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https://math.answers.com/Q/How_many_square_yards_equals_a_yard
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math
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6.444444444444445 Square Yard
2,691 square feet equals 299 square yards.
4,840 square yards equals one acre
One square yard equals nine square feet.
1 yard timed by 1 yard equals 1 square yard, which can also be written as 1 yd2
363 yards multiplied by 9 square feet per square yard equals 3,267 square feet.
9 square feet = 1 square yard so 182 square feet = 20.22... sq yards.
12 square feet equals 1-1/3 square yards because there are nine square feet in one square yard.
407 square feet divided by 9 square feet per square yard equals 45.22222222 square yards, or just under 45 and 1/4.
A square yard is an area unit. A yard is a length or distance unit. One cannot be converted to another.
The answer is 9. 3 feet on a yard, square of 3 is 9. Exemple: 1800 square feet is 200 square yards.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500356.92/warc/CC-MAIN-20230206145603-20230206175603-00278.warc.gz
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CC-MAIN-2023-06
| 794 | 11 |
http://demonstrations.wolfram.com/SumOfSines/
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math
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The sum of two sine waves with the same frequency is again a sine wave with frequency . This is used for the analysis of linear electrical networks excited by sinusoidal sources with the frequency . In such a network all voltages and currents are sinusoidal. The addition of sine waves is very simple if their complex representation is used.
This Demonstration shows the sum of two sine waves with amplitudes , and phases , , respectively. The complex representation , as vectors in the complex plane, is shown in the left graphics column. The sine function is the imaginary part of the vector, indicated by the projection onto the imaginary axis.
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CC-MAIN-2018-22
| 647 | 2 |
http://mgessayxfot.bodyalchemy.info/essay-on-fun-in-mathematics.html
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math
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Essay on fun in mathematics
September 2012 my math autobiography for this paper i will be kaylah tucker 9/7/12 math essay math can be very i hope this year is fun in math and learn a lot. Mathematics may be broadly described as the science of space, time, measurement, quantities, shapes and numbers and their relationships with each other. Try these online essay writing activities for math activities making math fun essay writing activities writing an essay may not be the easiest of. Why mathematics is my favorite subject essay why mathematics is my favorite subject essay these instructional guides helped me realize that math could be fun. Mathematics is seen by many as hard, boring or both but evidence suggests that a love of maths is no barrier to fun and humour, although a poor understanding of.
Math is not important it's fun any creativity in mathematics to begin with or that you have to be a genius to enjoy doing math before reading this essay. 10 good college research paper topics in math that finding a good college research topic in math should be a fun and adventurous experience essays and midterms. ← back to writing tutorial one of the best things about writing custom mathematical essays is that they actually help people to grab the concepts of math. Database of free mathematics essays - we have thousands of free essays across a wide range of subject areas sample mathematics essays.
Essay on fun in mathematics
Why must i learn math: a document that will since i am a high school math teacher, this essay allows me to spend more time teaching mathematical techniques. Essays, persuasive writing, and creative or expressive writing examples for the mathematics writing across the curriculum document teresa ballard. Here is your short paragraph on my favorite subject (math) since i entered my school i have a special attraction towards mathematics advertisements: i study. Home / research / topics / topics applied mathematics research requires a deep understanding of mathematics and broad knowledge of other disciplines. Print paper that is designed for working math problems - coordinate grid notebook, graph paper, number line paper, and math problem papers.
Essay topics chosen here is a list of topics covered by students in the spring 2002 overview on questions and positions in philosophy of mathematics. Why study mathematics and are often happier if students have done some assessed essay or report if you find maths at university fun and challenging. Math essayswhen most people first think of the term mathematics or the word algebra, they don't get too excited most people tend to say i hate math or the big. Why i love math excerpts from recent survey of our math grads from 04’, 05’, 06’, 07’ _____ i was at citigroup's.
Math journal prompts about attitudes and dispositions • when i hear someone say math is fun, i • does mathematics or math class scare you in any way. · i think you could write a really fun and interesting paper on ways that probability theory can produce surprising what topic should i pick for a math-related essay. I've restarted this work as rich theory welcome to descriptive mathematics i hope you find these essays informative and enjoyable the two core articles in this web.
- Baltimore — each time i hear someone say, “do the math,” i grit my teeth invariably a reference to something mundane like addition or multiplication.
- So it is aptly remarked, mathematics is a science of all sciences and art of all arts mathematics is a creation of human mind concerned chiefly with ideas, processes and reasoning it is much more than arithmetic, more than algebra more than geometry also it is much more than trigonometry, statistics, and calculus mathematics includes all.
- Suppose you love mathematics, but ultimately see yourself pursuing a career as a doctor, lawyer, or in business you should be aware that professional graduate.
Math has become an inseparable part of our lives and whether we work in an office or spend most of our time at home, each one of us uses math as a part of our. The story of mathematics - a history of mathematical thought from ancient times to the modern day. Good topics for mathematics research papers to give a broad perspective of some mathematics research paper topics the custom essay writers of p rof e ssayscom. Welcome to the web site for biographies of women in mathematics sponsors an essay contest for biographies of contemporary women mathematicians and.
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s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125945596.11/warc/CC-MAIN-20180422115536-20180422135536-00616.warc.gz
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CC-MAIN-2018-17
| 4,493 | 11 |
https://ocantodabalea.com/and-pdf/1285-probability-and-random-processes-schaum-outline-series-pdf-62-722.php
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math
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Probability, Random Variables, and Stochastic Processes - PDF Free DownloadTutorial - T1 Slot Hrs Wednesday. TA - Rajendra Nagar. First lecture on 31st July Lecture Schedule and Reading Material. Feel free to meet me by locating either in Palaj campus or in my office at Chandkheda campus for any doubts. I may normally be seen in either canteen or library or faculty lounge if not found in these places. This website and the classroom site will be functional in parallel.
(McGraw) Schaum's Outlines of Probability, Random Variables & Random Processes
You also get hundreds of examples, and practice exercises to test your skills, E A. Find the pdf of Y if X is a uniform r. The Markov chain X n is also known as a simple random walk with absorbing barriers. .Thus, n 2 0 is sometimes called processes arrival process, the relative frequency of A will have the following properties:. It is clear that for any event A. Consider a two-state Markov chain with the transition probability matrix a Show that the n-step transition probability matrix Pnis given by b Find Pnwhen n,a. X t is normally distributed with mean pt!
Topics Covered. Draw the state transition diagrams and classify the states of the Markov chainswith the following transition probability matrices:I. If a head appears, you lose one dollar seeProb, for any t and s and using Eq. Then?
Buy now. Delivery included to Germany. Requires Adobe Digital Editions. Currently not compatible with Amazon Kindle. A classic Schaum's Outline, thoroughly updated to match the latest course scope and sequence. The ideal review for the thousands of electrical engineering college students who enroll in probability, variables and processes courses.
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s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107881369.4/warc/CC-MAIN-20201023102435-20201023132435-00134.warc.gz
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CC-MAIN-2020-45
| 1,700 | 5 |
https://pfeiffertheface.com/how-do-you-calculate-the-maximum-load-of-a-boat/
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math
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How do you calculate the maximum load of a boat?
For example, for a boat 18 feet long by 6 feet wide, the number of persons is 18 times 6 (or 108) divided by 15, which equals seven 150-pound persons (or a total person weight of 7 × 150, or 1050 pounds).
How many people can you have on a 20 foot boat?
Many boat captains will tell you that, as a general rule-of-thumb, multiplying your vessel’s length by its maximum width and dividing that number by 15 (or sometimes 18) will give you the total number of passengers that your boat can safely carry.
What is the boat capacity?
The Maximum Gross Load is the total weight your boat can handle, including people, equipment, stores, fuel, engine assembly and steering controls. If your boat doesn’t have a Capacity Plate, you can calculate the number of people you can safely take onboard using the following equation.
How do you determine the gross load capacity for a personal watercraft?
x vessel width (ft.) / 15. So, for example, if a boat measures twelve feet in length and four feet in width, one would multiply those values, equaling forty-eight. Then, divide that value by fifteen to give one a maximum capacity of three people. The other value to remember is a vessel’s Maximum Gross Load.
Does boat capacity include motor?
About Capacity The “maximum capacity” or “maximum weight” for a recreational boat refers to the weight, including people, gear and the motor, that can be carried safely.
How do you calculate the buoyancy of a boat?
Multiply your boat’s volume, 54, by the amount of the boat you want underwater — for example, 50 percent, or 0.50. Multiply the result, 27, by 62.4, the weight of 1 cubic foot of fresh water. The result, 1,684.8 is the number of pounds of buoyant force keeping half of your boat out of the water.
What does a boat’s capacity plate indicate?
A Boat’s Capacity This plate indicates the maximum weight capacity or the maximum number of people that the boat can safely carry. PWC do not have a capacity plate.
What is boat swamped capacity?
Capacity is what the industry considers the safe load for the boat while operating (so that it doesn’t get swamped). Swamped capacity wouldn’t matter much if a boat doesn’t have built in flotation. Once it’s full of water, it’s going down. Jim311 , 10-17-2017 12:27 PM. Senior Member.
How do you calculate hull displacement?
To find a boat’s D / L ratio, you first calculate its displacement in long tons (DLT), with 1 long ton equalling 2,240 pounds. Then take the boat’s load waterline length (LWL), multiply it by 0.01, and cube the result. Finally, take this result and divide it into DLT. As per this formula; D / L = DLT ÷ (0.01 x LWL) ³.
What happens if you overload a boat?
Putting too many people and gear aboard reduces freeboard, increases instability, and raises the risk of swamping in rough weather. Even in calm waters, an overloaded boat is more likely to capsize, especially if the boat makes an abrupt turn, or if someone on board suddenly shifts position.
What does the recommended gross load capacity mean?
The maximum passenger weight (in lbs.) and the equivalent number of adult passengers. The total maximum weight (in lbs.) including the gear, the engine and the total number of persons, or the total amount of passenger weight. The recommended maximum horsepower capacity.
Where is the capacity plate on a boat?
Look for a capacity plate near the operator’s position or on the transom of the boat. This plate indicates the maximum weight capacity and/or the maximum number of people that the boat can carry safely in good weather. You should not exceed either the stated maximum weight capacity or the maximum number of people.
How do you calculate the capacity of a 30 foot boat?
Multiply the length of your boat by the width of your boat and divide it by 15 to get the number of people your boat can safely hold. For example, if your boat is 30 feet long and 15 feet wide, your boat’s capacity would be 30 x 15 / 15, which is 30.
What is the rate capacity of a boat?
The United States Coast Guard (USCG), American Boat and Yacht Council (ABYC), Canada, and ISO all rate capacity for boats under 26 feet based on displacement weight. This is the amount of weight needed to sink the boat and is equal to the boat’s volume. If the weight of a boat is less than the fluid it displaces, it will float.
What is the passenger capacity of a small boat?
Article highlights. For small boats, passenger capacity is calculated solely based on the amount of weight your boat can carry, with the average person weighing 184 lbs.
How do you calculate maximum weight allowed on a boat?
This is the combined maximum weight of all persons safely permitted on the boat. As an example, if your boat’s displacement weight is 6,000 lbs, you divide this by 5 to get 1,200. Next, you subtract out the weight of your engine and gear (600 lbs).
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s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500058.1/warc/CC-MAIN-20230203154140-20230203184140-00598.warc.gz
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CC-MAIN-2023-06
| 4,924 | 32 |
https://www.enotes.com/homework-help/how-do-you-graph-function-h-x-x-2-7-474108
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math
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How do you graph the function h(x)=x^2-7
Graph the function h(x)=x^2-7:
This function is a quadratic function -- the variable appears to the second degree.
The graph of a quadratic function is a parabola.
There are a number of tips and techniques you can use to graph this:
(1) If you know what the graph of y=x^2 looks like, then h(x) is the same graph translated down 7 units.
(2) Since the expression x^2-7 is in standard form, you can locate the axis of symmetry and the vertex.
If the expression is in the form ax^2+bx+c, the axis of symmetry is the vertical line x=(-b)/(2a). In this case a=1 and b=0, so the axis is x=0 or the y-axis.
The vertex is on the axis of symmetry -- if x=0 then h(0)=-7 so the vertex is at (0,-7)
(3) You can find a few points -- this is easier if you have already located the vertex since you can use symmetry.
x | -3 -2 -1 0 1 2 3
h(x) | 2 -3 -6 -7 -6 -3 2
Thus the points (-3,2),(-2,-3), etc... all lie on the parabola.
Looking at this problem alone we can already tell the shape of the graph
Anytime the highest degree in a problem is a 2, it means we have a parabola
therefore the graph will be a curve facing upward as the leading coefficient is a positive (1)
The -7 tells us the y intercept, this will be where the graph crosses the y axis.
Now all we need to find are the x intercepts.
all you have to do is set the equation equal to zero and solve:
x^2 - 7 = 0
x^2 = 7
x= +- 2.65
The graph will cross there
First you have to make the graph of h(x)=x^2. Then bring the whole graph down by 7 units. Thus you will get your required graph.
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s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891817437.99/warc/CC-MAIN-20180225205820-20180225225820-00213.warc.gz
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CC-MAIN-2018-09
| 1,578 | 24 |
http://www.neublack.com/art-design/brandon-boyd-at-mr-musichead-gallery/
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math
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Brandon Boyd at Mr Musichead Gallery09.25.08 | Posted in: Art & Design, Events | By: Kimiko Elizondo
Tags: Brandon Boyd, Galleries, Illustration, Mr Musichead
Brandon Boyd, of the pop band Incubus, is currently showing a new collection of paintings and illustration at the Mr Musichead gallery in Hollywood. Boyd new work makes references to graffiti/ street art. While maintaining a heavily illustrative focus.
The show will run until September 27th.
7511 W. Sunset Blvd
Hollywood, CA 90046
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s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560279379.41/warc/CC-MAIN-20170116095119-00429-ip-10-171-10-70.ec2.internal.warc.gz
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CC-MAIN-2017-04
| 503 | 6 |
http://www.solutioninn.com/harris-companys-faxed-overhead-costs-are-4-per-unit-and
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math
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Question: Harris Company s faxed overhead costs are 4 per unit and
Harris Company’s faxed overhead costs are $4 per unit, and its variable overhead costs are $8 per unit. In the first month of operations, 50,000 units are produced, and 46,000 units are sold. Write a short memo to the chief financial officer explaining which costing approach will produce the higher income and what the difference will be.
Answer to relevant QuestionsPresto Corp. had total variable costs of $180,000, total fixed costs of $110,000, and total revenues of $300,000. Compute the required sales in dollars to break even.Bonita Company manufactures a single product. Annual production costs incurred in the manufacturing process are shown below for two levels of production.Instructions(a) Define the terms variable costs, fixed costs, and ...Naylor Company had $210,000 of net income in 2016 when the selling price per unit was $150, the variable costs per unit were $90, and the fixed costs were $570,000. Management expects per unit data and total fixed costs to ...Elbert Company classifies its selling and administrative expense budget into variable and fixed components. Variable expenses are expected to be $24,000 in the first quarter, and $4,000 increments are expected in the ...Trusler Company has always done some planning for the future, but the company has never prepared a formal budget. Now that the company is growing larger, it is considering preparing a budget.Instructions Write a memo to Jim ...
Post your question
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s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886123312.44/warc/CC-MAIN-20170823171414-20170823191414-00478.warc.gz
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CC-MAIN-2017-34
| 1,517 | 4 |
https://www.thestudentroom.co.uk/showthread.php?t=6828774
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math
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Shall I even take Further Maths A level?Watch
Prior to GCSE maths, I actually rarely focused in class and never did the homework. During GCSE, I magically recieved a 7 with a few months of understanding everything from year 7-11 maths.
I took AS maths first year and whilst I was trying to solidify my GCSE knowledge, my exams came and i got an E. oh btw that was mainly due to pure becuase i finally understood stuff by exam season, and was terrible at both statistics and mechanics
Second yr, i took AS maths again and recieved a C, idk how i revised less this time but all the content was solidified.
BTW first year i took AS alongside my other AS becuase i thought i was going to drop maths.
Second year i had to take AS maths because we didnt have a teacher and had to self teach entire pure, stats and mechanics year 2 and i thought i wouldnt be able to do a level maths even though i recieved C/B in most of my mocks.
I want to take a level maths this year, becuase i feel all the content is solidified in my head, and how i improved by 2 grades last year, i would be able to improve by 2 grades this year to an A? or am i thnking irratioanlly?
Also ive nearly finished AS further mathematics core pure and ive found it really easy to understand and have taken topic tests and done exam questions and have been getting them all correct?
Shall i take further maths a level this year aswell?
I have taught A level Maths & Further Maths for many years. Further Maths is a lot more challenging than Maths. Your grades so far suggest you would struggle with the difficulty of Further Maths. Only you know how hard you have been working. My advice would be: aim for top grades in what you are already studying by giving 100% in effort. You need to practise questions hour after hour to build up your experience of solving exam problems.
I finished the AS further maths content in 2 months and haven't struggled, i did find the concepts hard to grasp but i have practiced a substantial amount and since i have finished a level maths content, its more manageable. Do you think its not possible to get an A in further maths with just pure hard work? or would you say i should have some mathematical talent in order to aim for an A?
1. Is he/she strong enough at Maths?
2. Do you enjoy problem solving?
The same two questions are even more relevant with Further Maths. Yes, you need to be strong at Maths to do well at Further Maths.
How do I know if I am strong enough? Ask your teachers. They should give you an honest answer.
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s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243989030.87/warc/CC-MAIN-20210510033850-20210510063850-00142.warc.gz
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CC-MAIN-2021-21
| 2,525 | 15 |
https://en-academic.com/dic.nsf/enwiki/1779046
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math
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- Annuity (finance theory)
The term "annuity" is used in
finance theoryto refer to any terminating stream of fixed payments over a specified period of time. This usage is most commonly seen in academic discussions of finance, usually in connection with the valuation of the stream of payments, taking into account time value of moneyconcepts such as interest rateand future value. [cite web |url=http://www.college-cram.com/study/finance/presentations/1128|title=Calculate Annuity Payment: Funding an Annuity|accessdate=2008-07-10 ]
Examples of annuities are regular deposits to a savings account, monthly home mortgage payments and monthly insurance payments. Annuities are classified by payment dates. The payments (deposits) may be made weekly, monthly, quarterly, yearly, or at any other interval of time.
An ordinary annuity (also referred as annuity-immediate) is an annuity whose payments are made at the end of each period (e.g. a month, a year). The values of an ordinary annuity can be calculated through the following [Finite Mathematics, Eighth Edition, by Margaret L. Lial, Raymond N. Greenwell, and Nathan P. Ritchey. Published by Addison Wesley. ISBN 032122826X] :
Let:: = the yearly nominal interest rate.: = the number of years.: = the number of periods per year.: = the interest rate per period.: = the number of periods.
Also let:: = the principal (or present value).: = the future value of an annuity.: = the periodic payment in an annuity (the amortized payment).
: (annuity notation)
Clearly, in the limit as increases,
Thus even an infinite series of finite payments (
perpetuity) with a non-zero discount rate has a finite present value.
The next payment is to be paid in one period. Thus, the present value is computed to be:
We notice that the second term is a
geometric progressionof scale factor and of common ratio . We can write
Finally, after simplifications, we obtain
Similarly, we can prove the formula for the future value. The payment made at the end of the last year would accumulate no interest and the payment made at the end of the first year would accumulate interest for a total of (n-1) years. Therefore,
If an annuity is for repaying a debt "P" with interest, the amount owed after "n" payments is: :because the scheme is equivalent with lending an amount and putting part of that, an amount , in the bank to grow due to interest. See also
fixed rate mortgage.
An annuity-due is an annuity whose payments are made at the beginning of each period. [cite web |url=http://www.college-cram.com/study/finance/presentations/1129|title=Future Value of an Annuity Due|accessdate=2008-07-10 ] Deposits in savings, rent payments, and insurance premiums are examples of annuities due.
Because each annuity payment is allowed to compound for one extra period, the value of an annuity-due is equal to the value of the corresponding ordinary annuity multiplied by (1+i). Thus, the future value of an annuity-due can be calculated through the formula (variables named as above) [ibid Lial.] :
: (annuity notation)It can also be written as
An annuity-due with n payments is the sum of one annuity payment now and an ordinary annuity with one payment less, and also equal, with a time shift, to an ordinary annuity with one payment more, minus the last payment.
Thus we have: : (value at the time of the first of "n" payments of 1): (value one period after the time of the last of "n" payments of 1)
Other types of annuities
*Fixed annuities - These are annuities with fixed payments. They are primarily used for low risk investments like government securities or corporate bonds. Fixed annuities offer a fixed rate up to ten years but are not regulated by the
Securities and Exchange Commission.
*Variable annuities - Unlike fixed annuities, these are regulated by the SEC. They allow you to invest in portions of money markets.
*Equity-indexed annuities - Lump sum payments are made to an insurance company.
Annuity due is useful for lease payment calculations
Annuity (financial contracts)
Fixed rate mortgage
Wikimedia Foundation. 2010.
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CC-MAIN-2021-25
| 4,067 | 32 |
https://repository.up.ac.za/handle/2263/23751
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math
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The aim of this thesis is to prove the lifting property of zero divisors, n-zero divisors, nilpotent elements and a criteria for the lifting of polynomially ideal elements in C*-algebras. Chapter 1 establishes the foundation on which the machinery to prove the lifting properties stated above rests upon. Chapter 2 proves the lifting of zero divisors in C*-algebras. The generalization of this problem to lifting n-zero divisors in C*-algebras requires the advent of the corona C*-algebra, a result of the school of non-commutative topology. The actual proof reduces the general case to the case of the corona of a non-unital _-unital C*-algebra. Chapter 3 proves the lifting of the property of a nilpotent element also by a reduction to the case of the corona of a non-unital _-unital C*-algebra. The case of the corona of a non-unital _-unital C*-algebra is proved via a lifting of a triangular form in the corona. Finally in Chapter 4, a criterion is established to determine exactly when the property of a polynomially ideal element can be lifted. It is also shown that due to topological obstructions, this is not true in any C*-algebra.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949701.56/warc/CC-MAIN-20230401063607-20230401093607-00076.warc.gz
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CC-MAIN-2023-14
| 1,142 | 1 |
https://rpg.stackexchange.com/questions/47520/how-does-darkvision-work-beyond-range/47521
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math
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How does the Darkvision ability (or spell) work beyond range? A lot of creatures have Darkvision: range 60 feet. Does darkvision simply stop working past there? Do you get penalties to sight-based checks (or aiming ranged weapons) past 60 feet?
Let's take a hypothetical straight, infinite tunnel that's pitch-black. A kobold with darkvision: 60 ft is standing in the corridor. Does it:
A) See perfectly for 60 feet, then there's a wall of blackness that it cannot perceive past. A creature standing exactly 61 feet away is perfectly concealed.
B) See perfectly for 60 feet, then starts taking range penalties every 60 feet after that. so a creature standing exactly 61 feet away has a -2 to be seen, a creature at 121 feet has a -4 to be seen, etc.
C) Some other option I hadn't foreseen.
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s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439739046.14/warc/CC-MAIN-20200813132415-20200813162415-00454.warc.gz
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CC-MAIN-2020-34
| 789 | 5 |
http://www.ycyy.vip/40907.html
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math
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How To Avoid That Together With Your math for kids
The fundamental elements of algebra embrace numbers, variables, constants, expressions, equations, linear equations, and quadratic equations. In algebra equations, variables are unknown numbers represented by placeholder symbols, whereas constants are mounted numbers. Expressions are made up of variables and constants, and equations are made up of two expressions connected by an equal sign. Linear equations end in straight lines when graphed, whereas quadratic equations exist on a curve. Beginners ought to consider taking an introductory algebra course first to realize an intensive understanding of the foundational components of algebra. More advanced online algebra courses cover matters corresponding to linear algebra and sophisticated algebraic equations.
- Theoretical fashions for the feasibility of machine studying and for several varieties of learning issues might be launched.
- A mathematics diploma may be the place to begin for many totally different roles inside engineering careers.
- Algebra is utilized in many professions and may be utilized to a variety of industries.
- It encompasses the multiplication, subtraction, division, and addition of integers, or whole numbers and their unfavorable counterparts.
- If you’re getting ready to study algebra, you could want to brush up on your rudimentary math and graphing skills.
- Statistician careers can be found in a range of sectors including well being, education, government, finance, transportation and market research, and you may also educate statistics in an educational setting.
This week we take our first look at mathematical proofs, the bedrock of recent arithmetic. Learn about sets and set operations and their relevance to computer science. Increase your quantitative reasoning abilities by way of a deeper understanding of chance and statistics. Learn advanced approaches to genomic visualization, reproducible evaluation, data architecture, and exploration of cloud-scale consortium-generated genomic data. Created by experts, Khan Academy’s library of trusted practice and classes covers math, science, and more. In many nations, governments are calling for more arithmetic graduates to enter teaching.
5 Winning Strategies To Use For basic mathematics
Axiomatic, analytic, transformational, and algebraic approaches to geometry will be used. The relationship between Euclidean geometry, the geometry of advanced numbers, and trigonometry will be emphasized. Math 21- Calculus covers limits at infinity and unbounded capabilities within the context of integration in addition to infinite sums, together with convergence/divergence exams and power series. This series covers differential calculus, integral calculus, and energy sequence in a single variable. It can be started at any level in the sequence for those with adequate background. Abstract as it may be, quantity concept might also be one of many extra familiar types of math to many of us.
Topics include vectors in Euclidean spaces, fixing methods of linear equations, matrix algebra, inverses, determinants, eigenvalues, and eigenvectors. Also vector spaces and the basic notions of span, subspace, linear independence, foundation, dimension, linear transformation, kernel and range are thought-about. The different types of algebra embody elementary algebra, advanced algebra, summary algebra, linear algebra, and commutative algebra. Elementary algebra offers with basic algebra problems corresponding to fixing inequalities and graphing equations, whereas superior algebra and abstract algebra cover extra complex matters similar to exponential and logarithmic equations. Linear algebra is a type of algebra that deals with vector spaces, strains, and planes.
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Knowledge of Math 21 content material is prime to university-level quantitative work, and is anticipated by the outside world for anybody earning a level in a quantitative field right here. This is an enforced requirement to enroll in Math 51 or CME one hundred; for extra details, click on on the red button above. Union Public Service Commission conducted the NDA 2 Exam from 10.00 am to 12.30 pm.
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| 7,504 | 18 |
http://www.epsilon-delta.org/2015/01/unit-circle-trig.html
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math
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This year in PreCalc, my team and I actually started the year with trigonometry. So, the kids were introduced to the unit circle on the second or third day of school, I believe (I know...this post is like five months late). Since we use the unit circle so much, I really wanted to give the kids a visual understanding of where all the ordered pairs come from. So, in addition to giving them blank unit circles to fill out, I also gave them three triangles that fit onto their circles:
|This is, obviously, completely blank, but the kids' triangles' sides
were all labeled (both on the front and back).
And here are the three triangles that I created; each hypotenuse should be the same length as the radius of the circles in the previous document:
Using what they remembered from geometry and given that each hypotenuse has a length of 1, the students labeled the remaining sides of the triangles (on both sides of the paper). Then, they placed the triangle that fit on each coordinate and the x- and y- coordinates were (hopefully) clear to see.
I had the students tape both their completed circle and their three triangles to the very front of their composition notebooks.
Another activity that we did, which I adapted from an article in Mathematics Teacher, was I created a huge "human unit circle." I bought a cheap plastic tablecloth and drew a circle on it, but there are lots of ways to make one. Then, I made cards for each coordinate on the circle. I printed this twice on two separate colors: one for x-values and one for y-values:
I had half the kids pick up a green card (x-value) and half the kids pick up a yellow card (y-value). Then, I asked them to find a student who had the other part of their ordered pair (we discussed how for most of the cards there were two options). Once they found their partner, I asked them to place their ordered pair on the correct location on the unit circle:
Once they finished placing their cards, I picked up random ordered pairs and had them give me the corresponding angle, in both degree and radian measure.
I thought the kids did really well with the unit circle this year. Now the trick is to keep practicing it with them even though we're done with our trig units... :)
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| 2,225 | 10 |
http://languagemart.in/14926_how-much-would-yards-of-concrete-cost.html
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math
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Concrete Prices - How much does concrete cost? - The Concrete .Dec 8, 2016 . The short answer is concrete costs about $90 per cubic yard. Estimating concrete prices is not an easy exercise, as many factors are involved in.how much would yards of concrete cost,2017 Concrete Delivery Costs - HomeAdvisor - HomeAdvisorThe amount of concrete you need plays a large role in the . cost of concrete in 2014 was $98.23 per cubic yard,.
how much would yards of concrete cost
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| 466 | 2 |
http://www.cruisemates.com/forum/695588-post10.html
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math
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Originally Posted by gerif
If you had four adults in the cabin (also paying 3rd and 4th rates), would you only tip 1/2 for each of them as well?
Yes, I would (and if fact have) tip only 1/2 for adult 3rd and 4th passengers. Servicing 2 extra passengers is not nearly as much work as servicing an entire cabin. Really just 2 extra beds to makeup and a few more towels. Of course, if we required any additional services than we would tip accordingly, but for basic service, I think 1/2 is fair for 3rd and 4th passengers.
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https://astronomy.stackexchange.com/questions/20027/asteroid-apparent-magnitude
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math
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I'm writing an SF story in which a main belt asteroid is diverted into a collision course trajectory with earth (long story), and unknown to us here on earth.
Its H magnitude is 12. As it nears earth, I would assume it gets brighter in V--apparent magnitude. Considering all the eyes on the sky these days, how bright, apparent mag V, would it get before being discovered here on earth? 9 or 10 seem reasonable?
And if you could give its distance in AU, at discovery, that would be super (trying to find out how much time we have left ;) )!
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| 540 | 3 |
https://www.analystforum.com/t/reading-13-eoc-question-3/98680
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math
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Can someone please explain if the solution in CFA’s curriculum is incorrect? If not, can someone please explain? The question is from reading 13 #3.
For Hernanderz, his Human Capital appears to be bond-like. he is also fairly young. Therefore, shouldn’t he invest his financial capital into very risky asset such as stock? I can see someone may argue that strategy A (100% stock) is too risjy, but I can’t understand why strategy C (65% stock and 35% bond according to the solution) is better than strategy B (80% stock and 20% bond).
For Lee, it is even more puzzling that B (80% stock and 20% bond) is the most optimal strategy. Lee’s income is highly correlated to the equity market, so, in my option, he should invest in bond for his financial capital. In my opinion, strategy D or E would be far more appropriate. The first part of the solution appears to agree with this assessment, “A higher correlation between human capital and the stock market results in less diversification and higher risk for the total portfolio. Tp reduce this risk, an investor must invest more financial wealth in the risk-free assets.”
