url stringlengths 6 1.61k | fetch_time int64 1,368,856,904B 1,726,893,854B | content_mime_type stringclasses 3 values | warc_filename stringlengths 108 138 | warc_record_offset int32 9.6k 1.74B | warc_record_length int32 664 793k | text stringlengths 45 1.04M | token_count int32 22 711k | char_count int32 45 1.04M | metadata stringlengths 439 443 | score float64 2.52 5.09 | int_score int64 3 5 | crawl stringclasses 93 values | snapshot_type stringclasses 2 values | language stringclasses 1 value | language_score float64 0.06 1 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
https://www.studystack.com/flashcard-1154355 | 1,638,597,272,000,000,000 | text/html | crawl-data/CC-MAIN-2021-49/segments/1637964362930.53/warc/CC-MAIN-20211204033320-20211204063320-00529.warc.gz | 1,035,720,932 | 18,725 | Save
or
or
taken
Make sure to remember your password. If you forget it there is no way for StudyStack to send you a reset link. You would need to create a new account.
focusNode
Didn't know it?
click below
Knew it?
click below
Don't know
Remaining cards (0)
Know
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
# Math Test
What is the ratio of blue markers out of all if there is 42 blue and 72 in all? 12 to 7
what are 3 ways to write a ratio? 2 to 1,2:1 and 2 over 1
Find the unite rate 3 for 9.99 of 5 for 12.95 8 for 14.95? 3.33, 2.59, 1.87
What is another number set that belongs with 1 over 2 1.5 over 3 and 100 over 200 50 over 100, or anything that is a half
Created by: ParkerScherer
Voices
Use these flashcards to help memorize information. Look at the large card and try to recall what is on the other side. Then click the card to flip it. If you knew the answer, click the green Know box. Otherwise, click the red Don't know box.
When you've placed seven or more cards in the Don't know box, click "retry" to try those cards again.
If you've accidentally put the card in the wrong box, just click on the card to take it out of the box.
You can also use your keyboard to move the cards as follows:
• SPACEBAR - flip the current card
• LEFT ARROW - move card to the Don't know pile
• RIGHT ARROW - move card to Know pile
• BACKSPACE - undo the previous action
If you are logged in to your account, this website will remember which cards you know and don't know so that they are in the same box the next time you log in.
When you need a break, try one of the other activities listed below the flashcards like Matching, Snowman, or Hungry Bug. Although it may feel like you're playing a game, your brain is still making more connections with the information to help you out.
To see how well you know the information, try the Quiz or Test activity.
Pass complete!
"Know" box contains: Time elapsed: Retries:
restart all cards | 547 | 2,065 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.09375 | 3 | CC-MAIN-2021-49 | latest | en | 0.924658 |
http://gmatclub.com/forum/high-school-students-with-high-verbal-sat-scores-are-128162.html | 1,485,146,502,000,000,000 | text/html | crawl-data/CC-MAIN-2017-04/segments/1484560282110.46/warc/CC-MAIN-20170116095122-00057-ip-10-171-10-70.ec2.internal.warc.gz | 119,369,237 | 56,530 | High school students with high verbal SAT scores are : GMAT Sentence Correction (SC)
Check GMAT Club Decision Tracker for the Latest School Decision Releases http://gmatclub.com/AppTrack
It is currently 22 Jan 2017, 20:41
### GMAT Club Daily Prep
#### Thank you for using the timer - this advanced tool can estimate your performance and suggest more practice questions. We have subscribed you to Daily Prep Questions via email.
Customized
for You
we will pick new questions that match your level based on your Timer History
Track
every week, we’ll send you an estimated GMAT score based on your performance
Practice
Pays
we will pick new questions that match your level based on your Timer History
# Events & Promotions
###### Events & Promotions in June
Open Detailed Calendar
# High school students with high verbal SAT scores are
new topic post reply Question banks Downloads My Bookmarks Reviews Important topics
Author Message
TAGS:
### Hide Tags
Senior Manager
Joined: 25 Nov 2011
Posts: 261
Location: India
Concentration: Technology, General Management
GPA: 3.95
WE: Information Technology (Computer Software)
Followers: 4
Kudos [?]: 166 [1] , given: 20
High school students with high verbal SAT scores are [#permalink]
### Show Tags
26 Feb 2012, 05:57
1
KUDOS
7
This post was
BOOKMARKED
00:00
Difficulty:
45% (medium)
Question Stats:
48% (01:37) correct 52% (00:45) wrong based on 210 sessions
### HideShow timer Statistics
High school students with high verbal SAT scores are characterized not so much by the ability to write well than that they have a large vocabulary.
A. than that they have a large vocabulary
B. but by a large vocabulary
C. than by a large vocabulary
D. as a vocabulary that is large
E. as by a large vocabulary
[Reveal] Spoiler: OA
_________________
-------------------------
-Aravind Chembeti
If you have any questions
you can ask an expert
New!
Director
Status: Prep started for the n-th time
Joined: 29 Aug 2010
Posts: 707
Followers: 6
Kudos [?]: 166 [0], given: 37
Re: High school students with high verbal SAT scores are [#permalink]
### Show Tags
26 Feb 2012, 18:23
2
This post was
BOOKMARKED
+1 for E.
The presence of comparison idiom "not so much by" un-underlined part indicates that we have to look out for two things:
1) Correct idiomatic usage = not so much X as Y is the correct idiom => A, B and C are out.
2) Proper comparison = D is out as it is not parallel. by ability .... is not parallel to a vocabulary that is ...
E wins.
Crick
Senior Manager
Joined: 08 Jun 2010
Posts: 397
Location: United States
Concentration: General Management, Finance
GMAT 1: 680 Q50 V32
Followers: 3
Kudos [?]: 88 [0], given: 13
Re: High school students with high verbal SAT scores are [#permalink]
### Show Tags
26 Feb 2012, 21:16
Agree with E.
not so much X as Y is the correct idiom.
But this kind of question is atypical GMAT nowadays as it doesnt test meaning but plain English idioms.
GMAT Club Legend
Joined: 01 Oct 2013
Posts: 10542
Followers: 919
Kudos [?]: 204 [0], given: 0
Re: High school students with high verbal SAT scores are [#permalink]
### Show Tags
02 Apr 2015, 23:55
Hello from the GMAT Club VerbalBot!
Thanks to another GMAT Club member, I have just discovered this valuable topic, yet it had no discussion for over a year. I am now bumping it up - doing my job. I think you may find it valuable (esp those replies with Kudos).
Want to see all other topics I dig out? Follow me (click follow button on profile). You will receive a summary of all topics I bump in your profile area as well as via email.
GMAT Club Legend
Joined: 01 Oct 2013
Posts: 10542
Followers: 919
Kudos [?]: 204 [0], given: 0
Re: High school students with high verbal SAT scores are [#permalink]
### Show Tags
16 Jun 2016, 03:43
Hello from the GMAT Club VerbalBot!
Thanks to another GMAT Club member, I have just discovered this valuable topic, yet it had no discussion for over a year. I am now bumping it up - doing my job. I think you may find it valuable (esp those replies with Kudos).
Want to see all other topics I dig out? Follow me (click follow button on profile). You will receive a summary of all topics I bump in your profile area as well as via email.
Re: High school students with high verbal SAT scores are [#permalink] 16 Jun 2016, 03:43
Similar topics Replies Last post
Similar
Topics:
Key to Score High in Verbal Section 0 09 Jun 2014, 07:10
11 Compared to high school students, who readily understand the 10 07 Mar 2014, 01:55
36 Calculus, a subject offered to high school students planning 42 03 Jan 2011, 06:54
4 Just as more high schools are preparing for anticipated 6 29 Nov 2010, 00:41
2 high speed 6 30 Aug 2009, 11:56
Display posts from previous: Sort by
# High school students with high verbal SAT scores are
new topic post reply Question banks Downloads My Bookmarks Reviews Important topics
Powered by phpBB © phpBB Group and phpBB SEO Kindly note that the GMAT® test is a registered trademark of the Graduate Management Admission Council®, and this site has neither been reviewed nor endorsed by GMAC®. | 1,349 | 5,116 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.90625 | 3 | CC-MAIN-2017-04 | latest | en | 0.901402 |
https://physics.stackexchange.com/questions/29875/applying-nabla-times-mathbfb-mu-0-mathbfj-in-the-presence-of-magnetic | 1,695,745,522,000,000,000 | text/html | crawl-data/CC-MAIN-2023-40/segments/1695233510214.81/warc/CC-MAIN-20230926143354-20230926173354-00701.warc.gz | 511,731,644 | 45,962 | Applying $\nabla\times\mathbf{B} = \mu_0\mathbf{J}$ in the presence of magnetic shielding
2012-06-13 - Revised question in experimental format
(This is a thought experiment for which RF experts may have an immediate answer.)
I'll assume (I could be wrong) the possibility of creating a strongly insulating material with low permittivity and very high permeability.
From this material fabricate two identical 30 cm tubes with inside diameters of 1 cm, and wall thicknesses sufficient to provide robust blocking of magnetic fields.
A silver wire 30 cm in length and 1 cm in diameter is inserted into one of the tubes. Call this one the silver wire.
The other cylinder is placed inside within a vacuum chamber with an electron gun at one end and a conductive target at the other end. The electron gun is designed to fill the 1 cm interior with an even flow of electrons, so that it can simulate the flow of electrons in the wire as closely as possible. Call this one the vacuum wire.
Now for the experiment. Identical currents \begin{align}\mathbf{I}=\frac{d\mathbf{Q}}{d\mathbf{t}}\end{align} are sent through both wires.
An experimenter then looks for induced magnetic fields around both wires. Will these magnetic fields be:
(a) Identical,
(b) Greater around the vacuum wire, or
(c) Greater around the silver wire?
My bet is (b). Anyone?
(See below for the history of this question. Again, it may turn out to be easy for RF experts who have to deal with weird combinations of permittivity, permeability, and conductivity on a daily basis.)
2012-06-10: Original version of question
Original title: Where are the electric field gradients in coil-generated magnetic fields?
Background
I tried to apply Feynman's SR-focused explanation of the relationship between electric and magnetic fields in wires to this, but in the end concluded he was addressing a rather different set of issues -- and even that only incompletely, since his purposes were for instructive purposes (his Lectures) than a complete analysis. My question is not about the mathematics of Maxwell's equations, but how such equations may be applied a bit to casually to situations that are actually quite different physically.
Case 1: Magnetic field induction in CRTs
In an old-style cathode ray tube (CRT) or television screen, the electrons that cross the vacuum of the CRT create a detectable electric field gradient between the electrons and the surrounding tube. This field can be roughly imagined by picturing the tube as a large capacitor (which it is; I know someone with the scar on his shoulder that proves just how large) in which the central vacuum area carries most of the negative charge and the sounding tube interior the positive charge. In the case of the CRT, the interior negative charges are also in rapid motion towards the screen.
Any accurate assessment of the above model requires explicit use of the modern version vector based version of Maxwell's equations. However, Maxwell was also fascinated by and made extensive conceptual use of hydrodynamic-inspired models of electric and magnetic fields. For example, Maxwell originated or at least popularized the term "flux lines," meaning flow lines, to describe both electric and magnetic field structure. The phrase "field lines" is more common these days, but means the same thing. The flux line model is still used in beginning courses on electromagnetics, where experiments using magnetic and non-conductive powders can make such lines starkly easy to visualize and comprehend. The flux line model can be defined with mathematical precision for classical velocities.
For the CRT example, electrons are surrounded by flux lines that extend out to the interior of the tube, and the orthogonal motion of those flux lines in turn generates a strong magnetic field with flux lines orthogonal both to the electric flux lines and to the direction of motion of the electric flux lines.
So, this is all quite straightforward: The component of electric flux perpendicular to the direction of travel generates a magnetic flux line that is perpendicular to both that electric flux and its direction of motion. The electric flux lines are in turn defined by a field gradient -- a voltage -- that extends from the electron to the interior of the tube. That electric gradient is quite real and easily measured. The resulting magnetic fields is equally real and measurable, and is in fact what is used to steer the electron beam and paint the screen with an image.
Case 2: Magnetic field induction in wires
Now as it turns out, you can also generate an very similar magnetic field using a rather different method. That method is to embed (in the ideal case) the same number of electrons as in the CRT case, moving at the same average velocity, within a conductive wire. The conductive wire would extend along the same path as the vacuum electrons, and electrons of similar number and velocity and moving along inside the wire can generate a field that, with careful physical adjustments, can be made identical in appearance and strength to that of the CRT case of the electrons moving through a region of vacuum.
Comparing the two cases
So, two cases give very similar magnetic field results: Electrons moving through a vacuum, and electrons moving through a wire. Both give strong circular magnetic fields that surround the path of the moving electrons, and both results can be estimated easily using Maxwell's equations.
One reflex reaction at this point may be (should be) "so what?" After all, moving electrons give magnetic fields, so why in the world shouldn't similar motions give the same magnetic fields?
The interesting point is that if you look at the two cases carefully, they are not the same experimentally, and here's why: One case (the CRT) has a large-scale set of electric field lines that are very explicitly associated with the corresponding magnetic field structure. For example, if you use a tight, wire-like beam of electrons reaching from the back of the CRT to the center of its screen, then at 20 cm out from the path of the electrons there will be a noticeable electric field gradient that in terms of the flux line model is "moving" and thereby generating the magnetic field that can be measured at the same location.
In the wire case, no such electric gradient exists. Because the charge of the electrons is cancelled out within the positively charged atomic background of the wire, the electric field makes no appreciable showing outside of the wire. Yet if you measure 20 cm out from the wire, you still see essentially the same magnetic field result, even though there are no longer any "moving electric flux lines" to generate the magnetic field locally.
The actual question
So, after all that preparation, my question is really quite simple:
Why do moving electrons seem to generate approximately the same long-range magnetic field regardless of whether their field gradients (electric flux lines) are cancelled nearby or very far away?
As often is the case in trying to ask questions like this, working through it has helped my look at my own question differently, so I now think I have some inkling of how to answer my own question. (And no, it's not SR based, since in this question is about why remote electric fields differ given the same "moving electron parts.")
So, is induction being taught accurately?
I'm asking anyway, in part because I'm not sure of my answer, but even more so because I think there needs to be some updating of how such situations are taught.
Specifically, the moving-flux-line model (which I believe is still used instructively and is certainly seductive) flatly does not give correct results. If it were really accurate, there would be no such things as electromagnets and electric motors. That's because the field gradients of the moving electrons in such devices all cancel out very quickly and very locally, on the scale of atoms, leaving no appreciable external electric fields at the ranges of the stable magnetic fields they generate.
References
Possibly related past Physics.SE questions have been asked by:
(1) The equivalent electric field of a magnetic field by Hans de Vries; asked 2012-04-19, answered 2012-04-19. A typically insightful question by Hans de Vries about the SR relationships of electric and magnetic.
(2) Mechanism by which electric and magnetic fields interrelate by Nitin Nizhawan; asked 2012-02-02, no final answer. Another interesting and mostly SR question.
(3) Moving conductors in magnetic fields: is there electric field or not? by Giuseppe Negro; asked 2011-05-14, answered 2011-05-14. A similar title, but not quite the same topic, I think.
• You're asking if $B$ is produced by $E$, then why does $\nabla E$ not affect it? Maxwell's equation shows that $B$ cares about the curl of $E$, not its gradient... Jun 11, 2012 at 1:55
• And yes, obviously induction is being taught accurately, by simply stating the definition of induction. Jun 11, 2012 at 1:58
• Yes, curl $E$, not $\nabla E$. But hopefully I'm not the only person who used to think it was OK to approximate curl was by visualizing "$E$ field lines" moving through space. That image fits well enough with the explicit $\nabla E$ field lines of the CRT example, so I'd never really though much about the complete absence of such gradients in the wire case. My curiosity is more along the lines of whether the equilibrium ideas from Maxwell's early mechanical models might provide a more concrete way to explain why the same magnetic fields form quite nicely with or without co-located $\nabla E$. Jun 11, 2012 at 4:15
• Hmm, since in retrospect Maxwell's mechanistic methods are likely not that well known... :), my point is that a stable magnetic field is an end state that does not come into existence instantly, but must instead grow outward as the electrons start moving. I'm pretty sure (didn't try) that growth works differently for the CRT and wire conductor cases, but ends in the same stable $B$ field. Jun 12, 2012 at 2:57
• All I hear is gibberish terms, but if you make everything precise, with formulas, then we'll all see the correct answer. Jun 12, 2012 at 2:59
In a CRT, a power supply creates a high voltage DC electric field that accelerates an electron beam to a desired energy/velocity. The resulting DC beam current does not create that accelerating electric field. (Although space charge effects can modify that field to some extent, and means may be required to keep the beam focussed, since the electrons repel each other.) Also, the DC magnetic field produced by that current is small, and independent of the accelerating electric field.
The magnetic fields in your two cases are identical: within the current distribution, a circumferential field increasing proportional to the radius, which falls to zero when it hits your magnetic-field-blocking (superconducting) tubes. The magnetic fields are identical because the currents are identical.
...unless I'm completely missing your intent...
• Art, thanks. I think your answer (a), identical fields, is likely correct. My intent was this: moving electrons in the vacuum case have $\mathbf{E}$ fields that extend outside the magnetic shield, while moving electrons in the silver case do not. Does this excursion outside the shield of an $\mathbf{E}$ field that is associated with moving charge carriers translate into an increase in the $\mathbf{B}$ field in the same exterior region? I'm now thinking "probably not," because the $\mathbf{E}$ field outside the shield should be steady state for a constant current. Other comments, anyone? Jun 15, 2012 at 2:37
This is another of my hand waving answers, it is too long for comments.
Your high permeability material exists, it is called mu metal . We have used it around photomultipliers to shield them from stray magnetic fields.
You will have to use insulation inside the walls of your tubes.
Are you talking of the very weak field outside the mu metal tubes?
If you can make a thin enough and coherent enough electron gun to simulate the silver wire the result will be the same.
If you fill up the space with the electrons the result will be different due to the differing boundary conditions according to the distance of the electron to the walls, since there will be a metal mirror effect. It is b)
Even in the hypothetical complete insulator with high magnetic permeability the boundary conditions will be different for a silver wire and a full space, in my hand waving opinion.
• Nice analysis. Thanks especially for the specifics about mu metal. Your argument about it being (b) due to boundary conditions sound fascinating, very plausible, and tempting since it would make me sound right... but alas, I was trying to minimize such effects rather than rely on them, so I can't claim to have been intending my (b) answer that way. Since @ArtBrown answered (a), which I now think is correct, with the same basic points you also made, I'll wait a day for other comments and then mark his as the answer. Jun 15, 2012 at 2:49
• It is not clear to me whether the diameter of your free electron current is constrained to be the same as the wire. If it is not, I believe there will be a difference in the map of the field depending on the radius.At the impermeable walls it will be the same because the integral will have the same value I. Jun 15, 2012 at 3:48
• My intent was "identical" electron paths, e.g. ballistic electrons traveling at the same velocity along identical paths; so yes, the diameter of the free electron current would be constrained to the same form factor and current densities as the wire. Both radii could be substantially smaller than the mu metal cylinder, since trying to send free electrons that close to matter would cause strong (and interesting) interactions that were not my intent. So: Your answer is very good, but since @ArtBrown was first to give a well-written and accurate answer, I'll stick to my guns and award to him. Jun 15, 2012 at 21:33
• Fair enough .I am not arguing for a check :) , just to understand your boundary conditions. Jun 16, 2012 at 4:12 | 3,016 | 14,160 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 1, "wp-katex-eq": 0, "align": 1, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.859375 | 3 | CC-MAIN-2023-40 | latest | en | 0.934341 |
https://forum.kerbalspaceprogram.com/index.php?/topic/134692-wiki-info-vs-in-game-info-where-how/#comment-2468048 | 1,675,075,966,000,000,000 | text/html | crawl-data/CC-MAIN-2023-06/segments/1674764499816.79/warc/CC-MAIN-20230130101912-20230130131912-00434.warc.gz | 277,212,580 | 26,370 | • 0
# Wiki info vs in game info? Where how?
## Question
I've been looking into how to math launch windows for the different planets (and back). Using the T equals pi times suare root of "a" cubed over gravitational parameter (I don't know how to type equations, at home I have a chalk board and a TI 83 Plus). For those familiar, I've found the math easy. No problems there. What I'm having trouble figuring out is where all the numbers are in the game. A given planet's apoapsis, periapsis, and semi major axis are all there in the wiki, but whenever I'm in the tracking centre or the map screen, I'm only seeing apo and peri for objects and simple blank orbit drawings for planets, moons etc. If I click to focus Duna for instance, I can see info given like its current altitude and physical properties, but nothing pertinent to the equation at hand. Is there anywhere in the game that these numbers in the wiki are coming from? Is there more math involved to work out those values from what little is given on the info page in the tracking centre?
As an aside, I'd really hoped to play the game as is. I showed up really really late to the party and I'm a little sad to see that the math hayday has passed and everything is now all in wiki pages, and self calculators and mods. It would've been really fun to just be figuring this all out.
## Recommended Posts
• 1
48 minutes ago, TouchyHands said:
Believe it or not, I could not at all see the apoapsis or periapsis on the info panel. What you're describing is something I understand, but cannot see from the info panel. There are things like Equatorial radius but nothing about altitude or orbit from what I see on there. So other than the wiki, it's as if the numbers to do the work simply aren't available.
You're correct, the info panel gives the physical characteristics of the body but no orbital information. However, it does give the gravitational parameter (GM) of each body.
Although there are some mods that will give semimajor axis from inside the game, I don't know if there is a way to do this in the stock game. However, I'm sure the numbers in the Wiki are correct because I've checked them.
(edit)
One mod that gives the orbital elements is Hyperedit.
If you want a mathematical way to compute semimajor axis from information given in the game, just click on a planet and note its velocity and altitude. You can then use the Vis Viva equation to compute the value of a, though the precision of this method is limited by the precision of the input variables.
Edited by OhioBob
##### Share on other sites
• 0
First of all, welcome aboard!
For formula, T=pi*sqrt(a^3/mu) is the common way to type it (not implying any correctness, just translating what you wrote)
Planets have an info panel when the info icon is clicked. There are some more information. Although SMA can be inferred by the average of Ap/Pe then add the radius of Sun (which is available in the info panel of the Sun, I believe)
Other than those - you probably need to write a mod or something to grab the value. A lot of other information (inclination, arg of periapsis, current phase angle, etc.) is available publicly via code, but not shown onto the UI.
But hey, how do you know the numbers on the wiki are correct? You still have a chance to calculate yourself, just to verify those numbers.
##### Share on other sites
• 0
3 minutes ago, FancyMouse said:
For formula, T=pi*sqrt(a^3/mu) is the common way to type it (not implying any correctness, just translating what you wrote)
There's no reason on this forum to type a3 as a^3; you're just exchanging readability for laziness.
##### Share on other sites
• 0
Believe it or not, I could not at all see the apoapsis or periapsis on the info panel. What you're describing is something I understand, but cannot see from the info panel. There are things like Equatorial radius but nothing about altitude or orbit from what I see on there. So other than the wiki, it's as if the numbers to do the work simply aren't available.
##### Share on other sites
• 0
2 hours ago, TouchyHands said:
…As an aside, I'd really hoped to play the game as is. I showed up really really late to the party and I'm a little sad to see that the math hayday has passed and everything is now all in wiki pages, and self calculators and mods. It would've been really fun to just be figuring this all out…
Finding out the numbers is only half the job (the "science" half), and as far as I'm concerned, is the less-interesting half. Leveraging that information to efficiently and effectively plan your ships and missions (the "engineering" half) is where the real skills are.
##### Share on other sites
• 0
1 hour ago, OhioBob said:
If you want a mathematical way to compute semimajor axis from information given in the game, just click on a planet and note its velocity and altitude. You can then use the Vis Viva equation to compute the value of a, though the precision of this method is limited by the precision of the input variables.
Thank you very much for this. It's exactly what I'm searching for. I feel like the line between what's in the game and what's in the wiki and mods is growing without any steps to trace. It's a shame because this game presents a great opportunity to learn and use these mathematical formulas in a rewarding way.
##### Share on other sites
• 0
9 minutes ago, TouchyHands said:
Thank you very much for this. It's exactly what I'm searching for. I feel like the line between what's in the game and what's in the wiki and mods is growing without any steps to trace. It's a shame because this game presents a great opportunity to learn and use these mathematical formulas in a rewarding way.
Yeah the devs are a bit stingy with information, much to the chagrin of many of us. I understand the basic idea, that tossing a billion numbers at a new player is a sure way to scare them off, but still having the information SOMEWHERE in the game is a far cry from puking it all over the screen.
##### Share on other sites
• 0
16 hours ago, TouchyHands said:
Thank you very much for this. It's exactly what I'm searching for. I feel like the line between what's in the game and what's in the wiki and mods is growing without any steps to trace. It's a shame because this game presents a great opportunity to learn and use these mathematical formulas in a rewarding way.
If you decide to perform these calculations for yourself, just remember that the game gives you the planet's altitude, while the Vis Viva equation takes radius. Be sure to add to the altitude the radius of the sun, which is 261,600 km.
I too find it a little aggravating that these numbers can't be easily found in the game. It seem like something that should be readily available. After all, pre-space age Kerbals would know a lot more about the orbital characteristics of these bodies than they would about their physical and atmospheric characteristics. Yet the information they would know best is the information we're not given. I hoping that maybe some of this data is included in the upcoming KSPedia, but I have my doubts about it.
Edited by OhioBob
##### Share on other sites
• 0
18 hours ago, TouchyHands said:
As an aside, I'd really hoped to play the game as is. I showed up really really late to the party and I'm a little sad to see that the math hayday has passed and everything is now all in wiki pages, and self calculators and mods. It would've been really fun to just be figuring this all out.
I can't find any deltaV maps for the new horizons mod (at least I wasn't able to find one with my google-fu), you could get that one, go to town and have fun calculating all the deltaVs, and then share your results
##### Share on other sites
• 0
On 3/22/2016 at 10:59 AM, Noobton said:
I can't find any deltaV maps for the new horizons mod (at least I wasn't able to find one with my google-fu), you could get that one, go to town and have fun calculating all the deltaVs, and then share your results
Dang... Lemme get to Eve first lol. Thanks though. I'll be into that one soon.
## Join the conversation
You can post now and register later. If you have an account, sign in now to post with your account.
Note: Your post will require moderator approval before it will be visible.
× Pasted as rich text. Paste as plain text instead
Only 75 emoji are allowed. | 1,956 | 8,394 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.5625 | 3 | CC-MAIN-2023-06 | latest | en | 0.938196 |
https://www.gamedev.net/forums/topic/370981-basic-vector-question/ | 1,516,709,206,000,000,000 | text/html | crawl-data/CC-MAIN-2018-05/segments/1516084891926.62/warc/CC-MAIN-20180123111826-20180123131826-00268.warc.gz | 920,184,233 | 30,859 | # basic vector question
This topic is 4384 days old which is more than the 365 day threshold we allow for new replies. Please post a new topic.
## Recommended Posts
hi! a, b are vectors, s is a scalar. if a * s = b then b/a = s. Is vector-division possible? Or, how can I get s from a and b, what if a contains zero(s)? bye, Chris
##### Share on other sites
Vector division wouldn't tell you anything, so no, it's not possible. Remember, a vector is two parts: a magnitude (length) and a direction (angle). Scaling a vector (a * s) only affects a vector's magnitude (length). You can multiply or divide a vector by a scalar value, but it only changes its length, not its direction.
As for getting a scalar s from vectors a and b, you can only do that by transforming one of the vectors so that it's pointing in the direction of the other, then it's a matter of dividing |a|/|b| (|a| indicates the vector's magnitude (length)).
##### Share on other sites
The formula of theOP is not correct since such kind of operation isn't defined.
Notice that there is another dependency in your case. With
a * s = b
you express b being a scaled version of a, so that their directions are the same (or opposite) but their lengthes are not:
||a|| * |s| = ||b||
From this relation
|s| = ||b|| / ||a||
(as long as ||a|| differs from null) and the sign could be determined from the sign of the dot-product
a . b
Quote:
Original post by Zoombywhat if a contains zero(s)
From math you could not determine whether a or else s or else both were zero when looking at the product's result b only. If a is zero in my formula above than s could be anything in-between infinity and minus infinity, and the equation still holds.
EDIT: Once more too late :(
##### Share on other sites
I want to check if a point is on a line.
the equation is c = a + x * b, where c is the point and (a + x * b) is the line. So how can I find x?
x = c - a / b would not make sense because of the division?
##### Share on other sites
Quote:
Original post by Zoombythanks! Why I asked it:I want to check if a point is on a line.the equation is c = a + x * b, where c is the point and (a + x * b) is the line. So how can I find x?x = c - a / b would not make sense because of the division?
You don't need vectors for a point on the line;
say you have a point: (m, n), and you want to know if it's on the line y = ax + b, all you have to do is plug in (m) for x and solve. if y is equal to n, then the point is on the line. If not, the point is not on the line.
so:
if ( (n) == a *(m)+ b ) return true;else return false;
##### Share on other sites
Quote:
Original post by Zoombyhi!a, b are vectors, s is a scalar.if a * s = b then b/a = s.Is vector-division possible? Or, how can I get s from a and b, what if a contains zero(s)?bye,Chris
Vector division is undefined. You can still obtain s from just a and b, however.
Multiplication of a vector by a scalar results in a scaling of the magnitude only. s, then, is that number such that s*|a| = |b|. Thus, s = |b|/|a|.
##### Share on other sites
Quote:
Original post by ZoombyI want to check if a point is on a line.
If we define:
u = c - a
v = b - a
then point c lies on the line if u and v are colinear. That is if:
Dot(v,v)*Dot(u,u) = Dot(u,v)2
(This is a direct result of the Cauchy-Schwarz inequality.)
The check can be performed even faster in 2d (this can be done if you carefully project your problem to 2d) like this:
Assuming that u and v are 2d vectors, they are colinear if:
u.x * v.y = u.y * v.x
(Derived from the determinant of a 2x2 matrix containing u and v)
Quote:
the equation is c = a + x * b, where c is the point and (a + x * b) is the line. So how can I find x?
Like this:
c = a + x * b ,
subtract a:
u = x * b,
dot both sides with b:
Dot( u, b ) = x * Dot( b, b )
And get:
x = Dot( u, b ) / Dot( b, b )
(Once again, it can be optimized if carefully projected to 2d)
Nilkn, you are only partially correct. Please read haegarr's post more carefully.
##### Share on other sites
Quote:
Original post by Zoombythanks! Why I asked it:I want to check if a point is on a line.the equation is c = a + x * b, where c is the point and (a + x * b) is the line. So how can I find x?x = c - a / b would not make sense because of the division?
You said b is just a scaler? If in expanded form you mean this:
[c1] [a1] [x1][c2] = [a2] + [x2]b[c3] [a3] [x3]Then you can solve it like this:[(c1-a1)/b] [x1][(c2-a2)/b]= [x2][(c3-a3)/b] [x3]If, however, b is also a vector, say like this:[c11 c12 c13] [a11 a12 a13] [x11 x12 x13][b11 b12 b13][c21 c22 c23] = [a21 a22 a23] + [x21 x22 x23][b21 b22 b23][c31 c32 c33] [a31 a32 a33] [x31 x32 x33][b31 b32 b33]Then you need to do this:(C-A)B^-1 = X
Where B^-1 is the inverse of B. This is the closest thing to division you can do. For more information on the inverse of a matrix there are plenty of online resources to help with calculating it.
##### Share on other sites
thanks ury!
is it true that is doesn't matter with which vector I do the dot product, since u and b are linearly dependent? So the vector (1 1 1) could be used?
##### Share on other sites
I would like to give some details here:
The line (better a ray) is defined as all points
R(s) := R0 + s * t
where R0 is any point on the ray, and t denotes the track of the ray.
A point P anywhere in space could be expressed by traveling along the ray until coming close as possible to P and then going an unknow step to actually reach P:
P = R0 + s' * t + x
Here x is perpendicular to t, or else the reached point on the ray wouldn't be closest.
