 times 5 is 45, 9 and 5 go into 45)
It means to be able to times prime numbers to get the number you have.
3x50=150 the prime number in this case is 3
It is: 1 times 47 = 47 which is a prime number
the two prime numbers will be factors of that number, which would make that number a composite number
63 is not a prime number because 9 times 7 is 63. A prime number is a number that can be divided into 1 or itself
no, 6 is not a prime number.
2310 is the smallest Mott Number. It is because you have to times 5 prime number together, so if you times the 5 smallest prime number, that is your answer =]
number times a number is 91: 1 & 917 & 13.91 is not a prime number
There is no prime number that exists to satisfy this Condition.
The number 7.
Yes, some times it does and and other times it does not.
Either it is a prime or put m = n! Is that it?
Prime Ministers can normally be elected any number of times.
No because prime numbers have only two factors.
negative 64 is not a prime number because 64 can be times by 8.
The only numbers that multiply to get a product of 39 are 1 and 39, or 3 and 13.
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CC-MAIN-2022-05
| 1,953 | 24 |
https://www.sciences360.com/index.php/electric-voltage-and-current-11269/
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math
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Voltage and current: two fundamental principles of the physics of electricity. Since the fathers of electrical science discovered current electricity, man has sought ways to explain its properties. In this article, we will explore the concepts of electric current and electric potential (voltage), as well as draw analogies in order to facilitate understanding.
First of all, let's define electric current. The electric current is the rate at which charge flows. Current is due to the flow of electrons through a conductor, thus current is proportional to the number of electrons that flow past a point on the wire in a given amount of time. However, quite counter-intuitively, the direction of current is defined to be opposite in direction to the direction of electron flow! This is due to a long-held hypothesis that electricity was the flow of positive charge from a positively-charged source to a negatively-charged sink. By the time that the electron - a negatively charged particle - was discovered as constituting electricity, much work had been done with the old assumptions. As positive and negative are just labels, it was decided that the convention of referring to a flow of positive charge would remain.
A good way to visualize the electric current is with the water analogy. Picture water flowing through a pipe of fixed diameter. If you were to ask how much water was flowing through the pipe, the answer would be equivalent to the water current. Similarly, if you were to ask how many electrons were flowing through a wire, the answer would be related to the electric current.
Now let's move on to voltage - a much more abstract concept. Voltage is also referred to as electric potential - it is the electric potential energy per unit charge. It is not, as some students erroneously believe, a form of energy. It is, however, related to energy. Current in a circuit flows because of difference of electric potential. For instance, a 9V battery has an electric potential difference (voltage) of 9V, with the negative terminal assigned a potential of 0V and the positive terminal assigned a potential of 9V. (Remember, electrical concepts are defined in terms of positive charge, although it is electrons that comprise electricity.) Current (the flow of positive charge) then flows from the side of the 9V battery with a high potential (the positive 9V terminal) to the side with the lower potential (the 0V negative terminal). It follows that electrons do exactly the opposite: that is, they travel from the 0V terminal to the 9V terminal. Note that voltage does not depend on how many electrons actually flow, as that would refer to current. Instead, the voltage is referring to how much energy each electron has, relative to the terminals of the power source. An easy way to remember that the amount of electron flow does not affect the voltage is to consider common household 1.5V batteries. These batteries come in a variety of sizes (AA, C, D), and yet all share the same voltage.
A great way to visualize voltage is, once again, to think of the properties of flowing water. One such property is water pressure, which is analogous to voltage. Water pressure, for instance, would be greater if the source of water in a pipe system is located higher-up than the end of the pipe (which we will assume is capped). Likewise, as the top of the pipe is lowered to ground level, the water pressure would decrease. Note that the water pressure does not depend on how much water is in the pipe - we could achieve the very same pressure with less water and a narrower pipe.
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CC-MAIN-2023-06
| 3,583 | 5 |
http://rebeccawow.blogspot.com/2006/01/factoring-trinomials-with-children.html
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math
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Matthan, my 13 year old, is factoring trinomials again today in Algebra. Remember how to do that? If you are an average person who didn’t major in math or go into pipefitting, you might not remember much about your advanced math courses or factoring trinomials! Don’t worry, it’s perfectly normal to have taken a course in high school or college and then not remember a darn thing after you’ve lived your life in freedom for a few years. Factoring trinomials is when you have something that looks like this:
x(squared) + 6x + 9
and you have to make it look like this:
You will remember that a factor of 9 is 3? This is the same thing only with some parenthesis thrown in there just to trip you up. You are finding the multiples of a number only now the number has googely eyes and fangs.
When I asked Matthan, “What number gives you nine when multiplied by itself or 6 when you add it?” or “What numbers when multiplied give you 8 yet when added give you 6,” I realized how elementary basic Algebra really is. It’s all the other stuff that confuses me like the parenthesis and the ‘unknown variables.’ We can all add 3+3 and multiply 3 times 3; add 4 and 2 and multiply 4 and 2, so why do we get all tripped up when we see it in the context of Algebra?