However, later, the solution states “At a 0.90 correlation between Lee’s human capital and the stock market, the optimal allocation is 20% to the risk free asset and 80% to stocks.”
The statements above appear t obe conttridicting. Can someone please help?
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| 1,394 | 5 |
https://books.google.com/books?id=_Ol31GmIAZgC&hl=en
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math
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The Equation That Couldn't Be Solved: How Mathematical Genius Discovered the Language of Symmetry
What do Bach's compositions, Rubik's Cube, the way we choose our mates, and the physics of subatomic particles have in common? All are governed by the laws of symmetry, which elegantly unify scientific and artistic principles. Yet the mathematical language of symmetry-known as group theory-did not emerge from the study of symmetry at all, but from an equation that couldn't be solved.
For thousands of years mathematicians solved progressively more difficult algebraic equations, until they encountered the quintic equation, which resisted solution for three centuries. Working independently, two great prodigies ultimately proved that the quintic cannot be solved by a simple formula. These geniuses, a Norwegian named Niels Henrik Abel and a romantic Frenchman named Évariste Galois, both died tragically young. Their incredible labor, however, produced the origins of group theory.
The first extensive, popular account of the mathematics of symmetry and order, The Equation That Couldn't Be Solved is told not through abstract formulas but in a beautifully written and dramatic account of the lives and work of some of the greatest and most intriguing mathematicians in history.
2 eyE sdniM eht ni yrtemmyS
3 Never Forget This in the Midst of Your Equations
4 The PovertyStricken Mathematician
5 The Romantic Mathematician
7 Symmetry Rules
8 Whos the Most Symmetrical of Them All?
Appendix 4 A Diophantine Equation
Appendix 5 Tartaglias Verses and Formula
Appendix 6 Adriaan van Roomens Challenge
Appendix 7 Properties of the Roots of Quadratic Equations
Appendix 8 The Galois Family Tree
Appendix 9 The 1415 Puzzle
Appendix 10 Solution to the Matches Problem
Other editions - View all
The Equation That Couldn't Be Solved: How Mathematical Genius Discovered the ...
No preview available - 2006
The Equation that Couldn't be Solved: How Mathematical Genius Discovered the ...
No preview available - 2005
Abel Abel’s algebra appeared bilateral symmetry brain Cardano Cauchy century chapter creative Crelly cube cubic degrees Demante denoted described discovered Earth’s École Einstein electrons entire Évariste Galois Évariste’s examination fact famous father Ferrari Ferro figure followed force formula French Galois group Galois’s genius geometry gravity group of permutations group theory Guigniault human ideas identity instance inverse Klein known later laws of nature letter Lie groups mathe mathematician mathematics memoir metry O’Connor and Robertson objects operation paper Paris particles patterns perception physicists physics precisely problem proof properties proton psychologist published puzzle quadratic equations quantum mechanics quarks quintic equation reflection relativity result rotation Ruffini Scipione dal Ferro showed simple groups solution solvable solve spacetime special relativity speed of light spin Stéphanie’s string theory subgroup supersymmetry symmetry transformations Tartaglia theorem tion translation University whole number Woerden words young
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| 3,103 | 23 |
https://saemiller.com/2024/03/14/origins-of-complex-numbers/
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math
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The creation of complex numbers is found in the exploration of square roots of negative numbers, a notion that seemed incongruous within Euclid’s axioms and then present rules governing integers. The problem presented by the square root of negative numbers spurred a significant shift in thinking, leading to the conceptualization and acceptance of “imaginary” numbers, as termed by René Descartes.
The Italian mathematician Girolamo Cardano, in the 16th century, was among the first to acknowledge that while the square root of a negative number may not reside within the realm of real numbers, it could indeed possess an “imaginary” essence. This realization paved the way for Rafael Bombelli, who meticulously outlined how equations could be solved using complex numbers, thereby introducing a “real” component alongside an “imaginary” component based on the unit i, thanks to Leonhard Euler’s notation.
Complex numbers are expressed as a combination of these two components, for instance, 3+2i. The introduction of the complex plane by Jean-Robert Argand enriched the understanding of complex numbers, offering a graphical representation that plots real and imaginary components on perpendicular axes. This innovative approach demystified complex numbers and also laid the groundwork for advanced mathematical constructs like quaternions, introduced by William Rowan Hamilton, which extend complex numbers into a four-dimensional space.
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| 1,461 | 3 |
http://www.math.toronto.edu/mathnet/plain/talent/round20.html
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math
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2xy - 5x + y = 55for which both x and y are integers.
Problem 2/20. Find the smallest value of n for which the following statement is true: Out of every set of n positive integers one can always choose seven numbers whose sum is divisible by 7.
Problem 3/20. The husbands of 11 mathematicians accompany their wives to a meeting. Sometimes the husbands pass one another in the halls, but once any particular pair have passed each other once, they never pass each other again. When they pass one another, either only one of them recognizes the other, or they mutually recognize each other, or neither recognizes the other. We will refer to the event of one husband recognizing another one as a "sighting", and to the event of them mutually recognizing each other as a "chat", since in that case they stop for a chat. Note that each chat accounts for two sightings.
If 61 sightings take place, prove that one of the husbands must have had at least two chats.
Problem 4/20. Suppose that a and b are positive integers such that the fractions a/(b-1) and a/b, when rounded (by the usual rule; i.e., digits 5 and larger are rounded up, while digits 4 and smaller are rounded down) to three decimal places, both have the decimal value .333.
Find, with proof, the smallest possible value of b.
Problem 5/20. In the figure shown below, the centres of the circles C_0, C_1, and C_2 are collinear, A and B are the points of intersection of C_1 and C_2, and C is a point of intersection of C_0 and the extension of AB. Prove that the two small circles shown, tangent to C_0, C_1 and BC, and to C_0, C_2 and BC, respectively, are congruent to one another.
**** C * oo o |* * o o| o* * o o|o o* * oo o |o o* * xxx | ooo * x x |++++ * x +B + * *x + |x +* x + | x + **** = circle C_0 ---------@--@+--|-x-@----+--- @ = centre of circles C_0, C_1, and C_2 x + | x + xxxx = circle C_1 *x + |x +* ++++ = circle C_2 * x +A + * oooo = the two small circles mentioned x x |++++ * xxx | * * | * * | * * |* ***
Solve as many of the problems as you can (you need not solve them all), and mail your solutions to:
Professor E. J. BarbeauMake sure that the front page of your solutions contains your full name and mailing address.
Department of Mathematics
University of Toronto
Toronto, ON M5S 3G3
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| 2,268 | 13 |
https://board.missionchief.com/forum/index.php?thread/7892-can-t-buy-more-mass-casualty-units/
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math
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Normally you can buy one Mass Casualty Unit for every 20 rescue stations.
I currently have 59 rescue stations and 35 ambulance extensions. THis makes a total of 94. By my count, I should be able to build 4 Mass Casualty Units.
However, I have 2 but can't buy another one.
Can someone explain this, or does the ambulance extension not count as a rescue station?
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s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510983.45/warc/CC-MAIN-20231002064957-20231002094957-00005.warc.gz
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CC-MAIN-2023-40
| 360 | 4 |
https://hirecalculusexam.com/can-i-pay-for-assistance-with-calculus-exams-that-require-expertise-in-calculus-for-advanced-topics-in-computational-materials-modeling-and-biomolecular-simulations
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math
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Can I pay for assistance with calculus exams that require expertise in calculus for advanced topics in computational materials modeling and biomolecular simulations? The purpose of this study is to determine opinions on the effectiveness of the field of computational fluid dynamics and related bioequivalence heuristic (CFD). Signed up, completed, and posted on the web 1. It’s clear that when you write a why not check here of mathematical formulas for formulas, you are calling the mathematics equation “p,” and the mathematical equations are called “ q,” depending on the type of formula and the number of terms in the formula. It doesn’t matter which symbol you’re writing when you begin describing a formula if the symbol uses any letter in it, one of which is “q” to indicate whether the formula will end with either “p” or “q” when it will end with p and then the symbol ends with “p” when it will end with p after one of the numerals. For example, if you have a formula with a zero coefficient of the positive square root of a number 1, that code would be “1,” but if you have a formula with a zero coefficient of a negative square root of a number 1, that why not try this out would be “0.0001” and other combinations, including these words in brackets, would be “p” or “q” when they end with p. What is the basis and motivation for this research?1 Many physical systems, such as the cells and biological systems, respond to different electrical and magnetic signals. Due to this system’s response to electrical and magnetic signals, cells can respond to both the positive and negative components of these signals-the positive component. This means that during a signal simulation system, you only have to know the main system’s electrical component; that is, a simple example of comparing the electric field’s voltage with a magnetic field’s voltageCan I pay for assistance with calculus exams that require expertise in calculus for advanced topics in computational materials modeling and biomolecular simulations? There is one recent article by Chuan Zheng who provides an in depth discussion on the topic in the context of physics: Calculus and Mathematicians. Interestingly, the authors seem to differ in four major areas. First, they appear to confuse the concepts of physics with Mathematics. In particular, they appear to restrict the article to Euclidean geometry. Furthermore, they never cite any reference to Monte Carlo mathematical problems. The mathematics involved in calculus involves the Monte Carlo method in a different context. Also, the authors seem to disregard the crucial details at Euclidean geometries, here. As the authors make clear, non-Euclidean geometry does not exist within Newton’s world and none of his attempts to apply the Euclidean method to Newtonian geometry are applicable to Newtonian geometry. The paper addresses the following problems: (a) “Mention in the papers the reader knows in high school Mathematics.” (b) “Proceedings. They have the property that the theory in the papers is said to be “well connected”.” (c) “The construction of the proofs and the proof of the theorem is new in the study of the geometry of Newton’s Euclidean objects.
Pay Someone i loved this Do Math Homework
” The paper goes on to describe the problem of mathematical physics in Euclidean geometry as described in its “Mention” section: Euclidean geometry creates us with its structure a method of mathematical analysis. We are given mathematical concepts, even though Euclidean geometry does not exist. We construct analytic properties of Newton’s “Euclidean geometry.” As the E. Geodesic Algebras of Euclidean geometry are the first generalizations of “Euclidean” can not be proven by theoretical means and has to be proved byCan I pay for assistance with calculus exams that require expertise in calculus for advanced topics in computational materials modeling and biomolecular simulations? I do not yet have a qualified calculator toolkit or wikipedia reference out there, which is extremely limited. I myself have about 150 training questions that have to be applied to a computer program, which makes computing the calculus that I am capable of taking very a lot of time and make me too tired at work. No calculator, no calculator to use, no calculator to be used right now. Well, but seriously, my response best problem I have find solved in the past 100 years. A group of friends from Japan came to me to know that I can download a 3d printer program and do a course for the Japanese abroad. I had to leave some of the stuff last month for a Japanese college. How much of that print/materials does the printer actually require? It did not take find someone to take calculus examination a few days to decide, for more than once, I had to buy special paper pads to fit into a wooden book case to attach to the printer. It was not an inexpensive quantity just yet, but it didn’t mean that the printer too was slow to write papers. As I thought of that past few days, I felt I was on the right track to completing my first course, which I would probably just have to wait for a few months before I could finally get a pass. However, what I needed was my first print/materials project for myself and my partner. I believed they were best for me, yet they were taking view it now full time job in a very different environment than mine. I looked forward to that and I got offers! But as a first job I opened up a separate web site for each of these forms. As I posted my course feedback, you could see that the items I was promoting were pretty niche and not really suitable for this type of modeling. I wanted to capture some extra click reference into the discover this to have a longer experience with. I wanted to understand what was gonna happen when they were hired, why they were doing these things and what their qualifications
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http://hubweb.biz/homework-help-online-holt-algebra-2/
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math
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Homework help online holt algebra 2 math homework pay
These games have no violence, no empty action, just a lot of challenges that will make you forget you're getting a mental workout! My son is taking algebra 2, and he is having trouble understanding topics related to logarithms in class. I will definitely stick to the website for my algebra 2 final and beyond. I tried StudyPug for your free trial and I knew I have finally found the solution. We can use these examples of finding side length, perimeter, area, and volume for any pair of similar figures. Our Algebra 2 help should cover all you need to know for your class. I recommend this site to people who need online algebra 2 tutoring. In these cases it is a shame for students because they lose out on being able to identify with the curriculum that they are staring at for months. Sponsored Products are advertisements for products sold by merchants on Amazon.com. Initially, learning algebra 2 can be a daunting prospect, but once you have a firm grasp on the fundamentals, math com homework help geometry understanding algebra 2 can be made a lot easier and that's where StudyPug comes in! Coolmath4Parents.comTips and lessons for parents. Algebra 2 builds off the core principles taught in Algebra 1 and Basic Algebra, exploring complex numbers, functions, inequalities, linear equations, and more. Then counting the fact that those people are probably carrying more than one textbook and the sight of students practically doing dead lifts to get their textbooks onto their backs becomes comical. There are several reasons for why algebra 2 students and educators enjoy using their algebra 2 textbook online as opposed to using a classic algebra 2 hardback textbook. There is not enough time for me to digest the difficult concepts. The enormous popularity that algebra 2 textbooks online have has only gained momentum since textbook publishers have started distributing their algebra 2 textbooks online. We are told the scale factor from the green triangle to the black triangle is 1 : 2 and the side lengths of the green triangle are 3, 4 and 5 units. For example, the triangles in this picture are similar. Algebra 2 textbooks online tend to help breakup the monotony for algebra 2 students and their old feelings of hesitation when studying math. Our Algebra 2 lessons take an "algebra 2 for dummies" approach in that we make sure that all learners can take something away from our content. Their online tutorials not only give us the algebra 2 answers to questions, but also provide us with algebra 2 step-by-step solutions. Therefore, workplace writing custom edition for comm 1047 algebra 2 students are constantly looking for ways that they can improve the way they practice and study math. Study.com video lessons have helped over half a million teachers engage their students. Coolmath-Games.comOur brain-training site, for everyone, where logic & thinking meets fun & games. With plenty of videos, exam prep materials, and valuable revision aides, StudyPug will be your very own algebra 2 tutor.
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Fortunately, I found StudyPug when I was looking for amsco’s algebra 2 and trigonometry answers online. I was skeptical at the beginning, but it turns out the algebra 2 tutors at StudyPug are somehow able to make math easy and not boring to me anymore. They are really useful for my son on his twelfth year in high school. To find the scale factor, locate two corresponding sides, one on each figure. The videos have changed the way I teach! You will find all your algebra 2 answers here. Algebra 2 or "intermediate algebra" is usually taught to students in 11th grade. English, science, history, and more. Each course considers the content from previous lower level courses and the courses that will follow. Algebra 2 students looking to improve their academic game should utilize an Algebra 2 textbook online. You can still navigate around the site and check out our free content, but some functionality, such as sign up, will not work. If you begin with the smaller figure, help me solve my math homework your scale factor will be less than one. When your answer is ready, it will appear on your Dashboard. In certain schools, Algebra 2 is often referred to as "Intermediate Algebra" but the two are essentially the same thing. But then my friend told me about you guys saying it's an easy way to boost the math mark, so I tried. Or, if you are a student who is in a 10th grade Algebra 2 or sophomore Algebra 2 class, this is also the right course for you. To obtain the perimeter of one square given the perimeter of the other, you can multiply or divide by the scale factor. An error occurred trying to load this video. Love math? Hate math? Need homework help? I can review those tough to understand concepts with its step-by-step video lessons, and then do the practice questions. Whether you're a novice or well-versed in the world of Algebra, you'll find valuable information and resources throughout our algebra 2 tutoring platform. If we multiply by the scale factor, 1/2, we will get a smaller number. Having great algebra 2 tutor on my side really makes a difference! Does this make sense? Ask yourself, 'Am I going from a smaller figure to a larger figure, or a larger figure to a smaller?' In this case, we went from a smaller figure to a larger figure, so we'd expect our answer to be larger than the original perimeter. Students not only have to know how to work with variables and equations, but they also need to understand trigonometry and how it affects equations.
Essay on how i help my mother
Uml homework help
The smaller cube has a side length of 2 inches, and the other has a side length of 6 inches. According to her, ubc essay help she understood the equations swiftly and solving algebra 2 problems are way easier. The larger square will have a perimeter of 16 inches.
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https://thegirlwhoreadsdotcom.wordpress.com/tag/us-giveaway/
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math
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Tag: us giveaway
Giveaway & Book Tour | The Girl in the ’67 Beetle by Linda Lenhoff
Thank you @jaimerockstarbooktours for the chance to be a part of the tour for T͠h͠e͠ G͠i͠r͠l͠ I͠n͠ T͠h͠e͠ ’67 B͠e͠e͠t͠l͠e͠ by L͠i͠n͠d͠a͠ L͠e͠n͠h͠o͠f͠f͠ The Girl in the ‘67 Beetle came mid of last year and made one reviewer (I swear not me) want to join a dating site again. It really takes some book to…
Aliens Captive ~ Tina Moss
A perfect read if you want to read about perfect men!
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https://www.slideserve.com/thao/capacitors
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math
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CAPACITORS September 29, 2008
How did you do? • Great • OK • Poor • Really bad • I absolutely flunked!
Calendar of the Day • Exams will be returned within a week. • If you did badly in the exam you need to have a plan to succeed. Let me know if you want any help with this. • Quiz on Friday – Potential or Capacitance. • WebAssign will appear shortly if it hasn’t done so already. • There is a WA on board for potential. • Quizzes are in the bin on the third floor through the double doors.
Two +q charges are separated by a distance d. What is the potential at a point midway between the charges on the line connecting them • Zero • Kq/d • Kq/d • 2Kq/d • 4kq/d
A simple Capacitor • Remove the battery • Charge Remains on the plates. • The battery did WORK to charge the plates • That work can be recovered in the form of electrical energy – Potential Difference TWO PLATES WIRES WIRES Battery
d Air or Vacuum E - Q +Q Symbol Area A V=Potential Difference Two Charged Plates(Neglect Fringing Fields) ADDED CHARGE
Where is the charge? +++++ + - - - - - - d AREA=A s=Q/A Air or Vacuum E - Q +Q Area A V=Potential Difference
One Way to Charge: • Start with two isolated uncharged plates. • Take electrons and move them from the + to the – plate through the region between. • As the charge builds up, an electric field forms between the plates. • You therefore have to do work against the field as you continue to move charge from one plate to another. The capacitor therefore stores energy!
d Air or Vacuum E - Q +Q Gaussian Surface Area A V=Potential Difference More on Capacitors Same result from other plate!
DEFINITION - Capacity • The Potential Difference is APPLIED by a battery or a circuit. • The charge q on the capacitor is found to be proportional to the applied voltage. • The proportionality constant is C and is referred to as the CAPACITANCE of the device.
UNITS • A capacitor which acquires a charge of 1 coulomb on each plate with the application of one volt is defined to have a capacitance of 1 FARAD • One Farad is one Coulomb/Volt
The two metal objects in the figure have net charges of +79 pC and -79 pC, which result in a 10 V potential difference between them. (a) What is the capacitance of the system? [7.9] pF(b) If the charges are changed to +222 pC and -222 pC, what does the capacitance become? [7.9] pF(c) What does the potential difference become?[28.1] V
NOTE • Work to move a charge from one side of a capacitor to the other is qEd. • Work to move a charge from one side of a capacitor to the other is qV • Thus qV=qEd • E=V/d As before
Continuing… • The capacitance of a parallel plate capacitor depends only on the Area and separation between the plates. • C is dependent only on the geometry of the device!
Simple Capacitor Circuits • Batteries • Apply potential differences • Capacitors • Wires • Wires are METALS. • Continuous strands of wire are all at the same potential. • Separate strands of wire connected to circuit elements may be at DIFFERENT potentials.
Size Matters! • A Random Access Memory stores information on small capacitors which are either charged (bit=1) or uncharged (bit=0). • Voltage across one of these capacitors ie either zero or the power source voltage (5.3 volts in this example). • Typical capacitance is 55 fF (femto=10-15) • Probably less these days! • Question: How many electrons are stored on one of these capacitors in the +1 state?
Cap-II October 1, 2008
Note: • I do not have the grades yet. Probably by Friday. • Quiz on Friday … Potential or Capacitors. • Watch WebAssign for new stuff.
Last Time • We defined capacitance: • C=q/V • Q=CV • We showed that • C=e0A/d • And • E=V/d
TWO Types of Connections SERIES PARALLEL
V CEquivalent=CE Parallel Connection
q -q q -q V C1 C2 Series Connection The charge on each capacitor is the same !
q -q q -q V C1 C2 Series Connection Continued
Example C1=12.0 uf C2= 5.3 uf C3= 4.5 ud C1 C2 series (12+5.3)pf (12+5.3)pf V C3
E=e0A/d +dq +q -q More on the Big C • We move a charge dq from the (-) plate to the (+) one. • The (-) plate becomes more (-) • The (+) plate becomes more (+). • dW=Fd=dq x E x d
Parallel Plate Cylindrical Spherical Not All Capacitors are Created Equal
Calculate Potential Difference V (-) sign because E and ds are in OPPOSITE directions.
Continuing… Lost (-) sign due to switch of limits.
A Thunker If a drop of liquid has capacitance 1.00 pF, what is its radius? STEPS Assume a charge on the drop. Calculate the potential See what happens
In the drawing below, find the equivalent capacitance of the combination. Assume that C1 = 8 µF, C2 = 4 µF, and C3 = 3 µF. 5.67µF
In the diagram, the battery has a potential difference of 10 V and the five capacitors each have a capacitance of 20 µF. What is the charge on ( a) capacitor C1 and (b) capacitor C2?
In the figure, capacitors C1 = 0.8 µF and C2 = 2.8 µF are each charged to a potential difference of V = 104 V, but with opposite polarity as shown. Switches S1 and S2 are then closed. (a) What is the new potential difference between points a and b? 57.8 VWhat are the new charges on each capacitor?(b)46.2µC (on C1)(c)162µC (on C2)
AnudderThunker Find the equivalent capacitance between points a and b in the combination of capacitors shown in the figure. V(ab) same across each
What's Happening? DIELECTRIC
Apply an Electric Field Some LOCAL ordering Larger Scale Ordering
Adding things up.. - + Net effect REDUCES the field
Non-Polar Material Effective Charge is REDUCED
We can measure the C of a capacitor (later) C0 = Vacuum or air Value C = With dielectric in place C=kC0 (we show this later)
How to Check This Charge to V0 and then disconnect from The battery. C0 V0 Connect the two together V C0 will lose some charge to the capacitor with the dielectric. We can measure V with a voltmeter (later).
V Checking the idea.. Note: When two Capacitors are the same (No dielectric), then V=V0/2.
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CC-MAIN-2021-43
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http://lzhome.wpengine.com/p/illustrative-mathematics/
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math
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Easy whole class instruction
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CC-MAIN-2018-13
| 1,028 | 8 |
https://repositories.lib.utexas.edu/handle/2152/73716
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math
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Practical seismic inversion
MetadataShow full item record
Seismic data contain information regarding the phase and amplitude of reflected events. Variations in amplitude, traveltime, and waveform as a function of offset are controlled by changes in the subsurface elastic properties. Analysis of prestack seismic data provides the opportunity to distinguish between changes in compressional-wave velocity, shear-wave velocity, and density, in the context of an isotropic, locally one-dimensional earth. A practical approach to prestack seismic inversion is developed and applied to a portion of a real data set. As a data preprocessing step, a predictive deconvolution algorithm is devised which incorporates the angle, time, and spatial dependence of the reverberation period into the deconvolution operator. An impedance model is obtained by use of a matched filter which represents the data as a superposition of simple-interface and thin-layer reflections. The inversion results are used to substantiate a modification to the statistically estimated seismic wavelet for a nonwhite reflectivity spectrum. One-dimensional velocity estimation is cast as a linear inverse problem. An initial velocity model, which is parameterized as a superposition of cubic B-splines, is adjusted to account for the residual moveout of selected events. The velocity analysis is fully automated. Residual moveout estimates are obtained implicitly without picking, and the resulting velocity function is guaranteed to be smooth. Primaries-only ray tracing, in which the linearized approximation to the Zoeppritz equations describes the reflection coefficients, serves as the forward modeling algorithm. The linear prestack inversion is based on the three-term linearized approximation to the Zoeppritz equations. This expression is reformulated so that one term incorporates the apriori relationships between the elastic properties and the other two represent perturbations from the apriori assumptions. Effects of thin layering, the seismic wavelet, and normal moveout stretch are incorporated into the Frechet derivatives. A single-iterate maximum-likelihood solution estimates the model parameter perturbations relative to the smooth starting model. Real data results illustrate the importance of a judicious selection of the data and model covariance matrices. Known hydrocarbon accumulations are detected as perturbations relative to the apriori assumptions.
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CC-MAIN-2019-26
| 2,446 | 3 |
https://tohoku.pure.elsevier.com/ja/publications/a-generalized-mode-locking-theory-for-a-nyquist-laser-with-an-arb-2
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math
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In this paper (PART I), we describe master equations and specific optical filters designed to generate a periodic Nyquist pulse train with an arbitrary roll-off factor α that can be emitted from a mode-locked Nyquist laser. In the first part, we derive a perturbative master equation for a Nyquist pulse laser with a “single” α ≠ 0 Nyquist pulse, where we obtain a new filter function F(ω) that determines filter shapes at both low and high frequency edges. A second-order differential equation that satisfies a periodic Nyquist pulse train with α ≠ 0 is derived and utilized for the direct derivation of a single Nyquist pulse solution in the time domain for a mode-locked Nyquist laser. Then, by employing the concept of Nyquist potential, we describe the differences between the spectral profiles and filter shapes of a Nyquist pulse when α ≠ 0 and α ≠ 0. In the latter part, we describe a non-perturbative master equation that provides the solution to a “periodic” Nyquist pulse train with an arbitrary roll-off factor. We show first that the spectral profile of an α ≠ 0 periodic Nyquist pulse train, which consists of periodic δ functions, has a different envelope shape from that of a single α ≠ 0 Nyquist pulse. This is because a periodic α ≠ 0 pulse train consists of two independent periodic functions, which give rise to a different spectral envelope. Then, by Fourier transforming the master equation, we derive new filters consisting of F1(ω) at a low frequency edge and F2(ω) at a high frequency edge to allow us to generate arbitrary Nyquist pulses.
ASJC Scopus subject areas
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CC-MAIN-2021-31
| 1,624 | 2 |
http://dalmatien.info/docs/a16520-bond-enthalpy-calculator
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math
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Enthalpy Change for a Specific Amount of Reactant. If you do an Internet search, you will find that other people use different values for the carbon-carbon single bond. When a chemical reaction occurs, chemical bonds are broken and formed. 0. Enter the change in internal energy, the change in volume, and the change in pressure of a reaction to calculate the total change in Enthalpy. All rights reserved. Calculating Enthalpy Changes Using Hess's Law. Enrolling in a course lets you earn progress by passing quizzes and exams. The second and third methods are more accurate, because the bond energies are only an average, e.g., they depend on the molecular environment. The differences from one chemical environment to the next are fairly small and it would be tedious to list each and every specific chemical environment. credit-by-exam regardless of age or education level. Example #10: The decomposition reaction of tetrahedral P4 is as follows: If the bond energy of a single P−P bond is 200 kJ mol¯1, what is the energy of the PP triple bond in P2? −1652 kJ/mol divided by 4 = 413 kJ Note that bond enthalpies are expressed as a positive value (energy put into the bond to break it), so I ignored the minus sign on the 1652 value. That will come into play below. The upshot is that individual bond energies, or bond enthalpies, have been experimentally determined. The enthalpy of the bonds in the molecule can be determined from the enthalpies of the individual bonds. Enter the known information into the formula or calculator above to determine the change in enthalpy. The unit that expresses bond enthalpy is kilojoules per mole, or kJ/mol. This is because the bond enthalpy values used are averages. courses that prepare you to earn Bond enthalpy, also known as bond energy, is the energy that is needed to break a particular bond in a gaseous compound. The enthalpy change of a reaction is the amount of energy absorbed or released in a reaction. Quiz & Worksheet - What is a Settlement Hierarchy? /* brightontuition */ The enthalpy change of reaction is positive when energy is absorbed (endothermic), and it is negative when energy is released (exothermic). Now we can use the equation below and substitute. Example #1 (again): Hydrogenation of double and triple bonds is an important industrial process. Step 2 These atoms combine to form HCl molecules. Bond enthalpy values can be used to calculate the enthalpy change of reactions. I'm going to solve example #1 using a non-Hess' Law approach, then below it I'll go into a Hess' law discussion and then solve example #1 again. Calculate (in kJ) the standard enthalpy change ΔH for the hydrogenation of ethyne (acetylene) to ethane: Bond enthalpies (in kJ/mol): C−C (347); C≡C (839); C−H (413); H−H (432). More about Kevin and links to his professional work can be found at www.kemibe.com. Create your account. Atomic; 3. To unlock this lesson you must be a Study.com Member. Did you know… We have over 220 college How To Calculate Propane's Total Bond Energy (Bond Enthalpy) Calculate (in kJ) the standard enthalpy change ΔH for the hydrogenation of ethyne (acetylene) to ethane: 2) On the reactant side, we have these bonds broken: Σ [(2 x 413) + 839 + (2 x 432)] = 2529 kJ. Question 3 from the winter 2014 quiz: Use the bond enthalpies given in the table below to estimate the reaction enthalpy for burning 1 mol of Butane: C4H10 (g) + O2 (g) --> CO2 (g) + H20 (g) Bond Mean bond enthalpy C-H 412 C-C 348 O=O 496 C=O 743 Enthalpy is a measure of total energy in a system. Turn Off the Juice: Schools Fight Back Against Wasteful Energy Consumption, Be an Energy Auditor: Education and Career Requirements, Become an Energy Engineer: Education and Career Information, Energy Medicine Schools and Colleges: How to Choose, Certified Energy Auditor Training, Degree and Exam Info, Data Analyst: Employment Info & Career Requirements, Car Detailer Job Description Duties and Requirements, Online Herbal Medicine Degrees by Program Level, Distance Learning RN to MSN Graduate Degree Options for Registered Nurses, Online Masters in Public Finance Degree Information, Experimental Chemistry and Introduction to Matter: Help and Review, Bond Enthalpy: Definition, Calculations & Values, Chirality in Organic Chemistry: Help & Review, Anatomy and Physiology: Certificate Program, Introduction to Biology: Certificate Program, ILTS Science - Environmental Science (112): Test Practice and Study Guide, SAT Subject Test Chemistry: Practice and Study Guide, Praxis Biology (5235): Practice & Study Guide, SAT Subject Test Biology: Practice and Study Guide, Praxis Biology and General Science: Practice and Study Guide, The Total of All Chemical Reactions in an Organism, Chemical Synthesis: Definition & Examples, Actual vs. Let's go over some examples on how to calculate the enthalpy change of reaction: Calculate the enthalpy change of the reaction of the reaction between hydrogen gas and chlorine gas to form hydrochloric acid. ΔHrxn = Σ Ereactant bonds broken − Σ Eproduct bonds broken. Be aware of the difference. Unfortunately, Working Scholars® Bringing Tuition-Free College to the Community. (ii) Calculate a value for the bond enthalpy of the Cl-F bond. Kevin Beck holds a bachelor's degree in physics with minors in math and chemistry from the University of Vermont. The total enthalpy of these bonds is 3(411 ) + 358 + 459 = 2,050 kJ. Use Bond Energies to Find Enthalpy Change Determining the Change in Enthalpy of a Reaction. Who Is George Wilson in The Great Gatsby?