This formula should be solved for the particular s'. Using ury's method yields in
( P - R0 ) . t = s' * t . t = s' * ||t||2
since
x . t == 0
due to perpendicularity, and after some re-arranging
s' = ( P - R0 ) . t / ||t||2
(what ury has already stated). This formula computes the difference vector of R0 to P and projects it onto the t.
So s' is the travel distance onto the ray but is not yet the solution of the problem. To finish, one has to check
x = P - R(s') == 0
within some finite resolution. If so, P lies on the line. In general P is ||x|| length units away from the line.
EDIT: 0 denotes the zero vector here.
[Edited by - haegarr on January 21, 2006 2:13:59 PM]
##### Share on other sites
Quote:
Original post by Zoombyis it true that is doesn't matter with which vector I do the dot product, since u and b are linearly dependent? So the vector (1 1 1) could be used?
Basically yes, but you have to be careful. Let's say that we are using the vector w instead of b and get:
x = Dot( u, w ) / Dot( b, w )
If w = (1,1,1) and b = (-1,1,0), we get Dot( w, b ) = 0. This is bad since we are dividing by zero.
There are two reasons for choosing b. First, is that Dot( b, b ) = 0 iff b = 0.
The second one is even more interesting:
Let's say that we have c, such that u and b are not colinear, that is c does not lie on the line defined by a and b.
If we find x by dotting with b and substitute it into the line equation, we get:
c' = a + x*b.
It appears that this c' is the closest point to c in the least squares sense.
Or in other words, of all points on the line, c' is the closest point to c.
Edit: Sorry haegarr, missed your post. Thank you for showing why the "second reason" is correct.
[Edited by - ury on January 21, 2006 1:35:43 PM]
##### Share on other sites
Do I miss something? Please correct me if I'm wrong, but:
Quote:
Original post by Zoombyis it true that is doesn't matter with which vector I do the dot product, since u and b are linearly dependent? So the vector (1 1 1) could be used?
Neither are u (P-R0 in my somewhat detailed post above) and b (t) linearly dependent in general, nor could an arbitrary vector be used.
To clarify this I've introduced x in the post above, showing that there is another distance vector involved. The dependency would be given if and only if P is definitely lying on R(s), but that isn't given in general (furthurmore it is the _unknown_ here).
Your b is the track of the ray, and hence the denominator could not become zero or else there is no ray/line at all!
EDIT:
Quote:
Original post by urySorry haegarr, missed your post.
No problem :)
##### Share on other sites
Quote:
Original post by haegarrDo I miss something? Please correct me if I'm wrong, but:Neither are u (P-R0 in my somewhat detailed post above) and b (t) linearly dependent in general, nor could an arbitrary vector be used.
Well, it really depends on what you are trying to achieve. If the vectors are colinear, that is P = R(s), then any vector would do (as long as you don't divide by zero). This has only a theoretical value though since in practice using the vector b is the best choice.
BTW, if I am not mistaken, the vectors are colinear in OP's question.
##### Share on other sites
Quote:
Original post by uryIf the vectors are colinear, that is P = R(s), then any vector would do (as long as you don't divide by zero). This has only a theoretical value though since in practice using the vector b is the best choice.BTW, if I am not mistaken, the vectors are colinear in OP's question.
Yes, that's right. The confusion is caused from the fact that the OP doesn't formulate the actual problem (say point on a ray) but a nearby and more general problem. For the latter one the limitations you've mentioned hold, but for the former one they don't. So we really discuss about theoretical issues :) | 2,659 | 9,494 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.734375 | 4 | CC-MAIN-2018-05 | longest | en | 0.941886 |
https://calculator-converter.com/converter_mph_to_ms_calculator.php | 1,516,544,397,000,000,000 | text/html | crawl-data/CC-MAIN-2018-05/segments/1516084890771.63/warc/CC-MAIN-20180121135825-20180121155825-00273.warc.gz | 642,181,741 | 4,320 | Convert miles per hour to meters per second (mph to m/s) and meters per second to miles per hour (m/s to mph) Online Conversion Calculator - Converter
This calculator-converter provides conversion of miles per hour to meters per second (mph to m/s) and backwards meters per second to miles per hour (m/s to mph).
Enter miles per hour or meters per second for conversion:
Select conversion type:
Rounding options:
Conversion Chart / Table
mile per hour to meters per second Conversion Chart / Table: meters per second to miles per hour Conversion Chart / Table: mph = m/s 1.0 = 0.44704 2.0 = 0.89408 3.0 = 1.34112 4.0 = 1.78816 5.0 = 2.23520 mile per hour = meters per second 6.0 = 2.68224 7.0 = 3.12928 8.0 = 3.57632 9.0 = 4.02336 10 = 4.47040 m/s = mph 1.0 = 2.23694 2.0 = 4.47387 3.0 = 6.71081 4.0 = 8.94775 5.0 = 11.18468 meters per second = miles per hour 6.0 = 13.42162 7.0 = 15.65855 8.0 = 17.89549 9.0 = 20.13243 10 = 22.36936
1 mile per hour (mph) = 0.44704 meter per second (m/s) = 1.609344 kilometer per hour (km/h or kph) = 1.46666667 foot / second (ft/s) = 0.868976242 knots (kn, kt or kts) | 406 | 1,111 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.640625 | 3 | CC-MAIN-2018-05 | latest | en | 0.587704 |
http://www.ics.uci.edu/%7Eeppstein/161/960220.html | 1,472,310,400,000,000,000 | text/html | crawl-data/CC-MAIN-2016-36/segments/1471982921683.52/warc/CC-MAIN-20160823200841-00134-ip-10-153-172-175.ec2.internal.warc.gz | 511,895,506 | 5,994 | Strongly connected components
Strong connectivity and equivalence relations
In undirected graphs, two vertices are connected if they have a path connecting them. How should we define connected in a directed graph?
We say that a vertex a is strongly connected to b if there exist two paths, one from a to b and another from b to a.
Note that we allow the two paths to share vertices or even to share edges. We will use a ~ b as shorthand for "a is strongly connected to b". We will allow very short paths, with one vertex and no edges, so that any vertex is strongly connected to itself.
Recall that a relation is another word for a collection of pairs of objects (if you like, you can think of a relation as being a directed graph, but not the same one we're using to define connectivity). An equivalence relation a # b is a relation that satisfies three simple properties:
• Reflexive property: For all a, a # a. Any vertex is strongly connected to itself, by definition.
• Symmetric property: If a # b, then b # a. For strong connectivity, this follows from the symmetry of the definition. The same two paths (one from a to b and another from b to a) that show that a ~ b, looked at in the other order (one from b to a and another from a to b) show that b ~ a.
• Transitive property: If a # b and b # c, then a # c. Let's expand this out for strong connectivity: if a ~ b and b ~ c, we have four paths: a-b, b-a, b-c, and c-b. Concatenating them in pairs a-b-c and c-b-a produces two paths connecting a-c and c-a, so a ~ c, showing that the transitive property holds for strong connectivity.
Since all three properties are true of strong connectivity, strong connectivity is an equivalence relation.
Note that it was critical for our definition that we allowed the paths a-b and b-a to overlap. If we made a small change such as defining two vertices to be connected if they are part of a directed cycle, we wouldn't be able to concatenate the paths and show that the transitive property holds.
Equivalence classes and strongly connected components
For any equivalence relation a # b, we can define equivalence classes by the formula
``` [a] = { b | a # b }
```
(in English, the equivalence class of a, which we call "[a]", is defined to be simply the set of things related to a). The equivalence classes for strong connectivity are called strongly connected components.
These sets have the property that they partition the space of all vertices into disjoint subsets.
(This is not hard to prove. First, any vertex a is a member of [a] by reflexivity, so the equivalence classes cover all of the input. And second, if b is in [a] then [a]=[b] (by symmetry and transitivity, any element of one is an element of the other) so any two different equivalence classes must be disjoint.)
If we can find all the strongly connected components of a graph, it would be easy to test whether any two vertices are strongly connected: just see if they're in the same component.
Component graph and weak connectivity
Strongly connected components also have a use in other graph algorithms: if you replace every strongly connected component by a single vertex, you get a smaller directed acyclic graph, known as the component graph or condensation (Baase ex. 4.42 asks you to prove this fact.)
For some graph problems, you can use this idea to get an algorithm that reduces the problem to subproblems on each component, plus one more subproblem on the component graph. Here's an example (this problem isn't in Baase, and I didn't get to this in my lecture, so I won't test you on it):
Suppose we define two vertices a and b to be weakly connected (also known as semiconnected) if there's either a path from a to b or one from b to a (but not necessarily both). We say the graph is weakly connected if this is true for every pair of vertices. Then it's not hard to show that a graph is weakly connected if and only if its component graph is a path. So by computing the strongly connected components, we can also test weak connectivity.
Computing a single component
From the definition above, it is easy to find a single strongly connected component [x]. Simply use BFS, DFS, or any other similar algorithm to find a set S of all vertices reachable from x by a path. Do the same thing in the graph formed by reversing all the edges of our original graph, to find a set T of all vertices that can reach x by a path. According to the definition above, [x] is just the intersection of S and T.
So in O(m) time we can find a single component. Since there are O(n) components, we can find them all in time O(mn). But this slower than necessary. The point of today's lecture is to show how to solve the problem in linear time. (The solution we describe, based on depth first search, was invented by Bob Tarjan in 1972. Baase ex. 4.50 outlines an alternative linear time algorithm.)
Depth first search again
A tangent on pseudo-code: I haven't been writing the same pseudocode as in the book for the same reason I haven't been speaking the same sentences in the book. The ideas matter, the exact pseudocode doesn't. So if you're asking which should I memorize, the book or the lecture the answer is neither, you should get to understand them to the point where they seem like the same idea and remember that idea. With that in mind, here's pseudocode for DFS (directed graph version) that looks a little different from what we did last time.
One complication (that I forgot to mention in lecture) is that we want to build a DFS tree that involves all the vertices of the graph. If we just start somewhere in the graph, not all vertices might be reachable, and the DFS will not get to them. One solution would be to restart the DFS every time this happens, but to make things a little simpler, I'm going to modify the graph by adding a new vertex connected by outward-going edges to everything else. This doesn't change the strongly connected components (except to add one new component for the one new vertex) but keeps the rest of the algorithm simpler.
``` DFS(G)
{
make a new vertex x with edges x->v for all v
build directed tree T, initially a single vertex {x}
visit(x)
}
visit(p)
{
for each edge p->q
if q is not already in T
{
add p->q to T
visit(q)
}
}
```
This version of the pseudo-code makes it obvious that only certain edges can occur: if q is not already in T, p->q gets added, so if p->q does not end up in tree, q must be already in tree. There are three possible places q could be: an ancestor of p (in which case we call p->q a back edge), a descendant of p (in which case we call p->q a forward edge), or in a previous branch of the tree (in which case we call p->q a cross edge). The one case that's ruled out is that q can not be in a later branch of the tree.
DFS trees and strongly connected components
The key property, that relates DFS to strong connectivity, is that strongly connected components form subtrees of the DFS tree. (In other words, a component can not be in two separate parts of the tree.)
Why?
Note that if we have paths a-b and b-a, any two intermediate vertices of those paths would have to be also in the same component (since e.g. if we have a-c-b then we already have a path a-c and by concatenating c-b-a we also get a path c-a).
So suppose one component ended up in two parts of the tree. Then it would have to have edges from one part to the other (the definition of strong connectivity tells us there must be paths, but the observation above about intermediate vertices being part of the same component tells us they would actually just be edges).
The two parts couldn't be in side by side branches of the tree, because there would be no edges in one of the two directions. But on the other hand, if one part contains an ancestor x of a vertex y in the other part, we can use the argument above about intermediate vertices to show that the path in the tree from x to y is also in the same component, contradicting the assumption that x and y are in different parts of the tree. So it is not possible to have a component in two separate parts of the DFS tree, which is what we wanted to prove.
Since the components of the graph are just subtrees of the DFS tree, to find components, we just have to break tree at certain edges, and the components will be formed by what's left of the tree. We'll say a vertex is a "head" of a component if it's the topmost (i.e. if we should break the edge coming into it). By the observations above, the problem has turned into one of determining whether a given vertex v is a head.
To test this, look at the subtree of the DFS tree, rooted at v. Suppose this subtree does not have any back or cross edges going out of it. Then clearly, v must be the head of [v], since there are no paths from v to any vertex higher in the tree.
Just as clearly, if there is a back edge u-w from this subtree to an ancestor of v, v is not a head. In this case, the edge u-w together with the paths in the DFS tree from w to v and from v to u form a cycle, which must all be part of the same component [v]. But w is higher in the tree than v, so v can not be the head of this component.
The complicated case happens when the only edges going out of the subtree rooted at v are cross edges to other branches of the DFS tree. To make this complicated case a little easier, we'll set up our algorithm so that as soon as the DFS finishes visiting a vertex, if it is a head, we delete it and its component from the graph. We can show that if our algorithm does this, then whenever we see a cross edge out of the subtree from v, v is not a head.
Proof: This is where we use the fact that DFS trees have cross edges only to previously visited branches of the tree, not to later branches. Suppose we see a cross edge u-w. Let z be the head of [w], then z is visited no later than w. If z were in a separate branch of the tree, we'd have finished visiting it and deleted both it and w, contradicting the assumption that we're seeing edge u-w. So z is an ancestor of v, and putting edge u-w together with the paths w-z (by assumption that z is the head of [w]), z-v (since z is an ancestor of v) and v-u (since v is an ancestor of u) gives us a cycle, showing that v is in [z] and therefore v is not a head.
Summarizing, we see that we can test whether a vertex is a head by looking for the existence of back or cross edges out of its subtree.
Strong connectivity algorithm
Define the DFS numbering dfsnum(v) to be the number of vertices visited before v in the DFS. Then if there is a back or cross edge out of the subtree of v, it's to something visited before v and therefore with a smaller dfsnum. We use this by defining the low value low(v) to be the smallest dfsnum of a vertex reachable by a back or cross edge from the subtree of v. If there is no such edge, low(v)=dfsnum(v). Then rephrasing what we've seen so far, v is a head of a component exactly when low(v)=dfsnum(v). The advantage of using these definitions is that dfsnum(v) is trivial to calculate as we perform the DFS, and low(v) is easily computed by combining the low values from the children of v with the values coming from back or cross edges out of v itself.
We use one more simple data structure, a stack L (represented as a list) which we use to identify the subtree rooted at a vertex. We simply push each new vertex onto L as we visit it; then when we have finished visiting a vertex, its subtree will be everything pushed after it onto L. If v is a head, and we've already deleted the other heads in that subtree, the remaining vertices left on L will be exactly the component [v].
We are now ready to describe the actual algorithm. It simply performs a DFS, keeping track of the low and dfsnum values defined above, using them to identify heads of components, and when finding a head deleting the whole component from the graph, using L to find the vertices of the component.
``` DFS(G)
{
make a new vertex x with edges x->v for all v
initialize a counter N to zero
initialize list L to empty
build directed tree T, initially a single vertex {x}
visit(x)
}
visit(p)
{
add p to L
dfsnum(p) = N
increment N
low(p) = dfsnum(p)
for each edge p->q
if q is not already in T
{
add p->q to T
visit(q)
low(p) = min(low(p), low(q))
} else low(p) = min(low(p), dfsnum(q))
if low(p)=dfsnum(p)
{
output "component:"
repeat
remove last element v from L
output v
remove v from G
until v=p
}
}
```
We have already seen an explanation for why this algorithm works. It only remains to point out that it takes linear time -- the basic framework is just DFS, and the added manipulations of low, dfsnum, and L do not slow this down at all. So we can find strongly connected components in linear time.
ICS 161 -- Dept. Information & Computer Science -- UC Irvine
Last update: | 2,971 | 12,819 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.59375 | 5 | CC-MAIN-2016-36 | longest | en | 0.954137 |
https://community.powerbi.com/t5/Desktop/Cumulative-Budgets-and-Allocations/td-p/830948 | 1,621,130,596,000,000,000 | text/html | crawl-data/CC-MAIN-2021-21/segments/1620243991659.54/warc/CC-MAIN-20210516013713-20210516043713-00149.warc.gz | 192,778,744 | 136,967 | cancel
Showing results for
Did you mean:
New Member
## Cumulative Budgets and Allocations
Hi All,
I am struggling with calculating the cumulative of monthly allocated budgets derived from a yearly budget.
My goal is to compare actuals that I get in on a monthly basis with the corresponding budget on a monthly basis, both on a per month as well as a YTD or cumulative way.
My Actuals table "fActuals" looks like this:
YEAR (YYYY) || MONTH (MMM) || ACCOUNT || ACTUAL
My Budget Table "fBudget" looks like this:
YEAR (YYYY) || ACCOUNT || BUDGET
I calculated Total Budgets via a measure as:
Total Budgets = CALCULATE(sum(fBudget[Budget]),TREATAS(values(fActuals[Year]),fBudget[Year]))
I then calculate the Monthly Budgets via a measure as:
Total Budget Per Month = [Total Budgets]/12
I succeed to calculate the cumulative Actuals as:
Cumulative Actuals = CALCULATE([Total Actuals],filter(ALLSELECTED(dMonth),dMonth[Number] <= max(dMonth[Number])))
with dMonth a table with all the months and their respective month number
But when I use the above to calculate the cumulative it does not give the expected result:
Cumulative Totals = CALCULATE([Total Budget Per Month],filter(ALLSELECTED(dMonth),dMonth[Number] <= max(dMonth[Number])))
The above formula just results in the monthly budget again, but nothing is added up per month?
What am I doing wrong?
Thanks,
2 REPLIES 2
Solution Sage
Hi @m0322701 ,
The fields in table “dMonth” have nothing to do with the fields in table “fBudget”, so there is no way to display the results you want. I think you can create a new column in table “fActuals”:
``````Column = SWITCH([Month],
"Jan", 1,
"Feb", 2,
"Mar", 3,
"Apr", 4,
"May", 5,
"Jun", 6,
"Jul", 7,
"Aug", 8,
"Sep", 9,
"Oct", 10,
"Nov", 11,
"Dec", 12
)``````
Then create the following measure:
``````Cumulative Totals =
IF (
HASONEVALUE ( fActuals[Column] ),
SUMX (
FILTER (
ALL ( fActuals ),
fActuals[YEAR] = MIN ( fActuals[YEAR] )
&& fActuals[Column] <= MIN ( fActuals[Column] )
),
[Total Budget Per Month]
),
[Total Budget Per Month] * 12
)``````
Results are as follows:
Here is a demo, please try it:
https://qiuyunus-my.sharepoint.com/:u:/g/personal/pbipro_qiuyunus_onmicrosoft_com/ERUBfB-eylBNlgY9K2...
Best Regards,
Community Support Team _ Joey
If this post helps, then please consider Accept it as the solution to help the other members find it more quickly.
Resolver II
Announcements
#### Microsoft Business Applications Summit sessions
On-demand access to all the great content presented by the product teams and community members! #MSBizAppsSummit #CommunityRocks | 703 | 2,612 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.984375 | 3 | CC-MAIN-2021-21 | latest | en | 0.791503 |
https://math.stackexchange.com/questions/1887727/l1-function-satisfying-extra-condition-is-lp-for-p-in1-2/1887737 | 1,579,430,809,000,000,000 | text/html | crawl-data/CC-MAIN-2020-05/segments/1579250594391.21/warc/CC-MAIN-20200119093733-20200119121733-00066.warc.gz | 555,664,550 | 30,980 | # $L^1$ function satisfying extra condition is $L^p$ for $p\in[1,2)$.
Let $f:[0,1]\rightarrow [0,\infty)$ be in $L^1([0,1])$ such that for every measurable set $E\subset [0,1]$ $$\int_E f\leq \sqrt[2]{m(E)}$$ where $m$ is the Lebesgue measure on $\mathbb{R}$.
a) Show $f\in L^p([0,1])$ for all $p\in[1,2)$
b) Provide an example to show that a) fails when $p=2$
I've just started learning about $L^p$ spaces and am wondering if part a) requires some more advances knowledge. At this point, I have no idea how to even start part a). I did find that the function $f(x)=\frac{1}{2\sqrt{x}}$ with $f(0):=0$, gives a counterexample for when $p=2$. Help and/or hints for part a) would much appreciated !
• Sorry, I forgot to add that $f$ should be nonnegative. I've fixed this. Thanks – MAM Aug 10 '16 at 2:51
Let $S_c$ be the set $S_c= \{x | f(x) > c \}$. Note that $\int_{S_c} f \geq cm(S_c)$. We then have, by the hypothesis, that $\sqrt{m(S_c)} \geq cm(S_c)$, which implies that $m(S_c) \leq \frac{1}{c^2}$. Similarly, note that $\{ x | (f(x))^p > c\} = S_{c^{1/p}}$, hence $m(\{ x | (f(x))^p > c\}) \leq c^{-2/p}$.
Finally, note that $\int_{S_1} f^p = \int_1^\infty m(f^p > c) dc \leq \int_1^\infty c^{-2/p} dc$, which makes sense when $p<2$, but for $p=2$ will give a contradiction, as the function $(4x)^{-0.5}$ shows.
• Can you explain the equality $\int_{E_1}f^p=\int_{1}^{\infty} m(f^p>c)dc$? Also should $c^{p/2}$ be $c^{-2/p}$. Thanks – MAM Aug 10 '16 at 3:09 | 564 | 1,470 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.90625 | 4 | CC-MAIN-2020-05 | latest | en | 0.773384 |
https://homesteady.com/12424882/how-to-calculate-a-spiral-stair-handrail | 1,726,081,865,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651400.96/warc/CC-MAIN-20240911183926-20240911213926-00596.warc.gz | 278,936,707 | 24,449 | # How to Calculate a Spiral Stair Handrail
Spiral staircases can offer beautifully artistic access to the second level of your home with minimum space requirements. When designing a spiral staircase, it can be difficult to determine the length of the handrail required, since it follows a helical spiral up the staircase.
The length of a spiral staircase's helical handrail can be calculated by the diameter and height of the staircase.
However, this figure can indeed be calculated with just a few variables, such as the radius of the staircase and the height to the next floor.
1. Measure the radius of the spiral staircase using your tape measure. This is the distance from the center of the center support pole to the outside edge of the staircase.
2. Measure the height of the staircase using the same units as you used for the radius. This should be the distance from the floor of one level to the floor of the next level. You can also measure the vertical distance from the bottom of the handrail to the top of the handrail. However, since the handrail height should be uniform, this results in the same measurement, although more difficult to measure.
3. Use the formula:
4. Handrail Length = square root[(Height^2 + (2 * pi * Radius)^2)]
5. In this equation, "pi" is a constant of 3.14, and the notation "^2" means to square the preceding number or calculation. This calculation also assumes one full rotation of the staircase, which is common.
## The Drip Cap
• Spiral staircases can offer beautifully artistic access to the second level of your home with minimum space requirements.
• When designing a spiral staircase, it can be difficult to determine the length of the handrail required, since it follows a helical spiral up the staircase.
• Measure the radius of the spiral staircase using your tape measure. | 383 | 1,832 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4 | 4 | CC-MAIN-2024-38 | latest | en | 0.915419 |
https://www.studymode.com/essays/Gb-513-Unit-6-915B6728A6CEC147.html | 1,717,092,785,000,000,000 | text/html | crawl-data/CC-MAIN-2024-22/segments/1715971670239.98/warc/CC-MAIN-20240530180105-20240530210105-00655.warc.gz | 859,966,323 | 15,153 | # Gb 513 Unit 6
Satisfactory Essays
469 Words
Grammar
Plagiarism
Writing
Score
Gb 513 Unit 6
Final Project
GB 513 – unit 6
December 5, 2013
Key Metrics
ABN has highest average Rating of the three networks
ABN has smallest variance of the three networks
ABN also has the smallest standard deviation shown as standard error on the table
CHARTING
AVERAGE BY MONTH
CBC
ANOVA
Compares two or more populations
Shows how populations interact
Returns the probability- value of p – of an F value occurring by chance
Decision rule
Reject null hypothesis if the observed F value is greater than the critical F value (table)
Tells the researcher how spread out from the means your group of numbers is.
The smaller the value the better.
MAD= Σ|eᵢ|/ number of forecasts
MSE= Σeᵢ²/ number of forecasts
Analyzes the magnitude of
R²= 0.0096 – this is a measure of goodness of fit
Indicates model is not a good predictor
r = 0.115185 - measure of correlation – indicates degree of relatedness of ratings and ratings that include a star
The variables are not correlated in a significant way
Null Hypothesis
Is equivalent to saying this happened by chance
In this model the null hypothesis is adding a star to the movie has no effect on ratings
The alternative hypothesis is that there is an effect on ratings when a star is added
Hₒ:β=0
Hₐ:β≠0
Results
Model showed that it is not a good predictor of ratings using the variable adding a star
Should the network hire stars? Not based on the results from this model.
The network needs to do further testing of additional variables to get a better idea of what might help predict ratings.
Regression
Ratings versus Previous Ratings
Rating as the dependent variable
Previous Ratings as the independent variable
Regression
Ratings versus fact and star
Ratings as the dependent variable
Fact & Star as the independent variables
Explanation of
## You May Also Find These Documents Helpful
• Satisfactory Essays
The students were rating the professors from overall rating, total rating, easiness, and hot? Overall quality and easiness have numerical values from 0 to 5.5 being the highest. This information help Tom and Alex to choose professor and make their schedules.…
• 280 Words
• 2 Pages
Satisfactory Essays
• Powerful Essays
Where β1 is the coefficient of determination for FACT and β1 explains the difference between ratings for fact based and fictional movies.…
• 1393 Words
• 6 Pages
Powerful Essays
• Good Essays
Wang, X. M., Wong, K. E., & Kwong, J. Y. (2010). The roles of rater goals and ratee performance levels in the distortion of performance ratings. Journal Of Applied Psychology, 95(3), 546-561.…
• 385 Words
• 2 Pages
Good Essays
• Satisfactory Essays
The correlation coefficient r=0.70 supports that my graph has a positive moderate relationship. Also in my graph there are outliers at points (200, 600.743), (11,…
• 767 Words
• 2 Pages
Satisfactory Essays
• Good Essays
Graphic rating scale is a method that is quick to set up but sometimes lacks the details and nuances of an employee’s performance and how the work was completed. Basically, the graphic rating scale is a form with a table that contains general statements about major work done on a project. Examples of these statements are “communicates effectively with peers” and “completes required work all of the time.” These rows in the table have a corresponding value that the project manager can select that best represents the employee’s performance on that topic. An example of these values are “strongly disagree” and “strongly agree.” Here’s what the form might look like:…
• 883 Words
• 4 Pages
Good Essays
• Satisfactory Essays
Regression Analysis: IBI versus Area The regression equation is IBI = 52.9 + 0.460 Area Predictor Coef SE Coef T P Constant 52.923 4.484 11.80 0.000 Area 0.4602 0.1347 3.42 0.001 S = 16.5346 R-Sq = 19.9% R-Sq(adj) = 18.2% Analysis of Variance Source DF SS MS F P Regression 1 3189.3 3189.3 11.67 0.001 Residual Error 47 12849.5 273.4 Total 48 16038.8 Unusual Observations…
• 433 Words
• 2 Pages
Satisfactory Essays
• Powerful Essays
r, σ/ n respectively, where r and σ denote the true mean and standard deviation over…
• 1317 Words
• 6 Pages
Powerful Essays
• Good Essays
This measures the spread of data, and it can only be calculated when there is more than one repeat.…
• 1035 Words
• 5 Pages
Good Essays
• Better Essays
After all the movie review was collected, we find out that some of them were copied from the internet. Besides, several movie reviews have less than one hundred word. It was clear that these students have not taken this work seriously and these movie reviews cannot represent their true ability. We rule out all these movie reviews and choose ten samples from the entire movie reviews randomly.…
• 3970 Words
• 16 Pages
Better Essays
• Satisfactory Essays
The rating of supervisor and other rater may rate on different traits & what may be important to one may not be important to other.…
• 422 Words
• 2 Pages
Satisfactory Essays
• Satisfactory Essays
Rate factors: Assign a rating to each factor. Rating should be between 1 and 4. Rating indicates how effective the firm’s current strategies respond to the factor. 1 = the response is poor. 2 = the response is below average. 3 = above average. 4 = superior. Weights are industry-specific. Ratings are company-specific.…
• 420 Words
• 2 Pages
Satisfactory Essays
• Good Essays
= average for the movie as a number from 0 to 10 (mean) = (Rating)…
• 8241 Words
• 33 Pages
Good Essays
• Powerful Essays
resort to performing MAP estimation of the model parameters. Training such models amounts to maximizing…
• 4443 Words
• 18 Pages
Powerful Essays
• Satisfactory Essays
As a global company (3), we strive ourselves in producing superior products and services (2) to our customers. With superior technology (4) and dedicated employees (9), we are constantly working on introducing new and innovative products, meeting our customer’s expectation (6) and ensuring to achieve higher than expected return to our shareholders (5). Our desire is to be the number of choice for our loyal customers (7, 8).…
• 4506 Words
• 19 Pages
Satisfactory Essays
• Satisfactory Essays
The %RSD of peak reponse for each component is should not me more than 5…
• 2388 Words
• 10 Pages
Satisfactory Essays | 1,627 | 6,406 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.375 | 3 | CC-MAIN-2024-22 | latest | en | 0.897839 |
https://la.mathworks.com/matlabcentral/profile/authors/5092981?s_tid=cody_local_to_profile | 1,627,718,420,000,000,000 | text/html | crawl-data/CC-MAIN-2021-31/segments/1627046154085.58/warc/CC-MAIN-20210731074335-20210731104335-00685.warc.gz | 361,847,883 | 19,540 | Community Profile
# MOHIT
### IIT DELHI
Last seen: alrededor de 1 año ago Active since 2015
All
#### Content Feed
View by
Solved
Sum all integers from 1 to 2^n
Given the number x, y must be the summation of all integers from 1 to 2^x. For instance if x=2 then y must be 1+2+3+4=10.
alrededor de 1 año ago
Solved
Magic is simple (for beginners)
Determine for a magic square of order n, the magic sum m. For example m=15 for a magic square of order 3.
alrededor de 1 año ago
Solved
Make a random, non-repeating vector.
This is a basic MATLAB operation. It is for instructional purposes. --- If you want to get a random permutation of integer...
alrededor de 1 año ago
Solved
Roll the Dice!
