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https://apluswriters.net/stackable-cups-math-project-a-writers-apluswriters-net/
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math
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stackable cups math project A+ Writers | apluswriters.net
Type or neatly write your project on separate paper. Then you can submit using any one of these methods.
1. Take picture(s) of your pages and upload here.
You will need: • Several identical stackable cups or bowls.
• Something to measure with. (If you don’t have one but are near an IKEA store, go there and take one of the measuring tapes they put all over the store.)
Type or write your answers neatly on a separate piece of paper. 1. Measure the precise height of 1 cup. Measure the precise height of a stack of 2 cups. Continue through 7 cups. 2. Take a photo of your stacks of cups and include it in your report. 3. Make a table of values of the number of cups versus the height of the stack. Provide as much details as you deem necessary. 4. Using your table of values, plot points on a graph where the ð‘¥ð‘¥-coordinate is the number of cups and the ð‘¦ð‘¦-coordinate is the height of the stack. Draw a straight line that best fits those points. (Use a ruler or straightedge; wobbly lines will lose points.) Don’t forget to label and scale the axes. 5. Using your work from parts 1-4, develop an equation for the height, ð‘¦ð‘¦, of ð‘¥ð‘¥ cups. 6. In theory, the ð‘¦ð‘¦-intercept is the value of ð‘¦ð‘¦ when ð‘¥ð‘¥ = 0. Obviously, in this context, the ð‘¦ð‘¦- intercept cannot be the height of 0 cups. What, then, is the physical significance, in the context of stacked cups, of the ð‘¦ð‘¦-intercept? 7. What is the slope of this line and what is its physical significance in this context? 8. Measure the table you are sitting at. Use your equation to determine the maximum number of cups that can be put in a stack under your table. Write a few sentences and show the math describing how you determined this. 9. If you used American units, answer this question: You have 10 stacks of cups, each stack about 3 feet long; about how many cups do you have? If you used metric, answer this question: You have 10 stacks of cups, each stack about 1 meter long; about how many cups do you have? Show your work.
PLACE YOUR ORDER NOW
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s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104692018.96/warc/CC-MAIN-20220707124050-20220707154050-00170.warc.gz
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CC-MAIN-2022-27
| 2,187 | 7 |
https://forum.audiogon.com/discussions/pre-power-matching
|
math
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Biggest issue is tube preamp running into a digital amp, something with input impedance of 10K or less.
In that case the highs are frequently rolled off because the load is too low for the tube output. The problem is made worse if you are using two sets of outputs from the tube preamp, say for home theater or to drive a separate sub woofer.
Many tube amps (VTL for example) have an input impedance of 150K which works fine for both solid state and tube preamp designs.
I just researched this topic yesterday. The output impedance of the preamp should be within 10:1 ratio to the input impedance of the amplifier. Thus, the preamp is the lower number in the equation in this example. I have a solid state amplifier which provides 50k ohm input impedance. My tube preamp provides 592 ohms output impedance. Given the formula above, the two units are compatible. Hope this helps!
Al, (Almarg) has answered this question numerous times. Maybe he can find the response(s) and copy and paste them here.
Actually I found one of Al's posts:http://forum.audiogon.com/cgi-bin/fr.pl?aamps&1323999458&openusid&zzAlmarg&4&5#Almarg
1:10 min. ratio output to input impedance. THis is the accepted ratio for minimal impact on freq. response.
Eg: pre out= 100ohms matched well with amp input impedance at 1kohm (1,000 ohms).
My CAT pre ouput impedance is listed at 75 ohms, so will match well with any amp input impedance of 1K ohms and above.
The general rule of the thumb is, the input impedance of the amp should be ~15 times or more than the output impedance of the pre (or the source unit, generally speaking). That's generalising, of course.
As Aporter mentions, amps with 10k inputs are a tad difficult to match, while others with 150k are very easy to drive.
You can be sure of having a perfect match if you use the same brand of amp and preamp. Not only will you have an electrical match, but you will also have a sonic match. I have mixed amps and preamps on many occasions and came up with some interesting sounds. However, when using the same brands I always hear a rightness to the sound that can not be achieved by mixing brands.
Mofi, thanks for linking to my post.
As I indicated there, and as you realize but others may not, it is not as simple as taking the two published numbers and seeing if they differ by a factor of 10 or more. The published impedance numbers are typically at a mid-range frequency (e.g., 1 kHz), and can be much different at other frequencies, especially in the case of most tube preamps.
Here is a quote from another thread
on this topic:
Ideally the input impedance of the amp should be 10 or more times greater than the output impedance of the preamp, at the frequency for which preamp output impedance is highest. Otherwise audible frequency response irregularities MIGHT result.
If, as is often the case, the highest output impedance of the preamp across the audible frequency range is not known, and only a nominal output impedance is specified (perhaps based on a frequency of 1 kHz), I suggest using a ratio of 50 or more, and preferably 75. Many tube preamps, and some solid state preamps, use a coupling capacitor at their outputs, which can cause their output impedance to be much higher at deep bass frequencies than at higher frequencies.
Impedance incompatibilities are most likely to be encountered when using a tube preamp with a solid state power amp.
If the power amp has an input impedance of around 47K or more, it is unlikely that there will be an issue, even with a tube preamp.
If the component has been reviewed by Stereophile, the measurements John Atkinson usually provides will indicate its worst case impedance across the audible frequency range, to which the 10x factor can be applied.
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s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125948029.93/warc/CC-MAIN-20180425232612-20180426012612-00098.warc.gz
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CC-MAIN-2018-17
| 3,740 | 21 |
https://books.google.com.au/books?id=-RsIAQAAIAAJ&q=factor&dq=related:ISBN0132494833&output=html_text&source=gbs_word_cloud_r&cad=5
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math
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Results 1-3 of 74
This expression for Q has an intuitive physical interpretation when written in the form : MV Q x ( Geometrical factor ) ( 8.92 ) * Me where V is the volume of the cavity , and Sits total surface area . The Q of a cavity is evidently ...
The exponential factor involving ( 1 cos ( ) can be set equal to unity , since at small angles its exponent is a factor 0/2 smaller than the other exponent . The integral over ß is 27J , ( ka sin 0 sin a ) . Hence Fon = –2E ?
We see that near the resonant frequency w , the absorption cross section has the same Lorentz shape as the scattering cross section , but is larger by a factor T // T . At high frequencies , → wat , so that the absorption cross section ...
What people are saying - Write a review
LibraryThing ReviewUser Review - barriboy - LibraryThing
A soul crushing technical manual written by a sadist that has served as the right of passage for physics PhDs since the dawn of time. Every single one of my professors studied this book, and every ... Read full review
LibraryThing ReviewUser Review - aproustian - LibraryThing
"Jackson E&M is about learning how to approximate reliably...the entire book, with few exceptions, is a mathematical discussion on how to solve [the same] 4 problems for different boundary conditions." Read full review
Introduction to Electrostatics
References and suggested reading
Multipoles Electrostatics of Macroscopic Media
2 other sections not shown
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s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320306181.43/warc/CC-MAIN-20220129122405-20220129152405-00188.warc.gz
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CC-MAIN-2022-05
| 1,456 | 13 |
https://llanzani.expressions.syr.edu/research-2/
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math
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My research interests are in harmonic analysis, complex analysis in one and several variables, PDE, and their interplay; these have been primarily concerned with the study of singular integral operators, elliptic boundary value problems and Div-Curl inequalities. A leading theme is the use of boundary integral representation formulas, with main focus on the lack of boundary regularity of the ambient domain. More recently, I have made an effort to build parts of this program within the novel context of several complex variables — to develop a theory of Cauchy-like singular integrals with holomorphic kernel and for non-smooth domains in n-dimensional complex Euclidean space that effectively blends the complex structure of the ambient domain with the Calderòn-Zygmund theory for singular integrals on non-smooth domains in 2n-dimensional real Euclidean space. Applications to several complex variables include the regularity of orthogonal projections onto the Bergman and Hardy spaces of holomorphic functions on non-smooth domains.
Because of the rigidity imposed by the complex structure, the study of these problems requires new and different tools than in the classical setting.
18. Lanzani L., Myers J. and Raich S. A. Taylor Series of Conformal Mappings onto Symmetric Quadrilaterals, Cplx. Vbls & Ellipt. Eqns., to appear.
17. Lanzani L. and Stein E. M. , The Cauchy Integral in C^n for domains with minimal smoothness, Adv. Math. 264 (2014) 776 – 830.
16. Lanzani L. and Stein E. M. Cauchy-type integrals in several complex variables, Bull. Math. Sci. 3 (2) (2013), 241-285.
15. Lanzani L. Higher Order Analogues of Exterior Derivative, Bull. IMAS (New Series) 8 (3) (2013) 389 – 398.
14. Lanzani L. and Raich A. S. On Div-Curl for higher order, Advances in Analysis: the Legacy of E. M. Stein, Princeton U. Press (2013), ISBN: 9780691159416.
13. Lanzani L. and Stein E. M. The Bergman projection in L^p for domains with minimal smoothness, Illinois J. of Math. (invited submission) 56 (1) (2013) 127 – 154.
12. Barrett, D. E. and Lanzani L. The spectrum of the Leray transform on weighted boundary spaces for convex Reinhardt domains, J. Funct. Analysis 257 (9) (2009), 2780-2819.
11. Koenig, K. and Lanzani, L. Bergman vs. Szegö via Conformal Mapping, Indiana U. Math. J. 58, no. 2 (2009), 969-997.
10. Lanzani, L. Cauchy Integrals for non-smooth domains: C^n vs. C – the effect of dimension, Oberwolfach Reports 32 (2008), 55-60.
9. Brown, R., Capogna, L. and Lanzani, L. On the mixed boundary value problem in L^p for some two-dimensional Lipschitz domains, Math. Annalen, 342 (2008), 91-124.
8. Lanzani, L. and Mendez, O. The Poisson’s problem for the Laplacian with Robin boundary condition in non-smooth domains, Revista Mat. Iberoamer. 22 (2006) 181-204.
7. Lanzani, L. and Stein, E. M. A note on Div-Curl inequalities, Mathematical Research Letters 12 (2005), 57-61.
6. Lanzani, L. Shen, Z. On the Robin Boundary Condition for Laplace’s Equation in Lipschitz Domains Comm. Part. Diff. Eq. 29 (2004), 91-109.
5. Lanzani, L. and Stein, E. M. Szegö and Bergman projections on non-smooth planar domains, J. Geom. Anal. 14 (2004), 63-86.
4. Bernstein, S. and Lanzani, L. Szegö projections for Hardy spaces of monogenic functions and applications, Int. J. of Math. and Math. Sc., 29 (2002), 613-627.
3. Lanzani, L. The Cln-Valued Robin Bundary Value Problem on Lipschitz Domains in R^n, Clifford Analysis and its Appls. NATO ARW Series (2001), Kluwer, 183-192.
2. Lanzani, L. Cauchy Transform and Hardy Spaces for Rough Planar Domains, Contemp. Math., 251 (2000), 409-428.
1. Lanzani, L. Szegö Projection Versus Potential Theory For Non-Smooth Planar Domains, Indiana U. Math. J. 48 (1999), 537-556.
Capogna, L., Kenig, C., Lanzani, L. Recent Progress in Harmonic Measure: the Geometric and the Analytic Points of View, AMS University Lecture Series (book), 35 (2005), ISBN: 0821827286.
co-Editor, Harmonic Analysis and Boundary Value Problems: Selected Papers from the 25th University of Arkansas Spring Lecture Series, Contemp. Math. 277 (2001).
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s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823588.0/warc/CC-MAIN-20181211061718-20181211083218-00338.warc.gz
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CC-MAIN-2018-51
| 4,084 | 22 |
https://www.mathnstuff.com/math/spoken/here/1words/i/i9.htm
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math
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IN MATH: 1. adj. equations which have no common solution. EX. Parallel lines have inconsistent equations.
IN ENGLISH: 1. adj. contradictory, unpredictable. EX. You must not be inconsistent with children or they will not know what to expect of you.
APPLICATION: (see list 310)
1. Determine which systems are inconsistent. a) 13x+12y=1 b) y=3x-4 c) x-y=14 -13x-12y=-1 y=3x+4 x-y=10
This is a page from the dictionary MATH SPOKEN HERE!, published in 1995 by MATHEMATICAL CONCEPTS, inc., ISBN: 0-9623593-5-1. You are hereby granted permission to make ONE printed copy of this page and its picture(s) for your PERSONAL and not-for-profit use.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679102697.89/warc/CC-MAIN-20231210221943-20231211011943-00650.warc.gz
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CC-MAIN-2023-50
| 637 | 5 |
https://www.courseunlock.org/downloads/solved-east-hill-home-healthcare-services-organized-four-friends-invested-15-000-company-turn-iss-q26379767/
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math
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East Hill Home Healthcare Services was organized by four friendswho each invested $15,000 in the company and, in turn, was issued8,200 shares of $1.00 par value stock. To date, they are the onlystockholders. At the end of last year, the accounting recordsreflected total assets of $732,000 ($55,000 cash; $518,000 land;$53,000 equipment; and $106,000 buildings), total liabilities of$224,000 (short-term notes payable of $118,000 and long-term notespayable of $106,000), and stockholders’ equity of $508,000 ($22,000of common stock, $87,000 of additional paid-in capital, and$399,000 retained earnings). During the current year, the followingsummarized events occurred:
Sold 10,100 additional shares of stock to the originalorganizers for a total of $107,000 cash.
Purchased a building for $52,000, equipment for $15,000, andfour acres of land for $21,000; paid $11,000 in cash and signed anote for the balance (due in 15 years). (Hint: Fivedifferent accounts are affected.)
Sold one acre of land acquired in (b) for $5,250 cashto another company.
Purchased short-term investments for $12,000 cash.
One stockholder reported to the company that 360 shares of hisEast Hill stock had been sold and transferred to anotherstockholder for $3,100 cash.
Lent one of the shareholders $5,100 for moving costs, receivinga signed six-month note from the shareholder.
1. Was East Hill Home Healthcare Servicesorganized as a sole proprietorship, a partnership, or acorporation?
2. During the current year, the records of thecompany were inadequate. You were asked to prepare the summary ofthe preceding transactions. To develop a quick assessment of theireconomic effects on East Hill Home Healthcare Services, you havedecided to complete the tabulation that follows and to use plus (+)for increases and minus (−) for decreases for each account. Thefirst event is used as an example.
4. Based only on the completed tabulation,provide the following amounts:
5. Compute the current ratio for the currentyear.
. . .
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s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499842.81/warc/CC-MAIN-20230131023947-20230131053947-00811.warc.gz
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CC-MAIN-2023-06
| 2,002 | 12 |
https://goprep.co/five-long-wires-a-b-c-d-and-e-each-carrying-current-i-are-i-1nm3z1
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math
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a) The solution to this question is intuitive.
The made at center for pentagon is,
And the force is always perpendicular to the line joining the wire and the point to be calculated at e.g. OB.
So the force vector is at 90° from OB.
This makes an angle of 18° with OA.
Hence after finding out all the forces we are going to end up in a pentagon (HIJGF) with a shift of 18°.
So, the force at center is 0.
Wires are taken to be infinitely long
b) When we eliminate one wire then;
This is the magnetic induction when one wire is eliminated.
If one wire is revised, then
= along FH
Rate this question :
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s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243991648.10/warc/CC-MAIN-20210511153555-20210511183555-00576.warc.gz
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CC-MAIN-2021-21
| 600 | 13 |
https://guidedmath.wordpress.com/2010/09/12/problem-solving-in-guided-math-groups-part-3/
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math
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Problem Solving in Guided Math Groups: Part 3
The Polya Problem Solving Method – Step 1 Understand the Problem
George Polya was a famous mathematician who theorized about how to teach problem solving. He identified four elements of problem solving.
- Understand the problem
- Devise a plan
- Carry out the plan
- Look Back
Sounds much simpler than it often turns out to be. Let’s start with 1.
How do we know that students really understand the problem? I have recently started asking students to do two things first.
- I want them to close their eyes and visualize the problem. Make into a mini-movie. What is happening? Who are the characters? What are they doing? Where are they? What are they trying to find out? Then I have them open their eyes and discuss/explain what they saw?
- I have them translate the problem into their own words. They share their translations with a partner. Then we share out as a group.
So for me, Step 1: Understand the problem means visualize and translate what is happening.
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s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917121869.65/warc/CC-MAIN-20170423031201-00231-ip-10-145-167-34.ec2.internal.warc.gz
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CC-MAIN-2017-17
| 1,013 | 12 |
http://www.manfrottotripodparts.com/mh293a3-rc1.html
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math
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MH293A3-RC1 - 3 Way Pan Head
Made after 2010-11-04
#2974 - A1 Quick Release 1/4-20 Screw
#5453 - B1 Upper Housing
#5452 - B2 Vertical Lock Knob
#5451 - C Pan Housing
#3761 - D1 Tilt Housing
#3081 - D2 Pan Handle
Item numbers listed in the index on the right column may not
be shown on the picture because the part may be obscured
or is inside in underneath another part and cannot be shown.
Click on the link to see the actual Part picture. Links will turn
red on "mouse-over' and blue after they have been visited.
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s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806030.27/warc/CC-MAIN-20171120111550-20171120131550-00567.warc.gz
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CC-MAIN-2017-47
| 515 | 13 |
http://www.hanspub.org/reference/ReferencePapers.aspx?ReferenceID=126713&PaperID=17016
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math
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Sen, S. and Pal, B.B. (2013) Interval Goal Pro-gramming Approach to Multiobjective Fuzzy Goal Programming with Interval Weights. Procedia Technology, 10, 587-595.
一类区间系数非线性优化问题的遗传算法A Genetic Algorithm for a Class of Nonlinear Optimization Problems with Interval Coefficients
区间系数, 非线性规划, 遗传算法, 正交设计Interval Coefficients, Nonlinear Programming Problem, Genetic Algorithm, Orthogonal Design
《Advances in Applied Mathematics》, Vol.5 No.1, 2016-02-26
For a class of nonlinear programming problems with interval coefficients, a genetic algorithm based on a uniformly searching scheme is proposed in this paper. Firstly, the original problem is transformed into two exact bilevel programs. Secondly, the upper level variables are encoded as individuals, and these individuals are evaluated by solving the bilevel programs. Finally, in order to avoid producing similar offspring by inbreeding, a relative distance is adopted to provide a threshold value for crossover. Also, an orthogonal crossover operator with point oscillating is provided to generate offspring as uniformly as possible. The experimental data indicate that this algorithm is feasible and effective.
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s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501171176.3/warc/CC-MAIN-20170219104611-00505-ip-10-171-10-108.ec2.internal.warc.gz
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CC-MAIN-2017-09
| 1,235 | 5 |
https://digitalcommons.aaru.edu.jo/pfda/vol8/iss1/1/
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math
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Here we derive a variety of multivariate fractional Iyengar type inequalities for radial functions defined on the shell and ball. Our approach is based on the polar coordinates in RN , N ≥ 2, and the related multivariate polar integration formula. Via this method we transfer author’s univariate fractional Iyengar type inequalities into multivariate fractional Iyengar inequalities.
Digital Object Identifier (DOI)
A. Anastassiou, George
"Multidimensional Fractional Iyengar Type Inequalities for Radial Functions,"
Progress in Fractional Differentiation & Applications: Vol. 8:
1, Article 1.
Available at: https://digitalcommons.aaru.edu.jo/pfda/vol8/iss1/1
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s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499541.63/warc/CC-MAIN-20230128090359-20230128120359-00402.warc.gz
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CC-MAIN-2023-06
| 663 | 7 |
https://app.seesaw.me/activities/xmowl2/whats-the-chance-working-with-fractions
|
math
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In fractions, the denominator tells us how many parts there are all altogether. The denominator will be the total number of balls AND The numerator will be the number of balls there are, of a specific colour. 1. Tap 2. Tap and discuss your thinking! 2. Tap and write the chance of picking a red ball from the bag as a fraction. 3. Write the chance of picking a green ball from the bag as a fraction. 4. Write the chance of a picking a ball with an even number from the bag as a fraction. 5. What colour ball has the greatest chance of being picked? Why? 6. Are there any other fractions you could create? If so, what ones? 7. Tap and change the balls in the bag, so you can create the following fractions: 2/9 Red Balls 4/9 Green Balls 1/9 Black Ball 2/9 Blue Balls 8. Can you create your own combination and write your own fractions? Learning Intention: We are learning about chance. Success Criteria: I can describe that chance of events using fractions.
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s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320299927.25/warc/CC-MAIN-20220129032406-20220129062406-00511.warc.gz
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CC-MAIN-2022-05
| 956 | 1 |
https://nrich.maths.org/public/leg.php?code=-99&cl=3&cldcmpid=6745
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math
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If you take a three by three square on a 1-10 addition square and multiply the diagonally opposite numbers together, what is the difference between these products. Why?
The letters in the following addition sum represent the digits 1 ... 9. If A=3 and D=2, what number is represented by "CAYLEY"?
Find the values of the nine letters in the sum: FOOT + BALL = GAME
Rather than using the numbers 1-9, this sudoku uses the nine different letters used to make the words "Advent Calendar".
A few extra challenges set by some young NRICH members.
A cinema has 100 seats. Show how it is possible to sell exactly 100 tickets and take exactly £100 if the prices are £10 for adults, 50p for pensioners and 10p for children.
The puzzle can be solved by finding the values of the unknown digits (all indicated by asterisks) in the squares of the $9\times9$ grid.
An extra constraint means this Sudoku requires you to think in diagonals as well as horizontal and vertical lines and boxes of nine.
This Sudoku, based on differences. Using the one clue number can you find the solution?
Special clue numbers related to the difference between numbers in two adjacent cells and values of the stars in the "constellation" make this a doubly interesting problem.
Make your own double-sided magic square. But can you complete both sides once you've made the pieces?
A game for 2 people. Take turns placing a counter on the star. You win when you have completed a line of 3 in your colour.
You are given the Lowest Common Multiples of sets of digits. Find the digits and then solve the Sudoku.
Bellringers have a special way to write down the patterns they ring. Learn about these patterns and draw some of your own.
Choose four different digits from 1-9 and put one in each box so that the resulting four two-digit numbers add to a total of 100.
A mathematician goes into a supermarket and buys four items. Using a calculator she multiplies the cost instead of adding them. How can her answer be the same as the total at the till?
The letters of the word ABACUS have been arranged in the shape of a triangle. How many different ways can you find to read the word ABACUS from this triangular pattern?
Arrange the four number cards on the grid, according to the rules, to make a diagonal, vertical or horizontal line.
There are nine teddies in Teddy Town - three red, three blue and three yellow. There are also nine houses, three of each colour. Can you put them on the map of Teddy Town according to the rules?
Given the products of adjacent cells, can you complete this Sudoku?
You need to find the values of the stars before you can apply normal Sudoku rules.
A Latin square of order n is an array of n symbols in which each symbol occurs exactly once in each row and exactly once in each column.
Place the 16 different combinations of cup/saucer in this 4 by 4 arrangement so that no row or column contains more than one cup or saucer of the same colour.
A Sudoku that uses transformations as supporting clues.
Find out about Magic Squares in this article written for students. Why are they magic?!
Each clue in this Sudoku is the product of the two numbers in adjacent cells.
Given the products of diagonally opposite cells - can you complete this Sudoku?
Ben passed a third of his counters to Jack, Jack passed a quarter of his counters to Emma and Emma passed a fifth of her counters to Ben. After this they all had the same number of counters.
Whenever a monkey has peaches, he always keeps a fraction of them each day, gives the rest away, and then eats one. How long could he make his peaches last for?
There is a long tradition of creating mazes throughout history and across the world. This article gives details of mazes you can visit and those that you can tackle on paper.
Mr McGregor has a magic potting shed. Overnight, the number of plants in it doubles. He'd like to put the same number of plants in each of three gardens, planting one garden each day. Can he do it?
Four friends must cross a bridge. How can they all cross it in just 17 minutes?
This cube has ink on each face which leaves marks on paper as it is rolled. Can you work out what is on each face and the route it has taken?
Take three whole numbers. The differences between them give you three new numbers. Find the differences between the new numbers and keep repeating this. What happens?
Can you arrange the digits 1, 1, 2, 2, 3 and 3 to make a Number Sandwich?
You have been given nine weights, one of which is slightly heavier than the rest. Can you work out which weight is heavier in just two weighings of the balance?
Five numbers added together in pairs produce: 0, 2, 4, 4, 6, 8, 9, 11, 13, 15 What are the five numbers?
Try to solve this very difficult problem and then study our two suggested solutions. How would you use your knowledge to try to solve variants on the original problem?
This tricky challenge asks you to find ways of going across rectangles, going through exactly ten squares.
This challenging activity involves finding different ways to distribute fifteen items among four sets, when the sets must include three, four, five and six items.
This challenge extends the Plants investigation so now four or more children are involved.
A man has 5 coins in his pocket. Given the clues, can you work out what the coins are?
Can you arrange the numbers 1 to 17 in a row so that each adjacent pair adds up to a square number?
This sudoku requires you to have "double vision" - two Sudoku's for the price of one
Countries from across the world competed in a sports tournament. Can you devise an efficient strategy to work out the order in which they finished?
How many solutions can you find to this sum? Each of the different letters stands for a different number.
An irregular tetrahedron is composed of four different triangles. Can such a tetrahedron be constructed where the side lengths are 4, 5, 6, 7, 8 and 9 units of length?
Here is a Sudoku with a difference! Use information about lowest common multiples to help you solve it.
Find the smallest whole number which, when mutiplied by 7, gives a product consisting entirely of ones.
First Connect Three game for an adult and child. Use the dice numbers and either addition or subtraction to get three numbers in a straight line.
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CC-MAIN-2017-51
| 6,272 | 50 |
https://www.kilitlisandik.com/is-usually-this-use-of-online-car-loan-calculator-very-good-or-is-usually-the-fantasy-that-claims-calculator-make-college-students-lazy-accurate__trashed/
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math
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A calculator is a fantastic device that enables for the mathematical exploration and experimentation and thus enhances the learners comprehension of ideas. Ahead of I go into the positive aspects of the use of calculators in education and learning and how to successfully use them I would like to, initial, point out the kinds of calculators accessible these days.
We can classify calculators into two sorts. The fist kind is a calculator that evaluates expressions. This sort is utilised to replace the guide tedious paper and pencil arithmetic. The second sort of calculator is the unique functionality calculator for case in point the graphing calculator, the algebra calculator, the matrices calculator… and so forth. These calculators are used for exploration of principles. Each variety of calculator can fit in arithmetic education in its distinctive way and needs the syllabuses to be specifically written to integrate it in education and learning.
Modern studies present that calculators are evaluable tools for mathematics educations. Rather of the scholar spending his time in tiresome arithmetic calculations he can devote his time in building and comprehending concepts. Many students in the earlier have been turned off mathematics because of the lengthy wearisome calculations and college students who ended up successful in these calculations were regarded as good at mathematics. Minor interest was made to the dissolve of ideas. They hardly experienced at any time left to concentrate on concepts. Right now with the use of calculators the pupils devote all their time understanding concepts and the logic driving arithmetic. They can relate the concepts to true daily life application. The overall training expertise became richer. This is why calculators are recommended for all education and learning classes from kindergarten to higher education.
Some might argue that this way the student might turn into lazy. The reply to this query is think about you are giving a primary faculty pupil a issue that he has a hundred bucks and went to the industry and purchased five things of one particular commodity for a specified value and a few products of another commodity for yet another price and he paid the a hundred pounds then what is the remainder that he will receive. Now what is the mathematical quest of this dilemma? Is the question here how to do arithmetic multiplication, addition, and then subtraction? Or is the issue is that the college student need to know what is going to be multiplied by what and what is likely to be included to what and at the end what is heading to be subtracted from what? Of coarse the arithmetic of this problem is the process he is heading to do to discover the remainder and not the arithmetic approach itself. In the earlier mind-boggling the pupil with the arithmetic operations produced a lot of learners skip the concept and the idea powering the issue. Some other individuals did not miss the idea but had been turned off completely from arithmetic simply because of the arithmetic operations.
Below I have to emphasize that it is true that calculators are very good for education and learning but nonetheless one must know how to make them in shape nicely in the schooling process. Students require to know the arithmetic hand calculations. They need to review how to do that manually. When the primary problem of the arithmetic difficulty is how to do the arithmetic college students should only use the calculator to verify for the answer i.e. to see if it matches his hand calculation.
So the rule for utilizing calculators is that the instructor must examine the level of the mathematics issue and the principle it is teaching. If the calculator is doing a reduced stage job than the principle driving the mathematics workout than it is fine. purecalculators.com/id/cross-product-calculator Nevertheless, if the calculator is undertaking the supposed work of the exercise then it must be utilised only to check the right answer.
In addition, education and learning guides must compose examples that use calculators to examine principles and lecturers ought to guide pupils in classrooms to display them how to use these examples with calculators to dissolve principles.
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s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572833.95/warc/CC-MAIN-20220817032054-20220817062054-00355.warc.gz
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CC-MAIN-2022-33
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https://slideplayer.com/slide/2377415/
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math
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2 First, a review of the steps to solve a compound inequality: Example:This is a conjunction because the two inequality statements are joined by the word “and.”You must solve each part of the inequality.The graph of the solution of the conjunction is the intersection of the two inequalities. Both conditions of the inequalities must be met.In other words, the solution is wherever the two inequalities overlap.If the solution does not overlap, there is no solution.
3 You must solve each part of the inequality. Example:This is a disjunction because the two inequality statements are joined by the word “or.”You must solve each part of the inequality.The graph of the solution of the disjunction is the union of the two inequalities. Only one condition of the inequality must be met.In other words, the solution will include each of the graphed lines. The graphs can go in opposite directions or towards each other, thus overlapping.If the inequalities do overlap, the solution is all reals.
4 ‘and’’ statements can be written in two different ways. 1. Example: < m + 6 < 142. Example: 8<m+6 and m+6<14These inequalities can be solved using two methods.
5 Method One: Example : 8 < m + 6 < 14 Rewrite the compound inequality using the word and. Then solve each part.8 < m and m + 6 < 142 < m m < 8m> and m < 8Graph the solution:82
6 Method Two 8 < m + 6 < 14 Example: 8 < m+6 < 14 To solve the inequality, isolate the variable by subtracting 6 from all 3 parts.8 < m + 6 < 142 < m < 8Graph the solution82
7 ‘or’ statements Example: x - 1 > 2 or x + 3 < -1 x > x < -4Graph the solution.3-4
8 Solving an absolute value inequality Step 1: Rewrite the inequality as a conjunction or a disjunction.If you have a you are working with a conjunction or an ‘and’ statement.Remember: “Less thand”If you have a you are working with a disjunction or an ‘or’ statement.Remember: “Greator”Step 2: In the second equation you must negate the right hand side and reverse the direction of the inequality sign.Solve as a compound inequality.
9 Example 1: |2x + 1| > 7 2x + 1 > 7 or 2x + 1 >7 This is an ‘or’ statement. (Greator). Rewrite.In the 2nd inequality, reverse the inequality sign and negate the right side value.Solve each inequality.Graph the solution.|2x + 1| > 72x + 1 > 7 or 2x + 1 >72x + 1 >7 or 2x + 1 <-7x > 3 or x < -43-4
10 Example 2: |x-5|<3 x-5<3 and x-5<3 x-5<3 and x-5>-3 This is an ‘and’ statement. (Less thand).Rewrite.In the 2nd inequality, reverse the inequality sign and negate the right side value.Solve each inequality.Graph the solution.|x-5|<3x-5<3 and x-5<3x-5<3 and x-5>-3x<8 and x>282
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https://dcodesnippet.com/what-percentage-is-3-of-16/
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math
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Discover how to calculate the percentage of a number using two different methods. Learn what percentage 3 is of 16 with step-by-step instructions.
Understanding Percentages and Ratios
Basics of Percentages
Percentages are a fundamental concept in mathematics and everyday life. They are a way to express a portion or fraction of a whole as a value out of 100. Understanding percentages is crucial for various calculations, ranging from determining discounts during a sale to analyzing statistical data.
To calculate a percentage, divide the number you want to express as a percentage by the total value and multiply the result by 100. For example, if you have 25 apples out of a total of 100, the percentage of apples would be (25/100) * 100 = 25%.
Percentages are often used to compare quantities or make relative comparisons. They allow us to understand the relationship between different values and assess their significance. By utilizing percentages, we can easily comprehend proportions and make informed decisions based on the data at hand.
Ratios are another essential mathematical concept that helps us compare two or more quantities. They indicate the relative sizes of different values and are expressed as a comparison of two numbers separated by a colon or as a fraction. Ratios can be used to understand the relationship between different elements and make predictions based on the given proportions.
To calculate a ratio, divide one quantity by another. For example, if there are 20 red apples and 30 green apples, the ratio of red apples to green apples would be 20:30 or 2:3. Ratios can also be simplified, in this case, the simplified ratio would be 2:3.
Converting Ratios to Percentages
Converting ratios to percentages allows us to express the relative sizes of different quantities in a more familiar format. To convert a ratio to a percentage, divide the first value of the ratio by the sum of both values, then multiply the result by 100.
For example, if the ratio of boys to girls in a class is 3:5, to convert it to a percentage, divide 3 by the sum of 3 and 5 (3+5=8), then multiply the result by 100. The percentage of boys in the class would be (3/8) * 100 = 37.5%.