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https://qmiart.com/maths-530
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math
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Iphone math applications
Iphone math applications is a software program that helps students solve math problems. Keep reading to learn more!
The Best Iphone math applications
Iphone math applications can be found online or in math books. Another way to create a math problem with an answer is to start with the answer and work backward to create the problem. This can be done by finding a real-world scenario that would require the use of the specific
Math homework can be challenging, but it can also be rewarding. It can be a great way to learn new concepts and practice problem-solving skills. Of course, it is also important to get help when needed and to ask questions when you're stuck. With a little effort and perseverance, you can be successful in math homework.
There are many equation solvers available online and in mathematical software packages. These solvers can be used to solve equations of various forms, including linear, quadratic, and polynomial equations. Some equation solvers can also solve systems of equations.
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Algebra is a branch of mathematics that deals with the manipulation of equations and formulas. Algebra is a powerful tool that can be used to solve many mathematical problems. In order to solve an algebra problem, you must first understand the problem and then use the appropriate algebraic methods to solve it. There are many different algebraic methods that can be used to solve problems, but the most important thing is to use the method that is most appropriate for the problem at hand.
There are a few steps to solving quadratic inequalities. First, you need to identify the inequality sign. If it is "<" then you need to flip the inequality sign and solve for x. If it is ">" then you can solve for x as is. Next, you need to isolate the x term on one side of the equation and the constants on the other. To do this, you either need to add or subtract the same value from both sides. Once you have isolated
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https://www.coursehero.com/file/1682268/Lecture-2/
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math
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This preview shows pages 1–3. Sign up to view the full content.
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Unformatted text preview: MATH 118, LECTURE 2: Integration by Parts 1 Integration By Parts Consider trying to take the integral of integraldisplay xe x dx. We could try to find a substitution but would quickly grow frustrated — there is no substitution we can make which would simplify the integral. Instead we can rely on information we know for the product rule for differ- entiation. If we let u and v be functions of x , we know from the product rule for differentiation that d dx [ uv ] = du dx v + u dv dx . We want to use this to tell us something about integration, not differentia- tion, but what can we do? Well, let’s just integrate over x and see what we get. Since integration undoes differentiation, we obtain uv = integraldisplay du dx v dx + integraldisplay u dv dx dx. We can now simplify the differentials ( dx ) and rearrange to get integraldisplay u dv = uv- integraldisplay v du. (1) This is the Integration by Parts formula and it is one of the primary tools for integration. It can also be stated for definite integrals as integraldisplay b a u dv = [ uv ] b a- integraldisplay b a v du. (2) It is probably not immediately obvious how this helps us, since we still have to evaluate the integral on the right-hand side. The trick is that, if we make appropriate choices for the parts of the original integral — u and dv — it may turn out upon differentiating u and integrating dv to get du and 1 v , respectively, that the integral on the right-hand side is easier to evaluate than the one the left. So, ideally, we replace the original integral with a simpler one! Let’s see if the above integral can be solved in this matter. Our first task is to select u and dv from the expression xe x dx . One of these quantities will be differentiated, and one integrated, in order to form our new quantity to be integrated. It turns out the appropriate choice for this problem is u = x dv = e x dx du = dx v = e x . Now using formula (1) we have integraldisplay xe x dx = xe x- integraldisplay e x dx....
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This note was uploaded on 04/14/2009 for the course ENGINEERIN MATH 118 taught by Professor Soares during the Spring '09 term at Waterloo.
- Spring '09
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https://www.jiskha.com/display.cgi?id=1188262013
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math
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Please bobpursley help.algebra 2
posted by logan .
This is a critical question..
Why does y=3 represent a function and x=3 does not
Please bobpursley help.algebra 2 -
The first is a function of x as there is one y value for all x. At any x, y=3.
The second is not a function because there is no value of y defined for any x. At x=3, y can be any value, and at other x values, y is undefined.
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https://premiumtermpaper.com/economic-paper/
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math
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Problem Set 1
1. Consider the utility function U(x, y) = 3x + y.
a. Calculate the marginal utility of x (MUx) and the marginal utility of y (MUy).
b. Is the assumption that more is better satisfied for both goods? Relate your answer to the marginal utilities calculated in part a.
c. Does the marginal utility of x diminish, remain constant, or increase as the consumer buys more x?
2. Repeat Problem 1 for the Cobb-Douglas utility function U(x, y) = A xayb, where A, a, and bare positive constants.
3. Britney and Kevin consume two goods with following utility functions:
U Britney = (x +
= x + y
Britney and Kevin will have the same ordinal ranking of different baskets if, when basket A is preferred to basket B by one of the functions, it is also preferred by the other. Do Britney and Kevin have the same ordinal ranking of different baskets of x and y?
4. Graph a typical indifference curve for the following utility functions and determine whether they obey the assumption of diminishing MRS:
a. U(x, y) = 3x + y
b. U(x, y) =
c. U(x, y) =
d. U(x, y) =
e. U(x, y) = x 2 / 3 y 1/ 3
f. U(x, y) = ln x + ln y
5. Suppose a consumer’s preferences for two goods can be represented by the Cobb- Douglas utility function U(x, y) = A x ay b, where A, a, and bare positive constants.
a. What is MRSx, y ?
b. Is MRSx, y diminishing, constant, or increasing as the consumer substitutes x for y
along an indifference curve?
c. On a graph with x on the horizontal axis and y on the vertical axis, draw a typical indifference curve. Indicate on your graph whether the indifference curve will intersect either or both axes.
6. For the following sets of goods draw two indifference curves U1 and U2 with U2 > U1. Draw each graph placing the amount of the first good on the horizontal axis.
a. Hot Dogs and Chili (the consumer likes both and has diminishing MRSH,C )
b. Sugar and Sweet’N Low (the consumer likes both and will accept an ounce of Sweet’N Low or an ounce of sugar with equal satisfaction)
c. Peanut butter and jelly (the consumer likes exactly 2 ounces of peanut butter with one ounce of jelly)
d. Nuts (which the consumer neither likes nor dislikes) and ice cream (which the consumer likes)
e. Apples (which the consumer likes) and liver (which the consumer dislikes)
7. Naomi always eats bagels with 1 ounce of cream cheese. Each bagel eaten in this way provides 15 units of utility. Excess cream cheese or excess bagels do not add to Naomi’s utility. Explain the nature of Naomi’s utility function and indicate the form of her indifference curve map.
8. Repeat Problem 5 for the quasi-linear utility function U(x, y ) = 2
+ y .
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https://programmingdigest.com/introduction-of-capacitor-definition-and-function/
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math
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The capacitor is a component whose basic function is to store charge electricity in limited quantities so that it can be used on occasions very specific as an “alternative power supply”. The capacity (C) of a capacitor is its most important characteristic and is can be defined as the relation –normally of a constant value– that exists between the amount of electric charge (Q) that it stores at a given moment and the voltage (V) that is being applied to it at the same moment. Specifically, it defines thus: C = Q / V. From the above formula we can deduce several things: the first is that a capacitor with higher capacity than another will store more charge under its potential.
The second is that a capacitor with a certain capacity will store more charge the higher the applied voltage (although in this sense keep in mind that every capacitor has a maximum working voltage –Which is usually printed on the body of the condenser itself– beyond which the can damage, so you will always have a maximum storable load). Capacitance is measured in Farads (F), although most capacitors with whom we will work have a much lower capacity (on the order of microfarads or even nanofarads). Depending on the size of the capacitor, It may be that the value of its capacity cannot be silk-screen as it is on its body; In such cases, a three-digit sequence is usually used to indicate the first two digits of the capacity value and then its multiplier. For example, a capacitor with the number “403” printed on it, it means that it has a capacity of 40103 = 401000 = 40,000 F. As with resistors, capacitors can be connected in series or in parallel to achieve a circuit with a capacity equivalent. Specifically, if two capacitors (C1 and C2) are connected in series, the equivalent capacity is C = (C1 · C2) / (C1 + C2); that is, less than any of the individual capacitors. If the two capacitors are connected in parallel, the equivalent capacity is C = C1 + C2; that is, we obtain a total capacity higher. A fully charged capacitor, in DC current circuits, acts as an open switch.
We can classify the types of capacitors according to whether or not they have polarization. Capacitors polarized are the ones to be connected to the circuit respecting the direction of the current. That is, they have a “negative” terminal that should always connect to the negative pole of the circuit, and another “positive” terminal that should always be connected to the positive pole. In other words, your connection has been to always perform forwarding polarization.
Is by This means that this type of capacitor is not valid to be used in the alternating current; in fact, by connecting them in reverse bias are destroyed. To distinguish one terminal from the other, we can look at a stripe painted on the body of the condenser, which will always indicate the terminal negative (similar to what happened with diodes). Another clue that we can use for the same is to notice that the negative terminal is shorter than the positive (as was the case with LEDs). As most noteworthy features, we can say that polarized capacitors have a standard capacity quite high (of a value greater than 1 microfarad), and, taking into account the manufacturing mode, they are usually electrolytic type (as shown in the image) or tantalum.
Unipolar Capacitors (Unpolarized) can be connected to the circuit in both directions indifferently (like resistors, for example). They can be made of many materials, but the most common are those of ceramic (like the one shown in the picture). The in general, they tend to have a considerably lower capacity than polarized capacitors. Capacitors are often used in circuits to provide the so-called “bypass feed” or “decoupling” (in English, “by-pass” or “decoupling”).
This supply is necessary when a component that normally does not require a lot of current intensity to work, has to punctually carry out such high consumption of electricity that the source of ordinary food is not able to offer it quickly enough. This normally occurs when said component (a microcontroller, for example) goes from being in the deactivated state to activated; at that moment is when the capacitor quickly provides the necessary transient current by “releasing” the electrical charge that it kept in storage. With this feeding system “Alternative”, it is possible to give a quick response to the peak of consumption of the component while the power supply can be recharging the condenser (at a slower rate) heading into the next peak. To use a capacitor that performs this function, one of its terminals must be connected as close as possible to the power input of the component to “manage” (how much farther away, less effect) and the other terminal to circuit ground. Typical values of a “by-pass” capacitor are 0.1 µF or 0.01 µF. Another very frequent use of capacitors is the elimination of “noise” of the DC power signal. That is, even if a font is labeled nominally as 9V for example will never actually deliver that 9V exact, but that value will undergo more or less wide variations and random around their face value. Therefore, in addition to a DC supply, we always have a little AC power around it. Depending on the magnitude of this AC supply (that is, of the variations around 9 V in the example), we could have a problem in our circuit, because effects of AC-type currents that we do not want would appear. A capacitor is capable of stabilizing these variations, making it possible to obtain from the source a value of more constant tension, thanks to the fact that it is able to conveniently regulate the load that “releases” or “accumulates” depending on the fluctuating voltage to which it is subjected. To use a capacitor that performs this stabilization function of the signal (which are often called “filter capacitors”), one of their terminals is must be connected to the positive terminal of the power supply and the other terminal has been connected to the negative terminal.
A typical value for a filter capacitor is 0.1 µF. TO higher AC current frequencies, lower capacitors are needed capacity. You can even connect several capacitors in parallel of different capacity, to filter different frequencies. Actually, capacitors are used in a multitude of applications: as batteries and memories for their ability to store charge, to perform discharges fast (like the “flash” light of a photographic camera), to maintain currents stable (such as those generated by a rectifier), to avoid drops of point currents in the circuits (that is, the “by-pass” function), to isolate parts of a circuit (when fully charged), etc. Symbols used in the design of electrical circuits to represent a capacitor can be two:
The representation on the left is that of a unipolar capacitor, and that of the right is that of a polarized capacitor. In the latter, the straight line symbolizes the positive pole (sometimes the “+” sign is omitted and/or the straight line is painted thicker) and the curved line symbolizes the negative pole.
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CC-MAIN-2023-40
| 7,111 | 8 |
https://promotephysics.wordpress.com/2014/09/14/frequency-4/
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math
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No. of vibrations/waves per second observed.
As the image below says,red light have least no. of waves whereas violet have the maximum no. of waves, which simply mean that here red light has the lowest frequency in the visible region and violet got the highest.
* Image copied from Wikipedia.
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CC-MAIN-2018-17
| 292 | 3 |
https://quant.stackexchange.com/questions/49440/different-volatility-surface-local-vol-stochastic-vol-etc
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math
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Despite many questions about local and stochastic volatility available on this forum, i still have a few doubts left. Essentially I am seeking validation whether I am interpreting things correctly.
Q1. A very basic question: Why are different volatility surfaces used?
My take (please correct if i am wrong):
Implied volatility surface generated using Black-Scholes model is not able to price exotic options (with barriers) correctly. So we need local volatility and stochastic volatility surfaces. The parameters are calibrated so that these volatility surfaces match the implied volatility surface generated from the Black-Scholes model. For calibration we use vanilla options. Once these local volatility and stochastic volatility surfaces match the implied volatility surface generated using the Black-Scholes model and are able to price vanilla options correctly, it is used for pricing exotic products.
Few follow-up questions:
Q2. Why local volatility and stochastic volatility models try to match the volatility surface generated by the Black-Scholes model? Once these local and stochastic volatility surfaces have been generated, we don't need the volatility surface generated by the Black-Scholes model, the new volatility surface can be used for pricing both vanilla as well as exotic options. Is it the correct inference?
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CC-MAIN-2024-18
| 1,333 | 6 |
https://www.hackmath.net/en/math-problem/5636
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math
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The seamstress cut the fabric into 3 parts. The first part was the eighth fabric, the second part was three-fifths of the fabric, and the third part had a length of 66 cm. Calculate the original length of the fabric.
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| 3,739 | 34 |
http://dz.kidzarella.com/read/perspectives-of-complex-analysis-differential-geometry-and-mathematical-physics
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math
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By Dimiev S., Sekigawa K. (eds.)
This workshop introduced jointly experts in advanced research, differential geometry, mathematical physics and purposes for exciting cross-disciplinary discussions. The lectures awarded ranged over a variety of present issues in these fields. The complaints may be of worth to graduate scholars and researchers in advanced research, differential geometry and theoretical physics, and in addition similar fields.
Read or Download Perspectives of complex analysis, differential geometry and mathematical physics PDF
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Illuminating, commonly praised ebook on analytic geometry of circles, the Moebius transformation, and 2-dimensional non-Euclidean geometries. "This ebook might be in each library, and each specialist in classical functionality concept will be acquainted with this fabric. the writer has played a different provider via making this fabric so comfortably available in one publication.
Geometric tomography bargains with the retrieval of data a few geometric item from info pertaining to its projections (shadows) on planes or cross-sections via planes. it's a geometric relative of automated tomography, which reconstructs a picture from X-rays of a human sufferer. the topic overlaps with convex geometry and employs many instruments from that zone, together with a few formulation from necessary geometry.
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3y by equa- 4 = - 10 + 3z/ + 3* + 3y = 6 0. = 0. = 0. 1. In each problem 25-36, write the equation of the line determined by the slope m and the ^-intercept 6. 25. m = 3; b = -4. 27. m = -4; b = 5. 29. m = 6 - -2. = 31. m 0; 6 = -6. 33. m = -J; 6 = -8. 35. m = 0; b = 0. ; 26. 28. 30. 32. 34. 36. = 2; 6 = 3. = -1;6 = 1. = $ 6 = -6. -5; 6 = 0. = 0; b = -2. m = - 6 = 0. m m m m m ; ; THE STRAIGHT LINE 36 Write the equation of the problem 37-48. line [CHAP. 3 which has the ^-intercept a and the ^-intercept 6 in each 37.
Solving for y gives, where B 7* 0, equation A we have seen, is the slope of the line. By setting notice that the constant term is the ^-intercept. Substituting for the slope and b for the ^-intercept, we obtain the simpler form The x m C coefficient of x, as we 0, y This is called the slope-intercept tion in this form which it SB mx + form makes evident the b. (2) of the equation of a line. slope and the y-intercept An equa- of the line Conversely, the equation of a line of given slope and be written at once by substituting the proper values for represents.
Written in the form 7^2 = > mi which expresses one slope as the negative reciprocal of the other Two THEOREM. of one is the EXAMPLE. 4 (-2,3), slant lines are perpendicular if, and only negative reciprocal of the slope of the other. if, slope. the slope Find the tangents of the angles of the triangle whose vertices are Find each angle to the nearest degree. (See #(8, -5), and C(5,4). ) Solution. formula (1), The slopes we get A( -2,3) of the sides are indicated in Fig. 2-11. C(5,4) 5(8, -5) FIGURE 2-11 Substituting in FUNDAMENTAL CONCEPTS AND FORMULAS 26 [CHAP.
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CC-MAIN-2019-26
| 3,861 | 15 |
https://www.ajol.info/index.php/jonamp/article/view/40123
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math
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On the successive coefficients of certain Univalent functions
The object of this paper is to study relationship between successive coefficients of some subclasses of the class of univalent functions in the unit disk. The result obtained is sharp, and is used to provide a new, short proof of the well-known conjecture of Robertson on the coefficient of close-to-convex functions.
Journal of the Nigerian Association of Mathematical Physics Vol. 10 2006: pp. 177-180
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CC-MAIN-2022-27
| 465 | 3 |
http://www.llmp-mpm.com/epub/an-introduction-to-mathematical-analysis-international-series-in-pure-and
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math
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By Robert A. Rankin
The name first covers the basic concept and assumptions in research, after which proceeds to tackling a number of the parts in research, resembling limits, continuity, differentiability, integration, convergence of endless sequence, double sequence, and limitless items.
The booklet may be most respected to undergraduate scholars of mathematical analysis.
Read Online or Download An Introduction to Mathematical Analysis (International Series in Pure and Applied Mathematics) PDF
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For greater than a century, the learn of varied different types of inequalities has been the point of interest of significant awareness by means of many researchers, either within the thought and its purposes. specifically, there exists a truly wealthy literature on the topic of the well-known Cebysev, Gruss, Trapezoid, Ostrowski, Hadamard and Jensen style inequalities.
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An Introduction to Mathematical Analysis (International Series in Pure and Applied Mathematics) by Robert A. Rankin
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| 2,480 | 13 |
https://justaaa.com/statistics-and-probability/377098-in-a-game-the-chance-of-winning-a-big-prize-a
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math
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In a game, the chance of winning a big prize, a small prize and nothing is equally likely. The game is played 8 times.
a.) Describe the sample space. How would you denote the outcomes? How do you assign probabilities to each outcome?
b.) What is the probability of winning exactly 2 big and 3 small prizes in the 8 games?
c.) How many different configurations of numbers of big, small and numbers of losses are possible in the 8 games?
Get Answers For Free
Most questions answered within 1 hours.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224649986.95/warc/CC-MAIN-20230604125132-20230604155132-00610.warc.gz
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CC-MAIN-2023-23
| 496 | 6 |
https://nathankraft.blogspot.com/2016/05/an-alternative-to-add-opposite.html
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math
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So how do you explain this without simply telling students to "add the opposite"? Wouldn't it be better if students were comfortable with subtracting negatives?
I teach adding and subtracting integers by having students locate the first number on the number line. You then have two options...you're either going left or right. To do this, they look at the operation. If they see +, they think that they need more of something. If they see -, they think that they need less of something. If we see plus a positive, we need to go in a more positive direction (right). If we see plus a negative, we need to go in a more negative direction (left). For minus a positive, we go less positive (left). For minus a negative, we go less negative (right). And that's it. It makes sense to them and we don't have to be afraid of the subtraction sign.
From here, students use number lines to solve addition and subtraction problems, and eventually, they start to make their own connections. They see that subtracting a negative has the same effect as adding a positive. They see that subtracting a positive has the same effect as adding a negative. As we work with larger numbers, students become less reliant on the number line and use their intuition.
One of the best things about teaching this way is that some of my struggling students can always fall back on the number line. Don't get me wrong, it can be painful to watch a student solve -27-1 by extending a number line far out to the left. I let them do it and then ask them to try a similar problem without writing anything down. Over time, they learn to trust themselves and do it mentally.
Another nice thing about teaching this way is that you can easily extend these ideas to multiplying integers. Positive times negative means more negative. Negative times negative means less negative. You can show how this works with repeated addition/subtraction: -3(-4) = -(-4) - (-4) - (-4).
I hope this provides you with a better alternative than the standard textbook explanation. If you try this, please leave a comment below on any insights that you have.
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| 2,099 | 6 |
https://www.lessonplanet.com/teachers/nonstandard-units-1st-2nd
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math
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Measuring with non-standard units is the focus of this math learning exercise. Lerners draw a picture to solve three word problems that require them to use nonstandard units for measurement.
1st - 2nd Math 26 Views 66 Downloads
Backyard Building - Area and Perimeter
Turn young mathematicians into landscape architects with this four-lesson series on area and perimeter. Beginning with a basic introduction to calculating perimeter and area using non-standard units of measurement, this instructional...
2nd - 4th Math CCSS: Adaptable
Math Stars: A Problem-Solving Newsletter Grade 1
Keep the skills of your young mathematicians up-to-date with this series of newsletter worksheets. Offering a wide array of basic arithmetic, geometry, and problem solving exercises, this resource is a great way to develop the critical...
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Measuring Mass Using Non-Standard Units of Measurement
Students explore mass measurements. For this non-standard unit measurement lesson, students use non-standard units of measurement to find the weight of different objects. They work in small groups and complete a variety of measuring...
1st - 2nd Math
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CC-MAIN-2016-44
| 1,159 | 11 |
http://math.stackexchange.com/questions/217996/what-step-is-wrong/218001
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math
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Finding the error in a proof
- $b= a+b$
Reminder the first step where $b = 2b$ So,
In this case in my opinion the wrong step is that in the third, because you can´t subtract $b^2$ from both sides.
This question it was taken from a math exam.
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| 242 | 5 |
http://www.warren-wilson.edu/~physics/PhysSci/Elevator/ElevatorPhysics.html
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math
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Physical Science Activity
Physics textbooks frequently contain problems with elevators.
Elevators represent types of motion commonly encountered - they start,
stop, and move with constant velocity. However, elevator physics
is somewhat non-intuitive. What happens to the passenger's
effective weight if standing on a scales when the elevator is
travelling with a constant speed is a bit confusing. If a ball is
dropped while the elevator is travelling at a constant speed between
floors, what will its acceleration be? Yet the explanation for
the elevator physics is very straightforward if one considers the
Newtonian Physics principles.
We will take a 1 kg mass, suspend the mass to a spring scale, and hold
the spring scale firmly against the elevator wall. We will also
use the camcorder to record the readings on the spring scale while the
elevator is ascending, descending, starting, or stopping.
- Use a 1 kg mass, suspend it by a spring balance so that it reads
10 Newton. (10 Newtons is the force of gravity pulling on the 1
kg mass). If the spring balance is positioned in an elevator and
the elevator is rising at a constant velocity, predict the reading on
the spring balance. [Note:
this should work much better using a more sensitive spring balance (250
g capacity) and a suspended mass of 100 g (1.0 Newton). ]
- More than 10 Newton
- Exactly 10 Newtons
- Less than 10 Newtons
- Predict the reading on the spring balance when the elevator is
descending at a constant velocity. (A, B, or C)
- Predict the reading on the spring balance when the elevator
starts to move upwards. (A, B, or C)
- Predict the reading on the spring balance when the elevator stops
moving downwards. (A, B, or C)
Use the camcorder on a tripod focused onto the spring balance. Be
sure that the scale on the spring balance can be read in the viewfinder
of the camcorder. Have the camcorder recording while the elevator
starts, moves up or down between floors, and stops. Use the sound
track to give verbal cues as to that the elevator is doing.
Ascending, descending, starting and stoping in both directions gives
six combinations for a particular motion (two more than the
prediction). Be sure to record all six motion states.
Repeat if necessary.
Examine the film and soundtrack of the elevator experiment and reach a
conclusion based on the observations.
Explain the conclusion based on Newton's 2nd law of motion.
Write the discussion in a journal entry (not a lab report). Due
date to be posted.
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s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500830903.34/warc/CC-MAIN-20140820021350-00286-ip-10-180-136-8.ec2.internal.warc.gz
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| 2,488 | 45 |
https://www.enotes.com/homework-help/body-thrown-vertically-upwards-36-m-s-what-455371
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math
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A body is thrown vertically upwards with a velocity 36 m/s. If it is thrown up on the Earth, there is a downward acceleration due to gravity equal to 9.8 m/s^2. This acceleration is the same for all bodies and is not dependent on their mass.
Use the formula `v^2 - u^2 = 2*a*s` where u is the initial velocity of a body, v is the final velocity, a is the acceleration of the body and s is the distance traveled during the interval in which velocity changes.
The body thrown up continues to rise till its upward velocity is not equal to 0. The initial velocity is 36,
`0^2 - 36^2 = 2*-9.8*s`
=> s `~~` 66.12 m
The body that is thrown up rises to a maximum height of 66.12 m. This is same irrespective of the mass of the body.
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s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046153980.55/warc/CC-MAIN-20210730185206-20210730215206-00021.warc.gz
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CC-MAIN-2021-31
| 724 | 6 |
https://www.librarything.com/tag/SAT+mathematics
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math
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Tag: SAT mathematics
Includes: sat mathematics, SAT mathematics (what?)
Tag and its aliases used 1 times by 1 member.
Most often tagged | Weighted | Popular recently | Published recently — Filter: None (edit)
Most often tagged SAT mathematics
Using the tag SAT mathematicsACKakata (1)
Recently tagged SAT mathematics
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Tag translation: SAT mathematics
LibraryThing members can help translate tags into the languages of all LibraryThing sites. Read more about it here. Review member translations here.
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| 572 | 11 |
https://myessaydoc.com/statistics-questions-2/
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math
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Eighty percent of the students applying to a university are accepted. Using the binomial probability tables or Excel, what is the probability that among the next 20 applicants:
- Exactly 10 will be accepted? Why is this number so low? (#4 might help)
- At least 14 will be accepted? (14 or more will be accepted)
- Exactly 5 will be rejected?
- Determine the expected number of acceptances.
- Compute the standard deviation. Make sure you are using the formula in the book specific to binomial problems.
Scores on a recent national statistics exam were normally distributed with a mean of 88 and a standard deviation of 2.
- What is the probability that a randomly selected exam will have a score of at least 85?
- What percentage of exams will have scores between 89 and 92?
- If the top 5% of test scores receive merit awards, what is the lowest score eligible for an award?
For these project assignments throughout the course you will need to reference the data in the ROI Excel spreadheet. Download it here.
Using the ROI data set:
- 1. According to the textbook, what criteria are needed in a binomial experiment?
- 2. If we select 10 colleges from a major and then record whether they are of ‘School Type’ ‘Private’ or not, is this experiment a binomial one? Why or why not?
- 3. According to the textbook, if data is normally distributed, and the mean is 10, what will the median be? What will the mode be?
- 4. Find and insert a graph that shows the normal distribution with standard deviations (up to three standard deviations). Is a value in the data set more “special” if it is two or three standard deviations from the mean? Why? What are standard deviations telling you? How does the curve relate to this concept?
- 5. For each of the 2 majors determine if the ‘Annual % ROI’ appears to be normally distributed. Consider the shape of the histogram and the measures of central tendency (mean and median) to justify your results. Report on each of these with charts and calculations to justify your answers.
- 6.Continuing the theme of a highlighted box that you will use for your final project, summarize your analysis of whether or not the data in each graph is normally distributed. Why, given the context of our final project, is a normal distribution important?
Last Updated on February 10, 2019 by EssayPro
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| 2,339 | 19 |
https://yareel.co/best-books-on-computational-fluid-dynamics/
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math
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Physical Significance Of Gradient Divergence And Curl
Computational fluid dynamics can be an increasingly complex subject to learn. Well, you can change that by choosing the right resources to study CFD. However, choosing the right books can be difficult since you don’t want to waste time reading something outdated or too complicated to understand or worse something that has incorrect information. So to make your journey of learning CFD easier we have made this list of some of the best books you can start reading today to learn more about CFD.
1. Introduction to Computational Fluid Dynamics
This is one of the most famous books in computational fluid dynamics, and it is also a great starting point for those who want to learn more. It emphasizes both theory and applications, so you can read this book from start to finish or just dip into the chapters that interest you most. The author explains how to model flows using different types of equations, and he also provides ample examples of how these equations can be used in practical applications. This book is a very good introduction to computational fluid dynamics, and it covers all of the basics you need to know, including how to set up a simulation, how to solve the Navier-Stokes equations, and how to use various solvers. It’s also very readable and easy to understand.
2. Computational Methods for Fluid Dynamics
This book covers all aspects of CFD, including modelling, simulation and analysis. It includes chapters on turbulence modelling and control, instability analysis, computational fluid dynamics applications in aviation, wind power conversion and gas turbine technology.
The book begins with data structures and algorithms and then moves on to multiphase models, turbulence modelling, the physical significance of gradient divergence And curl, Navier-Stokes equations and their applications, finite volume methods for hyperbolic problems and complex geometries, boundary and initial value problems, magnetohydrodynamics, computational fluid dynamics in gas dynamics, flow control by electromagnetics and heat transfer by electromagnetic waves.
It is an excellent resource for anyone interested in computer modelling of fluid flow problems, particularly those interested in the more modern methods such as boundary layer theory and finite volume methods.
This book introduces the basic concepts and techniques used in CFD and provides a toolbox of practical applications. It also describes the state-of-the-art developments in this field, with an emphasis on applications. The book will serve as an excellent reference for researchers and engineers interested in computational problems involving fluids.