*Description* Return two random integers between 1 and 6, inclusive, to simulate rolling 2 dice. *Example* [x1,x2] =...
alrededor de 1 año ago
Solved
Number of 1s in a binary string
Find the number of 1s in the given binary string. Example. If the input string is '1100101', the output is 4. If the input stri...
alrededor de 1 año ago
Solved
Return the first and last character of a string
Return the first and last character of a string, concatenated together. If there is only one character in the string, the functi...
alrededor de 1 año ago
Solved
Create times-tables
At one time or another, we all had to memorize boring times tables. 5 times 5 is 25. 5 times 6 is 30. 12 times 12 is way more th...
alrededor de 1 año ago
Solved
Getting the indices from a vector
This is a basic MATLAB operation. It is for instructional purposes. --- You may already know how to <http://www.mathworks....
alrededor de 1 año ago
Solved
Determine whether a vector is monotonically increasing
Return true if the elements of the input vector increase monotonically (i.e. each element is larger than the previous). Return f...
alrededor de 1 año ago
Solved
Check if number exists in vector
Return 1 if number _a_ exists in vector _b_ otherwise return 0. a = 3; b = [1,2,4]; Returns 0. a = 3; b = [1,...
alrededor de 1 año ago
Solved
Swap the input arguments
Write a two-input, two-output function that swaps its two input arguments. For example: [q,r] = swap(5,10) returns q = ...
alrededor de 1 año ago
Solved
Reverse the vector
Reverse the vector elements. Example: Input x = [1,2,3,4,5,6,7,8,9] Output y = [9,8,7,6,5,4,3,2,1]
alrededor de 1 año ago
Solved
Generate a vector like 1,2,2,3,3,3,4,4,4,4
Generate a vector like 1,2,2,3,3,3,4,4,4,4 So if n = 3, then return [1 2 2 3 3 3] And if n = 5, then return [1 2 2...
alrededor de 1 año ago
Solved
Finding Perfect Squares
Given a vector of numbers, return true if one of the numbers is a square of one of the other numbers. Otherwise return false. E...
alrededor de 1 año ago
Solved
Return area of square
Side of square=input=a Area=output=b
alrededor de 1 año ago
Solved
Maximum value in a matrix
Find the maximum value in the given matrix. For example, if A = [1 2 3; 4 7 8; 0 9 1]; then the answer is 9.
alrededor de 1 año ago
Solved
Reverse the elements of an array
Reverse the order of elements in an array: eg: input X = [ 1 2 3 ; 4 5 6 ; 7 8 9 ] o...
alrededor de 1 año ago
Solved
Remove NaN ?
input -> matrix (n*m) with at least one element equal to NaN; output -> matrix(p*m), the same matrix where we deleted the enti...
alrededor de 1 año ago
Solved
Remove the air bubbles
Given a matrix a, return a matrix b in which all the zeros have "bubbled" to the top. That is, any zeros in a given column shoul...
alrededor de 1 año ago
Solved
Back to basics 21 - Matrix replicating
Covering some basic topics I haven't seen elsewhere on Cody. Given an input matrix, generate an output matrix that consists o...
más de 3 años ago
Solved
Back and Forth Rows
Given a number n, create an n-by-n matrix in which the integers from 1 to n^2 wind back and forth along the rows as shown in the...
más de 3 años ago
Solved
Select every other element of a vector
Write a function which returns every other element of the vector passed in. That is, it returns the all odd-numbered elements, s...
más de 3 años ago
Solved
Determine given vector is even or odd
Find the numbers of the input vector is odd or even then replace even with 1 and odd with 0 Example x = [ 3 3 4 6 1] ...
más de 3 años ago
Solved
Array of Ones
Create a 100 X 100 array of ones.
más de 3 años ago
Solved
Number of digits in an integer
Specifies how many digits in a given integer. Example: in=100 ==> out=3
más de 3 años ago
Solved
multiply by three
Given the variable x as your input, multiply it by 3 and put the result equal to y. Examples: Input x = 2 Output y is ...
más de 3 años ago
Solved
Is my wife right?
Regardless of input, output the string 'yes'.
más de 3 años ago
Solved
Is this triangle right-angled?
Given any three positive numbers a, b, c, return true if the triangle with sides a, b and c is right-angled. Otherwise, return f...
más de 3 años ago
Solved
Find a Pythagorean triple
Given four different positive numbers, a, b, c and d, provided in increasing order: a < b < c < d, find if any three of them com...
más de 3 años ago
Solved
Triangle sequence
A sequence of triangles is constructed in the following way: 1) the first triangle is Pythagoras' 3-4-5 triangle 2) the s...
más de 3 años ago | 1,580 | 5,303 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.0625 | 3 | CC-MAIN-2021-31 | latest | en | 0.559218 |
https://www.mmsonline.com/articles/interpolating-curves | 1,579,868,583,000,000,000 | text/html | crawl-data/CC-MAIN-2020-05/segments/1579250619323.41/warc/CC-MAIN-20200124100832-20200124125832-00200.warc.gz | 980,643,816 | 25,552 | # Interpolating Curves
The ability to import complex curves into CNCs promises to let shops finally get beyond old limitations imposed by contouring with linear interpolation. Faster and smoother cutting will be the result.
## Related Suppliers
For roughly the first 40 years of NC, there was really only one practical way to represent free-flowing curves in a cutter path. Even when CAD/CAM systems could mathematically define virtually any shape with smooth curves, those pristine forms inevitably had to be converted to a series of straight line segments in order to be executed on a numerically controlled machine tool.
In the early days of NC, this method was just fine. Indeed, it was a godsend to shops that heretofore had only tracer mills and hand-crafted patterns with which to control a curved cutter path—with no direct mathematical control at all. As CNC technology has progressed, however, the linear interpolation paradigm has come to be a limiting factor on the contour machining process. It is not accurate, forcing the machinist to work from an approximation of the true workpiece surface geometry rather than the real thing. It is not smooth—what should be a continuous contour is instead machined as a series of facets. It is not fast, because the desire to keep the facets small will limit the achievable feed rate. And it is not efficient, because the many lines required to approximate a contoured surface will swell part programs to enormous sizes, bogging down the process of transferring files from external computers into the CNC.
But it works. And until recently, there was little alternative. That is changing rapidly, however, now that an increasing number of CNC builders are incorporating complex curve interpolation capabilities into some of their controls. Finally, CNCs are beginning to "think" of contoured cutter paths in the same mathematical terms that CAD/CAM systems do. For machine shops—die and mold shops in particular—that's going to mean faster, smoother and more accurate machining of sculptured surfaces.
If you've heard anything about machining directly from curves, you've probably heard that capability referred to as "NURBS interpolation." That was the term coined by German control builder Siemens Energy & Automation (Elk Grove Village, Illinois) when they first introduced the capability several years ago. It's also the term used by GE Fanuc (Charlottesville, Virginia), which made a big splash with their NURBS interpolation capabilities last year. But there are also other kinds of curves that will offer essentially the same user benefits, though mathematicians will debate that point endlessly. Heidenhain (Schaumburg, Illinois), for instance, has recently introduced a curve interpolator based on cubic splines. Mitsubishi (Vernon Hills, Illinois) also reportedly has their own NURBS interpolator in the works.
Here's how the technology is emerging, and what it might mean to you.
The acronym "NURBS" stands for non-uniform rational B-splines, but if you're like most people, that information probably doesn't help very much. To get a handle on why CNC makers are moving to NURBS and other types of curve interpolation, we first have to back up and talk about CAD systems for a moment. The most basic entities CAD systems use to define 2D forms are line segments, circles, and arcs. While these constructs work well enough for defining relatively simple shapes, they quickly grow inadequate for designers seeking to create more complex, free-flowing forms. To deal with this limitation, CAD developers have over the years applied increasingly sophisticated mathematical curve formulas to give designers the tools to create precisely the forms they want and to manipulate those forms as they please. Here are some important curves to know about:
Simple splines are the CAD equivalent of the flexible steel rule that drafters have for years used to create free-flowing curves. The curve is defined by a sequential series of control points, much like pins on a drawing board. Once the coordinates of each control point are established, the computer then "connects the dots" with a smooth curve that literally intersects each point.
B-splines are quite different. They are defined only with endpoints and with control points that do not necessarily intersect the curve itself. Instead, they function essentially like gravity, generally pulling the curve in the control point's direction.
Non-uniform rational B-splines are of a higher mathematical order. Rational means that the weight of the control points' pull can be specified. And non-uniform means that the knot vector —which indicates which portion of a curve is affected by an individual control point—is not necessarily uniform. The upshot of it all is that more control factors can be applied to a formula so that considerably more complex forms can be expressed with a single curve.
While mathematicians and CAD developers can speak to the relative merits of these and other curve equations for hours on end, there are really only two essential issues for machine tool users to grasp. First, these are all mathematically based formulas that define the entire curve, not just intermittent points along the way. And second, because each higher level formula has more variables by which to define a curve, it has the mathematical capability to express exactly any curve created with a lower form. That's why NURBS has become the mother of all curve—and surface—definitions in CAD/CAM systems. It's the tool by which the most complex sculptured surface geometry can be created in a system, and it's a means by which that and other lower level geometry can be exactly exchanged from one system to another.
## What's Wrong With Lines?
That exchange heretofore has been envisioned as being from one CAD/CAM system to another. But now it also can include an appropriately capable CNC, which brings up the first limitation of linear interpolation—accuracy.
In a conventional NC contour programming process, once the underlying surface geometry is created, the CAM system is going analyze that geometry, apply a user-specified tolerance, and then go about generating line segments joined end-to-end to create the final tool path. The tolerance—sometimes referred to as maximum chordal deviation—means that no point on the line segment will fall further from the reference geometry than the specified value, measured perpendicular to the line segment. So before the part program ever gets out of the CAD/CAM department, the tool path has already deviated from the ideal geometry.
That raises the second, and larger, issue—the tradeoff between accuracy and data volume. If the intent is to machine a smooth contour, a visibly faceted tool path is unacceptable in that it is obviously inaccurate and will require laborious hand finishing that degrades final accuracy even more. So the NC programmer sets the tolerance small to keep the line segments short and make the path as accurate and smooth as possible. But since each line segment corresponds to a block in the part program—expressed as an X-Y-Z coordinate "go-to"—the contouring program swells to enormous size.
Now two more issues arise. First, the gargantuan program probably won't all fit in the CNC memory, which necessitates some sort of external memory buffer at the machine tool or DNC link to drip feed the program to the CNC a little at a time. And second, in tight curves large numbers of go-to points will be clustered extremely close together, meaning more blocks for the CNC to process per unit of feed. These two factors form a tag-team that can significantly hamper the speed of the cutting process because the program can't be transferred to the CNC fast enough and/or the blocks can't be executed fast enough by the CNC to keep up with a desirable programmed feed rate. If the data stream intermittently runs dry for either reason, the feed is going to progress in fits and starts, which degrades surface finish, tool life, and maybe accuracy too if the tool is deflecting in an uncontrollable manner. And so the whole program feed rate is run slower than necessary, or the tolerance is set larger than desired, to avoid these problems.
At least, those are major issues with older controls. Newer high end CNCs have much larger memories, can achieve very high block processing speeds, and apply sophisticated look-ahead capabilities that scan ahead in the program for abrupt changes in cutter path direction. Real-time control algorithms not only see the turns coming, but also lower the feed rate in order to keep the cutter on path and avoid moments of data starvation. These features go a long way to alleviating the accuracy-vs.-data compromise necessitated by linear interpolation. Still, even with these extraordinarily capable CNCs, dense clusters of data points in the part program will significantly reduce the average real feed rate due to block processing limitations and because the control system must execute many abrupt local changes in path direction as it "corners" from each line segment to the next.
## Enter The Curve
If you can import tool path curves into the CNC and machine directly from them, however, it's a very different picture. Ideally, the geometry need not be approximated at all. And because very free-flowing forms can be described with a single curve, part program size should be drastically reduced and block processing limitations rendered virtually irrelevant. We say "ideally" here because some practical tradeoffs of this technology are going to be in play for a while. Still, the benefits of curve interpolation are very real, with some companies having already demonstrated how they can work.
According to GE Fanuc, some CNCs have had the ability to internally spline point data in a conventional part program for a while now. For instance, that company has a feature called smoothing interpolation that "preprocesses a large CAM-generated linear interpolation part program into a smaller, NURBS-type format," they say. That helps with block processing problems and smoothes an otherwise faceted tool path. But they also point out a tolerance is applied in this curve-generation process that can compound tolerance errors that were generated by CAM in the initial part program.
The better solution is for the CNC to interpolate directly from the true curves generated in CAM, and that's what GE Fanuc is after with their NURBS interpolation feature. With it, the control reads a very different G-code than that to which machine shops are currently familiar. Rather than the X-Y-Z coordinates of a conventional program block, the NURBS data includes the control points, weights, and knot vectors required to define the curve. The control builder contends that this method of representing curved cutter paths "results in a reduction of program size of 1/10th to 1/100th of a comparable linear interpolation part program and significantly improves the fundamental accuracy issues."
The accuracies of such capabilities are becoming increasingly well documented in high speed machining applications. Indeed, Siemens claims that "in existing applications, accuracies of 0.5 micron with feeds of 400 ipm were reached" with NURBS interpolation on that company's much touted 840D control.
But curve interpolation can also be used simply to go flat-out faster than ever before, since the CNC interpolates the original curve at the CNC's interpolation rate. How much faster? It's hard to say at this point, and many machine tool builders are asking themselves the same question. But we got a tantalizing insight into the issue earlier this summer in the demo area of machine tool builder Makino (Mason, Ohio).
Makino CAD/CAM applications engineer Jeff Wallace believes that NURBS interpolation will result in feed rates being boosted by "at least 30 percent and maybe as much as 50," and has been conducting cutting tests to bear out that hypothesis. To demonstrate, Mr. Wallace showed us the curvy test part being cut on one of Makino's high speed machining centers fit with a GE Fanuc M C control. To see just how fast the machine could contour the foot-long, P20 piece, the path was programmed at a feed rate of 999 ipm and the feed rate override was set at 200 percent. When planar (X-Z) cuts were first executed in a conventional linear interpolation mode, the actual feed rate topped out at about 650 ipm. Then Mr. Wallace switched over to a NURBS representation of the same path, leaving all other parameters unchanged, and immediately the feed began breaking 1,000 ipm at its fastest moments.
That's not going to happen on just any machine tool, of course. But it does nonetheless illustrate the potential of curve interpolation that has captured the attention of high speed machine builders worldwide.
## Programming Issues
There will be much debate in the coming few years over who has the best curve interpolator, much of it based on the math behind the curves themselves. As mentioned earlier, not all curve interpolators are NURBS based. And even if they are, there are several orders of NURBS, which is going to render some NURBS interpolators more mathematically capable than others, though also more processor intensive to compute.
However, those arguments are probably way beyond what's going to matter most to the average shop, particularly given where they are coming from in terms of their existing technology. The far larger issue for now is how to get a good set of curves into a control to begin with, and that returns us to the CAD/CAM department.
The good news is that a number of CAM developers are now actively developing curve output capabilities. One of the early players is EDS Unigraphics (Maryland Heights, Missouri), which already has the capability to post process programs to the NURBS-based formats used respectively by Siemens and GE Fanuc, as well as polynomial formats also used by Siemens and now Heidenhain.
But outputting curves directly from a CAM system isn't the only alternative. For example, the MetaCut system from Northwood Designs, Inc. (Antwerp, New York) can take a conventional part program and convert it to curves for the major control formats. According to company president Bill Elliott, the system was originally configured to convert linear interpolation programs to arcs executed with circular interpolation, and for the very same reasons that curve interpolation is now coming to address. But the checks and balances they developed to correctly fit arcs is applicable to the NURBS-fitting algorithms as well. The system reads in the point data presented in a program and systematically fits curves to that data based on a specified tolerance, and then outputs curve interpolation commands.
Detractors will no doubt argue that this method retains the double-tolerancing issue, first creating the points in CAM and then again with the curve-fitting routine. What they'll miss with this argument, however, is that a CAM system that directly outputs curves probably does it the same way—it just happens internally so the user doesn't see the process. This is not a knock on CAM systems. For several technical reasons, it is a daunting challenge for a CAM tool path processor to output the base surface geometry directly. If that still sounds like a compromise, consider that now the point data can be generated with extremely small tolerances because the size of that file is irrelevant to the machining process. Then when those points are splined, the output curves should provide a considerably closer representation of the base geometry than the conventional approach of linear interpolation. As one CAM developer puts it, working with the point data is the "low hanging fruit" that lets developers deploy current technology to generate output curves that do a significantly better job of representing the base geometry than line segments ever could.
But let us not make too much of the accuracy issue, at least within the context of most 3D contouring applications. As Mr. Elliott puts it, "While the specific shape and accuracy of a airfoil may be critical, this isn't always the case with a mold. You may be more concerned with surface finish than high accuracy, and accomplishing this is the next level of curve machining. In the short term, the greatest gains to be expected from curve machining are reduced machining times and a somewhat smoother surface finish."
Curve interpolation, like any new technology, has its own limitations to work out. And to be sure, much development work is yet to be done by CAD/CAM, CNC, and machine tool builders to bring this technology to the average shop. But curve interpolation does indeed appear to be the future of high performance contouring, and will soon be a better tool than we've ever had before.
### RELATED CONTENT
• #### Understanding Post Processors
What is a post processor? A software engineer from CNC Software, makers of Mastercam programming software, explains the different types of CNC post processors, the different types of post processor users and the different levels of functionality in post processors.
• #### DNC: Faster And Better -- Part One
Direct numerical control (DNC) should solve problems, not create them. If you under-stand how DNC works and follow the tips presented in this article, you can maximize its benefits and avoid headaches with your system. Part One of a two-part series.
• #### B-Axis Turn/Mills Have Their Place
The additional rotary milling axis on these machines allows them to complete many types of complex parts in a single setup, but these machines have gained a reputation for being difficult to program. Today’s CAM software, however, eases the programming challenge significantly. | 3,499 | 17,795 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.546875 | 3 | CC-MAIN-2020-05 | longest | en | 0.962726 |
https://devoidofnulls.wordpress.com/2011/06/10/i-know-calculus-you-know/ | 1,501,015,837,000,000,000 | text/html | crawl-data/CC-MAIN-2017-30/segments/1500549425381.3/warc/CC-MAIN-20170725202416-20170725222416-00378.warc.gz | 646,498,161 | 31,655 | ## I Know Calculus You Know…
I’ve, uh, never been accused of believing in Zeno’s paradox before. Perhaps most ridiculously, I’ve never been accused of believing in Zeno’s paradox after taking the sum of an infinite series finding it’s value finite. That, uh, that’s stupid. Rock stupid. Impossibly improbably stupid. Well…
This is elementary stuff. And if I believed in Zeno’s paradox I wouldn’t get A’s in calculus, heck I’d flunk if I were a Zeno-ite. Needless to say, I’m not. You know, I’d have a lot more to say if I wasn’t just totally floored by this kind of complete absurdity.
### 3 Responses to “I Know Calculus You Know…”
1. Smoking Frog Says:
You’re understating the absurdity. A person doesn’t even have to know calculus to know that the sum of an infinite series can be finite. For example, with 1+1/2+1/4+…, all he has to do is notice that each step only covers half the remaining distance to 2.
I like to argue with absurd critics by repeatedly giving them enough room to go on defending their absurdity. That way, they look worse in the end. This might be a terrible character flaw, though.
It looks to me (I got here a few minutes ago) that you don’t get many comments.
2. timetochooseagain Says:
Smoking Frog-Yeah, this is a pretty obscure blog. Thanks for contributing. Indeed, in the case of that particular infinite series, one can even prove that it equals two geometrically! I’ll bet you have seen that proof before so I won’t get into it here (unless anyone is needlessly curious!) Ah well, I am glad to say that the conflict mostly subsided over there.
Apologies for not getting to your comment sooner, I’ve been out all day!
3. Critical Points « Hypothesis Testing Says:
[…] above is from Wikipedia. As you all should know, I know Calculus. Now, technically, no climate data is a truly differentiable function, since they are not […] | 453 | 1,874 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3 | 3 | CC-MAIN-2017-30 | longest | en | 0.93876 |
https://courseworkheros.com/6-what-is-the-skewness-statistic-for-age-at-enrollment-how-would-you-characterize-the-magnitude-2/ | 1,701,655,874,000,000,000 | text/html | crawl-data/CC-MAIN-2023-50/segments/1700679100523.4/warc/CC-MAIN-20231204020432-20231204050432-00691.warc.gz | 229,416,746 | 15,715 | # 6. What is the skewness statistic for “Age at Enrollment”? How would you characterize the magnitude
Questions to Be Graded EXERCISE 26
### Save your time - order a paper!
Get your paper written from scratch within the tight deadline. Our service is a reliable solution to all your troubles. Place an order on any task and we will take care of it. You won’t have to worry about the quality and deadlines
Order Paper Now
grading. Alternatively, your instructor may ask you to use the space below for notes and submit your
Name: _______________________________________________________ Class: _____________________
Date: ___________________________________________________________________________________
1. Plot the frequency distribution for “Age at Enrollment” by hand or by using SPSS.
2. How would you characterize the skewness of the distribution in Question 1—positively skewed,
3. Compare the original skewness statistic and Shapiro-Wilk statistic with those of the smaller
dataset ( n = 15) for the variable “Age at First Arrest.” How did the statistics change, and how
would you explain these differences?
4. Plot the frequency distribution for “Years of Education” by hand or by using SPSS.
290 EXERCISE 26 • Determining the Normality of a Distribution
5. How would you characterize the kurtosis of the distribution in Question 4—leptokurtic, mesokurtic,
6. What is the skewness statistic for “Age at Enrollment”? How would you characterize the magnitude
of the skewness statistic for “Age at Enrollment”?
7. What is the kurtosis statistic for “Years of Education”? How would you characterize the magnitude
of the kurtosis statistic for “Years of Education”?
8. Using SPSS, compute the Shapiro-Wilk statistic for “Number of Times Fired from Job.” What
would you conclude from the results?
9. In the SPSS output table titled “Tests of Normality,” the Shapiro-Wilk statistic is reported along
with the Kolmogorov-Smirnov statistic. Why is the Kolmogorov-Smirnov statistic inappropriate
to report for these example data?
10. How would you explain the skewness statistic for a particular frequency distribution being low
and the Shapiro-Wilk statistic still being signifi cant at p < 0.05?
Calculating Descriptive Statistics
There are two major classes of statistics: descriptive statistics and inferential statistics.
Descriptive statistics are computed to reveal characteristics of the sample data set and to
describe study variables. Inferential statistics are computed to gain information about
effects and associations in the population being studied. For some types of studies,
descriptive statistics will be the only approach to analysis of the data. For other studies,
descriptive statistics are the fi rst step in the data analysis process, to be followed by inferential
statistics. For all studies that involve numerical data, descriptive statistics are
crucial in understanding the fundamental properties of the variables being studied. Exercise
27 focuses only on descriptive statistics and will illustrate the most common descriptive
statistics computed in nursing research and provide examples using actual clinical
data from empirical publications.
MEASURES OF CENTRAL TENDENCY
A measure of central tendency is a statistic that represents the center or middle of a
frequency distribution. The three measures of central tendency commonly used in nursing
research are the mode, median ( MD ), and mean ( X ). The mean is the arithmetic average
of all of a variable ’ s values. The median is the exact middle value (or the average of the
middle two values if there is an even number of observations). The mode is the most
commonly occurring value or values (see Exercise 8 ).
The following data have been collected from veterans with rheumatoid arthritis ( Tran,
Hooker, Cipher, & Reimold, 2009 ). The values in Table 27-1 were extracted from a larger
sample of veterans who had a history of biologic medication use (e.g., infl iximab [Remicade],
etanercept [Enbrel]). Table 27-1 contains data collected from 10 veterans who had
stopped taking biologic medications, and the variable represents the number of years that
each veteran had taken the medication before stopping.
Because the number of study subjects represented below is 10, the correct statistical
notation to refl ect that number is:
n 10
Note that the n is lowercase, because we are referring to a sample of veterans. If the
data being presented represented the entire population of veterans, the correct notation
is the uppercase N. Because most nursing research is conducted using samples, not populations,
all formulas in the subsequent exercises will incorporate the sample notation, n.
Mode
The mode is the numerical value or score that occurs with the greatest frequency; it does
not necessarily indicate the center of the data set. The data in Table 27-1 contain two
EXERCISE
27 | 1,020 | 4,931 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.1875 | 3 | CC-MAIN-2023-50 | latest | en | 0.882891 |
https://www.learnbyexample.org/r-bar-plot-base-graph/ | 1,717,059,925,000,000,000 | text/html | crawl-data/CC-MAIN-2024-22/segments/1715971059632.19/warc/CC-MAIN-20240530083640-20240530113640-00341.warc.gz | 749,804,956 | 17,645 | A Bar Graph (or a Bar Chart) is a graphical display of data using bars of different heights.
They are good if you to want to visualize the data of different categories that are being compared with each other.
## The barplot() function
In R, you can create a bar graph using the `barplot()` function. It has many options and arguments to control many things, such as labels, titles and colors.
### Syntax
The syntax for the `barplot()` function is:
barplot(x,y,type,main,xlab,ylab,pch,col,las,bty,bg,cex,)
### Parameters
Parameter Description height A vector or matrix of values describing the bars which make up the plot width A vector specifying bar widths space The amount of space left before each bar names.arg The names to be plotted below each bar legend.text The text used to construct a legend for the plot beside If TRUE the columns are portrayed as juxtaposed bars horiz If TRUE, the bars are drawn horizontally density The density of shading lines angle The slope of shading lines col A vector of colors for the bars border The color to be used for the border of the bars main An overall title for the plot xlab The label for the x axis ylab The label for the y axis … Other graphical parameters
## Create a Simple Bar Graph
To get started, you need a set of data to work with. Let’s consider a survey was conducted of a group of 190 individuals, who were asked “What’s your favorite fruit?”.
The result might appear as follows:
Fruit: Apple Kiwi Grapes Banana Pears Orange People: 40 15 30 50 20 35
Let’s put this data in a vector.
``````survey <- c(apple=40, kiwi=15, grape=30, banana=50, pear=20, orange=35)
survey
apple kiwi grape banana pear orange
40 15 30 50 20 35
``````
To create a bar graph just specify the vector in `barplot()` function.
``````barplot(survey)
``````
It is really a good way to show relative sizes: you can see which fruits are most liked, and which are not, at a glance.
## Change Group Names
To explicitly add or change names for each bar or group of bars, use names.arg argument.
``````# Change names for each bar
survey <- c(apple=40, kiwi=15, grape=30, banana=50, pear=20, orange=35)
barplot(survey,
names.arg=c("Fruit1", "Fruit2", "Fruit3", "Fruit4", "Fruit5", "Fruit6"))
``````
If this argument is omitted, then the names are taken from the names attribute of a vector, or the column names from a matrix.
## Coloring a Bar Graph
Use col argument to change the colors used for the bars.
``````survey <- c(apple=40, kiwi=15, grape=30, banana=50, pear=20, orange=35)
barplot(survey,
col="dodgerblue3")
``````
You can change the colors of individual bars by passing a vector of colors to the col argument.
``````survey <- c(apple=40, kiwi=15, grape=30, banana=50, pear=20, orange=35)
barplot(survey,
col=c("red2", "green3", "slateblue4", "yellow2", "olivedrab2", "orange"))
``````
By using the border argument, you can even change the color used for the border of the bars.
``````survey <- c(apple=40, kiwi=15, grape=30, banana=50, pear=20, orange=35)
barplot(survey,
col="lightblue1",
border="dodgerblue3")
``````
## Create a Hatched Bar Graph
Creating hatched graphs in R is rather easy, just specify the density argument in the `barplot()` function.
By default, the bars are hatched with 45° slanting lines; however, you can change it with the angle argument.
``````# Create a hatched barplot with 60° slanting lines
survey <- c(apple=40, kiwi=15, grape=30, banana=50, pear=20, orange=35)
barplot(survey,
col="dodgerblue3",
density=c(30,10,20,35,15,25),
angle=60)
``````
## Adjusting Bar Width and Spacing
To make the bars narrower or wider, set the width of each bar with the width argument. Larger values make the bars wider, and smaller values make the bars narrower.
``````# Set the width of each bar
survey <- c(apple=40, kiwi=15, grape=30, banana=50, pear=20, orange=35)
barplot(survey,
col="dodgerblue3",
width=c(30,10,20,35,15,25))
``````
To add space between bars, specify the space argument. The default value is 0.2.
``````# Add space between bars
survey <- c(apple=40, kiwi=15, grape=30, banana=50, pear=20, orange=35)
barplot(survey,
col="dodgerblue3",
space=1)
``````
## Adding Titles and Axis Labels
You can add your own title and axis labels easily by specifying following functions.
Argument Description main Main plot title xlab x‐axis label ylab y‐axis label
``````survey <- c(apple=40, kiwi=15, grape=30, banana=50, pear=20, orange=35)
barplot(survey,
col="dodgerblue3",
main="Favorite Fruit",
ylab="Number of People")
``````
You can include a legend to your plot, a little box that decodes the graphic for the viewer.
To add a legend, specify following arguments:
Argument Description legend.text a vector of text used to construct a legend for the plot args.legend list of additional arguments to pass to legend()
``````# Add a legend to the top right corner and scale it down by 0.75
survey <- c(apple=40, kiwi=15, grape=30, banana=50, pear=20, orange=35)
barplot(survey,
col=c("red2", "green3", "slateblue4", "yellow2", "olivedrab2", "orange"),
legend.text = c("apple", "kiwi", "grape", "banana", "pear", "orange"),
args.legend=list(cex=0.75,x="topright"))
``````
## Horizontal Bar Graph
You can also plot bars horizontally by setting the horiz argument to TRUE.
``````# Create a horizontal bar graph with horizontal axes labels
survey <- c(apple=40, kiwi=15, grape=30, banana=50, pear=20, orange=35)
barplot(survey,
col="dodgerblue3",
horiz=TRUE,
las=1)
``````
## Stacked Bar Graph
If your data contains several groups of categories, you can display the data in a bar graph in one of two ways. You can decide to show the bars in groups (grouped bars) or you can choose to have them stacked (stacked bars).
Suppose our earlier survey of 190 individual involved 100 men and 90 women with the following result:
apple kiwi grape banana pear orange men 22 10 15 23 12 18 women 18 5 15 27 8 17
You can put this data in a matrix like this:
``````men <- c(apple=22, kiwi=10, grape=15, banana=23, pear=12, orange=18)
women <- c(apple=18, kiwi=5, grape=15, banana=27, pear=8, orange=17)
survey <- rbind(men, women)
survey
apple kiwi grape banana pear orange
men 22 10 15 23 12 18
women 18 5 15 27 8 17
``````
Now you can pass this matrix to the `barplot()` function to create a stacked bar graph.
``````# Create a stacked barplot and add a legend
barplot(survey,
col=c("dodgerblue3", "skyblue1"),
legend.text = rownames(m),
args.legend=list(cex=0.75,x = "topright"))
``````
## Grouped Bar Graph
Grouped bar graphs are similar to stacked bar graphs; the only difference is that the grouped bar graph shows the bars in groups instead of stacking them.
In R, you just have to set beside to TRUE to go from one to the other.
``````# Create a grouped barplot and add a legend
men <- c(apple=22, kiwi=10, grape=15, banana=23, pear=12, orange=18)
women <- c(apple=18, kiwi=5, grape=15, banana=27, pear=8, orange=17)
survey <- rbind(men, women)
barplot(survey,
beside = TRUE,
col = c("dodgerblue3", "skyblue1"),
legend.text = rownames(m),
args.legend = list(cex=0.75,x = "topright"))
`````` | 2,065 | 7,170 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.890625 | 3 | CC-MAIN-2024-22 | latest | en | 0.82886 |
https://www.coursehero.com/file/5576448/6-System-Def/ | 1,513,560,300,000,000,000 | text/html | crawl-data/CC-MAIN-2017-51/segments/1512948599549.81/warc/CC-MAIN-20171218005540-20171218031540-00616.warc.gz | 733,939,222 | 27,914 | 6_System_Def
# 6_System_Def - Chapter 6 Introduction to Systems Chapter...
This preview shows pages 1–3. Sign up to view the full content.
105 Chapter 6 Introduction to Systems Chapter Outline 6.1 DEFINITION OF A SYSTEM. ............................................................... 107 6.1.1 Definitions. ................................................................................................................................... 107 6.1.2 Representations of Systems . ................................................................................................ 110 6.2 SYSTEM REPRESENTATIONS. ........................................................... 111 6.2.1 Introduction to System Representations. ........................................................................ 111 6.2.2 Differential Equations . ............................................................................................................ 112 6.2.3 Laplace Transfer Functions. ................................................................................................. 112 6.2.4 Convolution Integral . ............................................................................................................... 113 6.2.5 Fourier Transfer Function. ..................................................................................................... 114 6.2.6 Response to Standard Inputs. ............................................................................................... 114 6.3 ELECTRICAL NETWORKS . ................................................................ 116 6.3.1 System Representations. ........................................................................................................ 116 6.3.2 The Step and Impulse Responses. ..................................................................................... 119 6.4 MASS-SPRING-DAMPER SYSTEM. ..................................................... 120 6.4.1 System Representations. 120 6.4.2 The Step and Impulse Responses. 123 6.5 PROOF-MASS ACTUATORS . 124 6.5.1 Linear Motors as Actuators . 124 6.5.2 System Representations. 126 6.5.3 The Step and Impulse Responses. 127 6.6 CHAPTER SUMMARY. 128 6.6.1 Definitions. 128 6.6.2 Comparison of Impulse and Step Responses for the Three Systems. ............... 129 6.7 HOMEWORK FOR CHAPTER 6. .......................................................... 130 In Chapter 5 we introduced the concept of a signal. This concept is one of the most fundamental concepts in system theory. In this chapter we use the concept of a signal to define the second fundamental concept of system theory: a system. As described in Chapter 1, the input signal to a system produces an output signal. This definition is very general, and it allows us great flexibility in applying it to a variety of physical processes. At the same time there are a number of very powerful system theoretic tools available that we can use to analyze very complex systems. It is the purpose of this text to begin the development of the concepts and tools related to systems. A system is given concrete mathematical expression by an explicit mathematical description of the system called a model . The premise of system
This preview has intentionally blurred sections. Sign up to view the full version.