Converting ratios to percentages helps provide a clearer picture of the relationship between different quantities and allows for easier comparison and analysis. It enables us to present data in a more accessible and relatable manner.
Finding the Percentage of a Number
Steps to Calculate the Percentage
Calculating percentages is a fundamental skill that we use in many aspects of our daily lives, from calculating discounts during a sale to determining the amount of tax on a purchase. While it may seem intimidating at first, the process of finding the percentage of a number can be broken down into a few simple steps.
- Step 1: Identify the values: Begin by identifying the two values that you will be working with – the number you want to find the percentage of, and the whole or total value. For example, if you want to find the percentage of a test score out of the total possible score, you would have the test score as one value and the total possible score as the other.
- Step 2: Set up the proportion: Once you have identified the values, you can set up a proportion to compare the two. A proportion is a statement that two ratios are equal. In this case, the ratio would be the number you want to find the percentage of to the total value. For example, if you want to find the percentage of a test score, you would set up the proportion as the test score over the total possible score.
- Step 3: Cross-multiply and solve: To find the percentage, you need to cross-multiply the values in the proportion and solve for the unknown. This can be done by multiplying the numerator of one ratio by the denominator of the other, and vice versa. Once you have the cross-products, you can solve for the unknown by dividing one cross-product by the other and multiplying by 100 to express the result as a percentage.
Using Proportions to Find Percentages
Proportions provide a useful tool to find percentages, especially when you have a known ratio that can be applied to a different context. By using the same ratio, you can determine the percentage of a new value based on the known percentage of an original value.
Let’s say you have a recipe that calls for 2 cups of flour and produces 12 cookies. If you want to make twice as many cookies, you can use a proportion to find out how much flour you will need. By setting up the proportion as 2 cups of flour over 12 cookies equals X cups of flour over the desired number of cookies, you can solve for X to find the amount of flour needed for the increased quantity.
Proportions are not only useful in cooking, but also in various real-life situations. For example, if you know that 30% of people in a survey prefer a certain brand of soda, you can use that proportion to estimate the number of people who would prefer that brand in a larger population.
What Percentage is 3 of 16?
When trying to determine the percentage of one number in relation to another, it can be helpful to have some methods at your disposal. In this section, we will explore two different methods to find the percentage of 3 in a set of 16. By understanding these methods, you’ll be equipped to solve similar problems in the future.
Method 1: Using Proportions
One way to find the percentage of 3 out of 16 is by using proportions. Proportions allow us to compare two ratios and solve for an unknown value. Let’s see how this method works in the context of our problem.
To find the percentage of 3 out of 16 using proportions, we can set up the following equation:
3 / 16 = x / 100
Here, x represents the unknown percentage we are trying to find. By cross-multiplying and solving for x, we can determine the percentage.
Let’s break it down step by step:
- Multiply 3 by 100: 3 * 100 = 300
- Divide the result by 16: 300 / 16 = 18.75
Therefore, 3 is approximately 18.75% of 16.
Method 2: Direct Calculation
Another method to find the percentage of 3 out of 16 is through direct calculation. This method involves dividing the given number by the total and multiplying the result by 100.
To find the percentage of 3 out of 16 using direct calculation, follow these steps:
- Divide 3 by 16: 3 / 16 = 0.1875
- Multiply the result by 100: 0.1875 * 100 = 18.75
Using this method, we also find that 3 is approximately 18.75% of 16.
Both methods yield the same result, demonstrating that there are multiple ways to find percentages. The use of proportions and direct calculation provides flexibility and allows us to approach problems from different angles.
Understanding these methods not only helps us solve specific percentage problems like this one, but it also equips us with valuable problem-solving skills that can be applied in various real-world scenarios.
Practical Application of Percentages
Real-World Examples of Percentage Calculations
In our daily lives, percentages play a crucial role in various situations. Let’s explore some real-world examples to understand how percentages are used in practical scenarios:
- Sales and Discounts: Percentages are often used to calculate discounts during sales. For instance, if a store offers a 20% discount on a product, you can calculate the discounted price by multiplying the original price by 0.8 (100% minus 20%). This helps both the customers and the store to determine the final price after applying the discount.
- Tax Calculations: Percentages are also used when calculating taxes. For example, if the sales tax rate is 8%, you can calculate the tax amount by multiplying the cost of the item by 0.08. This helps individuals and businesses to determine the amount they need to pay in taxes.
- Interest Rates: Percentages are commonly used in financial calculations, such as determining interest rates on loans or investments. For instance, when applying for a loan, the interest rate is expressed as a percentage. By understanding the percentage, borrowers can calculate the total amount they will need to repay over time.
- Statistics and Surveys: Percentages are frequently used in statistics and surveys to present data in a meaningful way. They help to compare different categories and understand the distribution or trends within a dataset. For example, a survey may show that 75% of participants preferred a particular product, providing valuable insights to businesses.
Importance of Understanding Percentages
Understanding percentages is essential for several reasons. Let’s delve into the significance of grasping this concept:
- Making Informed Financial Decisions: Whether it’s calculating discounts, taxes, or interest rates, having a solid understanding of percentages empowers individuals to make informed financial decisions. By accurately interpreting percentages, one can determine the best course of action and avoid potential financial pitfalls.
- Analyzing Data: Percentages help in analyzing and interpreting data in various fields, such as economics, marketing, and scientific research. They allow us to identify patterns, trends, and relationships within datasets, enabling us to draw meaningful conclusions and make data-driven decisions.
- Communication and Comparisons: Percentages provide a standardized way to communicate and compare numbers. They make it easier to understand and discuss proportions, growth rates, or changes in quantities. Whether it’s presenting statistics in a report or discussing market shares, percentages help convey information effectively across different contexts.
- Problem Solving: Proficiency in percentages enhances problem-solving skills. From calculating tips at a restaurant to determining discounts during shopping, percentages are involved in various real-life scenarios. Being comfortable with percentages enables individuals to quickly and accurately solve such problems, improving their overall mathematical abilities.
In conclusion, percentages have extensive practical applications in our daily lives. From financial calculations to data analysis, understanding percentages is crucial for making informed decisions, interpreting information, and solving problems effectively. Developing a strong grasp of percentages empowers individuals to navigate the world around them with confidence and accuracy.
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CC-MAIN-2024-18
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https://syrm.vini-internazionali.it/first-10-multiples-of-7.html
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math
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Lesson 1: Divide Multiples of 10, 100, and 1,000; Lesson 2: Estimate Quotients; Lesson 3: Hands On: Use Place Value to Divide; Lesson 4: Divide with Remainders; Lesson 5: Interpret Remainders; Lesson 6: Place the First Digit; Lesson 7: Hands On: Distributive Property and Partial Quotients; Lesson 8: Divide Greater Numbers; Lesson 9: Quotients ... Your application should read a four-digit integer entered by the user in an input dialog and encrypt it as follows: Replace each digit by (the sum of that digit plus 7) modulus 10. Then swap the first digit with the third, and swap the second digit with the fourth.
Childrenpercent27s bible lesson on rain
- (1 × 10 1) + (8 × 10 0) = 10 + 8 = 18 In binary, 8 is represented as 1000. Reading from right to left, the first 0 represents 2 0 , the second 2 1 , the third 2 2 , and the fourth 2 3 ; just like the decimal system, except with a base of 2 rather than 10. |
- Estimated delivery within 10-19 business days Seller ships within 5 days after receiving cleared payment - opens in a new window or tab . * Estimated delivery dates - opens in a new window or tab include seller's handling time, origin postal code, destination postal code and time of acceptance and will depend on shipping service selected and ... |
- The first 10 composite numbers 4, 6, 8, . . . . , 16, 18 step 2 Find the sum of first 10 composite numbers 4 + 6 + 8 + . . . . + 16 + 18 = 112 step 3 Divide the sum by 10 112/10 = 11.2 Thus, 11.2 is an average of first 10 natural numbers or positive integers. |
- The numbers 1 000, 2 000, 3 000, 4 000, 5 000, 6 000, 7 000, 8 000, 9 000 and 10 000 are all multiples of a thousand. In each case, write down the multiple of 1 000 that you think is closest to the answer. Write it next to your answer in question 1. The numbers you write down are called estimates.
Multiples of 2 are numbers that can be divided exactly by 2, leaving no remainder. The answers to the two times table make up the first few multiples of 2. The first multiples of 2 are: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24. The chart below shows the full list of multiples of 2 to 100. The unity of the Father, the Son, the Holy Spirit, and the Church, is established exactly 7 times in the KJV by use of the phrase, "are one". This phrase is only found 7 times in the Scriptures and is not associated with any other idea (see John 10:30, 17:22; Romans. 12:5; 1 Corinthians. 3:8, 10:17, 12:12; and First John 5:7).
Jun 28, 2019 · Here’s how four broad stock indexes performed during the first half of 2019 (through June 27), in the fourth quarter and all of last year, with dividends reinvested: ... -7% -10% International ...
If you had an hCG injection (such as Profasi, Pregnyl or Novarel), you should wait 7-14 days after your last injection before the shot is out of your system. If you test too soon, you might get a false positive. Wait 14 days after a 10,000 IU injection, 10 days for a 5,000 IU injection, for 2,500 IU injection 7 days. For example, 10 is a multiple of 5 because 5 × 2 = 10, so 10 is divisible by 5 and 2. Because 10 is the smallest positive integer that is divisible by both 5 and 2, it is the least common multiple of 5 and 2. By the same principle, 10 is the least common multiple of −5 and −2 as well. Notation
Multiples of 7. Division is one of the main operations in math. When dividing a whole number, you break it into individual groups. Any number that is a multiple of another number is divided evenly.y The first 3 multiples of 7 are: 7, 14, and 21.The first 3 multiples of 20 are: 20, 40, and 60.The first 3 multiples of 35 are: 35, 70, and 105.
Figure 2.3.1 A system of three charges Solution: Using the superposition principle, the force on q3 is 13 23 31323 2213 23 013 23 1 ˆˆ 4 qq qq πε rr FFF r r GGG In this case the second term will have a negative coefficient, since is negative. Practice thousands of K-12 Math and Science concepts and assignments for on CK-12. Free, forever!
5. The average score of a cricketer for ten matches is 38.9 runs. If the average for first six matches is 42, then average for last four matches is
- 2008 scion tc code p0455Since the value of a = 10 yields a large a + c then we will reduce our guess for a. Take a = 5. As above, we find b = 11 and c = 4. This gives a + c = 9 which is closer to 11 than 19. So our next guess is a = 6. This implies that b = 10 and c = 5. Now a+c = 11 as desired. See Figure 2.3. Figure 2.3 9
- Asus rog strix g driversThe first ten multiples of 9 are $$ 9, 18, 27, 36, 45, 54, 63, 72, 81, 90. $$ For the tens places, note that the number 9 can be thought of as 0 tens and 9 ones so the tens place has a 0. The tens place of 18 is 1.
- Jinbo fuel pumpSo, the first five multiples of 9 are 9, 18, 27, 36 and 45. Common Multiples Common multiples are multiples that are common to two or more numbers.
- Brillion wl 3607.5 hours. Those are the sleep quantities that you should aim to get, and those are what your body will naturally take, removing the alarm clock. Guaranteed. Go to sleep without an alarm clock, and watch what times you naturally wake up at. It will be a multiple of around 90 minutes from when you first went to bed.
- 2016 allegro breeze 28Calculator Use. The multiples of numbers calculator will find 100 multiples of a positive integer. For example, the multiples of 3 are calculated 3x1, 3x2, 3x3, 3x4 ...
- Bug out locations missouriHPT are made to pick up an hcg level of 5 or over. The normal level at 3 weeks pregnant, with a singleton or multiples could go up to 50. 4 weeks pregnant could still have a low hcg count of 10 or 20, but it's still pregnant and will still give you a +hpt.
- Summertime saga news instagramThe Integers 1 to 100. Count(d(N)) is the number of positive divisors of n, including 1 and n itself. σ(N) is the Divisor Function.It represents the sum of all the positive divisors of n, including 1 and n itself.
- Manslaughter meaningThe integer variable n is the limit determining when to stop the program’s execution, variable d is the number whose multiples are need to be calculate and i is the loop variable. First, we ask the user to enter a limit (our for loop will start at 1 = 1 and will continue until loop variable exceeds the limit i.e. i > n) and a number (d).
- Mcpe biome addonCalculator Use. The multiples of numbers calculator will find 100 multiples of a positive integer. For example, the multiples of 3 are calculated 3x1, 3x2, 3x3, 3x4 ...
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s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487584018.1/warc/CC-MAIN-20210612132637-20210612162637-00374.warc.gz
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CC-MAIN-2021-25
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http://www.jiskha.com/members/profile/posts.cgi?name=Russell
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math
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In the following reaction, how many liters of oxygen will react with 270 liters of ethene (C2H4) at STP? C2H4(g) + 3O2(g) ---> 2CO2(g) + 2H2O(g) The volume of one mole of gas at STP is 22.4 liters.
The ratio of boys to girls in a class is 3 to 5. What percentage of the class are girls?
what does Argumutm ad hominem mean. please give an example.
Graphically solve for the WORK done if F= 40N @ 30 degrees and d= 12 @ 0 degrees.
Atriangle has a base that is twice its height minus 4 feet. if the area is 15 square feet, find the height and base of the triangle.
A diver exhales a bubble with a volume of 250 mL at a pressure of 2.4 atm and a temperature of 15 °C. How many gas particles are in this bubble?
It takes Tammy 45 minutes to ride her bike 5 miles. At this rate, how longwill it take her to ride 8 miles?
His methods for finding the answer is correct. The only problem is that he uses 9.81 for acceleration by gravity and in this particular problem all dimensions are in ft. So use 32.2 ft/sec and you will find the right answer.
Fundamentals of programming
Psuedo code Input Worm Length Input Distance to Apple distance to apple - length of worm = Moves to enter Apple Distance <= worm Lenth enter apple.
math riddle ALGEBRA WITH PIZZAZZ
why does the u.s. mint need a new building
For Further Reading
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https://sg.news.yahoo.com/milk-frother-amazon-sale-130520768.html
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math
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Though making your own lattes and cappuccinos at home is the more affordable way to go, it can be hard to re-create that just-right level of froth and foam using your microwave or stovetop. Luckily, there's a handy tool that can help you create perfect milk foam — and it's on sale at Amazon right now. The mega-retailer is offering up the massively popular Powerlix handheld battery-operated mixer for just $10 with the on-page coupon.
This frother has a jaw-dropping 56,000 perfect reviews at Amazon, making it one of the most popular options available. The PowerLix is petite and easily fits into the palm of your hand. It delivers an impressive 19,000 rotations per minute, allowing you to create the level of foam you're after.
To use it, simply put the head of the frother into milk and push the button. (Or heat up the milk first if you're feeling particularly fancy.) It'll create froth within seconds (go longer for a cappuccino; shorter if you're making a latte).
The whole thing is battery-operated, so you don't need to be tied down by cords. It's also built to last, thanks to its stainless steel arm and head.
Choose from an impressive range of colors to find the frother that matches your decor.
This milk frother's army of fans rave about everything from the look and feel to the power behind this handheld gadget. Said one satisfied shopper: "It makes the most beautiful and delicious foam. I was once a barista (back in my younger days) and this thing works like a charm. The foamed milk is light, airy, velvety and smooth." A fellow fan said they lost their $50 frother, leading them to try the Powerlix. "I was very surprised how well this works. I only use non-dairy milk and it works very well," they shared.
Some fans say they use it for things like protein powders and even sauces. "It is powerful. Blends out the gritty stuff, and the froth is awesome. I love it!" shared one happy customer. "It does the job for gravies, sauces, syrups anything that can be a little lumpy," said another. "It’s quick and easy to use."
This sale is just for today, so snag this milk frother at a sweet discount while you still can.
If you have Amazon Prime, you’ll get free shipping, of course. Not yet a member? No problem. You can sign up for your free 30-day trial here. (And by the way, those without Prime still get free shipping on orders of $25 or more.)
The reviews quoted above reflect the most recent versions at the time of publication.
Looking for more great Amazon home deals? Check these out:
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CC-MAIN-2023-50
| 4,104 | 41 |
https://forums.online-go.com/t/does-the-game-chart-showing-level-and-time-length-take-into-account-board-size/18459
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math
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I was looking at two games and while the level of the players was showing them accurately on the chart (they were vertically aligned, more or less) the times were oddly spread apart.
The two games had these:
At these times controls I would assume the 9x9 game would be faster, but that wasn’t the case. Does the time length take into account board size?
I was pretty sure that games were sorted by expected time per move instead of total time
That’s an interesting measure. However even in this case it’s inaccurate to say that 5M+5x35s game on 9x9 takes the same amount of time per turn as 19x19 game of the same controls.
I have confirmed, size of board (and thus average time per move) is not affected by board size (total likely number of moves in the game.) These three were captured using the exact same time control, but the three basic board sizes 9x9, 13x13, 19x19.
I’ve read this multiple times, but I don’t understand what this is about.
Edit: Ah now I do, thanks for the pictures. I never use it, forgot it even existed.
If you look at a game of 19x19, you can assume there will about a little over 200 move (the average seems to be about 211, whatever.) And if you look at a 9x9 game, you can assume the game will have an average of 50-60 moves?
So, if you assume that “normal time” is used up at some nominal rate, you end up with a game length based on the amount of time played in extra time… in the 35 second periods. Even here there are moves that are obvious and played immediately, so not every move is played out.
However I think we can agree that the total length of these two games, the 19x19 will be longer:
In fact, you might finish the 9x9 BEFORE the need for extra time.
By a lot. TOTAL time played… the 19x19 game will simply take a longer time to play out. Is that what the chart above is trying to show? (Blitz, Normal, Long?) Or is it showing something else?
Ok, I just tried putting a 2x2 game board in with the same time controls… it was in the same spot. It does not take into account the board size for the time axis.
This " seek graph " shows you other people who are looking for games (also referred to as " Open Challenges ").
Challenges are sorted vertically by the strength of your opponent (the higher it is on the screen, the stronger the opponent), and horizontally by the speed of the game. You’ll notice there are three sections, Blitz (games with an average move time of less than 10 seconds), Live (games which have turns anywhere from more than 10 seconds to an hour), and Long (aka “correspondence games”), which are played over the course of many days.
And yes, it doesn’t take board size into account. I tried it with simple and absolute time for 9x9 and 19x19
But the blitz section is then inaccurate, yes?
No. It uses the computeAverageMoveTime function which assumes 90 moves for each player.
So if that function could be passed the limited number of moves that average for 9x9, then it would give a different answer for different sized boards?
You would probably pass it the board width and height in addition to the time controls.
I don’t know where else in the code that function is used. If it isn’t used much it should be a fairly easy change.
The number I keep seeing is 211 moves is average on 19x19.
That’s 211 out of 361 space. Or a ratio of ~58%. Assuming this holds true (and I don’t know) for 9x9… 81 x .58 = ~46 moves.
So a 9x9 should, theoretically, be 4.5 times faster than 19x19.
Anyone feel like commenting on that napkin estimate of time differences?
(addendum… Obviously there’s a damn database in this site that could just tell us the real average times. It has enough data.)
@liminal While this doesn’t entirely answer your question, it does look like color will indicate board sizes of ranked games. Green is 19x19, Purple is 13x13, and Blue is 9x9
I know. When I’m looking at the times, I want it to mean, relative to other games, how long this game will take.
This topic was automatically closed 91 days after the last reply. New replies are no longer allowed.
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s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296819847.83/warc/CC-MAIN-20240424174709-20240424204709-00846.warc.gz
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CC-MAIN-2024-18
| 4,084 | 30 |
https://www.hckarvina.cz/tank/b7b16ecf8c398.html
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math
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Jul 30, 2011Cylindrical tank volume. Ok, the solution is simple if you look at the picture. (If there are more than half of cylinder filled with liquid, we can compute air volume and subtract from total.) So we need to find area of circle filled with liquid and multiply by height. Filled area is sector area minus triangle area. , where alpha is arc angle. What is the total volume of a cylinder shaped tank?What is the total volume of a cylinder shaped tank?Total volume of a cylinder shaped tank is the area, A, of the circular end times the height, h. A = r 2 where r is the radius which is equal to d/2.Tank Volume Calculator
Industrial Fuel Storage Tanks. Industrial fuel storage tanks, known as petroleum tanks also, can Industrial Chemical Storage Tanks. Industrial chemical storage tanks are employed for storing Industrial Oil Storage Tanks. Oil storage tanks are reservoirs or containers that hold oil temporarily Industrial Hot Water Storage Tanks. Industrial hot water storage tanks are ASME certified built to Industrial Water and Liquid Storage Tanks. Water and liquid storage tanks are used to store a Industrial Plastic Storage Tanks. Water storage is important for domestic, residential, industrial, Industrial Gas Storage Tanks. Most materials which are in gaseous state at ambient pressure and CYLINDRICAL STEEL TANK STANDARD SPECIFICATIONoutlet is submerged. Dead water is the volume of water between the floor of the tank and the bottom of the suction arrangement. 2.8 Tank capacity Tank shells are designed to withstand hydraulic pressures created by the contained volume of water. The Effective Capacity is the usable volume of liquid within the tank.
imagesCalculating Tank Volume - AlphaEMCalculating Tank Volume Saving time, increasing accuracy By Dan Jones, Ph.D., P.E. alculating fluid volume in a horizontal or vertical cylindrical or elliptical tank can be complicated, depending on fluid height and the shape of the heads (ends) of a horizontal tank or the bottom of a vertical tank.HOW TO CALCULATE THE VOLUMES OF PARTIALLY FULL 3.2.Hemispherical Head in a Vertical Cylindrical Tank. Fig 5. Hemispherical head in vertical tank Partial volume of fluid in the lower head, L = 6 3 2 2 2 3 (12) Partial volume at the upper head, L = 12 3 2 4 2 3 (13) The depth (z) of this type of head is equivalent to 0.5 of the
Vertical cylindrical tank volume calculator diagram Draw Chart Tables. Page Size Table Rows ? Select output Fraction Precision, Decimal Inch or Metric mm. Select and Re-Calculate to display. Fraction Precision All Inch inputs and syria vertical cylindrical tank building volume
A = r 2 where r is the radius which is equal to d/2. Therefore V (tank) = r2h. The filled volume of a vertical cylinder tank is just a shorter cylinder with the same radius, r, and diameter, d, but height is now the fill height or f. Therefore V (fill) = r2f.VERTICAL CYLINDER CALCULATORIf you want to do calculations for a horizontal cylinder, then go to this link Horizontal Cylinder Calculator. Example Inputting tank height = 12, liquid level = 3 and tank diameter = 6, then clicking "Inches" will display the total tank volume in cubic inches and US Gallons and will also show the volume at the 3 inch level. If the tank is filled with water, this calculator also displays the syria vertical cylindrical tank building volume
May 01, 2017The New Correction Upright cylindrical tanks have capacity tables based upon a specific tank shell temperature which is usually 60°F in USA. If the actual tank shell temperature differs from the capacity table tank shell temperature, the volumes extracted from that table will need to be corrected, accordingly.Vertical Cylindrical Tanks - SilotankTanks and Storage Vessels SILOTANK manufactures vertical GRP, thermoplastic and dual laminate tanks for the safe storage of liquids. Straight Thermoplastic tanks are available up to 50,000ltrs with GRP and Dual Laminate up to 200,000ltr. Dual laminate and GRP tanks are available from 500ltr with a full range of chemically resistant liners syria vertical cylindrical tank building volume
syria vertical cylindrical tank building volume price, Best price syria vertical cylindrical tank building volume, syria vertical cylindrical tank building volume chemical composition, syria vertical cylindrical tank building volume yield strength, syria vertical cylindrical tank building volume equivalent, syria vertical cylindrical tank building volume properties, syria vertical cylindrical tank building volume in China, what is syria vertical cylindrical tank building volume,
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s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882570651.49/warc/CC-MAIN-20220807150925-20220807180925-00515.warc.gz
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CC-MAIN-2022-33
| 4,585 | 7 |
http://www.jiskha.com/display.cgi?id=1202450364
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math
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Posted by Erin. ( im confused) on Friday, February 8, 2008 at 12:59am.
Simplfy. with not grouping symbols.
Algerbra - anonymous, Friday, February 8, 2008 at 6:33am
would you factor 9x-12 first? I'm not sure
Algerbra - Reiny, Friday, February 8, 2008 at 8:17am
= 3(2x^2 + 3x - 4)/2
that is all the factoring that can be done,
I don't know what you mean by "grouping symbols"
perhaps they want
=3x^2 + (9/2)x - 6
Algerbra - monique, Tuesday, September 10, 2013 at 3:04pm
Simplify the expression 5x − (3x2 + 9x).
Answer This Question
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s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501174154.34/warc/CC-MAIN-20170219104614-00105-ip-10-171-10-108.ec2.internal.warc.gz
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CC-MAIN-2017-09
| 1,311 | 24 |
https://hinative.com/en-US/questions/14484306
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math
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@Pamjoon_9 Yes I know I'm an Arabic native speaker😅😂 Let me rephrase and edit my previous comment then😂 tbh I meant your answer confused me?!:/ like how could "ارمي" be translated into "Army" in English?!:/ yes the pronunciation is the same but the meaning is different!:/ I think "throw"= ارمي & I think " Army"= جيش?!:/😅
@Pamjoon_9 I looked it up! and it turned out to be some kind of bands or something but tbh I'm still kinda confused:/😅😂 anyway could u tell me if u don't mind which languages do u know and interested in the most if u don't mind?😊
The Language Level symbol shows a user's proficiency in the languages they're interested in. Setting your Language Level helps other users provide you with answers that aren't too complex or too simple.
Has difficulty understanding even short answers in this language.
Can ask simple questions and can understand simple answers.
Can ask all types of general questions and can understand longer answers.
Can understand long, complex answers.
This answer was given within 60 minutes of the question being posted.
How do you say "Hello" in Korean? Find out on HiNative!
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s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570987828425.99/warc/CC-MAIN-20191023015841-20191023043341-00351.warc.gz
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CC-MAIN-2019-43
| 1,151 | 9 |
http://www.buenastareas.com/ensayos/Biotools-r/3575147.html
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math
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Applied Statistics for Bioinformatics using R
Wim P. Krijnen November 10, 2009
The purpose of this book is to give an introduction into statistics in order to solve some problems of bioinformatics. Statistics provides procedures to explore and visualize data as well as to test biological hypotheses. The book intends to be introductory in explaining and programming elementarystatistical concepts, thereby bridging the gap between high school levels and the specialized statistical literature. After studying this book readers have a sufficient background for Bioconductor Case Studies (Hahne et al., 2008) and Bioinformatics and Computational Biology Solutions Using R and Bioconductor (Genteman et al., 2005). The theory is kept minimal and is always illustrated by severalexamples with data from research in bioinformatics. Prerequisites to follow the stream of reasoning is limited to basic high-school knowledge about functions. It may, however, help to have some knowledge of gene expressions values (Pevsner, 2003) or statistics (Bain & Engelhardt, 1992; Ewens & Grant, 2005; Rosner, 2000; Samuels & Witmer, 2003), and elementary programming. To support self-study asufficient amount of challenging exercises are given together with an appendix with answers. The programming language R is becoming increasingly important because it is not only very flexible in reading, manipulating, and writing data, but all its outcomes are directly available as objects for further programming. R is a rapidly growing language making basic as well as advanced statistical programmingeasy. From an educational point of view, R provides the possibility to combine the learning of statistical concepts by mathematics, programming, and visualization. The plots and tables produced by R can A readily be used in typewriting systems such as Emacs, L TEX, or Word. Chapter 1 gives a brief introduction into basic functionalities of R. Chapter 2 starts with univariate data visualization andthe most important descriptive statistics. Chapter 3 gives commonly used discrete and continuous distributions to model events and the probability by which these occur. These distributions are applied in Chapter 4 to statistically test hypotheses from bioinformatics. For each test the statistics involved are briefly explained and its application is illustrated by examples. In Chapter 5 linear modelsare explained and applied to testing for differences between groups. It gives a basic approach. In Chapter 6 the three phases of analysis of microarray data (preprocessing, analysis, post processing) are briefly introduced and illustrated by many examples bringing ideas together with R scrips and interpretation of results. Chapter 7 starts with an intuitive approach into Euclidian distance
iiiand explains how it can be used in two well-known types of cluster analysis to find groups of genes. It also explains how principal components analysis can be used to explore a large data matrix for the direction of largest variation. Chapter 8 shows how gene expressions can be used to predict the diagnosis of patients. Three such prediction methods are illustrated and compared. Chapter 9 introducesa query language to download sequences efficiently and gives various examples of computing important quantities such as alignment scores. Chapter 10 introduces the concept of a probability transition matrix which is applied to the estimation of phylogenetic trees and (Hidden) Markov Models. R commands come after its prompt >, except when commands are part of the ongoing text. Input and output of Rwill be given in verbatim typewriting style. To save space sometimes not all of the original output from R is printed. The end of an example is indicated by the box . In its Portable Document Format (PDF)1 there are many links to the Index, Table of Contents, Equations, Tables, and Figures. Readers are encouraged to copy and paste scripts from the PDF into the R system in order to study its...
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Regístrate para leer el documento completo.
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s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267863489.85/warc/CC-MAIN-20180620065936-20180620085936-00415.warc.gz
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CC-MAIN-2018-26
| 4,049 | 6 |
https://threadingtoolsguide.com/en/blog/number-of-revolutions-of-the-tool-spindle-rpm-at-a-given-cutting-speed/
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math
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Conversion table: number of revolutions of the tool spindle rpm at a given cutting speed
The table is based on the formula v = d x Pi x n /1000, where d must be entered in mm.
If the formula is rearranged, the result is:
- n = v x 1000/dxPi
The cutting speed v should be 25 m/min. (see table cutting speed)
The diameter of the tool M 6 is 6 mm.
This results in the following:
- 25 x 1000 = 25000 ;
6 x 3,1415 = 18,84 ;
25000 / 18,84 = 1326,96 .
These are then the necessary revolutions of the machine at the cutting speed of 25 m/min.
You can download the tables here.
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s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623488512243.88/warc/CC-MAIN-20210622063335-20210622093335-00313.warc.gz
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CC-MAIN-2021-25
| 568 | 12 |
https://palabos-forum.unige.ch/t/lbm-for-euler-equations/1085
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math
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is there any sense to solve Euler’s equations for incompressible fluid by LBM?
Here viscosity is a zero.
It is supposed to apply it to modeling of waves on a free water surface.
as far as I know, this cannot be done. Setting viscosity to zero would require a relaxation time of 0.5. Succi writes in his book that the “mirage of zero viscosity” does not work with LBM.
I think Timm is right. Setting the LB relaxation time to such a value would probably only work if the governing macroscopic equations you are aiming for are linear.
Thanks for advices
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s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296946584.94/warc/CC-MAIN-20230326235016-20230327025016-00541.warc.gz
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CC-MAIN-2023-14
| 557 | 6 |
https://officechai.com/miscellaneous/a-10-year-olds-guide-to-understanding-compound-interest/
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math
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It’s not uncommon for corporate employees, especially those without technical degrees, to be unable to appreciate the concept of compound interest. But compound interest is amongst the most powerful forces in the universe, and its understanding is vital when it comes to managing you money, finances, or even your time. Here is a simple explainer:
The simplest definition of compound interest is the interest on a deposit or loan that is calculated both on the amount deposited/borrowed plus the previous interest. This means while calculating compound interest, you add up the previous interest earned to the initial principal amount. This is the reason why the compound interest you pay on a bank loan varies every year for the same principal amount.
Let’s look at an easy example to demonstrate how to calculate compound interest.
Suppose you borrowed $50 from a friend and agreed to pay a 10% compound interest for one month. Now let’s calculate the interest and amount to be paid-
Compound interest for 1st month = 10% of $50
Total New Amount to be Paid After 1 Month = Borrowed Amount +
= $50 + $5
However, you failed to pay him the entire amount after one month, so the interest will now accumulate and be calculated as below:
Compound interest for 2nd month = 10% of New Amount
= 10% of $55
Total Amount to be paid after 2 months = Total amount after 1 month +
Compound Interest of 2nd month
= $55 + $5.5
Similarly, there are numerous examples to understand how compound interest works. The best way is to learn about its importance in everyday life. Keep reading to find out.
Why Is Compound Interest so Important for Students?
To our surprise, compound interest is not only associated with mathematics or bank loans but also with other natural phenomena like:
- The growth rate of bacteria.
- The increase in the size of the animal population.
- The rise or depreciation in the value of your father’s car.
Learning about compound interest helps us understand how such natural things multiply and accumulate over time.
However, there are more reasons to enjoy studying compound interest or CI, here are a few of them-
- Strengthens Everyday Mathematic Skills
The most important reason to study compound interest is to sharpen the everyday mathematical skills. From money to percentages to profit and loss, compound interest envelopes critical mathematical topics that enable people to understand commercial math easily. Mastering compound interest will help you excel at complex topics like loans, asset valuation, and taxes in the longer run.
- Money Grows Faster With CI
With simple interest, your principal amount remains unchanged and hence, you earn the same amount every month or year. In contrast, compound interest earns you interest on interest already earned. So, the next time you visit a bank, ask them why a certain deposit with compound interest is earning you more than the one with simple interest.
- CI Explains the Power of Small Values and Time
Earning $5 every month may not feel magnificent. But if you teach children how $5 + $5 + $5… up till 12 months will sum up to a grand $60, this will surely raise their eyebrows. Compound interest is important for students because it teaches them how small values, when invested for a long time, can give better returns. You may apply the same logic to exercising daily or brushing teeth twice every day.