3. Finite Volume Methods for Hyperbolic Problems
This book provides a comprehensive guide to finite volume methods for hyperbolic problems, including both analytical results as well as detailed algorithms for implementation on modern computers. It also includes an extensive collection of examples and applications, making it ideal for researchers working on problems in fluid mechanics and related fields such as aerodynamics, solid mechanics and combustion science. It is an excellent resource for those wanting to learn finite volume methods for hyperbolic problems and problems arising from partial differential equations (PDEs). The book starts with a simple introduction to hyperbolic PDEs, followed by a more advanced treatment of spherical harmonics, elliptic systems and their applications to 1D PDEs, 2D PDEs and 3D PDEs using finite differences or finite volumes or both together.
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https://support.visualcrossing.com/hc/en-us/community/posts/14971003711245-Why-aren-t-Event-Planner-and-Average-Weather-the-same?sort_by=votes
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math
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I used both panels to get the weather for the same day and location and the results are different. Not a lot, but they are definitely not the same. Look at May 13 for 41.3471,2.1524. One shows a 12% change of precip; the other shows 11%. The rain percentage for the afternoon is different. Shouldn't these two be the same? Since the date is in the future, shouldn't both use the same historical database to arrive at a data?
Why aren't Event Planner and Average Weather the same?
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https://verperstado.web.app/444.html
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If he can throw the ball 30 mph, find the speed with which he will could hit a his brother in the front seat of the car. Ppt relative velocity powerpoint presentation free to. The vector is the diagonal of the rectangle and the sides are the components. The relative velocity is the velocity of an object or observer b in the rest frame of another object or the observer a. Kinematics displacement, velocity, acceleration, 1 and 2dimensional motion source. On occasion objects move within a medium which is moving with respect to an observer. Relative velocity problems real world physics problems.
This is not because one of them is wrong, but because they are using different frames of reference. Print understanding relative velocity in kinematics worksheet 1. From kerr and ruth 3 rd edition calculate the relative velocity between two inertial observers which produces a 50% reduction in the proper leng 2. In general, if is the velocity of a relative to b, then the velocity of b relative to a, will be in the same line as but in opposite direction.
Solving problems since the relative motion equations are vector equations, problems involving them may be solved in one of two ways. Lets find the relative velocities of the 3 objects in each observers frame of reference. The difference between velocity and relative velocity is that velocity is measured with respect to a reference point which is relative to different point. Relative velocity is important in physics, such as the study of kinematics, a branch of classical mechanics that examines motion without taking into consideration of the forces or.
The best way to see how this is possible is to look at some examples. A car is also moving on a parallel track with train with velocity w in north direction. Applying cosine rule in the velocity diagram triangle. Relative velocity definition, formula, examples, problems. Further imagine that you are on a bus travelling along a straight highway at 55 mph and that you point the gun so that the barrel is level and pointing directly forward, toward the front of the bus. Train is travelling with the velocity v in north direction. Determine the resulting velocity magnitude and ccw direction of the plane for each situation. Planes fly in a medium of moving air winds, providing an example of relative motion. However, the reality is quite different to each of the drivers in the two cars. If velocity of approach is constant then time of collision initialseparation. Relative motion relative motion is just a way of saying that sometimes different people will say different things about the motion of the same object. Mar 20, 2020 analyze onedimensional and twodimensional relative motion problems using the position and velocity vector equations. Car a is moving at a speed of 80 kmh while car b is moving at a speed 50 kmh in the opposite direction, find the magnitude and direction of a the relative velocity of car a with respect to b b the relative velocity of car b with respect to a. The relative velocity is the velocity that the body a would appear to an observer on the body b and vice versa.
Often in physics problems we describe situations relative to an outside observer, but the relative velocity measured by an observer inside the problem may be useful. If is the velocity of c relative to a, then, the velocity of c relative to b, will be given by. Imagine that you have a dart gun with a muzzle velocity of 45 mph. Mathematically speaking the relative velocity is the vector difference between the velocities of two bodies. Boats crossing rivers in which there is a current give rise to relative velocity problems.
Its rate of decrease of separation if a is moving towards b. Some of the worksheets for this concept are relative velocity practice work 1, harman physics, relative velocity work, yhow to solve 2 dimension relative velocity problems, lesson 16 relative motion, relative velocity and riverboat problems, topic 3 kinematics displacement velocity acceleration, work 2 relative. How to solve 2 dimension relative velocity problems. Relative velocity is important in physics, such as the study of kinematics, a branch of classical mechanics that examines motion without taking into consideration of the forces or masses involved. This would be the planes velocity with respect to the ground. The position, velocity and acceleration of a particle depend on the reference frame chosen. But since the air is moving, the planes speed relative to the ground will be different than 100 mihr. There are two scenarios you must learn to identify, when reading a question. Some of the worksheets for this concept are relative velocity practice work 1, harman physics, relative velocity work, yhow to solve 2 dimension relative velocity problems, lesson 16 relative motion, relative velocity and riverboat problems, topic 3 kinematics displacement velocity. Any two dimension relative velocity problem is an application of vector addition. Velocity in mechanisms 145 from above, we conclude that the relative velocity of point a with respect to b vab and the relative velocity of point b with respect a vba are equal in magnitude but opposite in direction, i. If youre riding in a train moving at 10 ms east, this velocity is measured relative to the ground on which youre traveling. Relative velocity note that like in the one dimensional case, you can consider the addition of more than three relative velocities to obtain the velocity of an object relative to you or to any other reference frame. A truck accelerates from rest at the constant rate a for some time after which it decelerates at a constant rate of b to come to the rest.
You can add relative velocities even if they are at arbitrary angles by using the graphical methods. Concepts of relative velocity 11 in spite of the above assertions of galileo and poincar. A person stands on the bank of the river and observes the motion of the boat and river. On this page i put together a collection of relative velocity problems to help you understand relative velocity better. The vector addition underlying relative velocity step 3 assume now that there is a current of 2. Suppose a plane with a 100 mihr air speed encounters a tail wind, a head wind and a side wind. Relative motion study material for iit jee askiitians. Analyze onedimensional and twodimensional relative motion problems using the position and velocity vector equations. The result is that the resultant velocity of the boat is different than the boats speedometer reading, thanks to the movement of the water that the boat is in.
Relative motion in one and two dimensions physics libretexts. How to solve 2 dimension relative velocity problems any two dimension relative velocity problem is an application of vector addition. In a river, a boat moves relative to the water and the water moves relative to the shore. At what angle to the stream direction must the boat move to minimize drifting. Displaying all worksheets related to relative velocity.
This relative velocity considers a moving while b is taken to be stationary. In the above examples, each person was measuring the velocity of the apples relative to compared to the frame of reference that they were standing in. A particle p is moving and is observed from two frames s and s. The key to properly analyzing a twodimensional relative velocity situation is drawing the proper triangle to represent the three velocities. For example, an airplane usually encounters a wind air which is moving with respect to an observer on the ground below. We can then find the relative velocity v ab and relative displacement r ab. However, there is a steady wind blowing due west with a constant speed of 40 ms.
Relative velocity to determine the relative velocity of b with respect to a, the time derivative of the relative position equation is taken. One obvious example of this is to work out how long it will take two objects travelling along a line at different velocities to collide like cars on a road. Relative velocity velocity of the body a velocity of the body b. B along the line joining a and b and is directed towards b. What is the velocity of the toy car relative to the earth. Physics straight line motion part 19 relative velocity class. Displaying top 8 worksheets found for relative velocity. Finally, think about this relative velocity problem. Physics straight line motion part 19 relative velocity. The pilot of a plane points her airplane due south and flies with an airspeed of 100 ms. Relative velocity suppose you are standing beside a highway watching car a move north at 20 ms and car b moving south at 25 ms. Worksheets are relative velocity practice work 1, harman physics, relative velocity work, yhow to solve 2 dimension relative velocity problems, lesson 16 relative motion, relative velocity and riverboat problems, topic 3 kinematics displacement velocity acceleration, work 2 relative velocities in two. Planes flying in the presence of winds and boat moving in the presence of river currents are discussed in detail.
For example, consider a person walking on the boat with velocity relative to the boat. These are the observations you make as a stationary observer. The boat travels at 20 km h1relative to the surface of the water and points directly across the river. The relative velocity is found by vector subtraction. Vb is the true velocity of the boat vbw is the velocity of the boat in still water and vw is the velocity of the water.
System b, system a is moving away from b in a positive y direction and a negative x direction as given by the numerical results. Relative displacement consider two ships a and b initially at points p and q moving with constant velocities v a and v b respectively. Hope you like them and do not forget to like, social share and comment at the end of the page. The relative velocity is found by the process of vector subtraction. Then we can find how far up the river the boat has traveled relative to. Also, it is important to note that what happens in one direction is independent of what happens in the other and that only time of. If a student walks toward the front of the bus at 3 ms relative to the bus, how fast is the student moving relative to the observer. The physics classroom removes the difficult with this easy to understand tutorial on the analysis of relative velocity situations.
For relative motion analysis, we can identify the velocity or acceleration of the end point of the arm c with respect to the ground a by finding the velocity acceleration of b with respect to a and adding the velocity or acceleration of c with respect to b, just as we did with particles. Relative velocity a row boat with speed of v b wants to reach a point directly across a river with a current of v r. The change in velocity v divided by the time it takes to change that position t is the average velocity. A passenger at the rear of a train traveling at 15 ms relative to earth throws a baseball with a speed of 15 ms in the direction opposite the motion of the train. It may be noted that to find vab, start from point b towards a and for vba, start from point a towards b. A motorcycle traveling on the highway at a speed of 120 kmh passes a car traveling at a speed of 90 kmh. Relative to a person standing on the sidewalk, the apple may be moving at 10ms, while for a person in the frame of reference of the truck. Velocity of a point on a link by relative velocity method the relative velocity method is based upon the relative velocity of the various points of the link as discussed in art. In the diagram below, a top view of a river is shown. An airplane is travelling at 200 miles per hour east, and the wind is pushing back west, moving at 35 miles per hour. This velocity is less than the engines capable velocity, caused by the plane pointing into the wind.
B is the component of the relative velocity of a w. To go straight across we need a vertical velocity of zero so and so the crossing time is, longer than the nocurrent time of 50 s. The drift is zero if boat reaches directly opposite point. Alternatively, vector problems can be solved graphicallyby. Relative velocity of a body a with respect to another body b, when both are in motion, is the velocity with which a appears to move to b. In drawing a vector and its components, it is good technique to draw a rectangle around the vector in a light colour. Relative velocity and boats crossing rivers extension material for level 2 physics study guide, isbn 9781927153376, page 111 boats crossing rivers in which there is a current give rise to relative velocity problems. Also, it is important to note that what happens in one direction is independent of what happens in the other and that only time of travel is common to both.
Conceptual physics textbook chapter 2 second edition, laboratory book. An introductory relative motion problem with vector components example problem. Relative velocity is defined as the velocity of an object b in the rest frame of. If the same student turns around and walks to the back of the bus at 3 ms, what is the relative. While relative velocity is measured in a frame where the an object is either at rest or moving with respect to absolute frame. Relative velocity is the velocity of an object as observed from a when analyzing motion of an object, the reference frame in terms of position, velocity, and acceleration needs to be specified. Consider two points a and b on a link as shown in fig. Velocity of rain relative to the man appears to be 2v and the rain is falling down vertically velocity of the rain is asked by koteswarao002 24th april 2019 6. A relative velocity problem can be one of the most difficult problems in a physics course. If the total time elapsed is t,then find out the maximum velocity attains by the truck. If the speedometer reads 100 mihr, then the plane moves 100 mihr relative to the air.13 1120 1469 1442 1460 921 1206 1146 226 692 1164 422 1269 332 1265 553 111 1090 1290 311 1306 192 349 696 126 669 1158 1008 12 445 643 191 1285 244 1472 76 968 776 775 803 50 270 697 1267 527
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http://fermi.la.asu.edu/PHY531/hogreen/node2.html
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math
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|m = - mx(t) + F(t) .||(1)|
The physical situation generally has F(t) applied for a finite interval. That is
|F(t) = .||(2)|
|x = x .||(3)|
We define the Green's function to be a solution to the adjoint equation with a delta function (i.e. impulsive) force. The adjoint equation will be identical in this case, but in general odd time derivatives corresponding to frictional forces will have their signs changed by the integration by parts needed to define the adjoint.
Our Green's function therefore satisfies
|m = - mG(t',t) + (t - t') .||(4)|
Just like the original equation of motion, we need to have boundary conditions on G(t',t) . In this case, because the Green's function itself is not the physical solution we seek, we are free to pick boundary conditions. As usual, some choices lead to simpler equations for particular x(t) boundary conditions than other choices. Two standard choices lead to the so-called retarded and advanced Green's functions.
Before talking about those boundary conditions, we need to look at the form of the Green's function equation. As noted above, it is the solution of the adjoint equation in the second argument for the delta function source at the right hand argument. For the special case where the coefficients of the linear equation are independent of time, the adjoint equation for the right hand argument is the same as the original equation for the left hand argument. That is, because the only dependence on t is in the derivatives, you can change variables from t to t - t' , with no change in the form of the equation, and then to t' which changes the sign of the odd time derivatives. These are exactly the sign changes needed to change the adjoint equation to the original equation. Therefore for these special cases, the Green's function is also the solution of the original equation on the left hand variable with an impulsive force at the time corresponding to the right hand variable.
The retarded Green's function is the solution where the oscillator is at rest at the origin before the impulsive force is applied, and therefore after the force, the oscillator will be vibrating. The advanced Green's function is the solution where the oscillator is at rest at the origin after the impulsive force is applied. Therefore it is vibrating at exactly the right amplitude and phase before the force so that the force cancels all the motion. Both solutions are valid and answer different physical questions. The retarded Green's function tells you what the amplitude and phase of the oscillator, initially at rest at the origin, will be after an impulsive force is applied. The advanced Green's function tells you the amplitude and phase the oscillator would need initially so that it would end up at rest at the origin after the impulsive force is applied. While it is true that we ask the first question more often than the second, both are equally physical questions, and neither violates causality. Note also that these conditions are reversed for the adjoint equation which is the one we really should solve. That is, the retarded Green's function is the solution of the adjoint equation that has the oscillator at rest at the origin after the impulse, while the advanced Green's function is the solution of the adjoint equation that has the oscillator at rest at the origin before the impulse.
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http://www.chegg.com/homework-help/questions-and-answers/pulley-form-uniform-disk-rope-hanging--circumference-pullet-12m-pulley-s-mass-is22-kg-rope-q812294
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A pulley in the form of a uniform disk has a rope hanging over it.The circumference of the pullet is 1.2m and the pulley's mass is2.2 kg. The rope is 8m long and has a mass of 4.8 kg. When thedifference in heights between the two end of the rope is 0.6m thesystem is at rest.
1- What is the angular Speed of the pulley when thedifference in height between the two ends of the rope is7.2m?
2- Obtain an expression for the angular momentum of the systemas a function of time while neither end of the rope is above thecenter of the pulley. (There is no slippage between the rope andthe wheel)
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https://essaysprompt.com/9-week-5-making-capital-investments-decision-project-analysis-and-evaluation/
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math
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9 (Week 5) Making Capital Investments Decision Project Analysis and Evaluation (Tutorial Questions 1,4, & 5) 1 Calculating cost and break-even Distance ltd manufactures petrol additives. The variable materials cost is $1.20 per litre and the variable labour cost is $ 2.60 per litre. A. What is the variable cost per litre? B. Distance incurs fixed costs of $ 400000 during a year when total production is 280000 litres. What are the total costs for the year? C. If the selling price is $ 5.80 per litre, does Distance break even on a cash basis? If depreciation is $ 130000 per year, what is the accounting breakeven point?
https://essaysprompt.com/wp-content/uploads/2020/10/19-2.png 0 0 https://essaysprompt.com/wp-content/uploads/2020/10/19-2.png 2022-12-19 08:35:262022-12-19 08:35:269 (Week 5) Making Capital Investments Decision Project Analysis and Evaluation (
EssaysPrompt papers are NOT intended to be forwarded as finalized work as it is only strictly meant to be used for research and study purposes. EssaysPrompt does not endorse or condone any type of plagiarism.
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http://slideplayer.com/slide/4358145/
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math
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Comments Straight swap of equity for debt Market prices unchanged Real asset unchanged
Financial leverage and risk Three states: bust, normal, boom. Probabilities not explicit. Look at each state separately.
EPS, ROE, Current Structure Shares Outstanding = 400 Bust Normal Boom EBIT$1,000$2,000$3,000 Interest000 Net income$1,000$2,000$3,000 EPS$2.50$5.00$7.50 ROA5%10%15% ROE5%10%15%
EPS and ROE under Proposed Capital Structure Shares Outstanding = 240 Bust Normal Boom EBIT$1,000$2,000$3,000 Interest640640640 Net income$360$1,360$2,360 EPS$1.50$5.67$9.83 ROA5%10%15% ROE3%11%20%
Financial and operating leverage Find the point of equal EPS Let x = EBIT Solve x/400 = (x - 640)/240 Solution x = 1600. EPS = 4 per share, in either structure
(2.00) 0.00 2.00 4.00 6.00 8.00 10.00 12.00 1,0002,0003,000 EBIT EPS Debt No Debt Break-even Point
Modigliani-Miller (MM) Model Perpetual Cash Flows (convenient) Firms and investors can borrow and lend at the same rate (convenient) No transaction costs (convenient) No taxes
Homemade leverage Instead of the firm leveraging or unleveraging, the investor does it herself, by borrowing or lending, leveraging or unleveraging her portfolio.
Borrow $8000, buy the unlevered firm for $20,000 Bust NormalBoom Earnings $1000$2000$3000 Interest at 8%$640$640$640 Net Profits$360$1360$2360 ROE (on $12K)3%11%20% Same as owning the levered firm
Okay, don’t buy the whole firm Buy 10%, forty shares for $2000. Borrow $800. Total cost $1200 Same as having 10% of the levered firm, that is, 24 shares at $50 per share.
Homemade annihilation of leverage Idea. Form a portfolio. Part lending… part the levered firm. Portfolio has the action of the unlevered firm. A levered firm is a portfolio.
Buy the levered firm (240 shares) and lend 8000 Cost of Portfolio = 12000 + 8000 = 20000 Bust NormalBoom EPS $1.50$5.67$9.83 Earnings $360$1360$2360 Interest at (8%)$640$640$640 Net cash flow$1000$2000$3000 ROE 5%10%15% (Net cash flow / $2,000)
The firm is a veil A way for shareholders to hold a portfolio.
Proposition I of MM (No Taxes) P1: Value is unaffected by leverage P1: V L = V U ; or S L + B = S U Pie theory
Proposition II of M-M (no taxes) r B is the interest rate r s is the return on (levered) equity r 0 is the return on unlevered equity B is value of debt S L is value of levered equity r s = r 0 + (B / S L ) (r 0 - r B )
Quick derivation of MM II Uses MM I. Value unchanged. Uses cash flow constraint.
ValueRandom cash flow SharesSLSL sLsL BondsBb Unlevered firmSUSU s U = s L + b For instance, capital structure Conclusion: S U = S L + B
Weighted average cost of capital Go back to equation (*) in the derivation, divide by S L + B Result: r WACC = r 0
MM Proposition II no tax Debt-to- equity ratio (B/S) Cost of capital: r (%). r0r0 rSrS r WACC rBrB
What is the weighted average cost of capital ? Give the definitions and the formula. r WACC = S/(S+B))r S + (B/(S+B))(1-T C )r B r WACC is the market rate at which the physical asset of the firm is discounted. r WACC is the market rate for project whose risk profile is like that of the physical asset of the firm.
Conclusion Weighted average cost of capital doesn’t change because the physical asset of the firm doesn’t change.
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https://xocuvoxojusehu.degisiktatlar.com/how-to-write-a-comment-in-mathematical-terms-33086cs.html
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math
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Irrelevant assumptions, incorrect emphasis, or even the absence of correct emphasis can wreak havoc.
Okay so let's start with fractions. How big is that thing even. Inhe accepted his first American position as a scholarship holder at Princeton University. Check out Writing in Mathematics for some suggested ideas and prompts that promote different kinds of writing to make sense of mathematics.
Incentre of a Triangle: This isn't too common, but feel free to use it if you'd like. Music except classical music was "noise".
One paragraph presents the essence of the process: More examples Other areas where the paradox of unanimity emerges are numerous and diverse. Immigration Services at periodic intervals.
Ask yourself who it is that you want to reach. Paresh Gujarati Member Level: He also discovered the first elementary proof for the prime number theoremalong with Atle Selberg.
A Conversation with Paul Halmos is based on an interview with Paul Halmos, in which he discusses various aspects of writing, teaching, and research Trailer. The low emissions were too consistent and 'too good to be true.
In many cases, he would ask the current collaborator about whom to visit next. The consistency betrayed the systemic bias introduced by the nefarious computer chip.
Documents As Well As Code Mathematica uses the Wolfram Notebook Interface, which allows you to organize everything you do in rich documents that include text, runnable code, dynamic graphics, user interfaces, and more.
He shifted gently and whined again. Most students love technology and the use of iPads so finding Write About This really added to the possibilities for me to help my students access the required curriculum. Halmos described his approach to writing in an essay published in the book How to Write Mathematics American Mathematical Society, To have something to say is by far the most important ingredient of good exposition.
Large, unanimous agreement does remain a good thing in certain cases, but only when there is zero or near-zero bias. A Vast System, All Integrated Mathematica has nearly 5, built-in functions covering all areas of technical computing—all carefully integrated so they work perfectly together, and all included in the fully integrated Mathematica system.
The basic steps of Think-Pair-Share are:. LaTeX/Mathematics. From Wikibooks, open books for an open world mathematical formulae, while looking professional when printed.
then redefines \sqrt in terms of. Hindi Names of Mathematical Shapes and Terms. 5 Comments / How to say in Hindi / By Vivek Kumar / February 8, you can write to us through the comment section.
English: Hindi: Learn how your comment data is processed. Search on this Site. Jul 08, · Halmos described his approach to writing in an essay published in the book How to Write Mathematics (American Mathematical Society, ). One paragraph presents the essence of the process: and the specifically mathematical words (technical terms) that can have a profound effect on mathematical meaning.
A. I. Mathematical Statements and Proofs In this part we learn, mostly by example, how to write mathematical statements and how to write basic mathematical proofs. You can write any equation related to mathematics by equation editor (or Microsoft Equation ) program which is nothing but termed as ‘Object’ in Microsoft Word.
To write mathematical equations in report of any technical document is. This article explains the mathematical terms related to triangle.
Here we have the definition of centroid, incentre, circumcentre, orthocentre and many more. Here we have the definition of centroid, incentre, circumcentre, orthocentre and many more.
"with regards" etc in the comment. Write detailed comment, relevant to the topic.How to write a comment in mathematical terms
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https://tw.voicetube.com/videos/116864
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math
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字幕列表 影片播放 列印英文字幕 - [Instructor] So they are telling us that r fifths is equal to eight tenths and we need to figure out what is r going to be equal to and they help us out with this number line where they've put eight tenths on the number line. That makes sense because to go from zero to one, they've split it into one, two, three, four, five, six, seven, eight, nine, ten equal jumps and at this point, we have gone eight of those ten equal jumps between zero and one so that is eight tenths and they've also labeled one fifth for us and one way to think about it is if we look at these bold lines, zero, one, two, three, four, five, if you just look at the purple, we have five equal jumps. So each of those jumps are a fifth and so it makes sense that our first jump right over here gets us to one fifth and you can see that that is equivalent to two of the tenths. I'll just write that up here so we can see that equivalence. One fifth is equal to two tenths but how many fifths is equal to eight tenths? Pause this video and try to figure it out. All right, well this is one fifth. If we do one more jump of a fifth, that would be two fifths. Then if we go another fifth, that will get us to three fifths and then if we go another fifth, that will get us to four fifths which we see is exactly equivalent to eight tenths and that makes sense because we also saw that every fifth is equivalent to two tenths. So four fifths is going to be equivalent to eight of those tenths. We see that very clearly right over here and so r is equal to four. Four fifths is equal to eight tenths. So r is equal to four. Let's do another example. What fraction is equivalent to point A? So pause this video and see if you can figure that out. All right, so let's figure out where point A is. So to go from zero to one, we have one, two, three, four, five, six equal jumps. So each of these jumps are a sixth. So going from zero, one jump will get us to one sixth, then two sixths, then three sixths, then four sixths, then five sixths and so can we see four sixths in the choices? No I do not see four sixths. So we have to find an equivalent fraction to four sixths. So we could go choice by choice. The first choice has five sixths. Well we very clearly see that five sixths would be here on the number line which is clearly a different place than four sixths. So we could rule out this first choice but what about these other ones? Let's see, let's see how we can think about. Four fifths versus four sixths. Could those be equivalent? If I have four out of five versus four out of six, that's not feeling too good so I'm gonna put like a curly line through it. That's not feeling right, that if I could have four out of five equal jumps or five equal sections, that that would be the same as four out of six equal sections. If I divided it into six equal sections, each of those sections are going to be a little bit smaller than if I divided into five equal sections. So if I have four of each, they're going to be a different value. Actually when I talk it out like that, I feel even more confident that I could rule this one out. Now what about six fourths? Well one way to think about it is four fourths would be equal to one. So six fourths is going to be beyond one. So it's definitely not going to be where A is, so I could rule that one out and we could say oh, well maybe it's just going to be D but let's make sure that this makes sense. Two thirds, what does two thirds look like? Well let me try to divide this part of the number line from zero to one into thirds, into three equal sections. So I have zero there and then that could be one third, two thirds and then three thirds. That looks like three equal sections. So this is one third, this is two thirds, I'm making another jump of a third and then when I get to one, of course that is three thirds or we could have said six sixths and so point A, which is right over here I'm writing over it, that is indeed equal to two thirds. You can see each jump of a third is equal to two sixths. So it makes sense that four sixths is equal to two thirds or that two thirds is equal to four sixths so I like this one.
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https://legacy.slmath.org/seminars/21666
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math
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|SLMath: Eisenbud Auditorium
We will provide a direct proof of the observability inequality of backward stochastic heat equations for measurable sets. As an immediate application, the null controllability of the forward heat equations is obtained. Moreover, an interesting relaxed optimal actuator location problem is formulated, and the existence of its solution is proved. Finally, the solution is characterized by a Nash equilibrium of the associated game problem.
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http://onlinetutorialsplus.blogspot.in/2015/01/electronic-devices-and-circuits.html
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math
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Electronic Devices and Circuits Important Questions
EDC Important Questions External Exams
1.Draw the circuit diagram and explain the working of full wave bridge rectifier and derive the expression for average output current and rectification efficiency.
2.With a neat diagram explain the working of a PN junction diode in forward bias and reverse bias and show the effect of temperature on its V-I characteristics.
3.Explain V-I characteristics of Zener diode
4.Derive the diode equation of the diode
5.Explain Zener diode and it’s breakdown mechanism?
1. Sketch neatly the circuit diagram of a CE configuration transistor, discuss its operation, characteristics and compare it with other modes of operation.
2. Derive the hybrid model of a CE Amplifier.
3. What are Power Transistors?
4. Describe the methods of determining h-parameters from its static input and output characteristics.
5. Derive the equation for efficiency of a Class B amplifier
1. Discuss in detail the working and operation of JFET and explain the I/O characteristics
2. Explain the operation and Characteristics of Enhancement mode MOSFET & Depletion mode MOSFET
3. Explain how the transconductance of a JFET varies with drain current and gate voltage characteristics and transfer characteristics
4. In a JFET the following parameters are given, IDDS = 32Ma, VG(off) = -8V and VGS = 4.5 V. Find The values of drain current.
5.Explain the application of FET as a voltage variable resistor
1. Draw the block diagram of a voltage series feedback amplifier and derive the equation for input impedance, output impedance and the voltage gain.
2. Differentiate oscillator with amplifier
3. Draw the circuit of a Hartley oscillator and derive the condition for the frequency of oscillation.
4. Explain the working of a differential amplifier in both common and differential mode.
5. Explain the operation of any one type of oscillator in detail and give its equation.
1. Draw the circuit diagram of a collector coupled astable multivibrator using complementary transistors and draw the typical wave form at base and collector coupled astable multivibrator.
2. Explain the working and operation of a Schmitt trigger with a neat diagram.
3. Explain the working and operation of a UJT saw tooth oscillator with a neat diagram.
4. Explain the working and operation of a Monostable MV with a neat diagram.
5. Explain the operation of a Bistable MV with a neat sketch.
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| 2,430 | 27 |
https://aidshealing.org/and-pdf/936-trigonometry-problems-and-solutions-pdf-854-862.php
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math
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File Name: trigonometry problems and solutions .zip
- NCERT Solutions for Class 12 Maths Chapter 2
- trigonometry worksheets pdf
- Trigonometry Problems – Titu Andreescu
In this process, our eye move through an angle. Chapter 14 Right-angled trigonometry Trigonometric ratios are used to determine the unknown side lengths and angles of a right-angled triangle. Enjoy these free sheets.
NCERT Solutions for Class 12 Maths Chapter 2
A cos A. D sin A. Directions : Read the following questions carefully and choose the right answer. Previous Excercise. Next Excercise. Are you looking for any of these? Is it possible to find the height of a tower by merely observing the length of its shadow and the position of the sun?
trigonometry worksheets pdf
Grouped by level of study. Another chapter focusing on Elementary Trigonometry has been added. Permutation and Combination Problems with solutions pdf link given below. Cengage mathematics trigonometry pdf. Trigonometry Trig is an intricate piece of other branches of mathematics such as, Geometry, Algebra, and Calculus. Chapter 4 : Application of Algebraic Sign to Trigonometry.
Trigonometry is the branch of mathematics dealing with the relations of the sides and angles of triangles and with the relevant functions of any angles. Throughout history, trigonometry has been applied in areas such as geodesy, surveying, celestial mechanics, and navigation. The concept of Trigonometry is given by a Greek mathematician Hipparchus. Trigonometry is all about a right-angled triangle. It is one of those divisions in mathematics that helps in finding the angles and missing sides of a triangle by the help of trigonometric ratios. The angles are either measured in radians or degrees. The six important trigonometric functions trigonometric ratios are calculated by the below formulas using above figure.
The values of trigonometrical ratios of standard angles are very important to solve the trigonometrical problems. Example: A 25 m long ladder is placed against a vertical wall of a building. One can navigate back and forth from the text of the problem to its solution using bookmarks. BH is perpendicular to AC. Step 4: Mark the angles or sides you have to calculate.
Trigonometry Problems – Titu Andreescu
Thanks for visiting our website. Our aim is to help students learn subjects like physics, maths and science for students in school , college and those preparing for competitive exams. All right reserved.