View Full Document
106 Chapter 6 Introduction to Systems theory is that a mathematical model can be used to gain insight into a physical processes. Implied in this statement is that: (1) we can find a model that adequately describes the physical process, (2) this model is suitable for analysis, and (3) this model is suitable for design (if applicable). It is important to recognize that a model can accurately describe the physical observations, but be too complicated for analysis or design. Or a model that lends itself to analysis and design can be too simplistic to accurately describe the observations. In order to choose an appropriate model, it is important to understand what system analysis techniques exist, and to what kinds of system models these analysis techniques apply. These analysis techniques include both mathematical tools and computer-aided design packages. It is the purpose of this text to develop this background. It is the purpose of this chapter to introduce several different kinds of models, called representations, that we will study in the coming chapters. In order to firmly fix the concept of a system, we will also introduce several systems that we will use to illustrate the concepts in the coming chapters.
This is the end of the preview. Sign up to access the rest of the document.
{[ snackBarMessage ]}
### Page1 / 28
6_System_Def - Chapter 6 Introduction to Systems Chapter...
This preview shows document pages 1 - 3. Sign up to view the full document.
View Full Document
Ask a homework question - tutors are online | 883 | 4,867 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.859375 | 3 | CC-MAIN-2017-51 | latest | en | 0.289825 |
https://onlineessayforum.com/virtual-lab-chemical-equations/ | 1,679,642,222,000,000,000 | text/html | crawl-data/CC-MAIN-2023-14/segments/1679296945248.28/warc/CC-MAIN-20230324051147-20230324081147-00364.warc.gz | 514,587,552 | 13,904 | # Virtual Lab – Chemical Equations
Virtual Lab – Chemical Equations
Start the lab by clicking this link.
Login using the provided username. This should bring you to the virtual lab interface. Watch the introduction video and read the directions on the screen.
Record all of your answers in the journal while conducting the entire lab (including the analysis section). DO NOT FORGET TO SAVE YOUR JOURNAL ENTRIES. Upload your saved journal entries here for your grade.
Law of Conservation of Matter
This law states that matter cannot be created or destroyed. This means that during a chemical reaction there are the same number of atoms before and after. However, not all molecules react in a one to one ratio.
Mg + O2 → MgO
Because oxygen is a diatomic molecule (O
2
) in a one to one ratio, there is an oxygen atom left over that must be used. If we add another atom of magnesium it can bond with that leftover oxygen to produce two molecules of MgO.
2Mg + O2
→ 2MgO
This equation is now balanced, meaning that it shows the correct ratio so that there are the same number of atoms before and after the reaction.
When balancing a chemical equation you may NOT change any chemical formulas or add any subscripts.
Steps to Balancing Equations:
1. Count the number of each type of atom on each side of the arrow.
2. If a polyatomic ion is on both sides of the reaction, you may count it as one ion.
3. Add coefficients in front of chemical formulas in order to balance the equation.
4. Balance hydrogen and oxygen (if present) last.
5. Make sure your have the lowest ratio possible when done. (Reduce all coefficients if possible.)
Watch the video below to watch me work through these two examples, plus 1 more. You might want to pause the video at times so that you can practice and check your work.
Example 1: Balance the following equation.
___CH4 + ___O2
→ ___CO2 + ___H2O
C – 1 C – 1
H – 4 H – 2
O – 2 O – 3
(2 + 1)
We can see that our carbons are balanced, but our hydrogen and oxygen atoms are both unbalanced. We may only add coefficients in the underlined spaces. In order to make there be 4 hydrogen on the right side of the equation we should add a 2 in front of H
2
O.
___CH4 + ___O2
→ ___CO2 + _2_H2O
C – 1 C – 1
H – 4 H –
2
O – 2 O –
3
4
This coefficient balances our hydrogen atoms. It also changes how many oxygen atoms we have on the right side of our equation, so we change our count. Now in order to balance our oxygen atoms we should put a 2 in front of the O
2
.
___CH4 + _2_O2
→ ___CO2 + _2_H2O
C – 1 C – 1
H – 4 H –
2
4
O –
2
4 O –
3
4
Our equation is now balanced!
Balancing is a process of trial and error and you will only get better at it with practice. Also, there are sometimes many paths to the same correct answer. If you find yourself going in circles while balancing a problem, start fresh and don’t get discouraged.
Example 2: Balance the following equation.
___K3PO4 + ___HCl → ___KCl + ___H3PO4
K – 3
K – 1
PO
4
– 1 PO
4
– 1
We can count this as ONE item because POstays together.
H – 1 H – 3
Cl – 1 Cl – 1
We can see that the K and H are not balanced. We can balance the potassium by putting a 3 in front of KCl.
___K3PO4 + ___HCl → _3_KCl + ___H3PO4
K – 3
K –
1
3
PO
4
– 1 PO
4
– 1
H – 1 H – 3
Cl – 1 Cl –
1
3
Now we can balance our hydrogen by placing a 3 in front of HCl.
___K3PO4 + _3_HCl → _3_KCl + ___H3PO4
K – 3
K –
1
3
PO
4
– 1
PO
4
– 1
H –
1
3 H – 3
Cl –
1
3 Cl –
1
3
Now our equation is balanced!
Click for some more balancing practice. This is not for a grade but will help you gain confidence in your balancing skills!
Thanks for installing the Bottom of every post plugin by Corey Salzano. Contact me if you need custom WordPress plugins or website design. | 1,168 | 4,295 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.890625 | 3 | CC-MAIN-2023-14 | latest | en | 0.859686 |
https://www.coursehero.com/file/6666521/ast1/ | 1,516,752,829,000,000,000 | text/html | crawl-data/CC-MAIN-2018-05/segments/1516084892802.73/warc/CC-MAIN-20180123231023-20180124011023-00786.warc.gz | 874,061,335 | 23,602 | # ast1 - Math 3124 Tuesday September 20 First Sample Test...
This preview shows pages 1–2. Sign up to view the full content.
This preview has intentionally blurred sections. Sign up to view the full version.
View Full Document
This is the end of the preview. Sign up to access the rest of the document.
Unformatted text preview: Math 3124 Tuesday, September 20 First Sample Test Solutions 1. We can define f and g more simply by f ( x ) = 0 for all x ∈ S and g ( x ) = x for all x ∈ S . (a) From the above, it is now obvious that f is not onto and g is onto. (b) Again using the above, we see that f ◦ g ( x ) = f ( x ) = 0 and g ◦ f ( x ) = g ( ) = for all x ∈ S . Therefore f ◦ g = g ◦ f . 2. α = ( 1 6 )( 2 4 3 5 7 )( 8 9 ) . For example 4 → 4 → 4 → 7 → 3, 6 → 9 → 1 → 1 → 1 etc. To get α- 1 , write out in the reverse order; thus α- 1 = ( 1 6 )( 7 5 3 4 2 )( 8 9 ) . 3. G T is all those elements of S 5 which when written as a product of disjoint cycles do not involve 2 and 4. Thus G T = { ( 1 ) , ( 1 3 ) , ( 3 5 ) , ( 5 1 ) , ( 1 3 5 ) , ( 1 5 3 ) } . The elements of G T which are in A 5 are (1), (1 3 5) and (1 5 3). G ( T ) consists of those elements of S 5 which when written as a product of disjoint cycles, each cycle uses only the numbers 1,3,5 or only the numbers 2,4. Thus G T = {...
View Full Document
{[ snackBarMessage ]}
### Page1 / 2
ast1 - Math 3124 Tuesday September 20 First Sample Test...
This preview shows document pages 1 - 2. Sign up to view the full document.
View Full Document
Ask a homework question - tutors are online | 531 | 1,561 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.9375 | 4 | CC-MAIN-2018-05 | latest | en | 0.87151 |
https://catalog.cocc.edu/course-outlines/mth-102/ | 1,597,277,336,000,000,000 | text/html | crawl-data/CC-MAIN-2020-34/segments/1596439738950.31/warc/CC-MAIN-20200812225607-20200813015607-00306.warc.gz | 239,130,921 | 5,357 | # MTH 102 : Applied Technical Mathematics
## Transcript title
Applied Technical Mathematics
4
40
40
## Prerequisites
MTH 060 or higher or minimum placement Math Level 10.
## Description
Presents algebraic, geometric, and trigonometric concepts in a practical and applied workplace problem-solving context. Includes mathematical operations with real numbers, measurement, ratios, proportions, percentages, dimensional analysis, order of operations, solving equations numerically and symbolically, right triangle trigonometry, area, perimeter, surface area, volume, and weights.
## Learning outcomes
1. Evaluate real number numerical expressions by hand and with the use of appropriate use of technology.
2. Solve linear, higher order, and literal equations.
3. Convert standard and metric units of measure in the calculation of length, area, volume, and weight.
4. Apply algebra, geometry, and trigonometry concepts to solve contextual workplace applications and projects.
5. Analyze context and data to determine appropriate mathematical process and problem-solving strategy.
6. Communicate problem-solving processes and solutions.
## Content outline
Foundational Skills
• Order of operations
• Operations with real numbers
• Measurement
• Ratio, proportion, and percent
• Dimensional analysis
Formulas and Equations
• Solve linear equations
• Solve higher order equations
• Solve literal equations
• Regression models
Geometry
• Pythagorean theorem
• Angles
• Right-angle trigonometry
• Area and perimeter
• Surface area
• Volume
• Weight (of a geometric solid with a constant density)
## Required materials
A combination of low cost textbooks, instructor provided materials and a course pack will be used. | 346 | 1,722 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.609375 | 3 | CC-MAIN-2020-34 | latest | en | 0.792231 |
http://stackoverflow.com/questions/7849813/difference-between-matching-and-perfect-matching | 1,409,182,600,000,000,000 | text/html | crawl-data/CC-MAIN-2014-35/segments/1408500829916.85/warc/CC-MAIN-20140820021349-00216-ip-10-180-136-8.ec2.internal.warc.gz | 190,604,223 | 16,137 | # Difference between matching and perfect matching
Consider a set M = {m1, m2, ..., mn} of n men, and a set W = {w1, w2, ..., wn} of n women. Let M X W denote the set of all possible ordered pairs of the form (m, w), where m belongs to M and w belongs to W.
A matching S is a set of ordered pairs, each from M X W, with the property that each member of M and each member of W appears in at most one pair in S.
A perfect matching S1 is a matching with the property that each member of M and each member of W appears in exactly one pair in S1.
I am having tough time to understand above statment on definitions of matching and perfect matching.
Can any one give me an example on matching and perfect matching on following example. M = {m1,m2, m3} and w = {w1, w2, w3}
Thanks for help
-
A better example would be to use `M={m1,m2,m3,m4}` and `W={w1,w2,w3}`. There is no perfect match possible because at least one member of M cannot be matched to a member of W, but there is a matching possible. An example of a matching is `[{m1,w1},{m2,w2},{m3,w3}] (m4 is unmatched)`
In the example you gave a possible matching can be a perfect matching because every member of M can be matched uniquely to a member of W.
-
Here's a matching: ∅. No member of M, nor any member of W, appears in more than one pair in ∅, trivially, so the definition is satisfied.
∅ is not a perfect mathing, though, since no members of W or M appear in its pairs (since there are no pairs in it).
-
what is pi symbol above? – venkysmarty Oct 21 '11 at 13:16
That's not pi, that's the empty set. – larsmans Oct 21 '11 at 13:16
@venkysmarty - If you don't understand the representation for an empty set then your understanding of set theory is very basic. – Brett Walker Oct 21 '11 at 13:17
A matching:
`````` {(m1,w1), (m2,w2)}
``````
A perfect matching:
`````` {(m1,w1), (m2,w2), (m3,w3)}
``````
-
can u pls eloborate, here (m1, w1) and (m1, w1) appears in both sets may be stupid question then what is difference between these two – venkysmarty Oct 21 '11 at 13:14
The difference is that the first doesn't contain the pair `(m3, w3)` and the second does. – Matt Ball Oct 21 '11 at 13:24
@venky A `perfect match` must contain all the elements, while a non-perfect one may contain only a (possible empty) subset. – belisarius Oct 21 '11 at 13:27 | 682 | 2,332 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.84375 | 4 | CC-MAIN-2014-35 | latest | en | 0.954473 |
http://mathforum.org/kb/plaintext.jspa?messageID=5831193 | 1,511,317,939,000,000,000 | text/html | crawl-data/CC-MAIN-2017-47/segments/1510934806447.28/warc/CC-MAIN-20171122012409-20171122032409-00680.warc.gz | 198,053,917 | 2,316 | ```Date: Jul 29, 2007 2:31 PM
Author: Stephen J. Herschkorn
Subject: AC method of factoring polynomials
Summary: How well known and/or frequently taught is the AC method of factoring, sometimes called factoring by grouping.Factoring of polynomials often seemed like an art to me. For example, consider18x^2 + 7x - 30.I used to consider all possible pairs of factors of 18 and of 30 until I found the right coefficients. Considering placement of thes factors, that's 24 possible combinations, though with intuition (hence the art), I might be able to narrow down the search. From a current client's textbook on College Algebra, I only recently learned a method the book calls "factoring by grouping." The client's professor calls it the "AC method," from consideration of polynomials of the type Ax^2 + Bx + C. Here's how it works in the above example:- Multiply the leading coeffiecient 18 = 2 x 3^2 and the constant term -30 = -2 x 3 x 5, getting -540 = -2^2 x 3^3 x 5.- Find a pair of factors of -540 such that their sum is the middle coefficient 7. That is equivalent to findiing factors of 540 whose difference is 7. Either by listing all the factors or by looking at the prime factorization, we find 20 = 2^2 x 5 and 27 = 3^3 as these factors. I prefer the prime factorization way, in which case I didn't even need the fact that the product was 540.- Rewrite the polynomial by splitting up the middle term: 18x^2 +27x - 20x + 30. (-20x + 27x will work as well.)- Factor by grouping: 9x(2x + 3) - 10(2x + 3) = (9x -10) (2x + 3). Voil`a! (grave accent)- If no pair of factors of AC (the product of the leading coefficient and the constant term) sum to the middle coefficient B, then the polynomial is irreducible.When A > 1, this approach seems in general a lot easier to me than searching pairs of factors of A and C individually. If you haven't seen this before, try it on some examples yourself, such as6x^2 + 13x y + 6y^216a^4 - 24a^2 b + 9b^212x^2 - 29x + 156b^2 + 13b - 2810m^2 -13m n - 3n^2I don't think it is the case that I learned this method once long ago and subsequently forgot it, so I am surprised I never saw it before. How well known is this method? Is it taught much? I don't find it in my favorite College Algebra text (by C.H. Lehmann), and it doesn't show up in the first three pages from Googl(R)ing "polynomial factor." At least one of my more advanced clients had never seen it before either.-- Stephen J. Herschkorn sjherschko@netscape.netMath Tutor on the Internet and in Central New Jersey and Manhhattan
``` | 754 | 2,602 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.34375 | 4 | CC-MAIN-2017-47 | longest | en | 0.932216 |
https://ltwork.net/what-is-the-slope-of-a-line-that-passes-through-the-point--2486583 | 1,679,374,405,000,000,000 | text/html | crawl-data/CC-MAIN-2023-14/segments/1679296943625.81/warc/CC-MAIN-20230321033306-20230321063306-00530.warc.gz | 439,222,219 | 12,695 | # What is the slope of a line that passes through the point (-2,-5) and (18,-5)?
###### Question:
What is the slope of a line that passes through the point (-2,-5) and (18,-5)?
### Set these 2 distances to equal each other
Set these 2 distances to equal each other...
### Why was non-realistic art popular after ww1
Why was non-realistic art popular after ww1...
### If these are correct.
If these are correct. $If these are correct.$...
### What numbers have a sum of 40 and a difference of 10
What numbers have a sum of 40 and a difference of 10...
### Solve 2x^2+8x-7=-2 by completing the square
Solve 2x^2+8x-7=-2 by completing the square...
### Read the prompt and type your response in the space provided. write definitions for third-person
Read the prompt and type your response in the space provided. write definitions for third-person limited and third-person omniscient point of view....
### Bruce was driving to work yesterday when he was nearly run off the road by a speeding furniture delivery truck. On the back of the
Bruce was driving to work yesterday when he was nearly run off the road by a speeding furniture delivery truck. On the back of the truck was a phone number to call if you believed the driver was not handling the truck safely. Rather than deciding to never buy furniture from this furniture company, B...
### 30 points fast Now it is time to write about some of the texts you’ve read and studied! So far in this unit, you have examined the following works:
30 points fast Now it is time to write about some of the texts you’ve read and studied! So far in this unit, you have examined the following works: “I dwell in Possibility,” “Ozymandias,” “Do Not Go Gentle into That Good Night,” “The Charge of the Light Brigade,” “The Battle of B...
### Which statement about the following equations is correct? y = 2 + 5 y = -2x + 5 Select one: O a. The equations are dependent because
Which statement about the following equations is correct? y = 2 + 5 y = -2x + 5 Select one: O a. The equations are dependent because the lines are the same line. O b. The equations are dependent because the lines do not intersect. c. The equations are independent because the equations represent para...
### Explain how to solve inequalities that involve multiplication and division.
Explain how to solve inequalities that involve multiplication and division....
### Why did some people in the United States not support the alliance with the Soviet Union during World War II
Why did some people in the United States not support the alliance with the Soviet Union during World War II...
### Sandy is trying to decide which new soft drink to try. she decides to try 'bliss mist' because it has a prettier bottle
Sandy is trying to decide which new soft drink to try. she decides to try "bliss mist" because it has a prettier bottle and the theme song is running through her head. sandy is using the heuristic to make her decision. availability "length equals strength" "how do i feel about it? " anchoring and a...
### In a 14-game season, a football team scores the following points as displayed in the frequency table.
in a 14-game season, a football team scores the following points as displayed in the frequency table. points scored frequency 0-14 15-30 31-45 > 45 which is a possible median for the number of points scored in a game? 13, 27, 33,48...
### A barefoot field-goal kicker imparts a speed of 47 m/s to a football initially at rest.If the football
A barefoot field-goal kicker imparts a speed of 47 m/s to a football initially at rest. If the football has a mass of 0.36 kg and the time of contact with the ball is 0.012 s, what is the force exerted by the ball on the kicker's foot? Answer in units of N....
### What volume of solution gives the desired moles? 0.53mol from a 7.25M solution 0.035mol from a 1.25M
What volume of solution gives the desired moles? 0.53mol from a 7.25M solution 0.035mol from a 1.25M solution 0.0013mol from a 0.090M solution...
### On January 1, 2021, M Company granted 95,000 stock options to certain executives. The options are exercisable
On January 1, 2021, M Company granted 95,000 stock options to certain executives. The options are exercisable no sooner than December 31, 2023, and expire on January 1, 2027. Each option can be exercised to acquire one share of $1 par common stock for$12. An option-pricing model estimates the fair ...
### 10) How long ago did construction begin on the Great Wall?2.300 years ago23000 years aus• 230 years ago12.300 years
10) How long ago did construction begin on the Great Wall? 2.300 years ago 23000 years aus • 230 years ago 12.300 years...
### What type of people make the law ?
What type of people make the law ?... | 1,157 | 4,759 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 2, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.3125 | 3 | CC-MAIN-2023-14 | latest | en | 0.957178 |
https://fr.slideserve.com/webb/gases | 1,680,368,221,000,000,000 | text/html | crawl-data/CC-MAIN-2023-14/segments/1679296950110.72/warc/CC-MAIN-20230401160259-20230401190259-00658.warc.gz | 308,042,992 | 21,939 | # Gases
Télécharger la présentation
## Gases
- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
##### Presentation Transcript
1. Gases Chapter 5 Problems: 14, 19, 20, 21, 26, 32, 34, 36, 40, 42, 43, 44, 47, 48, 50, 52, 54, 59, 60, 63, 66, 67, 76, 84, 88, 102,Graham’s lawproblems
2. 5.1
3. Physical Characteristics of Gases • Gases assume the volume and shape of their containers. • Gases are the most compressible state of matter. • Gases will mix evenly and completely when confined to the same container. • Gases have much lower densities than liquids and solids. 5.1
4. Force Area Barometer Pressure = (force = mass x acceleration) Units of Pressure 1 pascal (Pa) = 1 N/m2 1 atm = 760 mm Hg = 760 torr = 101,325 Pa = 14.7 psi = 29.92 in. Hg 5.2
5. 10 miles 0.2 atm 4 miles 0.5 atm Sea level 1 atm 5.2
6. Boyle’s Law P α 1/V This means Pressure and Volume are INVERSELY PROPORTIONAL if moles and temperature are constant (do not change). For example, P goes up as V goes down. P1V1 = P2 V2 Robert Boyle (1627-1691). Son of Earl of Cork, Ireland.
7. Charles’s Law If n and P are constant, then V α T V and T are directly proportional. V1 V2 = T1 T2 • If one temperature goes up, the volume goes up! Jacques Charles (1746-1823). Isolated boron and studied gases. Balloonist.
8. Gay-Lussac’s Law If n and V are constant, then P α T P and T are directly proportional. P1 P2 = T1 T2 If one temperature goes up, the pressure goes up! Joseph Louis Gay-Lussac (1778-1850)
9. Combined Gas Law • The good news is that you don’t have to remember all three gas laws! Since they are all related to each other, we can combine them into a single equation. BE SURE YOU KNOW THIS EQUATION! P1 V1 P2 V2 = T1 T2 No, it’s not related to R2D2
10. And now, we pause for this commercial message from STP • 1 mol of any gas at STP has a volume of 22.4 L Standard Pressure = 1 atm (or an equivalent) Standard Temperature = 0 deg C (273 K) STP allows us to compare amounts of gases between different pressures and temperatures
11. Constant temperature Constant pressure Avogadro’s Law Va number of moles (n) V = constant x n V1/n1 = V2/n2 5.3
12. Boyle’s law: V a (at constant n and T) Va nT nT nT P P P V = constant x = R 1 P Ideal Gas Equation Charles’ law: VaT(at constant n and P) Avogadro’s law: V a n(at constant P and T) R is the gas constant PV = nRT 5.4
13. The conditions 0 0C and 1 atm are called standard temperature and pressure (STP). Experiments show that at STP, 1 mole of an ideal gas occupies 22.414 L. R = (1 atm)(22.414L) PV = nT (1 mol)(273.15 K) PV = nRT R = 0.082057 L • atm / (mol • K) 5.4
14. m V PM = RT dRT P Density (d) Calculations m is the mass of the gas in g d = M is the molar mass of the gas Molar Mass (M ) of a Gaseous Substance Solve for n, which = mass/molar mass Or, M = d is the density of the gas in g/L 5.4
15. 54.6 g/mol M = L•atm mol•K A 2.10-L vessel contains 4.65 g of a gas at 1.00 atm and 27.00C. What is the molar mass of the gas? PV = nRT 2.10 L X 1 atm n = 0.0821 x 300.15 K n = 0.0852 mol g n = M 5.3
16. What is the volume of CO2 produced at 370 C and 1.00 atm when 5.60 g of glucose are used up in the reaction: C6H12O6 (s) + 6O2 (g) 6CO2 (g) + 6H2O (l) 6 mol CO2 g C6H12O6 mol C6H12O6 mol CO2V CO2 x 1 mol C6H12O6 1 mol C6H12O6 x 180 g C6H12O6 L•atm mol•K nRT 0.187 mol x 0.0821 x 310.15 K = P 1.00 atm Gas Stoichiometry 5.60 g C6H12O6 = 0.187 mol CO2 V = = 4.76 L 5.5
17. Dalton’s Law of Partial Pressures V and T are constant P1 P2 Ptotal= P1 + P2 5.6
18. PA = nART nBRT V V PB = nA nB nA + nB nA + nB XB = XA = ni mole fraction (Xi) = nT Consider a case in which two gases, A and B, are in a container of volume V. nA is the number of moles of A nB is the number of moles of B PT = PA + PB PA = XAPT PB = XBPT Pi = XiPT 5.6
19. 0.116 8.24 + 0.421 + 0.116 A sample of natural gas contains 8.24 moles of CH4, 0.421 moles of C2H6, and 0.116 moles of C3H8. If the total pressure of the gases is 1.37 atm, what is the partial pressure of propane (C3H8)? Pi = XiPT PT = 1.37 atm = 0.0132 Xpropane = Ppropane = 0.0132 x 1.37 atm = 0.0181 atm 5.6
20. 2KClO3 (s) 2KCl (s) + 3O2 (g) PT = PO + PH O 2 2 Bottle full of oxygen gas and water vapor 5.6
21. 5.6
22. P V Chemistry in Action: Scuba Diving and the Gas Laws 5.6
23. Kinetic Molecular Theory of Gases • A gas is composed of molecules that are separated from each other by distances far greater than their own dimensions. The molecules can be considered to be points; that is, they possess mass but have negligible volume. • Gas molecules are in constant motion in random directions. Collisions among molecules are perfectly elastic. • Gas molecules exert neither attractive nor repulsive forces on one another. • The average kinetic energy of the molecules is proportional to the temperature of the gas in kelvins. Any two gases at the same temperature will have the same average kinetic energy 5.7
24. Kinetic theory of gases and … • Compressibility of Gases • Boyle’s Law • Pa collision rate with wall • Collision rate a number density • Number density a 1/V • Pa 1/V • Charles’ Law • Pa collision rate with wall • Collision rate a average kinetic energy of gas molecules • Average kinetic energy aT • PaT 5.7
25. Kinetic theory of gases and … • Avogadro’s Law • Pa collision rate with wall • Collision rate a number density • Number density an • Pan • Dalton’s Law of Partial Pressures • Molecules do not attract or repel one another • P exerted by one type of molecule is unaffected by the presence of another gas • Ptotal = SPi 5.7
26. n = = 1.0 PV RT Deviations from Ideal Behavior 1 mole of ideal gas Repulsive Forces PV = nRT Attractive Forces 5.8
27. ( ) P + (V – nb) = nRT } } corrected pressure corrected volume an2 V2 Van der Waals equation nonideal gas 5.8
28. The distribution of speeds of three different gases at the same temperature 3RT urms = M Velocity of a Gas The distribution of speeds for nitrogen gas molecules at three different temperatures 5.7
29. NH4Cl Gas diffusion is the gradual mixing of molecules of one gas with molecules of another by virtue of their kinetic properties. NH3 17 g/mol HCl 36 g/mol 5.7
30. Gas Diffusionrelation of mass to rate of diffusion • HCl and NH3 diffuse from opposite ends of tube. • Gases meet to form NH4Cl • HCl heavier than NH3 • Therefore, NH4Cl forms closer to HCl end of tube.
31. diffusion is the gradual mixing of molecules of different gases. effusion is the movement of molecules through a small hole into an empty container. GAS DIFFUSION AND EFFUSION
32. GAS DIFFUSION AND EFFUSION Graham’s law governs effusion and diffusion of gas molecules. KE=1/2 mv2 Rate of effusion is inversely proportional to its molar mass. Thomas Graham, 1805-1869. Professor in Glasgow and London.
33. GAS DIFFUSION AND EFFUSION Molecules effuse thru holes in a rubber balloon, for example, at a rate (= moles/time) that is • proportional to T • inversely proportional to M. Therefore, He effuses more rapidly than O2 at same T. He
34. Graham’s Law Problem 1 1 mole of oxygen gas and 2 moles of ammonia are placed in a container and allowed to react at 850 degrees celsius according to the equation: 4 NH3(g) + 5 O2(g) --> 4 NO(g) + 6 H2O(g) Using Graham's Law, what is the ratio of the effusion rates of NH3(g) to O2(g)?
35. Graham’s Law Problem 2 What is the rate of effusion for H2 if 15.00 ml of CO2 takes 4.55 sec to effuse out of a container?
36. Graham’s Law Problem 3 What is the molar mass of gas X if it effuses 0.876 times as rapidly as N2(g)? | 2,426 | 7,587 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.03125 | 4 | CC-MAIN-2023-14 | latest | en | 0.802312 |
https://socratic.org/questions/how-do-you-solve-q-12-3-5q-2-1 | 1,638,719,037,000,000,000 | text/html | crawl-data/CC-MAIN-2021-49/segments/1637964363189.92/warc/CC-MAIN-20211205130619-20211205160619-00129.warc.gz | 594,203,099 | 5,921 | # How do you solve (q - 12) 3 <5q + 2?
Jul 12, 2016
$q > - 19$
#### Explanation:
Multiply out the bracket on the left hand side:
$3 \cdot q - 3 \cdot 12 < 5 q + 2$
$3 q - 36 < 5 q + 2$
Subtract $3 q$ from both sides of the inequality:
$- 36 < 2 q + 2$
Subtract 2 from both sides of the inequality:
$- 38 < 2 q$
Divide both sides by 2
$- 19 < q$
So our solution is that $q > - 19$ | 154 | 392 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 8, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.59375 | 5 | CC-MAIN-2021-49 | latest | en | 0.725189 |
https://www.topperlearning.com/answer/if-all-sides-of-a-parallelogram-touch-a-circle-prove-that-the-parallelogram-is-a-rhombus/ryj1enn | 1,670,035,974,000,000,000 | text/html | crawl-data/CC-MAIN-2022-49/segments/1669446710918.58/warc/CC-MAIN-20221203011523-20221203041523-00070.warc.gz | 1,098,850,611 | 57,673 | Request a call back
If all sides of a parallelogram touch a circle,prove that the parallelogram is a rhombus
Asked by | 29 Feb, 2008, 03:08: PM
Solution
Given
Parallelogram ABCD touches a circle with centre O.
To prove
ABCD is a rhombus.
Proof
Since the length of the tangents from an external point to a given circle are equal
So,
AP=AS (i)
BP=BQ (ii)
CR=CQ and (iii)
DR=DS (iv)
(AP+BP)+(CR+DR)=(AS+DS)+(BQ+CQ)
Since ABCD is a Parallelogram CD=AB and BC=AD
But AB=CD and AD=BC as opposite sides of a Parallelogram are equal.
Hence ABCD is a rhombus.
Answered by | 29 Feb, 2008, 04:09: PM
CBSE 10 - Maths
Asked by krnishant027 | 18 Sep, 2020, 01:37: PM
CBSE 10 - Maths
Asked by technicalboy43 | 17 Mar, 2020, 08:47: AM
CBSE 10 - Maths
Asked by sparkrawknee | 23 Dec, 2019, 01:02: PM
CBSE 10 - Maths
Asked by Rohit | 11 Jan, 2013, 09:02: AM
CBSE 10 - Maths
Asked by | 05 Jan, 2013, 08:56: PM
CBSE 10 - Maths
Asked by Subin Duresh S | 27 Dec, 2012, 08:00: PM | 385 | 993 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.171875 | 3 | CC-MAIN-2022-49 | latest | en | 0.775976 |
https://studylib.net/doc/9820799/ap-statistics--chapter-23 | 1,601,149,758,000,000,000 | text/html | crawl-data/CC-MAIN-2020-40/segments/1600400244353.70/warc/CC-MAIN-20200926165308-20200926195308-00290.warc.gz | 583,746,969 | 13,809 | AP Statistics: Chapter 23
```Inferences About Means
this new program, a random sample of 45 eighth-grade students
was selected. These students participated in the new reading
program for one semester and then took a standard readingcomprehension examination. The mean test score for the
population of students who had taken this test in the past was 76
with a standard deviation of = 8. The sample results for the 45
students provided a mean of 79. Is there significant evidence at
the .05 level of significance that scores have improved with the
new program?
2. The pain reliever currently used in a hospital is known to bring
relief to patients in a mean time of 3.9 minutes with a standard
deviation of 1.14 minutes. To compare a new pain reliever with
the current one, the new drug is administered to a random
sample of 40 patients. The mean time to provide relief for the
sample of patients is 3.5 minutes. Do the data provide sufficient
evidence to conclude that the new drug was effective in reducing
the mean time until a patient receives relief from pain? Use a
.01 level of significance.