I think I know why. When we were in elementary school we were taught that “X” means to multiply.
We were very impressionable and we accepted that fact and used it most of our little math lives. Then one day, we are told that the very symbol with which we have come to associate multiplication is now an unknown variable. “What?” Then we are told instead of using an “X” you can put 4 in a parenthesis and 2 in a parenthesis and that now means what the “X” meant all those years before. Oh, and your ABC’s are now coming to join us for math class – well, Algebra. We learn one thing and use it all of our lives and just when it becomes second nature we have to give new meaning to old symbols and learn all new ways to do the same old things. Algebra seems to be a whole new world and it’s not peaceful to some of us.
It shouldn’t be new or scary at all. In fact, it’s not new, it’s just playing around and rearranging and expressing numbers that we are familiar with in many different ways. Why did it feel different? Why did we learn that multiplication could be expressed by putting an “X” in between two numbers when the whole time we could have just put those numbers in parenthesis? If we are expecting children to grow up and learn Algebra why don’t we just start Algebra in third grade? Maybe I’ll figure the answer out one day. Until then, we are going to play around with Algebra from the get go.
When I asked Matthan, “What numbers when multiplied give you 8 and when added give you 6,” so that we could factor a trinomial, I looked at Kelsey and thought, “She could do what we are doing!” So, I wrote a trinomial out: “x(squared) + 6x + 9” and under it I wrote two parenthesis with an X in each one like this: (x + ) (x + ) and let her decide what numbers should go after the plus sign. She picked up on this pretty fast!
When I told her that she was doing high school Algebra she became very excited. Her confidence in Math was boosted. I hope that when Kelsey enters the world of Algebra and is greeted by my googely eyed monster, that it won’t be something frightening for her.
She can factor trinomials now because that takes basic elementary math! And of course, as her understanding of math expands so will the complexities of the trinomials.
A few years later, as my daughter was learning how to convert Fahrenheit into Celsius, my six year old was inspired to play around with equations and variables. Here is the post.
Too often we give children answers to remember rather than problems to solve. -Roger Lewin
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CC-MAIN-2018-30
| 3,854 | 13 |
https://www.kaysonseducation.co.in/questions/p-span-sty_4319
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math
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An object 1.0 cm tall is placed 8 cm in front of a concave mirror of radius of curvature 24 cm. What is the size and the nature of the image?
3.0 cm, virtual
The positive sign shows that the image is virtual.
The positive sign shows that the image is erect. Thus the image is erect, virtual, 3.0 cm tall and is formed 24 cm behind the mirror.
Choose the only wrong statement from the following.
A short linear object of length L lies on the axis of a spherical mirror of focal length f at a distance u from the mirror. Its image has an axial lengthL’ equal to
Two plane mirrors are placed at right angles to each other. A ray strikes one mirror at an angle of incidence θ such that it is also reflected from the second mirror. Then, the ray reflected from the second mirror will be
Two plane mirrors are inclined to each other at an angle of 70o. A ray is incident on one mirror at an angle θ. The ray reflected from this mirror falls on the second mirror from where it is reflected parallel to the first mirror. What is the value of θ?
One end of a strip of a plane mirror 2.5 cm in length, is fixed. The other end rests on the top of a small vertical rod. A beam of light is reflected from the mirror and forms a spot on a screen 3 m away from the mirror. If the top of the rod is moved upwards 0.1 mm, what will be the movement of the spot?
Two plane mirrors are inclined to each other such that a ray of light incident on the first mirror and parallel to the second is reflected from the second mirror parallel to the first mirror the angle between the two mirrors is
A man 1.8 m tall wishes to see full-length image in a plane mirror. The length of the shortest mirror in which he can see his entire image is
An illuminated object is placed between two plane mirrors mutually perpendicular to each other how many images are formed?
A 2.0 cm tall object is placed 15 cm from a concave mirror of focal length 10 cm. How far is the image from the mirror?
A concave mirror forms a real image four times the size of the object placed at a distance of 10 cm from it. What is the radius of curvature of the mirror?
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s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964358118.13/warc/CC-MAIN-20211127043716-20211127073716-00039.warc.gz
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CC-MAIN-2021-49
| 2,117 | 14 |
http://www.askphysics.com/2012/01/page/2/
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math
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Please explain the working of francis turbine? (Manish asked)
Francis Turbine is a water turbine developed by James B Francis and is mainly used for Electrical Power Production ranging from 10MW to 750 MW. It is usually placed at the bottom of a dam where there is large pressure difference between the water entry level and exit level. As the water moves through the runner, its spinning radius decreases, further acting on the runner. At the exit, water acts on cup-shaped runner features, leaving with no swirl and very little kinetic or potential energy. The turbine’s exit tube is shaped to help decelerate the water flow and recover the pressure.
“We know that sound can cause some mechanical work(eg:when we keep our hand in front of a large speaker,we feel something hitting the back of our hand), but why this doesn’t happen with light??” -Manishankar asks.
If I have the Calorific Value of a dry wood sample (17540 joules per gram of sample). how can I determine the percentage of carbon content of this wood sample? Assuming the sample is 75% Cellulose and Hemocellulose and 25% lignine?