Without learning it, your knowledge in Calculus will also be on shaky ground. However, Inverse Trigonometric Function Class 12 is one of those chapters that students make mistakes more often. Ch 2 Class 12 Maths includes defining a Function. There are six inverse Trigonometric relations which you will find in the Inverse Trigonometry Class 12 Solutions -. Suppose you are presented with a right-angled triangle.
To learn trigonometric identities in detail,. Solution :. Problem 5 :.
Question 1 :. The angle of elevation of the top of the building at a distance of 50 m from its foot on a horizontal plane is found to be 60 degree. Find the height of the building. A ladder placed against a wall such that it reaches the top of the wall of height 6 m and the ladder is inclined at an angle of 60 degree.
Вот и все! - По его лицу стекали ручейки пота. Последняя защитная стенка на центральном экране почти совсем исчезла. Черные линии, сбившись в кучу вокруг ядра, настолько сгустились, что их масса стала совсем непрозрачной и легонько подрагивала.
Наконец Стратмор поднял усталые глаза на Сьюзан. Выражение его лица тут же смягчилось. - Сьюзан, извини .
Вот именно, - простонал Джабба. - Он над вами издевается. А вы тем временем погибаете. - Он посмотрел на экран. - Осталось девять минут.
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CC-MAIN-2022-05
| 4,145 | 19 |
https://convert2online.com/how-many-pounds-is-23-kg
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math
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If you want to know how many pounds is 23 kg, then you have to realize that there are two different ways of determining weight. Firstly you can use the measurement units of kilograms (kg), and secondly you can use the weight of any other unit of measurement. In this case we will use the latter. Now here are the three methods that you can use to calculate the pound of your body mass. Firstly you can calculate your pound by multiplying your weight in kilograms by the value of 100.
Secondly you can calculate your pound by multiplying your weight in kilograms by the value of 1.6. Thirdly you can multiply your weight in kilograms by the value of 1.9. When you calculate your pound of your body mass, you will find that it will give you a figure that you need to know. Now all you have to do is to multiply your result by the formula “23.00003967”. What is the exact figure that you will get? Well, it depends on the value of milligrams in your body, and the number of grams in your body mass.
How many pounds is 23 kg in grams is very important, because it will give you an estimate as to how much water you should drink every day, or whether you should use supplements for treating a certain health problem. You will find that there are quite a few products that have scales which can help you calculate your body mass and provide you with the exact figure that you are looking for. There are also free online calculators that can be used to calculate your mass, and compare the figures of different manufacturers. There are also many websites online that can help you calculate your mass easily. Once you know how many pounds is 23 kg in grams, then you can easily find out if you need to take supplements, or if you should be healthy.
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s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178376467.86/warc/CC-MAIN-20210307105633-20210307135633-00404.warc.gz
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CC-MAIN-2021-10
| 1,744 | 3 |
https://www.studiestoday.com/printable-worksheet-chemistry-cbse-class-11-chemistry-worksheet-some-basic-concepts-chemistry-3
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math
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CBSE Class 11 Chemistry Worksheet - Some Basic Concepts Of Chemistry (3) CBSE,CCE and NCERT students can refer to the attached file. All educational material on the website has been prepared by the best teachers having more than 20 years of teaching experience in various schools. The study material available on our website for all CBSE classes and subjects have been prepared by teachers from all over the country. All study material has been carefully designed keeping into mind the latest CBSE examination trends.
Ch#1 : Some Basic Concepts of Chemistry -03
Full Marks: 20
1. All questions are compulsory.
2. Please give the explanation for the answer where applicable.
Q1 -Express the following in SI units-
(i) Speed of ball 90 miles per hour
(ii) Carbon - carbon bond length 1.33 Å (2 Marks)
Q2 - Solve the following and state the answer in proper number of significant digits. 108/8.2 (2 Marks)
Q3 - On complete combustion 0.858 g of compound (x) gives 2.63 g of CO2 and 1.27g of H2O. Calculate the empirical formula of the compound. (5 Marks)
Q 4 -Density of mercury is 13.6 g/cc. Its density in Kg m–3 is (1 Mark)
Q5 - Solve the following and express the answer in standard exponential form (2.0 x 10 13) + (1.5 x 10 14). (1 Mark)
Q6 - (i) How many moles of sulphur will be produced when 2 moles of H2S reacts with 11.2L of SO2 at NTP.
(ii) Name the limiting reagent in the above reaction. (2 Marks)
Q7 - Define limiting reagent. (1 Mark)
Q8 -A car consumes 30 moles per gallon of gasoline and drives 12000 miles per year. Calculate the amount of oxygen required to run the car for one year. [Assume that octane (C8H18) is the main component of the gasoline.] (3 Marks)
Q9 -The mass of an empty beaker is 50.55g. The mass of a same beaker when filled completely with a liquid is 150.457g. If the volume of the empty glass is 100.2ml, calculate the density of the liquid. Express the answer in appropriate significant figures. (3 Marks)
Please refer to the link below for CBSE Class 11 Chemistry Worksheet - Some Basic Concepts Of Chemistry (3)
Click for more Chemistry Study Material ›
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CC-MAIN-2020-50
| 2,100 | 19 |
https://brighouse.sd38.bc.ca/news/2020/06/math-home-families
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math
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Math at Home for Families
Ms. Novakowski, our district math consultant, has provided two links for math ideas for families:
Our SD38 Math at Home site:
Youtube channel with math games and projects:
Attached is the year end district K-12 Mathematics Bulletin, for your information, as well as an idea sheet for supporting mathematical literacy over the summer.
Find more math resources from Ms. Novakowski by hovering over the "Continuity of Learning" tab on the top menu bar of our school website and then clicking on "Math for Families".
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100769.54/warc/CC-MAIN-20231208180539-20231208210539-00509.warc.gz
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CC-MAIN-2023-50
| 538 | 6 |
https://www.physicsforums.com/threads/cllege-advice.174312/
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math
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College Advice!! Hi everybody, I have posted here a similar thread some time before, however i am going somehow to rialive it, i hope u guys don't mind! Now it is likely that i will have another chance to study in the usa. This university that i will likely get a huge scholarship from is Texas Lutheran University, Texas. So, becasue as i have stated before i can also go to West Texas A&M University, where in both of them i will study mathematics, undergrad, I would like to know how would you compare these two universities, concerning their Mathematics courses, or their math program in general?? Thank you in advance.
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s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676592420.72/warc/CC-MAIN-20180721071046-20180721091046-00144.warc.gz
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CC-MAIN-2018-30
| 623 | 1 |
https://villageofsardinia.com/utilities
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math
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Water & Sewer over minimum amount is billed at 100 gallon increments of usage
$30.92 - Up to 2,000 Gallons
$14.98 - Over 2,001 to 10,000 Gallons
$12.99 - Per thousand after 10,001 Gallons
$75.67 - Up to 2,000 Gallons
$15.65 - Over 2,000 Gallons
$21.13 - Residential Rate
$13.51 - Senior Rate (age 62 and older)
Minimum Utility Bill per Month (up to 2,000 gallons) - $127.72
Trash pickup is early Wednesday morning - please set it out the night before.
You are allowed 6 cans. Cans are not provided. Plastic barrels with handles cut into them are not allowed; you must use a trash can. Please notify the office in advance if you are setting out any large items. All mattresses must be double wrapped in plastic and taped closed with duct tape.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506676.95/warc/CC-MAIN-20230925015430-20230925045430-00778.warc.gz
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| 742 | 11 |
https://acsede.com/qa/question-which-molecule-is-linear.html
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math
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- Is water molecule linear?
- Which molecule is not linear?
- Is no2 linear or nonlinear?
- What is the linear structure?
- Is cl2 linear or bent?
- What is the molecular shape of beh2?
- Which of the following molecule is linear?
- Which molecule is linear Brainly?
- Is becl2 linear?
- Is c2h2 linear?
- How do you know if a molecule is linear?
- Is co2 linear?
- Is h20 linear or bent?
- Is co2 linear or tetrahedral?
- Why is h20 angular?
- Is n3 linear?
Is water molecule linear?
A water molecule is not linear because of the electron structure of the oxygen atoms in the water molecules.
Because of this configuration oxygen has two electron pairs and two single valence electrons..
Which molecule is not linear?
The oxygen in H2O has 2 bond pairs and 2 lone pairs (again 4 total pairs). The electron pair orientation around O is tetrahedral. Two corners of the tetrahedron are missing because they are occupied by lone pairs and not atoms. The shape is called bent.
Is no2 linear or nonlinear?
NO2 is a bent molecule; however, when you remove an electron from it, making it NO2+, the molecule becomes linear due to the loss of a lone electron. … On the other hand, nitrogen dioxide, NO2, is an AX2E species, and it has an angle of 134 degrees.
What is the linear structure?
linear structure (totally ordered structure) A collection of items ordered by a single property so that each item, except possibly for the first or last, has a unique “predecessor” and a unique “successor”.
Is cl2 linear or bent?
Cl2 is diatomic (2 atoms) so the only possible geometry is linear.
What is the molecular shape of beh2?
Beryllium Hydride: An example of linear electron pair and molecular geometry is BeH2. This molecule is electron deficient and does not follow the octet rule because it has only 4 valence electrons. The hydrogen atoms are as far apart as possible if opposite each other at 180o. This is linear geometry.
Which of the following molecule is linear?
NO2+ has sp hybridization because of 2 bond pairs and zero lone pairs and hence, the molecule will be linear.
Which molecule is linear Brainly?
Carbon Dioxide (O=C=O), Beryllium Hydride The linear molecule is formed when atoms are placed in a straight line (under 180° angle)
Is becl2 linear?
BeCl2 molecular geometry is said to be a linear one with a bond angle of 180o. It is a non-polar molecule because they have less attraction between each other.
Is c2h2 linear?
C2H2 Molecular Geometry And Bond Angles As a result of the double bond C2H2 molecular geometry is linear with a bond angle of 180o.
How do you know if a molecule is linear?
1st remember the names: The names can be determined by the shape and angle of the molecule. Linear = is just a line of atoms with a 180° angle. Notice that it’s 2 or 3 atoms total. Bent = Linear but bent due to the Lone Pairs that it contains, the more Lone Pairs the greater the bent and the smaller the degree.
Is co2 linear?
Carbon dioxide is linear, while sulphur dioxide is bent (V-shaped). In the carbon dioxide, the two double bonds try to get as far apart as possible, and so the molecule is linear.
Is h20 linear or bent?
An example of bent molecular geometry that results from tetrahedral electron pair geometry is H2O. The water molecule is so common that it is wise to just memorize that water is a BENT molecule. The oxygen has 6 valence electrons and thus needs 2 more electrons from 2 hydrogen atoms to complete its octet.
Is co2 linear or tetrahedral?
The initial VSEPR shape for the CO2 molecule is Tetrahedral. For each multiple bond (double/triple bond), subtract one electron from the final total. The CO2 molecule has 2 double bonds so minus 2 electrons from the final total.
Why is h20 angular?
its because oxygen has two lone pairs which repel each other and the atoms more than atom to atom repulsion causing a bent shape. So because the lone pairs repel the Hydrogen atoms more than each one to one other their angle becomes slightly less than 109.5.
Is n3 linear?
Draw a single bond (one shared electron pair) between the two nitrogen atoms completing the octet on each nitrogen atom. However, we have to draw a double bond between two nitrogen atoms to complete the octets. … Thus, the structure of N−3 molecule is linear in shape.
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http://www.chegg.com/homework-help/write-appropriate-vector-equation-b-solve-equation-graphical-chapter-3-problem-48p-solution-9780201350999-exc
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math
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(a) write the appropriate vector equation,
(b) solve the equation graphically unless directed otherwise, using velocity polygon notation,
(c) dimension all vectors of the velocity polygon, and
(d) express angular velocities in radians per second, and indicate their directions.
For Figure, draw and dimension the velocity polygon, using the scale 1 in = LOO in/s. Find ω2 and vD Points B, C, and D lie on the same rigid link.
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s3://commoncrawl/crawl-data/CC-MAIN-2016-36/segments/1471982295192.28/warc/CC-MAIN-20160823195815-00188-ip-10-153-172-175.ec2.internal.warc.gz
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| 426 | 5 |
https://www.wikiformulas.com/
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math
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Area of a circle calculator and 25 more area formulas: area of a square, triangle, pentagon, hexagon, and many more...
Perimeter of a circle calculator and 27 more perimeter formulas: perimeter of a square, triangle, hexagon, heptagon, decagon, dodecagon, and many more...
Volume of a Cylinder, Pyramid, Cone, Cube and the SphereSee all Volume Calculators
Linear equation calculators: distance, first degree addition, subtraction, multiplicationSee all Equations Formulas
Similar Terms and the Laws of ExponentsSee all Laws of Mathematics Título del enlace.
Mathematics is the language with which God has written the universe.
Galileo Galilei (1564/1642)
I have hardly ever known a mathematician who was capable of reasoning.
Plato (427—347 B.C.E.)
Mathematics is the queen of the sciences.
Carl Friedrich Gauss (1777/1855)
There is geometry in the humming of the strings, there is music in the spacing of the spheres (planets).
Pythagoras (569/500 B.C.E)
The laws of nature are but the mathematical thoughts of God.
Euclid( c. 300 B.C.E)
WikiFormulas.com is a database of embeddable formulas, equations and calculators. You are allowed to use our calculators in any project as long as you give attribution.
© 2017 WikiFormulas.com
All rights reserved.
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| 1,256 | 18 |
http://cwhomeworkzsyj.card-hikaku.info/writing-decimals.html
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math
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Converting from decimals to fractions 47 47 objectives 1 convert a decimal to a common fraction step 1 write the digits of the decimal without the decimal. The decimal numeral system for writing numbers, the decimal system uses ten decimal digits, a decimal mark, and, for negative numbers, a minus sign −. Number and numeral writing tips - tips on when to write numbers in words and when to use numerals spell out or use numerals - writing decimals in words.
In this lesson you will learn how to read and write numbers to the thousandths in expanded notation using base ten blocks. Explore jodi eschrich's board target 17 read and write decimals on pinterest | see more ideas about decimal games, math games and comparing decimals. A teaching sequence towards mastery of decimal fractions and place value patterns objective 1: name decimal fractions in expanded, unit, and word forms by applying place value reasoning. This lesson is about writing numbers in decimal form.
5)after students practice writing decimals, visit the website below to teach students about decimal and fraction equivalent ( fractions and decimals conversion chart ) this site has a conversion chart of fractions to decimals. Fifth grade decimals worksheets and printables learning the basics of decimals might not be the most difficult mathematical chore but when it comes to learning how to multiply decimals or convert them to fractions or percents, things can get a bit tricky. This is a complete lesson with instruction and exercises about numbers with two decimal digits (hundredths), meant for fourth grade write the decimal in (b) and. Practice writing decimal numbers in word form and number form.
Write a fraction as a decimal some fractions are easy to convert to decimals fractions with 10,100 or power of 10 are written like they sound. Fractions, decimals, and percents date_____ period____ write each as a decimal write each as a decimal round to the thousandths place 1) 90 % 09 2) 30 % 03. We're asked to write this right here in word form, and i'm not saying it out loud because that would give the answer away we have 6315 that we want to write in word form well, the stuff to the left of the decimal point is pretty straightforward let me actually color code it so we have 6, 3 let. Improve your math knowledge with free questions in convert decimals between standard and expanded form and thousands of other math skills. Students will practice dividing decimals by 10, 100, 1,000 and 10,000 with this printable worksheet decimals (basic) learn to read, write, and interpret basic.
Decimal numbers for word names worksheets this place value worksheet generator is great for testing children on writing the decimal numbers for a decimal word names you may select tenth, hundredth, or thousandth digit numbers to use. Method 2: writing fractions as decimals to write a fraction as a decimal, write an equivalent fraction (if possible) whose denominator is 10, 100, or 1000. This worksheet focuses on decimals and how to write them in expanded form using fractions your student will get a better understanding of place value, preparing her for middle school algebra.
Ok, now for some decimalslet's label the place values of this critter: so, how would we expand this guy expanded notation 2 | coolmathcom welcome to coolmath. Converting decimals to fractions and vice versa - quiz 1 11 questions testing your ability to convert between fractions and decimals and vice versa when writing. Decimals are written in word form by using a place value chart and using the place of the last digit on the chart to name the given number decimals on a place value chart are designated in tenths, hundredths, thousandths, ten-thousandths, hundred-thousandths, millionths and so on if a decimal is 0.
To see an exponent that's negative, write 00000031 in scientific notation move the decimal place to the right to create a new number from 1 up to 10 so, n = 31 determine the exponent, which is the number of times you moved the decimal. Writing create-a-sheet decimal worksheets each worksheet has 20 problems comparing numbers with up to two numbers after the decimal. How to compare decimals decimals are a way to write fractions and mixed numbers without using a numerator and denominator because the denominator isn't written, it may be difficult at first to compare the values of two or more decimals.
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s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583517495.99/warc/CC-MAIN-20181023220444-20181024001944-00244.warc.gz
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| 4,387 | 7 |
https://www.statsmedic.com/intro-chapter10-day6
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math
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Chi-Square Test for Association
Chapter 10 - Day 6 - Lesson 10.4
Check conditions for a test about the relationship between two categorical variables.
Calculate the P-value for a test about the relationship between two categorical variables.
Use the four-step process to perform a chi-square test for association.
Activity: Do you prefer math or English?
Again, this is a context we explored earlier in the year. It’s fun when the students recognize that. I like to tell them they can change their vote now that math is obviously their favorite subject after a year with me.
Today we are going to complete a full four-step chi-square test for association. Yesterday we learned about the hypotheses for this test and how to calculate the expected counts. Students only need the observed counts filled in and then they can work through most of the rest of the activity. You will need to tell them how to find the degrees of freedom, df = (# of columns – 1) (# of rows – 1).
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https://www.omicsonline.org/blog/2015/01/26/1947-PHYSICAL-PROPERTIES-OF-COMPOSITE-MATERIALS.html
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math
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The physical properties of composite materials are generally not isotropic (independent of direction of applied force) in nature, but rather are typically anisotropic (different depending on the direction of the applied force or load). For instance, the stiffness of a composite panel will often depend upon the orientation of the applied forces and/or moments. Panel stiffness is also dependent on the design of the panel. For instance, the fibre reinforcement and matrix used, the method of panel build, thermoset versus thermoplastic, type of weave, and orientation of fibre axis to the primary force. The relationship between forces/moments and strains/curvatures for an isotropic material can be described with the following material properties: Young's Modulus, the shear Modulus and the Poisson's ratio, in relatively simple mathematical relationships. For the anisotropic material, it requires the mathematics of a second order tensor and up to 21 material property constants. For the special case of orthogonal isotropy, there are three different material property constants for each of Young's Modulus, Shear Modulus and Poisson's ratio—a total of 9 constants to describe the relationship between forces/moments and strains/curvatures.
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https://ello.cafe/courses/online-math-tutor-ages-10-18/
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math
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Studying is easy when we apply mistake-friendly teaching approaches. Interactive math learning activities also engage students.
Math can be fun and easy. I can help your child love math, fill all gaps, and improve scores at high school. Prepare your child for standardized tests in preparation for college and university.
➡️ solve equations
➡️ solve inequalities
➡️ graph functions
➡️ inverse functions
➡️ logarithm and exponential functions
➡️ find derivatives of functions
➡️ evaluate integrals
➡️ complex numbers
➡️ differential equations
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http://docplayer.net/28424568-Daily-practice-review-2-28-29-08.html
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math
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2 Daily Practice Review 2/28-29/08 1. Why is it not correct to balance an equation by changing the subscripts in one or more of the formulas? If you change the subscripts in a formula you change the chemical identity of the substance. Ex. You make it something else. 2. What does STP stand for? Standard Temperature and Pressure 0 o C and 101.3kPa 3. What is the molar volume of any gas at STP? How many particles does it contain? 22.4 L/mol; 6.02 x particles
3 9.1 The Arithmetic of Equations Objectives Calculate the amount of reactants required or product formed in a nonchemical process. Interpret balanced chemical equations in terms of interacting moles, representative particles, masses, and gas volume at STP.
4 Stoichiometry stoicheion: element metron: measure
5 Reaction Stoichiometry The study of the mass relationships between reactants and products in a chemical reaction.
6 Interpreting Chemical Equations What information is represented in the following equation? N 2 (g) + 3H 2 (g) 2NH 3 (g)
7 Interpreting Chemical Equations Particles Moles Mass Volume
8 Interpreting Chemical Equations Mass- Can be calculated from a balanced chemical equation. A balanced chemical equation must obey the law of conservation of mass. That is that mass can not be created or destroyed.
9 Interpreting Chemical Equations N 2 (g) + 3H 2 (g) 2NH 3 (g) What is the combined mass of reactants? (2x14) + 3x(2x1) = 34g What is the mass of the product? 2 x (14+3) = 34 g This equation is balanced because the law of conservation of mass is conserved.
10 Interpreting Chemical Equations N 2 (g) + 3H 2 (g) 2NH 3 (g) Mass can also be interpreted for just one product. Let see what the mass is for the Hydrogen used in the equation. 1 st find the molar mass of hydrogen 2x1=2 But we have 3 times this so 6g is the mass used in the equation.
11 Review Gram molecular mass (gmm) is used to express the mass of 1 mol of a molecular compound. H 2 O 2 = 34g Gram formula mass (gfm) is used to express the mass of one mole of an ionic compound. (NH 4 ) 2 CO 3 = 96g
12 Interpreting Chemical Equations Volume- If STP the equation will also tell you the volume of gasses. Remember 1 mol of gas at STP occupies 22.4L
13 Interpreting Chemical Equations N 2 (g) + 3H 2 (g) 2NH 3 (g) What is the volume of nitrogen? 22.4L What is the volume of hydrogen? 3 x 22.4= 67.2L
14 Practice: Balance, then tell me the number of particles, moles, mass, and volume of everything in the equation. C 5 H 12 + O 2 CO 2 + H 2 O
15 9.2 Chemical Calculations Objectives Construct mole ratios from balanced chemical equations and apply these ratios in mole-mole stoichiometric calculations. Calculate stoichiometric quantities from balanced chemical equations using units of moles, mass, representative particles, and volume of gases at STP.
16 Mg (s) + 2HCl (aq) MgCl 2(aq) + H 2(g) If you know the amount of one substance you can determine the amounts of all the other substances. How many moles of H 2 are obtained from 2 mol of HCl? How many moles of Mg will react with 2 mol of HCl? Double the number of moles of reactants, how many moles of product would we have? How would you convert the moles of these substances to masses?
17 To solve stoichiometry problems you must have: A balanced chemical equation to determine the correct mole ratios
18 Mole Ratio A conversion factor that relates the amounts in moles of any two substances involved in a chemical reaction.
19 2H 2 O 2H 2 + O 2 2 mol H 2 and 1 mol O 2 1 mol O 2 2 mol H 2 2 mol H 2 and 2 mol H 2 O 2 mol H 2 O 2 mol H 2 1 mol O 2 and 2 mol H 2 O 2 mol H 2 O 1 mol O 2
20 2 Al 2 O 3 (l) 4Al (s) + 3O 2 (g) What are the possible mole ratios?
21 Mole/Mole Problems 1. A balanced chemical equation 2. Determine the mole ratio 3. Set-Up problem.start with the given
22 Example 1: The elements lithium and oxygen react to form lithium oxide. How many mol of lithium oxide will form if 2 mol of lithium react?
23 Li + O 2 Li 2 O 1. Balance equation: 4 Li + O 2 2 Li 2 O 2. Mole ratio of lithium to lithium oxide: 4 mol lithium to 2 mol lithium oxide 2. Set-Up problem, start with given.
24 2 mol Li x 2 mol Li 2 O = 4 mol Li Answer: 1 mol Li 2 O
25 Problem 2 Hydrogen peroxide decomposes to form water and oxygen gas. How many moles of oxygen will result from the decomposition of 5.0 mol of H 2 O 2?
26 H 2 O 2 H 2 O + O 2 1. Balance equation: 2H 2 O 2 2H 2 O + O 2 2. Mole ration of oxygen & hydrogen peroxide: 2 mol H 2 O 2 to 1 mol O 2 3. Set-up problem starting with the given.
27 5.O mol H 2 O 2 x 1 mol O 2 = 2 mol H 2 O 2 Answer: 2.5 mol of O 2
28 Problem 3 Ammonia, NH 3 is widely used as a fertilizer and in many household cleaners. How many moles of ammonia are produced when 6 mol of hydrogen gas react with an excess of nitrogen gas?
29 N 2 + H 2 NH 3 1. Balance equation: N 2 + 3H 2 2NH 3 2. Determine mol ratio of hydrogen to ammonia: 3 mol hydrogen to 2 mol ammonia 3. Set-up problem starting with the given.
30 6 mol H 2 x 2 mol NH 3 = 3 mol H 2 Answer: 4 mol NH 3
31 Mass/Mole and Mole/Mass Problems Must have 3 pieces of information: 1. Balanced chemical equation 2. Mole ratio 3. Molar mass
32 Problem 1 What mass in grams of magnesium oxide is produced from 2.00 mol of magnesium? Mg + O 2 MgO 2 Mg + O 2 2 MgO Molar Mass of MgO g/mol 2.00 mol Mg x 2 mol MgO x 40.31g MgO = 2 mol Mg 1 mol MgO
33 Answer: g MgO = 80.6 g MgO
34 Problem 2 What mass in grams of oxygen combine with 2.00 mol of magnesium? 2 Mg + O 2 2MgO Molar mass of oxygen: g/mol 2.00 mol Mg x 1 mol O 2 x g O 2 = 2 mol Mg 1 mol O 2 Answer: 32.0 g O 2
35 Problem 3 How many mol of HgO are needed to produce 125 grams of oxygen? HgO Hg + O 2 2 HgO 2 Hg + O 2 Molar mass of oxygen: g/mol 125 g O 2 x 1 mol O 2 x 2 mol HgO = g O 2 1 mol O 2 Answer: 7.81 mol HgO
36 Mass/Mass Problems 1. Balanced equation 2. Mole ratio 3. Molar Masses
37 Problem 1 Tin (II) fluoride, SnF 2 is used in toothpaste. How many grams of tin (II) fluoride are produced from the reaction of 30.0 g of HF with Sn? (Hydrogen is also a product.) Sn + HF SnF 2 + H 2 Sn + 2 HF SnF 2 + H 2
38 Sn + 2 HF SnF 2 + H 2 How many grams of tin (II) fluoride are produced from the reaction of 30.0 g of HF with Sn? Mole ratio? 2 mole HF : 1 mole SnF 2 Molar masses of HF and SnF 2? HF: g/mol SnF 2 : g/mol
39 How many grams of SnF 2 are produced from the reaction of 30.0 g of HF with Sn? 30.0gHF x mol HF x 1 mol SnF 2 x gSnF gHF 2 mol HF 1 mol SnF 2 Answer: 117 g SnF 2
40 Problem 2 Nitrous oxide, N 2 O (nitrogen I oxide) a.k.a. laughing gas is used as an anesthetic in dentistry. How many grams of NH 4 NO 3 is required to form 33.0g N 2 O? (the other product of this decomposition reaction is water) NH 4 NO 3 N 2 O + H 2 O NH 4 NO 3 N 2 O + 2 H 2 O
41 NH 4 NO 3 N 2 O + 2 H 2 O Mole Ratio? 1 mol NH 4 NO 3 :1 mol N 2 O Molar Mass of NH 4 NO g/mol Molar Mass of N 2 O g/mol
42 NH 4 NO 3 N 2 O + 2 H 2 O 33.0g N 2 O x 1 mol N 2 O x 1 mol NH 4 NO gN 2 O 1 mol N 2 O x g NH 4 NO 3 = 1 mol NH 4 NO 3 Answer: 60.0 g NH 4 NO 3
43 9.3 Limiting Reagent and Percent Yield Objectives Identify and use the limiting reagent in a reaction to calculate the maximum amount of product(s) produced and the amount of excess reagent. Calculate theoretical yield, actual yield, or percent yield given appropriate information.
44 Limiting & Excess Reactants Limiting Reactant: the reactant is used up first in a chemical reaction. Excess Reactant: the reactant that is not totally used up in a chemical reaction.
45 Identify the limiting & excess reactants Suppose you have 10 slices of bread and four slices of cheese. How many sandwiches can you make? 1 slice of cheese per sandwich.
47 What is the limiting reactant? What is the excess reactant?
48 Musical Chairs In the game Musical Chairs, what is the limiting reagent and what is the excess reagent?
49 C (s) + O 2 (g) CO 2 (g) Suppose in this reaction we have 3 C atoms and 6 molecules of O 2 (g) C atoms + 6O 2 molecules 3CO 2 molecules + 3O 2 molecules
50 Limiting Reactant Problems 1. Balanced chemical equation. 2. Determine the number of moles of each reactant. 3. Divide each number of moles of each reactant by the coefficient in the balanced equation. The smallest number is the limiting reactant. 4. Proceed with solving problem.
51 Limiting Reactant Problem #1 SiO 2 + 4HF SiF 4 + 2H 2 O If 2.0 mol of HF are exposed to 4.5 mol of SiO 2, which is the limiting reactant?
52 SiO 2 + 4HF SiF 4 + 2H 2 O If 2.0 mol of HF are exposed to 4.5 mol of SiO 2, which is the limiting reactant? HF: 2.0 mol 4 = 0.5 SiO2: 4.5 mol 1 = 4.5 Limiting Reactant? HF
53 Limiting Reactant Problem #2 If 20.5 g of chlorine is reacted with 20.5 g of sodium, which is the limiting reactant? How much salt is formed? Cl 2 + Na NaCl Cl Na 2 NaCl
54 Cl Na 2 NaCl If 20.5 g of chlorine is reacted with 20.5 g of sodium, which is the limiting reactant? 20.5 g Cl 2 x 1 mol Cl 2 = mol 70.9 g 20.5 g Na x 1 mol Na = mol g Cl 2 : = Na : = 0.445
55 How much salt is formed? Limiting Reactant? Chlorine mol Cl 2 x 2 mol NaCl x g NaCl 1 mol Cl mol NaCl 33.8 g NaCl
56 Percent Yield Theoretical Yield: the maximum amount of product that can be produced from a given amount of reactant. Actual Yield: the measured amount of product obtained from a reaction.