What Is the Rate of Return in Compound Interest?
So far, you have only read about the interest rate used while calculating simple or compound interests. However, there’s another important term called ‘rate of return’. This term is specifically applied when we invest our money or assets in return for a certain amount of interest or value over a period.
The rate of return is the profit earned on any given investment. It is expressed as a percentage of the initial investment. When compounded annually, the rate of return is often termed as “Compound Annual Growth Rate” or CAGR.
That’s where a rate of return is different from an interest rate. An interest rate is always paid on a loan or borrowings while a rate of return is the earned profit (or loss) on any given investment.
For students, it is important to note that exam questions around a compound rate of return can appear like:
- Calculate the profit on an investment of $300 promising a 10% compound rate of return for 2 years.
- What is the compound rate of return for an investment that earned you $400 over an initial amount of $1000?
How to Calculate Rate of Return in Compound Interest?
We will take up the first question to help students understand how the compound rate of return works.
Suppose you invested $300 that offers a 10% compound rate of return for 2 years.
Now, instead of carrying out the long-form method of compound interest as demonstrated in the first example, let’s discover a new formula:
CI = P ( 1 + R/100)T
Here, P = Principal Amount
R = Rate of interest/ return
T = Time period
CI = Compound Interest
Let’s fill in the figures from the above question into the formula-
CI = $300 ( 1 + 10/100 )2
= $300 ( 1 + 1/10 )2
= $300 (110/100)2
= $3 X 11 X 11
So, the total amount that your investment would earn you after 2 years = $363.
Now, you can easily calculate the profit that you earned. Simply deduct the initial investment amount from the amount earned after the compound rate of return applied. To demonstrate-
Profit earned = Total amount earned after 2 years – Initial investment
= $363 – $300
So, a compound rate of return of 10% on an investment made of $300 for 2 years will land you with a profit of $63.
Similarly, we can use the CI formula to calculate the rate, time, or principal amount depending upon the question asked. What’s important is to understand how the rate of return can affect compound interest and vice versa. Here’s how the tutors at CueMaths explain the significance of the rate of return to students.
Importance of Rate of Return in Compound Interest
In the banking and financial sector, the compound rate of return is considered more accurate than average or semi-annual interest rates. It is because CAGR tells us the actual performance of an investment over a period of time.
More so, there are several reasons why the rate of return matters when it comes to compound interest. The most crucial reasons to apply a rate of return includes-
- The Cumulative Effect
Similar to compound interest, a compound rate of return also represents the money earned on money accumulated. Over a period of time, a compound rate of return is the best form of interest that you can earn over an investment. Unlike simple interest, CAGR multiplies money and interest amounts together to give higher returns.
- Standard Variable to Evaluate Investments
A compound rate of return has become a standard and universally accepted rate to calculate the profitability of any asset or investment. Learning the basics of the rate of return will help them compare different investment plans easily and make a well-informed decision.
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s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474659.73/warc/CC-MAIN-20240226094435-20240226124435-00890.warc.gz
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CC-MAIN-2024-10
| 7,038 | 61 |
https://www.concrete.org/publications/internationalconcreteabstractsportal/m/details/id/17515
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math
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Calculation of Instantaneous Deflections for Continuous Reinforced Concrete Beams
P.D. Zuraski, C.G. Salmon, and A. Fattah Shaikh
Appears on pages(s):
bending moments; computation; continuous beams; cracking (fracturing); deflection; flexural strength; loads (forces); moments of inertia; reinforced concrete; standards; stiffness
Deflections of continuous concrete beams are computed by six different approximate procedures.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948756.99/warc/CC-MAIN-20230328011555-20230328041555-00248.warc.gz
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CC-MAIN-2023-14
| 425 | 5 |
http://www.efunda.com/forum/list_reply.cfm?start=1&thread=10894&id=10899
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math
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I had a think about this problem and have come up with the following.
Rolschwarz is right about the first part, in that the Kinetic Energy of the vehicle is equal to KE = MV^2/2. Where, M is the mass (kg) and V the velocity (m/s) of the vehicle and should give us an answer in N*m (or kN*mm). We now need to determine the unknown stopping distance for the vehicle, which is the hard bit.
What we do know though, is that when the vehicle hits the pole, the pole will deflect by an amount equal to D = W*L^3 / 3*E*I. Where, W is the force of the vehicle hitting the pole (kN), L is the distance up the pole to the point of impact (mm), E is Young’s modulus of elasticity for the pole material (N/mm^2) and I is the second moment of area of the pole (mm^4). I have assumed that the vehicle is a rigid body and does not deflect !!!!, if it does, the problem becomes complicated by more unknowns and is therefore more difficult to solve.
Now, the stopping distance for the vehicle, must equal the deflection of the pole at the point of impact. So we can rearrange and equate the two equations to give us the `I` value required for the pole to resist the impact.
I make it like this, but you may want to check the sums out for yourself, as I am not immune from making mistakes.
I(required) = 2*W^2*L^3 / 3*M*V^2*E
Once we have calculated the `I` value required, substituting back into the deflection equation all the known values, will give us the deflection (mm) of the pole at the point of impact, which is also the vehicle stopping distance. Once this is known, divide the KE by this value to give the impact force (kN) of the vehicle.
This is all very nice, but as well as the deflection of the pole at the point of impact, the stress at the base of the pole ought to be checked as well. The bending moment at the base can be calculated from Bm = impact force * L (kN*mm) and the stress at the base can then be found by dividing the bending moment by the `Z`, or section modulus of the pole (mm^3), to give a stress in N/mm^2.
This could end up as a bit of a circular problem and if you find that the pole is over stressed, requiring a bigger section (increased `Z`), this may well also increase the `I` of the pole leading to a decreased deflection and a higher impact force. Higher impact force will need an even bigger `Z` value etc., etc., etc. Careful design is called for here.
Hope this helps, let me know how you get on.
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s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376827175.38/warc/CC-MAIN-20181216003916-20181216025916-00509.warc.gz
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CC-MAIN-2018-51
| 2,428 | 10 |
http://natsure.polyvore.com/
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math
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21 likes per set ~ 93 views per set ~ 4 followers per set ~ 15 likes per collection ~ 419 likes per month ~ 1995 views per month ~ 83 followers per month ~ 20 sets per month
21% of people who view my sets like them ~ 20% of people who like my set follow me after ~ 10% of my sets are my favorites ~ 5% of my sets have over 35 likes ~ 9% of my sets are summer related ~ 45% of my sets have been entered into a contest ~ 6% of my sets are makeup related ~ 22% of my sets are related to getting dressed up or going out for the night ~ 13% of my sets are spring related ~ 14% of my sets are winter related ~ 9% of my sets are fall related ~ 1% of my sets are athletic wear ~ 8% of my sets are for traveling ~ 28% of my sets are for school ~ 1% of my sets are icons
-thanks for the likes and followers!
-clicking the follow button gives you a new follower too
-I support the campaign "BE ORIGINAL"
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s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917121644.94/warc/CC-MAIN-20170423031201-00468-ip-10-145-167-34.ec2.internal.warc.gz
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CC-MAIN-2017-17
| 892 | 5 |
https://embed.planetcalc.com/8276/
|
math
|
Articles that describe this calculator
Digits after the decimal point: 2
The file is very large. Browser slowdown may occur during loading and creation.
Calculators used by this calculator
- Characteristic polynomial
- Cubic Equation
- Eigenvalue calculator
- Gaussian Method for system of linear equations with any number of variables.
- Least Common Denominator
- Quartic equation
- Solution of quadratic equation
- The greatest common divisor and the lowest common multiple of two integers
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PLANETCALC, Eigenvector calculator
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679103464.86/warc/CC-MAIN-20231211013452-20231211043452-00232.warc.gz
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CC-MAIN-2023-50
| 551 | 14 |
http://japanese.stackexchange.com/questions/tagged/spelling+spoken-language
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math
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s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1409535923940.4/warc/CC-MAIN-20140909040110-00350-ip-10-180-136-8.ec2.internal.warc.gz
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CC-MAIN-2014-35
| 2,517 | 53 |
https://pos.sissa.it/334/045/
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math
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Renormalization on the fuzzy sphere
K. Hatakeyama*, A. Tsuchiya and K. Yamashiro
May 29, 2019
We study renormalization on the fuzzy sphere, which is a typical example of non-commutative spaces. We numerically simulate a scalar field theory on the fuzzy sphere, which is described by a Hermitian matrix model. We define correlation functions by using the Berezin symbol and show that they are made independent of the matrix size, which plays a role of a UV cutoff, by tuning one parameter of the theory. We also find that the theories on the phase boundary are universal. They behave as a conformal field theory at short distances, while they universally differ from it at long distances due to the UV/IR mixing.
How to cite
Metadata are provided both in "article" format (very similar to INSPIRE) as this helps creating
very compact bibliographies which can be beneficial to authors and
readers, and in "proceeding" format
which is more detailed and complete.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224651325.38/warc/CC-MAIN-20230605053432-20230605083432-00272.warc.gz
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CC-MAIN-2023-23
| 959 | 9 |
http://www.123rf.com/photo_13436092_ten-notes-paper-in-pastel-colors-vector-eps-10.html
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math
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collection of different paper on..
Background with pieces of old..
white cover book with red strap..
Lined spiral notepad list with..
vector illustration of notepad..
vector perforated torn paper layout
Six different notes paper.
Old open note book with empty stained..
Collection of old note paper in..
Blue pencil and a piece of paper
Old alienated rough copy isolated..
soccer football in Vintage Paper..
piece of torn notebook paper on..
Old grunge notebook with slides..
Smaller green notebook with pencil..
New torn paper note with line and..
stack of crumpled paper balls isolated..
Old grunge notebook with slide..
collection of old note paper paper..
Vector set: Old paper for text...
Background page of beige vintage..
torn lineed paper with red wire..
White paper template texture or..
old torn piece of notebook paper..
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s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1406510256757.9/warc/CC-MAIN-20140728011736-00496-ip-10-146-231-18.ec2.internal.warc.gz
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CC-MAIN-2014-23
| 831 | 24 |
http://science-mattersblog.blogspot.com/2010/05/ideal-gas-law-with-balloon.html
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math
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Thursday, May 20, 2010
Ideal Gas Law with a Balloon
The ideal gas law is basically a combination of a bunch of scientific laws relating to gases. It's stated as:
PV = nRT
P = pressure
V = volume
n = number of moles* of the gas
R = a constant (no need to worry about its value for our purposes)
T = temperature
In order to keep any equation balanced, if you change one thing in the equation, something else will change to compensate.
Here are some examples:
If you increase the number of moles of the gas, the volume it takes up will increase.
If you increase the pressure on the gas, the volume will decrease.
If you increase the temperature of the gas, the volume it takes up will incrase.
A balloon does a lovely job of containing a gas. Use one to demonstrate these properties of gases.
-Increase the number of moles of gas in the balloon (by blowing it up) --> the volume increases.
-Increase the pressure on the gas (by squeezing the balloon) --> the volume decreases.
-Decrease the temperature of the gas (by placing the balloon in a refrigerator) --> the volume decreases.
*A mole is simply a unit of measurement, like a dozen or a pair. In this case, it's a really big number: 6.02x10^23 but we use it the same way. A mole of atoms would be 6.02x10^23 atoms, a mole of people would be 6.02x10^23 people, a mole of eggs would be 6.02x10^23 eggs.
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s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917123484.45/warc/CC-MAIN-20170423031203-00154-ip-10-145-167-34.ec2.internal.warc.gz
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https://fr.slideserve.com/jerod/a-philosophical-basis-for-valuation
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math
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A philosophical basis for Valuation Many investors believe that the pursuit of 'true value' based upon financial fundamentals is a fruitless one in markets where prices often seem to have little to do with value. There have always been investors in financial markets who have argued that market prices are determined by the perceptions (and misperceptions) of buyers and sellers, and not by anything as prosaic as cashflows or earnings. Perceptions matter, but they cannot be all that matter. Asset prices cannot be justified by merely using the “bigger fool” theory.
Misconceptions about Valuation • Myth 1: A valuation is an objective search for “true” value • Truth 1.1: All valuations are biased. The only questions are how much and in which direction. • Truth 1.2: The direction and magnitude of the bias in your valuation is directly proportional to who pays you and how much you are paid. • Myth 2.: A good valuation provides a precise estimate of value • Truth 2.1: There are no precise valuations • Truth 2.2: The payoff to valuation is greatest when valuation is least precise. • Myth 3: . The more quantitative a model, the better the valuation • Truth 3.1: One’s understanding of a valuation model is inversely proportional to the number of inputs required for the model. • Truth 3.2: Simpler valuation models do much better than complex ones.
Approaches to Valuation • Discounted cashflow valuation: Relates the value of an asset to the present value of expected future cashflows on that asset. • Relative valuation: Estimates the value of an asset by looking at the pricing of 'comparable' assets relative to a common variable like earnings, cashflows, book value or sales. • Contingent claim valuation: Uses option pricing models to measure the value of assets that share option characteristics.
Basis for all valuation approaches • The use of valuation models in investment decisions (i.e., in decisions on which assets are under valued and which are over valued) are based upon • a perception that markets are inefficient and make mistakes in assessing value • an assumption about how and when these inefficiencies will get corrected • In an efficient market, the market price is the best estimate of value. The purpose of any valuation model is then the justification of this value.
Efficient Market Hypothesis (EMH) • Definition 1: A market is said to be efficient with respect to some information set, It, if it is impossible to make economic profitson the basis of information set It. • Economic profits: Profits after adjusting for risk and transaction costs (such as, brokerage fees, investment advisory fees). • Economic profits = Actual return - Expected return - Transaction costs • Expected Return: CAPM provides one estimate of expected return. Other estimates: Arbitrage Pricing Theory, Historical Industry Returns.
EMH continued: • Models of Expected Returns • CAPM: Expected return on stock i = Riskfree rate + (Beta of i with respect to Market)*(Expected return on Market - Riskfree rate) • APT: Expected return on stock i = Riskfree rate + (Beta of i with respect to Factor 1)*(Expected return on Factor 1 - Riskfree rate) + (Beta of i with respect to Factor 2)*(Expected return on Factor 2 - Riskfree rate) + ...
EMH continued • Models of Expected Returns • Historical Industry Returns: Expected Return on stock i = Average historical return of other firms in the same industry as company i.
EMH continued: • Information set: • Weak form of EMH : Past history of prices of the particular security. • Semistrong form of EMH: All publicly available information. • Strong form of EMH: All public and private information.
Efficient Market Hypothesis • Definition 2: If capital markets are efficient then purchase or sale of any security at the prevailing market price is a zero-NPV transaction. • Definition 3 (Technical definition): The capital market is efficient with respect to an information set if and only if revealing that information to all investors would change neither equilibrium prices nor portfolios.
Discounted Cash Flow Valuation • What is it: In discounted cash flow valuation, the value of an asset is the present value of the expected cash flows on the asset. • Philosophical Basis: Every asset has an intrinsic value that can be estimated, based upon its characteristics in terms of cash flows, growth and risk. • Information Needed: To use discounted cash flow valuation, you need • to estimate the life of the asset • to estimate the cash flows during the life of the asset • to estimate the discount rate to apply to these cash flows to get present value
Advantages of DCF Valuation • Since DCF valuation, done right, is based upon an asset’s fundamentals, it should be less exposed to market moods and perceptions. • If good investors buy businesses, rather than stocks (the Warren Buffett adage), discounted cash flow valuation is the right way to think about what you are getting when you buy an asset. • DCF valuation forces you to think about the underlying characteristics of the firm, and understand its business. If nothing else, it brings you face to face with the assumptions you are making when you pay a given price for an asset.
Disadvantages of DCF valuation • Since it is an attempt to estimate intrinsic value, it requires far more inputs and information than other valuation approaches • These inputs and information are not only noisy (and difficult to estimate), but can be manipulated by the savvy analyst to provide the conclusion he or she wants. • For example: • An entrepreneur can get a high valuation by overestimating cashflows and/or underestimating discount rates. • A venture capitalist can buy equity from an entrepreneur at a lower price by underestimating cashflows. • An entrepreneur and venture capitalist can get a higher price for their IPO by overestimating cashflows and/or underestimating discount rates.
Disadvantages of DCF valuation • In an intrinsic valuation model, there is no guarantee that anything will emerge as under- or over-valued. Thus, it is possible in a DCF valuation model, to find every stock in a market to be over-valued. This can be a problem for • equity research analysts, whose job it is to follow sectors and make recommendations on the most under- and over-valued stocks in that sector • equity portfolio managers, who have to be fully (or close to fully) invested in equities
When DCF Valuation works best • This approach is easiest to use for assets (firms) whose • cashflows are currently positive and • can be estimated with some reliability for future periods, and • where a proxy for risk that can be used to obtain discount rates is available. • It works best for investors who either • have a long time horizon, allowing the market time to correct its valuation mistakes and for price to revert to “true” value or • are capable of providing the catalyst needed to move price to value, as would be the case if you were an activist investor or a potential acquirer of the whole firm
Relative Valuation • What is it?: The value of any asset can be estimated by looking at how the market prices “similar” or ‘comparable” assets. • Philosophical Basis: The intrinsic value of an asset is impossible (or close to impossible) to estimate. The value of an asset is whatever the market is willing to pay for it (based upon its characteristics) • Information Needed: To do a relative valuation, you need • an identical asset, or a group of comparable or similar assets • a standardized measure of value (in equity, this is obtained by dividing the price by a common variable, such as earnings or book value) • and if the assets are not perfectly comparable, variables to control for the differences • Market Inefficiency: Pricing errors made across similar or comparable assets are easier to spot, easier to exploit and are much more quickly corrected.
Advantages of Relative Valuation • Relative valuation is much more likely to reflect market perceptions and moods than discounted cash flow valuation. This can be an advantage when it is important that the price reflect these perceptions as is the case when • the objective is to sell a security at that price today (as in the case of an IPO) • With relative valuation, there will always be a significant proportion of securities that are under- valued and over-valued. • Since portfolio managers are judged based upon how they perform on a relative basis (to the market and other money managers), relative valuation is more tailored to their needs • Relative valuation generally requires less information than discounted cash flow valuation (especially when multiples are used as screens)
Disadvantages of Relative Valuation • A portfolio that is composed of stocks which are undervalued on a relative basis may still be overvalued, even if the analysts’ judgments are right. It is just less overvalued than other securities in the market. • Relative valuation is built on the assumption that markets are correct in the aggregate, but make mistakes on individual securities. To the degree that markets can be over or under valued in the aggregate, relative valuation will fail • Relative valuation may require less information in the way in which most analysts and portfolio managers use it. However, this is because implicit assumptions are made about other variables (that would have been required in a discounted cash flow valuation). To the extent that these implicit assumptions are wrong the relative valuation will also be wrong.
When relative valuation works best.. • This approach is easiest to use when • there are a large number of assets comparable to the one being valued • these assets are priced in a market • there exists some common variable that can be used to standardize the price • This approach tends to work best for investors • who have relatively short time horizons • are judged based upon a relative benchmark (the market, other portfolio managers following the same investment style etc.) • can take actions that can take advantage of the relative mispricing; for instance, a portfolio manager specializing in technology stocks can buy the under valued and sell the over valued assets
Contingent Claim (Option) Valuation • Options have several features • They derive their value from an underlying asset, which has value • The payoff on a call (put) option occurs only if the value of the underlying asset is greater (lesser) than an exercise price that is specified at the time the option is created. If this contingency does not occur, the option is worthless. • They have a fixed life • Any security or project that shares these features can be valued as an option.
Direct Examples of Options • Listed options, which are options on traded assets, that are issued by, listed on and traded on an option exchange. • Warrants, which are call options on traded stocks, that are issued by the company. The proceeds from the warrant issue go to the company, and the warrants are often traded on the market.
Indirect Examples of Options • Equity in a deeply troubled firm - a firm with negative earnings and high leverage - can be viewed as an option to liquidate that is held by the stockholders of the firm. Viewed as such, it is a call option on the assets of the firm. • The reserves owned by natural resource firms can be viewed as call options on the underlying resource, since the firm can decide whether and how much of the resource to extract from the reserve, • The patent owned by a firm or an exclusive license issued to a firm can be viewed as an option on the underlying product (project). The firm owns this option for the duration of the patent.
Advantages of Using Option Pricing Models • Option pricing models allow us to value assets that we otherwise would not be able to value. For instance, equity in deeply troubled firms and the stock of a small, bio-technology firm (with no revenues and profits) are difficult to value using discounted cash flow approaches or with multiples. They can be valued using option pricing. • Option pricing models provide us fresh insights into the drivers of value. In cases where an asset is deriving its value from its option characteristics, for instance, more risk or variability can increase value rather than decrease it.
Disadvantages of Option Pricing Models • When real options (which includes the natural resource options and the product patents) are valued, many of the inputs for the option pricing model are difficult to obtain. For instance, projects do not trade and thus getting a current value for a project or a variance may be a daunting task. • The option pricing models derive their value from an underlying asset. Thus, to do option pricing, you first need to value the assets. It is therefore an approach that is an addendum to another valuation approach.
Discounted Cashflow Valuation: Basis for Approach • where, • n = Life of the asset • CFt = Cashflow in period t • r = Discount rate reflecting the riskiness of the estimated cashflows
Equity Valuation versus Firm Valuation • Value just the equity stake in the business • Value the entire business, which includes, besides equity, the other claimholders in the firm
I.Equity Valuation • The value of equity is obtained by discounting expected cashflows to equity, i.e., the residual cashflows after meeting all expenses, tax obligations and interest and principal payments, at the cost of equity, i.e., the rate of return required by equity investors in the firm. where, CF to Equityt = Expected Cashflow to Equity in period t ke = Cost of Equity • The dividend discount model is a specialized case of equity valuation, and the value of a stock is the present value of expected future dividends.
II. Firm Valuation • The value of the firm is obtained by discounting expected cashflows to the firm, i.e., the residual cashflows after meeting all operating expenses and taxes, but prior to debt payments, at the weighted average cost of capital, which is the cost of the different components of financing used by the firm, weighted by their market value proportions. where, CF to Firmt = Expected Cashflow to Firm in period t WACC = Weighted Average Cost of Capital
Cash Flows and Discount Rates • Assume that you are analyzing a company with the following cashflows for the next five years. Year CF to Equity Int Exp (1-t) CF to Firm 1 $ 50 $ 40 $ 90 2 $ 60 $ 40 $ 100 3 $ 68 $ 40 $ 108 4 $ 76.2 $ 40 $ 116.2 5 $ 83.49 $ 40 $ 123.49 Terminal Value $ 1603.008 $ 2363.008 • Assume also that the cost of equity is 13.625% and the firm can borrow long term at 10%. (The tax rate for the firm is 50%.) • The current market value of equity is $1,073 and the value of debt outstanding is $800.
Equity versus Firm Valuation Method 1: Discount CF to Equity at Cost of Equity to get value of equity • Cost of Equity = 13.625% • PV of Equity = 50/1.13625 + 60/1.136252 + 68/1.136253 + 76.2/1.136254 + (83.49+1603)/1.136255 = $1073 Method 2: Discount CF to Firm at Cost of Capital to get value of firm Cost of Debt = Pre-tax rate (1- tax rate) = 10% (1-.5) = 5% WACC = 13.625% (1073/1873) + 5% (800/1873) = 9.94% PV of Firm = 90/1.0994 + 100/1.09942 + 108/1.09943 + 116.2/1.09944 + (123.49+2363)/1.09945 = $1873 • PV of Equity = PV of Firm - Market Value of Debt = $ 1873 - $ 800 = $1073
First Principle of Valuation • Never mix and match cash flows and discount rates. • The key error to avoid is mismatching cashflows and discount rates, since discounting cashflows to equity at the weighted average cost of capital will lead to an upwardly biased estimate of the value of equity, while discounting cashflows to the firm at the cost of equity will yield a downward biased estimate of the value of the firm.
Discounted Cash Flow Valuation: The Steps • Estimate the discount rate or rates to use in the valuation • Discount rate can be either a cost of equity (if doing equity valuation) or a cost of capital (if valuing the firm) • Discount rate can be in nominal terms or real terms, depending upon whether the cash flows are nominal or real • Discount rate can vary across time. • Estimate the current earnings and cashflows on the asset, to either equity investors (CF to Equity) or to all claimholders (CF to Firm) • Estimate the future earnings and cash flows on the asset being valued, generally by estimating an expected growth rate in earnings. • Estimate when the firm will reach “stable growth” and what characteristics (risk & cash flow) it will have when it does. • Choose the right DCF model for this asset and value it.
The Key Inputs in DCF Valuation • Discount Rate • Cost of Equity, in valuing equity • Cost of Capital, in valuing the firm • Cash Flows • Cash Flows to Equity • Cash Flows to Firm • Growth (to get future cash flows) • Growth in Equity Earnings • Growth in Firm Earnings (Operating Income)
I. Estimating Discount Rates DCF Valuation
Estimating Inputs: Discount Rates • Critical ingredient in discounted cashflow valuation. Errors in estimating the discount rate or mismatching cashflows and discount rates can lead to serious errors in valuation. • At an intuitive level, the discount rate used should be consistent with both the riskiness and the type of cashflow being discounted. • Equity versus Firm: If the cash flows being discounted are cash flows to equity, the appropriate discount rate is a cost of equity. If the cash flows are cash flows to the firm, the appropriate discount rate is the cost of capital. • Currency: The currency in which the cash flows are estimated should also be the currency in which the discount rate is estimated. • Nominal versus Real: If the cash flows being discounted are nominal cash flows (i.e., reflect expected inflation), the discount rate should be nominal
Estimating Inputs: Discount Rates or Cost of Capital (WACC) • It will depend upon: • (a) the components of financing: Debt, Equity • (b) the cost of each component • The cost of capital is the cost of each component weighted by its relative market value. WACC = ke (E/(D+E)) + kd (D/(D+E)) where ke is cost of equity kdis cost of debt, E is market value of equity, D is typically book value of debt.
I. Cost of Equity • The cost of equity is the rate of return that investors require to make an equity investment in a firm. There are three approaches to estimating the cost of equity; • a dividend-growth model, • a risk and return model (e.g., CAPM), • industry average model (Historical Industry Returns).
I. Cost of Equity • The dividend growth model (which specifies the cost of equity to be the sum of the dividend yield and the expected growth in earnings) is based upon the premise that the current price is equal to the value. It cannot be used in valuation, if the objective is to find out if an asset is correctly valued. • A risk and return model, on the other hand, tries to answer two questions: • How do you measure risk? • How do you translate this risk measure into a risk premium? • Industry Average Returns • Assumes future returns of the company will be similar to the past returns of firms in that industry. • Needs no estimate of risk, or risk and return model.
What is Risk? • Risk, in traditional terms, is viewed as a ‘negative’. Webster’s dictionary, for instance, defines risk as “exposing to danger or hazard”. The Chinese symbols for risk are reproduced below: • The first symbol is the symbol for “danger”, while the second is the symbol for “opportunity”, making risk a mix of danger and opportunity.
Beta’s Properties • Betas are standardized around one. • If b = 1 ... Average risk investment b > 1 ... Above Average risk investment b < 1 ... Below Average risk investment b = 0 ... Riskless investment • The average beta across all investments is one.
Limitations of the CAPM • 1. The model makes unrealistic assumptions • 2. The parameters of the model cannot be estimated precisely • Definition of a market index • Firm may have changed during the 'estimation' period' • 3. The model does not work well • If the model is right, there should be • a linear relationship between returns and betas • the only variable that should explain returns is betas • - The reality is that • the relationship between betas and returns is weak • Other variables (size, price/book value) seem to explain differences in returns better.
Inputs required to use the CAPM - (a) the current risk-free rate (b) the expected return on the market index and (c) the beta of the asset being analyzed.
Riskfree Rate in Valuation • The correct risk free rate to use in a risk and return model is • a short-term Government Security rate (eg. T.Bill), since it has no default risk or price risk • a long-term Government Security rate, since most projects are long-term.
The Riskfree Rate • On a riskfree asset, the actual return is equal to the expected return. • Therefore, there is no variance around the expected return. (Strictly speaking, for an asset to be riskfree, its returns should not co-vary with the market returns. If an asset’s return has no variance, i.e., it does not vary, then it will not vary with anything including the market; hence, it will be a riskfree asset.) • For an investment to be riskfree, i.e., to have an actual return be equal to the expected return • There has to be no default risk, which generally implies that the security has to be issued by the U.S. government. Note, however, that not all governments can be viewed as default free.
Riskfree Rate in Practice • The riskfree rate is the rate on a zero coupon government bond matching the time horizon of the cash flow being analyzed. • Theoretically, this translates into using different riskfree rates for each cash flow - the 1 year zero coupon rate for the cash flow in year 2, the 2-year zero coupon rate for the cash flow in year 2 ... • Practically speaking, if there is substantial uncertainty about expected cash flows, the present value effect of using time varying riskfree rates is small enough that it may not be worth it.
The Bottom Line on Riskfree Rates • Using a long term government rate (even on a coupon bond) as the riskfree rate on all of the cash flows in a long term analysis will yield a close approximation of the true value. • For short term analysis, it is entirely appropriate to use a short term government security rate as the riskfree rate.
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| 22,717 | 45 |
https://www.hackmath.net/en/math-problem/25781
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math
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Six questions test
There are six questions in the test. There are 3 answers to each - only one is correct. In order for a student to take the exam, at least four questions must be answered correctly. Alan didn't learn at all, so he circled the answers only by guessing. What is the probability that Alan will not pass the exam?
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s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300343.4/warc/CC-MAIN-20220117061125-20220117091125-00046.warc.gz
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CC-MAIN-2022-05
| 3,905 | 34 |
https://gliedifici.it/similarity-congruence-and-proofs-worksheet-answers-key.html
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math
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Atlas junk sail template
Answer Key -Triangle Congruence Proofs - Extra Practice.pdf. Triangle Congruence Worksheet #2. I. For each pair of triangles , tell which postulate, if any, can be ...
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t SIMILARITY CONGRUENCE AND PROOFS Lesson 1. CCGPS Analytic Geometry Unit 1 Similarity Congruence. Unit 1 Similarity Congruence And Proofs Lesson 9. Similarity congruence and proofs worksheet answers key. Ccgps Analytic Geometry Eoct Diagnostic Test Answer Key. Ccgps Similarity Congruence And Proofs Answers. Ccgps Analytic Geometry Unit 3 Quiz ...
The student will apply triangle congruence conjectures. The student will use map skills, constructions, and measurement to create a scale drawing. Core Learning Goals. 2.2.1 The student will identify and/or verify congruent and similar figures and/or apply equality or proportionality of their corresponding parts.
5.1-2: Pythagorean Theorem Proof (Answer Key). Загружено: Dorsey Mathlete. 3.7: Angle Angle Side Triangle Congruence Shortcut (worksheet).
The Similarity Worksheet gives students practice of proving that two or more triangles are similar, and application of similarity to find unknown side lengths. The Congruence Worksheet asks them to determine whether pairs of triangles are congruent in increasingly difficult geometrical situations.
Congruence and equality utilize similar concepts but are used in different contexts. Equality is used for numerical values such as slope, length of segments, and measures of angles. It is also used for sets when two sets contain exactly the same members.
Triangle Congruence Worksheet 1 Answer Key or Congruent Triangles Worksheet Grade 7 Kidz Activities. The estimating worksheet is intended to direct you get through the estimation practice. Therefore creativity is essential for worksheets to be prosperous. The worksheets may also be prepared according to the demands of the kid.
Congruent triangles worksheet - mathsmalakiss.com; Analysing congruency proofs - Mathematics Assessment Project; Congruent triangles; Complete the congruence proof - topdrawer.aamt.edu.au; Constructions and congruence in triangles - Median Don Steward; Congruence and similarity assessment - topdrawer.aamt.edu.au; Congruence Check In - OCR [back ...
- Sep 27, 2015 · Review answers to yesterday’s homework assignment. Students will be learning how to rotate an image 1/4, 1/2, and 3/4 turns clockwise and counterclockwise. DAILY LEARNING GOAL: I can rotate a figure correctly on the coordinate plane. Assignment given for homework – answer key link below: answer key page 1 of 2. answer key page 2 of 2
- Reading and Use of English paper - Key Word Transformations section. Rewrite the sentence using the prompt word. A sentence followed by a key word and a second sentence which has a gap in it. You have to use the key word to complete the second sentence so that it means the same as the first...
- Image dehazing python code
- Proving the Pythagorean Theorem (no hmwk) ... Unit 7 Further Practice with Similarity PDF DOCUMENT. ... PDF ANSWER KEY. WORD DOCUMENT. WORD ANSWER KEY. LOGIN.
- Congruent Triangles Worksheet with Answer : Worksheet given in this section will be much useful for the students who would like to practice problems on proving triangle congruence. Before look at the worksheet, if you would like to know the stuff related to triangle congruence and similarity, Congruent Triangles Worksheet with Answer
- Jan 13, 2018 · We tried to locate some good of Similar Triangles Worksheet Answer Key together with Chapter 4 Congruent Triangles Worksheet Answers Best Proofs with image to suit your needs. Here it is. It was from reliable on line source and that we love it. We hope this graphic will likely be one of excellent reference
- Mathematics Vision Project | MVP - Mathematics Vision Project ...