If our data come from a simple
random sample (SRS) and the
sample size is sufficiently large,
then we know that the sampling
distribution of the sample means is
approximately normal with mean
μ and standard deviation n .
PROBLEM:
If Ç is unknown, then we cannot calculate the
standard deviation for the sampling model.
We must estimate the value of Ç in order to use
the methods of inference that we have
learned.
SOLUTION:
We will use s (the standard deviation of the
sample) to estimate Ç.
Then the standard error of the sample mean ˜ is
s
.
n
In order to standardize ˜, we subtract its mean and
divide by its standard deviation.
x
z
has the normal distribution N( 0, 1).
n
PROBLEM:
If we replace Ç with s, then the statistic has more
variation and no longer has a normal distribution
so we cannot call it z. It has a new distribution
called the t distribution.
t is a standardized value. Like z, t tells us how
many standardized units ˜ is from the mean
Ã.
When we describe a t-distribution we must
identify its degrees of freedom because
there is a different t-statistic for each
sample size. The degrees of freedom for the
one-sample t statistic is n – 1 .
The t distribution is symmetric about zero and is
bell-shaped, but there is more variation so the
Normal Distribution
t- Distribution
As the degrees of freedom increase, the t
distribution gets closer to the normal
distribution, since s gets closer to σ .
We can construct a confidence interval using the
t-distribution in the same way we constructed
confidence intervals for the z distribution.
s
x t
n
*
df
Remember, the t Table uses the area to the
right of t*.
One-sample t procedures are exactly correct
only when the population is normal . It
must be reasonable to assume that the
population is approximately normal in order
to justify the use of t procedures.
The t procedures are strongly influenced by
outliers . Always check the data first! If
there are outliers and the sample size is
small , the results will not be reliable.
When to use t procedures:
If the sample size is less than 15 , only use t
procedures if the data are close to Normal .
If
the sample size is at least 15 but less
than 40 , only use t procedures if the data is
unimodal and reasonably symmetric .
If
the sample size is at least 40 , you may
use t procedures, even if the data is skewed.
EXAMPLE:
A coffee vending machine dispenses coffee into a
paper cup. You’re supposed to get 10 ounces of
coffee, but the amount varies slightly from cup to
cup. Here are the amounts measured in a
random sample of 20 cups. Is there evidence that
the machine is shortchanging customers?
Use
9.9
9.7
10.0
10.1
9.9
9.6
9.8
9.8
10.0
9.5
9.7
10.1
9.9
9.6
10.2
9.8
10.0
9.9
9.5
9.9
PHANTOMS!!
EXAMPLE:
A company has set a goal of developing a
battery that lasts five hours (300 minutes) in
continuous use. In a first test of these
batteries, the following lifespans (in minutes)
were measured: 321, 295, 332, 351, 336, 311,
253, 270, 326, 311, and 288.
Find a 90% confidence interval for the mean
lifespan of this type of battery.
Use PANIC!!
If we wish to conduct another trial, how many
batteries must we test to be 95% sure of
estimating the mean lifespan to within 15
minutes? To within 5 minutes?
``` | 1,195 | 4,409 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.34375 | 4 | CC-MAIN-2020-40 | longest | en | 0.9339 |
https://convertoctopus.com/1152-feet-to-inches | 1,717,061,108,000,000,000 | text/html | crawl-data/CC-MAIN-2024-22/segments/1715971059632.19/warc/CC-MAIN-20240530083640-20240530113640-00855.warc.gz | 149,493,071 | 7,302 | ## Conversion formula
The conversion factor from feet to inches is 12, which means that 1 foot is equal to 12 inches:
1 ft = 12 in
To convert 1152 feet into inches we have to multiply 1152 by the conversion factor in order to get the length amount from feet to inches. We can also form a simple proportion to calculate the result:
1 ft → 12 in
1152 ft → L(in)
Solve the above proportion to obtain the length L in inches:
L(in) = 1152 ft × 12 in
L(in) = 13824 in
The final result is:
1152 ft → 13824 in
We conclude that 1152 feet is equivalent to 13824 inches:
1152 feet = 13824 inches
## Alternative conversion
We can also convert by utilizing the inverse value of the conversion factor. In this case 1 inch is equal to 7.2337962962963E-5 × 1152 feet.
Another way is saying that 1152 feet is equal to 1 ÷ 7.2337962962963E-5 inches.
## Approximate result
For practical purposes we can round our final result to an approximate numerical value. We can say that one thousand one hundred fifty-two feet is approximately thirteen thousand eight hundred twenty-four inches:
1152 ft ≅ 13824 in
An alternative is also that one inch is approximately zero times one thousand one hundred fifty-two feet.
## Conversion table
### feet to inches chart
For quick reference purposes, below is the conversion table you can use to convert from feet to inches
feet (ft) inches (in)
1153 feet 13836 inches
1154 feet 13848 inches
1155 feet 13860 inches
1156 feet 13872 inches
1157 feet 13884 inches
1158 feet 13896 inches
1159 feet 13908 inches
1160 feet 13920 inches
1161 feet 13932 inches
1162 feet 13944 inches | 427 | 1,614 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.9375 | 4 | CC-MAIN-2024-22 | latest | en | 0.853182 |
https://www.coursehero.com/file/5664243/Ch-09-Summary/ | 1,498,637,097,000,000,000 | text/html | crawl-data/CC-MAIN-2017-26/segments/1498128322873.10/warc/CC-MAIN-20170628065139-20170628085139-00597.warc.gz | 852,776,428 | 118,136 | Ch 09 Summary
# Ch 09 Summary - CHAPTER 9 STANDARD COSTING A...
This preview shows pages 1–3. Sign up to view the full content.
CHAPTER 9 STANDARD COSTING: A FUNCTIONAL-BASED CONTROL APPROACH The responsibilities of management include planning, controlling, and decision making. Chapter 8 discussed static and flexible budgeting, which have a significant impact on the functions of planning and controlling. Flexible budget variances provide significant information for control. Chapter 9 continues the explanation of the control function by looking at standard costing. LEARNING OBJECTIVES After studying Chapter 9, you should be able to: 1. Describe how unit input standards are developed, and explain why standard costing systems are adopted. 2. Explain the purpose of a standard cost sheet. 3. Compute and journalize the direct materials and direct labor variances, and explain how they are used for control. 4. Compute overhead variances three different ways, and explain overhead accounting. 5. Calculate mix and yield variances for direct materials and direct labor. KEY TOPICS The following major topics are covered in this chapter (related learning objectives are listed for each topic). 1. Developing Unit Input Standards (LO 1) 2. Standard Cost Sheets (LO 2) 3. Variance Analysis and Accounting: Direct Materials and Direct Labor (LO 3) 4. Variance Analysis: Overhead Costs (LO 4) 5. Mix and Yield Variances: Materials and Labor (LO 5) I. DEVELOPING UNIT INPUT STANDARDS Developing standards for input prices and input quantities allows a more detailed understanding of the sources of flexible budget variances and improves the overall control function. To determine the unit standard cost for a particular input, two decisions must be made: 1. How much of the input should be used per unit of output? (Quantity decision) 2. How much should be paid for the quantity of the input to be used? (Pricing decision) Unit standards are of two types: quantity standards and price standards . Quantity standards are concerned with how much of an input should be used. Price standards are concerned with how much should be paid per unit of input. Standards can be classified as either ideal or currently attainable. Ideal standards demand maximum efficiency and can be achieved only if everything operates perfectly. Currently attainable standards are achievable under efficient operating conditions. Conventional wisdom favors currently attainable standards because ideal standards are too demanding and can prove to be frustrating to workers and managers. Another type of standard known as a kaizen standard is also possible. Kaizen standards are continuous improvement standards. A Kaizen standard is considered to be a currently attainable standard and focuses on planned improvement and cost reduction. Because of the emphasis on continuous 1
This preview has intentionally blurred sections. Sign up to view the full version.
View Full Document
improvement, the standards are constantly changing. Kaizen standards are discussed more thoroughly in
This is the end of the preview. Sign up to access the rest of the document.
## This note was uploaded on 11/14/2009 for the course ACC 2338 taught by Professor Tba during the Fall '09 term at Randolph College.
### Page1 / 4
Ch 09 Summary - CHAPTER 9 STANDARD COSTING A...
This preview shows document pages 1 - 3. Sign up to view the full document.
View Full Document
Ask a homework question - tutors are online | 713 | 3,473 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.984375 | 3 | CC-MAIN-2017-26 | longest | en | 0.873142 |
https://scicomp.stackexchange.com/tags/c/hot | 1,624,398,240,000,000,000 | text/html | crawl-data/CC-MAIN-2021-25/segments/1623488519735.70/warc/CC-MAIN-20210622190124-20210622220124-00370.warc.gz | 424,303,935 | 32,639 | # Tag Info
19
Possibly one could start with the function $\mathtt{expm1}$ which is part of the C99 standard, and calculates $e^x-1$ accurately near $x=0$.
17
This is an instance of cancellation error. The C standard library (as of C99) includes a function called expm1 that avoids this problem. If you use expm1(x) / x instead of (exp(x) - 1.0) / x, you won't experience this issue (see graph below). The details and solution of this particular problem are discussed at length in Section 1.14.1 of Accuracy and ...
17
If you're doing celestial mechanics over long time scales, using a classical Runge-Kutta integrator will not preserve energy. In that case, using a symplectic integrator would probably be better. Boost.odeint also implements a 4th-order symplectic Runge-Kutta scheme that would work better for long time intervals. GSL does not implement any symplectic methods,...
12
I prefer using doxygen that supports C++ and LaTeX comments, both inline and as separate equations. This way, you will keep your comments, including, say, the rigorous mathematical formulation of the algorithm, very close to the source code. The generation of the documentation can be included in the overall workflow (say, a Makefile or CMake target, ...
11
Such an effect happens because of how the data of the int** a is stored in memory (as per C/C++). This question on StackOverflow has answers with some more details (in particular, a difference between int** and int[][] that many users noted in the comments), and how it looks like an array of arrays - it's just laid out contiguously in memory. It's worth ...
10
There is a prime missing both in your code and in the expression in your question. In the original paper, the expression is: $$\log(x/x_0) + (x-x_0) \frac{\sum^\prime_{0\leq j\leq n}p_j T_j^*(x/6)}{\sum^\prime_{0\leq j\leq n}q_j T_j^*(x/6)}.$$ This primed sum is very common and standard when dealing with Chebyshev series: it means that the first term of ...
9
Both GNU Scientific Library (GSL) (C) and Boost Odeint (C++) feature 8th order Runge-Kutta methods. Both are opensource, and under linux and mac they should be directly available from the package manager. Under windows, it will probably be easier for you to use Boost rather than GSL. GSL is published under the GPL license, and Boost Odeint under the ...
9
Java has been around for almost 20 years now as a major programming language, but it hasn't caught on in scientific computing so far. I think that's a good indicator for what's going to happen in the future. My take is that the issue isn't speed. Most people are probably willing to give up 20% of performance (or even a factor of 2) if they would be vastly ...
8
Since you're already using C++ and your matrices are symmetric positive definite, I would perform an unpivoted $LDL^T$ factorization of $Q$ and also of $12I-Q-J$. Here I'm assuming that $12I-Q-J$ is also positive definite, otherwise the $LDL^T$ will require pivoting for numerical stability (it's also possible that even though it's not positive definite, ...
8
I think some of your issues are more important than others and some of your emphasis is misplaced. In pursuing overhead, you are in danger of making your program unmaintainable. It is easier to write a common program and direct surplus effort somewhere more interesting. I apologize for pontificating like this. If statements. From a strict programming ...
8
In theory, as the original authors, you're free to pick and name a standard, then expect others to follow it. In practise, if you're supporting an HPC system, then your choice is likely to be restricted among the compiler standards that the given system you're using for testing has for its tool stack (you are testing your software, aren't you?). This might ...
7
Have you had a look at VMD? I used it ages ago to produce movies from simulation snapshots. Way back then, it could read a sequence of PDB files, render them (or generate POV-Ray scripts to raytrace them), and store them as individual images. I then used mencoder to generate MPEG-4 files out of the stills. Those were the days. I haven't used VMD since, but ...
7
In alphabetical order (disclaimer: I am the main author of Elemental): DPLASMA Distributed Parallel Linear Algebra Software for Multicore Architectures (DPLASMA) is a relatively recent and ongoing effort by Bosilca et al. to extend PLASMA to distributed-memory machines. Version 1.0.0 supports distributed Cholesky factorizations, among many other operations....
7
A little playing with the sequence of numbers generated by the C code shows that the sequence is $z_{i+1}=5z_{i}+273 \mod 2^{16}$ This is a linear congruential generator (LCG). It's easy to show that this LCG has full period (See theorem 7.1 in Law's Simulation Modeling and Analysis, 5th ed. and check the three conditions.) I can't find the generator ...
6
I would recommend looking at a time-dependent example because PETSc can provide a lot more diagnostics if you formulate at that level. For example, you could use a Rosenbrock method, an additive Runge-Kutta IMEX method, or others. Some involve Newton iteration, but that is not required and is not always the best approach. To use those methods, you can ...
6
Bill answered the first part, so I'll only answer the second question. An MPI send is blocking if it does not return until it is safe to modify the send buffer and a receive is blocking if it does not return until the receive buffer contains the newly-received message. In practice, outside of buffered sends (thanks, Hristo Iliev), this implies that ...
6
Whether your code is efficient or not, it will not work for any numbers over 32767 as written. This is because the int data type is a signed type of 16 bit length. One bit is used for the sign and 15 are used for the value of the integer, making the largest storable integer 215-1=32767. If you wish to support numbers larger than this, you will need to use a ...
6
You're probably better served writing a C wrapper for the Fortran implementation you linked to: Colavecchia, F. D., Gasaneo, G., "f1: a code to compute Appell's F1 hypergeometric function", Computer Physics Communications, Volume 157, Issue 1, p. 32-38 (2004), found at http://cpc.cs.qub.ac.uk/summaries/ADSJ. The R package appell wraps that implementation of ...
6
I think your analysis is basically right. Some notes. 1. Pipelining is the wrong word here; what you're looking at here is data dependency. A CPU pipeline splits an individual instruction into multiple steps, and different steps of consecutive instructions can then be executed concurrently. A data dependency, on the other hand, is a situation where an ...
6
It seems unlikely to me. The Java MPI APIs haven't been worked on in years (so you're wrong about #4), and the JVM's floating-point performance is notoriously poor. Java may out perform C/C++ or Fortran in some areas due to rapid thread creation and easy memory management, but these aren't the bottlenecks in typical scientific programs. As to your #5, the ...
6
I would argue that Java will in fact REDUCE productivity when compared with modern c++, or even with modern Fortran for the purpose of scientific computing. Writing A = B*C+2*D is just so much more readable than A = B.mult(C).add(D.mult(2)) Assuming the code above deals with arrays, both C++ and fortran will also produce significantly more efficient ...
6
BLAS routines do not typically use stable summation algorithms. In the case of gsl, you can look up its source code online - the source of gsl's sdot is contained in gsl/cblas/source_dot_r.h, and contains this loop: for (i = 0; i < N; i++) { r += X[ix] * Y[iy]; ix += incX; iy += incY; } It's just a straightforward sum. The corresponding ...
6
Of course it makes sense to use the GSL (or another library for that matter) for several reasons: Don't reinvent the wheel. The work has been done, you can spend your time on more useful things. If you do decide to implement these basic things yourself, the risk that your code will probably contain some bugs and will be slower, less memory efficient etc ...
6
I would like to hear comments from users that have some practical models (e.g. black-box hyperparameter optimization) which are still needed to be solved acceptably - whether this method works or not for their models, possibly with the description of the model. Looks like you want somebody to invest what may be considerable time and energy in trying out ...
5
MPI_Probe allows you to test for a message without actually receiving it. You must complete all non-blocking communications with an appropriate communications completion fuction like MPI_Wait and friends, otherwise the runtime will not free up internal resources associated with the communications leading to resource leaks and other problems. For example, you ...
5
Without some information about the construction of these $12\times 12$ positive definite real symmetric matrices, the suggestions to be made are of necessity fairly limited. I downloaded the Armadillo package from Sourceforge and took a look at the documentation. Try to improve performance of separately computing $\det(Q)$ and $\det(12I - Q - J)$, where $J$...
5
Some thoughts from someone who has worked a fair amount in compiled languages, and has done a tiny bit of FVM: Typically, if you have experience programming in C, you sketch out a high-level description (pseudocode) of what you would like to do. Then you look for libraries that might implement the data structures and capabilities you need for your high-...
5
summarizing some points: If it's a long-term integration of a non-dissapative model, a symplectic integrator is what you're looking for. Otherwise, since it's an equation of motion, Runge-Kutta Nystrom methods will be more efficient than a transformation to a first order system. There are high order RKN methods due to DP. There are some implementations, ...
5
Yes, you want to call the BLAS routine DGEMM. The place to start for how to call it from C is to look at the documentation for DGEMM, which you can find online. Then you want to understand how to call FORTRAN routines from C (DGEMM, like all the standard BLAS routines has a FORTRAN calling convention). For example, this document https://computing.llnl.gov/...
5
I think there's a simple way to do this. You have a rational function of identical cosh/sinh terms, where every expression is a homogeneous polynomial in cosh/sinh, and the only problem is that these exponential terms overflow. The function does not diverge as these terms approach infinity, so if you divide every numerator and denominator by the same power ...
Only top voted, non community-wiki answers of a minimum length are eligible | 2,494 | 10,785 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.53125 | 3 | CC-MAIN-2021-25 | longest | en | 0.918511 |
https://www.doubtnut.com/qna/643343340 | 1,716,013,969,000,000,000 | text/html | crawl-data/CC-MAIN-2024-22/segments/1715971057327.58/warc/CC-MAIN-20240518054725-20240518084725-00087.warc.gz | 674,287,872 | 32,791 | # If the marginal revenue function of a commodity is $MR=2x-9{x}^{2}$ then the revenue function is
A
$2{x}^{2}-9{x}^{3}$
B
$2-18x$
C
${x}^{2}-3{x}^{3}$
D
$18+{x}^{2}-3{x}^{3}$
Video Solution
Text Solution
Verified by Experts
## The correct Answer is:C
|
Step by step video, text & image solution for If the marginal revenue function of a commodity is MR=2x-9x^(2) then the revenue function is by Maths experts to help you in doubts & scoring excellent marks in Class 12 exams.
Updated on:21/07/2023
### Knowledge Check
• Question 1 - Select One
## If the cost function of a certain commodity is C(x)=2000+50x−15x2 then the average cost of producing 5 units is
ARs 451
BRs 450
CRs 449
DRs 2245
• Question 1 - Select One
## If the marginal revenue (MR) is 9−6x2+2x, then revenue function is
A9x+x22x3
B9x+x2+2x3
C9xx2+2x3
Dnone of the above
• Question 1 - Select One
## If the demand function for a product is p=80−π4, where x is the number of units and p is the price per unit, the value of x for which the revenue will be maximum is
A40
B20
C10
D80
### Similar Questions
Doubtnut is No.1 Study App and Learning App with Instant Video Solutions for NCERT Class 6, Class 7, Class 8, Class 9, Class 10, Class 11 and Class 12, IIT JEE prep, NEET preparation and CBSE, UP Board, Bihar Board, Rajasthan Board, MP Board, Telangana Board etc
NCERT solutions for CBSE and other state boards is a key requirement for students. Doubtnut helps with homework, doubts and solutions to all the questions. It has helped students get under AIR 100 in NEET & IIT JEE. Get PDF and video solutions of IIT-JEE Mains & Advanced previous year papers, NEET previous year papers, NCERT books for classes 6 to 12, CBSE, Pathfinder Publications, RD Sharma, RS Aggarwal, Manohar Ray, Cengage books for boards and competitive exams.
Doubtnut is the perfect NEET and IIT JEE preparation App. Get solutions for NEET and IIT JEE previous years papers, along with chapter wise NEET MCQ solutions. Get all the study material in Hindi medium and English medium for IIT JEE and NEET preparation | 616 | 2,081 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 5, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.1875 | 3 | CC-MAIN-2024-22 | latest | en | 0.827019 |
http://www.cs.cas.cz/~rohn/matlab/verhullparam.html | 1,708,815,511,000,000,000 | text/html | crawl-data/CC-MAIN-2024-10/segments/1707947474569.64/warc/CC-MAIN-20240224212113-20240225002113-00457.warc.gz | 46,254,177 | 3,217 | ```function [x,E,C]=verhullparam(varargin) % uses jz and, inside it, ea
% VERHULLPARAM Verified enclosure of the solution set of a family of parametric interval linear equations.
%
% This is an INTLAB file. It requires to have INTLAB installed under
% MATLAB to function properly.
%
% For real n-by-n matrices A0, A1, ..., Ap, real n-by-1 vectors b0, b1, ..., bp,
% and a p-by-1 interval vector t,
% [X,E,C]=verhullparam(A0,A1,...,Ap,b0,b1,...,bp,t)
% computes an interval vector X verified to enclose the set
% { x | A(to)*x = b(to) for some to in t } (1)
% where
% A(to)=A0+to(1)*A1+...+to(p)*Ap
% b(to)=b0+to(1)*b1+...+to(p)*bp
% for to in t (hence, (1) is the solution set of a family of parametric
% interval linear equations). If no verified enclosure is found, then X
% consists of NaN's. The structured array E explains reasons for NaN output.
% It has three fields: E.error, E.where, E.value. The output variable C
% records some intermediate values.
%
% It is also possible to issue the command in the form
% [X,E,C]=verhullparam(cellarray)
% where "cellarray" is a cell array satisfying
% cellarray{1}= A0, cellarray{2}= A1, ..., cellarray{p+1}= Ap,
% cellarray{p+2}= b0, cellarray{p+3}=b1, ..., cellarray{2*p+2}=bp,
% cellarray{2*p+3)=t.
% This helps to prepare the data in advance, in particular when the
% number of parameters p is large (as it may happen with special types
% of matrices).
%
%
% Built-in function.
%
% Based on ideas sketched in J. Rohn, A Method for Handling Dependent
% Data in Interval Linear Systems, Technical Report No. 911, Institute
% of Computer Science, Academy of Sciences of the Czech Republic,
% Prague 2004.
%
% WARRANTY
%
% Because the program is licensed free of charge, there is
% no warranty for the program, to the extent permitted by applicable
% law. Except when otherwise stated in writing the copyright holder
% and/or other parties provide the program "as is" without warranty
% of any kind, either expressed or implied, including, but not
% limited to, the implied warranties of merchantability and fitness
% for a particular purpose. The entire risk as to the quality and
% performance of the program is with you. Should the program prove
% defective, you assume the cost of all necessary servicing, repair
% or correction.
%
% History
%
% 2008-11-16 started (versolver created; up to construction of D; called verintervalhulldep)
% 2008-11-17 upper and lower loops added, input of a cell array enabled,
% renamed as jz, called by verhullpar; working version
% 2008-11-20 output parameter C added
% 2008-12-04 reworded to "parametric interval linear equations"
% 2008-12-20 jz p-coded, final version (html)
%
[x,E,C]=jz(varargin); % computation done by JZ
``` | 834 | 2,930 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.875 | 3 | CC-MAIN-2024-10 | latest | en | 0.743501 |
http://en.cnki.com.cn/Article_en/CJFDTOTAL-WHCH200202012.htm | 1,590,374,897,000,000,000 | text/html | crawl-data/CC-MAIN-2020-24/segments/1590347387155.10/warc/CC-MAIN-20200525001747-20200525031747-00183.warc.gz | 40,628,222 | 4,593 | Full-Text Search：
## Direct Solution to Generalized Ridge Estimate
YOU Yangsheng 1 WANG Xinzhou 2 LIU Xing 3 (1 School of Geodesy and Geomatics,Wuhan University,129 Luoyu Road,Wuhan,China,430079) (2 Projects and Consulting Office,Wuhan University,Luojia Hill,Wuhan,China,430072) (3 School of Civil Engineering,C
Generally,under the Gauss_Markov model L=BX+Δ,the least square estimators of the parameters X=N -1 B TL possess some nice characters.In surveying,especially in dynamic GPS surveying,ill_conditioned problems may be encountered.When the surveying system is morbid and then the characters of the least square estimators become bad.Adding a diagonally matrix K to N will improve the state of N and then decrease the total variance of the estimates.Recent investigations of ill_conditioned problems have demonstrated that ridge_type estimation methods provide increased solution accuracy over conventional estimation techniques. That the generalized ridge estimate has less mean square error than the least square estimation.Naturally,the gotten estimators is expected to reach the minimum of mean square error.Because the mean square error of estimators is the function of K,we should fix K depending on the minimum of the mean square error.On the basis of this idea,this paper brings about a method to solve the above problem,which is called direct solution to generalized ridge estimate (DSGRE).With DSGRE,we can obtain the optimal solution (that possesses the minimum of MSE) to the generalized ridge estimate directly and the ridge parameters K needn't to be calculated.
【Fund】： 国家自然科学基金资助项目 ( 4 98740 0 2 ) ;; 国家测绘局测绘科技发展基金资助项目 ( 990 10 )
【CateGory Index】： P207
CAJViewer7.0 supports all the CNKI file formats; AdobeReader only supports the PDF format.
Similar Journals
> Company in Mathematics > Journal of Beijing University of Technology > Geomatics and Information Science of Wuhan University > Journal of Geodesy and Geodynamics > Transactions of the Chinese Society for Agricultural Machinery > Acta Geodaetica et Cartographica Sinica > Natural Science Journal of Harbin Normal University > Science of Surveying and Mapping > Engineering of Surveying and Mapping > Geotechnical Investigation & Surveying
©2006 Tsinghua Tongfang Knowledge Network Technology Co., Ltd.(Beijing)(TTKN) All rights reserved | 526 | 2,324 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.515625 | 3 | CC-MAIN-2020-24 | latest | en | 0.741246 |
https://mathsci.kaist.ac.kr/pow/2021/05/ | 1,723,080,365,000,000,000 | text/html | crawl-data/CC-MAIN-2024-33/segments/1722640713903.39/warc/CC-MAIN-20240808000606-20240808030606-00614.warc.gz | 312,993,905 | 15,544 | # 2021-11 Interesting perfect cubes
Determine if there exist infinitely many perfect cubes such that the sum of the decimal digits coincides with the cube root. If there are only finitely many, how many are there?
GD Star Rating
# Solution: 2021-10 Integral inequality
Let $$f: [0, 1] \to \mathbb{R}$$ be a continuous function satisfying
$\int_x^1 f(t) dt \geq \int_x^1 t\, dt$
for all $$x \in [0, 1]$$. Prove that
$\int_0^1 [f(t)]^2 dt \geq \int_0^1 t f(t) dt.$
The best solution was submitted by 김기택 (2021학번, +4). Congratulations!
Other solutions were submitted by 강한필 (전산학부 2016학번, +3), 고성훈 (수리과학과 2018학번, +3), 최백규 (생명과학과 대학원, +3).
GD Star Rating
# Solution: 2021-09 Monochromatic solution of an equation
For given $$k\in \mathbb{N}$$, determine the minimum natural number $$n$$ satisfying the following: no matter how one colors each number in $$\{1,2,\dots, n\}$$ red or blue, there always exists (not necessarily distinct) numbers $$x_0, x_1,\dots, x_k \in [n]$$ with the same color satisfying $$x_1+\dots + x_k = x_0$$.
The best solution was submitted by an anonymous participant. Congratulations!
Here is his/her solution of problem 2021-09.
Other solutions were submitted by 고성훈 (수리과학과 2018학번, +3), 김기수 (수리과학과 2018학번, +3).
GD Star Rating
# 2021-10 Integral inequality
Let $$f: [0, 1] \to \mathbb{R}$$ be a continuous function satisfying
$\int_x^1 f(t) dt \geq \int_x^1 t\, dt$
for all $$x \in [0, 1]$$. Prove that
$\int_0^1 [f(t)]^2 dt \geq \int_0^1 t f(t) dt.$
GD Star Rating
# Solution: 2021-08 Self-antipodal sets on the sphere
Prove or disprove that if C is any nonempty connected, closed, self-antipodal (ie., invariant under the antipodal map) set on $$S^2$$, then it equals the zero locus of an odd, smooth function $$f:S^2 -> \mathbb{R}$$.
The best solution was submitted by 신준형 (수리과학과 2015학번, +4). Congratulations!
Here is his solution of problem 2021-08.
Another solution was submitted by 고성훈 (수리과학과 2018학번, +2).
GD Star Rating
# 2021-09 Monochromatic solution of an equation
For given $$k\in \mathbb{N}$$, determine the minimum natural number $$n$$ satisfying the following: no matter how one colors each number in $$\{1,2,\dots, n\}$$ red or blue, there always exists (not necessarily distinct) numbers $$x_0, x_1,\dots, x_k \in [n]$$ with the same color satisfying $$x_1+\dots + x_k = x_0$$.
GD Star Rating
# Notice on POW 2021-08
POW 2021-08 is still open and anyone who first submits a correct solution will get the full credit.
GD Star Rating
# 2021-08 Self-antipodal sets on the sphere
Prove or disprove that if C is any nonempty connected, closed, self-antipodal (ie., invariant under the antipodal map) set on $$S^2$$, then it equals the zero locus of an odd, smooth function $$f:S^2 -> \mathbb{R}$$.
GD Star Rating
# Solution: 2021-07 Odd determinant
Let $$A_N$$ be an $$N \times N$$ matrix whose entries are i.i.d. Bernoulli random variables with probability $$1/2$$, i.e.,
$\mathbb{P}( (A_N)_{ij} =0) = \mathbb{P}( (A_N)_{ij} =1) = \frac{1}{2}.$
Let $$p_N$$ be the probability that $$\det A_N$$ is odd. Find $$\lim_{N \to \infty} p_N$$.
The best solution was submitted by 강한필 (전산학부 2016학번, +4). Congratulations!
Here is his solution of problem 2021-07.
Another solution was submitted by 고성훈 (수리과학과 2018학번, +3).
GD Star Rating | 1,100 | 3,295 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.65625 | 4 | CC-MAIN-2024-33 | latest | en | 0.821513 |
https://itprospt.com/num/15500188/if-you-double-the-wavelength-of-the-wave-what-effect-does | 1,660,732,975,000,000,000 | text/html | crawl-data/CC-MAIN-2022-33/segments/1659882572898.29/warc/CC-MAIN-20220817092402-20220817122402-00115.warc.gz | 303,142,669 | 15,347 | 5
# If you double the wavelength of the wave what effect does this have on the speed of the waveThe spead siays constantThe speed i5 only one-quarter a5 fast .The wave ...
## Question
###### If you double the wavelength of the wave what effect does this have on the speed of the waveThe spead siays constantThe speed i5 only one-quarter a5 fast .The wave speed doublesThe speed ol the wave decreases t0 halt.The speed becomes Iour times laster.
If you double the wavelength of the wave what effect does this have on the speed of the wave The spead siays constant The speed i5 only one-quarter a5 fast . The wave speed doubles The speed ol the wave decreases t0 halt. The speed becomes Iour times laster.
#### Similar Solved Questions
##### MnctnnecI_umLhlttelndM IeEFnttIWfHe
Mn ctnne cI_um Lhlttelnd M Ie EFnttI WfHe...
##### PROBLEMS USING RATIOS AND PROPORTIONS Ratios Express 1/4 as ratio and as decimal 2. Express 0.75 as Tatio and as fraction; Express 0.004 as ratio and as fraction_ Express 80 as fraction and as decimal. Express 9/1000 as ratio and as decimal Express :32 a5 traction and as decimal. Express 1/3 as ratio and as decimal: Express 0.50 a5 ratio and fraction_ Express 2:3 a5 fraction and decimal, 10. Express 0.01 as ratio and as traction.If a drug concentralion is labeled 5 mL = 250 mg How many milligram
PROBLEMS USING RATIOS AND PROPORTIONS Ratios Express 1/4 as ratio and as decimal 2. Express 0.75 as Tatio and as fraction; Express 0.004 as ratio and as fraction_ Express 80 as fraction and as decimal. Express 9/1000 as ratio and as decimal Express :32 a5 traction and as decimal. Express 1/3 as rati...