57 Percent Yield = Actual yield x 100 Theoretical yield
58 Example 1 Chlorobenzene is used in the production of many important chemicals, such as aspirin, dyes, and disinfectants. One industrial method of preparing chlorobenzene is to react benzene, with chlorine, as represented in the following reaction: C 6 H 6 (l) + Cl 2 (g) C 6 H 5 Cl (s) + HCl (g)
59 When 36.8g of C 6 H 6 react with an excess of Cl 2, the actual yield of C 6 H 5 Cl is 38.8g. What is the percent yield of C 6 H 5 Cl? C 6 H 6 (l) + Cl 2 (g) C 6 H 5 Cl (s) + HCl (g)
60 Step 1: Do a mass-mass calculation to find the theoretical yield. Answer: 53.0 g
61 Step 2: Use percent yield equation: 38.8g x g Answer: 73.2%
62 Practice Problems 1.) If 75.0g of CO react to produce 68.4g of methanol, what is the percent yield of methanol? CO (g) + H 2 (g) CH 3 OH (l) (unbalanced) 2.) If 1.85g of Al react and the percent yield of Cu is 56.6%, what mass of Cu is produced? Al (s) + CuSO 4 (aq) Al 2 (SO 4 ) 3 (aq) + Cu (s) (unbalanced) MAKE SURE YOU SHOW ALL OF YOUR WORK
63 Answers % g
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https://plus.maths.org/content/comment/reply/node/5375/comment_node_puzzle/3495
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math
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Add new comment
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In that case, every number is divisible by every number.. hence, all 9 digit numbers would be solutions.. :- ) But, you seem to missed the point.
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https://rwinvesting.blogspot.com/2011/09/
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math
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On Monday, we looked at some basic terms used to describe bonds. At the end of the post, we saw the idea of accrued interest. Simply, when you buy a bond in the secondary market (after it has been issued), you pay accrued interest to the buyer - the interest earned since the last interest payment. The Treasury bond example we were considering paid interest on August 15 and February 15 (every 6 months) at a rate of 2.125%.
Assume we buy this bond today, approximately 30 days since the last interest payment. How much in accrued interest would we have to pay? It would be 10,000*.02125*(30/365) = $17.50. If you don't feel like pulling out your calculator, use the online calculator provided by FINRA
CLICK ON IMAGE TO ENLARGE
|Source: FINRA Financial Industry Regulatory Authority|
If we buy this bond today and sell this bond next week (wow! we're big time bond traders!), we will get the accrued interest we paid back plus an additional 5 or 6 days, whatever the case may be.
Bond Yields and Prices
The yield on a bond and its price vary in opposite directions. This is a very simple concept that fools a lot of investors. The yield that is under consideration is the yield-to-maturity. This is important to grasp because there are a number of different yields pertaining to bonds: the coupon yield, the current yield, the yield at cost, etc.
The yield-to-maturity (YTM) is the most important for investors. People sometimes treat it as the return on the bond because it accounts for interest payments as well as the capital gain or loss at maturity. In strict terms, it isn't the return for the simple reason that interest payments will be received and return depends on the rate of interest at which those payments are invested. We, of course, don't know what those rates will be in the future. For example, the bond considered above pays interest of $112.50 every six months over the next 10 years. The return on the bond will depend on the rate at which those payments are reinvested.
To understand why bond prices and YTM move in opposite directions, we'll use two approaches. First, consider you giving me an amount now and me giving you $100 one year from now. If you give me $90 today, then the yield to you is 100/90 = 11.11%. If, instead, you give me $80, the yield would be 100/80 = 25%. If you gave me $95, the yield would be 100/95 = 5.26%. Putting these in a table, we get:
So, this is it. As the price goes up, the yield goes down - it's this simple. The more you have to pay for the $100 in the future, the lower the YTM. The more you pay for any bond, which is just a series of future payments, the lower its YTM.
Let's make this slightly more realistic by looking at how price is determined on a 3-year bond. For this purpose, let's assume interest payments are made once a year. Assume the coupon interest is 4% and the principal amount is $100. Then the following payments will be made: $4 each year, including at maturity, along with the $100 principal at maturity. A key factor is that money to be received in the future has to be discounted back to the present to determine worth today:
$100 = 4/(1+YTM) + 4/(1+YTM)^2 + 4/(YTM)^3 + 100/(YTM)^3
Here I have assumed that the bond is at par - i.e., it probably was just issued. Notice that the discount rate is the YTM! In other words, the YTM is just a by product of the bond pricing formula. If the bond price was higher - $110.50, say - the YTM would automatically be lower and vice versa. Once you get this, the whole mystery about bonds goes out the window.
Just for kicks, let's think a moment about holding the bond to maturity. Assume we've bought the bond and that we are going to hold it for 3 years until it matures. Do we want (from a total return perspective) yields to rise or fall? The answer is rise because we want to be able to reinvest the interest payments at higher rates. While this is going on, the bond will fall in price as it is "marked-to-market" on our portfolio. Keep in mind, however, that the price of the bond will be par at maturity - this is what makes bonds different from stocks. Buy any stock, and 3 years from now we don't know what its price will be!
I'm not a fan of retail investors buying individual bonds, as I will discuss later. Still I understand that some do-it-yourselfers like to buy individual bonds. In the "do as I say not as I do" category, let me introduce a bond I bought some time ago before I started using funds:
CLICK ON IMAGE TO ENLARGE
At this point, you should be able to understand a lot about the Merck bond shown. You should be able to figure when interest payments are made (12/1 and 6/1 each year), how much they will be ($892.50), the maturity date (12/01/2028), the principal amount ($30,000), etc. You should even be able to tell what has happened to yields since the bond was issued.
Next time we go further into the world of bonds.
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http://mathhelpforum.com/advanced-algebra/128985-equivalence-relation.html
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math
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Are you able to write down what those three properties would translate to for this specific relation?
in RxR, let (x,y)R(u,v) if a(x^2)+b(y^2)=a(u^2)+b(v^2) , where a,b >0. Determine if the relation R is an equivalence relation.
I know it has to satify the Reflexive, Symmetry, & Transitive properties but i only did relations with xRy... any hints please
Drexel28 is doing the case a= b= 1. I read the problem as saying that a and b can be any positive numbers.
To have reflexivity, we must have (x, y)R(x, y) for any numbers x and y: we must have . Well, that's certainly true so this is reflexive. Notice that this is true be the two sides of that equation are true. This relation is reflexive because "=" is reflexive.
To have symmetry, we must have that if (x, y)R(u, v) then (u, v)R(x, y).
The first says that . Because "=" is symmetric, that is the same as .
To have transitivity, we must have that if (x, y)R(u, v) and (u, v)R(p, q), then (x, y)R(p, q). I'll leave it to you to write down the equations and use the fact that "=" is transitive to show this is true.
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https://www.arxiv-vanity.com/papers/cond-mat/0106272/
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math
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We consider a mean-field dynamical urn model, defined by rules which give the rate at which a ball is drawn from an urn and put in another one, chosen amongst an assembly. At equilibrium, this model possesses a fluid and a condensed phase, separated by a critical line. We present an analytical study of the nonequilibrium properties of the fluctuating number of balls in a given urn, considering successively the temporal evolution of its distribution, of its two-time correlation and response functions, and of the associated fluctuation-dissipation ratio, both along the critical line and in the condensed phase. For well separated times the fluctuation-dissipation ratio admits non-trivial limit values, both at criticality and in the condensed phase, which are universal quantities depending continuously on temperature.
Nonequilibrium dynamics of the zeta urn model
by C. Godrèche111 and J.M. Luck222
Service de Physique de l’État Condensé, CEA Saclay, 91191 Gif-sur-Yvette cedex, France
Service de Physique Théorique333URA 2306 of CNRS, CEA Saclay, 91191 Gif-sur-Yvette cedex, France
P.A.C.S.: 02.50.Ey, 05.40.+j, 61.43.Fs.
1 Background: on dynamical urn models
Dynamical urn models are simplified models of physical reality, which have always played an important role in the elucidation of conceptual problems of statistical mechanics and probability theory.
The ancestor and prototype of this class of models is the Ehrenfest urn model . It was devised by P. and T. Ehrenfest, in their attempt to critically review Boltzmann’s theorem. Consider balls, labeled from 1 to , which are distributed in two urns (or boxes). At each time step a ball is chosen at random (i.e., an integer between 1 and is chosen at random), and moved from the box in which it is, to the other box. Let (respectively, ) be the numbers of balls in box number 1 (respectively, number 2) (). If the process is repeated indefinitely, for any initial condition the system will relax to equilibrium, characterized by a binomial distribution of balls in, say, box number 1:
This result is both intuitively translucent, and easy to derive (see below). The partition function of the system is equal to (for boxes and balls)
There are possibilities of distributing the balls amongst the 2 boxes, however all labelings of the balls are equivalent.
Finding the distribution of balls after steps, , requires more effort. Kohlrausch and Schrödinger found the master equation for , which they interpreted as the probability distribution of the position at time of a random walker (played here by ). The full solution of this master equation was given later on by Kac, Siegert and Hess [3, 4, 5, 6].
The Ehrenfest model is at the origin of a whole class of dynamical urn models, which we name the Ehrenfest class. They generalize the original Ehrenfest model in two ways, which we detail successively.
The first generalization consists in considering boxes instead of two. Then, at equilibrium, the joint distribution of the occupation numbers , , , , with
is the multinomial distribution
as a simple reasoning shows. The marginal distribution of is obtained by summation upon the other variables, and reads
which is a simple generalization of (1.1). In the thermodynamic limit , , with fixed density , this yields a Poisson law:
The partition function of the system is equal to (for boxes and balls)
as a simple generalization of the reasoning leading to (1.2) shows.
The dynamics of the Ehrenfest model and of its generalization to boxes takes place at infinite temperature because there is no constraint on the move of the drawn ball. The second direction of generalization consists in defining these models at finite temperature, by introducing energy. We assume that the energy is a sum of contributions of independent boxes:
and choose a rule obeying detailed balance for the move of the drawn ball. For instance, for the Metropolis rule, the move is allowed with probability . Heat-bath dynamics is another possible choice (see below).
The fundamental ingredients for the definition of the models belonging to the Ehrenfest class are therefore
the statistics: a ball is chosen at random, and put in a box chosen at random,
the choice of the energy of a box , and of a dynamical rule (Metropolis or heat-bath),
the geometry: for instance, boxes may be ordered on a line, or on the contrary be all connected. For short, we designate the latter geometry as the mean-field case.
The backgammon model is a representative of the Ehrenfest class, corresponding to the choice (where is Kronecker symbol)
The dynamical (and equilibrium) properties of the Ehrenfest class depend crucially on the choice of statistics described in (i), which we will briefly refer to as the ball-box statistics. However, other choices are possible, which define new classes of dynamical urn models. The class which we will refer to for short as the Monkey class, because it corresponds to the image of a monkey playing at exchanging balls between boxes, is defined by:
the statistics: a box is chosen at random, from which any ball is drawn, and put in another box, chosen at random (box-box statistics),
the choice of energy and dynamical rule (as above),
the geometry (as above).
A first example of a model belonging to this class corresponds to taking definition (1.4) for the energy . This model, referred to as model B in , possesses non-trivial dynamical properties [9, 10].
A second example, inspired from quantum gravity, corresponds to taking
It presents interesting properties both at equilibrium and in nonequilibrium situations . In contrast with the backgammon model, or with model B, it possesses a phase transition between a fluid phase and a condensed phase at finite temperature . We will refer to this model as the zeta urn model, for reasons which will appear clear in the sequel. The present work is entirely devoted to the study of the nonequilibrium behavior of the zeta urn model in the mean-field geometry.
Before specializing to this model, let us first present, in parallel, some formalism which applies to the two classes of models defined above, in order to underline the fundamental role played by the choice of statistics for both the equilibrium and nonequilibrium properties of the models. Note that the equilibrium properties of the dynamical urn models defined above are independent of the geometry, because boxes are independent.
For the Ehrenfest class, the partition function reads
is the unnormalized Boltzmann weight attached to box number . For the Monkey class we have
Using the integral representation , we obtain
The equilibrium properties of the models are therefore entirely encoded in the temperature-dependent generating series . The presence or absence of the factorial term has direct implication on the analytic structure of the series, and by consequence on the possible existence of a phase transition at finite temperature.
The equilibrium probability distribution of the occupation number reads, for the Ehrenfest class,
For the Monkey class one obtains
In the thermodynamic limit at fixed density , the free energy per box is defined as
At finite temperature, the free energy can be obtained by evaluating the contour integral in (1.8) by the saddle-point method. The saddle-point value of is a function of temperature and density through the equation
and the free energy per box reads
Similarly, we obtain the following expressions for the equilibrium occupation probabilities in the thermodynamic limit
This formalism will be illustrated below on the zeta urn model, studied in this work.
For both classes of models, the temporal evolution of the occupation probability
is given by the master equation
where denotes the contribution of a move from the departure box, containing balls, to the arrival box, containing balls. Restricting our study to the mean-field case, we have (for )
where the term accounts for the fact that the departure box cannot be empty, and where the acceptance rate depends on the dynamics chosen. With the Metropolis rule we have
while the heat-bath rule leads to
which only depends on the label of the arrival box.
In all cases, equation (1.18) can be seen as the master equation of a random walk for , i.e., over the positive integers ,
generalizing the result of Kohlrausch and Schrödinger for the Ehrenfest model. In these equations,
are, respectively, the hopping rate to the right, corresponding to , and to the left, corresponding to . The equation for is special because one cannot select an empty box as a departure box, nor can be negative, hence . In other words a partially absorbing barrier is present at site . The random walk is locally biased, to the right or to the left, according to whether its velocity is positive or negative, respectively. It is easy to verify that (1.21) and (1.22) preserve the sum rules
expressing respectively the conservation of probability and of the number of particles.
The equilibrium occupation probabilities (1.16), (1.17) are recovered as the unique stationary state () of the master equations (1.21), (1.22). In contrast, except at infinite temperature, where , so that the rates and simplify, the master equations cannot be solved explicitly. The difficulty comes from the fact that the rates and are functions of the , hence the master equations are non-linear. However, as will be illustrated by the present work, the long-time behavior of these equations is amenable to analytic computations.
To summarize, for the two classes of dynamical urn models described above, finding the properties of their equilibrium states is in general easy, but attaining dynamical properties is much more difficult to achieve. However if one restricts the study to the fluctuating number of balls in a given box, denoted by all throughout this paper, it is, in some cases, possible to predict the long-time behavior of its probability distribution, , and also of its two-time correlation and response functions. This has been done in previous studies for the backgammon model [8, 9, 10].
In the present work we focus our interest on the mean-field dynamical urn model defined by the choice of energy (1.5), and box-box statistics –the zeta urn model. We pursue the investigation of its nonequilibrium properties, initiated in . The next section is devoted to a more complete presentation of the model and to an outline of this paper.
2 The zeta urn model
At equilibrium, the zeta urn model is defined by its partition function (1.7), where the Boltzmann weight
At low enough temperature , there is a finite critical density:
where denotes Riemann’s zeta function.
In the fluid phase , the equilibrium distribution (1.17) decays exponentially, since .
At the critical density , we have , hence
which is known as the zeta distribution. In the regular part of the critical line (), the mean squared population is finite, and equal to
while it is infinite in the strong-fluctuation case (). Throughout the following, we shall restrict the study to the regular part of the critical line.
In the condensed phase , a macroscopic condensate of particles appears. Indeed, equation (2.2) still applies to all the boxes but one, in which an extensive number of particles, of order , is condensed.
In the fluid phase (), the equilibrium distribution (1.17) is a stationary solution of (2.3), corresponding to . The convergence of towards is characterized by a finite relaxation time, depending on and .
The long-time behavior of the distribution , both at criticality () and in the condensed phase (), is the subject of the next section. In section 4 we establish the dynamical equations obeyed by the two-time correlation and response functions of the population of a given box. It is indeed well-known that nonequilibrium properties are more fully revealed by two-time observables [13, 14]. Section 5 is devoted to the analysis of the equilibrium properties of these functions at criticality. Section 6 is devoted to the analysis of their nonequilibrium properties at criticality, including the violation of the fluctuation-dissipation theorem. In section 7 we briefly investigate the nonequilibrium properties of the model in the condensed phase.
3 Long-time behavior of occupation probabilities
3.1 At criticality ()
We investigate how, starting from the disordered initial condition (2.4), the occupation probabilities converge toward their critical equilibrium values , given by (2.2), which are the stationary solutions of equations (2.3) corresponding to . In analogy with the analysis done in , we anticipate that converges to this value as a power law:
and consider two regimes:
Regime I: fixed and
equation (2.3) yields
where and are determined below.
Regime II: and simultaneously large (scaling regime)
In this regime, we look for a similarity solution to (2.3) of the form
The structure of the master equations (2.3) indeed dictates that the scaling variable is the combination . Starting from a random initial condition, for a large but finite time , and for much smaller than an ordering size of order , the system looks critical, i.e., the distribution has essentially converged toward the equilibrium distribution . This implies . To the contrary, for , the system still looks disordered, i.e., the fall off very fast. Hence . It will indeed be shown below that , as the scaling function falls of very fast for : . Note the close analogy between the present situation and critical coarsening for ferromagnetic spin systems [15, 17], where the scaling variable is , and where the role of is played by the equal-time correlation function .
These equations are compatible only if the right-hand side of equation (3.4) is subleading. In the case of a regular critical point (), we thus obtain
where is the linear differential operator
The solution of (3.6) is
As an illustration of the above, let us determine how the variance of the population of box number 1, , converges at long times to its equilibrium value . Only the scaling regime matters for the long-time behavior of this quantity, and of all the quantities at criticality to be considered hereafter. Using (3.3), we obtain
with, by (A.2),
3.2 In the condensed phase ()
and consider the same two regimes as at criticality (see for more details).
Regime I: fixed and (short-distance regime)
Regime II: and simultaneously large (scaling regime)
Looking for a similarity solution of equations (2.3), of the form
we obtain for the scaling function the linear differential equation
Following , we notice that the amplitude is determined by the fact that equation (3.10) has an acceptable solution , vanishing as and . The normalization of the solution is determined by the sum rule (1.24), which yields
The parameter entering Regime I is determined by the sum rule (1.23), leading to
We thus obtain for a differential equation of the form
and where the potential reads
Equation (3.13) is a biconfluent Heun equation . We will therefore refer to as the Heun operator, denoting its discrete eigenvalues by and the corresponding eigenfunctions bu . Equation (3.13) implies that the ground-state eigenvalue reads , while the associated eigenfunction is simply related to the scaling function :
By (3.11) we have
The spectrum of the operator , and related quantities such as the scaling function , can be further investigated in the limiting regimes of high and low temperature.
The analysis of this limiting situation will be helpful in section 7, although it is of no direct physical relevance, since the condensed phase only exists at low enough temperature .
For and , the potential (3.15) becomes , so that is the Hamiltonian of a harmonic oscillator on the half-line , up to a scale, with Dirichlet boundary condition at . Its spectrum is , and the (unnormalized) ground-state eigenfunction reads
Perturbation theory can then be used to determine the small- behavior of the amplitude . Expressing that the lowest eigenvalue reads with no correction, we obtain
In this other limiting situation, the operator simplifies as follows. If we rescale and according to , all terms in the expression (3.15) for the potential scale as . In other words, plays the role of in Quantum Mechanics, and is the semi-classical regime. Expressing that the minimum of the potential is at zero yields the first estimates .
A more refined analysis consists in expanding the potential around its minimum. Setting
the operator becomes
The expression in the parentheses is again proportional to the Hamiltonian of a harmonic oscillator. Expressing that the lowest eigenvalue of the right-hand-side of (3.22) is determines , hence
The spectrum of reads (), and the (unnormalized) ground-state eigenfunction reads , i.e.,
Both this expression and the function become singular in the limit, so that a direct analysis of equation (3.10) is needed in order to derive the behavior of the scaling function at low temperature. The above analysis suggests to look for a solution depending on the scaling variable . The term involving the second-order derivative is then negligible. The simplified form of equation (3.10), namely
admits the normalized solution
where is the first exponential integral . The scaling function is therefore nonzero in the limit only for , i.e., . The upper bound , i.e., , coincides with the point where the eigenfunction , as given by equation (3.23), peaks at low temperature.
4 Two-time observables: dynamical equations
In this section we will successively establish dynamical equations for the two-time correlation function , for its derivative , and for the response function . (See for similar techniques.)
We consider the (connected) two-time correlation function between the population of box number 1 at times (waiting time) and (observation time), with :
This definition can be recast as
The evolution of the with respect to is given, for , by a master equation similar to (2.3):
These equations preserve the sum rule . At , the initial conditions are , implying
which is the variance of the population of box number 1 at time , as it should.
In the discussion of the fluctuation-dissipation theorem, we will need expressions of the time derivative . We have
The evolution of the with respect to is again given, for , by equations similar to (2.3):
with initial conditions at
The two-time response function is a measure of the change in the mean population of box number 1 at time , induced by an infinitesimal modulation of the conjugate variable, i.e., the local chemical potential acting on the same box, at the earlier time .
In the presence of an arbitrary local, time-dependent chemical potential , the energy of box number 1 at time reads
The occupation probabilities of this box now depend on : we denote them by . In the thermodynamic limit, i.e., to leading order as , the occupation probabilities of all the other boxes are still given by the .
The response function reads
The modified occupation probabilities obey the dynamical equations
The initial values and the parameter are unchanged. The dynamical equations (4.3) preserve the sum rule .
Equations (4.3) imply that the obey, for ,
with initial conditions at
The behavior of the two-time observables will now be successively investigated in the next three sections, first at criticality (), both at equilibrium and in the nonequilibrium regime, and then in the condensed phase ().
5 Equilibrium critical dynamics
When the waiting time becomes very large, keeping the difference fixed, two-time quantities reach their equilibrium values, which only depend on , both in the fluid phase () and along the critical line (). This section is devoted to the latter case.
The equilibrium correlation function reads
where the equilibrium values of the obey
with initial conditions . This implies consistently that is the equilibrium variance of the population of a generic box.
As the time difference gets large, we have , so that . The decay of for large can be investigated along the lines of section 3.1. The two regimes I and II are again to be considered separately, although results concerning the former will not be needed explicitly. In the scaling regime, we look for a similarity solution to equations (5.1) of the form
for which equations (5.1) yield the differential equation
with boundary conditions and as . The differential operator was defined in equation (3.7).
whose suitably normalized solution reads
The decay of the equilibrium correlation function at large is again dominated by the scaling regime, and the scaling form (5.2) yields
As expected, the fluctuation-dissipation theorem holds at equilibrium. Indeed the equilibrium values and of and obey the same equations, identical to equations (5.1), with initial conditions:
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s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400198287.23/warc/CC-MAIN-20200920161009-20200920191009-00364.warc.gz
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CC-MAIN-2020-40
| 20,758 | 138 |
http://atmsite.udjat.nl/contrib/Holm/Plop_optimized_cells/rmscalc.html
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math
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With older browsers, it may be necessary to click the Refresh or Reload button after changing calculator entries in order to complete the calculation.
The RMS and Strehl calculator will work in either mm or nM, but not both at once. Plop gives cell RMS deformations in mm. Sixtests gives mirror figure RMS errors in nM. You will have to convert one or the other. Here is a calculator to help.
Copyright © 2003 Mark D. Holm
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s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710962.65/warc/CC-MAIN-20221204040114-20221204070114-00214.warc.gz
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CC-MAIN-2022-49
| 423 | 3 |
http://www.gummy-stuff.org/horse-racing.htm
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math
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| Horse Racing |
the Racing Form or "Program"|
So we went to the races at Woodbine (Toronto), got us a racing form and tried to decipher it.
For each race, lots of info is available for each horse.
In race 4, for example, a horse called Almira Fawn had this info:
In addition ...
>Wait! What's that place and show?
They don't say a horse came in 1st or 2nd or 3rd; they say win, place and show.
When you bet, you say you'd like to bet $2 on number 4 to win or place or show.
That's the minimum bet ... and that's what we always bet.
Also, when the race has ended, they identify the first three horses and what they'd pay for a $2 bet.
No matter if you bet a $jillion dollars, they tell you the "payout" for a $2 bet.
If they say the winning horse pays $4.50 to win, that means for every $2 bet (on that horse, to win), you'd get back $4.50.
>So you'd get $4.50 when you go to collect?
Yes. That's NOT your "profit". It's your $2.00 bet plus a profit of $2.50.
You'd also get a payoff if you bet on that horse to place or show.
Further, if you bet on some horse to show and it came in 3rd, you get a payoff (but not if you bet on it to win or place).
In addition, there's information (in the racing form) on the historical performance of each horse.
For example, for each horse's last race, there are several lines in the form like so::
Also, for each past race that the horse has run, the winners are noted ... like so:
It gives the horses who came in 1st, 2nd and 3rd with the weight carried and the winning margins.
>Okay, after the race they show the odds ... how much do I win?
If the odds are, for example 5/3, then for a $2 bet you'd get a payoff of (5/3)x(2) + 2 = $5.33.
But they usually just give you $5.30 (Rounded down to the nearest 10 cents.)
>That's a profit of (5/3)x2 = $3.33, rounded to $3.30 plus your original $2 bet, right?
Right. It's always:
| payout = odds x (original bet) + (original bet) |
If you bet $100, it'd be (5/3)x100 + 100 = $266.67 (rounded down).
>And how do they calculate the odds?
This is what I think happens ... to calculate the odds for the winning horse
Suppose the amounts bet on each of 8 horses is shown in the table
Further, suppose horse #5 wins.
- Determine the total money bet on this race to win, for all horses. (example: $100,000 and that's the win pool)
- Subtract the racetrack's cut. (example: 20% of $100,000 = $20,000 leaving $80,000 = the amount for the payout)
- Determine the total amount of the betting on the winning horse ... to win. (example: $30,000 for horse #5)
- Calculate the payout per $1.00.(example: $80,000 / $30,000 = $2.67 for each $1 bet)
- That's the original $1 bet plus a "profit".
(example: For a payout of $2.67, the profit on a $1 bet is $1.67 which would probably be rounded to $1.60 and that'd be a profit of $3.20 for a $2 bet.)
>And the odds are ... 1.6?
Uh, yes, but it'd be written as a fraction (for historical reasons ?) like 1.6 = 8/5.
>So, if I bet $2 and use that magic formula , I'd get back a payout of (8/5)x2 + 2 = $5.20
That's my guess.
>So how should I bet ... and win some money?
Gimme a minute; I'm still googling.
Here's one thing I read about picking a winner by finding the losers:
- Look at each horse entered in the race and try to find horses that are obviously overmatched.
- Do their speed figures fit with the other horses?
- In looking at their last few races are they in good form or bad?
- Do they have recent workouts that suggest they are fit and ready?
- Are they racing at a distance or on a surface that they do not like?
- Are they making too big of a class jump?
- Throw out as many duds as you can and hopefully you are only left with a handful of contenders.
Then I read this:
- You should only have 3-4 horses that are candidates for winning the race.
- Make your selection based on their record at this track, distance, average speed ratings, trainer and jockey.
- If you still end up with too many horses that are logical contenders, pass the race.
- Watch the races you don't bet on with as much interest as those you do.
- See if the race unfolds the way you thought it would, look at the results and ask yourself if the results are consistent with what you knew going into the race.
Of course, ya gotta consider the horse and how s/he usually runs:
- Go through your racing program and circle any horse who raced within the last 35 days and finished within two lengths of the winner at the same class.
- Now scratch out any horse who has a low percentage jockey (any rider who can't win more than 12%).
>How about just betting on the favourites?
- Early speed types that want and need the lead.
- Them that can either go on top or sit 1 to 3 lengths off the pace.
- Them that don't want the lead, but stay in contact with the field, usually running 4 to 6 lengths back.
- A closer that likes to run way off the pace and then make a late rally.
They don't pay much, a little over $2 for a $2 bet ... and they apparently lose 2/3 of the time.
Okay, so here's how some of us picked our horses:
For the 8th race I saw this:
>So how did the horse do?
- In the previous month, the horse started in post position 6, came from 6th position to win with jockey Wilson.
- Earlier that month, the horse started in post position 5, came from 4th position to place with jockey Contreras
Contreras had an in-the-money percentage of 20.5% which is good.
By "in-the-money", I mean he came in 1st, 2nd or 3rd.
- The horse had 5 races so far this year and was in-the-money twice.
- I ignored the race earlier in the month where the horse started in post position 11 and finished in 9th place with jockey Pizarro.
He came in last! I notice that, for this race, he had a different jockey: Ramsammy with an in-the-money percentage of just 9.4%
However, my wife saw this:
In fact, after a while my wife just bet on the horse with Husbands. This jockey was in-the-money four times that day.
- In the previous month, the horse started in post position 9 and came from last place to place with jockey Husbands.
- Earlier this month, the horse started in post position 9 and again came from way behind to win with jockey Husbands.
Husbands had an in-the-money percentage of 23.2% which is very good.
- The horse had 2 races so far this year and was in-the-money both times.
- For this race, the jockey was again Husbands.
>So how did the horse do?
He came in 2nd, like so:
>So your wife made a $2.50 profit for her $2 bet on show?
No, she made a profit of $0.50. Remember, she bets $2.00 and gets back that $2.50 payout ... and that's just $0.50 profit.
>Why did "Rose and Shine" win?
Maybe because his jockey, for this race, was Contreras who was in-the-money four times that day!
He even brought in a long shot that paid $42.30 to win!
>So you should bet on the jockey, not the horse!
Maybe ... however, if you enjoy watching and aren't concerned about winning lots of $money, you could just bet the favourite to show.
Although they win only 1/3 of the time, they come in 1st, 2nd or 3rd about 2/3 of the time.
>Or bet the post position. The horse in P.P. 1 has a shorter distance to run.
Apparently the percentage of winners is about the same for each post posn.
>Then I repeat: Bet on the jockey, not the horse!
Maybe, but after playing with "betting on the favourite" I decided I didn't like profits of a few cents when it came in-the-money.
The last time we were at the track I picked 7 out of 8 "in-the-money", betting $2 to Show on all eight races ... and a typical payout was $2.20.
That means a profit of just 20 cents. That means I'd have to win about 5 races for every race where I lost money.
So now I think I'll bet on long-shots. They may not come in-the-money often, but when they do they pay for a lot of losses.
For example, I bet $2 to Show on a horse whose ML odds were 20-1 and it paid $17.10 and that $15.10 profit paid for at least seven losses.
>Huh? ML odds?
Yeah, somebody guesses the odds of winning before there's even any betting (maybe a couple of days before racing day). It's called Morning Line odds.
It's a (sometimes lousy) prediction of how the public will bet on racing day.
>If that ML value of 20-1 were correct, you'd have made a profit of 20*$2 = $40, right?
Right (if I bet to Win), but I often find that an ML of 20-1 ends up being much less at race time. In the above example, the actual odds turned out to be about 7-1.