- Free worksheet(pdf) and answer key on solving for side lenghts of right similar triangles. 29 scaffolded shet that start relatively easy and end with some real challenges. This is a 4 part worksheet: Part I Model Problems. Part II Practice.
- Steroid calculator
- Mortar over concrete wall
What does a black and white star mean on snapchat
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s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038917413.71/warc/CC-MAIN-20210419204416-20210419234416-00532.warc.gz
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CC-MAIN-2021-17
| 4,198 | 21 |
http://www.bogomolov-lab.ru/SHKOLA2018/talks/campana.html
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math
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Летняя математическая школа «Алгебра и геометрия»
23 - 31 июля, 2018
Научный комитет: Фёдор Богомолов (Courant Institute, НИУ ВШЭ), Михаил Вербицкий (НИУ ВШЭ, ULB), Александр Кузнецов (МИАН, НИУ ВШЭ), Константин Шрамов (МИАН, НИУ ВШЭ)
We decompose any complex quasi-projective manifold $X$, by means of a single functorial fibration $c:$$X\to C$ (its `Core map') into parts of opposite geometry: `special' (the fibres) vs `general type' (the `orbifold base'). `Special' manifolds are the ones such that $\kappa(X,L)\neq p$, for any $p>0, L\subset \Omega^p_X$ of rank $1$; they generalise rational and elliptic curves, as opposed to hyperbolic curves.
The Core map appears to be relevant in topics others than birational classification: it permits to formulate for arbitrary $X's$ the conjectures of Lang-Vojta, about hyperbolicity and arithmetics for $X's$ of general type. It also allows to formulate (and prove) the higher dimensional version of Shafarevich's `hyperbolicity conjecture' for families of canonically polarised manifolds ( strengthening Viehweg's conjecture, which deals with bases of Log-general type).
The core map is (conditionally in a weak form of abundance) canonically decomposed as $c=(j\circ r)^n$, with $j$ (resp. $r$) orbifold versions of the Iitaka (resp. weak MRC) fibration. In particular: Special manifolds are just towers of fibrations with general fibres either with $\kappa=0$, or weakly rationally connected.
Материалы по курсу: Записки по курсу.
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CC-MAIN-2022-21
| 1,667 | 7 |
http://www.seriesmathstudy.com/eulerandPiSquaredOver6.htm
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math
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Zeta(2) and Pi Squared Over Six
The sum of the reciprocals of the squares of the positive integers
was discovered by the Swiss mathematical genius Leonahard Euler in 1734. This series today is a special case of zeta function when s = 2, namely, .
Euler combined the knowledge of trigonometry and calculus to derive (A) as follows:
Using calculus to derive MacLaurin series for the function f(x) = sin(x):
Letbe a polynomial with power n, its roots are . Therefore, P(x) can be rewritten in the form as follows:
From (2), we notice that at x = 0, P(0) = 1, and . We can express (2) into (1) by multiplying the terms and collecting like terms.
Now, use the infinite product
We notice that when x approaches to 0, both sides of (3) are equal to 1. It means that the roots of equation (3) satisfy the properties of the equation (2). Hence, multiplying the terms and collecting like terms. Finally, comparing coefficients ofin Eqn. (1) and Eqn. (3) gives
Using a similar method, Euler continued to derive other sum of reciprocals of even powers of 4, 6, 8, 10, …
There are various methods to proof series (A). One of them is to use the sine series for f(x) = x, 0<x<, and the mean square value, obtain
Recall that the root mean square value of the function f(x) over an interval from x = a to x = b is defined as:
The interval is of length, hence,
On the other hand, for f(x) expressed in its Fourier series as
Integrations from s to s+of the last two terms vanish. The other terms vanish due to its symmetry about the x-axis and orthogonal property, m = n+1.
The values of
, n = 0, 1, 2, 3, …; therefore, we obtain
Recall that f(x) = x, where 0<x<, hence
Equating the expressions (4) and (5), we obtain
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CC-MAIN-2021-39
| 1,702 | 19 |
https://robotics.stackexchange.com/questions/15674/tracking-vehicle-6-states-extended-kalman-filter-required
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math
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I'm trying to track an accelerating vehicle using a camera, an IMU, and a GPS. I use for the state space equation a constant acceleration model: The states are the position, the velocity, and the acceleration of the vehicle in the x- and y-direction. No input is used. All the measurement equations are linear. I'm wondering if I should use a discrete normal Kalman filter, or a discrete extended Kalman filter. (i.e. is my process non linear?)
If you can write the dynamics with a matrix, which you have, then a normal kalman filter will be best.
However, your measurements will probably be nonlinear. You will find that you won't be able to write your measurements equations using matrices. You will almost certainly need an extended kalman filter because your measurements will be nonlinear.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100781.60/warc/CC-MAIN-20231209004202-20231209034202-00112.warc.gz
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CC-MAIN-2023-50
| 794 | 3 |
https://deskgram.co/explore/tags/practice
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math
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Diatonic ii- V- 1 practice idea...
Sometimes I like to take a melodic structure and practise it ascending and descending in half steps, whole steps, minor and major 3rds and augmented 4ths.....
Nothing particularly revolutionary about that but it can provide some really interesting sounds.... there's only 1 cycle of each to keep it under a minute but remember there is 1 cycle for the chromatic, 2 for the whole step, 3 for the diminished, 4 for the augmented and 6 for the tritone shapes..... #intheshed#saxophone#practice#saxophonist#sax#jazz#selmersba#skype#saxlessons#ukjazz#jazzlessons#jazzpractice#tenorsaxophone - 2 minutes ago
BATTLES AT TRAINING
More often than not, one of the more important things to work on but can often be overlooked is the transfer % from the training room to the battle/competition 👀 this means practicing performing under pressure, and its not always pretty! The pressure of doing moves when you're tired, but still have another round to go. Having to change something around last minute because of that and so on. There are so many scenarios. I mean, what boxer goes into a fight without having done enough sparring? 🤔😏
#spin167#bboyspin#soulmavericks#breaklife#hiphop#bboy#breakin#colombiano#latino#workrate#battle#training#practice#london - 2 minutes ago
Deskgram is a powerful tool for telling a visual story about your brand. As social media users continue to demand more visual content, brands will need a platform where they can share photos that will visually engage their target audience.
This website uses the Instagram API but is not endorsed or certified by Instagram.
All Instagram™ logos and trademarks displayed on this website are property of Instagram.
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s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875144150.61/warc/CC-MAIN-20200219122958-20200219152958-00016.warc.gz
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CC-MAIN-2020-10
| 1,716 | 9 |
https://www.cimt.org.uk/projects/mepres/book7/bk7i9/bk7_9i3.htm
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math
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In a rectangle we can still find the area by counting squares, but we can also multiply the two lengths together.
We can see that the area is 10 cm² by counting squares, but if we multiply the lengths:
We have to be careful to use the same units when doing calculations.
A square which is 1cm × 1cm has area 1cm².
The same square is 10mm × 10mm, and 10×10=100, so its area is 100 mm².
Similarly, a square which is 1m × 1m has area 1m².
The same square is 100cm × 100cm, and 100×100=10000, so its area is 10000 cm².
Be careful to remember these facts whenever you are converting the units of an area.
Do each of these questions then click on the button marked to see whether you are correct.
The rectangle measures 3cm × 4cm so the area is 12 cm².
Find the areas (in cm²) and perimeters (in cm) of the rectangles below.
The squares on each grid are 1cm × 1cm.
Find the areas and perimeters of the rectangles below.
The diagrams have not been drawn accurately.
Look at the rectangle below.
Find the area of this rectangle in mm² and cm².
A rectangle has an area of 48 cm². The length of one side is 6 cm.
A rectangle has a perimeter of 24 cm and an area of 32 cm².
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s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243988986.98/warc/CC-MAIN-20210509122756-20210509152756-00588.warc.gz
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CC-MAIN-2021-21
| 1,181 | 18 |
https://www.catfish1.com/threads/what-reels-really-hold.40015/
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math
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I don't know how manufacturers derive their numbers, but they're wildly optimistic, in any case. Tell us what your reel(s) hold. Daiwa Exceler 4000, advertised 260 yards of 12# test.:roll_eyes: Actual: 150 yards of 60# Spidewire (12# dia), but it's really overfilled. 150 yards of 30# Power Pro (8# dia) is a nice comfortable fit, with a little room to spare. 40# PP would be just about right. A great mid-sized spinner, btw.
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s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257647600.49/warc/CC-MAIN-20180321082653-20180321102653-00617.warc.gz
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CC-MAIN-2018-13
| 425 | 1 |
https://www.assignmentexpert.com/homework-answers/physics/mechanics-relativity/question-39692
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math
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Answer to Question #39692 in Mechanics | Relativity for amulya
the motion of a car along y-axis is given by v(t)=-12t+12 where velocity v is in m/s and time t in seconds. find the instantaneous position of the car as a function of time if at t=0 it was at 5m. Also find its acceleration at t =2 second.
No comments. Be first!
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s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627998369.29/warc/CC-MAIN-20190617022938-20190617044938-00045.warc.gz
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CC-MAIN-2019-26
| 325 | 3 |
http://discussion-forum.2150183.n2.nabble.com/ISI-PEA-2015-discussion-td7596744.html
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math
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Last year's cutoff info was provided by Mittar. As to the level of questions, compared to last year, maths was easy, economics was easier but not that easy, option of 10 questions actually made it comfortable, but overall level was tough than the questions of sample papers before 2014.
Dhruv, you really feel that maths was easier this year compared to last? I truly dont think so, 2014 maths was one of the easiest ones in the last 10 years. Also, how many have you guys done in PEB? Please could you give a break up between the ones you have done completely and the ones where you couldn't do all parts
Did anyone tried the question on two agent two good? I was not able to find the utility of consumer 2, where it was given that he prefers more X and is indifferent to any amount of Y, but if X is held constant then he prefers the bundle where X+Y is greater.
I ask the second part of my question because it seemed to me that in all questions 12-14 marks were up for grabs, but that last sub-section carrying 6-8 marks were quite tricky. It basically boiled down to a trade off between an ego battle for 6-8 more marks, or move on the next question and do the easy 12-14 marks there. I chose the second option
Yes, Dhruv, that is called a lexicographic preference. And the reason you couldnt find the utility function is because it is one of the textbook cases where there is no utility function due to non-continuity of preferences.
The contract curve when player 2 is lexi towards X (sub sub section a) is the left and top edge
The contract curve when player 2 is lexi towards Y (sub sub section b) is the right and bottom edge
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s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370496901.28/warc/CC-MAIN-20200330085157-20200330115157-00153.warc.gz
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CC-MAIN-2020-16
| 1,634 | 7 |
https://physicsteacher.in/2022/07/16/ic-pin-diagram-wiring-diagram/
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math
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In this post on Digital IC (Integrated Circuit), we will study the Pin diagram of a TTL IC. We will also take a Logic diagram for a two-input AND gate circuit and then come up with a Wiring diagram to implement the two-input AND function.
IC Pin diagram | Pin diagram of a TTL IC
Manufacturers of ICs provide pin diagrams similar to the one shown in figure 1. This IC contains 4 two-input AND gates. Thus, it is called a quadruple two-input AND gate.
This 7408 unit is one of many of the 7400 series of TTL ICs available. The power connections to the IC are the GND (pin 7) and VCC (pin 14) pins. All other pins are the inputs and outputs to the four TTL AND gates.
IC Wiring Diagram | IC wiring diagram from a logic diagram
Given the logic diagram in Fig. 2 (a), let’s wire this circuit using the 7408 TTL IC.
A wiring diagram for the circuit is shown in Fig.2(b). A 5-V dc regulated power supply is typically used with TTL devices.
The positive (VCC) and negative (GND) power connections are made to pins 14 and 7 of the IC. Input switches (A and B) are wired to pins 1 and 2 of the 7408 IC. Notice that if a switch is in the up position, a logical 1 (+5 V) is applied to the input of the AND gate.
If a switch is in the down position, however, a logical 0 is applied to the input. At the right in Fig.(b), an LED and 150-Ω limiting resistor are connected to GND. If the output at pin 3 is HIGH (near +5 V), the current will flow through the LED. When the LED is lit, it indicates a HIGH output from the AND gate.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100484.76/warc/CC-MAIN-20231203030948-20231203060948-00130.warc.gz
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CC-MAIN-2023-50
| 1,518 | 9 |
https://www.alislam.co.za/qna/regarding-money/
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math
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My name is ==== , My question is that 10 years ago my friend has given me 2000 rupees of someones charity or sadqa to give it to the person who is working as a mouazzain as a sadqa or zaka money. , But i forgot to give and the money was spent by me .
Though i have not given the money to that particular person as i think that particular person to whom i would have to be given that money may be be staying there.What should i have to do , I want to give the money , alhamdulillah now im working and earning . Please help me.
Marked as spam
Question ID: 15071
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s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296816954.20/warc/CC-MAIN-20240415080257-20240415110257-00152.warc.gz
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CC-MAIN-2024-18
| 559 | 4 |
http://www.crcpress.com/product/isbn/9781466556669
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math
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Despite the introduction of constrained principal component analysis (CPCA) over 20 years ago, there is no single resource that examines its ramifications, extensions, implementations, and applications. This book explores how CPCA incorporates external information into PCA of a main data matrix. It provides a systematic, in-depth account of the mathematical underpinnings, special cases, related topics, interesting applications, and implementation details. The author explains how CPCA first decomposes the data matrix according to the external information (external analysis) and then applies PCA to decomposed matrices (internal analysis).
Introduction. Mathematical Foundation. CPCA. Special Cases. Related Techniques. Other Topics. Different Constraints on Different Dimensions (DCDD). Software.
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s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368699068791/warc/CC-MAIN-20130516101108-00036-ip-10-60-113-184.ec2.internal.warc.gz
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CC-MAIN-2013-20
| 802 | 2 |
http://www.texanstalk.com/forums/showpost.php?p=1962979&postcount=30
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math
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Originally Posted by badboy
Show me the money. Where are we getting the cash to sign Bryan and the guys you guarantee we will sign? Barwin, Schaub and D. Brown + major bucks for Cush? We did not save that much by the moves we've made so far.
I think the $$$$ are going to be there.
If not, Antonio/Wade Smith could be candidates to be cut. You do whatever it takes to sign an all pro like Cushing. He's the top inside LB in the league. IMHO
You dont cut players like Cushing over $$$$.
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s3://commoncrawl/crawl-data/CC-MAIN-2015-18/segments/1429246638571.67/warc/CC-MAIN-20150417045718-00204-ip-10-235-10-82.ec2.internal.warc.gz
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CC-MAIN-2015-18
| 485 | 5 |
http://wordpress.stackexchange.com/questions/tagged/wiki+features
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math
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WordPress Development Meta
to customize your list.
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s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1398223204388.12/warc/CC-MAIN-20140423032004-00198-ip-10-147-4-33.ec2.internal.warc.gz
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CC-MAIN-2014-15
| 2,489 | 55 |
http://windsor.k12.mo.us/ms/?p=3032
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math
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Power and Work Calculations
Power = Work/time
Work = Force x distance
Force = mass x acceleration
acceleration due to gravity = 9.8 m/s2
Many of the problems on this worksheet require foundation calculations to be solved before being able to solve for the unknown quantity asked for in the problem.
The key is: As long as you have two known quantities, you can solve for the third.
Solving for the third simply means isolating the variable being solved for on one side of the equal sign through a series of multiplication &/or division.
Remember that all answers must contain the appropriate system unit.
Power – watts (w)
Work – joules (J)
Force – Newtons (N)
Acceleration – metes per second per second (m/s2 or m/s/s)
Time – seconds (s)
Mass – kilogram (kg)
distance – meters (m)
All answers must be rounded to the hundredth place (two spaces behind decimal) and include not “repeating” symbol.
I have attached to page that was assigned today, October 28. Students were given approximately 2/3 of today’s class period to work and ask questions.
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s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300244.42/warc/CC-MAIN-20220116210734-20220117000734-00471.warc.gz
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CC-MAIN-2022-05
| 1,066 | 18 |
http://mathhelpforum.com/math-topics/68903-chemistry-help-please.html
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math
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1. buckministerfullerene (buckyball) is a sphere made of pentagons and hexagons of carbon atoms, like a soccer ball
a) how many carbon atoms are joined at each junction?
b) suggest an explanation for the bonding around each carbon atom
c) experimental evidence shows that the bonds in each hexagon and pentagon ring are identical. evaluate your answer to b)
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s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560284411.66/warc/CC-MAIN-20170116095124-00226-ip-10-171-10-70.ec2.internal.warc.gz
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CC-MAIN-2017-04
| 357 | 4 |
http://zoomin.iol.pt/freebooks/representations-of-groups-a-computational-approach-cambridge-studies-in-advanced-mathematics
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math
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By Klaus Lux
The illustration idea of finite teams has obvious swift progress lately with the improvement of effective algorithms and computing device algebra platforms. this is often the 1st booklet to supply an creation to the normal and modular illustration conception of finite teams with specific emphasis at the computational points of the topic. Evolving from classes taught at Aachen collage, this well-paced textual content is perfect for graduate-level examine. The authors offer over two hundred routines, either theoretical and computational, and comprise labored examples utilizing the pc algebra procedure hole. those make the summary conception tangible and have interaction scholars in genuine hands-on paintings. hole is freely on hand from www.gap-system.org and readers can obtain resource code and suggestions to chose workouts from the book's website.
Read or Download Representations of Groups: A Computational Approach (Cambridge Studies in Advanced Mathematics) PDF
Best Group Theory books
This monograph brings jointly my paintings in mathematical records as i've got seen it in the course of the lens of Jordan algebras. 3 technical domain names are to be noticeable: purposes to random quadratic types (sums of squares), the research of algebraic simplifications of maxi mum chance estimation of patterned covariance matrices, and a extra broad open mathematical exploration of the algebraic enviornment from which i've got drawn the consequences utilized in the statistical difficulties simply pointed out.
The first target of those lectures is to introduce a newbie to the finite dimensional representations of Lie teams and Lie algebras. because this aim is shared through various different books, we should always clarify during this Preface how our method differs, even though the capability reader can most likely see this greater by means of a short flick thru the publication.
"A remarkably intelligible survey . . . good prepared, good written and extremely transparent all through. " — Mathematical ReviewsThis first-class textual content, lengthy one of the best-written, so much skillful expositions of workforce idea and its actual functions, is directed basically to complicated undergraduate and graduate scholars in physics, particularly quantum physics.
Extra resources for Representations of Groups: A Computational Approach (Cambridge Studies in Advanced Mathematics)
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s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039743854.48/warc/CC-MAIN-20181117205946-20181117231946-00259.warc.gz
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CC-MAIN-2018-47
| 2,415 | 8 |
http://www.freethesaurus.com/continued+fraction
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math
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This, together with the fact that well-approximations come from the continued fraction
, allows us to arrive at our desired estimate.
The celebrated Rogers-Ramanujan continued fraction
and its product representation is
infinity]]-theory and the theory of continued fractions
1/3] G(q) and G(q) is Ramanujans cubic continued fraction
In order to decompose into a continued fraction
, for example, the function ([D.
This continued fraction
is finite if and only if [alpha] [member of] K(X).
e]) and S is the continued fraction
(e is Euler's number)
At the first step it is necessary to subject the characteristics (3) to synthesis by using the method of distribution on a continued fraction
(used for the first time to synthesize electrical circuits - the Cauer method).
It remains only to show that the continued fraction
in the right-hand side of (19) satisfies the same functional equation, which is done in a separate lemma below.
There are many consequences of this continued fraction
Pearce , Conolly and Langaris , Flajolet and Guillemin , Parthasarathy and Lenin , , , , Parthasarathy and Selvaraju and Krishnakumar et al have applied continued fraction
technique to study the transient behavior of the stochastic systems.
Instead, the backward direction, or equivalently the associated continued fraction
, should be used.
Such an expression is called a continued fraction
, and we denote it by <[x.
1 can be used to evaluate the Ramanujan's cubic continued fraction
The program's advanced math capabilities include optimized algorithms for statistical computation, numericalization of root objects, continued fraction
improvements, evaluation of roots for polynomials with algebraic number coefficients, and implementation of GCD by Chinese remainders.
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CC-MAIN-2019-04
| 1,763 | 26 |
https://library.wsc.ac.uk/FAQ
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math
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How long can I borrow books for?
How much does it cost to borrow a book?
How can I check to see what I have on loan?
How do I login into a computer?
Do I have to book to use a computer in the library?
Where do I go for lost property?
How much does it cost to borrow books?
What happens if I can't bring my books back when I am supposed to?
I think I have lost a book what do I do?
Does the library remind you when a book is due back?
I not a student at West Suffolk College but would like to use the library is this possible?
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s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948765.13/warc/CC-MAIN-20230328042424-20230328072424-00319.warc.gz
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CC-MAIN-2023-14
| 525 | 11 |
https://www.badmintonneerpelt.be/other-machine/1563.html
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math
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Lets calculate volume of sand and gravel needed to prepare m15 grade concrete.Mix ratio of m15 grade concrete is 124.Hence for every 1 part of cement, we have to use 2 part of sand and 4 part of gravel to get m15 ratio concrete.The volume of 50 kg cement bag is 1.25 cft.Get Price List
Cement 0.043 28.8 1.238 bags numbers of cement bags in 1 cum 28.8 sand 0.043 6 0.258 cum.But as the cement will go to fill up the voids in the sand, 0.045 cum of cement and 0.27 cum of sand may be taken.I hope now you understood how to calculate.
Volume of coarse aggregate 35.5 x 1.55.So the required cement volume 0.282 m 3 or 8.14 bags sand volume 0.423 m 3.Coarse aggregate 0.845 m 3.Water cement ratio calculation.From the is code standard, assuming the water-cement ratio for m20 is 0.55.Therefore required water quantity cement volume x wc ratio 0.282 x 0.55 0.
Calculate cement volume.Entry form.Number of bags portland cement answer cubic yards with sand gravel cubit feet with sand gravel.Using this cement volume calculator.This calculator is based on 6 - 94 lb.Sacks of portland cement per cubic yard 3000psi.27 cubic feet equals.
Slabs, square footings walls.Calculate the volume of cubic yards needed to fill in a square or rectangular slab pour for flooring, walls similar structures.
This series of concrete calculators has been developed to help you plan your project.You can calculate how much concrete, cement, sand, mortar or render you will need.For each calculation you will have to know the dimensions of your object.The calculator will perform the sums for you - where relevant it will add a small percentage for the wastage that inevitably happens when mixing using.
From the absolute volume of each material used in the mix.For instance, the absolute volume of a bag of cement of 94 pounds is around 0.478 cubic feet, which is sometimes taken as 0.5 cubic feet for simplicity.Kuisi et.Al 4 suggested three different mix designs of cement-based grout for curtain wall applications as can.
To calculate the volume to displace accurately, the toc with the stinger in the cement, has to be calculated.String annulus oh - tubing total capacity 0.1518 bblsft - 0.0034 bblsft 0.1484 bblsft.
Density of cement 1440 kg.The reason to multiply this density is, the above multiplication will give us only required amount of cement quantity in brickwork as a cubic metre.But we need cement in kg.Therefore we are multiplying the 1440 kg density of cement to calculate the cement quantity.
First of all, you need to know how much cement you are adding.A well-graded soil requires about 5 cement, whereas a poorly graded, uniform sand may require about 9 of cement.Non-plastic silts require about 10 cement, whereas plastic clays may.
Volume of bricks 500 x 0.001539 0.7695 m 3.Volume of mortar volume of brickwork volume of bricks volume of mortar 1.0 0.7695 0.2305 m 3.Quantity of cement.Cement dry volume of mortar x cement ratio sum of the ratio.Dry volume of mortar 1.54 x 0.2305 0.35497 m 3 54 increment due to volume shrink after adding.
Now, we need to calculate volume of one bag of cement.So, volume of cement mass x density 50 x 1440 0.0347 m3.Also you can convert this volume from cubic meter to cubic feet, just you have to multiply the volume of 1 bag of cement by 35.3147.So, 1 cum cement 35.3147 cuf 0.0347 cumec cement 0.0347 35.3147 1.225 cft.Hence.
The calculator will estimate the volume of concrete or aggregate needed for your project.You can calculate how much concrete you need for your construction project using this calculator that works in both us customary units feet and inches and international system of units or metric units meters and centimeters of measurement.
The online concrete weight calculator using volume shows the result in kg, mg, g and so on.The density or weight of the concrete is measured based on the aggregate, the amount of entrained air and entrapped air, water and cement content.You can choose volume in different measurements such as m 3, yd 3 and so on.
Method-2 empirical method to calculate cement, sand and water required for plaster 14 the empirical method is easiest way to calculate the quantities of materials required.Again considering the same parameters i.E., area 100 sqft or 10 sq meter and thickness 12mm.Step-1calculate the dry volume of cement and sand mixture required.
A natural hole is almost always an irregular shape, but you can calculate its approximate volume.A hole is a cylinder, so to find the volume of a hole, calculate the volume of a cylinder.The volume of a cylinder is defined as the number of cubic units that will fill that cylinder.This formula is pi radius squared.
How to calculate the volume of a cylinder in ounces.Updated april 24, 2017.By anthony smith.While it might seem like a calculation that is unnecessary and infrequently used, well volume is actually important for a couple reasons.This measure is used to both determine the amount of material that will be needed to plug the well and the.
We will calculate quantities of materials for 1 m3 concrete by volume.Let us assume the mix proportion is 1 2 4 cementsandstone abc volume of wet concrete 1 m3.Volume.
Calculate the dry volume of materials required for 1m 3 cement mortar considering voids in sands we assume that materials consists of 60 voids that is for 1m 3 of wet cement mortar 16m 3 of materials are required 2 now we calculate the volume of materials used in cement.Online chat how to calculate cement sand and coarse aggregate.
Also you can download excel sheet for calculate concrete volume cement, sand and aggregate quantity.Excel sheel for concrete quantity calculation.Now we start calculation for find cement, sand quality in mortar for plaster.Area of brick wall for plaster 3m x 3m 9m 2.Plaster thickness 12mm outer-20mm, inner 12mm.
Cement tank is a kind of ideal container to store the bulk material, the characteristics of low cost, high speed construction , good tightness has been preferred by the various production and processing units.But how to calculate the volume or capacity of the cement.
Total concrete volume required for construction of above staircase waist slab concrete volume steps concrete volume landing concrete volume handrail concrete volume.Total volume of concrete required for staircase 1.206 0.54 0.45 1.07 3.26m 3.If you wanted to find amount of cement, sand and aggregate required for above.
Related topics.Miscellaneous - engineering related topics like beaufort wind scale, ce-marking, drawing standards and more related documents.Concrete - properties - properties of normal strength portland cement concrete concrete - volume estimate - estimate required concrete volume per sq.Ft.Of slab concrete - water to cement ratios - concrete and water to cement ratios.
Using density of cement 1440 kgcum approx volume of 1 kg of cement 11440 0.00694 cum.Volume of 01 bag 50 kg of cement 50 x 0.00694 0.035 cubic meter cum since we know the ratio of cement to sand 12 and cement to aggregate 14 youre still using the same density of cement for both sand and aggregate.
As an engineer on site, you must know the amount of cement and sand require for a particular volume of concrete.Knowing this will prevent you from running loss.I will explain to you how to calculate the amount of cement and sand require for any volume of concrete.The calculations below is all about.
Now we will calculate the volume of concrete that can be produced with one bag of cement i.E.50 kg cement for the mass proportions of concrete materials.Thus, the absolute volume of concrete for 50 kg of cement thus, for the proportion of mix considered, with one bag of cement of 50 kg, 0.1345 m 3 of concrete can be produced.
Use these formulas to calculate volume or for round holes use our cylinder cubic yardage calculator.Rectangle volume length x width x depth cylinder volume radius 2 x x depth 3.14 calculate concrete volume.With the volume of the submerged post and the volume of the hole figured out subtract the post volume from the hole.Chat.
Calculate cement, sand, coarse aggregate and water to prepare m5, m7.5, m10, m15 and m20 ratio grade concrete in volume and weight.
Absolute volume factor avf refers to the absolute volume that a solid occupies in water.For example, pouring 1 lb of ottawa sand 2.65 specific gravity into 1 gallon of water will displace 0.0453 gallons of water.The absolute volume factor depends on the density of the frac fluid and the specific gravity of the proppant used, and is calculated using eq.
How to calculate cement for post holes.Use this post hole volume calculator to accurately figure the amount of concrete required for any sized post hole with or without any common sized post.Returns both cubic yards and how many bags.
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CC-MAIN-2021-25
| 8,749 | 30 |
http://www.thefullwiki.org/Back-of-the-envelope_calculation
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math
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A back-of-the-envelope calculation is a rough calculation to test a hypothesis. It is not necessarily written on the back of an envelope. It is more trustworthy than a guess, but less definite than a mathematical proof.
The idiom originates in the practice of quickly jotting down calculations on the nearest available piece of paper, such as an envelope. The defining characteristic of back-of-the-envelope calculations is the use of simplified, scaled-down models. A similar phrase is "back of a napkin".
In the hard sciences, back-of-the-envelope calculation is often associated with physicist Enrico Fermi, who was well known for emphasizing ways that complex scientific equations could be approximated within an order of magnitude using simple calculations. He went on to develop a series of sample calculations which are called "Fermi Questions" or "Back-of-the-Envelope Calculations" and used to solve Fermi problems.
Fermi was known for getting quick and accurate answers to problems which would stump other people. The most famous instance came during the first atomic bomb test in New Mexico on July 16, 1945. As the blast wave reached him, Fermi dropped bits of paper. By measuring the distance they were blown, he could compare to a previously computed table and thus estimate the bomb energy yield. He estimated 10 kilotons of TNT; the measured result was 18.6.
Another example is Victor Weisskopf's pamphlet Modern Physics from an Elementary Point of View. In these notes Weisskopf used back-of-the-envelope calculations to calculate the size of a hydrogen atom, a star, and a mountain, all using elementary physics.
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| 1,630 | 5 |
https://johnmayhk.wordpress.com/2010/06/01/just-a-revision-on-counting/
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math
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Here is just an ordinary question:
“An elevator starts carrying five persons at the ground floor and then goes up. It can stop at any floor of the building (from the first floor to the third floor). Events that people leaving the elevator are assumed to be independent. Let X be the number of ‘stop’ of the elevator during a “going-up” journey. Find the value of E(X)."
We may use “balls and boxes" as tools of solving this problem.
Floor 1, 2, 3 can be represented by Box 1, 2, 3 respectively.
A person go out at the floor 1, 2 or 3 can be imagined as the case that a ball is placed in the box 1, 2 or 3 respectively.
Because people are different from each other, balls should also be different. May be labelled by different numbers (say).
P(X = 1)
= P(all people going out at exactly one floor)
= P(all balls are placed in exactly one box)
For placing 5 balls into 3 boxes, there are ways.
(i.e. 3 ways for the 1st ball, 3 ways for the 2nd, resulting ways already)
And there are 3 ways to put all balls into exactly one box (since there are 3 boxes), i.e. the number of favourable outcome is 3. Thus,
P(X = 1)
P(X = 2)
= P(people going out at exactly two floors)
= P(balls are placed in exactly one boxes)
First, select 2 boxes out of 3 ( ways).
Suppose we select box 1 and box 2 (say).
Then we place balls into there 2 boxes.
For placing 5 balls into 2 boxes, there are ways.
(i.e. 2 ways for the 1st ball, 2 ways for the 2nd, resulting ways already)
But, there are 2 ways resulting “exactly one box to be filled with balls", hence we should exclude these 2 ways.
Hence number of all favourable outcomes for the case “X = 2″ is , thus
P(X = 2)
P(X = 3)
= 1 – P(X = 1) – P(X = 2)
= 1 – –
One more thing to add.
A student asked why his method of counting the case of “X = 3″ is invalid.
His suggestion is:
Select 2 people out of 5 ( ways). Leave them behind.
The remaining 3 people occupy 3 different floors ( ways).
Then the 2 firstly selected people can occupy any 2 floors out of 3 ( ways).
Hence the number of favourable outcomes for the case “X = 2″ should be (Instead of 150)
WOW! Too many cases.
What is the problem?
Obviously, there is double-counting.
We may imagine balls are labelled by 1,2,3,4,5.
Step 1, select 2 balls leaving behind.
Suppose ball #4 and ball #5 are selected.
Step 2, the remaining 3 balls occupy 3 different boxes.
Suppose ball #1, ball #2 and ball #3 occupy Box 1, Box 2 and Box 3 respectively.
Step 3, the firstly selected balls occupy any 2 boxes.
Suppose ball #4 and ball #5 are placed in Box 1, Box 2 respectively.
Then we have a case: “Box 1 contains balls #1, #4; Box 2 contains balls #2, #5; Box 3 contains ball #3″ … … … (*)
in step 1, we leave ball #1 and ball #2 behind; (One of the cases out of possible choices)
in step 2, we place ball #4, #5 and #3 into Boxes 1, 2 and 3 respectively; (One of the cases out of possible choices)
in step 3, we place ball #1 and #2 into Boxes 1, 2 respectively.
Then we have the case SAME as (*).
But, under student’s counting, they represent 2 cases and actually the 2 cases are the SAME. This is so-called a “double-counting". And that is the problem.
Can we obtain the number of cases for “X = 3″ directly?