##### CH3 H3C CHzCH3 CH3CHzOH
CH3 H3C CHzCH3 CH3 CHzOH...
##### ; 8 1 I 1 L 1 1 jil i L J 1 1 I I| 2 E 1 1 E V lj | Ul 3 6 3 3 1
; 8 1 I 1 L 1 1 jil i L J 1 1 I I| 2 E 1 1 E V lj | Ul 3 6 3 3 1...
##### (9/2 Points)DETAILSPREVIOUS ANSWERSdevcrestat9 &.E.301KP.MY NOTESAsk Your TEACHERPRACTICE ANOTHERCons Jeretcomponyina obsenyationsnej{1ojosacre-feet) retoadedstatonCcoladcpericd 4pAuqust J1 Over JI-Yejr #JnIe52667J47 H151.66762,74479,44003ty1125Ae15 I311.13 100.65 761,0070.84136.20109.1769 87177 963BOG5{ooIe114-70150.58I0e.:8210-07330.3}nporonan DTObbil ic: {upcon;the Icanomal distbuticnrercnabicream tiow.Enmatetnc marmecn Ghc Gntunan Thlng Bememterthairoomal 0 stnbubon "lth Punmsar4ind
(9/2 Points) DETAILS PREVIOUS ANSWERS devcrestat9 &.E.301KP. MY NOTES Ask Your TEACHER PRACTICE ANOTHER Cons Jer etcomponyina obsenyations nej {1ojos acre-feet) retoaded staton Ccoladc pericd 4p Auqust J1 Over JI-Yejr #Jn Ie52 667 J47 H 151.66 762,74 479,44 003ty1 125Ae 15 I 311.13 100.65 761,00...
##### Determine the general solution of each ODE below: in the forI of a series: In each case; identify and classify all relevant singular points_CKI;(r2 _ I)y" (c) + 4ry (c) = 0( Compute only the first terms of a general solution to the ODE: ry"(1) + (r + Ty(r) = 0(c) Compute only the first terms of aY solution to: y"" (1) + y(r)y (r) = r'
Determine the general solution of each ODE below: in the forI of a series: In each case; identify and classify all relevant singular points_ CKI; (r2 _ I)y" (c) + 4ry (c) = 0 ( Compute only the first terms of a general solution to the ODE: ry"(1) + (r + Ty(r) = 0 (c) Compute only the first...
##### If we choose at random child, then find the probability that this child spent less than
If we choose at random child, then find the probability that this child spent less than...
##### 20. Show that the Diophantine equationy = 42 + 2 has no solutions in integers.
20. Show that the Diophantine equation y = 42 + 2 has no solutions in integers....
##### Q6) Determiue whether tbe existence andl uniqueness theorem does or does Dot guar- antee the existence of solutions for the following initial value problems If the existence is ensured, then check the uniqueness of that solution:dy In(1+y2), 9(0) = 0; dc (ii) ydy =r-1, U(1) = 0. dr(b) Solve the system2(t) =I1 312, I1(0) = 1, 12(t) = 311 + 7I2; T2(0) = 0.
Q6) Determiue whether tbe existence andl uniqueness theorem does or does Dot guar- antee the existence of solutions for the following initial value problems If the existence is ensured, then check the uniqueness of that solution: dy In(1+y2), 9(0) = 0; dc (ii) ydy =r-1, U(1) = 0. dr (b) Solve the ...
##### 7. (8 pts) Fill in the boxes with the appropriate reagent(s) and product(s)1) m-CPBA 2) NaOMe 3) H3Ot (work-up)1) m-CPBA 2) HzSO4, MeOH1) m-CPBA 2) LiAIDA, THF 3) H3Ot (work-up)
7. (8 pts) Fill in the boxes with the appropriate reagent(s) and product(s) 1) m-CPBA 2) NaOMe 3) H3Ot (work-up) 1) m-CPBA 2) HzSO4, MeOH 1) m-CPBA 2) LiAIDA, THF 3) H3Ot (work-up)...
##### The exchnage rate between the British ppound the US dollar isGBPUSD= 1.37, according to this exchnage rate what is the price ofa rail ticket I bought in England for 25 pounds in USdollars? \$34.25\$18.25\$28.45\$123.24
The exchnage rate between the British ppound the US dollar is GBPUSD= 1.37, according to this exchnage rate what is the price of a rail ticket I bought in England for 25 pounds in US dollars? \$34.25 \$18.25 \$28.45 \$123.24...
##### 1.Plants move water from the roots up to the leaves using thexylem. What type of day would be best for moving water from theroots to the leaves?A. a cool, dry dayB. a warm, humid dayC. a warm, dry dayD. a cool, humid dayE. a dark, cloudy day2.If a plant is drought stressed:A.Guard cells will open stomata.B.Guard cells will become turgidC.Guard cells will close stomataD.Tracheids will cavitate3.In the world of today, which character is unique to seedplants?A. strobiliB. megaphyllsC. ligninD. poll
1.Plants move water from the roots up to the leaves using the xylem. What type of day would be best for moving water from the roots to the leaves? A. a cool, dry day B. a warm, humid day C. a warm, dry day D. a cool, humid day E. a dark, cloudy day 2.If a plant is drought stressed: A.Guard cells wil...
##### Using Ine Mormation avenol tne follorano Entercribce valueenier tne Knica valueoruneihernomakdisbbubo n applles entetJfvour ans420cicalvalue entervalue TtomEcrocnate table909, confonce;46,0 i unknon nanulabon aodeane6# normally distribuledRounddigits beyond the decimnal as needed
Using Ine Mormation aven ol tne follorano Enter cribce value enier tne Knica value oruneiher noma kdisbbubo n applles entet Jfvour ans420 cicalvalue enter value Ttom Ecrocnate table 909, confonce; 46,0 i unknon nanulabon aodeane 6# normally distribuled Round digits beyond the decimnal as needed...
##### Cumpall ean large city required to keep its smokestack pollution t0 new lower levels. costing the company S2 million in additional equipment (which will last least 10 years) and SLOO,000 year additional labor: Lowering the air pollutants the region expected sare 54 million medical expenses the affected region over the next 10 years.Without the additional equipment and labor, the unregulated pollution is expected cause about \$4 million in health care costs. This pollution from the smokestacks is
cumpall ean large city required to keep its smokestack pollution t0 new lower levels. costing the company S2 million in additional equipment (which will last least 10 years) and SLOO,000 year additional labor: Lowering the air pollutants the region expected sare 54 million medical expenses the affec...
##### 2(2 +2)ty" (2+2)3y" 2(2 + 2)2y + 2 + 2)y 1n(2x + 4)
2(2 +2)ty" (2+2)3y" 2(2 + 2)2y + 2 + 2)y 1n(2x + 4)...
##### C: Obtain the intcgrals:iii)J(sx" 4)r J"-*#dr[2 marks]iv)[4 marks]For cach function below findand dr'yeIr 4r+3[1, marks] [3,2 marks][Total: 30 marks]
C: Obtain the intcgrals: iii) J(sx" 4)r J"-*#dr [2 marks] iv) [4 marks] For cach function below find and dr' yeIr 4r+3 [1, marks] [3,2 marks] [Total: 30 marks]... | 2,525 | 7,748 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.734375 | 3 | CC-MAIN-2022-33 | latest | en | 0.841196 |
https://goprep.co/ex-16.3-q9-a-tent-consists-of-a-frustum-of-a-cone-capped-by-i-1njnuw | 1,653,396,153,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652662572800.59/warc/CC-MAIN-20220524110236-20220524140236-00727.warc.gz | 329,261,132 | 31,787 | A tent consists o
Height of the frustum, h = 8m
Radii of frustum are: r’ = 13m and r’’ = 7m
Let l be the slant height of the frustum
l = 10cm
Curved surface area of frustum, A’ = π (r’ + r’’) × l
= π (13 + 7) × 10
= 628.57 cm2
Slant height of the conical cap = 12m
Base radius of the cap = 7m
Curved surface of the cap, A’’ = πrl
= π × 7 × 12
= 264m2
Total canvas required = A’ + A’’
= 628.57 + 264
= 892.57 m2
Total canvas = 892.57 m2
Rate this question :
How useful is this solution?
We strive to provide quality solutions. Please rate us to serve you better.
Try our Mini CourseMaster Important Topics in 7 DaysLearn from IITians, NITians, Doctors & Academic Experts
Dedicated counsellor for each student
24X7 Doubt Resolution
Daily Report Card
Detailed Performance Evaluation
view all courses | 266 | 814 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.125 | 3 | CC-MAIN-2022-21 | latest | en | 0.8608 |
https://netlib.org/lapack/explore-html/d2/d04/group__tpttr_ga330c35c9a58a45c1462828ce38833656.html | 1,718,584,259,000,000,000 | text/html | crawl-data/CC-MAIN-2024-26/segments/1718198861674.39/warc/CC-MAIN-20240616233956-20240617023956-00874.warc.gz | 378,049,521 | 4,602 | LAPACK 3.12.0 LAPACK: Linear Algebra PACKage
Searching...
No Matches
## ◆ ctpttr()
subroutine ctpttr ( character uplo, integer n, complex, dimension( * ) ap, complex, dimension( lda, * ) a, integer lda, integer info )
CTPTTR copies a triangular matrix from the standard packed format (TP) to the standard full format (TR).
Purpose:
``` CTPTTR copies a triangular matrix A from standard packed format (TP)
to standard full format (TR).```
Parameters
[in] UPLO ``` UPLO is CHARACTER*1 = 'U': A is upper triangular. = 'L': A is lower triangular.``` [in] N ``` N is INTEGER The order of the matrix A. N >= 0.``` [in] AP ``` AP is COMPLEX array, dimension ( N*(N+1)/2 ), On entry, the upper or lower triangular matrix A, packed columnwise in a linear array. The j-th column of A is stored in the array AP as follows: if UPLO = 'U', AP(i + (j-1)*j/2) = A(i,j) for 1<=i<=j; if UPLO = 'L', AP(i + (j-1)*(2n-j)/2) = A(i,j) for j<=i<=n.``` [out] A ``` A is COMPLEX array, dimension ( LDA, N ) On exit, the triangular matrix A. If UPLO = 'U', the leading N-by-N upper triangular part of A contains the upper triangular part of the matrix A, and the strictly lower triangular part of A is not referenced. If UPLO = 'L', the leading N-by-N lower triangular part of A contains the lower triangular part of the matrix A, and the strictly upper triangular part of A is not referenced.``` [in] LDA ``` LDA is INTEGER The leading dimension of the array A. LDA >= max(1,N).``` [out] INFO ``` INFO is INTEGER = 0: successful exit < 0: if INFO = -i, the i-th argument had an illegal value```
Definition at line 103 of file ctpttr.f.
104*
105* -- LAPACK computational routine --
106* -- LAPACK is a software package provided by Univ. of Tennessee, --
107* -- Univ. of California Berkeley, Univ. of Colorado Denver and NAG Ltd..--
108*
109* .. Scalar Arguments ..
110 CHARACTER UPLO
111 INTEGER INFO, N, LDA
112* ..
113* .. Array Arguments ..
114 COMPLEX A( LDA, * ), AP( * )
115* ..
116*
117* =====================================================================
118*
119* .. Parameters ..
120* ..
121* .. Local Scalars ..
122 LOGICAL LOWER
123 INTEGER I, J, K
124* ..
125* .. External Functions ..
126 LOGICAL LSAME
127 EXTERNAL lsame
128* ..
129* .. External Subroutines ..
130 EXTERNAL xerbla
131* ..
132* .. Executable Statements ..
133*
134* Test the input parameters.
135*
136 info = 0
137 lower = lsame( uplo, 'L' )
138 IF( .NOT.lower .AND. .NOT.lsame( uplo, 'U' ) ) THEN
139 info = -1
140 ELSE IF( n.LT.0 ) THEN
141 info = -2
142 ELSE IF( lda.LT.max( 1, n ) ) THEN
143 info = -5
144 END IF
145 IF( info.NE.0 ) THEN
146 CALL xerbla( 'CTPTTR', -info )
147 RETURN
148 END IF
149*
150 IF( lower ) THEN
151 k = 0
152 DO j = 1, n
153 DO i = j, n
154 k = k + 1
155 a( i, j ) = ap( k )
156 END DO
157 END DO
158 ELSE
159 k = 0
160 DO j = 1, n
161 DO i = 1, j
162 k = k + 1
163 a( i, j ) = ap( k )
164 END DO
165 END DO
166 END IF
167*
168*
169 RETURN
170*
171* End of CTPTTR
172*
subroutine xerbla(srname, info)
Definition cblat2.f:3285
logical function lsame(ca, cb)
LSAME
Definition lsame.f:48
Here is the call graph for this function:
Here is the caller graph for this function: | 979 | 3,167 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.25 | 3 | CC-MAIN-2024-26 | latest | en | 0.700554 |
http://www.slideserve.com/clare-farley/what-is-a-zero-of-a-function | 1,506,447,770,000,000,000 | text/html | crawl-data/CC-MAIN-2017-39/segments/1505818696653.69/warc/CC-MAIN-20170926160416-20170926180416-00377.warc.gz | 565,998,840 | 13,859 | 1 / 10
# What is a ZERO of a function? - PowerPoint PPT Presentation
What is a ZERO of a function?. Students, you should move on to the next slide in order to learn an introduction about the zeros of a function. Many topics will already be familiar to you. Morgan White Airline High School Algebra I.
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
## PowerPoint Slideshow about ' What is a ZERO of a function?' - clare-farley
An Image/Link below is provided (as is) to download presentation
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
### What is a ZERO of a function?
Students, you should move on to the next slide in order to learn an introduction about the zeros of a function. Many topics will already be familiar to you.
Morgan White
Airline High School
Algebra I
Cobb County Curriculum Standard M.ALGI.4.9 Quadratic Equation: Student will be able to solve quadratic equations using a variety of methods, including quadratic formula, factoring, completing the square, scientific or graphing calculator, or computer.
NEXT
### What is a function?
A function is a relationship between variables (polynomial).
Before today, we have learned how to factor polynomials.
Can you think of some different ways that we factored?
BACK
NEXT
### Ways to Factor….
Remember how to find the GCF?
Factor out a Greatest Common Factor.
Factor a difference of squares.
Factor trinomials where a=1.
Factor trinomials where a>1.
Factor by grouping.
Factor by graphing.
BACK
NEXT
### Review Factor by Graphing
First, we make a table of values.
How do we graph ?
What do we know about the graph of a function when y = 0?
BACK
NEXT
### Review Factor by Graphing
Now that we have our table, we can plot the values.
BACK
NEXT
### Review Factor by Graphing
What happens between 1 and 2? How do you know?
Sketch the Graph!
BACK
NEXT
### Review Factor by Graphing
You have to substitute a value BETWEEN 1 and 2 (say 1.5) to find the value of y.
BACK
Next
### Review Factor by Graphing
What do the points (1, 0) and (2, 0) tell us about the function ?
They are the ZEROS of the function!
BACK
Next
### Factor
That’s right! y=(x – 2) (x – 3). Now, solve by factoring!
If you solved by factoring, then x=1 and x=2. VOILA!
How would you factor ?
Notice that your graph crosses the x-axis at x=1 and x=2
BACK
Next
### What would happen??
Then, we will use what is called the QUADRATIC FORMULA…..
What would happen if we could not factor a function to find the zeros?
Which is where we will start today.
BACK | 753 | 3,033 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.1875 | 4 | CC-MAIN-2017-39 | latest | en | 0.88747 |
http://www.dummies.com/how-to/content/how-to-factor-expressions-more-than-once.navId-323239.html | 1,419,045,705,000,000,000 | text/html | crawl-data/CC-MAIN-2014-52/segments/1418802769328.92/warc/CC-MAIN-20141217075249-00119-ip-10-231-17-201.ec2.internal.warc.gz | 468,026,968 | 20,320 | # How to Factor Expressions More Than Once
Sometimes you factor expressions more than once — and with different factoring techniques. To determine if an expression needs to be factored more than once, just take another look at the expression after you first factor it to see if you need to factor it again.
Usually, you can get to the correct answer regardless of which factoring method — and whatever order — you choose. If you have to factor an expression more than once, however, the first step should always be an attempt to factor out the greatest common factor.
Example:
1. Factor out the greatest common factor.
40 is the greatest common factor.
1. Determine all the ways you can multiply two numbers to get a.
In this case, a is 1.
The 1 can be written only as 1 × 1.
2. Determine all the ways you can multiply two numbers to get c.
In this case, c is 6.
The 6 can be written as 1 × 6 or 2 × 3.
3. Look at the sign of c and your lists from Steps 1 and 2 to see if you want a sum or difference.
If c is positive, find a value from your Step 1 list and another from your Step 2 list such that the sum of their product and the product of the two remaining numbers in those steps results in b.
If c is negative, find a value from your Step 1 list and another from your Step 2 list such that the difference of their product and the product of two remaining numbers from those steps results in b.
In this case, c is negative, so you want the difference of the products to be 1.
4. Choose a product from Step 1 and a product from Step 2 that result in the correct sum or difference determined in Step 3.
You need a combination that results in the difference of 1.
Using 1 × 1 and 2 × 3, multiply (1)(2) to get 2, and multiply (1)(3) to get 3. The difference of these products equals 1.
5. Arrange your choices in the binomials so the results are those you want.
(1x 2)(1x 3)
6. Place the signs to give the desired results.
The middle term, x, is negative, so you want the 3x, the outer terms, to be negative.
(x + 2)(x – 3)
7. FOIL the two binomials to check your work.
3. Put the result of both factoring methods together.
Put back into the answer the 40 that you factored out at the beginning. | 555 | 2,222 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.84375 | 5 | CC-MAIN-2014-52 | longest | en | 0.928215 |
https://bempp.com/2017/07/03/tutorial-electromagnetic-scattering-from-a-screen/ | 1,511,582,444,000,000,000 | text/html | crawl-data/CC-MAIN-2017-47/segments/1510934809392.94/warc/CC-MAIN-20171125032456-20171125052456-00798.warc.gz | 590,847,400 | 15,894 | # Electromagnetic scattering from a screen
### Background
In this tutorial, we consider the scattering of an electromagnetic wave from a perfectly conducting screen $\displaystyle \Gamma:=[-2,2]\times[-1,1]\times0$. The time-harmonic Maxwell equation for the electric field $\displaystyle \mathbf{E}$ reduces to
$\displaystyle \nabla\times\nabla\times \mathbf{E} -k^2 \mathbf{E} = 0$
in $\displaystyle \mathbb{R}^3\backslash\Gamma$, where $\displaystyle k:=2\pi/\lambda$ is the wavenumber and $\displaystyle \lambda$ is the wavelength. The electric field $\displaystyle \mathbf{E}$ is the sum of the incident field $\displaystyle \mathbf{E}^\text{inc}$ and the scattered field $\displaystyle \mathbf{E}^\text{s}$. Here, we use the incident field given by
$\displaystyle \mathbf{E}^\text{inc}(\mathbf{x}):=\begin{bmatrix} \mathrm{e}^{\mathrm{i}kz} & 0 & 0 \end{bmatrix},$
which is a wave travelling in the $\displaystyle z$ direction and polarised in the $\displaystyle x$ direction. On the screen, the tangential component $\displaystyle \mathbf{E}_\text{t}:=\nu\times \mathbf{E}$ must be zero. Towards infinity we impose the Silver–Müller radiation condition
$\displaystyle \lim_{|\mathbf{x}|\rightarrow\infty} |\mathbf{x}|\left(\nabla\times \mathbf{E}^\text{s}\times\frac{\mathbf{x}}{|\mathbf{x}|}-\mathrm{i}k\mathbf{E}^\text{s}\right) = 0,$
where $\displaystyle \hat{\mathbf{x}}=\mathbf{x}/|\mathbf{x}|$.
The scattered wave $\displaystyle \mathbf{E}^\text{s}$ has the representation
$\displaystyle \mathbf{E}^\text{s} = -\mathcal{E}\Lambda,$
where $\displaystyle \Lambda$ is the jump of the Neumann trace of the scattered field $\displaystyle \mathbf{E}^\text{s}$ across the screen. The Maxwell electric field potential operator $\displaystyle \mathcal{E}$ is defined as
$\displaystyle \mathcal{E}(\mathbf{v}):=\mathrm{i}k\int_{\Gamma}g(\mathbf{x},\mathbf{y})\mathbf{v}(\mathbf{y})\mathrm{d}\mathbf{y}- \frac1{\mathrm{i}k}\nabla_{\mathbf{x}}\int_{\Gamma}g(\mathbf{x},\mathbf{y})(\nabla_{\Gamma}\cdot\mathbf{v})(\mathbf{y})\mathrm{d}\mathbf{y}$
with $\displaystyle g(\mathbf{x},\mathbf{y}):=\frac{\mathrm{e}^{\mathrm{i}k|\mathbf{x}-\mathbf{y}|}}{4\pi|\mathbf{x}-\mathbf{y}|}$.
The associated boundary operator is denoted by $\displaystyle \mathsf{E}$. It is defined as average tangential trace of the electric field potential operator from both sides of the screen. The boundary integral equation is now
$\displaystyle \mathsf{E}\Lambda = \nu\times \mathbf{E}^\text{inc}.$
The $\displaystyle -$ sign is missing in comparison to the representation formula since we want to satisfy the boundary conditions for the negative incident wave so that the tangential trace of the total field is zero on the screen.
More details about the mathematical background can be found in Buffa & Hiptmair (2003).
### Implementation
import bempp.api
import numpy as np
To avoid preconditioning issues, we assemble the operators in dense mode so that we can solve via LU decomposition later on. We will also assemble the potential operator later in dense mode.
For details of how to precondition this problem so that iterative solvers are feasible, see the electric field integral equation (EFIE) tutorial.
bempp.api.global_parameters.assembly.boundary_operator_assembly_type = ‘dense’
bempp.api.global_parameters.assembly.potential_operator_assembly_type = ‘dense’
We next to define the wavenumber of the problem.
wavelength = .5
= 2 * np.pi / wavelength
We define a structured grid in the $\displaystyle x$$\displaystyle y$ plane.
grid = bempp.api.structured_grid((2, 1), (2, 1), (60, 30))
We define the spaces of order 0 Raviart–Thomas div-conforming functions and order 0 Nédélec curl-conforming functions.
div_space = bempp.api.function_space(grid, “RT”, 0)
curl_space = bempp.api.function_space(grid, “NC”, 0)
Next, we define the Maxwell electric field boundary operator and the identity operator. For Maxwell problems, the domain and range spaces should be div-conforming, while the dual_to_range space should be curl conforming.
elec = bempp.api.operators.boundary.maxwell.electric_field(
div_space, div_space, curl_space, k)
identity = bempp.api.operators.boundary.sparse.identity(
div_space, div_space, curl_space)
We create a grid function to represent the incident wave.
def incident_field(x):
return np.array([np.exp(1j * k * x[2]), 0. * x[2], 0. * x[2]])
def tangential_trace(x, n, domain_index, result):
result[:] = np.cross(incident_field(x), n, axis=0)
trace_fun = bempp.api.GridFunction(div_space, fun=tangential_trace,
dual_space=curl_space)
We use a direct LU solver to solve the system. For larger problems, the problem should be preconditioned and an iterative solver used.
from bempp.api.linalg import lu
lambda_data = lu(elec, trace_fun)
Now that the solution $\displaystyle \mathbf{\Lambda}$ is computed, we want to plot the total field. First, we define a grid of points in the $\displaystyle x$$\displaystyle z$ plane.
nx = 151
nz = 151
extent = 5
x, y, z = np.mgrid[extent:extent:nx * 1j,
0:0:1j,
extent:extent:nz * 1j]
points = np.vstack((x.ravel(), y.ravel(), z.ravel()))
We now initialise the electric field potential operator.
slp_pot = bempp.api.operators.potential.maxwell.electric_field(
div_space, points, k)
The following commands now compute the total field by first computing the scattered field from the representation formula then adding the incident field.
scattered_field_data = slp_pot * lambda_data
incident_field_data = incident_field(points)
field_data = scattered_field_data + incident_field_data
In electromagnetic scattering it is often useful to visualise the squared electric field density. This value is computed below.
squared_field_density = np.real(np.sum(field_data * field_data.conj(), axis=0))
Finally, we can plot everything using a simple Matplotlib plot.
import matplotlib
from matplotlib import pylab as plt
plt.imshow(squared_field_density.reshape((nx, nz)).T,
cmap=‘coolwarm’, origin=‘lower’,
extent=[extent, extent, extent, extent])
plt.colorbar()
plt.title(“Squared Electric Field Density”) | 1,767 | 6,085 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 30, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.1875 | 3 | CC-MAIN-2017-47 | latest | en | 0.483065 |
https://www.physicsforums.com/threads/current-or-power-reference-tracking-with-power-electronics-converters.973542/ | 1,563,308,254,000,000,000 | text/html | crawl-data/CC-MAIN-2019-30/segments/1563195524879.8/warc/CC-MAIN-20190716201412-20190716223412-00437.warc.gz | 796,008,905 | 25,695 | # Current or Power Reference Tracking with Power Electronics Converters
#### og_ogun_srvs
Summary
Current or Power Reference Tracking with Power Electronics Converters
Hi. This is my first post. Thanks to all who give it a look.
I am working on an application that has very stringent power output requirements. There is a rechargeable battery that I am trying to manage through a bi-directional boost/buck converter as is typical of many modern-day electric vehicle control topologies. However, I am finding that due to electrical coupling, trying to control voltage alone to achieve desired power output is giving undesirable results. The truth is that I am interested in tracking power but I have not found anything in the literature that talks about power tracking through DC/DC converters.
Would appreciate any thoughts about the practicality of tracking voltage+current i.e. power, in DC/DC converters.
Related Electrical Engineering News on Phys.org
Not really sure what you mean by " electrical coupling"
On the outset - if Power is essentially Voltage * Current, how can you set a desired power, by only controlling voltage?
#### anorlunda
Mentor
Gold Member
When you have a load attached to a supply, the load determines the relationship of voltage to current. For example, a simple resistor with resistance R, establishes the ratio of voltage to current R=V/I according to Ohm's Law. The power to a resistor is therefore $P=\frac{V^2}{R}$.
Batteries are much more complex than a resistor, but still it is the battery determines the relationship.
Battery charging protocols can be elaborate, and can include time and temperature as well as voltage and current.
#### og_ogun_srvs
I am currently in the research phase. Sorry if I ask anything that sounds remedial but I have 2 aerospace engineering degrees and no electric engineering degrees so I am taking some time to get my bearings on this subject matter. The information provided so far has given me something to think about. Thanks.
#### og_ogun_srvs
When you have a load attached to a supply, the load determines the relationship of voltage to current. For example, a simple resistor with resistance R, establishes the ratio of voltage to current R=V/I according to Ohm's Law. The power to a resistor is therefore $P=\frac{V^2}{R}$.
Batteries are much more complex than a resistor, but still it is the battery determines the relationship.
Battery charging protocols can be elaborate, and can include time and temperature as well as voltage and current.
I understand what you are saying here. For a battery, there is probably a way to compute equivalent resistance, or impedance I imagine. It sounds like researching more about such concepts might lead me down the road I am interest (or contractually obligated) to go down.
Last edited:
#### berkeman
Mentor
Welcome to the PF.
Yes, recharging a battery can be pretty complex. What battery chemistries are you considering? What capacity? How big is the EV? Will it be a Hybrid, or strictly electrical?
Mentor
Gold Member
#### og_ogun_srvs
Welcome to the PF.
Yes, recharging a battery can be pretty complex. What battery chemistries are you considering? What capacity? How big is the EV? Will it be a Hybrid, or strictly electrical?
Good questions. This is likely a Li-Ion chemistry. Capacity is an open variable. We will likely collaborate with a battery company design custom batteries for the final product. The power scale is on the order of megawatts and will be coupled to an IC engine so it will be a true hybrid.
This sounds like it may break down to inner-loop and outer-loop control often seen in aircraft flight control systems where a flight path trajectory is maintained in hierarchal control through individual thrust and control surface controllers. Here, we design a controller with a voltage inner loop and a power outer loop to achieve the desired "power trajectory".
#### og_ogun_srvs
Here is a figure showing a typical charging protocol for lithium batteries. The figure comes from https://batteryuniversity.com/learn/article/charging_lithium_ion_batteries Note that voltage, current and power all vary with time.
View attachment 245279
Looking at this, it seems that the current is passively controlled by whatever the voltage is over time, given a certain state of initial charge? And of course the voltage of the charging circuit would be controlled by typical boost or buck converter switching logic?
#### anorlunda
Mentor
Gold Member
Looking at this, it seems that the current is passively controlled by whatever the voltage is over time, given a certain state of initial charge? And of course the voltage of the charging circuit would be controlled by typical boost or buck converter switching logic?
No. The charger must cover the entire range of 0% to 100% battery charge state. As you see on that curve, there are three regions. It is not as simple as an equivalent resistance.
I think most EV chargers are microprocessor controlled. They may use temperature feedback. They may use testing protocols, or vehicle history, to determine the state-of-charge when first connected to the charger. The intelligence for control of charging might reside in the vehicle, or in the charging station.
Is this a school project?
#### essenmein
Looking at this, it seems that the current is passively controlled by whatever the voltage is over time, given a certain state of initial charge? And of course the voltage of the charging circuit would be controlled by typical boost or buck converter switching logic?
Not quite, most battery charge cycles fall into two basic stages, constant current bulk charge, and voltage controlled finishing charge. Note current doesn't have to be constant, but its more that while below some SOC, you can pile the current into a battery without worrying too much about the cell voltage.
During constant current charging, the cell voltage is monitored to determine the end point, and eg in Li ion, a knee in the voltage is detected to determine when to switch to voltage control mode. The voltage points at which end of charge etc are indicated are temperature dependent, so bat temp should be incl during the determination of those set points.
I don't see any reason you couldn't have "power" as the control quantity, it would off course be bounded by the minimum/maximum voltage the converter can deliver, and there will be a ultimate current limit, but if within those boundaries, controlling for power should be no problem.
#### og_ogun_srvs
No. The charger must cover the entire range of 0% to 100% battery charge state. As you see on that curve, there are three regions. It is not as simple as an equivalent resistance.
I think most EV chargers are microprocessor controlled. They may use temperature feedback. They may use testing protocols, or vehicle history, to determine the state-of-charge when first connected to the charger. The intelligence for control of charging might reside in the vehicle, or in the charging station.
Is this a school project?
More or less. This is a post graduate university research project.
#### berkeman
Mentor
Sorry if I ask anything that sounds remedial but I have 2 aerospace engineering degrees and no electric engineering degrees so I am taking some time to get my bearings on this subject matter.
The power scale is on the order of megawatts and will be coupled to an IC engine so it will be a true hybrid.
This is a post graduate university research project.
That is a very ambitions project! How many team members are there on the project? How many have strong experience with battery chemistry and with power electronics? How about real time embedded system software design?
Hopefully you can leverage off the published work of other Hybrid vehicle design efforts, but probably a lot of those would be proprietary design efforts (like at Toyota and other Hybrid vehicle manufacturing companies). IMO you won't be able to get very far on such a project without several very experienced team members...
#### og_ogun_srvs
That is a very ambitions project! How many team members are there on the project? How many have strong experience with battery chemistry and with power electronics? How about real time embedded system software design?
Hopefully you can leverage off the published work of other Hybrid vehicle design efforts, but probably a lot of those would be proprietary design efforts (like at Toyota and other Hybrid vehicle manufacturing companies). IMO you won't be able to get very far on such a project without several very experienced team members...
At the end of the day, these are all controls problems, just like aerospace ,chemical, biomechanical, etc engineering controls problems. It just take a bit of leg work to get unfamiliar systems into the right system dynamics models so that one can implement generalized control theories (PID, sliding mode, model predictive, etc...)
#### essenmein
What benefit does a hybrid system give you in a plane?
I can see it for stop and go (land) vehicles, makes less sense on long haul high way driving, some kind of sense in a boat (same reason its done on trains), but a plane?