The figure shows a two-component complex tone deviation x dependence on time t. The values on deviation axis are in 1cm intervals and on the time axis, there are 2 cm intervals.
1) Find out the main tone frequency. (Ans. 25kHz, Explain How)
2) Main tone amplitude? (Ans. 7.5 cm , Explain How)
3)Whats the upper/overtone frequency? (Ans. 100kHz, Explain How)
4)Whats the upper/overtone amplitude? (should be 2 cm. , Explain How)
I have no background in physics though I am deeply fascinated by it. The THEORY OF EVERYTHING has always intrigued me. I have had no schooling per say, but I have watched a lot of documentaries, lectures, and have read many articles, papers and completely exhausted my printer from printing Wiki pages about everything encompassing physics, quantum mechanics, energy, gravity, black holes, matter, dark energy etc. My question is this: How can a black hole, which has a gravitational force so strong nothing can escape it, not even light, how is it possible for some black holes to eject material out from it? I have read many papers about how some super-massive black holes sometimes consume more material than they can actually ‘EAT’ and will sometimes eject that material out into space hundreds of light years? Isn’t the gravitational force supposed to catch that material and re-consume it? My only thought is that the material never crosses the event horizon and therefore can not be fully captured by the gravity of the blackhole. Please help. Your input is greatly appreciated.
(Asked Michael J. Garcia Jr. )
How do you find the direction of electric field on the outer or inner surface of 2 parallel plate of a capacitor ?
The direction of electric field is from the positive plate to negative plate.
The electric field outside the plates is zero as the electric field due to each plate (E=Q/2ε0A) cancel out being equal in magnitude and opposite in direction.
In between the plates the two electric fields add up as they are in same direction. (From positive plate to negative plate).
The magnitude of electric field between the plates is twice the electric field due to either; i.e; E=2 x Q/2ε0A = Q/ε0A
A fly is sitting in the middle of a wall of a cubic room of side ’a’.If it flies and sit to one of opposite corner of the wall. Find its displacement?
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s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514573759.32/warc/CC-MAIN-20190919224954-20190920010954-00009.warc.gz
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CC-MAIN-2019-39
| 3,413 | 17 |
https://www.conversioncenter.net/length-conversion/from-punto-(Castile)-to-light-year
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math
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Convert punto (Castile) to light year
Selected category: length.
Definition and details for punto (Castile):
Punto is a traditional unit of length comparable to the "point". In Castile it was defined to be equal to 1/1728 pie or about 0.16 mm.
Definition and details for light year:
Light year (ly) is a unit of distance used by astronomers. One light year is defined from the International Astronomical Union as the distance that light travels in one Julian year (365.25 days) through a vacuum. The defined light speed is c = 299,792,458 m/sec. So one light year equals exactly 9 460 730 472 580 800 meters.
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s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046153857.70/warc/CC-MAIN-20210729105515-20210729135515-00107.warc.gz
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CC-MAIN-2021-31
| 608 | 6 |
https://link.springer.com/article/10.1007%2FBF00938486
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math
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A finite algorithm for finding the projection of a point onto the canonical simplex of ∝ n
- 881 Downloads
An algorithm of successive location of the solution is developed for the problem of finding the projection of a point onto the canonical simplex in the Euclidean space ℝ n . This algorithm converges in a finite number of steps. Each iteration consists in finding the projection of a point onto an affine subspace and requires only explicit and very simple computations.
Key WordsNonlinear programming quadratic programming projection onto a simplex optimality conditions
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- 1.Rosen, J. B.,The Gradient Projection Method of Nonlinear Programming, Part 1, Linear Constraints, SIAM Journal on Applied Mathematics, Vol. 8, pp. 181–217, 1960.Google Scholar
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CC-MAIN-2018-05
| 2,155 | 14 |
http://mathnexus.wwu.edu/archive/oldie/detail.asp?ID=50
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math
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Two old women started at sunrise and each walked at a constant velocity. One went from A to B and the other from B to A. They met at noon and, continuing with no stop, arrived respectively at B at 4 pm and at A at 9 pm.
At what time was the sunrise on this day?
Note: In the 1940's, school teacher I.V. Morozkin gave this old Russian problem to the young Vladimir Arnold, now a prominent Russian mathematician.
Source: S. Lui's "An Intgerview with Vladimir Arnold," Notices of the AMS, April 1997
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s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589861.0/warc/CC-MAIN-20200117152059-20200117180059-00098.warc.gz
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CC-MAIN-2020-05
| 496 | 4 |
http://webapps.stackexchange.com/questions/tagged/google-apps-email+filter
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math
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https://omahadouglasfcu.org/vehicle-affordability-calculator
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math
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Vehicle Affordability Calculator
How much vehicle can I afford?
Experts suggest that you should not allocate more than 20% of your take-home pay towards monthly auto payments. The down payment, interest rate, and term of your loan will also determine how much you can afford to buy. Use this calculator to help determine how much you might be able to spend on an automobile.
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