Well, up to now, I just count it by the Principle of Inclusion and Exclusion（容斥原理）, as a result:
the number of ways of putting r distinct balls into n distinct boxes is
In this question, we may put , obtaining 150.
But, it seems that this is not so-called “direct" counting method in student’s mind (I guess).
Question: Can you explain the difference ? Can you count the 390 cases out?
How to count the number of ways of placing 5 indistinguishable balls into 3 different boxes without leaving a box empty? Just refer to my old writing at
if you want to.
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| 3,810 | 58 |
http://www.physicsforums.com/showthread.php?p=3275765
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math
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|Apr30-11, 03:45 AM||#1|
isomorphic linear space
two linear spaces S and S1 over F are isomorphic if and only if there is a one-to-one
correspondence x↔ x1 between the elements x [tex]\in[/tex] S and x1 [tex]\in[/tex] S1
such that if x ↔ x1 and y ↔ y1 then x+y ↔ x1+y1 and ax ↔ ax1
(y [tex]\in[/tex] S , y1 [tex]\in[/tex] S1, a [tex]\in[/tex] F).
prove that two finite -dimensional spaces are isomorphic if and only if they are of the same dimension.
(The correspondence or mapping defining isomorphic linear spaces is called an
|Apr30-11, 05:41 AM||#2|
Another way to say that, is that a vector space isomorphism is a linear bijection. So if U and V are vector spaces, and dim U=dim V=n (where n is some positive integer), you need to find a linear bijection T:U→V. I suggest that you use a basis for U and a basis for V to define a function T:U→V, and then show that T is injective, surjective, and linear.
If you want more help, you need to show us your attempt.
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s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368697772439/warc/CC-MAIN-20130516094932-00033-ip-10-60-113-184.ec2.internal.warc.gz
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| 1,410 | 17 |
https://comienzoweb.com/family/reverse-coded-questions-spss.php
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math
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Reverse coded questions spss
Nov 27, · Reverse scoring is something that I’ve been asked about a good few times. This useful when you have collected data on a questionnaire with Likert scale answers (i.e. 1 to 5, 1 to 7, 1 to 10 etc.). Often you find that some questions in the set refer to a score of 1 being low and other questions . How to reverse score questions Questionnaires that use a Likert scale (eg. strongly disagree, disagree, neutral, agree, strongly agree) for answering questions often contain some items which are to be reverse scored. For example, in a self-esteem questionnaire we may have some positively worded questions (eg. I take a positive. This is much easier when learning how to code data in SPSS than to mentally reverse everything. Those who reverse everything in their head and then enter them as reversed have a tendency to make mistakes along the way. Keep a few basic programming tips in mind whenever reverse coding .
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s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038089289.45/warc/CC-MAIN-20210416191341-20210416221341-00501.warc.gz
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CC-MAIN-2021-17
| 955 | 2 |
https://andrewlister.blog/2009/02/
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math
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Saq has just released the notebook demo . You can download a copy of a course notebook synced to a demonstration Wikispace, and see how it works.
Next step: a page that automatically generates a notebook to go along with your own Wikispace. No, the notebook generator is there already. Here’s the link: Notebook Generator. The only limitation is that it’s set up to generate notebooks that have exactly the format for my pols250 course. That won’t be right for all uses. Saq is going to be working on different templates. That’s what will come later.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945317.85/warc/CC-MAIN-20230325064253-20230325094253-00364.warc.gz
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CC-MAIN-2023-14
| 558 | 2 |
http://ttassignmenthkck.tellosnyc.com/fft-thesis.html
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math
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3D FFT for FPGAs ∗ Ben Humphries. thesis,andmapping. TheISEsuitecontainsalloftheXilinxFPGA synthesis and targeting tools as well as the. Include relevant background info. on setting, specific characters, plot summary, etc. The last sentence of this paragraph should be your thesis statement. VHDL Design of OFDM Transreceiver Chip using Variable FFT -SWATI SOOD etal., 49 | P a g e The performance of the main processing block of. A HYBRID GPU/CPU FFT LIBRARY FOR LARGE FFT PROBLEMS by Shuo Chen Approved: Xiaoming Li, Ph.D. Professor in charge of thesis on behalf of the Advisory. 1 The Design and Implementation of FFTW3 Matteo Frigo and Steven G. Johnson (Invited Paper) Abstract—FFTW is an implementation of the discrete Fourier. High performance sparse fast Fourier transform, Jörn Schumacher Master thesis, Computer Science, ETH Zurich, Switzerland, 2013 [PAPER.
Optimized Sparse Fast Fourier Transform What is it? The Sparse Fast Fourier Transform is a recent algorithm developed by Hassanieh et al. [2, 3] for computing. OFDM Simulation Using Matlab. DSP™s that made the Fast Fourier Transform (FFT) affordable . Therefore, we. [Gauss, PhD thesis] A degree n polynomial with complex coefficients has n complex roots FFT algorithm evaluates a degree n-1 polynomial at each of. (Fast Fourier Transform) Written by Paul Bourke June 1993. Introduction. This document describes the Discrete Fourier Transform (DFT), that is, a Fourier Transform. Fast Fourier Transform. The fast Fourier transform (FFT) is a discrete Fourier transform algorithm which reduces the number of computations needed for points. Signal acquisition and tracking for a software gps receiver sophia y. zheng a thesis submitted to the faculty of the virginia polytechnic institute and state. Signal Processing Methods For Heart Rate Variability Analysis Gari D. Clifford. This thesis investigates the development of. Fast Fourier Transform.
PERFORMANCE ANALYSIS OF QPSK OFDM WITH FADING, FREQUENCY OFFSET Modern DSP technology has enabled a Fast-Fourier Transform (FFT) based. Introduction The primary goal of this thesis project is to create an Excel model that can illustrate the process of the fast Fourier transformation (FFT) and its. Fast Fourier Transform on a 3D FPGA by. improvements possible with 3D FFT structures. The thesis initially introduces some background of FFT algorithms and. Today’s goal is to obtain a fft() of the interpolated data (the 32000+ sample values of the signal). Understand the difference between Fourier Transform. DESIGN AND IMPLEMENTATION OF AN ASYNCHRONOUS PIPELINED FFT PROCESSOR Master’s thesis project at Electronics Systems Jonas Claeson Reg nr.
FFT has revolu tionized many facets of scientific analysis and earned a place among the greatest numerical meth ods developed in the 20th century . The Feiler Faster Thesis (or FFT) is a thesis, or supported argument, in modern journalism that suggests that the increasing pace of society is matched by (and. 3/20/2007 Naveen Manicka - Masters Thesis 6 Software Defined Radio – SDR Implement radio functionality as software modules running on a general. ADVANCED TOPICS IN DIGITAL SIGNAL PROCESSING An Examination of DSP in Modern Fourth Generation Modems. FFT or. 40-PNT Complex FFT PHASE-2. Home Theses Pipeline FFT architecture implementation using Verilog HDL Reference URL Share. To link to this object, paste this link in email, IM or document To. In this paper, a Fast Fourier Transform (FFT) or inverse FFT processor for Fifth-Generation. thesis. by Roshdy AbdelRassoul. Mimo Abstract. by Purnima Donepudi.
Doctoral Thesis: The Sparse Fourier Transform: Theory & Practice. SHARE:. The near-linear time of the FFT made it an. My thesis addresses this problem by. Aims: 1. Use MATLAB for DFT and FFT implementation 2. Use MATLB for frequency analysis Suggestion procedure: All the lab work should be recorded in your logbook. Online Fast Fourier Transform Calculator In this Master Thesis the reference implementation’s performance will be analyzed and evaluated. This thesis describes how to compute the fast Fourier transform (FFT) of a power-of-two length signal on single-instruction, multiple-data (SIMD) microprocessors. OFDM SIMULATION in MATLAB A Senior Project Presented to the Faculty of California Polytechnic State University San Luis Obispo In Partial Fulfillment. PERFORMANCE ANALYSIS OF QPSK OFDM WITH FADING, FREQUENCY OFFSET Modern DSP technology has enabled a Fast-Fourier Transform (FFT) based. Imaging applications of the sparse FFT. In this thesis, we design a sparse FFT algorithm suitable for our imaging applications. Our algorithm contains two phases:.
Performance Comparison of FFT and DWT based OFDM and Selection of Mother Wavelet for OFDM Rohit Bodhe#1, Shirish Joshi*2, Satish Narkhede#3 #1 ME. Phase and Frequency Estimation: High-Accuracy and Low-Complexity Techniques by Yizheng Liao A Thesis Submitted to the Faculty of the WORCESTER POLYTECHNIC. ABSTRACT OF THE THESIS Analysis of OFDM MIMO) by Jing Xiao Master of Science in Electrical Engineering. 6 SINGLE FFT (FAST FOURIER TRANSFORM. 9 DFT/FFT Algorithms 464 9.1 Frequency Resolution and Windowing, 464. As a result, the book’s emphasis is more on signal processing than discrete-time system. RSA Secured IFFT/FFT Based OFDM Wireless System.The multimedia information is not secured in the wireless environment compared to that of wired. Matlab Thesis.
45 5.2 Window Functions A window function can be applied to an input data set in order to improve the FFT response. The time-domain data is simply multiplied by. Reduced-Size FFT Correlation Techniques for GPS Signal Acquisition. Since the sampling frequency of the signal in this thesis work is. National Institute of Technology Rourkela CERTIFICATE This is to certify that the Thesis Report entitled “Effects of fixed point FFT implementation. PARALLEL COMPUTATION OF THE INTERLEAVED FAST FOURIER TRANSFORM WITH MPI A Thesis Presented to The Graduate Faculty of The University of Akron. Aims: 1. Use MATLAB for DFT and FFT implementation 2. Use MATLB for frequency analysis Suggestion procedure: All the lab work should be recorded in your logbook. Implementation of Spectrum Analyzer using GOERTZEL Algorithm. While the general Fast Fourier transform. The objective of this thesis.
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CC-MAIN-2017-09
| 6,315 | 7 |
https://encyclopediaofmath.org/index.php?title=Quasi-Newton_method&oldid=14733
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math
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The Newton method for solving a system of non-linear equations is defined by the iteration
where is a starting point and denotes the Jacobi matrix of . In fact, the point solves the linearized equation at : . The method can be applied to find a local minimizer of a smooth real-valued function by searching for the stationary points of , i.e. the zeros of . The advantage of this method is that it works extremely well if the starting point is chosen sufficiently close to a local minimizer with positive-definite Hessian . The method even exhibits quadratic convergence in this case, if depends Lipschitzian on (cf. also Lipschitz condition).
Apart from the lack of global convergence of Newton's method, the use of Hessian matrices is a disadvantage, since explicit expressions for second-order derivatives are often hard to obtain. Even if Hessians are available, the solution of the corresponding linear system for the determination of the displacement in each step might be numerically expensive.
One is led to methods which use derivatives of at most order one, so-called gradient methods (cf. also Gradient method). A wide class of these methods is included in the following modified Newton algorithm:
1) Choose a starting point and a symmetric positive-definite matrix (e.g. the identity matrix).
2) Put .
3) Determine a step length by approximate minimization of the function and put .
4) Generate a symmetric positive-definite matrix , put and go to step 2).
The remainder of this article focuses on the choice of the matrices .
First note that the search direction is the negative gradient of with respect to the scalar product induced by at the point . In fact, each symmetric positive-definite -matrix defines a scalar product on , and the gradient of with respect to is the vector which solves for all . It follows that . If depends on , then it is called a Riemannian metric or variable metric. Since the search direction in step 2 can obviously be rewritten as
methods of the considered type are also called variable metric methods ([a4]). Due to the relation
the vector is always a descent direction for , if (cf. also Descent, method of). In particular, the step-length can be chosen to be strictly positive.
A quasi-Newton method is generated if in step 4) of the modified Newton algorithm the matrix satisfies the quasi-Newton condition (or secant equation) , where and . In order to obtain the matrix in a numerically efficient way, it is assumed to be a symmetric rank- or rank- update of :
with scalars , and vectors , . An important class of update formulas is given by the Broyden family [a2]. Putting , , etc., it can be written in the form
where is an additional parameter and
For , one obtains the symmetric rank- update SR1 ([a1], [a7]), whereas the choices and correspond to the DFP formula ([a4], [a9]) and to the BFGS formula ([a3], [a6], [a11], [a14]; cf. also Broyden–Fletcher–Goldfarb–Shanno method), respectively. The DFP and BFGS formulas are dual in the following sense. The Sherman–Morrison–Woodbury formula implies that the update for the matrix inverse takes the form
where is now the corresponding parameter and
For given , the parameter becomes ([a7])
Consequently, the DFP and BFGS updates correspond now to the parameter values and , respectively. Here, duality means that the BFGS update for is obtained from the DFP update for by interchanging with and with , respectively. The SR1 formula is self-dual in this sense.
It is clear that all updates from the Broyden family inherit symmetry of the matrix . Each formula with , i.e. a formula from the so-called convex class, inherits also positive definiteness of . This holds in particular for the DFP and BFGS updates. The SR1 formula is not in the convex class and might give rise to indefinite or singular matrices .
If, for any update formula from the Broyden family, the matrices remain non-singular, then the following properties can be derived (for quadratic ): The algorithm terminates at the solution after at most iterations, and . The search directions are conjugate, i.e. orthogonal with respect to the scalar product , and they are equivalent to the directions from the conjugate-gradient method (cf. Conjugate gradients, method of; [a10]) if is the identity matrix.
If the line searches are carried out exactly, then all methods from the Broyden family generate the same sequence of iterates ([a5]). However, implementation of inaccurate line searches leads to extreme differences between the methods. In particular, the BFGS update behaves less sensitively with regard to inexact line searches than the DFP update. Moreover, results in [a13] indicate that DFP reduces large eigenvalues of much slower than BFGS.
Nevertheless, for the case that is positive definite and that is locally Lipschitz continuous, all updates from the Broyden family with exact line searches give rise to superlinear convergence, if and are chosen sufficiently close to and , respectively. The DFP and BFGS methods even converge superlinearly if the Armijo rule is implemented for inexact line searches. For more details on DFP and BFGS see [a8].
The Broyden family is contained in the larger Oren–Luenberger class ([a12]) of quasi-Newton methods. This class includes, in particular, the self-scaling variable metric algorithms (SSVM algorithms), which share most properties of the Broyden family and automatically compensate for poor scaling of the objective function.
|[a1]||C.G. Broyden, "A class of methods for solving non-linear simultaneous equations" Math. Comput. , 19 (1965) pp. 577–593|
|[a2]||C.G. Broyden, "Quasi-Newton methods and their application to function minimisation" Math. Comput. , 21 (1967) pp. 368–381|
|[a3]||C.G. Broyden, "The convergence of a class of double-rank minimization algorithms; the new algorithm" J. Inst. Math. Appl. , 6 (1970) pp. 222–231|
|[a4]||W.C. Davidon, "Variable metric method for minimisation" SIAM J. Optim. , 1 (1991) pp. 1–17 (Also: Argonne Nat. Lab. Report ANL-5990 (rev.) (1959))|
|[a5]||L.C.W. Dixon, "Quasi-Newton algorithms generate identical points" Math. Progr. , 2 (1972) pp. 383–387|
|[a6]||R. Fletcher, "A new approach for variable metric algorithms" Comput. J. , 13 (1970) pp. 317–322|
|[a7]||R. Fletcher, "Practical methods of optimization" , Wiley (1986) (Edition: Second)|
|[a8]||R. Fletcher, "An overview of unconstrained optimization" Dundee Numerical Analysis Report , NA/149 (1993)|
|[a9]||R. Fletcher, M.J.D. Powell, "A rapidly convergent descent method for minimisation" Comput. J. , 6 (1963) pp. 163–168|
|[a10]||R. Fletcher, C.M. Reeves, "Function minimization by conjugate gradients" Comput. J. , 7 (1964) pp. 149–154|
|[a11]||D. Goldfarb, "A family of variable metric methods derived by variational means" Math. Comput. , 24 (1970) pp. 23–26|
|[a12]||S.S. Oren, D.G. Luenberger, "Self-scaling variable metric (SSVM) algorithms I" Management Science , 20 (1974) pp. 845–862|
|[a13]||M.J.D. Powell, "How bad are the BFGS and DFP methods when the objective function is quadratic?" Math. Progr. , 34 (1987) pp. 34–47|
|[a14]||D.F. Shanno, "Conditioning of quasi-Newton methods for function minimization" Math. Comput. , 24 (1970) pp. 647–656|
Quasi-Newton method. Encyclopedia of Mathematics. URL: http://encyclopediaofmath.org/index.php?title=Quasi-Newton_method&oldid=14733
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https://hirecalculusexam.com/can-i-request-a-specific-calculus-exam-taking-expert-for-exams-related-to-calculus-for-advanced-topics-in-quantum-information-theory-and-quantum-cryptography
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math
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Can I request a specific Calculus exam-taking expert for exams related to calculus for advanced topics in quantum information theory and quantum cryptography? I’m having trouble finding a single Calculus exam-taking expert for my university with extensive experience in maths and calculus. Where should and how can I get a Calculus exam-taking expert for my university? I’m afraid I’m not capable of finding such an expert in coursework from anywhere, just have to request it from here! Otherwise please do what I am suggesting Hello, I’m a student at my university at UMS who has achieved a BA degree in Philosophy and physics and mathematics. I’ve always been grateful to experience a lot of research between us. I’ve had immense amount of practice. What can I do? If I have any experiences that I think you could have, do not hesitate to forward or email if you are interested. Thanks for the very helpful info! I’ll be printing a pdf of my own exam test (corrected) together with mine and sending it to my campus. Hello, I am an ISG student with a special interest in quantum cryptography, Math and Chemistry. I attended the 2017 JILA 5-8 course on the Mathematics site. I had his comment is here enjoyed the course and thought that the knowledge gained through this course would benefit the whole community, especially the students involved. When I attended a course in my favorite course after that, i realised few months ago that the course exams are a bit of a headache! The amount of online knowledge created significantly is still a problem yet and the exam itself is quite complex and not fun to take. I did not know the course has many subjects where everyone cannot find the correct answers to it! All I did was to run some of the test in my home office and took a few minutes so that the free course wouldn’t be expensive. What is the best exam in a quantum secretory game? Please notify me if im having any different issues! Thank you! We have reviewed your question on a regular basis. Since that time we have not examined onCan I request a specific Calculus exam-taking expert for exams related to here for advanced topics in quantum information theory and quantum cryptography? I’m looking for a Calculus exam-taking expert who has proven himself over and over again with some expertise in quantum information theory and quantum cryptography. I remember official source a few exams at some university with them. Ok, so what was behind this specific Calculus exam-taking expert for my exams? First, the way I can see through your definition of “Calculus exam-taking expert”, I would like to suggest that it’s up to the expert himself not to try to define a Calculus exam-taking expert. Second, how do you know that you’ve simply given a Calculus exam-taking expert a “calculus exam-taking cert.” Third: A Calculus exam-taking expert has proven himself over and over again with some expertise in quantum information theory and quantum cryptography. After you take a class with a professor at the university of Ohio and a teacher from Ohio State, what if I have an “Routledge expert” who recently retired from one of the most prestigious institutions in the American education system? Even if I have practiced Homepage a given course without any problems, a Calculus exam-taking expert can help you clear out the errors which you already made? According to Wikipedia, “The subject of a Calculus exam-taking expert’s work is mathematical logic, and he’s a mathematician, physics professor, or mechanics research professor.” The term comes from its French meaning mathematics. What should a Calculus exam-taking expert do? What should a professor of mathematics know? Sumacin.
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https://www.homebrewtalk.com/threads/lme-vs-dme.29910/
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math
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I've read around here about how some people use strictly DME. My LHBS has some recipes that I really like, but they all include both DME and LME. Is there some kind of conversion factor? If the recipe calls for a 3.3# can of wheat extract, how much wheat DME would I use? Is there anything I need to change in my brewing process to use just DME? Thanks.
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https://thetextchemistry.org/qa/quick-answer-what-is-normal-solution-example.html
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math
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What is a normal solution?
Normality (N) is another way to quantify solution concentration.
It is similar to molarity but uses the gram-equivalent weight of a solute in its expression of solute amount in a liter (L) of solution, rather than the gram molecular weight (GMW) expressed in molarity..
How do you make a 1 N NaCl solution?
To make 1 N sodium chloride solution So dissolve 58.5 grams of NaCl in distilled water and makeup to one liter.
What is a percentage solution?
A percentage solution is an amount or volume of chemical or compound per 100 mL of a solution. It is a relative expression of solute to solvent: X amount/100 ml = X% Percentage solutions are a convenient and easy way to record solution concentrations.
How can we prepare 0.1 N NaOH in 100 mL?
To make 0.1N NaOH solution = dissolve 40 grams of NaOH in 1L of water. For 100 ml of water = (4/1000) × 100 = 0.4 g of NaOH. Thus, the amount of NaOH required to prepare 100ml of 0.1N NaOH solution is 0.4 g of NaOH.
What is meant by 0.1 N NaOH?
Making 1 N solution of NaOH To make 1 N solution, dissolve 40.00 g of sodium hydroxide in water to make volume 1 liter. For a 0.1 N solution (used for wine analysis) 4.00 g of NaOH per liter is needed.
How do you find the normal solution?
The normal concentration of a solution (normality, CN) is always equal to or greater than the molar concentration (molarity, CM) of the solution. The normal concentration can be calculated by multiplying the molar concentration by the number of equivalents per mole of solute (Equation 4).
What is difference between molar and normal solution?
Both molarity and normality are measures of concentration. One is a measure of the number of moles per liter of solution, while the other is variable, depending on the solution’s role in the reaction.
What is a 5% solution?
For example: Mix 500 mL of water and 25 g of NaCl to make a 5% solution. Remember, if you’re diluting a liquid compound, you must subtract out the volume of liquid being added from the final volume: 500 mL – 25 mL = 475 mL of water.
What is 0.5 N NaOH?
A 0.5 M NaOH is then 20 g NaOH/L. So dissolve 20 g NaOH in 500 ml water let it cool down to room temperature and fill it up to one liter. For accurate results you can use an analytical balance and a volumetric flask.
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https://pyx.gennaropancia.it/dot-formula-for-brf3.html
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math
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Octane, C8H18, is a major component of gasoline. Xe is in group 8, the noble gases. 15 The point group of [AuCl 2] is D 1h. It only takes a minute to sign up. Draw the structure of BrF3 Ask for details ; Follow Report by Patelsaurin9505 05. BrF3의 몰 질량과 분자량은 136. in a complete reaction these form 0.
Electron Distributions Into Shells for the First Three Periods. A chemical element is identified by the number of protons in its nucleus, and it must collect an equal number of electrons if it is to be electrically neutral.
1. Draw the best Lewis dot structure for BrF3 in the correct molecular geometry [Include formal charges, lone pair electrons and use dashed and solid wedge bonds if necessary] 2. How many electron groups are present around the central atom and what is the electron group geometry? 3. What is the molecular geometry and ideal bond angles? 4.
Start from the Lewis structure of the tetrafluoroborate ion, BrF_4^(-). For the C2Br2 Lewis structure, calculate the total number of valence electrons for t. G) see-saw molecular geometry 61) C 62) E 63) D 64) G 65) A. nl2br() XHTML uyumlu oldu.
Drawing the Lewis Structure for AsF 6-Viewing Notes: With AsF 6-be sure to add an additional valence electron to your total because of the negative sign. There are a total of 48 valence electrons in AsF 6-. Arsenic (As) is the least electronegative and goes at the center of the Lewis structure.
‣ example: BrF3 ‣ linear ‣ three lone pairs, all in trigonal plane ‣ example: XeF2 ‣ Six electron groups with lone pairs ‣ square pyramidal ‣ example: BrF5 ‣ square planar ‣ lone pairs 180o apart; example: XeF4 ‣ VSEPR Theory: Predicting Geometries ‣ Procedure ‣ Draw the Lewis structure. ‣ Find the number of domains
(ii) BrF3 reacts with an equimolar amount of potassium fluoride to form an ionic compound which contains potassium ions. Give the formula of the negative ion produced, sketch its shape, show any lone pair(s) and indicate the value of the bond angle. (6) (Total 13 marks) 8.
BrF3. Write the molecular formula for each compound. magnesium oxide. potassium sulfide. aluminum iodide. barium phosphide. sodium nitride. Write the molecular formula for each compound. sulfur dichloride. dinitrogen trioxide. boron trifluoride. silicon tetrachloride. dinitrogen pentoxide. Give the chemical name for each compound. Li2S. CaO ...
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http://www.ipam.ucla.edu/abstract/?tid=13262&pcode=TRAWS3
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math
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Classical control theory does not scale well for large systems such as traffic networks.
However, many of these applications can be handled efficiently using the concept of positive system, exploiting that the set of positive states is left invariant by the dynamics. Positive systems, and the nonlinear counterpart monotone systems, are useful models in many branches of science and engineering, including traffic networks.
In this presentation, we will highlight several fundamental advantages of positive control systems: Verification and synthesis can be done with a complexity that scales linearly with the number of states and interconnections. Distributed controllers can be designed by convex optimization. Lyapunov functions and storage functions for nonlinear monotone systems can be built from scalar functions of the states, with dramatic simplifications as a result. The theory will be illustrated by applications in traffic networks.
Back to Workshop III: Traffic Control
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| 985 | 4 |
https://www.physicsforums.com/threads/r-cos-theta-in-polar-coordinates.447540/
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math
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r = cos(theta) in polar coordinates?? Hullo everyone! Hows it going? I am confused with how to interpret the graph of r = cos(theta) in polar coordinates. I tried graphing it manually. and this is how I interpreted it: r(0) = cos(0) = 1 r(pi/2) = 0 r(-pi) = -1 r(3pi/2) = 0 r(2pi) = 1 This gives me three points in a line @.@ with one on the negative x axis, one on the origin, and one on the positive x axis. But apparently, its supposed to be a circle; how so? Could someone please explain where I am going wrong? Thanks v. much!
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http://grandmasantiquerecipes.com/stories/trigonometric-functions-unit-circle-help-me-howard.php
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math
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Unit Circle and inverse trigonometric functions that can help to the students as their guide. Amber Schaefer · Physics + Kaleigh Howard · Uhhhh math. See more .. Love this // Me encanta la forma en que organizan estos resúmenes. Naivy. LaughterHoward WolowitzHumor MatemáticoGeek HumorNerd JokesNurse .. Angle in unit circle showing trig functions as lengths of line segments (interactive) . Dave's Short Trig Course is a wonder site geared toward helping geometry .. My polynomials and rational functions unit has passed me by and I didn& stop to . The Hindus had given the name jiva to the halfchord in trigonometry, and the Arabs Wiley and Sons, ) Sin2f is odious to me, even though Laplace made use ofit. Howard Eves in An Introduction to the History of Mathematics, 6th ed. going to practice the algebra involved in working with the trigonometric functions.
Circles, Proof, and Constructions Unit 4: Extending to Three Dimensions Unit 5: Unit 4: Trigonometric Functions Unit 7: Graphical Analysis of Functions Unit 2. Identifying points on a unit circle allows one to apply trigonometric functions .. Some examples of the algebraic expressions for the sines of special angles are. Please do not hesitate to contact me, through Pearson Education, with any questions . Unit Circle Approach; Properties of the Trigonometric. Functions.
The following triangles will help you to memorize the trig functions of these special unit circle, then you can say the domain of these functions would be all real.
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https://pokervictorylane.com/the-numbers-game-understanding-the-mathematics-of-poker/
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math
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“The Numbers Game: Understanding the Mathematics of Poker” is an article that delves into the mathematical aspects of the popular card game, poker. It explores how various mathematical concepts and principles can be applied to improve one’s understanding and decision-making in poker. By analyzing probabilities, odds, and expected values, this article aims to provide players with a solid foundation in the mathematical aspects of poker, ultimately helping them make more informed and strategic decisions at the poker table.
The Importance of Probability in Poker Mathematics
One of the most important mathematical concepts in poker is probability. Probability is the branch of mathematics that deals with the likelihood of events occurring. In poker, understanding the probability of certain outcomes can help players make informed decisions and calculate their expected value.
Expected value, or EV, is a key concept in poker mathematics. It is a way of quantifying the value of a particular decision or action. By calculating the expected value of a play, players can determine whether it is a profitable move in the long run. To calculate the expected value, players need to consider the probability of each possible outcome and the potential payoff or loss associated with each outcome.
For example, let’s say a player is considering whether to call a bet on the river with a flush draw. To calculate the expected value of this decision, the player needs to consider the probability of completing the flush and the potential payoff if they do. If the probability of completing the flush is high and the potential payoff is greater than the cost of the call, then the expected value of the play is positive, and it would be a profitable move in the long run.
Understanding probability also helps players make better decisions when it comes to starting hand selection. Each starting hand in poker has a certain probability of winning against other hands. By knowing the probability of winning with different starting hands, players can make more informed decisions about whether to play a hand or fold.
Another important aspect of probability in poker is pot odds. Pot odds are a way of comparing the current size of the pot to the cost of a contemplated call. By comparing the pot odds to the probability of completing a hand, players can determine whether it is mathematically correct to make a call.
For example, if the pot is $100 and a player needs to call a $20 bet to continue in the hand, the pot odds are 5 to 1. If the player’s probability of completing their hand is greater than 1 in 5, then it would be mathematically correct to make the call. If the probability is lower, then it would be a losing play in the long run.
Understanding the importance of probability in poker mathematics can give players a significant advantage at the table. By calculating the expected value of their decisions, considering the probability of winning with different starting hands, and comparing pot odds to the probability of completing a hand, players can make more informed decisions and improve their chances of winning.
Understanding Expected Value in Poker Mathematics
Expected value, often abbreviated as EV, is a mathematical calculation that represents the average amount of money a player can expect to win or lose on a particular bet or decision over the long run. It is a way of quantifying the potential profitability of a given action. By understanding expected value, players can make more rational decisions based on the likelihood of winning or losing.
To calculate expected value, one must consider both the probability of winning and the potential payoff. For example, let’s say a player is considering whether to call a bet on the river. The pot is $100, and the player’s opponent bets $50. The player believes they have a 25% chance of winning the hand. To calculate the expected value, the player multiplies the probability of winning (0.25) by the potential payoff ($100 + $50 = $150) and subtracts the probability of losing (0.75) multiplied by the amount they would lose ($50). In this case, the expected value would be ($0.25 * $150) – ($0.75 * $50) = $37.50 – $37.50 = $0.
If the expected value is positive, it means that the player can expect to make money in the long run by making that particular decision. If the expected value is negative, it means that the player can expect to lose money over time. By calculating the expected value of different actions, players can make more informed decisions that maximize their potential profitability.
Understanding expected value is particularly important in situations where there is uncertainty. For example, when deciding whether to call a bet or fold, a player must consider the potential payoff if they win the hand and the likelihood of winning. By calculating the expected value, players can determine whether it is mathematically profitable to make the call or fold.
Expected value can also be used to analyze the profitability of different betting strategies. For example, a player may be considering whether to make a large bet or a small bet on the river. By calculating the expected value of each option, the player can determine which strategy is more likely to be profitable in the long run.
It is important to note that expected value is a long-term concept. In the short term, luck can play a significant role in the outcome of individual hands. However, over a large number of hands, the expected value will become more accurate and reflect the true profitability of a particular decision.
Analyzing Pot Odds and Implied Odds in Poker Mathematics
One important concept in poker mathematics is pot odds. Pot odds refer to the ratio of the current size of the pot to the cost of a contemplated call. By comparing the pot odds to the odds of completing a drawing hand, players can determine whether it is mathematically profitable to make a call.
To calculate pot odds, players need to know the size of the pot and the cost of the call. For example, if the pot is $100 and the cost of the call is $20, the pot odds are 5 to 1. This means that for every $1 you invest, you stand to win $5 if you win the hand. If the odds of completing your drawing hand are better than 5 to 1, it would be a mathematically profitable call.
Pot odds can help players make decisions about whether to call, raise, or fold. If the pot odds are favorable, it may be worth making the call even if the player’s hand is not particularly strong. On the other hand, if the pot odds are unfavorable, it may be wise to fold, even if the player has a decent hand.
Another important concept in poker mathematics is implied odds. Implied odds refer to the potential future bets that can be won if a drawing hand is completed. Unlike pot odds, which only consider the current size of the pot, implied odds take into account the potential future bets that can be won if the player’s hand improves.
Calculating implied odds can be more challenging than calculating pot odds because it requires predicting future betting patterns. However, experienced players can make educated guesses based on their knowledge of their opponents’ playing styles and tendencies.
Implied odds can be particularly useful in situations where the pot odds are not favorable, but there is a high likelihood of winning a large pot if the player’s hand improves. In these cases, the potential future bets that can be won may outweigh the immediate pot odds, making it a profitable decision to continue playing.
Understanding pot odds and implied odds is crucial for making informed decisions at the poker table. By considering the mathematical aspects of the game, players can improve their chances of winning and minimize their losses. However, it is important to remember that poker is not purely a game of numbers. It also requires skill, strategy, and the ability to read opponents. The numbers game is just one piece of the puzzle.
Exploring Game Theory and its Application in Poker Mathematics
One of the key concepts in poker mathematics is probability. Probability is the branch of mathematics that deals with the likelihood of an event occurring. In poker, understanding probability can help players make informed decisions about whether to bet, call, or fold.
For example, let’s say a player is dealt two cards of the same suit, known as a suited hand. The probability of being dealt a suited hand is approximately 23.5%. This means that in a typical game, a player can expect to be dealt a suited hand about one out of every four hands. Knowing this probability can help a player determine whether it is worth staying in the hand or folding.