#### Tom.G
What benefit does a hybrid system give you in a plane?
If I recall correctly, take-off is the big energy hog (with some usage during landing); that's when the battery is drawn down to gain altitude. The battery is recharged during cruise. The approach avoids running large IC engines at low throttle during the cruise portion of flight.
Among others, Airbus is working on them.
As is a startup:
#### essenmein
I guess I'm highly skeptical, its a field I work in on the land vehicle side (power electronics for HEV drive trains) so have reasonable understanding on a system level of how well these work (eg the generate/motor cycles for a vehicle driving WLTC).
I can see why it might be attractive, in theory, but somehow doubt once system inefficiencies and weight is considered that it really buys you much. Hard to say though, all it would take is a battery break through, basically that is the hold up for EV in general, the motors and inverters are basically there, its the energy density of the batteries that is the problem.
Interesting link to another article in the comments of that Zunum one.
#### anorlunda
Mentor
Gold Member
This old thread https://www.physicsforums.com/threads/extremely-high-current-generators.806573/#post-5064587 is a related hybrid idea. It asked about a special case. Capturing energy during landing to be used to help the plane taxi to the gate. It is interesting because that is a special case. Jet engines are horribly inefficient at very low powers, such as during taxi. So the ability to shut them down entirely during taxi has appeal. If the same system could run in reverse to use stored energy and motors to assist during the departure taxi and takeoff roll, that adds to the appeal.
In that thread, we were skeptical about increasing the mass of the airplane for systems used only on the ground.
I mention that in this thread only to point out that the value of hybrid ideas is not limited to use in-flight.
#### essenmein
It is interesting because that is a special case. Jet engines are horribly inefficient at very low powers, such as during taxi. So the ability to shut them down entirely during taxi has appeal. If the same system could run in reverse to use stored energy and motors to assist during the departure taxi and takeoff roll, that adds to the appeal.
In that thread, we were skeptical about increasing the mass of the airplane for systems used only on the ground.
I mention that in this thread only to point out that the value of hybrid ideas is not limited to use in-flight.
IMO the taxi thing makes sense, I don't know what portion of fuel burn is for taxi vs flight (probably only v small percentage), but its a larger portion for short haul flights. However you don't need any fancy hybrid stuff or batteries to do this. Hub motors in the landing gear and run them off the apu, shut down the main engines.
#### anorlunda
Mentor
Gold Member
At the end of the day, these are all controls problems, just like aerospace ,chemical, biomechanical, etc engineering controls problems. It just take a bit of leg work to get unfamiliar systems into the right system dynamics models so that one can implement generalized control theories (PID, sliding mode, model predictive, etc...)
The man with the hammer thinks everything looks like a nail.
A control engineer not only needs a bag of control methods and tricks, he must thoroughly understand the physics of the process being controlled. Perhaps the purpose of this project is to force control theory students that lesson.
"Current or Power Reference Tracking with Power Electronics Converters"
### Physics Forums Values
We Value Quality
• Topics based on mainstream science
• Proper English grammar and spelling
We Value Civility
• Positive and compassionate attitudes
• Patience while debating
We Value Productivity
• Disciplined to remain on-topic
• Recognition of own weaknesses
• Solo and co-op problem solving | 2,706 | 13,151 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.1875 | 3 | CC-MAIN-2019-30 | latest | en | 0.93727 |
http://pdftreatment.com/i/ijopaasat.in1.html | 1,686,308,915,000,000,000 | text/html | crawl-data/CC-MAIN-2023-23/segments/1685224656675.90/warc/CC-MAIN-20230609100535-20230609130535-00002.warc.gz | 33,771,741 | 8,547 | ## 2. ijpast-512-v16n
Int. J. Pure Appl. Sci. Technol., 16(1) (2013), pp. 7-19 International Journal of Pure and Applied Sciences and Technology
ISSN 2229 - 6107
Available online at www.ijopaasat.in
Research Paper
Statistical Bayesian Analysis of Experimental Data
Labdaoui Ahlam1, * and Merabet Hayet1
1 Department of Mathematics, University Constantine 1, Route of Ain El Bey, 25000 Constantine, * Corresponding author, e-mail: (ahlem_stat@live.fr)
Abstract:
The Bayesian researcher should know the basic ideas underlying
Bayesian methodology and the computational tools used in modern Bayesian
econometrics. Some of the most important methods of posterior simulation are
Monte Carlo integration, importance sampling, Gibbs sampling and the Metropolis-
Hastings algorithm. The Bayesian should also be able to put the theory and
computational tools together in the context of substantive empirical problems. We
focus primarily on recent developments in Bayesian computation. Then we focus on
particular models. Inevitably, we combine theory and computation in the context of
particular models. Although we have tried to be reasonably complete in terms of
covering the basic ideas of Bayesian theory and the computational tools most
commonly used by the Bayesian, there is no way we can cover all the classes of
models used in econometrics. We propose to the user of analysis of variance and
linear regression model.
Keywords:
Bayesian analysis, Markov Chain Monte Carlo Algorithms, regression
models.
1. Introduction
Regression is by far the larger the field of statistics, both theoretical and applied. This is the preferred
method of econometrics, and the practice of social science modeled on econometrics, "econometric
model" has come to mean any regression model, even without reference to economic problems.
The framework model of regression is defined by a variable to predict (or "dependent", dedicated
notation y), and a variable (simple regression) and multivariate (multiple regression) known predictor
variables (or "independent"). Regression is to construct a variable regressed ࢟
predictor variables as close as possible (in a sense to be specified) of the dependent variable. Int. J. Pure Appl. Sci. Technol., 16(1) (2013), 7-19 8 Procedures classical linear regression, applicable to numeric variables, recently came to enlist the logistic regression and its variants for the variables categorized. Considerations of this module focus on linear regression, shall apply (mutatis mutandis) to various forms of regression. Statistical experimental data, regression can be considered as a special case of the analysis of variance, in the case of digital independent variables. For observational data, new problems arise, related to the fact that in general the predictor variables are not statistically independent. It is these problems that have focused my recent work. In the Bayesian framework, there is no fundamental difference between the observation and the parameter of a statistical model, both of which are considered variable quantities, so if we denote by x the given bill sampling f (x \ θ), and θ the model parameters considered (plus possibly latent variables) of prior formal inference requires updating of the conditional distribution f (θ \ x) parameter. Determining π (θ) and f (x \ θ) gives f (x, θ) by ݂(ݔ, θ) = ݂(ݔ \θ)* π(ߠሻ After observing x, we can use Bayes' theorem to determine the distribution of θ conditional on the data (or the posterior) (see [2]). (௫\ሻ∗ (ሻୢ(ሻ For the Bayesian approach, all the features of the posterior distribution are important for inference: time, quantile, etc . These quantities can often be expressed in terms of conditional expectation of a function of θ with respect to the law post ୦(ሻ(௫\ሻ∗ (ሻୢ(ሻ
We can calculate the posterior distribution directly in the simple case or calculation is made by
MCMC simulation where the integral calculation is very complex.
In our work we first present the regression model and the simple and multiple logistic model then we
set the conditions for the use of algorithms Monte Carlo Markov Chain (MCMC) then we introduce
some MCMC algorithms, in particular the Metropolis-Hastings algorithm and the Gibbs sampling
method. Finally, we present the numerical results and their interpretations.
We used the software WinBUGS to estimate the parameters, and interpret the results of actual data,
WinBUGS (the MS Windows operating system version of BUGS: Bayesian
Analysis Using Gibbs Sampling) is a versatile package that has been designed to carry out Markov
chain Monte Carlo (MCMC) computations for a wide variety of Bayesian models (see [5]).
2. Methodology
2.1 Regression Models
2.1.1. Linear Regression Model:
Regression is for a type of problem where two continuous
quantitative variables X and Y have a role asymmetrical variable Y depends on the variable X.
The connection between the dependent variable Y and the independent variable X can be modeled as
a function of Y = α + β X+ߝ, (see [3])
Int. J. Pure Appl. Sci. Technol., 16(1) (2013), 7-19 9 Y: dependent variable (explained) X: independent variable (predictor) α: intercept (value of Y for x = 0) β: slope (average variation of the value of Y for a one-unit increase of α et β can be calculated by : r = correlation coefficient = is another important determinant and looks a lot like β. r=ඥ∑(ିതሻమ ∑(ିതሻమ
r = measure for the strength of association between Y and X-data. The stronger the association, the
better Y predicts X.
2.1.2 Multiple Linear Models: The multiple regression model is a generalization of the regression
model Simple when the explanatory variables are finite in number. The connection between the
dependent variable Y and the independent variables ܺଵand ܺଶ can be modeled as a function of
Y= α + β1* X1 + β2* X2.
A linear regression model is defined by an equation of the form:
ܻ×ଵ = ܺ×ߚ×ଵ + ߝ×ଵ
Y: is an n-dimensional random vector.
X: is a matrix of size n × p known design matrix called experience.
β: is the p-dimensional vector of unknown model parameters
ε: the vector is centered, n-dimensional errors.
2.1.3 Logistic Model:
A standard qualitative regression and logistic regression model or logit model,
where the conditional distribution of y is zϵRp explanatory variables, (see [2]):
ܲ(ݕ = 1ሻ = 1 − ܲ(ݕ = 0ሻ = ୣ୶୮ (௭ఊሻ Consider the particular case where z= (1,ݔ) and ߛ= (α, β) random variables yi values in {0,1} are associated with explanatory variables were modeled using a Bernoulli conditional probability ݕ\ݔ ∼ ܤ ቀ ୣ୶୮(ఈାఉ௫ሻ ቁ Assume that our parameters follow a priori law unsuitable π(α, β) = 1. The likelihood of our model for a sample (ݕଵ, ݔଵ),…,(ݕ,ݔ),is equal to ݂(ݕଵ, … . . , ݕ\ݔଵ, … … . . , ݔ, ߙ, ߚሻ = ∏ ୣ୶୮ሼ (ఈାఉ௫ሻ௬ሽ The posterior distribution of (α, β) is then deduced by formal application of Bayes Theorem, see [9] ߙ ∏ ୣ୶୮ሼ (ఈାఉ௫ሻ௬ሽ = ௫ሼ∑సభ(ఈାఉ௫ሻ௬ ሽ Int. J. Pure Appl. Sci. Technol., 16(1) (2013), 7-19 10 2.2. MCMC Methods
The Monte Carlo Markov Chain (Monte Carlo Markov Chains in English or MCMC) is used when
interest law cannot be simulated directly by the usual methods and / or when its density is known to a
normalization constant fields.
2.2.1. Metropolis-Hasting Algorithm:
The Metropolis-Hastings algorithm based on the use of a
conditional density measurement ݍ(ݕ|ݔሻwith respect to the dominant model li. It cannot be put into
practice if ݍ(. |ݔሻ is simulated quickly and is available either analytically for a constant independent
of either symmetrical, that is to say as ݍ(ݕ|ݔሻ = ݍ(ݔ|ݕሻ. The Metropolis-Hastings algorithm (see
[4]) associated with the objective law ߨ and the conditional ݍ produces a Markov chain ݔ(௧ሻ based on
the following transition:
Initialization: X0
At each step k ≥ 0:
• Simulate a value
• Simulate a value.
ܺାଵ ൜ݕ ݂݅ ݑ ≤ ߩ(ݔ, ݕሻ Or ߩ(ݔ, ݕሻ = min ൜1, గ(௬ೖሻ(௫ೖ│௬ೖሻൠ . The law ݍ is called the law of instrumental or proposal. This algorithm accepts systematically simulations ݕ௧ such that the ratio ቀߨ(ݕ௧ሻቚݍ൫ݕ௧หݔ(௧ሻ൯ቁ is greater than the previous value൬ߨ ቀ൫ݔ(௧ሻ൯ቁ ฬݍ൫ݔ(௧ሻหݕ௧൯൰. It is only in the symmetric case that acceptance is governed by the report ߨ(ݕ௧ሻ/ߨ(ݔ௧ሻ.
2.2.2 The Gibbs Sampling:
The Gibbs sampling algorithm is a simulation of a law π (x) such that:
x admits a decomposition of the form ݔ = (ݔଵ, . . . , ݔሻ, The conditional law ߨ (. |(ݔଵ, . . . , ݔ௫ିଵ, ݔ௫ାଵ, . . . , ݔሻሻare easily simulated (see[8]). Example: (ܺ, ܻሻ~ܰ(0, ∑), with ∑=ቀଵ ఘ Principle of the algorithm: Updating "component by component". ~ߨଵ൫. หܺଶ , … … … . , ܺ൯ ~ߨ(. ܺଵ , … … , ܺିଵ , ܺିଵ, … … . , ܺሻ 5 ~ߨଵ(. ܺଵ , … … … . , ܺିଵሻ Int. J. Pure Appl. Sci. Technol., 16(1) (2013), 7-19 11 3. Applications
3.1 Example with WinBUGS: Linear Model “Calculated α and β”
Table 1 gives the real data of a crossover study comparing a new laxative versus a standard laxative,
bisacodyl. Days with stool are used as primary endpoint. The table shows that the new drug is more
efficacious than bisacodyl (see [10]).
Table 1: Example of a crossover trial comparing efficacy of a new
*Model with software WinBUGS Y-variables: new treatment (days with stool). X-variables: bisacodyl (days of stool). Y̴ N (mui, tau) Int. J. Pure Appl. Sci. Technol., 16(1) (2013), 7-19 12 mui=α + β * Xi The model is: model { for(i in 1 : 35) { y[i] ~ dnorm(mu[i], tau) mu[i] <- alpha + beta * X[i] } alpha ~ dnorm(0, 1.0E-6) beta ~ dnorm(0, 1.0E-6) tau ~ dgamma(1.0E-3, 1.0E-3) sigma <- 1/sqrt(tau) } We then proceed to estimate, this time on two channels, with 110 000 iterations (1000 enough) each, keeping an iteration of 150. The parameters of the line are estimated, α = 8.669 with a standard deviation of 3.236 and β= 2.062 with a standard deviation of 0.2854. WinBUGS outputs are as follows: MC error 2.5% median 97.5% start
We now presenting a graphical representation of the parameters alpha and beta, of Kernel density in fig.1, quantiles in fig.2 and the auto correlation function in fig.3 Figure 1: Kernel density
Figure 2: Quantiles
Int. J. Pure Appl. Sci. Technol., 16(1) (2013), 7-19 13 Figure 3: Autocorrelation function
3.2 Example with WinBUGS: Multiple Linear Model “Calculated α, β1 and
β2”
We may be Interested to know if age is an independent contributor to the effect of
the new laxative. That purpose for a simple regression equation has to be extended
as follows Y = α + β1 X1 + β2 X2, two partial regression coefficients are Called. Just like a simple
linear regression, multiple linear regressions can give us the best fit for the data given, although it is
hard to display the correlations in a figure. Table 2 gives the data from Table 1
extended by the variable age (see [10]).
Int. J. Pure Appl. Sci. Technol., 16(1) (2013), 7-19 14 Table 2: Example of a crossover trial comparing efficacy of a new laxative versus bisacodyl
*Model with software WinBUGS Y-variables: new treatment (days with stool). X1-variables: bisacodyl (days of stool). X2-variables: age (years). Y̴ N (mu, tau) mu=α + β1 * X1 + β2*X2 The model is: model mu[i] <- alpha + beta1* X1[i] + beta2* X2[i] We then proceed to estimate, this time on two channels, with 110 000 iterations (1000 enough) each, keeping an iteration of 150. The parameters of the line are estimated, α = 2.332 with a standard deviation of 4.985 and β1= 1.876 with a standard deviation of 0.3003, β2= 0.282 with a standard deviation of 0.171. WinBUGS outputs are as follows: MC error 2.5%
We now present a graphical representation of the parameters alpha and beta (1), beta (2) of Kernel density in fig.4, quantiles, fig.5 and the graphical of auto correlation in fig.6: Int. J. Pure Appl. Sci. Technol., 16(1) (2013), 7-19 15 Figure 4: Kernel density
Figure 5: Quantiles
Figure 6: Autocorrelation function
Int. J. Pure Appl. Sci. Technol., 16(1) (2013), 7-19 16 3.3 Example with WinBUGS: Logistic Model
Our study is based on a comparison of an antiseptic cream and Placebo; as the endpoint is cure an
infection. We seek to estimate the effect of the cream versus placebo, the following table gives the
answer 8 centers that we have considered, see [1]:
Table 3: Processed data
Int. J. Pure Appl. Sci. Technol., 16(1) (2013), 7-19 17 {
for(i in 1 : 8) {
rp[i] ~ dbin(pp[i], np[i])
rc[i] ~ dbin(pc[i], nc[i])
logit(pp[i]) <- alpha - beta / 2 + u[i]
logit(pc[i]) <- alpha + beta / 2 + u[i]
u[i] ~ dnorm(0.0, tau)
}
alpha ~ dnorm(0.0, 1.0E-6)
beta ~ dnorm(0.0, 1.0E-6)
tau ~ dgamma(0.1, 0.1)
sigma <- 1/ sqrt(tau)
OR <- exp(beta)
}
We then proceed to estimate, this time on three channels, with 110 000 iterations (1000 enough) each,
keeping an iteration of 150. The (assumed homogeneous) cream is estimated at 0.757, with a standard
deviation of 0.304.
WinBUGS outputs are as follows:
sd MC error 2.5%
median 97.5%
We now presenting a graphical representation of the parameters alpha and beta, of Kernel density in fig.7, quantiles fig.8 and finally the auto correlation function in fig.9 Figure 7 : Kernel density
Figure 8: Quantiles
Int. J. Pure Appl. Sci. Technol., 16(1) (2013), 7-19 18 Figure 9: Autocorrelation function
4. Discussion
In the linear regression model the regression line is Y = 2.065+X 8.646. The slope is 2.065 and directed the original is 8.646, and if we have x = 1 → y = 10 therefore the new treatment is better than the standard treatment. The regression line in the model of multiple linear regression is Y = 2332 + 0282 + X2 1.876X1 We add the parameter age or not the new treatment is the best. • As gold is greater than 1 and the confidence interval between 3.88 and 1191 at 97.5% it is said that our anti septic cream is effective.
5. Conclusion
One of the merits of our work is to have shown using experimental data of clinical trials that can be
modeled in a natural way and draw appropriate inferences, namely estimating parameters in
regression models: model simple and multiple linear and logit model using Monte Carlo methods for
Markov Chain (MCMC) especially as computer performance, made feasible processes effective
simulations and the availability of computer programs has facilitated the calculation of posterior
probabilities, which were previously daunting complexity.
6. Acknowledgement
We definitely want to thank Mr. Pierre Druilhet, Professor at the University of Blaise Pascal,
Clermont Ferrand, France, for his help and advice for successful completion of this work.
References
[1]
A. Agresti, Categorical Data Analysis (Volume 359), de Wiley Series in Probability and Statistics, 2002. A. Altaleb and C.P. Robert, Analyse bayésienne du modèle logit: Algorithme par tranches ou metropolis-Hastings? Revue de Statistique Appliquée, Tome, 49(4) (2001), 53-70. C.P. Robert and J.M. Marin, Bayesian Core: A Practical Approach to Computational Bayesian Statistics, Springer Texts in Statistics, 2007. C.P. Robert and G. Casella, Monte Carlo Statistical Methods, Springer, 2004. D.J. Lunn, A. Thomaa, N. Best and D. Spiegelhalter, WinBUGS – A Bayesian modeling framework: Concepts, structure and extensibility, Statistics and Computing, 10(2000), 325-337. É. Parent and J. Bernier, Le Raisonnement Bayésien, Springer-Verlag, France, Paris, 2007. L.R. França, Statistique Bayésienne, INSERM U669, Mai, 2009. Int. J. Pure Appl. Sci. Technol., 16(1) (2013), 7-19 19 C.P. Robert and G. Casella, Monte Carlo Statistical Methods, New York: Springer Verlag, 1999. C.P. Robert, L’analyse Statistique Bayésienne Economica, Paris, 1992. T.J. Cleophas, A.H. Zwinderman and T.F. Cleophas, Statistics Applied to Clinical Trials, Springer, P.O. Box 17, 3300 AA Dordrecht, The Netherlands, 2006. | 4,823 | 15,561 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.5625 | 3 | CC-MAIN-2023-23 | latest | en | 0.85434 |
https://ipfs.io/ipfs/QmXoypizjW3WknFiJnKLwHCnL72vedxjQkDDP1mXWo6uco/wiki/AP_Physics_C%3A_Electricity_and_Magnetism.html | 1,716,356,925,000,000,000 | text/html | crawl-data/CC-MAIN-2024-22/segments/1715971058531.78/warc/CC-MAIN-20240522040032-20240522070032-00061.warc.gz | 269,967,423 | 5,851 | # AP Physics C: Electricity and Magnetism
AP Physics C: Electricity and Magnetism is an Advanced Placement science course about electromagnetism. Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. It is supposed to be equivalent to an introductory college course in electricity and magnetism for physics majors. This course, taken along with courses covering other areas, such as mechanics, waves, thermodynamics, and modern physics can help prepare students for the SAT Subject Test in Physics, also administered by College Board. This course is often combined with AP Physics C: Mechanics to make a unified Physics C course that prepares for both exams, or it may be a separate course. In the former scenario, Electricity and Magnetism is typically taught second, as it requires much of the knowledge gained in the Mechanics course.
## Exam
The exam is configured in two categories, a thirty-five (35) question multiple choice section and a three (3) question free response section.[1] Test takers are allowed to use a calculator on the entire AP Physics C: Electricity & Magnetism exam – including both the multiple-choice and free response sections.[2] The test is weighted such that each section is worth fifty percent (50%) of the final score. It is the shortest AP exam currently administered, with total time at 90 minutes.
The topics covered by the exam are as follows:[3]
Topic Percent
Electrostatics 30%
Conductors, insulators, capacitors, dielectrics 14%
Electric circuits 20%
Magnetic fields 20%
Electromagnetism 16%
## Purpose
According to the College Board web site, "This course ordinarily forms the first part of the college sequence that serves as the foundation in physics for students majoring in the physical sciences or engineering."[4]
The grade distributions for the Physics C: Electricity and Magnetism scores since 2010 were:
Score 2010[5] 2011[6] 2012[7] 2013[8] 2014[9] 2015[10] 2016[11]
5 32.0% 32.0% 35.1% 31.7% 33.5% 28.5% 32%
4 25.2% 24.5% 24.0% 24.1% 25.1% 24.9% 22.6%
3 13.1% 14.1% 13.9% 13.7% 12.2% 13.7% 13.5%
2 17.4% 17.7% 16.5% 19% 17.6% 19.8% 19.3%
1 12.3% 11.7% 10.5% 11.6% 11.6% 13.1% 12.6%
Mean 3.47 3.47 3.57 3.46 3.51 3.36 3.42
Number of Students 14,191 15,185 17,380 19.380 20,765
## Payment
Recently changed from 2006, College Board requires test-takers to pay separately for the Mechanics part and the Electricity and Magnetism part. Previously, test-takers paid only once and were given the choice of taking either one or two parts of the Physics C test. | 723 | 2,590 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.671875 | 3 | CC-MAIN-2024-22 | latest | en | 0.926844 |
https://pypi.org/project/iteround/1.0.4/ | 1,660,655,553,000,000,000 | text/html | crawl-data/CC-MAIN-2022-33/segments/1659882572304.13/warc/CC-MAIN-20220816120802-20220816150802-00276.warc.gz | 431,095,562 | 11,267 | Rounds iterables (arrays, lists, sets, etc) while maintaining the sum of the initial array.
# Iteround: Sum-safe Rounding for Iterables
Iteround is an organic (standard library) sum-safe rounding library for Python iterables (lists, tuples, dicts).
Example Code:
.. code-block:: python
>>> import iteround
>>> data = {'foo': 60.19012964572332,
'bar': 15.428802458406679,
'baz': 24.381067895870007}
>>> sum(data.values())
100.0
>>> rounded = iteround.saferound(data, 0)
>>> rounded
{'foo': 60.0,
'bar': 16.0,
'baz': 24.0}
>>> sum(rounded.values())
100.0
## How It Works
Iteround provides a single method, called :code:saferound that takes the following inputs:
iterable (list, dict, set, numpy.array, generator): list(y) of numbers If a dict is passed in, the values must be all floats.
places (int): Places for rounding. Number of places each item in the set should be rounded to.
topline (float, optional): Topline to match Useful in places where we want the total sum to match a different topline than the sum of iterable. This can useful in cases where original values are altered before passing into the saferound method, but the original sum needs to be maintained.
strategy (str, optional): The strategy used to clean up rounding errors 'difference', 'largest', 'smallest'. Defaults to 'difference'
'difference' seeks to minimize the sum of the array of the
differences between the original value and the rounded value of
each item in the iterable. It will adjust the items with the
largest difference to preserve the sum. This is the default.
'largest' for any post rounding adjustments, sort the array by
the largest values to smallest and adjust those first.
'smallest' for any post rounding adjustments, sort the array by
the smallest values to largest, adjust the smaller ones first.
Strategy strings are available as:
:code:iteround.DIFFERENCE
:code:iteround.LARGEST
:code:iteround.SMALLEST
If 'dict' or 'tuple' are passed, result will be dict or tuple. All other iterables (range, map, np.array, etc) will return list.
## Feature Support
Iteround definitely supports at least these iterables.
• list
• tuple
• dict
• OrderedDict
Iteround officially supports Python 2.7 & 3.4–3.6.
## Installation
To install Iteround, use pipenv <http://pipenv.org/>_ (or pip, of course):
.. code-block:: bash
\$ pipenv install iteround
## Documentation
Documentation beyond this readme will be available soon.
## How to Contribute
#. Check for open issues or open a fresh issue to start a discussion around a feature idea or a bug. #. Fork the repository_ on GitHub to start making your changes to the master branch (or branch off of it). #. Write a test which shows that the bug was fixed or that the feature works as expected. #. Send a pull request. Make sure to add yourself to AUTHORS_.
.. _the repository: https://github.com/cgdeboer/iteround .. _AUTHORS: https://github.com/cgdeboer/iteround/blob/master/AUTHORS.rst
## Project details
Uploaded py3 | 746 | 2,984 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.65625 | 3 | CC-MAIN-2022-33 | latest | en | 0.731403 |
https://thefox965.com/adding-in-math-to-get-back-at-the-same-answer-watch-your-kids/ | 1,669,502,949,000,000,000 | text/html | crawl-data/CC-MAIN-2022-49/segments/1669446709929.63/warc/CC-MAIN-20221126212945-20221127002945-00240.warc.gz | 636,226,758 | 15,161 | # Adding In Math To Get Back At The Same Answer Watch Your Kids
You are searching about Adding In Math To Get Back At The Same Answer, today we will share with you article about Adding In Math To Get Back At The Same Answer was compiled and edited by our team from many sources on the internet. Hope this article on the topic Adding In Math To Get Back At The Same Answer is useful to you.
Muc lục nội dung
## Watch Your Kids
It’s the first day back to school from summer vacation. In a grammar class, Ms. Fay is teaching her students how to use math with computers. She instructs all her third graders to write a website on the computers in front of them.
“Now, class, we’re going to cover addition using the website you should be at Mathway.com. If so, click on the ‘Basic Math’ button and you’ll go to a blank screen.” When you’re done with each one, please highlight the answers one at a time and I want you to click exactly what I’m telling you to do, hold down the right side of your mouse and click ‘Copy’. Then I want you to go to a new blank screen and click on the left side and choose “Paste”. Then you should see the answer.” She writes some addition problems and asks her students to solve them on the screen. Let me know if anyone had any problems. They spend the rest of the session solving addition problems.
When they have five more minutes until the next class bell rings, Mrs. Lynn gives them a big homework problem and writes it and the website on the board: 9950 + 8001 + 5400 + 2345 + 1980 =? . Please use “Copy” and then “Paste” to my email address: “efay at aol.com”
The bell rings and most of the students are still copying it. “Now, don’t be late to your next class. Oh, I forgot! Send your answers to my email. She writes it on the board, but she writes ‘eBay’, not ‘efay.’
Jenny Smith is one of her students who was slow in writing her assignment. Mrs. Fay asks her if she wrote everything down, and the girl nods.
That afternoon, after school, Jenny asks her mother if she could borrow her laptop because she had homework to do. So Jenny sits at a table where her mother’s computer is and follows the teacher’s instructions, adding the numbers: 9950 + 8001 + 5400 + 2345 + 1980. She clicks the “add” button and gets “27,676”. Then copy it with the mouse. When you click the delete button and type “eBay”. As soon as he gets there he forgets about his teacher’s email and goes to eBay looking for the fine jewelry that is being auctioned on his mother’s account. She is captivated by 24 carat gold rings. In several voices that are about to end. Find the “Make an Offer” buttons on five of them and paste “27,676” into the text boxes.
When the timers run out, you get five messages that say “You’ve won!” Jenny is so excited that she runs and tells her mom what she just did. Her mother’s eyes widen and she asks, “What did you do?”
“I bought you five rings on eBay! Isn’t that great?”… “Mom?…Mom?”
Mom looks at the total: “25 \$890.78”
“Mom???… Mom??…” “Mom’s last words were… Dial 911, now!!!”
## Video about Adding In Math To Get Back At The Same Answer
You can see more content about Adding In Math To Get Back At The Same Answer on our youtube channel: Click Here
## Question about Adding In Math To Get Back At The Same Answer
If you have any questions about Adding In Math To Get Back At The Same Answer, please let us know, all your questions or suggestions will help us improve in the following articles!
The article Adding In Math To Get Back At The Same Answer was compiled by me and my team from many sources. If you find the article Adding In Math To Get Back At The Same Answer helpful to you, please support the team Like or Share!
Rate: 4-5 stars
Ratings: 2668
Views: 47251330
## Search keywords Adding In Math To Get Back At The Same Answer
Adding In Math To Get Back At The Same Answer
way Adding In Math To Get Back At The Same Answer
tutorial Adding In Math To Get Back At The Same Answer
Adding In Math To Get Back At The Same Answer free
#Watch #Kids
Source: https://ezinearticles.com/?Watch-Your-Kids&id=10461874
##### admin
Bài viết đã được tạo 512
## Algebra 2 Big Ideas Math Teacher Edition How Is Different Physics – Algebra and Calculus Based Approaches
Bắt đầu nhập từ khoá bên trên và nhấp enter để tìm kiếm. Nhấn ESC để huỷ.
Trở lên trên | 1,049 | 4,322 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.171875 | 3 | CC-MAIN-2022-49 | latest | en | 0.951394 |
https://www.physicsforums.com/threads/approximation-math-problem.70692/ | 1,542,503,914,000,000,000 | text/html | crawl-data/CC-MAIN-2018-47/segments/1542039743960.44/warc/CC-MAIN-20181118011216-20181118033216-00535.warc.gz | 957,625,051 | 12,274 | # Approximation math problem
1. Apr 9, 2005
### recon
Every day, Jack and Jill agree to meet at a certain time at the nearby bus interchange, where buses depart at equal periods of time. Once, Jill came 15 minutes later and Jack saw 6 buses depart. On a second occasion, Jill came 26 minutes later, and Jack saw 8 buses depart. On another occasion, Jack came 43 minutes later than Jill. How many buses departed the interchange while Jill was awaiting Jack? | 109 | 459 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.578125 | 3 | CC-MAIN-2018-47 | latest | en | 0.956157 |
http://www.hawaiilibrary.net/articles/eng/Law_of_demand | 1,601,007,497,000,000,000 | text/html | crawl-data/CC-MAIN-2020-40/segments/1600400221980.49/warc/CC-MAIN-20200925021647-20200925051647-00739.warc.gz | 182,281,202 | 19,835 | #jsDisabledContent { display:none; } My Account | Register | Help
# Law of demand
Article Id: WHEBN0000588606
Reproduction Date:
Title: Law of demand Author: World Heritage Encyclopedia Language: English Subject: Collection: Publisher: World Heritage Encyclopedia Publication Date:
### Law of demand
A demand curve, shown in red and shifting to the right, demonstrating the inverse relationship between price and quantity demanded (the curve slopes downwards from left to right; higher prices reduce the quantity demanded).