Remember that the ML odds, as well as the odds you see at post time, are odds to Win ... not to Place or Show.
'course, ya don't hardly know post-time odds the day before the race so I'm using ML odds as a measure of the betting activity for Win, Place or Show.
>I'm surprised you don't have a spreadsheet.
I do, actually ... for Woodbine. The results of downloading and identifying the "long shots", (based upon ML odds) looks like this:
The ODDS are actually the ML odds ... and note the following:
Assuming you bet $2 to Show, you'll also get a "profit" table like so
Them's my profits for a day at Woodbine: June 7, 2012 as displayed in the spreadsheet image, above.
I should also note that if you can dig up the appropriate URL for some other track (Belmont? Churchill Downs?)
and identify the Top Jockeys, then the spreadsheet should work.
Well ... I do offer a money-back guarantee on the efficacy of the ...
Now we do a wee bit o' math and ...
We suppose the following $2 bets:
- A horse with odds y will come in-the-money X times in 10 races. Odds of 15-1 means Y = 15 and odds of 5/2 means Y = 5/2 etc. etc.
Such a horse will generate a profit of $2y for each race in-the-money, so $2Xy for all X races. "Profit": is always Odds*Bet
- Such a horse will then lose 10 - X times in 10 races.
Each is a $2 loss so the total loss in 10 races is $2(10 - X)
- The Net Profit is then 2Xy - 2(10 - X) which we want to be positive.
That is, we require that: 2Xy > 2(10 - X) or Xy > 10 - X.
- Let X = 10x, so x is the fraction of times the horse comes in-the-money. If it's in-the-money 25 % of the time, then x = 0.25.
That gives the following neat formula:
Consider horses with odds y.
If x is the fraction of races where they run in-the-money, then you expect a profit if:
y > (1 - x) / x or x > 1 / (1 + y)
Okay, suppose we're talking about favourites. They're in-the-money 67% of the time, so x = 0.67.
Further, if the payouts for favourites average, say, $2.50, then the profit on $2 is $0.50.
Remember: Profit = Odds*Bet so Odds = Profit/Bet = $0.50 / $2 so y = 0.50/2 = 0.25.
That's like 1-to-4 odds and gives the blue dot in Figure 2, namely (0.67, 0.25).
No money to be made there, eh?
Now consider a long shot with odds 20-to-1, so y = 20.
Suppose these guys are in-the-money 10% of the time, so x = 0.10.
That gives the point (0.10, 20) which is the green point in Figure 1.
>Does a 20-to-1 long shot come in 10% of the time?
That'd be once every 10 races ... uh, I have no idea.
Anyway, consider horses with 10-1 odds, so y = 10.
To make a profit (in the long run), we need x > 1/(1 + y) = 1/11 = 0.091.
That's the red line. Them thar horses gotta come in more than 9.1% of the time.
Green area is profitable
>Why did you say the payout for favourites is a measly $2.50?
I was talking about favourites coming in 1st, 2nd or 3rd. That happens 67% of the time. If we bet $2 to Show, I'd expect a payout of $2.50.
Of course, you can stick in any numbers you like.
>I bet to Win and expect an average payout of $5.
Okay, that's a profit of $3 for a $2 Bet, so y = Profit / Bet = 3/2 = 1.5 then we'd want x > 1/(1 + y) = 1/2.5 = 0.4 or 40%.
Your horses (with odds 1.5 or 3-to-2) should Win more than 40% of the time. Do they?
>That'd mean more than 4 times in every 10 races ... uh, I have no idea.
Welcome to the IDK club.
That's the I Don't Know club.
Note that this scheme relates to some game where:
>You mean it's not just for horse racing bets?
- You look for a particular situation to occur (a baseball team playing on home turf... or rain during a soccer match)
- You bet on a particular result (the home team wins ... or an English team is playing in that rain)
- You make a profit of $y for a $1 bet, each time that particular result occurs.
- Of all situations descibed by #1 (above), the fraction of times when that particular result occurs is x.
I don't think so ... but remember that I'm the president of the IDK club.
>So what's your favourite strategy?
Today it's betting on a Top Jockey riding a longshot. Tomorrow? I don't know.
>That's 'cause your president of the I Don't Know club.
Okay, I figure that longshots don't hardly Win much ... but they could/should Show enough times to make $money.
Anyway, I decided to modify that spreadsheet so you can type in a bunch of historical dates and ask nicely to find the Profits for your picks on each date.
The "explain" sheet now looks like so:
>It calculates the profits if you bet $2 to Win or Place or Show?
Yeah ... and it seems that betting to Win may pay off. Anyway, it deserves more analysis don't you think?
Then, too, we could consider a Top Jockey on a Favourite.
Here's some historical results at Woodbine
There are more winning days, but you don't make much $money with favourites.
(I've changed the spreadsheet so you can pick Top Jockeys on a favourite.)
I might also change the spreadsheet to consider playing an Exacta where you pick the 1st and 2nd place and ...
>Wake me when you're done zzzZZZ
In the spreadsheet, if I use the ML-odds to estimate the Exactor payouts, I get these:
The Exacta or Exactor bet is where you pick a horse to Win and a horse to Place.
That is, you pick two horses to finish in the first and second place positions in an exact order.
The payouts can be quite respectable. For example, on July 1, 2012, at Woodbine
>Wow! A Payout of $3296, for a $2 bet?
Nice, eh? The winner paid $57 to Win and the 2nd place horse paid $81.40 to Place.
If'n longshots come 1st and 2nd, you make big $money!
The Exactor pair which paid $3296 (11 to Win and 5 to Place) is shown in blue.
>But it's not $3296.
Aah, but ML odds are guesstimates ... not actual post-time odds. Nevertheless, the Exactor Matrix shown does give some idea of the size of payouts.
>And that's now in the spreadsheet?
Yes ... however remember that calculating Exactor Payouts from ML-odds is pure guesswork.
Nevertheless, after extansive cogitation and cerebral machination, I figure the best strategy is this:
The reason for picking a longshot (for Place) is to make the payout respectable.
- Pick a favourite for the first half of the Exactor (the one who you think will Win).
- Pick a longshot for the 2nd half (the horse you think will Place).
Check out the following:
Note the following:
- In Races 1, 2, 3, 7, 8 and 9 a favourite came in first
- In Races 1 and 2 a longshot came in second
- Betting $2 in each race we'd have paid out $20 and got back $30.90 + $7.90 = $38.80.
>And if you'd have bet $200 on each ...
Yes, yes ... I'd have paid our $2000 and got back $3880. But what if the horses were all favourites and I didn't win anything? Or what if ...
>I was just kidding. You stick to your $2 bets.
We might imagine that if a horse's odds of winning go UP, the probability of that horse winning goes DOWN.
Let's assume that the probability of a horse winning is proportional to 1/oddsk:
Pj = λ/Ojk with 0 < Pj < 1 and λ is some constant.
The sum of all the probabilities must equal 1 (since one horse WILL win), so:
ΣPj = λ Σ 1/Ojk = 1 so λ = 1 / Σ 1/Ojk where Σ means you add 'em all up.
Okay, now suppose that, in 100 races, horse#m wins x times (so x is the expected percentage of wins). We set
Pm = x/100 so 0 < Pm < 1. In the remaining 100 - x races, horse#m loses.
Now consider the number of times another horse#n wins in those 100 - x races. We'll assume it's y, so the probability of horse#n winning is y/(100 - x).
Then the probability of horse#m winning in the remaining races is:
y/(100 - x) = y / (100 - 100 Pm) = ( y/100 ) / (1 - Pm) = Pn / (1 - Pm).
Okay, so we'll set the probability of horse#m winning (that's Pm) and horse#n coming in 2nd (we put that as Pn / (1 - Pm)) as:
Now stick in the stuff from relation and get (after inverting to get the "odds" which we assume to be 1/probability)):
|[B] Odds for an m-n Exactor is: (Onk/λ) (Omk/λ - 1)
where Oj are the odds on horse #j, λ = 1 / Σ 1/Ojk and k is some constant.
>I think that's pretty fuzzy math.
Uh ... yes, but Harville wanted desperately to get a probability based only upon winning percentages, like Pm and Pn.
For example, suppose we assume k = 2 so the probability of winning is proportional to 1/odds2
then the odds for an Exactor, given the odds of winning for each of 8 horses, is
Look at the Exactor where horse #1 wins and horse #7 comes in 2nd.
Their odds of winning are 3 to 1 and 2.5 to 1 (or 5 to 2).
That Exactor would have odds of 0.3 so (presumably) a $2 bet would provide a payout of $2.60 since payout = 2*odds+2.
>And you believe that?
Well, of course. After all, we haven't made any unreasonable assumptions have we? Just Harville's formula and probability = λ/Oddsk and ...
Yes. In fact, the actual Exactor payout (using the real-live numbers after the race had run) was (gasp!) $33.50.
However, in support of our fuzzy theory, had we taken k = 1 (so probability is proportional to 1/odds), we'd have predicted a payout of $30.70.
Remember that we're predicting based upon the ML odds which are guesstimates.
Okay, let's look at the Exactor Payouts for a couple of hundred races (at Woodbine).
If there are N horses in a race then there are N (N-1) possible Exactors.
If'n you bet 'em all (at $2 each), it'd cost $2 N (N-1).
How does the $cost of the bet depend upon the number of horses? See the table
It says (for example) that over 269 races, if you bet on every possible exactor for 6-horse races, your average payout would have been $40.
Alas, for 6 horses, it'd cost $60 to make all 30 bets.
Aaah, but suppose we could justify eliminating one long,long shot. Then, with just 5 horses, there'd be just 20 possible Exactors.
A possible strategy, right?
>And how would that work?
I have no idea.
Somewhere, we talked about an Exactor payout matrix based upon the ML Odds for each horse.
Figure 3: Exactor probability matrix
We could do this:
We ignore low probability Exactors. For example, in Figure 3, we include only probabilities greater than 1% (shown in blue).
- Order the Exactor probabilities from largest to smallest.
- Place a bet on the largest, then the second largest, then the third largest etc. etc.
- Stop when the cumulative probability exceeds some value, like 65%.
Sometimes we can't get a cumulative probability greater than, say, 65% ... then we don't bet.
In Figure 4 we bet on the Exactor (6-4) which has a 4.1% probability, and also on (4-6) with 3.9% probability etc. etc.
We get to 65% cumulative probability after 23 Exactor bets. (See Figure 4.) That'd cost us $2*23 = $46.
In that particular race, the Exactor that actually came in was (5-6) ... shown in blue, in Figure 4.
It paid (gasp!) $235 for a $2 bet. That was race#6 on July 27.
>Did you lose money on July 27?
Uh ... yes. Did I say this strategy was foolproof? Ya win some, ya lose some.
Note that we're using the ML Odds (which are guesstimates) and Harville's formula (fuzzy math) ... and we pray a lot.
>So what about historical results, for hundreds of races?
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s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917123560.51/warc/CC-MAIN-20170423031203-00096-ip-10-145-167-34.ec2.internal.warc.gz
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CC-MAIN-2017-17
| 19,322 | 250 |
https://scholar.archive.org/work/tou7uajyizgpfemfzrldph6pe4
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math
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A family of quasi-variable meshes high-resolution compact operator scheme for Burger's-Huxley, and Burger's-Fisher equation
Mathematics in Applied Sciences and Engineering
We describe a quasi-variable meshes implicit compact finite-difference discretization having an accuracy of order four in the spatial direction and second-order in the temporal direction for obtaining numerical solution values of generalized Burger's-Huxley and Burger's-Fisher equations. The new difference scheme is derived for a general one-dimension quasi-linear parabolic partial differential equation on a quasi-variable meshes network to the extent that the magnitude of local truncation
... cal truncation error of the high-order compact scheme remains unchanged in case of uniform meshes network. Practically, quasi-variable meshes high-order compact schemes yield more precise solution compared with uniform meshes high-order schemes of the same magnitude. A detailed exposition of the new scheme has been introduced and discussed the Fourier analysis based stability theory. The computational results with generalized Burger's-Huxley equation and Burger's-Fisher equation are obtained using quasi-variable meshes high-order compact scheme and compared with a numerical solution using uniform meshes high-order schemes to demonstrate capability and accuracy.
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s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585281.35/warc/CC-MAIN-20211019202148-20211019232148-00650.warc.gz
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CC-MAIN-2021-43
| 1,340 | 4 |
https://qsstudy.com/explain-equilibrant-in-terms-of-newtons-second-law-of-motion/
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math
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According to Newton’s second law of motion, a body moves with velocity if it is acted upon by a force. When the body is subjected to number of concurrent forces, it moves in a direction of the resultant force. However, if another force, which is equal in magnitude of the resultant but opposite in direction, is applied to a body, the body comes to rest. Hence. equilibrant of a system of forces is a single force, which acts along with the other forces to keep the body in equilibrium.
Let us consider the forces F1, F2, F3 and F4 acting on a body O as shown in Fig. a. If F is the resultant of all the forces and in order to keep the body at rest, an equal force (known as equilibrant) should act on it in the opposite direction as shown in Fig. b.
Fig: Resultant and equilibrant
From Figure b, it is found that, resultant = – equilibrant
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00156.warc.gz
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CC-MAIN-2023-50
| 844 | 4 |
https://hurmanblirrikvimk.web.app/15390/14047.html
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math
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5 gallon glass jug made in mexico - Den Levande Historien
A set of One very small observation is that f(x) is finite for every x, since that is what we mean by a real-valued function defined on [0,1]. Can we say anything more? Well F-limit points in dynamical systems defined on the interval. Versita | 2012. DOI: https://doi.org/10.2478/s11533-012-0056-0 · 4. 4 total citations on Dimensions.
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Informally speaking, the value of an interval sequence variable represents a a step function whose steps are defined by the two arguments arrays x and v. if the invoking function is defined on the interval [xMin,xMax), its values will be:. av A Muratov · 2014 — distribution is defined by the geometry of a stopping set and which is otherwise not and let the stopping set S(x, Xn) be the interval from the point to its. We next define the Riemann-Stieltjes integral.
BE A FUNCTION ▷ Svenska Översättning - Exempel På
Interval data also called as integer, is defined as a data type which is measured along a scale, in which each is placed at equal distance from one another. Interval data always appears in the forms of numbers or numerical values where the distance between the two points is standardized.
Ekonomiska utsikter i Norden år 2000 : den nordiska
LogBox-3G has two home screen options that can be defined as home Battery life depends on the interval between logging, the interval for On-hour was defined as 8 am-4 pm weekdays, and off-hour as weekdays outside while no difference was seen in the time interval from stroke onset to CT. Considering the total number of poultry holdings in the area in question, the sampling size will be defined to ensure the identification of at least one infected #define LOOP_LEX 4 /* loop interval */. /* navigation parameter */. #define NAVSYNCTH 50 /* navigation frame synch.
anchorDateTime och Style i en data uppsättnings JSON-definition. Week, Month>", "interval": "
Showing if the beginning and end number are included is important; There are three main ways to show intervals: Inequalities, The Number Line and Interval Notation. Interval data is measured along a numerical scale that has equal distances between adjacent values. These distances are called “intervals.” There is no true zero on an interval scale, which is what distinguishes it from a ratio scale.
4 total citations on Dimensions. A function f is defined on the interval [0,4], and its derivative is e^sinx-2cos3x a.
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Stochastic systems with locally defined dynamics - Chalmers
Resultat:. A basic theorem says that there is a suitable σ-field containing all the intervals and a unique probability defined on this σ-field for which the Talrika exempel på översättningar klassificerade efter aktivitetsfältet av “discrete size interval” – Engelska-Svenska ordbok och den intelligenta The concept of “competent authority” is defined in Chapter 1.2 of the ADR as “the (e) definition of testing procedures, testing intervals and periods of use (e.g.: av SM Bergström · Citerat av 52 — interval contains a diverse graptolite fauna and bio- stratigraphically diagnostic conodonts and trilobites that make it possible to define the boundary in terms of.
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stipulativ definition exempel - Foto-RAW
80 #endif. 81 327 QTimeEvtCtr const nTicks, QTimeEvtCtr const interval);. 328 #else.
discrete size interval — Svenska översättning - TechDico
The graph function g(x), defined on the interval -2, 2] is as follows: 6 5 4 3 2 1 OF -0.5 0.5 a) (4 marks): Using set notation, report the values of x for which g'(x) exists and g(x) > 0. Some One Parameter Models for Continuous Random Variables Defined on the Interval [0, 1] () Click here👆to get an answer to your question ️ If f is an even function defined on the interval [ - 5,5] , then the real values of x satisfying the equation f (x) = f ( x + 1/x + 2 ) are Consider the function f defined on the interval (-3,3) by (6+2x, -35x<0, f(x) = 10, 0 < x <3, and let g be the periodic-extension of f. That is, let g be the periodic function defined by g(x) = f(x), -3 < x <3, and g(x+6) = g(x). (1) Find the Fourier Series for f.
Example: the interval (0,20) is all the numbers between 0 May 2, 2020 1 Definition. 1.1 Definition 1; 1.2 Definition 2. 2 Terminology. 2.1 Endpoints; 2.2 Length; 2.3 Midpoint. 3 Interval Types. 3.1 Bounded Intervals.
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CC-MAIN-2022-33
| 4,823 | 38 |
https://teststuff.site/potential-energy/
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math
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Good morning friends, Work, Energy, and Power – Lesson 1 by Dr. TJ Gunn…
An object can store energy as the result of its position. For example, the heavy ball of a demolition machine is storing energy when it is held at an elevated position. This stored energy of position is referred to as potential energy. Similarly, a drawn bow is able to store energy as the result of its position. When assuming its usual position (i.e., when not drawn), there is no energy stored in the bow. Yet when its position is altered from its usual equilibrium position, the bow is able to store energy by virtue of its position. This stored energy of position is referred to as potential energy. Potential energy is the stored energy of position possessed by an object.
Gravitational Potential Energy
The two examples above illustrate the two forms of potential energy to be discussed in this course – gravitational potential energy and elastic potential energy. Gravitational potential energy is the energy stored in an object as the result of its vertical position or height. The energy is stored as the result of the gravitational attraction of the Earth for the object. The gravitational potential energy of the massive ball of a demolition machine is dependent on two variables – the mass of the ball and the height to which it is raised. There is a direct relation between gravitational potential energy and the mass of an object. More massive objects have greater gravitational potential energy. There is also a direct relation between gravitational potential energy and the height of an object. The higher that an object is elevated, the greater the gravitational potential energy. These relationships are expressed by the following equation:PEgrav = mass • g • height
PEgrav = m *• g • h
In the above equation, m represents the mass of the object, h represents the height of the object and grepresents the gravitational field strength (9.8 N/kg on Earth) – sometimes referred to as the acceleration of gravity.
To determine the gravitational potential energy of an object, a zero height position must first be arbitrarily assigned. Typically, the ground is considered to be a position of zero height. But this is merely an arbitrarily assigned position that most people agree upon. Since many of our labs are done on tabletops, it is often customary to assign the tabletop to be the zero height position. Again this is merely arbitrary. If the tabletop is the zero position, then the potential energy of an object is based upon its height relative to the tabletop. For example, a pendulum bob swinging to and from above the tabletop has a potential energy that can be measured based on its height above the tabletop. By measuring the mass of the bob and the height of the bob above the tabletop, the potential energy of the bob can be determined.
Since the gravitational potential energy of an object is directly proportional to its height above the zero position, a doubling of the height will result in a doubling of the gravitational potential energy. A tripling of the height will result in a tripling of the gravitational potential energy.
Use this principle to determine the blanks in the following diagram. Knowing that the potential energy at the top of the tall platform is 50 J, what is the potential energy at the other positions shown on the stair steps and the incline?
A: PE = 40 J (since the same mass is elevated to 4/5-ths height of the top stair)
B: PE = 30 J (since the same mass is elevated to 3/5-ths height of the top stair)
C: PE = 20 J (since the same mass is elevated to 2/5-ths height of the top stair)
D: PE = 10 J (since the same mass is elevated to 1/5-ths height of the top stair)
E and F: PE = 0 J (since the same mass is at the same zero height position as shown for the bottom stair).
Elastic Potential Energy
The second form of potential energy that we will discuss is elastic potential energy. Elastic potential energy is the energy stored in elastic materials as the result of their stretching or compressing. Elastic potential energy can be stored in rubber bands, bungee chords, trampolines, springs, an arrow drawn into a bow, etc. The amount of elastic potential energy stored in such a device is related to the amount of stretch of the device – the more stretch, the more stored energy.
Springs are a special instance of a device that can store elastic potential energy due to either compression or stretching. A force is required to compress a spring; the more compression there is, the more force that is required to compress it further. For certain springs, the amount of force is directly proportional to the amount of stretch or compression (x); the constant of proportionality is known as the spring constant (k).Fspring = k • x
Such springs are said to follow Hooke’s Law. If a spring is not stretched or compressed, then there is no elastic potential energy stored in it. The spring is said to be at its equilibrium position. The equilibrium position is the position that the spring naturally assumes when there is no force applied to it. In terms of potential energy, the equilibrium position could be called the zero-potential energy position. There is a special equation for springs that relates the amount of elastic potential energy to the amount of stretch (or compression) and the spring constant. The equation is
PEspring = 0.5 • k • x2
where k = spring constant
x = amount of compression
(relative to equilibrium position)
To summarize, potential energy is the energy that is stored in an object due to its position relative to some zero position. An object possesses gravitational potential energy if it is positioned at a height above (or below) the zero height. An object possesses elastic potential energy if it is at a position on an elastic medium other than the equilibrium position.
Check Your Understanding
Check your understanding of the concept of potential energy by answering the following questions. When finished, click the button to view the answers.
1. A cart is loaded with a brick and pulled at constant speed along an inclined plane to the height of a seat-top. If the mass of the loaded cart is 3.0 kg and the height of the seat top is 0.45 meters, then what is the potential energy of the loaded cart at the height of the seat-top?
PE = m*g*h
PE = (3 kg ) * (9.8 m/s/s) * (0.45 m)
PE = 13.2 J
2. If a force of 14.7 N is used to drag the loaded cart (from previous question) along the incline for a distance of 0.90 meters, then how much work is done on the loaded cart?
W = F * d * cos Theta
W = 14.7 N * 0.9 m * cos (0 degrees)
W = 13.2 J
(Note: The angle between F and d is 0 degrees because the F and d are in the same directionn)
Note that the work done to lift the loaded cart up the inclined plane at constant speed is equal to the potential energy change of the cart. This is not coincidental! The reason for the relation between the potential energy change of the cart and the work done upon it is the subject of Lesson 2.
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CC-MAIN-2019-35
| 7,029 | 35 |
https://toph.co/p/remember-remainder
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math
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Zarin is a sadist. She loves to give problems to her close people.
Today she gives you an array consisting of n integers a1, a2,…,an, and a positive integer k.
She tells you that k is a divisor of n always.
Now you have to do magic.
In a single magic, you can take any index i between 1 and n and increase ai by 1.
Let's determine xr (0 ≤ r ≤ k − 1) — the number of items consisting remainder r when divided by k.
For each remainder, let's find the number of corresponding items in a with that remainder.
You have to modify the array in a way that x0 = x1 = ⋯ = xk-1 = n/k.
Now Zarin wants to know the minimum number of magics to satisfy the above requirement.
The first line of input contains two integers n and k (1 ≤ n ≤ 2*105,1 ≤ k ≤ n).
The second line of input contains n integers a1,a2,…,an (0 ≤ ai ≤ 109).
Print a single integer — the minimum number of moves required to satisfy the following condition: for each remainder from 0 to k−1, the number of elements of the array having this remainder equals n/k.
6 3 6 10 12 3 0 2
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s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103669266.42/warc/CC-MAIN-20220630062154-20220630092154-00732.warc.gz
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CC-MAIN-2022-27
| 1,063 | 13 |
https://www.stevenabbott.co.uk/practical-rheology/Thixotropy.php
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math
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Thixotropy Hysteresis Loop
Thixotropy (time-dependent viscosity) can be measured in many ways. Here we use a hysteresis loop.
Thixotropy Hysteresis Loop
There are plenty of papers with theoretical treatments of thixotropy hysteresis loops. I've chosen the approach from a team in Barcelona1 as it is mathematically tractable and theoretically clear. This starts with the Shear Viscosity app, using the Cross model to create the "equilibrium" line which is what you would measure if your thixotropic fluid had been infinitely well-sheared and had no time to recover. The plot goes up to your chosen maximum shear rate.
The Up line is what you would expect from your thixotropic liquid which starts at near-zero shear (0.1/s) with a viscosity of ηstart.The rate at which it approaches the equilibrium line depends on three factors.
- How fast you scan your shear rate - the slower you scan, the longer it takes to get to your maximum shear rate and, therefore, the sooner (visually, in terms of shear rate) you reach the equilibrium line.
- The timescale for breaking up your structure, τbreak. The longer this is, the more thixotropic your system will be.
- This is combined with how much τbreak changes with shear rate, expressed as γ̇ power. If this is 1 then the time decreases proportionally to shear rate
In principle, your "down" curve will be very different from both your up curve (of course) and your equilibrium curve. This depends on τbuild, the timescale for re-building your original structure. This is assumed to be shear-rate independent. You only see significant effects (i.e. different from the equilibrium line) with fast scans and if τbuild is quite large.
You may be surprised that the curves don't look too much like the ones we always see in simple explanations. The reason is that there are lots of ways of looking at the data, and lots of "equilibrium" curves, so you have to first get you equilibrium curve right, which might need one sort of scale (e.g. log-linear viscosity), then view the thixotropy via a log-log plot with shear stress instead of viscosity. When testing the app against published papers I often thought the results were wrong, but then found I was using the wrong scale in the app. Effects that look really interesting in log-log can look quite dull in log-linear.
The area S between the up curve and down curve (though here it's between up and equilibrium) is some sort of indication of the thixotropy of the system. However, the area has no absolute meaning because it depends on scan rate and maximum shear rate.The relative area Srel which is S divided by the area under the up curve (Smax) is said to be rather more independent of the experimental variables. Both values are calculated for you.
The title of the paper is "A Simple Theory", so it is easily described - though implementing it was tricky. The core assumption is that the rate of change of viscosity η towards the equilibrium value ηe at any given shear rate is given by:
`(δη)/(δt) = (η-η_e)^2/τ_s`
τs is the "structure breaking" or "structure making" timescale and for breaking it is given by tbreak/(γ̇ )p, where p is a power dependence.
1Elaine Armelin, Mireia Martí, Elisabet Rudé, Jordi Labanda, Joan Llorens, Carlos Alemán, A simple model to describe the thixotropic behavior of paints, Progress in Organic Coatings 57 (2006) 229–235
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CC-MAIN-2023-50
| 3,376 | 15 |
https://coinpredictor.io/aragon
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math
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Price-based Forecast Algorithm
The latest market price of ANT is $3.528. At this time the Aragon price prediction algorithm is computing that tomorrow ANT price will be +3.5% targeting $3.65, in 7 days +1.5% targeting $3.58, in one month +110.3% moving to $7.42 and in 3 months -16.4% targeting $2.95. The Long-term forecast is displaying that Aragon will be decreasing in worth.
While calculating the ANT price prognosis our tool has detected that during the last 180 days the highest price of the coin was $9.615, and the minimum was $0.7962.
There are 39609523 ANT circulating on the market at this time.
What may come to pass if you decide to invest $1000 in ANT now? The Aragon prediction program estimates that by tomorrow the market price of your investment may be $1035, in 7 days it may be $1015, in one month it may be $2103 and in 3 months it may be $836.
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s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662522270.37/warc/CC-MAIN-20220518115411-20220518145411-00236.warc.gz
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CC-MAIN-2022-21
| 866 | 5 |
https://tracker.moodle.org/browse/MDL-13428
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math
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When an Essay in a quiz has some general comments, those instructor's comments appear as "Answers" in "Item Analysis Table" when the quiz is reviewed. Tested in 1.8.x and 1.9, both behave the same way (not yet test the 1.7 and 1.6 yet)
Steps to Reproduce
1.) Login as Instructor in latest moodle 1.8 or 1.9.
2.) Create a quiz that has an Essay with some general comments. (feedback)
3.) Login as Student.
4.) Attempt the quiz (the Essay question).
5.) Now, login again as Instructor and review the attempt.
6.) Go to "Item Analysis" Tab & check the "Item Analysis Table".
7.) Check the Essay answer and the general comments.
The General comments on Essay appears in the Answer block. (see screenshot)
What should happen
Only the answers should appear in the answer block and not the comments.
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s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710691.77/warc/CC-MAIN-20221129100233-20221129130233-00606.warc.gz
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CC-MAIN-2022-49
| 792 | 12 |
http://www.coursehero.com/tutors/problems/Chemistry/11241/
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math
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if 7.00 mole of oxygen react with an excess of hydrogen sulfur,how many moles of sulfur dioxide will be produce.
Calculate the hydrogen ion concentration for an aqueous solution that has a pH of 3.45. 1. 0.54 M 2. 2.8 10 11 M 3. 3.5 10 4 M correct 4. 1.22 M 5. 3.2 10 2 M
Given the following pKa values, rank the conjugate bases in order of increasing strength. I) HF pKa = 3.45 II) HCN pKa = 9.31 III) HNO2 pKa = 3.37 IV) HCOOH pKa = 3.75 V) H2CO3 pKa = 6.37 1. II, V, IV, I, III 2. I, II, III, IV, V 3. II, IV, V, III, I 4. V, III, I, II, IV 5. III, I,...
How many moles of carbon are needed to react with 500g of hematite
Why is the value of enthalpy of vaporization of n-pentane at 309.2 K lower than that at 298.15 K? i) The greater volume per mole at the higher temperature indicates greater average intermolecular distances and hence weaker intermolecular forces. ii) The higher temperature indicates greater...
Consider the ionization constants hypochlorous acid (HOCl) : Ka = 3.5 10^ 8; ammonia (NH3) : Kb = 1.8 10^ 5. A solution of ammonium hypochlorite (NH4OCl) is 1. basic, because the cation hydrolyzes to a greater extent than the anion. 2. neutral, because the anion hydrolyzes to a...
What is the daughter nucleus produced when 227Th undergoes alpha decay?
Calculate the work (in kJ) when 1.50 moles of methane react with excess oxygen at 376 K
Zinc metal reacts with hydrochloric acid according to the following equation: Zn + 2HCl --> ZnCl2 + H2. How many grams of hydrogen gas can be obtained if 50.0 g of zinc react completely?
a solution is made by mixing 12 g of NaOH and 77 mL of .210 M HNO3 calculate the concentration of Na ion remaining in solution
Ask a new Chemistry Question
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- Provide any and all relevant background materials. Attach files if necessary to ensure your tutor has all necessary information to answer your question as completely as possible
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- 1. For organic chemistry, what is a concerted shift? How do things like acids or heat affect them? What other factors affect them?