Another important concept in poker mathematics is expected value. Expected value is a way of calculating the average outcome of a situation over the long run. In poker, expected value can help players determine whether a particular bet is likely to be profitable or not.
To calculate expected value, a player needs to consider both the probability of winning a hand and the potential payout. For example, let’s say a player has a 25% chance of winning a hand and the pot is $100. The expected value of betting in this situation would be $25 ($100 x 0.25). If the player’s bet is less than $25, it would be considered a profitable bet in the long run.
Game theory is another mathematical concept that can be applied to poker. Game theory is the study of strategic decision-making in situations where the outcome of one person’s decision depends on the decisions of others. In poker, game theory can help players determine the optimal strategy for a given situation.
For example, in a game of Texas Hold’em, a player needs to decide whether to bet, call, or fold based on their hand and the actions of the other players. Game theory can help players determine the best course of action by considering the potential actions and reactions of their opponents.
Understanding the mathematics of poker can also help players with bankroll management. Bankroll management is the practice of managing one’s poker funds to ensure long-term success. By understanding the mathematics of poker, players can make informed decisions about how much to bet and when to take risks.
Mastering Hand Ranges and Equity Calculations in Poker Mathematics
One important concept in poker mathematics is hand ranges. A hand range is a set of possible hands that a player could have based on their actions and the information available. By understanding hand ranges, players can make better decisions about their own hands and how they should play them.
To determine a player’s hand range, you need to consider their position at the table, their betting patterns, and the community cards on the board. For example, if a player in early position raises before the flop, their hand range is likely to be stronger than if they were in a later position. By narrowing down a player’s hand range, you can make more accurate predictions about the strength of their hand and adjust your own strategy accordingly.
Equity calculations are another important aspect of poker mathematics. Equity is a measure of a player’s expected value in a hand. It represents the percentage of the pot that a player can expect to win on average over the long run. By calculating equity, players can determine whether it is profitable to continue in a hand or fold.
To calculate equity, you need to consider the possible outcomes of a hand and the probability of each outcome occurring. For example, if you have a flush draw with nine outs (cards that will complete your flush), you can calculate your equity by dividing the number of outs by the number of unseen cards. In this case, your equity would be approximately 36%.
Equity calculations can also be used to compare the strength of different hands. For example, if you have a pair of aces and your opponent has a pair of kings, you can calculate the equity of each hand to determine which one is more likely to win. This information can help you make better decisions about whether to bet, raise, or fold.
Mastering hand ranges and equity calculations requires practice and experience. It is important to study and analyze different hand scenarios to develop a better understanding of the mathematics involved. Many professional poker players spend hours studying hand histories and analyzing their own play to improve their skills.
In addition to hand ranges and equity calculations, there are many other mathematical concepts that can be applied to poker. These include pot odds, expected value, and probability theory. By understanding these concepts and how they relate to the game of poker, players can make more informed decisions and increase their chances of winning.
In conclusion, the mathematics of poker is a complex and fascinating subject. By understanding hand ranges and equity calculations, players can make better decisions at the table and increase their chances of winning. It is important to study and practice these concepts to improve your skills and become a more successful poker player. So, the next time you sit down at the poker table, remember that there is more to the game than meets the eye.
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CC-MAIN-2024-10
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http://www.chegg.com/homework-help/questions-and-answers/ideal-monatomic-gas-taken-cycle-thepv-diagram-interval-thehorizontal-v-axis-600l-00230-mol-q418139
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math
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An ideal monatomic gas is taken through the cycle in thePV
diagram below, in which each interval along thehorizontal
) axis is 6.00L.
If there are 0.0230 mol of this gas,what are the temperature and
pressure at point C
What is the change in internal energy of the gas as it is takenfrom
How much work is done by this gas per cycle?
What is the total change in internal energy of this gas in
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s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368699068791/warc/CC-MAIN-20130516101108-00026-ip-10-60-113-184.ec2.internal.warc.gz
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CC-MAIN-2013-20
| 390 | 8 |
http://www.jiskha.com/display.cgi?id=1338372207
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math
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Posted by PLZ HELP ME NOW... on Wednesday, May 30, 2012 at 6:03am.
=15x(x-3) - 6(x-3)
Notice that by changing the sign of odd powers, the coefficients add up to zero:
So x+1 is a factor.
Divide by x+1 gives
which factorizes readily to
So the whole factorization is:
=(1/2)[2x^2+x - 3(2x+1)]
(d) will be left as a practice for you.
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For Further Reading
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s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368711005985/warc/CC-MAIN-20130516133005-00030-ip-10-60-113-184.ec2.internal.warc.gz
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CC-MAIN-2013-20
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http://www.dailyranger.com/ranger_headlines.php?page=121&category=
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math
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May 13, 2014 - From staff reports: Deaths
May 13, 2014 - Al Derrey, Riverton: Editor:
May 13, 2014 - The Associated Press: WASHINGTON -- The pro-gay rights rulings of Supreme Court Justice Anthony Kennedy have been a key spark in the march toward legalized gay marriage. To counter ... [more]
May 13, 2014 - By Steven R. Peck: Winter's cling
May 13, 2014 - The Associated Press: Court nixes hotel arson appeal
May 13, 2014 - The Associated Press: CODY -- A missing single-engine plane with two brothers in their 80s on board has been found crashed on a mountain in northwest Wyoming.
May 13, 2014 - The Associated Press: CHEYENNE -- Stranded travelers resumed their trips Monday afternoon and Tuesday after hundreds of miles of Interstate 80 were reopened in the wake of a ... [more]
May 13, 2014 - By Katie Roenigk, Staff Writer: Tlana Jealous, 22, of Riverton, was arrested at about 2 p.m. Friday in the 600 block of West Main Street for possession of methamphetamine, use of ... [more]
May 13, 2014 - By Katie Roenigk, Staff Writer: Donald Abernathy, 83, of Lander, died Sunday in a one-vehicle rollover on Wyoming Highway 789 south of Lander.
May 13, 2014 - From staff reports: Fremont County's employment picture looked good in March, with every major statistical category showing improvement for the mont and the year.
May 13, 2014 - Staff: Rodney L. Jealous of Him Jr. died Saturday, May 3, 2014, at Riverton Memorial Hospital. He was 31 years old.
May 13, 2014 - Staff: Carolyn Johnson, of Riverton, died Friday, May 9, 2014, at her home. She was 68 years old.
May 13, 2014 - Staff: LeRoy Edward Shoopman died Saturday, May 10, 2014, at Morning Star Manor in Fort Washakie. He was 88 years old.
May 12, 2014 - Linda Rood, Riverton: Editor:
May 12, 2014 - By Randy Tucker, Sports Writer: THERMOPOLIS -- In one of the biggest meets of the season, 21 teams converged in Thermopolis from three different classifications for the annual Bobcat ... [more]
May 12, 2014 - By Bruce Tippets, Sports Editor: A pair of second-half goals for Green River spoiled the final home match for the Riverton Wolverines in a Class 4-A West girls soccer contest Friday night at ... [more]
May 12, 2014 - By Bruce Tippets, Sports Editor: The Lander Tigers completed an undefeated girls soccer regular season against Class 3-A opponents with a 3-1 victory Saturday afternoon in Newcastle.
May 12, 2014 - By Randy Tucker, Staff Writer: Lander's Jaxon Hedges had the single oustanding event overall in the meet with a career bes and sate-leading distance of 23-4 in the long jump.
May 12, 2014 - The Associated Press: Snow King harmless in fall
May 12, 2014 - The Associated Press: CHEYENNE -- Gov. Matt Mead of Wyoming, the nation's leading coal-producing state, is calling on the head of the U.S. Environmental Protection Agency to withdraw ... [more]
May 12, 2014 - By James Chilton, MCT News Service: CHEYENNE -- Hundreds of people crowded along the railroad tracks Thursday afternoon to watch as one of the largest steam engines ever built rolled into ... [more]
May 12, 2014 - The Associated Press: LARAMIE -- Northern Idaho native Emily Richardson is using remote sensing to better understand how environmental factors, such as precipitation and elevation, ... [more]
May 12, 2014 - By Randy Tucker: Oh, the things you find between the dishwasher and the wall.
May 12, 2014 - By Mark Shields: Personal political scandals have a typical script: penitent wrongdoer is diagnosed with a previously unnoticed medical condition and, almost miraculously, ... [more]
May 12, 2014 - By Steven R. Peck: Our species can do many thing the others can't. Three of them are inquire, remember and reminisce. On this Mothers Day, we ought to do all three.
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CC-MAIN-2015-27
| 3,801 | 25 |
http://www.createblog.com/forums/lofiversion/index.php/t46286.html
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math
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Nov 14 2004, 05:42 AM
My bf says that everytime he tries to get into my xanga it logs him off...any ideas why? I did add sum more music is that the problem. Someone help me.
Nov 14 2004, 11:07 AM
Can you provide a link to your xanga, so we can see what is wrong with it?
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s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163732500/warc/CC-MAIN-20131204132852-00088-ip-10-33-133-15.ec2.internal.warc.gz
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CC-MAIN-2013-48
| 270 | 4 |
https://books.google.com/books/about/A_theoretical_and_practical_treatise_on.html?id=Le5qZuVBYSIC&hl=en
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math
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A Theoretical and Practical Treatise on Algebra: In which the Excellences of the Demonstrative Methods of the French are Combined with the More Practical Operations of the English : and Concise Solutions Pointed Out and Particularly Inculcated
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2d divisor 3d term algebraic algebraic quantities apply arithmetical progression arithmetical series assumed binomial square binomial theorem cent Clearing of fractions coefficients Completing the square cube root cubic equation degree derived polynomial difference distance Divide the number dividend division dollars equa equal roots equation becomes EXAMPLES Expand exponent expressed factors find the values fraction will produce geometrical progression give greater Hence infinity last term least common multiple less letter logarithm lowest terms method Multiply negative number of terms numbers in geometrical observe operation positive root primitive equation problem Prod produce the series proportion quadratic equations quotient real roots Reduce remainder represent Required resolved result second term simple equations solution specific gravity square root Sturm's Theorem substitute subtract suppose surd theorem third three numbers tion Transform the equation transformed equation Transpose trial divisor unity unknown quantity variations of signs whole numbers
Page 20 - ... the product of the two, plus the square of the second. In the third case, we have (a + b) (a — 6) = a2 — b2. (3) That is, the product of the sum and difference of two quantities is equal to the difference of their squares.
Page 25 - Divide the first term of the dividend by the first term of the divisor, and write the result as the first term of the quotient. Multiply the whole divisor by the first term of the quotient, and subtract the product from the dividend.
Page 193 - Three quantities are said to be in harmonical proportion, when the first is to the third, as the difference between the first and second is to the difference between the second and third.
Page 84 - It is required to divide the number 24 into two such parts, that the quotient of the greater part divided by the less, may be to the quotient of the less part divided by the greater, as 4 to 1.
Page 198 - There are four numbers in geometrical progression, the second of which is less than the fourth by 24 ; and the sum of the extremes is to the sum of the means, as 7 to 3. What are the numbers ? Ans.
Page 193 - Three lines are in harmonical proportion, when the first is to the third, as the difference between the first and second, is to the difference between the second and third ; and the second is called a harmonic mean between the first and third. The expression 'harmonical proportion...
Page 200 - If four magnitudes are in proportion, the sum of the first and second is to their difference as the sum of the third and fourth is to their difference.
Page vii - Algebraic operations are based upon definitions and the following axioms : — 1. If the same quantity, or equal quantities, be added to equal quantities, the sums will be equal. 2. If the same quantity, or equal quantities, be subtracted from equal quantities, the remainders will be equal. 3. If equal quantities be multiplied by the same quantity, or equal quantities, the products will be equal. 4. If equal quantities be divided by the same quantity, or equal quantities, the quotients will be equal....
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s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823067.51/warc/CC-MAIN-20171018180631-20171018200631-00400.warc.gz
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CC-MAIN-2017-43
| 3,512 | 13 |
http://www.ijpam.eu/contents/2014-92-2/4/index.html
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math
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IJPAM: Volume 92, No. 2 (2014)
INTUITIONISTIC FUZZY TRANSPORTATION PROBLEMS
PG and Research Department of Mathematics
Jamal Mohamed College (Autonomous)
Tirchirappalli, 620 020, Tamilnadu, INDIA
Abstract. In this paper, we formulate a transportation problem in which supplies, demands and costs are different types of real, fuzzy and intuitionistic fuzzy numbers. The new multiplication operations of triangular intuitionistic fuzzy numbers are employed to get the optimal solution. Mixed Intuitionistic fuzzy zero point method is proposed to find the optimal solution in terms of triangular intuitionistic fuzzy numbers. The proposed method is easy to understand and to apply for finding the intuitionistic fuzzy optimal solution in a mixed intuitionistic fuzzy transportation problem. The method is illustrated by a numerical example.
Received: November 19, 2013
AMS Subject Classification: 03E72, 03F55, 90B06
Key Words and Phrases: triangular intuitionistic fuzzy numbers, mixed intuitionistic fuzzy transportation problem, intuitionistic fuzzy zero point method, optimal solution
Download paper from here.
DOI: 10.12732/ijpam.v92i2.4 How to cite this paper?
Source: International Journal of Pure and Applied Mathematics
ISSN printed version: 1311-8080
ISSN on-line version: 1314-3395
Pages: 181 - 190
This work is licensed under the Creative Commons Attribution International License (CC BY).
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s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964362571.17/warc/CC-MAIN-20211203000401-20211203030401-00024.warc.gz
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CC-MAIN-2021-49
| 1,397 | 16 |
https://www.thesportsdb.com/league/4335
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math
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|03 Dec||Almeria|| ||0 - 0||Betis|
|03 Dec||Sevilla|| ||1 - 1||Villarreal|
|03 Dec||Barcelona|| ||1 - 0||Ath Madrid|
|03 Dec||Mallorca|| ||0 - 0||Alaves|
|04 Dec||Celta Vigo|| ||-||Cadiz|
|08 Dec||Getafe|| ||-||Valencia|
|09 Dec||Betis|| ||-||Real Madrid|
|09 Dec||Mallorca|| ||-||Sevilla|
|09 Dec||Alaves|| ||-||Las Palmas|
|09 Dec||Villarreal|| ||-||Sociedad|
|02 Dec||Real Madrid ||2 - 0|| ||Granada|
|02 Dec||Osasuna ||1 - 1|| ||Sociedad|
|02 Dec||Girona ||2 - 1|| ||Valencia|
|02 Dec||Ath Bilbao ||4 - 0|| ||Vallecano|
|01 Dec||Las Palmas ||2 - 0|| ||Getafe|
|29 Nov||Mallorca ||1 - 1|| ||Cadiz|
|27 Nov||Girona ||1 - 1|| ||Ath Bilbao|
|26 Nov||Villarreal ||3 - 1|| ||Osasuna|
|26 Nov||Sociedad ||2 - 1|| ||Sevilla|
|26 Nov||Cadiz ||0 - 3|| ||Real Madrid|
The Primera División, commonly known as La Liga and as La Liga Santander for sponsorship reasons, is the top professional association football division of the Spanish football league system. Administrated by the Liga de Fútbol Profesional (LFP), La Liga is contested by 20 teams, with the three lowest-placed teams relegated to the Segunda División and replaced by the top two teams in that division plus the winner of a play-off.
A total of 60 teams have competed in La Liga since its inception. Nine teams have been crowned champions, with Real Madrid winning the title a record 32 times and Barcelona 24 times. Real Madrid dominated the championship from the 1950s through the 1980s. From the 1990s onwards, Barcelona (14 titles) and Real Madrid (7 titles) both dominated, though La Liga also saw other champions, including Atlético Madrid, Valencia, and Deportivo de La Coruña. In more recent years, Atlético Madrid has joined a coalition of now three teams dominating La Liga alongside Real Madrid and Barcelona.
According to UEFA's league coefficient, La Liga has been the top league in Europe over the last five years, and has produced the continent's top-rated club more times (18) than any other league, double that of second-placed Serie A. Its clubs have won the most UEFA Champions League (16), UEFA Europa League (10), UEFA Super Cup (13), and FIFA Club World Cup (5) titles, and its players have accumulated the highest number of (FIFA) Ballon d'Or awards (19).
La Liga is one of the most popular professional sports leagues in the world, with an average attendance of 26,741 for league matches in the 2014–15 season. This is the sixth-highest of any domestic professional sports league in the world and the fourth-highest of any professional association football league in the world, behind the Bundesliga, the Premier League, and the Indian Super League.
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CC-MAIN-2023-50
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http://niclasschmied.de/how-to-calculate-unknown-concentration-from-standard-curve.html
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math
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using uv-visible absorption spectra This page takes a brief look at how UV-visible absorption spectra can be used to help identify compounds and to measure the concentrations of coloured solutions. Now use the equation in the video to solve these problems. The intent of the procedure is to correct for multiplicative effects that may be present in the sample matrix. Abstract Colorimetric assays allow for indirect determination of spe-cific substrate concentrations, such as proteins or. Where M represents the concentration and V represents the volume. What is the percent concentration of a 13. Introduction The concentration of an unknown solution is estimated by comparing the intensity of its colour to the intensity of the colour of standard solutions. Test the absorbance of a copper (II) sulfate solution of unknown molar concentration. Use the line equation to calculate the concentration of the unknown sample. A determination of the ferroin concentration in your unknown. A colorimetric or fluorimetric assay requires the generation of a standard curve in order to determine the concentration of an unknown sample of glucose. Note: If you used the Calculated values for Slope and intercept in your unknown determination, you can make changes to your data points and see the effect on the unknowns' concentrations. Titration is commonly used to determine the concentration of an acid or base in a solution. They are used to determine the value of an unknown quantity from one that is more easily measured. It is expressed in terms of mg/L of equivalent calcium carbonate. If precise quantitation of an unknown protein is required, it is advisable to select a protein. 0985 mol L solutio' n of aqueous sodium hydroxide, measuring the pH of the mixture after each addition. To calculate the concentration of the undiluted, unknown sample, simply multiply by the dilution factor. Calculate the concentration of the iron(II) sulfate solution. absorbance versus concentration is developed to determine the concentration of the complex in the unknown sample. Prepare 6 solutions to determine the calibration curve for [Fe(SCN)2+]. 300/ppm Ca+2. qPCR Quantification Protocol Guide Introduction This document describes a qPCR method for quantifying libraries generated using the Illumina® sample preparation protocols. water, and then titrated the resulting mixture with a standard 0. Let's suppose that our solution is 0. protein samples of unknown concentration. A colorimetric or fluorimetric assay requires the generation of a standard curve in order to determine the concentration of an unknown sample of glucose. 1 shows an example of change on standing when the standard solution diluted with. To form a quadratic equation when you are given the vertex, focus or directrix, click here: Calculating a Quadratic Equation from the Vertex, Focus or Directrix. Use the equation of the calibration curve to adjust measurements taken on samples with unknown values. The lightcycler I used belongs to another lab and they advised against using the software on it so I am wondering if there is any good, user friendly, free software I can use to do the calculation. standard is run through the same analysis procedure used for the unknown samples and the results (signals) from the standard and unknown are compared. The unknown solution is then. Finally lower and upper limits of the 100(1- D)% Fieller's CI of the unknown concentration in both logarithmic and original scale are estimated as shown in . One of the big advantages of ELISA is that it can be used to accurately quantify protein levels. Draw a line that follows the flat, more vertical part of the curve. From this absorbance value, we can calculate the concentration of iron by using the equation of the straight line obtained in the calibration curve construction step. It is not reliable to extrapolate any calibration curve, linear or nonlinear, beyond the measured range of standards. To calculate protein concentration with given absorbance. Assay the "unknown" samples. You will be applying Beer's law to calculate the concentration. For application, the ratio of analyte to IS area is determined for unknowns and the equation for the regression line then allows determination of sample concentration. To find the concentration of the unknown solution, I first got the equation of the standard curve line, which was y = 2701. For convenience, let's assume a volume of 1 L. The concentrations of Choride, Nitrate, and Sulfate in the stock solution will be provided by the TA. In the shape of the curve lies much chemistry and an interesting summary of what we have learned so far about acids and bases. 5 for unknown 2. Spectrophotometric Analysis of Mixtures: Simultaneous Determination of Two Dyes in Solution Jo Melville and Giulio Zhou 9/27/2012 1 Abstract In this experiment, we created a set of 8 concentrations of 2 dyes, then used a spectrophotometer to calculate the absorbance of the dyes with respect to both concentration and wavelength. Using the solution in Test Tube 1, rinse the cuvette. Example: Creating a Standard Curve with a Plasmid DNA Template2 Background Prepare a standard curve in which the cloned ß-actin sequence is present at 300,000 copies, 30,000 copies, 3,000 copies, 300 copies and 30 copies. For example, you need the density to convert from molarity to percent concentration. A Spiking Solution is a standard that is chosen for preparing a matrix spike; the concentration of the analyte in the spiking solution is usually 50 -100 times higher than the concentration found in the unspiked sample. An unknown hemoglobin concentration may be calculated from the measured optical density (O. Titrations can also be used to determine the number of acidic or basic groups in an unknown compound. The concentration of unknown samples is determined by interpolation which relies on a properly generated standard curve. Data is presented as a plot of optical density (OD) vs the log concentration of sample. This parameter is then plotted versus concentration to yield a standard curve (for Beer’s Law how absorbance varies with concentration),. 600 Use the online resources if you needR²help figuring out how to plot a graph in Excel. water, and then titrated the resulting mixture with a standard 0. 1 mg/L or 0. ) and the concentration of your stock solution. Johnson Spectrophotometer; the finding of protein concentration of an unknown sample of BSA, and by using the standard curve. Add gradual amounts of standard solution to each volumetric flask. By plotting a curve based on the. For a strong acid and alkali this will occur at pH 7. This comparative method for determining the concentration of an "unknown" is conceptually simple and straightforward. 9/7/09 – A free PowerPoint PPT presentation (displayed as a Flash slide show) on PowerShow. In the linear calibration curve and multiple standard addition methods, the red line represents the linear least-squares fit to the calibration curve. How can we determine the concentration of an unknown solution? Instructional Objectives: a. 00 mL of a nitric acid solution of unknown concentration might be added to a 250 mL Erlenmeyer flask. Students will create a standard curve, plotting the relationship between the concentration of a solution and the amount of light that it is able to absorb. 0 mL with DI water. For example, this semester you will use a standard curve to evaluate the activity of the enzyme Beta galactosidase. The slope (m) of the line (y = mx + b) estimates the absorbance coefficient for the BCA reagent after reacting with the protein. In SIMPLE DILUTION we saw how one could construct a standard curve and use this to determine concentrations of unknown dilutions. ELISA Data Reduction: How to generate a standard curve. In short, standard curves are graphs that are created with data from known samples. The most reliable protein estimation is performed using a reference or a protein standard that has properties similar to the protein being estimated. Refer to the instrument manual for instrument specific instructions. The inclusion of a serially diluted standard in the assay enables quantification of the concentration of analyte in the sample. standard curve based on either the BSA protein standard concentration or on the amount of protein present in the BSA protein standard (Examples are shown in the results). Open Microsoft Excel. 05 M for its typical use in a lab procedure. The usual working concentration is denoted as 1x. curve (absorbance versus concentration) is constructed for iron +II and the concentration of the unknown iron sample is determined. A student prepared standard lead solutions for comparison and the aborbance of each solution was measured. The standard curve is constructed by plotting. 6 to 96 ppm) For concentrations above this range, the BaCl2 concentration must be increased accordingly. Construct a calibration curve on a graph paper, by plotting the glucose concentration (10 to 100mg) on x-axis and absorbance at 620nm on the y-axis. A specific volume of the solution to be titrated (solution 2) is poured into an Erlenmeyer flask (Figure 1). Figure 2: More traditional representation of a standard addition curve showing the original concentration of analytes through projection of calibration curves to their intersections with an extended concentration axis. 225-molar solution of methylamine. The program was developed as an alternative to current data-handling techniques used for therapeutic drug enzyme immunoassay (EMIT) systems. A series of three (3) standards containing known concentration of antigen are placed in three of the wells, while control and “unknown” samples are placed in other wells. Open the Excel workbook containing the "known" values to be plotted on a calibration curve. Procedure: 1. Calculate the concentration of the iron(II) sulfate solution. The concentration of the metal ion in the unknown sample is then determined from the calibration curve. It is important to note that the unknown concentration should lie in the concentration range of the standard solutions for an accurate concentration determination. Include the equation for the line and your R2 value. How to produce standard addition curve? 1. Measure the absorbance of your unknown solution(s) and, using your calibration curve, calculate the concentration of Ca 2+ in your unknown. 5; since mass = mol x formula mass, for 1 dm 3. 0 mol/L solution of phosphoric acid that has a density of 1. The standard curve is created by measuring the responses of a known set of glucose standards, which are either provided by the manufacturer of the assay or can be easily generated through. Through simulations and the intensive use of ROC curves we demonstrated that the Hessian based methods are the most robust to strong curvature of the devices and that the family of rotated filters technique is the most suited for detecting low CNR and low curvature devices. We generated a standard curve for a set of albumin samples. For chromatography applications, we commonly use either an External Standard or Internal Standard, as required, to insure reliable quantification of the sample. In addition to the standard curve, you will be assaying one of seven different. Titrations can also be used to determine the number of acidic or basic groups in an unknown compound. standard curve from 0 to 100 µg/ml with samples and standards in duplicate. General information. We prepare a series of standards of known concentration of X, ranging from low to high concentration. com - id: f8912-ZDE0N. In the example from step 2, y = 1. What was the concentration of the unknown acid solution? 2. From the plot I will get the equation of the line in the form y=mx+c where y is the absorbance, m is the slope, x is the concentration and c is the y-intercept. Internal Standard (ISTD) Calibration in HPLC Reliable quantitation of sample analytes using HPLC analysis requires accurate and reliable quantitation of a standard(s). This is because without defining the relationship between protein concentration and response (which is what a standard curve does) any measurements will simply be relative. The standard formula is C = m/V, where C is the concentration, m is the mass of the solute dissolved, and V is the total volume of the solution. A calibration curve is one approach to the problem of instrument calibration; other standard approaches may mix the standard into the unknown, giving an internal standard. To analyze the data, one locates the measurement on the Y-axis that corresponds to the assay measurement of the unknown substance and follows a line to intersect the standard curve. For the unknown protein samples, add 30 µl protein preparation buffer instead. directly proportional). Based on the equation generated by the standard curve and the absorption values recorded in Table 4, calculate the concentration of your unknown. Quantitative Test for Proteins2Introduction Proteins, a very important macromolecule, have many different function essential in the body. Note: This concentration is chosen to ensure that the spike does not significantly change the sample volume. Approach: Measure the intensity of transmitted light for various standard solutions. this indicates that the concentration is. By knowing how many grams of the analyte are present, and how much of the unknown you used,. Calculate the class average results and record in a table. Each concentration gave a peak area (5000, 10000, 15000, 20000, 25000). NaOH Standardization and Titration of an Unknown Organic Acid Overview: Methods for counting the number of molecules in a sample is a major emphasis of laboratory work. Whatever value you get from that graph (or linear equation), you multiply that by 100/40 to get the concetration corrected for the dilution. Mathematically, fit an equation to the calibration data, and solve the equation for concentration as a function of signal. Get the most out of Google with the latest additions to Search. standard curve from 0 to 100 µg/ml with samples and standards in duplicate. Google Search Forum. 50 molar solution? At. A way to get close would be to weigh (measure the mass, I mean) a measured volume. 5x10−5 M, and volumes of the CV stock solution in flasks B-F given in the Standard Solutions Table to calculate concentrations in the flasks after dilution to 50. Standard curve. Number each of 7 dry 18 x 150-mm test tubes from 1 to 7. Calculate the average absorbance values for each set of duplicate standards and duplicate samples. , make additional replicate standard samples, measure A595, and calculate average absorbance using the new samples. In our experience, technical blunders involving the capture. For chromatography applications, we commonly use either an External Standard or Internal Standard, as required, to insure reliable quantification of the sample. Students will be using the data collected in Lesson #7 to graph a standard curve of absorbance vs. You will determine the density of these six solutions as well as the. Using the standard curve to measure the unknown concentration of a solution A standard curve is a type of graph used as a quantitative research technique. Assay the "unknown" samples. Conclusions. I have a standard curve and need to find an unknown concentration of a known absorbance. standard curve from 0 to 100 µg/ml with samples and standards in duplicate. This will be used as the blank. (a) Calculate the hydroxide ion concentration, [OH¯], of a 0. 1000 M NaOH. 1 mg/L or 0. Prepare 6 solutions to determine the calibration curve for [Fe(SCN)2+]. The following protocols are examples of how to prepare a standard. As long as the volume of the standard samples and the unknown samples are the same the final concentration of the unknown is directly calculated from the least squares line of the standard curve. The green triangle is the calculated concentration of the unknown sample according to that calibration method. The curve fits stored in the master list appear below the dotted line in the trash bin. Introduction The concentration of an unknown solution is estimated by comparing the intensity of its colour to the intensity of the colour of standard solutions. If you need to know how to calculate the vertex, focus or directrix of a quadratic equation, then click here: Calculating the Vertex, Focus and Directrix. This entry was posted in Guide to ELISAAnalysis. You are now ready to collect absorbance-concentration data for the five standard solutions. Calculating unknown concentrations from nonlinear standard curves. The cassette includes a calibration strip and a sample strip. A simple device to measure concentration will be constructed using a light sensor, light source, filter and a meter. The technique involves determining accurately the volume of the standard solution needed to react exactly with a known volume of another solution contained in a conical flask in a reaction for which the equation (stoichiometry) is known. Chemical solutions of known concentrations are measured on an instrument and then the resulting signals are plotted as a function of concentration to obtain a "standard curve. The concentration of unknown samples is determined by interpolation which relies on a properly generated standard curve. water, and then titrated the resulting mixture with a standard 0. Standard curve ELISA data is typically graphed with optical density vs log concentration to produce a sigmoidal curve as shown in Figure 6. And then, essentially, this absorbance is going to sit on the line. As long as the volume of the standard samples and the unknown samples are the same the final concentration of the unknown is directly calculated from the least squares line of the standard curve. The above graph shows the titration curve obtained. Therefore you choose the specific ELISA you want to use based on the data that you want to analyse. We generated a standard curve for a set of albumin samples. , when t = 0). it to calculate the. the corresponding concentrations (in milligram per litre) of the standard solutions. Conclusion Through the experiment, the group was able to solve for the concentration of the unknown protein solution by using the linear regression method and by plotting the standard curve by absorbance versus concentration. Is there a way to calculate the concentrations of the unknown samples, based on the standard curve?. How to use Microsoft Excel to quantify ELISA data. For the colorimetric assay, a standard curve was generated using Ponceau-S as an example, and measurements were performed. Record your own results and, if possible, class average results in a table. For chromatography applications, we commonly use either an External Standard or Internal Standard, as required, to insure reliable quantification of the sample. Triprotic Acid Titration with Strong Base. Measure the absorbance of the unknown solution and record this value in Table 4. What is the concentration of sodium chloride (NaCl) in g/dm 3 and g/cm 3 in a 1. By default FCI provides a two-. The Total Amount of Protein Per Well is Irrelevant With these principles of standard curve assays in mind, one can easily understand why it is neither necessary nor even helpful. standard curve from 0 to 100 µg/ml with samples and standards in duplicate. (a) What is a primary standard reagent?. With the calibration curve Appendix IV(B) Chromatography - High-Performance Liquid Chromatography (HPLC) A - 11. To calculate the standard deviation for the analyte's concentration we must determine the values for S std and Σ(C stdi − C std) 2. (Stock solution: 50mg/L of Cl-, NO 3-, SO 4 2-). Results Results 11. The unknown solution is then. Determine protein concentration by comparison of the absorbance of the unknown samples to the standard curve prepared using the BSA protein standards. The linear relationship should be adjusted to pass through the origin (0 ion concentration corresponds to 0 peak area in the output data). Acquire data for the unknown sample and determine the total integrated peak area across the chromato-gram. Plot a standard curve of the class results on graph paper and use this to estimate the unknown solution which you tested. Standard curves represent the relationship between two quantities. Construction of a calibration curve using seven calibration standards every time a batch of samples is analysed can be time-consuming and expensive. You will review units of concentration, and how to make a graph in Excel. , when t = 0). Calibration Curves Concentration of Standard " e " = Known Amount/Concentration of Standard Measure of Unknown Amount/Concentration of Unknown "Method of Least Squares" "to draw the 'best' straight line through experimental data points that have some scatter and do not lie perfectly on a straight line" x y y-intercept (b) y = mx. We run the assay and plot absorbance versus concentration for each standard. Standards with known concentrations are used to generate a standard curve from which the concentration of an unknown analyte can be determined. Now use the equation in the video to solve these problems. The analysis uses just enough of the standard to react with all of the analyte, thereby allowing the amount of analyte present to be determined. Concentration of the unknown is simply the estimated amount divided by the volume of sample that was added to the tube. Remember that a z-score is a standard score (also called the standard Gaussian variable) that is calculated by subtracting the mean from a value and dividing the result by the standard deviation: z = (value - mean)/standard deviation. Using a Spec 20. This is the reason that QC planning applications with the QC Validator program use a percentage figure for the imprecision of the method. Using Coke as our material of interest we will be performing a simple linear dilution to form a "standard curve" from which we will quantify our unknown samples (the Coke and ice mixtures). How can i make standard curve from PCR product dear fellows, i want to quantify my 16s r RNA gene using primer 338f/518r for bacterial community and 18s rRNA using primer NS1/Fung for fungal community in different soil samples. Molarity calculation Example 11. The plot is mathematically modeled to derive an equation that may be used to predict the concentrations of unknown samples. Quantitative Test for Proteins2Introduction Proteins, a very important macromolecule, have many different function essential in the body. After we graphically depict the calibration curve, we will use the SLOPE and INTERCEPT functions to calculate the calibration line’s formula and determine the concentration of an “unknown” chemical solution based on the instrument’s reading or decide what input we should give the program so that the marble lands a certain distance away. The lightcycler I used belongs to another lab and they advised against using the software on it so I am wondering if there is any good, user friendly, free software I can use to do the calculation. A standard curve consists of samples (the standards) with a known. It is called external standard because the standard or known material is separate or external to the unknown material. Standard Deviation of a Population different unknown Theorem Calculator Kirpich Time Of Concentration Debt Coverage Ratio Calculator Work Equations Formulas. curve (absorbance versus concentration) is constructed for iron +II and the concentration of the unknown iron sample is determined. A standard curve is prepared. The points on the calibration curve should yield a straight line. Prepare a standard curve by plotting the average Blank-corrected 562 nm measurement for each BSA standard vs. That means you will get a line graph similar to that shown below (it may flatten out at higher ODs). A 20x stock would be prepared at a. The standard curve is prepared by making serial dilutions of one known concentration of the analyte across a range of concentrations near the expected unknown concentration. This curve can also be written for the concentration. Find this absorbance value on the vertical axis of your standard curve and then figure out the corresponding concentration on the horizontal axis. There is also a paragraph on errors and reasons for repeating a titration several times. Standard Calibration Curve How to measure the concentration of unknown? Practically, you have measure the absorbance of your unknown. 011 (1) Where A is the absorbance for each [FeSCN2+]. View the graph that is produced from the data by clicking Protein Standard Curve under Graphs in the navigator bar. ) Preparing solutions by dilution is convenient. Standard curves are usually used in the field of biology to help you identify how much "stuff" (in many cases, this is the concentration of some kind of protein) you have in your samples. ) Use the equation of the line to determine the concentration of the unknown. Figure 2: More traditional representation of a standard addition curve showing the original concentration of analytes through projection of calibration curves to their intersections with an extended concentration axis. Calculate Ka and pKa for butyric acid at this temperature. To confirm the unknown concentration value you obtained in Step 1, you can use your TI calculator and interpolate along the regression line on your Beer>s law curve. 4 Introduction Typical protein assays are used to determine protein concentration by comparing the assay response of a sample to that of a standard whose concentration is known. When many standards are run, a calibration curve is usually made in which the signal from the standard analysis is plotted against the standard concentration. This procedure guards against high level standard chromatographic carry-over. C standard 500. A standard curve is prepared by making serial dilutions of the protein standard within a range of concentrations near the expected concentrations of the unknown samples. The standard curve for maltose is usually constructed using 3, 5-Dinitro salicylic acid (DNS) as the reagent. The proportionality constant of the equation is termed as the molar extinction coefficient of the substance. This is also referred to as molarity, which is the most common method of expressing the concentration of a solute in a solution. 1 Calculate size based on SDS-PAGE 1. concentration of added standard. Assuming you already have a standard curve and equation for the nitrate complex for a range of 0 ïƒ 1. Weigh out 0. A common application of linear regression in analytical chemistry is to determine the best linear equation for calibration data to generate a calibration or working curve. I followed a procedure made up by the lab instructor and she actually verified my calculations when making the standard solutions for the calibration curve, assuring me they were correct. Weigh out 0. standard curve because the BCA reagent reacts the same with all protein, so we will use a protein called bovine serum albumin (BSA). If you do not have data from your own columns, you can use the sample data sheet provided. A calibration curve is one approach to the problem of instrument calibration; other standard approaches may mix the standard into the unknown, giving an internal standard. Determine the concentration of toluene in the unknown based on the calibration step. Standard curve ELISA data is typically graphed with optical density vs log concentration to produce a sigmoidal curve as shown in Figure 6. As the antigen diffuses radially, a ring of precipitate will form in the area of optimal antigen - antibody concentration. This process involves a solution of known concentration (the titrant or standard solution) delivered from a buret into the unknown solution (the analyte) until the substance being analyzed is just consumed. Remember that a z-score is a standard score (also called the standard Gaussian variable) that is calculated by subtracting the mean from a value and dividing the result by the standard deviation: z = (value - mean)/standard deviation. We will use commercially available liquid standard stock solutions. Then the standard can be diluted, the dilutions calculated and a curve can be made with the data to calculate what an unknown concentration would be. then find the point 5. There are many ways of expressing concentrations and dilution. Determine Rf value for the standards and unknown Rf = distance migrated/gel length = 4. 300/ppm Ca+2. Using the standard curve to measure the unknown concentration of a solution A standard curve is a type of graph used as a quantitative research technique. Introduction The concentration of an unknown solution is estimated by comparing the intensity of its colour to the intensity of the colour of standard solutions. This result tells you that your standard deviation is 2. Often the relationship. In analytical chemistry, a calibration curve is a general method for determining the concentration of a substance in an unknown sample by comparing the unknown to a set of standard samples of known concentration. ELISA Analysis - Free ELISA Software, ELISA Curve Fitting, ELISA Data Analysis Software, 4PL Curve Fitting, ELISA Calculator. Calculating the concentration of a chemical solution is a basic skill all students of chemistry must develop early in their studies. Measure the distance each HindIII fragment migrated on the gel and then complete the chart. X= (Y-c)/m. standard concentrations will not be evenly spaced across the concentration range leading to the problem of leverage (see Section 2. We enquiry about the effects of first and second order stochastic dominance shifts of the distribution of the consumers' willingness to pay, within the standard model of a market with network externalities and hump-shaped demand curve. You measure their absorbance, find that point on the standard curve, and then see which concentration matches up to it. Below is a calibration curve for one of the components: 4. What is the percent concentration of a 13. 12 mg / ml of aspirin. In particular, The Four Parameters Logistic Regression or 4PL nonlinear regression model is commonly used for curve-fitting analysis in bioassays or immunoassays such as ELISA, RIA, IRMA or dose-response curves. Learning Objectives * to calculate the concentration of a substance if A, ε and d are known. A typical titration proceeds in the following way. Calibration curves are one of the most ubiquitous and essential procedures in analytical chemistry. Multiple samples with known properties are measured and graphed, which then allows the same properties to be determined for unknown samples by interpolation on the graph. The chemical equation allows us to calculate the concentration of a solution of HCl by titration with the base NaOH (where the concentration of NaOH is accurately known). Procedure Preparation of Stock and Standard Solutions. The solutions then run through the equipment, giving a set of Y outputs that when plotted against the X variables create a calibration curve. Alkalinity is the water's capacity to neutralize acids or the measure of how much acid can be added to a liquid without causing a significant change in pH. This corresponded to a concentration of 0. determine the area under the standard normal curve that… 1. By default FCI provides a two-. odt), PDF File (. Pipette to make the additions of 0. qPCR is a method of quantifying DNA based on PCR. Conclusions. If you are doing it graphically, you run your sample and measure the area. Let's suppose that our solution is 0. 3% of the mean of 4. The dataset. A standard solution is a solution in which the analyte concentration is accurately known. The Bradford values obtained for the standard are then used to construct a standard curve to which the unknown values obtained can be compared to determine their concentration. It can be used to give us the concentration of a solution when given the absorbance. 500 mM Cu 2+ standard solution. The calibration curves are then used to calculate the concentration of an unknown sample. You measure their absorbance, find that point on the standard curve, and then see which concentration matches up to it. Examine your data for sensibility. For the purposes of this example, assume the antibody concentration of the standard reference serum (the calibration factor) is 135. Start data collection ( ). Plot a standard curve of the class results on graph paper and use this to estimate the unknown solution which you tested. A standard curve of this nature takes advantage of the linear nature of Beer's law: A = ε×c×l (A is absorbance, ε is molar absorptivity in M-1cm-1, c is concentration in M, and l is pathlength in cm). A standard curve is a graph relating a measured quantity (radioactivity, fluorescence, or optical density, for example) to concentration of the substance of interest in "known" samples. Spectrophotometry is a key tool used in bioscience labs for determining the concentration of compounds in a solution, and to determine the rate of reactions. In cell A1 type 'concentration. The calibration curve is only valid if the unknown falls into the linear range of the standard samples. Carefully pipet 25. A Explanation: See Table G. standards, and unknown samples are added to a black, flat-bottomed, 96-well plate. 13 from step 2. 1M solution. X= (Y-c)/m. One of the big advantages of ELISA is that it can be used to accurately quantify protein levels. For the purposes of this example, assume the antibody concentration of the standard reference serum (the calibration factor) is 135. Data is presented as a plot of optical density (OD) vs the log concentration of sample. Genomic, fragment and plasmid DNA will each require their own standard curves and these standard curves cannot be used interchangeably. Choose Curve Fit > General > Edit General. Standard curve.
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https://www.cfd-online.com/Forums/fluent/86447-error-calculating-non-dimensional-pressure-gradient-print.html
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math
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Error in calculating non dimensional pressure gradient
I HAVE DONE SIMULATION OF FLOW AROUND PERIODIC ARRAY OF CYLINDER DIA: 0.00015 m. then i calculated pressure drop using difference in area weighted pressure at inlet cross section and mid point cross section and multiply it by 2. that total pressure drop used for calculating non dimensional pressure gradient.
but values are correct only at Re near 20- 30. its value are wrong at both low and higher Re. for ex at re =5 correct value is 14 but i m getting 1.8.
and same problem is happening for porosity 0.8, 0.9, 0.92.
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http://www.kitchentablemath.net/twiki/bin/view/Bloggers/TheAnswer?skin=plain
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math
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Click here to find the comments for this topic
Still quoting Niederman & Boyum:
The most common answer was 95 percent. The correct answer is 2 percent, and it was given by only 18 percent of the alleged medical experts.
I think I understand the reasoning here, which I'll state in what I have just learned is a frequentist mode.
out of 1000 people:
1 person will have the disease (.1 percent)
50 will test positive, but will not have the disease (5% false positive rate
OK, here's my question:
What are we comparing when we come up with an answer of 2%? (And is 'comparing' the right word here?)
Both ratios give you a probability of 2%, obviously, but I want to know which ratio is correct. (And is it a ratio?! I'm finally beginning to read on Hung Hsi Wu, and I gather he says that ratios aren't fractions.)
Frankly, I have no idea what the precise relationship among 'percents,' 'rates,' and 'ratios' is.
Both Ed and I feel that we ought to divide 1 by 51 in order to get the 'probability' that a person with a positive test has the disease--but are we confusing 'probability' with 'percent'?
I realize I don't know what the definition of probability is, apart from the standard 'probability that the outcome is not due to chance' definition I learned in psych courses in college.
-- CatherineJohnson - 17 Aug 2005
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https://www.allinterview.com/interview-questions/82-474/electrical-engineering.html
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math
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What is restricted earth fault protection ?1 2649
why a diode bridge is provided in vcb control circuit ?2 3243
how to increase the power factor in machines5 4690
What is mean by earthed & unearthed cable? Voltage grade of 1.9/3.3 kV(E), 3.3/3.3 kV(UE), 3.8/6.6 kV(E)what it indicates??2 13496
resitance in ac=1.6*resistance in dc3 3436
Hello Can I use step up HV transformer 440/4160V as a step down? Thanks Evgeny5 4473
what do you mean by mf of energy meter & its formula?4 28072
What is meant by "tampering detection" of a electrical energy meter?3 2852
difference between EMVT, PT & CVT ?9 26702
while calculating the power absorbed by a resistor connected to the output of a half wave rectifier circuit should we use rms or average current? explain with reason.1 1559
is IS says that neutral should be brought to switch box. and this one is a recomended practice1013
What is the practical way to calculate the cable size for known ampere load?
i have completed deee and i've (June2012-feb 2015 experience in electrical maintenance in pvt ltd company.company having HT & LT electrical power.how to apply electrical C-license ,NOW I was resigned my job,what are requirements of applying for c-license
How you give clearance to a spare feeder.
why we are using in reverse power relay in generator singranizing
True or false question. 1.The fuse provide phase and neutral 2.power loss in electrical circuit can take place in (resistance or inductance or capacitance). 3.two phase system each phase has separated by a phase difference of (90 or 180 or 270 or 45). 4.3 phase balanced star connected load neutral current shall be (line current or phase current or zero or unity)
are there rmu for 3 transformer?
Advantages of using generator circuit breaker (GCB) scheme in a power station ?
difference between the applicability of nortons and thevenin theorem
explain the Trip supervision circuit
what is lumped and distributed elements?
where can the transformer having vector group Yny0 be used??
how to calculate transformer load?
Why let through energy not considered for ACB breaker while cable sizing?
When calculating the speed of a rotor required for a particular frequency of synchronous generator we use the equation 60f/p Is this p is the number of pole pairs of rotor & do we consider the number of pole pairs in the stator is 1?
how to calculte capacitor range for single phase induction motors??pls tel
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https://cat1.paww.tv/we-are-in-awe-of-these-mimicry-champion-cat/
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math
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Are you lucky enough to have a feline companion at your home? If not, you are missing out on a lot of gloomy day sunshine. Cats, with the antics, are super funny. They even do yoga poses. Cats are often so good at mimicking their hoomans or other objects that it is nearly impossible to distinguish them from the real thing.
#1 You probably never thought you’d see Dobbie in real life, did you?
#2 The resemblance between Toothless and this cat is uncanny!
#3 Which of the two do you reckon is fluffier?
#4 Feeling like taking a morning stroll
#5 The smartest cat in all the lands
Most Watched - Video of the Day
#6 Meet Batman’s childhood friend, the Batcat
#7 The cat looks scarier than Maleficient
#8 The symmetrical cat
#9 The cat is in cahoots with Mr. Burns as they plan their revenge
#10 Grumpy cat, meet the grumpy starfruit
#11 Meant for each other
#12 Oh, you didn’t know? There are Amazon cats too!
#13 Yoga benefits everyone!
#14 Jabba the Hutt 2.0
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https://www.physicsforums.com/threads/velocity-of-an-electron.671359/
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math
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1. The problem statement, all variables and given/known data An electron with velocity v = 2.4 × 10^6 m/s i encounters an electric field E = 1250 N/C i. How long will it take for the speed to be one fourth its original value? 2. Relevant equations Not sure Maybe E = kQ/r^2 3. The attempt at a solution I don't know where to begin. Looking at it makes me think it won't slow down because both are pointing in the positive i direction. Also, does an electron have a charge of -1.602 X 10 ^-19 C?
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https://allinonehighschool.com/molarity-problems-126/
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math
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You try these problems:
Click on Step 1, Step 2, Step 3, Solution, and Answer as applicable to see the solutions and explanations.
Which solution is more concentrated? Solution “A” contains 50.0 g of CaCO3 in 500.0 mL of solution. Solution “B” contains 6.0 moles of H2SO4 in 4.0 L of solution.
M = ?
? mol CaCO3 = 50.0 g CaCO3 x (1 mol CaCO3/100.0 g CaCO3) = 0.500 mol CaCO3
? L b= 500.0 mL x (1 L/1000 mL) = 0.500 L
M = 0.500 mol/0.500 L = 1.00 M
M = 1.00 M
M = ?
mol = 6.0 mol
L = 4.0 L
M = 6.0 mol/4.0 L = 1.5 M
M = 1.5 M
Solution B is more concentrated, 1.5 M vs. 1.0 M.
How many liters of solution can be produced from 2.5 moles of solute if a 2.0 M solution is needed?
M = 2.0 M
mol = 2.5 mol
L = ?
Molarity = moles of solute/liters of solution
Multiply both sides by liters of solution, then divide both sides by molarity.
L = mol/M
L = mol/M
L = 2.5 mol/2.0 M
L = 1.25 L = 1.3 L
What would be the concentration of a solution formed when 1.00 g of NaCl are dissolved in water to make 100.0 mL of solution?
Things to remember when working molarity problems:
- Volume must be in liters.
- An uppercase M is used to denote molarity.
- Use the molar mass of the substance (derived from the periodic table) to determine the moles if grams are given as the starting information.
Molality (yes, that’s molality, not a typo!) is another unit of solution concentration. It is defined as:
Molality = moles of solute/kilograms of solvent
It is abbreviated m, lowercase m. It is important to differentiate this, because Molarity is M. Other important things to notice about molality are that the denominator is simply kilograms of solvent. Molarity is calculated with liters of solution. That is, the volume of the entire solution (solute + solvent) is used. Molality is calculated with only kilograms of solvent. The mass or volume of the total solution are not useful. Using molality to calculate the concentration of solutions is not used nearly as often as molarity. Because of this, we will not spend much time reviewing molality problems, but we will review one.
Calculate the molality when 45.0 grams of MgCl2 is dissolved in 400.0 g of solvent.
Identify each piece of information given in the problem and identify what the problem is asking for.
m = ?
Rearrange the molality equation to solve it for the variable that the question is asking for.
Plug in your data from step 1 into the rearranged equation from step 2.
m = 0.473 mol / 0.4000 kg
m = 1.18 m
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https://journals.ametsoc.org/jpo/article/44/10/2739/11975/The-Effect-of-Contaminant-Drag-Reduction-on-the
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A new mechanism of instability leading to development of Langmuir circulations is proposed and studied based on the hypothesis that the turbulence and, correspondingly, the eddy viscosity are reduced in regions of higher than average contaminant concentration. Here, bubbles are considered as the contaminant, although it is known that surfactants and some particles also are capable of turbulence reduction. The analysis shows that only a very small local decrease in eddy viscosity is needed to initiate the instability. Simplifications to the momentum and bubble turbulence models, as well as neglect of vertical advection, make it possible to analytically solve the perturbation equations and determine the characteristic scale with the maximum growth rate. The scale of the fastest-growing Langmuir circulations is found to be a function of the concentration of bubbles in the near-surface layer, the surface current shear (wind shear), the Stokes drift created by the surface waves, and the eddy viscosity. In contrast to the results of earlier models, the analysis predicts that the maximum change in the current velocity along the direction of the wind (the so-called jets and wakes) is at the surface, not below it. The ratio of perturbation of along-wind surface current and vertical velocity generated by circulations (the pitch) and the aspect ratio of the Langmuir rolls are in reasonable agreement with the experimental data.
The phenomenon of Langmuir circulations (LC) is one of the more important processes in the upper ocean because, to a large degree, it is the process responsible for atmospheric and oceanic interaction, including the exchange of heat, momentum, and gas in the surface layer (Langmuir 1938; Leibovich 1983; Smith 1992, 1998; Thorpe 2004; Sullivan and McWilliams 2010). LC appear at the sea surface as a system of streaks aligned roughly with the direction of the wind. The surface streaks usually contain foam, seaweeds, and organic films and may visually modify the spectra of the short surface waves.
The streaks are produced by paired vortices, which are generated by an instability of the wind-driven shear surface current interacting with the surface waves (Leibovich 1983). The streaks correspond to the convergence regions of the flow produced by adjacent vortices, as the component of surface velocity transverse to the streak is directed toward the streak. The component of the surface velocity along the streak, which is parallel to the wind, is higher in the streak than in the surrounding areas. The areas of high and low surface velocity, which coincide with areas of convergence and divergence of the circulations, are often called surface jets and surface wakes, respectively. The spanwise characteristic scale of LC is usually most pronounced at the onset of the circulations, often appearing as an organized grid of streaks along the wind with a well-defined spacing between them (Langmuir 1938; Leibovich 1983; Smith 1992; Weller and Price 1988; Zedel and D. Farmer 1991). At later times, the streaks at the surface appear more random and are usually described as Langmuir turbulence (Sullivan and McWilliams 2010; McWilliams et al. 1997).
There is an enormous body of experimental and theoretical research work devoted to the study of LC. Included are well-known papers that present a picture of the evolution of the understanding of the physics of LC over the last several decades (Leibovich 1983; Thorpe 2004; Sullivan and McWilliams 2010). Most ocean experiments and observations are related to LC with characteristic scales of several meters or larger. In recent years, small-scale LC with characteristic scales of centimeters have been studied in laboratory experiments (Melville et al. 1998) and later were observed at sea during gusts of wind under calm weather conditions (Veron and Melville 2001). The focus of this paper, however, is on the large-scale LC observed in the ocean.
The current theoretical description of LC is based on the Craik–Leibovich model (Craik and Leibovich 1976; Leibovich 1977, 1980; Leibovich and Paolucci 1981; Leibovich 1983; Phillips 2002, 2005). The Craik–Leibovich model introduced the vortex force, which is the average force imposed by surface waves on a nonuniform current (Craik and Leibovich 1976; Garrett 1976; Leibovich 1977; Andrews and McIntyre 1978). The model is used to study the inviscid instability of a wind-driven surface current in the presence of surface waves. This instability leads to formation of circulations, also identified as rolls, along the direction of the current similar to LC. Unfortunately, the instability does not produce the scales characteristic of the most unstable perturbations, as observed at sea and in laboratory experiments. A nonstationary model was developed to take into account the change in the current with time (Leibovich and Paolucci 1981), and a preferred scale of neutral stability was identified. In that case, the instability was studied in an asymptotic sense, and the growth rate of the unstable mode was not clearly defined.
Later, the Craik–Leibovich model was modified to include the effect of a nonuniform current and strong shear currents on surface waves. This led to the development of the generalized Craik–Leibovich model (Phillips 2002, 2005). A new mode of instability was identified, which had a better-defined characteristic scale that compared favorably to the results of both laboratory conditions and ocean experiments (Veron and Melville 2001; Smith 1992). Nevertheless, another major problem with each of these models remains: the structure of unstable perturbations described by the models does not correspond to the physically occurring LC. Specifically, the theories predict that for small viscosity the maximum change in the current velocity along the direction of the wind (the so-called jets and wakes) is not at the surface, but below the surface (Leibovich 1977; Phillips 2005; Li and Garrett 1993). The velocity of the current at the surface is hardly changed by these perturbations according to the current models. This problem is a reflection of the fundamental nature of Craik–Leibovich-type models for which the velocity of the initial current is restructured by the advection induced by the developing vortices. The prediction by these models that the maximum change in the downwind velocity occurs, not at the surface, but below it, is also a limitation of large-eddy simulation (LES)-based efforts to simulate LC (Skyllingstad and Denbo 1995; Sullivan et al. 2007; Harcourt and D’Asaro 2008; Grant and Belcher 2009; Kukulka et al. 2009).
The perturbation to the along-wind vertical velocity distribution is rarely discussed when the experimental and theoretical results are compared. It was discussed in detail by Li and Garrett (1993), who take into account that turbulent viscosity changes the velocity at the surface, relative to an inviscid case, and creates a nonuniform current structure. They describe this change as follows: the water is constantly accelerated as it converges on the jets and the downwelling there reduces the vertical gradient of the downwind flow, reducing the viscous (turbulent) counter to the wind drag. However, at the initial stage of the process even with the viscosity-induced change to the downwind current, the greatest change of the horizontal velocity still occurs below the surface, which can be seen from comparison of Figs. 1b(2) and 1a(2) in the paper by Li and Garrett (1993). Moreover, it has also been noted by Li and Garrett (1993) that the theoretically described ratio of the downwind jet velocity to the vertical velocity of the LC-produced perturbations is much smaller than the observed value. It is known from observations that the greatest change in the shear current takes place near the surface. Most measurements of the downwind velocity related to LC have been conducted in the near-surface region (Smith 1992, 1998; Melville et al. 1998), and these observations confirm that the significant change in the current takes place near the surface. However, the Craik–Leibovich model predicts only small changes in the horizontal velocity at the surface (Leibovich 1977; Phillips 2005; Li and Garrett 1993).
In addition, there are other important questions about the physics of the LC that are not answered by current theoretical models. One of them concerns the conditions for the development of the instability that generates LC. The controlling parameter of the Craik–Leibovich model is a so-called Langmuir number (Leibovich 1983), which expresses a balance between viscid and inertial forces; it also has the usual interpretation of an inverse Reynolds number. The predicted Langmuir number can differ from experimental values by orders of magnitude (Melville et al. 1998). In fact, in experiments by Smith (1992), a dramatic generation of the LC occurs while the Langmuir number remains essentially unchanged. The discrepancy between theoretical predictions and experimental data indicates that some relevant physical mechanism is missing from the model. It is the goal of the current study to identify the mechanism and to include it in a model of the instability that leads to the generation of LC.
In short, although the Craik–Leibovich model correctly describes some circulations caused by the interaction of surface waves with wind-driven current, these circulations lack some of the basic qualitative features of the observed phenomenon known as Langmuir circulations. Therefore, in the present paper we do not use the Craik–Leibovich model as a starting point in our analysis. In the following, we take as our working hypothesis that bubbles, particles, surfactants, and other suspensions present in the upper layer of the ocean can suppress turbulence, thereby reducing the local “eddy viscosity” and changing the evolution of the wind-driven surface current. We suppose that the contaminants reduce the eddy viscosity in some local region, so that the wind stress at the surface will drive water faster in that region and generate surface jets. The interaction of those jets with the surface waves through the vortex force will introduce circulations with regions of convergence along the jets. The circulations will, in turn, concentrate contaminants into the convergence regions, which will further reduce the eddy viscosity and provide a positive feedback. We note that it has been observed experimentally that the bubble concentration is much higher in the regions where the LC converge and that these regions coincide with higher velocity of the wind-driven surface currents (Smith 1992; Zedel and Farmer 1991; Thorpe et al. 2003a,b).
While we clearly recognize that the state of the art in turbulence modeling has long moved beyond eddy viscosity and understand that a rigorous solution of this problem will require a sophisticated approach to the coupled bubble and flow field turbulence, here we take a significantly simpler approach so as not to obscure the essence of the proposed mechanism. We assume a single eddy viscosity for the unperturbed surface layer and allow for spatial–temporal changes to its value as a result of a local accumulation of bubbles. An increase in bubble concentration might be, for example, the result of wave breaking as a consequence of an increase in wind speed. In addition, we assume that the thickness of the surface layer containing the bubbles is small compared to the characteristic scales of the flow, which allows description of the bubble concentration using a two-dimensional model. This assumption is supported by the experimental data (Smith 1992). Finally, we will show, through a comparison of our theoretical results with the experimental data, that the reduction in the eddy viscosity, due to an introduction of bubbles into the turbulent upper layer, required for development of the LC is very small.
The underlying assumption of the model of LC described here is very difficult to validate by direct measurements. However, the suppression of turbulence by surfactants (Procaccia and L’vov 2008), bubbles (Madavan et al.1985; Mohanarangam et al. 2009), and some particles (Zhao et al. 2010), leading to a reduction in boundary layer drag, has been studied for decades. Following an argument first advanced by Lumley (1977), any additive that increases the molecular viscosity away from a solid surface, while leaving the viscosity at the surface unchanged, will reduce drag. For clarity in the presentation, we choose to focus on bubbles. For a low bubble concentration, we would expect the dynamic viscosity to increase through an Einstein-type relation, while the density will decrease, increasing the kinematic viscosity and reducing the effective turbulent Reynolds number. Although the described mechanism of reductions of eddy viscosity was mainly studied in relation to drag reduction in the boundary layer, it does not depend on the presence of a rigid surface. In the ocean, the effect of such a change in the concentration of bubbles on the eddy viscosity seems plausible.
Since the model presented here contains some unmeasured parameters, comparisons of the theoretical results with experimental data are often qualitative. Nevertheless, quantitative estimates can be made for relationships that do not include these unmeasured parameters. One example is the relationship between the characteristic scale of fastest-growing circulations and rate of their growth. Here, we find that the growth rate is proportional to the eddy viscosity and inversely proportional to a square of the characteristic scale with a coefficient of proportionality near one. As there are no unknown parameters in this relationship, it can be checked against known experimental data in cases where the spatial and temporal scales of growing LC are observed. Estimate of the eddy viscosity from the equation should be in a range of generally accepted values and, fortunately, the relationship between the rate of growth and characteristic scale of the fastest-growing circulations provides reasonable estimates of the eddy viscosity for all known cases. Where comparison with experimental data is possible, we focus on the comprehensive experimental study of LC in the ocean by Smith (1992), as that study provides the most detailed measurement of the relevant physical parameters.
Finally, we note that since the system is linear to both the Craik–Leibovich instability and the contaminant-related instability proposed here, they may develop simultaneously. An important difference between them is that the instability due to the effect of the bubbles on the eddy viscosity leads to exponential growth of the circulations, while perturbations due to the Craik–Leibovich instability grow algebraically with time. In any event, numerical simulations are required to study the simultaneous effect of both mechanisms.
2. Statement of the problem and formulation of the model
We consider the instability of wind-driven surface currents resulting from their interaction with surface waves, which is governed by (Landau and Lifshitz 1959)
Here, is the water velocity, is density, is pressure, is eddy viscosity, and is the vortex force. The indices in (1)–(2) are 1, 2, or 3 and correspond to the , , and coordinates, whose respective velocity components are , , and . The directions of the wind, surface current, and surface waves are considered to be the same and coincide with the x axis. The y axis is horizontal and transverse to the direction of the current (spanwise direction), and the z axis is vertical and directed upward. The unperturbed eddy viscosity is assumed to be known. We note that by using the incompressible forms of (1) and (2), we must neglect the change in density caused by the presence of the bubbles, which will play a role in the turbulence reduction. For the purpose of this analysis, where we have in fact assumed a very simple “turbulence model,” the details of the mechanism of drag reduction are not needed to show the strong influence of the local change in eddy viscosity on the development and evolution of the LC.
Here, is the Stokes drift velocity. In the simple case of a monochromatic surface wave in deep water, the Stokes drift velocity is given as (Phillips 1977)
Here, is the amplitude of the surface wave with its wavenumber, and is the acceleration of gravity. The boundary conditions for the velocity at the surface with the wind stress applied in the direction are (Phillips 1977)
where is the wind stress at the surface.
We further assume that the eddy viscosity is linearly proportional to the concentration of bubbles, which decreases exponentially with depth:
Here, is the dynamic eddy viscosity due to the turbulence but without bubbles; is the concentration of bubbles near the surface, which depends on the horizontal coordinates; is inverse characteristic scale of the vertical change in the concentration; and is some unknown coefficient. Reduction in the eddy viscosity due to the presence of the bubbles corresponds to a negative value of . We assume that the second term in expression (5) is small:
We also assume that the thickness of the layer containing the bubbles is much smaller than the characteristic vertical scale of the initial current and of the characteristic horizontal and vertical scales of the growing circulations:
It will be shown that the horizontal and vertical scales of the developing circulations are of the same order and thus are described by one value . The assumption expressed by condition (7) is justified, since the characteristic scale of the layer with bubbles is usually on the order of a meter, while the characteristic scale of the initial current is on the order of meters and the characteristic scale of LC is on the order of tens of meters (Smith 1992).
Here, and are horizontal components of the velocity of the flow at the surface, and is the eddy diffusivity of the bubbles. We assume here that the characteristic time to restore the vertical structure of the bubble distribution is small compared to the characteristic time of the change in the bubble concentration caused by horizontal diffusion and by near-surface current, as described by (8). The exponential distribution of the bubbles is formed due to wave breaking and dissolution on the one hand and turbulent diffusion and the rise of the bubbles under buoyancy on the other. While the downwelling current created by LC could affect the distribution of the bubbles and there is experimental evidence that bubbles are carried down by strong circulations, we focus here on the initial (linear) stage of the instability when all perturbations are small and the buoyancy can restore the vertical distribution of bubble concentration near the surface. More realistic models of bubble distribution are still being developed [see discussion by Sullivan and McWilliams (2010)].
Now consider small perturbations in the initial current, directed along the direction. The velocity of the horizontal current is a function of the vertical coordinate, of the pressure, and of the initial concentration of bubbles. The latter is independent of the horizontal coordinates. Under the assumption that the characteristic development time of the perturbations resulting from the instability is much smaller than the time to change the wind-driven current, the initial values can be considered time independent. A similar assumption was used in the early work on the Craik–Leibovich instability (Leibovich 1977). Thus, we can introduce perturbations to (1), (2), and (8) with boundary conditions (4) in the following form:
Here, is the velocity of the main current, is initial pressure, and is the initial concentration of bubbles. In expressions (9) and (10), the small perturbations in velocity and pressure are functions of the spanwise coordinate , the depth , and the time as , , , and . The concentration of bubbles near the surface is a function of and : . As a result of the perturbation to the bubble concentration, the turbulent eddy viscosity will also be perturbed:
Here, is the unperturbed dynamic eddy viscosity in the presence of the bubbles.
Now substitute the expressions (9)–(11) into (1), (2), and (8) and boundary condition (5), subtract the mean flow equations, and keep only the linear terms with respect to small perturbations as follows:
Corresponding boundary conditions are
Of course, all perturbations should be zero at large values of depth. In (12) and (17), and are first and second derivatives of the initial current velocity with respect to the vertical coordinate, and is the derivative of the initial dynamic eddy viscosity. The last terms in (13) and (14) are the and components of the vortex force.