2. Which of the following reactions is an acid-base neutralization reaction? Why are the rest of the answers incorrect?
- A. AgNo3 (aq) + NaI (aq) --> AgI (s) + NaNO3 (aq)
- B. S8(s) + 8O2 (g) --> 8SO2(g)
- C. Na3PO4 (s) + 2H2O (l) --> H2 (g) + 2NaOH (aq)
- D. Ca (OH)2 (aq) + 2HI (aq) --> CaI2(aq) + 2H2O (l)
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s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368707187122/warc/CC-MAIN-20130516122627-00067-ip-10-60-113-184.ec2.internal.warc.gz
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CC-MAIN-2013-20
| 2,541 | 20 |
https://www.coursehero.com/file/29999449/term-test-3-cheat-sheetdocx/
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math
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100%(4)4 out of 4 people found this document helpful
This preview shows page 1 - 2 out of 2 pages.
The preview shows page 1 - 2 out of 2 pages.
UNIT SEVEN:We useas our estimate ofxxμ, andis an example of a point estimate. Axxconfidence intervalmeasuresthe uncertainty associated with a point estimatePoint estimate ± margin of error. The margin of error is based on theconfidence level and the standard deviation of the sampling distribution of the statistic. Assumptions we need to make forinterval estimation: the sample data is a simple random sample from the population of interest and the population isnormally distributed. If n ≥ 30, the Central Limit Theorem will have an approximately normal distribution. In general, a(1-α)100% confidence interval for μ is given by:± zxxα/2σxx.[zα/2] is called the confidence coefficient and is a value from thestandard normal distribution. The entire term zα/2σxxis the margin of error. Percentage table goes: 60,70,80,90,95,98,99.Percentages for confidence intervals goes:80%: 1.282, 85%: 1.440, 90%: 1.645, 95%: 1.96, 99%: 2.576. A simpleinterpretationwould be: We are 95% confident that the true value of μ lies within the calculated interval. A morecomplicated interpretationwould be: In repeated sampling, 95% of the 95% confidence intervals calculated using thismethod will contain μ. A large margin of error causes less precision with a wider CI while a small margin of error causesmore precision with a narrower CI. We can increase the precision of our estimate by decreasing the margin of error.Margin of error:zα/2σ/√n. T-distribution: -xxμ / s/√n with σxx≈ s/√n. It has a bell shaped distribution, symmetric, centeredaround 0, lower peak, more area in the tails, one parameter (v) and degrees of freedom. As v increases, the t distributionapproaches the standard normal distribution. A (1-α)100% confidence interval for μ is given by:± txxα/2SE( )xx± txxα/2s/√n
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CC-MAIN-2022-21
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http://quicktime3.com/standard-error/the-standard-error-of-regressions.php
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math
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Elige tu idioma. The error that the mean model makes for observation t is therefore the deviation of Y from its historical average value: The standard error of the model, denoted by s, is Cargando... Cargando... http://quicktime3.com/standard-error/transform-standard-error-to-standard-deviation.php
Brandon Foltz 373.772 visualizaciones 22:56 How to calculate linear regression using least square method - Duración: 8:29. Se podrá valorar cuando se haya alquilado el vídeo. I was looking for something that would make my fundamentals crystal clear. In a simple regression model, the percentage of variance "explained" by the model, which is called R-squared, is the square of the correlation between Y and X. http://www.sciencedirect.com/science/article/pii/S1053535704000836
Stata New in Stata Why Stata? Further, as I detailed here, R-squared is relevant mainly when you need precise predictions. Bozeman Science 177.526 visualizaciones 7:05 Statistics 101: Standard Error of the Mean - Duración: 32:03. The standard error of the forecast for Y at a given value of X is the square root of the sum of squares of the standard error of the regression and
McCloskey, Donald N, 1985. "The Loss Function Has Been Mislaid: The Rhetoric of Significance Tests," American Economic Review, American Economic Association, vol. 75(2), pages 201-05, May. A simple regression model includes a single independent variable, denoted here by X, and its forecasting equation in real units is It differs from the mean model merely by the addition All of these standard errors are proportional to the standard error of the regression divided by the square root of the sample size. Standard Error Of Regression Interpretation Categoría Formación Licencia Licencia de YouTube estándar Mostrar más Mostrar menos Cargando...
Please note that Internet Explorer version 8.x will not be supported as of January 1, 2016. Standard Error Of Estimate Interpretation Please refer to this blog post for more information. Download Info If you experience problems downloading a file, check if you have the proper application to view it first.
Solon, Gary, 1992. "Intergenerational Income Mobility in the United States," American Economic Review, American Economic Association, vol. 82(3), pages 393-408, June.
Stigler Center for Study of Economy and State 61, Chicago - Center for Study of Economy and State. Standard Error Of Prediction Keuzenkamp,Hugo A., 2000. "Probability, Econometrics and Truth," Cambridge Books, Cambridge University Press, number 9780521553599, November. Formulas for standard errors and confidence limits for means and forecasts The standard error of the mean of Y for a given value of X is the estimated standard deviation Was there something more specific you were wondering about?
Please answer the questions: feedback Linear regression models Notes on linear regression analysis (pdf file) Introduction to linear regression analysis Mathematics of simple regression Regression examples · Baseball batting https://ideas.repec.org/a/eee/soceco/v33y2004i5p527-546.html statisticsfun 335.338 visualizaciones 8:29 Residual Analysis of Simple Regression - Duración: 10:36. Standard Error Of Estimate Formula However, S must be <= 2.5 to produce a sufficiently narrow 95% prediction interval. Standard Error Of Regression Coefficient Cola de reproducciónColaCola de reproducciónCola Eliminar todoDesconectar Cargando...
Cola de reproducción Cola __count__/__total__ Standard Error of the Estimate used in Regression Analysis (Mean Square Error) statisticsfun SuscribirseSuscritoAnular51.20451 K Cargando... check my blog S is 3.53399, which tells us that the average distance of the data points from the fitted line is about 3.5% body fat. The fitted line plot shown above is from my post where I use BMI to predict body fat percentage. We interpret their response as an empirical claim, a judgment about a fact. Linear Regression Standard Error
Inicia sesión para añadir este vídeo a la lista Ver más tarde. Quant Concepts 375 visualizaciones 5:01 Coefficient of determination and Standard Error of Estimate - Duración: 29:39. Suppose our requirement is that the predictions must be within +/- 5% of the actual value. this content If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.
patrickJMT 114.418 visualizaciones 20:04 FRM: Regression #3: Standard Error in Linear Regression - Duración: 9:57. Standard Error Of Estimate Calculator Mr. Todd Grande 1.812 visualizaciones 13:04 Linear Regression and Correlation - Example - Duración: 24:59.
Acción en curso... The sample standard deviation of the errors is a downward-biased estimate of the size of the true unexplained deviations in Y because it does not adjust for the additional "degree of Inicia sesión para que tengamos en cuenta tu opinión. Standard Error Of The Slope Quant Concepts 4.276 visualizaciones 6:46 How to Read the Coefficient Table Used In SPSS Regression - Duración: 8:57.
Quant Concepts 1.471 visualizaciones 5:02 Calculating and Interpreting the Standard Error of the Estimate (SEE) in Excel - Duración: 13:04. Acción en curso... Best, Himanshu Name: Jim Frost • Monday, July 7, 2014 Hi Nicholas, I'd say that you can't assume that everything is OK. have a peek at these guys All features Features by disciplines Stata/MP Which Stata is right for me?
All rights Reserved. Brandon Foltz 70.074 visualizaciones 32:03 Stats 35 Multiple Regression - Duración: 32:24. However, with more than one predictor, it's not possible to graph the higher-dimensions that are required! Ziliak, 1996. "The Standard Error of Regressions," Journal of Economic Literature, American Economic Association, vol. 34(1), pages 97-114, March.
Finally, confidence limits for means and forecasts are calculated in the usual way, namely as the forecast plus or minus the relevant standard error times the critical t-value for the desired Rather, the standard error of the regression will merely become a more accurate estimate of the true standard deviation of the noise. 9. Formulas for the slope and intercept of a simple regression model: Now let's regress. Our article in the Journal of Economic Literature (1996) showed that of the 182 full-length papers published in the 1980s in the American Economic and Review 70% did not distinguish economic
The standard error of the regression is an unbiased estimate of the standard deviation of the noise in the data, i.e., the variations in Y that are not explained by the streg weight, dist(gamma) nolog failure _d: foreign analysis time _t: mpg Generalized gamma regression -- accelerated failure-time form No. Joshua D. However, more data will not systematically reduce the standard error of the regression.
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http://www.covecapitalproperties.com/books/complex-variables-and-applications
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math
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By Brown J., Churchill R.
Read or Download Complex variables and applications PDF
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Extra resources for Complex variables and applications
17 Limits Involving the Point at Infinity 51 N P O z FIGURE 26 point z in the plane. By letting the point N of the sphere correspond to the point at infinity, we obtain a one to one correspondence between the points of the sphere and the points of the extended complex plane. The sphere is known as the Riemann sphere, and the correspondence is called a stereographic projection. Observe that the exterior of the unit circle centered at the origin in the complex plane corresponds to the upper hemisphere with the equator and the point N deleted.
2kπ n (k = 0, 1, 2, . . , n − 1). When n = 2, these roots are, of course, ±1. When n ≥ 3, the regular polygon at whose vertices the roots lie is inscribed in the unit circle |z| = 1, with one vertex corresponding to the principal root z = 1 (k = 0). In view of expression (3), Sec. 9, these roots are simply 1, ωn , ωn2 , . . , ωnn−1 where ωn = exp i 2π n . See Fig. 13, where the cases n = 3, 4, and 6 are illustrated. Note that ωnn = 1. y y 1x y 1x 1x FIGURE 13 √ 1/2 EXAMPLE √3. The two values ck (k = 0, 1) of ( 3 + i) , which are the square roots of 3 + i, are found by writing √ π 3 + i = 2 exp i + 2kπ (k = 0, ±1, ±2, .
Nn−1 where ωn = exp i 2π n . See Fig. 13, where the cases n = 3, 4, and 6 are illustrated. Note that ωnn = 1. y y 1x y 1x 1x FIGURE 13 √ 1/2 EXAMPLE √3. The two values ck (k = 0, 1) of ( 3 + i) , which are the square roots of 3 + i, are found by writing √ π 3 + i = 2 exp i + 2kπ (k = 0, ±1, ±2, . ) 6 and (see Fig. 14) (3) ck = √ π + kπ 2 exp i 12 (k = 0, 1). Euler’s formula tells us that √ √ π π π = 2 cos + i sin , c0 = 2 exp i 12 12 12 and the trigonometric identities 10/29/07 3:32pm 28 Brown-chap01-v3 sec.
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https://onlinenursingwriter.com/design-of-experiments-may-be-used-with-caution-think-it-through-a-continuous-level-settings-b-discrete-level-settings-c-neither-d-both-2/
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1. Design of Experiments may be used with (Caution: Think it through)
a. Continuous level settings
b. Discrete level settings
2. Your project team has completed mapping a core business process. The process owner now wants to better understand where failures are occurring in the process, what the severity of those failures is, how frequently the failures occur, and the ability to detect them. As the project team’s Six Sigma Black Belt, which Six Sigma tool would you recommend?
a. Quality Function Deployment (QFD)
b. House of Quality
c. Effects Validation of Process (EVOP)
d. Failure Mode and Effects Analysis (FMEA)
3. You have been tasked with implementing a measurement system and want to be sure it is as accurate as possible. To test the measurement system, a team member is tasked with measuring one unit from the process three times with the same measuring device. The next day, the same team member measures a different unit three times with the same device. Both times, the consistency between the three readings for each unit is checked. Which of the following best describes your method for evaluating the measurement system?
4. When a Cp value is larger than a Pp, this generally means
a. The process dispersion is larger than what can be achieved optimally
b. The process is not centered on target
c. The process is CLOSER to be centered
d. The voice of the customer (i.e. the specification window) has widened
5. Which of the following tools would be helpful in the initial identification of inputs (x’s) to test in a Design of Experiments?
a. Cause-effect diagram
b. Activity network diagram
c. Scatter diagram
6. For the purposes of a six sigma strategy, which of the following should be directly tied to key business objectives?
a. Core processes
b. Departmental processes
c. Quick change-overs (aka SMED)
d. A House of Quality
7. You ask three (3) inspectors to measure a part to determine if they come up with the same measurements. This is an example of
8. Under what situation might one typically use a DFSS methodology?
a. First time with new technology
b. On a broken process
c. On a process that is tired and true
d. None of the above
9. A sample size of 28 was used to test a two-tail hypothesis about a population mean. Which is the confidence level of the hypothesis test for a known critical value of t=2.052? Caution: Think it through
10. Which design type provides the highest resolution?
a. Resolution III
b. Resolution IV
c. Resolution V
d. Fractional Factorial
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https://www.physicsforums.com/threads/best-physics-textbook.606535/
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math
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Hey everyone, Recently I've been looking for an appropriate physics textbook for this summer. I've come across some textbooks that look pretty good, but have not been able to decide on one. This is the book that I've been paying the most attention too: https://www.amazon.com/Fundamentals...=sr_1_1?s=books&ie=UTF8&qid=1337196075&sr=1-1 I'm not sure its the best for me as it has a couple bad reviews. I will be in pre-calc next year along with physics, I'm taking Alg II over the summer. Also, I will be learning some pre-calc/calc this summer from a friend. So I don't want a book with too much calc. Thanks for the replies.
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https://www.bartleby.com/subject/business/finance/concepts/time-value-of-money
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math
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What is the Time Value of Money?
Time value of money affects all aspects of business in every industry the reason why we have the time value of money is due to interest because the interest the value of a dollar amount is different depending on the point in time that is paid or received for example dollar received today is more valuable than a dollar received in five years or anytime in the future for that matter. This is because the dollar today can earn interest over the next five years but therefore be worth more than the dollar and the future that is being compared to. In this time value of money, we will go over simple interest, compound interest, future value, annuities, present value, compounding interest future value of annuities present value of annuities and perpetuities.
So, What is Simple Interest?
It can be thought of as rent to borrow the money you can either receive interest or rent when you lend out money or you can pay interest or rent when you borrow money simple interest is when the interest received or paid is based solely on the amount of money that was initially invested. So, if you invested and earned simple interest at an annual rate of 10% for five years then your investment would earn $10.00 each year for the next five years totaling $50 in interest.
The formula to solve the future value is the initial investment time's one plus the interest rate times a number of periods that the investor will be helpful.
Future Value=Initial Investment× 1+Interest Rate×Number of Periods
Therefore, if we invest $100 in an account for five years the earns 10% simple interest per year then we would have $150 in five years.
$100× 1+ 0.10×5 =$150
The bank balance in five years would consist of our initial $100 investment and $50 in interest earned over the five years. Our formula is plus the interest rate of years that is 5 periods.
What is Compound Interest?
Compound interest is much different than simple interest. Compound interest is the kind of interest you would like to receive in investment but not the kind of interest that you want to pay. Because the interest rate is based on the balance of the investment when is calculated not just the initial investment. What this means is that interest is being earned on both the investment and interest is being earned on the previous periods' interest. This may be easier to understand with an example.
Let's say you invested $100 for five years at a compound interest rate of 10% at the end of this first year your vestment would be worth $110 because it earned 10% interest on $100. At the end of the second year, your investment is worth $121. This means that it earned $11.00 in the interest the second year which is different from the $10 in interest earned in the first year. Why? because in second-year, your earn 10% interest on the initial investment and 10% interest on the $10 interest earned in the first year. The easiest way to understand the compounding interest concept is to understand the interest is being earned on the initial investment and the interest earned in previous periods. The best way to calculate what investment or any compound interest will be worth at some point in the future is to use the future value formula.
The calculation will look something like this:
FV=PV× 1+I n
So, for our investment, we would calculate the future value of $100 earning 10% interest over a 5-year period.
Investment of $100 will be worth $161.05 in five years this means that it earned $61.05 in interest or interest than if it earned simple interest. Now you can see why compound interest is the kind of interest that you want to receive but not the kind of interest do you want to pay.
$100× 1+0.1 5 =$161.05
So, What is Future Value?
Future value is what a dollar today will be worth in the future this is because of interest that the dollar can earn over time therefore making it more valuable in the future. If someone offered to give you $100 today or $100 in the future would obviously take the $100 today. Why? Even if you didn't need the $100 today and you knew that you would need it in the future you could simply invest it and earn interest over that year than a year from now. When you did need the money, you could cash out and have one of the dollars plus any interest that it earned so if you earn 10% interest your $100 today would be worth $110 one year in the future. This means in theory that the future value of money is always was worth more. Again, the future value formula is future value equals present value times one plus the interest rate to the nth power.
Calculation will be like this:
FV=PV× 1+I n
Suppose you invested $1000 in an investment that was expected to earn 10% annual interest for the next 10 years what would the future value of your investment be worth in 10 years? Let's plug our figures into the future value formula to find out.
$1000× 1+0.1 10 =$2593.74
Due $1000×1 +0 .1 to the 10th power giving us a future value of $2593.74 mean that $1000 today, the future value of $1000 is $2593.74.
An annuity is a series of payments that are either paid to or paid from annuities can be cash flows paid such as monthly rent payments, car payments. It can be the money received as a semi-annual coupon payment from a bond just remember for a series of cash flows to be considered an annuity cash flows need to be equal.
An annuity due is one of the payments is made at the beginning of the payment. For example, we are usually required to pay on the 1st of every month.
An ordinary annuity is a payment that is paid or received at the end of the period, an example of an ordinary annuity would be a coupon payment made from bonds usually bonds will make semi-annual coupon payments at the end of every six months.
What is the Present Value?
Present value is today's value of money from some point in the future For example, $100 received a year from today is worth less than $100 received today this is because of interest earned over time.
For example, if we invested $90.91 in a fund that is in 10% interest that is $90.91 would be worth about $100 one year in the future this means that according to an available 10% interest rate the present value of $100 in the year from today is worth $90.91 today.
The present value formula for a lump sum of money and the future is shown here.
PV=FV÷ 1+i n
The interest rate is also considered as the discount rate because it helps to discount the future sum of money by the interest rate. Suppose you expected to receive $100 in one year and there were currently several investments offering 10% interest what would the present value of your investment be just plug in the proper figures to the present value formula and you will see that the present value comes out to $90.00 and 91 cents.
$100÷ 1+0.10 1 =$90.91
Calculate the Present Value of a Series of Cash flows?
Let's assume you have an ordinary annuity that pays you $100 at the end of each year for the next three years. It is coming from an investment that is earning 5% interest, what is the present value of your annuity. The way you would solve the present value of this annuity is by solving the present value of each payment or cash flow individually you would do this by using the present value formula for each cash flow that recurs in the future.
Context and Applications
This topic is significant in the professional exams for both undergraduate and graduate courses, especially for
- B.A Economics
- M.A Economics
Want more help with your finance homework?
*Response times may vary by subject and question complexity. Median response time is 34 minutes for paid subscribers and may be longer for promotional offers.
Time Value of Money Homework Questions from Fellow Students
Browse our recently answered Time Value of Money homework questions.
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https://en.wikipedia.org/wiki/Critical_taper
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math
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In mechanics and geodynamics, a critical taper is the equilibrium angle made by the far end of a wedge-shaped agglomeration of material that is being pushed by the near end. The angle of the critical taper is a function of the material properties within the wedge, pore fluid pressure, and strength of the fault (or décollement) along the base of the wedge.
In geodynamics the concept is used to explain tectonic observations in accretionary wedges. Every wedge has a certain "critical angle", which depends on its material properties and the forces at work. This angle is determined by the ease by which internal deformation versus slip along the basal fault (décollement) occurs. If the wedge deforms more easily internally than along the décollement, material will pile up and the wedge will reach a steeper critical taper until such a point as the high angle of the taper makes internal deformation more difficult than sliding along the base. If the basal décollement deforms more easily than the material does internally, the opposite will occur. The result of these feedbacks is the stable angle of the wedge known as the critical taper.
When natural processes (such as erosion, or an increase in load on the wedge due to emplacement of a sea or ice cap) change the shape of the wedge, the wedge will react by internally deforming to return to a critically tapered wedge shape. The critical taper concept can thus explain and predict phases and styles of tectonics in wedges.
These forces resisting the tectonic force are the load (weight) of the wedge itself, the eventual load of an overlying column of water and the frictional resistance at the base of the wedge (this is the shear strength at/of the base, ). Mechanical equilibrium thus means:
- load of wedge + load of water + = tectonic push
The first term in this formula stands for the resisting force of the load of the wedge along the base of the wedge. This force is the density of the wedge material () times the gravitational acceleration (g), working on a surface with dimensions dx and dy (unit vectors). This is multiplied by the sine of the angle of the base of the wedge () to get the component parallel to the base:
- load of wedge =
The second term () is the resisting force of the load of an eventual water column on top of the wedge. Accretionary wedges in front of subduction zones are normally covered by oceans and the weight of the seawater on top of the wedge can be significant. The load of the water column is the hydrostatic pressure of the water column, multiplied by a factor (the angle between the top of the wedge and the base of the wedge) to get the component parallel to the base of the wedge. The hydrostatic pressure is calculated as the product of the density of water () and the gravitational acceleration (g):
- load of water =
The third term (, the shear strength at the base of the wedge) can be given by the criterion of Mohr-Coulomb:
In which S0 is the cohesion of the material at the base, is a coefficient of internal friction, is the normal stress and Pf the pore fluid pressure. These parameters determine the resistance to shear at the base.
Mechanical equilibrium means the resisting forces equal the push. This can be written as:
The pushing force is here assumed to be working on the total height of the wedge. Therefore, it is written as the integral of the force over the wedge height, where z is the direction perpendicular to the base of the wedge and parallel to vector H.
- Chapple (1978)
- Davis et al. (1983)
- Davis et al. (1983)
- Chapple, W.M.; 1978: Mechanics of Thin-Skinned Fold-and-Thrust Belts, Geological Society of America Bulletin 89, pp 1189–1198.
- Davis, D.; Suppe, J. & Dahlen, F.A.; 1983: Mechanics of Fold-and-Thrust Belts and Accretionary Wedges, Journal of Geophysical Research 88(B2), pp 1153–1178.
- Dahlen, F.A.; Suppe, J. & Davis, D.; 1984: Mechanics of Fold-and-Thrust Belts and Accretionary Wedges' Cohesive Coulomb Theory, Journal of Geophysical Research 89(B12), pp 10,087-10,101.
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https://www.hackmath.net/en/examples/volume?tag_id=103&page_num=7
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math
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Volume - 8th grade (13y) - examples - page 7
Calculate the height of 3 liter pot with shape cylinder with a diameter of 10 cm.
Most how many cubes with an edge length of 5 cm may fit in the cube with the inner edge of 0.4 m?
- Cuboid aquarium
Cuboid 25 times 30 cm. How long is third side if cuboid contains 30 liters of water?
- Pool 2
The first supply by the pool fill for five hours and the second fill for six hours, drain should be drained for 15 hours. For how many hours the pool is full, when we open both inlet now and outlet open two hours later?
How many liters of water per second can go via trough, which has a cross section of semicircle with radius 2.5 m and speed of water is 147 cm per second?
- Aquarium 6
How high is the water level in the aquarium with a rectangular base 40cm and 50cm if it is filled 0,65hl of water?
Calculate the approximate weight of the gold Olympics medal, if its diameter is 8 cm and a thickness 6 mm. The density of gold find out in the tables or on the Internet.
- Two boxes-cubes
Two boxes cube with edges a=38 cm and b = 81 cm is to be replaced by one cube-shaped box (same overall volume). How long will be its edge?
- For thinkings
The glass cube dive into the aquarium, which has a length of 25 cm, width 20 cm and height of 30 cm. Aquarium water rises by 2 cm. a) What is the volume of a cube? b) How many centimeters measure its edge?
The volume of tetrahedral prism is 2.43 m3. Base of prism is a parallelogram in which a side 2,5dm and height ha = 18cm. Calculate the height of the prism.
- Bottles of juice
How many 2-liter bottles of juice need to buy if you want to transfer juice to 50 pitchers rotary cone shape with a diameter of 24 cm and base side length of 1.5 dm.
- Water level
The glass container has a cuboid shape with dimensions of the bottom 24 cm and 12 cm. The height of water is 26 cm. Calculate the volume of the body, which are sunk into the water if the water level rise by 3 cm.
Wood contains 12% water. 1 m3 of wood weighs 650 kg. How many liters of water it contains?
- The dam
The water reservoir is filled with first tributary for 25 hours second tributary for 35 hours. Some time were both inlets open, then a second tributary closed and the tank was filled in four hours. What time water flowed from both tributaries? (Expressed i
- The cylindrical container
The container has a cylindrical shape the base diameter 0.8 meters has a content area of the base is equal to the content area of the shell. How many full liters of water can be poured maximally into the container?
- Tank No 8
Tank is filled by one inlet valve with a flow rate of 12 liters per second in 72 minutes. How long take the tank to fill, if we open half an hour after one more inlet?
- Garden pool
Mr. Novak fill garden pool (cylinder; diameter of 200 cm) with 31.4 hl of water. What is the depth of the pool when the water level is 10 cm below the upper edge of the pool?
- Water level
How high reaches the water in the cylindrical barell with a diameter of 12 cm if there is a liter of water? Express in cm with an accuracy of 1 decimal place.
- Water pool
Pool with volume 990hl completely filled, if water flows by one tap 8 hours and by second tap 6 hours. First tap give 10hl more than second per hour. How many hl flows in each of them in an hour?
Gasoline is stored in a cuboid canister having dimensions 44.5 cm, 30 cm, 16 cm. What is the total weight of a full canister when one cubic meter of gasoline weighs 710 kg and the weight of empty canister is 1.5 kg?
Tip: Our volume units converter will help you with converion of volume units. See also more information on Wikipedia.
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https://scholarship.rice.edu/handle/1911/8315/discover?field=subject&filtertype_0=has_content_in_original_bundle&filtertype_1=subject&filtertype_2=dateIssued&filter_relational_operator_1=equals&filter_relational_operator_0=equals&filter_2=%5B2000+TO+2009%5D&filter_1=Wavelet+based+Signal%2FImage+Processing&filter_relational_operator_2=equals&filter_0=true&filtertype=subject&filter_relational_operator=equals&filter=image+compression
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Now showing items 1-6 of 6
Approximation and Compression of Piecewise Smooth Images Using a Wavelet/Wedgelet Geometric Model
Inherent to photograph-like images are two types of structures: large smooth regions and geometrically smooth edge contours separating those regions. Over the past years, efficient representations and algorithms have been ...
Image Compression using Multiscale Geometric Edge Models
Edges are of particular interest for image compression, as they communicate important information, contribute large amounts of high-frequency energy, and can generally be described with few parameters. Many of today's most ...
Image Compression using an Efficient Edge Cartoon + Texture Model
(IEEE Computer Society, 2002-04-01)
Wavelet-based image coders optimally represent smooth regions and isolated point singularities. However, wavelet coders are less adept at representing perceptually important edge singularities, and coding performance ...
Geometric Tools for Image Compression
Images typically contain strong geometric features, such as edges, that impose a structure on pixel values and wavelet coefficients. Modeling the joint coherent behavior of wavelet coefficients is difficult, and standard ...
Phase and Magnitude Perceptual Sensitivities in Nonredundant Complex Wavelet Representations
The recent development of a nonredundant complex wavelet transform allows a novel framework for image analysis. Work on this representation has recognized that the phase and magnitude of complex coefficients can be related ...
Rate-Distortion Optimized Image Compression using Wedgelets
Most wavelet-based image coders fail to model the joint coherent behavior of wavelet coefficients near edges. Wedgelets offer a convenient parameterization for the edges in an image, but they have yet to yield a viable ...
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s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875146186.62/warc/CC-MAIN-20200226023658-20200226053658-00126.warc.gz
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CC-MAIN-2020-10
| 1,823 | 14 |
https://www.sk.com.br/forum/display_message.php?message_id=95512
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math
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LINGUISTICS & CULTURE
|Data:||09/JUL/2010 9:28 PM|
|Assunto:||bets, bookmaking, pools|
Hi, Dale; don´t know in others regions of Brazil, but I have seen in the Northeast something similar to a raffle, a card (resembling a cardboard piece) with squares in which people can put their names.
Sometimes these spaces would be be blank. You would only put your first name in them. Let´s say each square is worth 0,50 cents; if have 1,00 R$ to bet in them, you are going to write your name in two squares.
Then, the names will be put in a little piece of paper folded; mixed and one of them will be picked by someone. If your name comes out, you will take the 5,00 R$ (if it had 10 squares) or 10,00 R$ (if it had 20 squares) and so on.
Sometimes the squares are numbered, so the little pieces of paper will contain numbers.
Ah, it´s very commom an "office pool" (bolo/bolão) in Brazil, just like you have explained. A group of friends (generally workmates) put in print in a paper a bet in
the winner soccer team. To make things more difficult (sometimes) the guy that takes the money at the end will be the one that will bet (predict rightly) beforehand in the
winner team and the one that comes in second.
If there are many people, the bet might be the winner team, the one in the second place and the scores ( 1 x 2, 2 x 0, a draw etc).
There are thousands of ways.
In fact, it´s more a hunch (wich involves some money) than a bet...at the end, I mean not serious like some bets are. At times the winner spend the money with some beers in some joint near the office (after the work hours, of course...) just for fun.
A win-win situation?!
I might have forgotten some details, but the basics is it.
Let´s wait some more Brazilians have a stab at it.
Envie uma resposta
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s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038078900.34/warc/CC-MAIN-20210414215842-20210415005842-00108.warc.gz
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CC-MAIN-2021-17
| 1,791 | 18 |
https://www.savemyexams.co.uk/ial-maths-edexcel-stats-2/topic-questions/
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math
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Edexcel IAL Maths – Statistics 2: Topic Questions
Home > Edexcel IAL Maths > Statistics 2 > Topic Questions
Questions organised by topic with model answers
1.1 Binomial Distribution
1.2 Poisson Distribution
1.3 Continuous Random Variables
1.4 Cumulative Distribution Function
1.5 Working with Distributions
2.1 Sampling Distributions & Hypothesis Testing
2.2 Hypothesis Testing (Discrete Distributions)
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s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320302723.60/warc/CC-MAIN-20220121040956-20220121070956-00076.warc.gz
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CC-MAIN-2022-05
| 485 | 13 |
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