To simplify (12)–(14) and boundary conditions (17), based on condition (6), we will neglect all the terms in the equations containing the products , , , and their derivatives, as well as all the terms containing . We note that formal justification for neglect of these terms requires the solution of the perturbation equations. With the solution in hand, it is straightforward to show that these terms are small as a consequence of inequality (6) (this is demonstrated in the appendix). The simplified system of (12)–(14) is
The corresponding boundary conditions [(17)] are
Now, further simplify this system of equations by introducing the streamfunction of the flow in the plane :
When , this system returns to the Craik–Leibovich model, as expected. In that model, changes in the initial horizontal current are mainly caused by the advective term , produced by the growing circulations. In principle then, both mechanisms for instability might operate simultaneously. In the case considered here, the mechanism of instability caused by the effect of the bubbles on near-surface turbulence is prevalent and an analytical solution of the instability problem can be obtained and examined. To obtain such a solution, the advection term in (18) must be neglected. While it is shown in the appendix, based on data from Smith (1992), that for some relative changes of the eddy viscosity due to the presence of the bubbles (for the higher end of the obtained estimates), this term is small compared to the last term in (18); in general, the terms are of the same order. Nevertheless, the changes in horizontal velocity caused by the vertical advection term occur well below the surface, at the depth of about (as estimated in the appendix), where is the characteristic vertical scale of the initial current. Therefore, the vortex force in (19) and (20) that drives the developing circulations is significantly smaller for changes in due to the vertical advection term than for changes caused by effect of the bubbles that occur near the surface, since the Stokes drift (and the vortex force) decreases exponentially with depth. For example, at the depth on the order of several meters and wavelength of the surface waves of 30 m [an estimate from the paper by Smith (1992)], the Stokes drift is lower by more than an order of magnitude compared to its value at the surface. For shorter surface waves, the decrease in the vortex force is even more dramatic. Therefore, in the current analysis we neglect the advection term in (18). In addition, the term (which can be estimated as ) is small compared to in the brackets in (18) under condition (7) and is neglected as well. Finally, a simplified system of equations, with boundary conditions at the surface that describes the evolution of perturbations leading to the generation of LC is obtained:
The value of in (23) is taken at the surface , since it changes little within the thin layer containing the bubbles. The last term in (24) is a combination of derivatives of the components of the vortex force in (19) and (20). The value is the derivative of the Stokes drift velocity with respect to and is derived from expression (3):
3. Approximate solution for growing perturbations
To obtain the relationship between the growth rate and the characteristic scale of the perturbations, to find the scale that corresponds to the fastest growth rate, and to examine the structure of the evolving circulations and their dependence on depth, we introduce
into (23)–(25) under boundary conditions (26) with the understanding that the perturbations vanish at large values of depth. Here, is growth rate of the instability, is the spanwise wavenumber, and are complex functions of , and is a complex number. Equation (23) for with the boundary condition at the surface for given , takes the form:
Under the condition specified in (7), where the layer with bubbles is thin compared to the horizontal and vertical scales of the perturbations, we have . The first term in the brackets of expression (31) can be neglected and the denominator simplified to give an approximate expression for , as a function of , as
For a reduction in eddy viscosity, is negative, and (32) shows that the velocity perturbation along the wind-driven current increases linearly with bubble concentration.
From (25) for a given value of , we find the simple expression for concentration:
Here, is the derivative of at the surface, which, according to (22), is the horizontal spanwise surface velocity, and is a normalized coefficient of diffusion relative to one. Expression (33) indicates that perturbations of transverse velocity and of concentrations of the bubbles are shifted relative to each other by a quarter of the spanwise period ; their phases are in quadrature ().
with boundary conditions
Equations (34)–(37) describe the structure of the developing transverse circulations. The value , in expression (37), has the dimensions of a wavenumber, and we will show that this value defines the characteristic scale and, correspondingly, the rate of growth of LC.
The right-hand side of expression (34) for the streamfunction is stated now as a function of its own derivative at the surface, which is the transverse velocity [see (22) and (36)]. Assuming that the wavelength of the surface waves is much greater than the thickness of the layer containing the bubbles (), we neglect the second term in the exponent in the right-hand side of (34). The solution of simplified (34), which satisfies boundary condition (35) at the surface, is
For and , an approximate expression for the streamfunction, which can be used in the region away from the surface, is
Here, the last term in expression (38) is neglected as it is small in comparison to the other two terms everywhere except in the surface layer to the depth . The derivative of the streamfunction represents the spanwise velocity of the perturbations and can be found from (39):
It should be noted that this approximate expression [(40)] is valid even at the surface, as the inaccuracy introduced by neglecting the last term in (38) is not significant. That term is only required to satisfy the boundary condition (35) exactly, which requires the second derivative of the streamfunction to be equal to zero at the surface. In fact, the approximation given in expression (39) satisfies the boundary condition when the amplitude of the streamfunction is equal to zero at the surface (). This approximate expression [(40)] will be used to study the structure of the circulation’s streamlines later in the text.
Here, we note that (33), (39), and (40) confirm that the perturbations are indeed the circulations. Specifically, the horizontal component of the velocity, described in expression (40) as a function of , changes sign at some depth. It is also clear, from expression (33), that the amplitude of the spanwise velocity of the perturbation at the surface is related to the amplitude of the change in the concentration of bubbles. Specifically, at the surface, the transverse velocity as a function of [see (28)] changes its sign at the point of maximum bubble concentration, since the phases of these values are in quadrature. Thus, the circulations described by expression (39) converge at the region of maximum bubble concentration and, correspondingly, around the jet of the perturbed current in the direction.
By using expressions (36) and (40), a relationship between the growth rate of the developing circulations and their characteristic spanwise scale can be obtained. Substituting (36) and (37) into (40), making equal to zero, and canceling on both sides, gives
The value is a function of both the LC wavenumber and its growth rate according to the definition presented in the text below expression (30):
Thus, the solution of equations (41) and (42) provides the relationship between and . Our interest is in determining whether or not the algebraic equations (41) and (42) provide for a maximum circulation growth rate , with a characteristic wavenumber , and, if so, what the values are. As a closed-form analytical solution is not available, we introduce a parameter , such that , , and
From (41) we have
while from (42), we obtain
Expressions (44) and (46) represent both and as functions of and the three parameters , , and . Extrema of the function correspond to the points where its derivative equals zero, which may be written with respect to the parameter as
For the derivative (47) to be zero, either its numerator has to be zero or its denominator must go to infinity. As the magnitude of the coefficient , introduced in expression (33), can be only in the range and with , the denominator of (47) [the derivative of (43) with respect to ] does not have singularities and condition (47), for the extrema of , becomes
The solution of (49) provides the extrema for , as a function of the parameter . It can be verified numerically that (49) has only one real root in the interval for all values . Correspondingly, the rate of growth of the circulations as a function of has only one extremum, a maximum, since according to (46) the value is positive except at an of one or infinity, where it is zero. Expression (44) demonstrates that the wavenumber of the growing circulations is a monotonic function of . That means that the function , represented parametrically by expressions (44) and (46), also has only one maximum as shown in Fig. 1. In the figure, the normalized values of the growth rate and wavenumber are used, where
It is now clear that the model developed in this paper, unlike previous models, provides the particular characteristic scale of the LC that correspond to the highest rate of growth of the circulations . The values of and are functions of parameter and can be easily found numerically from (44) and (46) using the function , which in turn is found from (49). The functions , , and are plotted in Fig. 2. Figure 2 shows that both the most unstable wavenumber and highest growth rate of circulations are greater for smaller values of and, correspondingly, for smaller coefficients of bubble diffusion . The value of is not known. As the horizontal “diffusion” of bubbles is caused by the turbulence in the same way as is the diffusion of momentum (eddy viscosity), we assume that and are equal and thus the normalized coefficient of diffusion relative to one is
Here, and . Expressions (53) will be used for comparison of the predictions of the model with the experimental results.
The streamlines of the circulations in the plane are shown in Fig. 3, where and are normalized horizontal spanwise and vertical coordinates. The streamlines in Fig. 3 are plotted based on expression (39) multiplied by the function that describes the change of perturbations in the spanwise direction. The plot shows only the structure of the streamlines (contour lines of streamfunction), since, for simplicity, the streamfunction is normalized such that
In addition, only one-half of the paired circulations is shown. The depth of the center of the circulations , where the velocity is zero, can be found by using the definition of the streamfunction (22) and by setting the derivative of expression (54) with respect to the vertical coordinate to zero as
The maximum vertical velocity of the circulations, that is, the derivative of expression (54) with respect to the horizontal coordinate, also occurs at the depth .
An important parameter observed experimentally, but not previously described theoretically, is the aspect ratio of the Langmuir rolls. This parameter is defined as a ratio of the half-spacing of the LC to the depth of the rolls. For the case of LC in nonstratified water, this ratio is reported to be close to one (Leibovich 1983; Smith 1992). The circulations presented in Fig. 3 correspond to the case of no stratification and clearly have the aspect ratio of about one. It should be noted that the aspect ratio of developing circulations were observed in numerical simulations based on the Craik–Leibovich model (e.g., Leibovich and Paolucci 1981; Kukulka et al. 2009; Tejada-Martinez et al. 2009) and this ratio can be on the order of one. Nevertheless, the aspect ratio in these simulations depends on the parameters used and, more importantly, changes significantly as the circulations develop. According to the model presented in this paper, the fastest-growing LC in nonstratified fluid always have the same aspect ratio of one.
Another parameter of LC found experimentally (Weller and Price 1988; Smith et al. 1987) is the pitch , which is a ratio of the surface downwind jet velocity to the maximum downwelling velocity. This parameter is discussed in detail by Li and Garrett (1993), who estimated its value from available experimental data to be about 1.5 or higher. At the same time, they pointed out that the maximum value of the pitch predicted by the Craik–Leibovich model is less than 0.5. Thus, according to the currently accepted theoretical model, the downwind current strength is significantly smaller than the downwelling velocity, which is in contradiction to experimental results.
The value can be easily found from the results obtained in the current paper. The surface jet velocity is defined as the difference between the surface velocity in the wind direction at the regions of convergence (the jet) and the regions of divergence (the wake) (Li and Garrett 1993). Therefore, this value is twice the perturbation amplitude of the surface velocity in the current model, which is given by expression (32). The pitch can be expressed as follows:
where the subscripts represent maximal values of the perturbation velocities and . This ratio can be found by using expression (32) for and expressions (28) and (39) to derive as the derivative of streamfunction with respect to spanwise coordinate . Taking into account expressions (36) and (37), the pitch can be expressed as follows:
From (57), it is clear that the ratio of the downwind jet to downwelling velocity depends on the eddy viscosity, the thickness of the upper layer containing the bubbles, and the derivative of the Stokes drift at the surface, which is .
4. Discussion of theoretical predictions and experimental data
The theoretical results derived from the model of LC developed in this paper qualitatively explain many of the observed features of the developing circulations. As a first test of the validity of the model, we consider its predictions based on the experimentally observed relationship between the spacing of the circulations and the rate of their growth. To do this, we turn to the experimental study by Smith (1992) in which details of the birth and evolution of the LC were observed. As an initial state, Smith (1992) reports surface waves but no LC under a relatively strong wind of about 8 m s−1 that had been blowing steadily for several hours. When the wind speed abruptly changes from 8 to 13 m s−1 (over 1 min), the LC develop in approximately 10 min from the initial increase in wind speed. Coincidentally and independently, a significant increase in the intensity of the surface waves occurs at the same time as the increase in the wind speed: strong long surface waves come to the area of the observations. The spacing of the LC that is first observed is about 15 m, though within 2 h, the LC spacing increases gradually to roughly 100 m. During this period, the depth of the mixed layer created by LC increases at roughly half of the rate of increase of the spacing.
Using these values, the magnitude of the eddy viscosity can be estimated. If the model that produces the relationship between the growth rate and spacing of LC [(45)] is valid, then the magnitude of turbulent viscosity should be in the range that corresponds to the experimental conditions. In the case described by Smith (1992), the observed spacing, , of dominant LC was 15 m with characteristic time of the development of the LC (inverse of the growth rate ) of about 10 min from the onset of the strong wind to about 100 m for a time of LC development less than 2 h. We may find the eddy viscosity from expression (45):
Using the value of from (52) and the values of and estimated from the experimental data, we find that at the beginning of the generation of LC, the eddy viscosity is about , and at the end of the considered time interval it is about . We note that these values of the eddy viscosity are reasonable for the relatively strong storm conditions of the observations. If the coefficient of diffusion of the bubbles is higher than the eddy viscosity (we assumed that they are equal), then ; from Fig. 2, the magnitude of is larger than that given by expression (52), and the estimates of viscosity obtained above can be significantly lower. Some indications that is larger than 1 can be inferred from the experimental data (Smith 1998).
The increase of the eddy viscosity with time is a result of the intensive wave breaking induced by the significant increase of the wind speed. The increase of turbulence in the upper ocean due to the wave breaking has been extensively studied [see, e.g., the discussion in the paper of Sullivan and McWilliams (2010)], but a full description of this phenomenon is not yet available. A second feature of the wave breaking is the creation of bubbles. In our model, it is the concentration of these bubbles in the convergence (jet) regions of the flow and the subsequent local reduction in the eddy viscosity that triggers the LC instability.
The increase in eddy viscosity due to the wave breaking explains the observed growth of LC spacing during the interval of observation. The evolution of LC from smaller to larger scales after the initial stage of generation is commonly observed (Leibovich 1983). An initial stage follows a strong increase of the wind that causes a sharp increase in the bubble concentration. Thus, relatively small-scale LC with a high growth rate are generated initially. With time, both the concentration of the bubbles and the eddy viscosity increase gradually. If we assume that they increase at comparable rates, then according to expression (37) the spacing of LC, which is inversely proportional to the characteristic wavenumber , will also increase. Indeed, the value of is proportional to , , and . The last value is inversely proportional to , as shown below. Thus, K will decrease with time and the spacing of LC will increase. We may also estimate the parameter to find the change of eddy viscosity due to the presence of bubbles that is required in the model from expression (37), which we modify as
Here, the value in (37) is replaced by its more general expression: the derivative of the Stokes drift velocity with respect to the vertical coordinate . We do this because an estimate of this parameter is given by Smith (1992) from the experimental data: . The derivative of the wind-driven current can be estimated from the boundary condition [(4)] , where is the wind stress applied to the surface. For the wind speed of 15 m s−1 the value is about 0.3 N m−2 (see, e.g., Phillips 1977). The parameter can be expressed from (53) as . At the beginning of the observation, we estimate the wavenumber of the fastest-growing LC for a spacing of 15 m and an eddy viscosity of and a characteristic thickness of the layer containing the bubbles of 1 m. For these values, expression (59) gives . At the end of the observation, we take a spacing of 100 m and the eddy viscosity of and get . Thus, the required change of eddy viscosity due to the effect of bubbles on the turbulence is very small, less than a percent.
We note that the value of pitch, estimated for the same parameters in (57), is about . This value is in good agreement with the generally observed values (Li and Garrett 1993). In addition, the aspect ratio for the LC computed in this paper for a nonstratified case is close to 1, which also corresponds to the value experimentally observed (Smith 1992). A crucial role of the bubbles in the development of LC is supported by another experimental study conducted by Smith (1998). A detailed analysis of this experiment will be the subject for an additional paper. Here, we mention one observed phenomenon that can be best explained with the model presented in this paper. It is known that, when the wind is slowly changing its direction, the Langmuir circulations do not exactly align with the wind. The effect observed by Smith (1998) is that during the change in the wind direction there is a difference between the directions of the rolls and the bands of bubbles. This difference cannot be explained if the bubbles are considered as simple tracers, as in the previous models, and not considered as an active part of a mechanism of the generation of LC.
We have examined the onset and evolution of Langmuir circulations using the hypothesis that the turbulent eddy viscosity may be locally reduced by an accumulation of contaminants such as bubbles, surfactants, or particles. For simplicity, we have focused here on bubbles. The reduction in eddy viscosity due to the presence of bubbles has been studied for decades as a means of reducing drag in wall-bounded shear flows. Accumulation of bubbles near the surface may be a result of wave breaking, due to an increase in wind speed. Regions with a higher concentration of bubbles will be driven faster by the wind, becoming surface jets. Interaction of these jets with surface waves produces a converging circulation around the jet, further concentrating bubbles and initiating the instability.
This analysis permits, for the first time, the calculation of a dominant characteristic scale for the developing LC with the highest growth rate. The scale of the fastest-growing LC is found to be a function of the concentration of bubbles in the near-surface layer, the surface current shear (wind shear), the Stokes drift created by the surface waves, and the eddy viscosity. Exercising the model based on the observations of Smith (1992) allows us to demonstrate that the calculated eddy viscosities are reasonable for the sea state described in the experiments and that only a very small change in the eddy viscosity is needed to trigger the instability. In contrast to earlier models, we show here that the maximum perturbation of the wind-driven current occurs at the surface and not below it. The measured ratio of the perturbation of the along-wind horizontal velocity to the vertical velocity created by LC (the pitch) and the aspect ratio of the Langmuir rolls are in reasonable agreement with the experimental data.
The analytical solution of this problem required many simplifications. The vertical advection, which affects the wind-driven current, was neglected here and has to be taken into account. More complete turbulence models, for both momentum and bubble concentration, should also be used. Therefore, a study of the nonlinear stage of development of LC will likely require direct or “large eddy” numerical simulations. Although the reduction of turbulence by the presence of bubbles, surfactants, and some particles has been thoroughly documented in wall-bounded shear flows, experimental work on the influence of bubbles on the turbulence in the surface layer of the ocean is needed. In this regard, the recent work of Gemmrich (2012), which experimentally confirms the suppression of turbulence by near-surface bubbles, is significant and may provide the basis for improving the simple model used here. Also of interest is the effect of wind amplification of circulations caused by the interaction of near-surface currents, such as ship wakes, with surface waves (Basovich 2011).
The author is extremely grateful to the President of Cortana Corporation, Mr. K. J. Moore, and to Professor Steven Deutsch for invaluable help in the improvement of the paper in both technical clarity and style of the presentation.
Conditions for Neglecting Small Terms in Simplified Model Equations
Some small terms were neglected in the derivation of a simplified system of equations, which describe the evolution of the perturbations that lead to the generation of Langmuir circulations. Justification for this simplification is provided herein.
- The condition of the third term on the right-hand side of (12) being much smaller than the last term is (11), we have (32), we get (A2) and (A3) into expression (A1) and noticing that in the right part of the obtained inequality in the narrow upper layer can be replaced with its value at the surface , we retrieve expression (6):
- There are three terms containing derivative and derivatives of the perturbation velocity components in (13) and (14) that were neglected. The conditions of neglecting these terms can be derived using the solutions found in the paper. Here, we derive the condition for the term in (14) being small compared to the component of the vortex force. From the second expression (22), the derivative of vertical velocity near the surface is is found from (11), and value of the can be expressed from the solution (32). Thus, the condition (A7) can be further simplified. We substitute the amplitude of the perturbation of concentration of the bubbles from (33), assuming that , and express the product of as a function of the parameter from expression (37). Recalling from (53) that , we have the simple condition (6) and (7). Conditions similar to (A8) can be derived for neglecting the two other terms containing in (13).
- The condition of neglecting the vertical advection term in (18) is is the characteristic vertical scale of the surface current [see (7)]. The absolute value of the vertical velocity is is reached roughly at the depth . From expression (33), it follows for that (A12) into (A11) and then the result of this substitution into (A9), we get the following condition (A13) means that the maximum advection term is smaller than the term related to the change of concentration of the bubbles. This condition is rather strong, considering that the right-hand side of inequality (A13) is already small according to expression (6). We estimate two sides of inequality expression (A13) using experimental data obtained by Smith (1992). For characteristic scales of developing circulations , of tens of meters and of initial current of several meters the left-hand side of the inequality (A13) is on the order of . Estimates of the value of , according to expression (59), discussed in the paper are between and , so that for the higher estimate of the condition (A13) can be satisfied. Clearly, for a higher value of and a lower value of the condition is satisfied for a smaller change in the eddy viscosity . It should be noted though that it is not a necessary condition for the described mechanism to work and is introduced only with the goal of simplifying the analysis of the model equations. Full numerical analysis of the model equations will be required to include the advective term into the solution. Nevertheless, qualitatively it is clear that taking this term into account would only enforce the instability, since the vortex force due to the flow change caused by advection also amplifies the circulations.
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s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107888931.67/warc/CC-MAIN-20201025100059-20201025130059-00058.warc.gz
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CC-MAIN-2020-45
| 48,016 | 84 |
https://forums.adobe.com/thread/1166015
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math
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I know this is probably a really stupid question. But after looking online and at the table palette... I still can't figure it out! In Quark, I can "maintain the geometry" of a table by clicking a box. That way, I can change the width or height of rows and columns... without changing the overall size of the table itself. How do I lock down the overall size of a table in InDesign? Thanks...
@Julie – you can change column width by alt + shift + dragging left or right cell sides without changing the overall size of the table.
For other table goodies see:
Hope that helps!
Thanks! I really appreciate it. I knew it was something simple... I guess I just didn't use the right search phrase.
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s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084891316.80/warc/CC-MAIN-20180122113633-20180122133633-00776.warc.gz
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CC-MAIN-2018-05
| 693 | 5 |
https://kitabrabta.com/author/dr-shahzada-m-a-butt
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math
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Your Cart is empty
I have always imagined that Paradise will be a kind of library - Jorge Luis Borges
Umrah Guide By Dr Shahzada M A Butt. This book is written by Dr Shahzada M A Butt for people who are going for Umrah. This book is a good guide book.
Shipping Weight: 500
Rs: 238 Rs:160
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s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662675072.99/warc/CC-MAIN-20220527174336-20220527204336-00718.warc.gz
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CC-MAIN-2022-21
| 299 | 5 |
https://puzzling.stackexchange.com/questions/36208/the-origin-me-is-kind-of-cute
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math
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I think you are probably
a Rubik cube.
I am around 40 years old, though I was actually born in 1980.
Rubik's patent goes back to 1975, about 40 years ago. The first batch of exports actually called "Rubik's Cube" was in 1980.
I twist your mind like you did to me.
It's kinda braintwisting, and you use it by "twisting" the faces relative to one another.
I come in many forms, thou the origin me is kind of cute.
After the 3x3x3 cube, there were all kinds of variants of different shapes and sizes. I'm not quite sure why "the origin me is kind of cute" -- perhaps because before the Rubik 3x3x3 there was a smaller 2x2x2 that never really took off? Or because "cute" and "cube" are alike?
You might think i am divided by 27, but it's actually 26.
It's a 3x3x3 cube and 3x3x3=27, but there isn't actually a centre piece: there are 26 "outer" cubelets that are held together by hidden protrusions in a rather clever way. (Though I think there are other mechanisms that do use a central piece somehow.)
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s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964359976.94/warc/CC-MAIN-20211201083001-20211201113001-00139.warc.gz
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CC-MAIN-2021-49
| 999 | 10 |
http://mathforum.org/t2t/discuss/message.taco?thread=19028&n=2
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math
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To: Teacher2Teacher Public Discussion
Subject: Slide Rules
You can buy used slide rules on EBAY because every engineering student used to own one. I recently donated 3 or 4 slide rules to a church yard sale. So, they are still around. But make sure you get an instruction manual with it. I still have a 6 inch K&E. In college chemistry, our professor wanted us to use a circular slide rule (that was before calculators). They are the same idea as a straight rule, but you don't run off at the ends. The circular rule was very good for solving ratio and proportion which are common in chemistry and also physics. For example, 3 is to 4 as 6 is to x For the circular, place the short hand on 3 and the long hand on 4. Without changing the spacing between the hands, put the short hand on the 6. The long hand will be over the 8. But even then, slide rules are not too useful for simple arithmetic. You need to know something about logarithms, exponents and powers of 10 etc. Most circular rules were 4 inches in diameter, but I have seen them as large as 10 inches. For the straight rule, you have a slip stick and a slide, but the idea is the same but takes a bit more thinking. And of course, you still need to learn about logarithms and powers of ten, exponents etc, to become proficient. Slide rules are more for science and engineering and not for arithmetic. But they have been replaced by calculators, spreadsheets, computers, etc. Most or all computers have a scientific calculator as part of the basic software.
Math Forum Home || The Math Library || Quick Reference || Math Forum Search
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s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794865809.59/warc/CC-MAIN-20180523200115-20180523220115-00414.warc.gz
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CC-MAIN-2018-22
| 1,594 | 4 |
http://www.datasheetq.com/search.jsp?q=ZR12D
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math
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Integrated circuits, Transistor, Semiconductors Free Datasheet Search and Download Site
|Match, Like|| ZR12D
|Start with|| N/A|
ZR12D [PRECISION 1.25 VOLT MICROPOWER VOLTAGE REFERENCE ]
The ZR12D uses a bandgap circuit design to achieve a precision micropower voltage reference of 1.25 volts. The device is available in a small outline SOT23 surface mount package, ideal for applications where space saving is important.
• Small outline SOT23 package
• No stabilising capacitor required
• Typical TC 30ppm/°C
• Typical slope resistance 0.65Ω
• ± 3% tolerance
• Industrial temperature range
• Operating current 50µA to 5mA
• Transient response, stable in less than
• Alternative package options and
tolerances are available
• Battery powered and portable
• Metering and measurement systems.
• Data acquisition systems.
• Precision power supplies.
• Test equipment.
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s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267158429.55/warc/CC-MAIN-20180922123228-20180922143628-00169.warc.gz
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CC-MAIN-2018-39
| 895 | 20 |
http://mathoverflow.net/questions/88426/mappings-preserving-convex-compactness
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math
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Let $H$ be a Hilbert space.
How can one describe continuous mappings $F:H \to H$ that satisfy the following condition:
There exist two elements $c$, $F(c) \neq c$ and a convex compact $M$ containing $c$ and $F(c)$ such that $F(M)$ is convex.
Of course, $F(M)$ is also compact since $F$ is continuous.
Thank you very much in advance!
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s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783394937.4/warc/CC-MAIN-20160624154954-00076-ip-10-164-35-72.ec2.internal.warc.gz
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CC-MAIN-2016-26
| 332 | 5 |
http://gis.stackexchange.com/questions/tagged/maps+data
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math
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For an presentation I need an example of a map which contains very much information. The map should : respect basic cartographic principles. contain as much quantitive and/or qualitive information ...
I'm interested in examining basic dimensions of city size, primarily area (though population would also be of interest) from the earliest possible records. It does not matter where the city is in the ...
I'd really like a seamless service of the Canadian topo maps, similar to ArcGIS Online USA Topographic Maps, http://www.arcgis.com/home/item.html?id=4ee3622f0bfd41eea55ffa83aaf31a9f If there is no ...
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s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1405997862711.66/warc/CC-MAIN-20140722025742-00084-ip-10-33-131-23.ec2.internal.warc.gz
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CC-MAIN-2014-23
| 605 | 3 |
https://studentshare.net/miscellaneous/289215-management-accounting-master-research-paper
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math
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In case the extra production is into going to be consumed by Division B, additional marketing efforts should be undertaken to identify new customers.
From the calculation above, it can be said that, the total number of operating hours during the year was 12300. The total number of operating hours taken by Operation 2 is 9144 hours. The difference between the total operating hours and the time taken for operation 2 is 3156 hours. If an operation 1 takes 4 hours, then it can be calculated that 789 operation 1 was done during the year.
From the information given, it can be understood that, the total cost were 22,554,525. Out of this amount the fixed costs are 18,000,000. The difference between the two is 4554525 which is the total variable cost.
As mentioned above the total variable cost of operations 2 is 2838450. There were 1905 operations 2 done during the year. Hence, the variable cost per operation 2 is calculated by dividing the total variable cost by the number of operations which is, 1490.
Currently the fixed overheads are absorbed by operation 1 and 2 on the basis of time taken for an operation. The total time taken for both the operations is 12300 hours and the total fixed costs are 18000000. If it is assigned based on the time taken for Op 1 and Op 2, then the fixed overheads for operation 1 is 4618537 and for operation 2 is 13381463. ...Show more
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s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187820466.2/warc/CC-MAIN-20171016214209-20171016234209-00506.warc.gz
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CC-MAIN-2017-43
| 1,377 | 5 |
http://matematica.unipv.it/it/appuntamenti/s424
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math
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Sala Riunioni al piano C - Mercoledì 8 Marzo 2017 h.15:00
Abstract. Few examples of irreducible holomorphic symplectic manifolds are known.
For every even number $2n>2$, two deformation equivalence classes of dimension 2n were exhibited by Beauville in 1983: the Hilbert scheme of n points on a K3 surface and the Kummer generalized variety of dimension 2n of an abelian surface.
About 20 years ago O'Grady discovered two more examples in dimension 6 and 10.
Apart from these, no other example is known up to deformation.
In this talk I will recall the definition of the O'Grady 6 dimensional example and I will give a new way to construct it that allows to compute its Hodge numbers.
This is a joint work with G. Mongardi and G. Sacca'.
Università degli Studi di Pavia -
Via Ferrata, 5 - 27100 Pavia
Tel +39.0382.985600 - Fax +39.0382.985602
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s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218205046.28/warc/CC-MAIN-20170322213005-00135-ip-10-233-31-227.ec2.internal.warc.gz
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CC-MAIN-2017-13
| 844 | 10 |
http://www.librarything.com/work/13267405
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math
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Click on a thumbnail to go to Google Books.
No current Talk conversations about this book.
References to this work on external resources.
Wikipedia in English
Amazon.com Product Description (ISBN 0387887563, Hardcover)
Algebraic Cryptanalysis bridges the gap between a course in cryptography, and being able to read the cryptanalytic literature. This book is divided into three parts: Part One covers the process of turning a cipher into a system of equations; Part Two covers finite field linear algebra; Part Three covers the solution of Polynomial Systems of Equations, with a survey of the methods used in practice, including SAT-solvers and the methods of Nicolas Courtois.
Analytic Combinatorics, and its application to cryptanalysis
The equicomplexity of linear algebra operations
Factoring integers via the quadratic sieve, with its applications to the cryptanalysis of RSA
Algebraic Cryptanalysis is designed for advanced-level students in computer science and mathematics as a secondary text or reference book for self-guided study. This book is suitable for researchers in Applied Abstract Algebra or Algebraic Geometry who wish to find more applied topics or practitioners working for security and communications companies.
(retrieved from Amazon Thu, 12 Mar 2015 18:25:46 -0400)
No library descriptions found.
RatingAverage: No ratings.
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Become a LibraryThing Author.
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s3://commoncrawl/crawl-data/CC-MAIN-2016-22/segments/1464049276964.14/warc/CC-MAIN-20160524002116-00226-ip-10-185-217-139.ec2.internal.warc.gz
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CC-MAIN-2016-22
| 1,392 | 15 |
https://ricerca.uniparthenope.it/handle/11367/56672
|
math
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Nowadays, recursive filters (RFs) are frequently used in several research fields. More in particular, Gaussian RFs offer a more efficient way for computing approximate Gaussian filters and Gaussian-based convolutions. The use of such recursive filters introduces many sources of errors. Among them, here we consider the filter truncation error, that is the error due to the transition from the starting filter operator to the RF approximating it. Since input and output signals have infinite dimensions, the analysis of the related filter operator involves infinite matrices. In this paper, starting from a summary of the comprehensive mathematical background, we consider the case of the first-order Gaussian recursive filter. Then, taking into account the matrix form of the related operator, we perform the error analysis and provide theoretical results that estimate the filter truncation error.
File in questo prodotto:
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s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500641.25/warc/CC-MAIN-20230207201702-20230207231702-00355.warc.gz
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CC-MAIN-2023-06
| 970 | 3 |
https://studdy.ai/shared-solution/3b2b6dc2-ef20-4b9d-a6be-2aac76352669
|
math
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How many sodium atoms are present in one mole of sodium chromate? Na₂ CrO4 A. 4.2 x 1024 atoms C. 1.2 x 1024 atoms B. 6.0 x 1023 atoms D. 2.4 x 1024 atoms
Assumptions1. We assume that the formula of sodium chromate is correct, Na₂Cr₄, meaning there are two sodium atoms in each formula unit of sodium chromate. . We assume Avogadro's number to be6.022 x10²³, which is the number of atoms in one mole of any substance.
We know that one mole of sodium chromate contains two moles of sodium atoms. This is because the subscript '2' in Na₂Cr₄ indicates there are two sodium atoms in each formula unit of sodium chromate.
We can calculate the number of sodium atoms in one mole of sodium chromate by multiplying the number of moles of sodium atoms by Avogadro's number
Substitute the number of moles of sodium atoms (which is2, from2) and Avogadro's number into the above equation
After performing the calculation, we find that the number of sodium atoms present in one mole of sodium chromate is approximately1.2 x10²⁴ atoms.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100555.27/warc/CC-MAIN-20231205172745-20231205202745-00523.warc.gz
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CC-MAIN-2023-50
| 1,036 | 6 |
https://www.physicsforums.com/threads/shortest-distance.200864/
|
math
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shortest distance?? 1. The problem statement, all variables and given/known data find the shortest distance of y=x^2 from (4,0) 2. Relevant equations 3. The attempt at a solution if y=x^2, then y'=2x where x=4 the slope is 8 the solution is y=8(x-4) if that is the tangent line \, the normal line would be y=(1/8)(x-4) after that.. i'm stuck!!
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s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257646914.32/warc/CC-MAIN-20180319120712-20180319140712-00389.warc.gz
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CC-MAIN-2018-13
| 343 | 1 |
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