In economics, the law states that, all else being equal, as the price of a product increases(↑), quantity demanded falls(↓); likewise, as the price of a product decreases(↓), quantity demanded increases(↑).There is an INVERSE relationship between quantity demand and its price.
In other words, the law of demand states that the quantity demanded and the price of a commodity are inversely related, other things remaining constant. If the income of the consumer, prices of the related goods, and preferences of the consumer remain unchanged, then the change in quantity of good demanded by the consumer will be negatively correlated to the change in the price of the good.[1] There are, however, some possible exceptions to this rule (see Giffen goods and Veblen goods).
## Contents
• Mathematical expression 1
• Graphical depiction 2
• Exceptions to the law of demand 3
• Giffen goods 3.1
• Expectation of change in the price of commodity 3.2
• Basic or necessary goods 3.3
• The Law of Demand and Change in Demand 4
• Limitations 5
• References 7
## Mathematical expression
Mathematically, the inverse relationship may be expressed as a causal relation:
Q_x = f(P_x)
```Where, Q_x is the quantity demanded of x goods
f is the function of independent variables contained within the parenthesis, and
P_x is the price of x goods.
```
Hence, in the above model, the function (f) is a varying one: i.e., the law of demand postulates P_x as the causal factor (independent variable) and Q_x as the dependent variable.........
## Graphical depiction
A demand curve is a graphical depiction that abides by the law of demand. It shows how the quantity demanded of some product during a specified period of time will change as the price of that product changes, holding all other determinants of the quantity demanded constant. Price is measured on the vertical axis and quantity demanded on the horizontal axis.
There are two important things to note about the demand curve:
• It is downward sloping indicating that between the price of a product and the quantity demanded a negative or inverse relationship exists. In other words, as the price declines the quantity demanded increases. This is indicated by a downward movement along the demand curve. An increase in price decreases the quantity demanded, and an upward movement along the demand curve occurs.
• The movement along a given demand curve due to a change in price is referred to as "change in quantity demanded". As the price changes, the quantity demanded changes. The term "change in demand" refers to a shift of the demand curve because of factors other than price.
## Exceptions to the law of demand
Generally the amount demanded of a good increases with a decrease in price of the good and vice versa. In some cases, however, this may not be true. There are certain goods which do not follow this law. These include Veblen goods and Giffen goods. Further exception and details are given in the sections below.
### Giffen goods
Initially discovered by [vasudeva], economists disagree on the existence of Giffen goods in the market. A Giffen good describes an inferior good that as the price increases, demand for the product increases. As an example, during the Irish Potato Famine of the 19th century, potatoes were considered one of Giffen good's. Potatoes were the largest staple in the Irish diet, so as the price rose it had a large impact on income. People responded by cutting out on luxury goods such as meat and vegetables, and instead bought more potatoes. Therefore, as the price of potatoes increased, so did the demand.[2]
### Expectation of change in the price of commodity
If an increase in the price of a commodity causes households to expect the price of a commodity to increase further, they may start purchasing a greater amount of the commodity even at the presently increased price. Similarly, if the household expects the price of the commodity to decrease, it may postpone its purchases. Thus, some argue that the law of demand is violated in such cases. In this case, the demand curve does not slope down from left to right; instead it presents a backward slope from the top right to down left. This curve is known as an exceptional demand curve.
### Basic or necessary goods
The goods which we need no matter how high the price is are basic or necessary goods. Medicines can be a good example of it. If anyone is sick no matter how much high the price is we buy the medicine. Similarly an increase or decrease in the price of such goods don't affect its quantity demanded.
## The Law of Demand and Change in Demand
The law of demand states that, other things remaining same, the quantity demanded of a good increases when its price falls and vice-versa. Note that demand for goods changes as a consequence of changes in income, tastes etc. Hence, demand may expand or contract and increase or decrease. In this context, let us make a distinction between two different types of changes that affect quantity demanded, viz., expansion and contraction; and increase and decrease. While stating the law of demand i.e., while treating price as the causative factor, the relevant terms are Expansion and Contraction in demand (which means movement along the curve of demand). When the demand is changing due to a price change alone, we should not say increase or decrease but expansion or contraction. If one of the non-price determinants of demand, such as the prices of other goods, income, etc. change & thereby demand changes, the relevant terms are increase and decrease in demand (which means shift of the demand curve to the right or to the left). The expansion and contraction in demand are shown in the diagram. You may observe that expansion and contraction are shown on a single DD curve. The changes (movements) take place along the given k.
## Limitations
• Change in taste or demand.
• Change in income
• Change in other prices.
• Discovery of substitution.
• Anticipatory change in prices.
• Rare or distinction goods.[3]
## References
1. ^ http://www.investopedia.com/terms/l/lawofdemand.asp; Investopedia, Retrieved 9 September 2013
2. ^ Mankiw, Gregory (2007). Principles of Economics. South-Western Cengage Learning. p. 470.
3. ^
This article was sourced from Creative Commons Attribution-ShareAlike License; additional terms may apply. World Heritage Encyclopedia content is assembled from numerous content providers, Open Access Publishing, and in compliance with The Fair Access to Science and Technology Research Act (FASTR), Wikimedia Foundation, Inc., Public Library of Science, The Encyclopedia of Life, Open Book Publishers (OBP), PubMed, U.S. National Library of Medicine, National Center for Biotechnology Information, U.S. National Library of Medicine, National Institutes of Health (NIH), U.S. Department of Health & Human Services, and USA.gov, which sources content from all federal, state, local, tribal, and territorial government publication portals (.gov, .mil, .edu). Funding for USA.gov and content contributors is made possible from the U.S. Congress, E-Government Act of 2002.
Crowd sourced content that is contributed to World Heritage Encyclopedia is peer reviewed and edited by our editorial staff to ensure quality scholarly research articles. | 1,641 | 7,823 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.734375 | 4 | CC-MAIN-2020-40 | latest | en | 0.85842 |
https://stat.ethz.ch/pipermail/r-help/2010-February/228929.html | 1,627,843,782,000,000,000 | text/html | crawl-data/CC-MAIN-2021-31/segments/1627046154214.63/warc/CC-MAIN-20210801154943-20210801184943-00444.warc.gz | 547,153,577 | 2,141 | [R] inverse lexicographical ordering
Daniel Malter daniel at umd.edu
Fri Feb 19 18:42:50 CET 2010
```Hi, see the code below. Next time, please provide self-contained code to
generate the matrix (read the posting guide) so that we can just copy-paste
it into R to get the matrix.
x=rep(c(0,1),4)
y=rep(c(0,0,1,1),2)
z=rep(c(0,1),each=4)
m=cbind(z,y,x)
w=rowSums(m)
m=cbind(m,w)
m
m[order(w,x,y,z),]
HTH,
Daniel
-------------------------
cuncta stricte discussurus
-------------------------
-----Original Message-----
From: r-help-bounces at r-project.org [mailto:r-help-bounces at r-project.org] On
Behalf Of Evgenia
Sent: Friday, February 19, 2010 12:10 PM
To: r-help at r-project.org
Subject: [R] inverse lexicographical ordering
Dear users,
I have a matrix b as
[,1] [,2] [,3] [,4]
[1,] 0 0 0 0
[2,] 0 0 1 1
[3,] 0 1 0 1
[4,] 0 1 1 2
[5,] 1 0 0 1
[6,] 1 0 1 2
[7,] 1 1 0 2
[8,] 1 1 1 3
with last column the rowSums(b)
I want for each value of last column of b separately (b:0,1,2,3, to sort
the above table by reverse lexicographical order.
For the above table the result should be
1 0 0 0
2 1 0 0
3 0 1 0
4 0 0 1
5 1 1 0
6 1 0 1
7 0 1 1
8 1 1 1
Could anyone help me with this?
Thanks alot
Evgenia
--
View this message in context:
http://n4.nabble.com/inverse-lexicographical-ordering-tp1561930p1561930.html
Sent from the R help mailing list archive at Nabble.com.
______________________________________________
R-help at r-project.org mailing list
https://stat.ethz.ch/mailman/listinfo/r-help | 623 | 1,635 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.625 | 3 | CC-MAIN-2021-31 | latest | en | 0.674762 |
https://www.dcs.ed.ac.uk/home/mhe/plume/node85.html | 1,720,911,095,000,000,000 | text/html | crawl-data/CC-MAIN-2024-30/segments/1720763514517.94/warc/CC-MAIN-20240713212202-20240714002202-00666.warc.gz | 668,956,955 | 2,463 | Next: Natural Logarithm Function Up: Logarithmic Functions Previous: Logarithmic Functions
### Exponential Function
The exponential function is usually defined as follows:
We can define a sequence S(x) such that as as follows, using a second sequence s(x), whose current value is used to simplify the implementation:
If (x < 0), the sequence S oscillates about the limit. We can easily use two consecutive elements of the sequence to compute a lower and upper bound, and hence compute the required stream of nested intervals.
If (x > 0), the sequence no longer oscillates around the sequence, but tends to the limit from below. We can observe that
Therefore to create a sequence of nested intervals bounding the required limit, we simply find N such that
Now we simply compute nested intervals using the bounds above.
There is a problem with the above approach, which is that we cannot determine the sign of x without examining a potentially infinite number of digits, and yet we need to know the sign to determine the method to use. One solution to this is to `normalise' the input, but stopping after a finite number of steps if no non-zero digit is found. If we cannot determine the sign, we simply compute Sn-1, Sn, and , and then take the minimum and maximum of these numbers as lower and upper bounds respectively. This is the way the algorithm has been implemented in the calculator, and despite the extra cost, the method is very fast as both sequences converge extremely quickly for small values of |x|.
Next: Natural Logarithm Function Up: Logarithmic Functions Previous: Logarithmic Functions
Martin Escardo
5/11/2000 | 346 | 1,637 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.671875 | 4 | CC-MAIN-2024-30 | latest | en | 0.91388 |
https://bedtimemath.org/can-you-count-all-the-clouds/ | 1,686,083,211,000,000,000 | text/html | crawl-data/CC-MAIN-2023-23/segments/1685224653071.58/warc/CC-MAIN-20230606182640-20230606212640-00045.warc.gz | 157,389,672 | 20,645 | # Can You Count All the Clouds?
Our friend Isabella S. asked us a math question we’d never thought of: how many clouds are in the sky on a sunny day? It’s tricky since the sky is such a big place, and it can also be hard to tell where one cloud ends and another begins. But we can all give it our best guess. Last Thursday was nice and sunny, so we stood in this spot by the Central Park Reservoir in New York City and counted 14 puffy clouds. The next time you have a sunny day, go outside and see how many clouds you can count!
Wee ones: If you counted 4 clouds yesterday, at least how many would you have to count today to count more than 4?
Little kids: If you see 1 cloud today, 3 clouds tomorrow, 5 clouds the next day… how many would you see on the 4th day if the pattern continues? Bonus: If you see twice as many duck-shaped clouds as dog-shaped clouds, and 3 times as many cow-shaped clouds as duck-shaped clouds, and you see just 1 dog-shaped cloud, how many cow-shaped clouds do you see?
Big kids: If you’re racing a friend to spot clouds and you’ve spotted 72 in 6 minutes, and they’ve spotted 80 but started 2 minutes before you, who’s spotting more clouds per minute? Bonus: Clouds have different names depending on their height above Earth. An altocumulus cloud is between 6,000 and 20,000 feet above Earth. If you’re taking off in a plane, at how many feet above Earth are you halfway between the lowest and highest altocumulus clouds?
Wee ones: You’d need to count at least 5 clouds!
Little kids: 7 clouds, because you see 2 more each day. Bonus: 6 cow-shaped clouds, because 1 x 2 x 3 = 6.
Big kids: You are, because you’re spotting 12 clouds per minute on average! Your friend is spotting 80 clouds in 8 minutes, which is 10 clouds per minute. Bonus: 13,000 feet above Earth. That’s 7,000 feet above the lowest altocumulus cloud and 7,000 below the highest altocumulus cloud.
## Pick a Topic
50 States
Animals
Daily Routine
Entertainment
Food
History
Science and Nature
Sports
Vehicles and Transportation | 525 | 2,041 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.15625 | 4 | CC-MAIN-2023-23 | latest | en | 0.931267 |
http://galleries.com/minerals/property/index.htm | 1,713,678,656,000,000,000 | text/html | crawl-data/CC-MAIN-2024-18/segments/1712296817729.0/warc/CC-MAIN-20240421040323-20240421070323-00244.warc.gz | 12,032,514 | 7,601 | DIAMOND
# WHAT IS IMPORTANT ABOUT Index of Refraction, Birefringence and Dispersion?
The Index of Refraction, Birefringence and Dispersion are somewhat exotic properties for ordinary rockhounds, but they are consistent properties in that minerals never stray far from their known values. This makes them invaluable tools to mineralogists for identifying and studying minerals.
The index of refraction is the geometric ratio of the angle at which light comes to the crystal (called the angle of incidence) by the angle at which light is bent as it enters a crystal (called the angle of refraction). Metallic minerals do not have an index of refraction because they do not allow light to enter the crystal in the first place. The laws of refraction (called Snell's Laws) were laid down by Willebrod Snellius in 1621 and he proposed the following formula:
(sine i)/(sine r) = n
Where i is the angle of incidence and r is the angle of refraction and n is the index of refraction. It turns out that this ratio n is also the ratio of the speed of light in air to the speed of light in the crystal. This relationship shows the impact of density or specific gravity to the index of refraction in that the greater the density the slower the speed of light. But density is not the only impact to the index of refraction (if it were, we could used index of refraction to measure density and we can't do that, directly anyway) as chemistry and structure play an important part too. Generally the index of refraction for minerals falls between 1.4 to 2.0 with a few exceptional mineral exceeding 2.5.
The symmetry of the crystal has interesting impacts to the index of refraction. Isometric and amorphous minerals have essentially the same structure or lack there of, in all directions and so have only one index of refraction and are called isotropic minerals. But hexagonal, trigonal and tetragonal minerals have a different structure along their primary axes than they do in all other directions and for this reason they have two indices of refraction; one along the primary axis and one for every other direction. These minerals are called uniaxial minerals for their one unique direction. Orthorhombic, monoclinic and triclinic minerals have two planes of equal refractive indices and are called biaxial.
MINERAL: IR: MINERAL: IR: MINERAL: IR: Almandine 1.830 Andradite 1.887 Apatite 1.624- 1.667 Aragonite 1.530 - 1.686 Barite 1.636 - 1.648 Beryl 1.565 - 1.598 Calcite 1.486 - 1.740 Cerussite 1.804 - 2.079 Chrysoberyl 1.746 - 1.756 Corundum 1.759 - 1.772 Diamond 2.418 Fluorite 1.434 Grossularite 1.734 Gypsum 1.519 - 1.531 Halite 1.544 Microcline 1.514 - 1.539 Olivine 1.63 - 1.88 Opal 1.41 - 1.46 Quartz 1.544 - 1.553 Rhodochrosite 1.597 - 1.816 Rutile 2.605 - 2.901 Scapolite 1.546 - 1.600 Sodalite 1.483 - 1.487 Spessartine 1.800 Sphalerite 2.369 Sphene 1.843 - 2.110 Spinel 1.719 Topaz 1.606 - 1.638 Tourmaline 1.635 - 1.675 Zircon 1.923 - 2.015
The average collector might be able to use the index of refraction to gauge a mineral's sparkle and generally gemstones that have a high index of refraction are desired above others. Gemstones that have an index or refraction near 2.0 or higher are considered good refractive stones. Observe the different gemstones above for the ones with high index of refractions and those with low values. The following properties of birefringence and dispersion are closely related to the index of refraction.
BIREFRINGENCE AND DOUBLE REFRACTION
The difference between the highest and lowest index of refraction in a mineral is called the birefringence. The birefringence is generally low in most minerals but is high for carbonates and a few other minerals. Calcite has one of the highest degrees of birefringence and this causes the phenomenon of double refraction. Double refraction occurs when a ray of light enters the calcite crystal and due to calcite's high birefringence, the ray is split into beams, one very fast and one very slow; relatively that is. As these two beams exit the crystal, they are bent into two different angles (the angles of refraction) because the angle is directly affected by the speed of the beams. A person viewing into the crystal will see two images ..... of everything. The best way to view the double refraction is by placing the crystal on a straight line or printed word (the result will be two lines or two words). There is only one direction that the beams are both the same speed and that is parallel to the C-axis or primary trigonal axis. Rotation of the crystal will reveal the direction in the crystal that is parallel to the C-axis when the line or word becomes whole again. By contrast, the direction perpendicular to the C-axis will have the greatest separation.
DISPERSION
Dispersion is more of a concern to gemologists than to mineralogists. It is a very important property to used to identify and qualify gemstones. Dispersion is another property that is affected by the index of refraction. The above discussion of refraction dealt with the refraction of only the same wavelength of light. But to make it more complex, refraction is affected by the wavelength as well. Blue light is bent more than green light which is bent more than red light. If dispersion in a mineral is low, than white light can travel through the mineral nearly unaffected and emerge as white light. But if dispersion is high, the white light will have its component wavelengths or colors dispersed through increasing refraction. This is what causes the flashes of color, called fire, in cut gemstones. Diamond is the champion of cut stones and has a high degree of dispersion or fire that is almost always unmatched by diamond simulants. Zircon, cubic zirconia and YAG all have high dispersions and are the popular diamond impostors of the day, although zircon is a lovely gemstone in its own right. Dispersion is the reason we have rainbows and why a glass prism can separate light into its many colors.
Amethyst Galleries'Mineral Gallery MINERALS Groupings Birthstones Gemstones By Name Framed Unframed By Class Carbonates Elements Halides Oxides Phosphates Silicates Sulfates Sulfides Fluorescent Minerals Properties Rocks Search Books | 1,507 | 6,215 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.65625 | 3 | CC-MAIN-2024-18 | latest | en | 0.945304 |
https://codedump.io/share/6thA6r7qab4S/1/complexity-in-tilde-notation-of-nested-for-loops | 1,480,760,920,000,000,000 | text/html | crawl-data/CC-MAIN-2016-50/segments/1480698540915.89/warc/CC-MAIN-20161202170900-00146-ip-10-31-129-80.ec2.internal.warc.gz | 846,880,530 | 8,967 | Stanko - 6 days ago 6
Java Question
Complexity in tilde notation of nested for loops
How do I find the complexity in tilde notation of the following algorithm:
``````for (int j = 0; j < N; j++) {
for (int k = j + 1; k < N; k++) {
array[k] = array[j];
}
array[j] = k
}
``````
I've made a table with how many times the inner for-loop loops if
`N = 9`
:
``````| j | # of loops |
|:-----------|------------:|
| 0 | 8 |
| 1 | 7 |
| 2 | 6 |
| 3 | 5 |
| 4 | 4 |
| 5 | 3 |
| 6 | 2 |
| 7 | 1 |
| 8 | 0 |
``````
As you evaluate, the number of inner iterations decreases linearly from `8` down to `0`, i.e. it is `4` on average, for a total of `4.9=36`.
More generally, the average is `(N-1)/2` and the total `N.(N-1)/2`.
Consequently, `I(N) ~ N²/2`, in terms of the iteration count.
In terms of memory accesses (R+W), it's the double: `A(N) ~ N²`. (The extra access in the outer loop adds a negligible `N` contribution.) | 365 | 1,101 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.921875 | 3 | CC-MAIN-2016-50 | longest | en | 0.800705 |
http://biofluids.info/search?q=Currency%20calculator%20for%20a%20rate%20exchange | 1,537,448,094,000,000,000 | text/html | crawl-data/CC-MAIN-2018-39/segments/1537267156471.4/warc/CC-MAIN-20180920120835-20180920141235-00459.warc.gz | 31,958,565 | 30,850 | Home
Search results “Currency calculator for a rate exchange”
10:57
If you know the exchange rates of two currencies, you can calculate the prices of goods in one country in another country's currency. This lesson walks you through several problems in which calculations of different exchange rates allow us to determine how much goods and services in one currency will cost in terms of another. Want to learn more about economics, or just be ready for an upcoming quiz, test or end of year exam? Jason Welker is available for tutoring, IB internal assessment and extended essay support, and other services to support economics students and teachers. Learn more here! http://econclassroom.com/?page_id=5870
Views: 15168 Jason Welker
02:29
How to calculate currency conversion Visit us at www.practiceaptitudetests.com
Views: 178935 Practice Aptitude Tests
05:32
Add and Calculate All Currencies in Real time in Excel Sheet also update currency.. Click here for more detail... http://www.bsocialshine.com/2016/04/how-to-add-real-time-currency-converter.html Euro, dinar, US dollar, taka, rupees, franc, real, peso, pound, rupiah, rial, yen, shilling, dirham, rupee, riyal, rubie, Saudi riyal, rand, won, lira,
Views: 108881 MJ Tube
24:22
This video shows the user how to create a dynamic and live exchange rate calculator. This video will teach the user how to next functions and introduces the user to a few of the text editing functions in Excel.
Views: 2793 Peter Dixon
04:57
● We explain topics simply. So Subscribe if you want to learn while being entertained. ✔ Please like the video and comment if you enjoyed - it helps a lot! ▶ If you want a question answered then ask in the comments and we may make a video about it! About the video: You may have traveled a lot and wondered why you get more of one currency when you exchange it for another. If so, you have witnessed exchange rates in action, but do you know how they work? Watch the video to find out what exchange rates are, how to convert between them and the different systems which determine a currencies exchange rate. Historically the gold standard system had been used, which fixed currency to a select value of gold, held in a vault. The three main systems are the floating, managed and fixed exchange rate systems. The floating system has minimal government intervention, using supply and demand to determine the exchange rate. The managed exchange rate is allowed to be within a permitted band and a fixed exchange rate is usually pegged to a currency with the interest of being competitive in the international market. The video explains this in more detail and with helpful picture to guide you through the subject.
Views: 264148 SimplyExplain
02:17
All currency converter app converts currency easily. Just select the desired currency and enter the value fir first and get converted result. All Currency Converter is a real-time currency exchange rates converter. (The calculator is featured). All around the world offer rates for almost all currencies (over 162) and also comes with a special price for minerals such as gold, silver and. #Comes with a simple exchange rate conversion and exchange rate calculation. #View and can calculate currency (the currency of some ready ...) AED UAE Dirham AFN Afghan Afghani ALL Albanian Lek AMD Armenian Dram ANG Neth Antilles Guilder AOA Angolan Kwanza ARS Argentine Peso AUD Australian Dollar AWG Aruba Florin AZN Azerbaijani New Manat BAM Bosnian Convertible Marka BBD Barbados Dollar BDT Bangladesh Taka BGN Bulgarian Lev BHD Bahraini Dinar BIF Burundi Franc BMD Bermuda Dollar BND Brunei Dollar BOB Bolivian Boliviano BRL Brazilian Real BSD Bahamian Dollar BTC Bitcoin BTN Bhutan Ngultrum BWP Botswana Pula BYN New Belarusian Ruble BZD Belize Dollar CAD Canadian Dollar CDF Congolese Franc CHF Swiss Franc CLP Chilean Peso CNY Chinese Yuan COP Colombian Peso CRC Costa Rica Colon CUP Cuban Peso CVE Cape Verde Escudo CYP Cyprus Pound CZK Czech Koruna DJF Dijibouti Franc DKK Danish Krone DOP Dominican Peso DZD Algerian Dinar EGP Egyptian Pound ERN Eritrean Nakfa ETB Ethiopian Birr EUR Euro FJD Fijian Dollar FKP Falkland Islands Pound GBP British Pound GEL Georgian Lari GHS Ghanaian Cedi GIP Gibraltar Pound GMD Gambian Dalasi GNF Guinea Franc GTQ Guatemala Quetzal GYD Guyana Dollar HKD Hong Kong Dollar HNL Honduras Lempira HRK Croatian Kuna HTG Haiti Gourde HUF Hungarian Forint IDR Indonesian Rupiah ILS Israeli Shekel INR Indian Rupee IQD Iraqi Dinar IRR Iranian Rial ISK Iceland Krona JMD Jamaican Dollar JOD Jordanian Dinar JPY Japanese Yen KES Kenyan Shilling KGS Kyrgyzstani Som KHR Cambodia Riel KMF Comoros Franc KPW North Korean Won KRW Korean Won KWD Kuwaiti Dinar KYD Cayman Islands Dollar KZT Kazakhstan Tenge LAK Lao Kip LBP Lebanese Pound LKR Sri Lanka Rupee LRD Liberian Dollar LSL Lesotho Loti LTL Lithuanian Lita LVL Latvian Lat LYD Libyan Dinar MAD Moroccan Dirham MDL Moldovan Leu MGA Malagasy Ariary MKD Macedonian Denar MMK Myanmar Kyat MNT Mongolian Tugrik MOP Macau Pataca MRO Mauritania Ougulya MUR Mauritius Rupee MVR Maldives Rufiyaa MWK Malawi Kwacha MXN Mexican Peso MYR Malaysian Ringgit MZN Mozambican Metical NAD Namibian Dollar NGN Nigerian Naira NIO Nicaragua Cordoba NOK Norwegian Krone NPR Nepalese Rupee NZD New Zealand Dollar OMR Omani Rial PAB Panama Balboa PEN Peruvian Nuevo Sol PGK Papua New Guinea Kina PHP Philippine Peso PKR Pakistani Rupee PLN Polish Zloty PYG Paraguayan Guarani QAR Qatar Rial RON New Romanian Leu RSD Serbian Dinar RUB Russian Rouble RWF Rwandan Franc SAR Saudi Arabian Riyal SBD Solomon Islands Dollar SCR Seychelles Rupee SDG Sudanese Pound SEK Swedish Krona SGD Singapore Dollar SHP St Helena Pound SIT Slovenian Tolar SLL Sierra Leone Leone SOS Somali Shilling SRD Surinamese Dollar STD Sao Tome Dobra SVC El Salvador Colon SYP Syrian Pound SZL Swaziland Lilageni THB Thai Baht TJS Tajikistani Somoni TMT Turkmenistani Manat TND Tunisian Dinar TOP Tonga Pa'anga TRY Turkey Lira TTD Trinidad&Tobago Dollar TWD Taiwan Dollar TZS Tanzanian Shilling UAH Ukraine Hryvnia UGX Ugandan Shilling USD U.S. Dollar UYU Uruguayan New Peso UZS Uzbekistani Som VEF Venezuelan Bolivar VND Vietnam Dong VUV Vanuatu Vatu WST Samoa Tala XAF CFA Franc (BEAC) XAG Silver Ounces XAU Gold Ounces XCD East Caribbean Dollar XDR IMF Special Drawing Rights XOF CFA Franc (BCEAO) XPD Palladium Ounces XPF Pacific Franc XPT Platinum Ounces YER Yemen Riyal ZAR South African Rand ZMW Zambian Kwacha
Views: 74194 tech4all
03:46
Currency Converter – Currency Exchange Rate Calculator Calculate live currency and foreign exchange rates with this free currency converter. You can convert currencies and precious metals with this currency http://bit.ly/2o6Bfqj
Views: 1778 Trendz
04:58
This video shows how to calculate the cross exchange rates between three currencies.
Views: 43143 learnitsimple
04:22
A brief demonstration on computing the cross rate between currencies
03:47
12:04
Introduction to how exchange rates can fluctuate More free lessons at: http://www.khanacademy.org/video?v=itoNb1lb5hY
01:10
Views: 88 zee q Studios
01:57
Definition of exchange rate #exchange #rate exchange rate XE - The World's Trusted Currency Authority X-Rates: Exchange Rates Currency Converter | Foreign Exchange Rates | OANDA Live Exchange Rates | OANDA Exchange Rates BOC EXCHANGE RATE(new) Exchange rate - Wikipedia Exchange Rates - Bank of Canada Foreign Currency Exchange Rates | Scotiabank currency exchange google exchange rate today exchange mail exchange rate indian rupees to saudi riyal indian rupee exchange rate currency exchange live live currency converter محول العملات جوجل Exchange rates graphs - NZD USD | ANZ Exchange Rates - Visa Europe Exchange Rate Definition | Investopedia Exchange Rates Foreign Currency T/T Exchange Rates - Hang Seng Bank ... Exchange Rate Alerts | Rate Notifications by TransferWise Foreign Exchange Rates | BMO Bank of Montreal Exchange Rates - Banque Misr Bank of Israel - Exchange Rates Central Bank of Sri Lanka - Exchange Rates Exchange rates - BNZ Exchange Rates | Bank Negara Malaysia | Central Bank of ... Exchange Rate Notifications - Central Board of Excise and ... abokiFX | Your daily Naira exchange rate Foreign exchange rates | Australian Taxation Office Foreign exchange rates | International & Migrant - Westpac ... Euro exchange rates USD - European Central Bank - Europa Currency Converter | Get Live Currency Exchange Rates | ... Foreign Exchange Rates New Zealand Customs Service : Customs rates of exchange Currency converter & exchange rate calculator | Travelex PACIFIC Exchange Rate Service FRB: H.10 Release--Foreign Exchange Rates--Country Data UN Operational Rates of Exchange - Rates Exchange Rates | RBA Treasury Reporting Rates of Exchange - Bureau of the ... Currency Exchange Rates - Investing.com USD to MXN Exchange Rate - Bloomberg Markets Exchange Rate Archives by Month - IMF T/T Exchange Rates against HKD | Investment | Bank of ...
03:22
Shows how to convert from one currency to another in Microsoft Excel.
Views: 72251 Clearwater IT Training
16:19
How to Create a Simple Basic Currency Converter in PHP ? Let’s assume, we want to create a simple Currency Converter in PHP and without using MySql. So yes smile emoticon it is possible, you just need a basic knowledge of PHP to create it by yourself. So in this tutorial I have created a basic program of Currency Converter with the help of PHP. Created By : Muhammed Hussain Hingora | Web Soft Programs Please Subscribe to us on YOUTUBE : https://www.youtube.com/channel/UCjP5bp7xzCMoo7DxTSC1aOQ Please Follow us on FACEBOOK : https://www.facebook.com/websoftprograms/
Views: 6094 WebSoft Programs
43:52
Source file(Includes MainActivity.java and activity_main.xml) Link: https://drive.google.com/file/d/0ByfAV0Jz25vMTTJyMVJPQzlXWTA/view?usp=drivesdk How to populate a spinner. Track the spinner current location. How to get fetch data to a Json Object. How to parse json array. How to return multiple value from Json array. And how to use HttpClient Request, HttpGet, HttpClient method. Thanks for watching Like & Subscribe
Views: 7399 Earth Network
04:23
Create a currency exchange rate translator that can calculate a total of over 3,600 combinations! Do this all with a single function in Google spreadsheets. For the free sample spreadsheet, please visit www.spreadsheetsolving.com.
04:34
Views: 73686 india Khan7
07:00
Views: 10256 Joice Mathew
09:11
How to convert currencies. To right, multiply, to go left divide. Can Majeed get his flight? If you learnt something new and are feeling generous, please do support the channel at: https://www.patreon.com/bespokeeducation
Views: 54926 BespokeEducation
01:18
Since Paypal changed their website template, some of the users are now confused on how to locate specific features of the site. Here's on how to locate or navigate to the currency exchange calculator on the new Paypal's template.
Views: 6652 Panda Codes
01:45
Views: 1020 MJ Tube
05:06
Views: 1748 Nipun Haritash
00:30
More than one million users on iOS - now available on Android, too! Easy to use: ▸ All 170 world currencies plus Silver, Gold and Bitcoin support ▸ Exchange rates are updated every hour ▸ Calculator functions Ideal for traveling and at home: ▸ Offline access - avoid expensive roaming fees ▸ Modify exchange rates - include banking fees ▸ Set favorite currencies DOWNLOAD for FREE now! iOS: https://itunes.apple.com/app/id928479993 Android: https://play.google.com/store/apps/details?id=com.netzfrequenz.android.currencycalculator
Views: 8393 netzfrequenz software
15:42
Views: 23744 Qazi
03:33
Solving a problem involving currecncy conversions and exchange rates for GCSE Mathematics
Views: 42915 davidpye3142
05:38
03:05
A cool way to add a currency converter to your WordPress website. We can make you a stunning new website! https://www.emediacoach.com/
Views: 13509 eMediaCoach
02:51
In this video you learn how to calculate what the exchange rate was based on the results of a transaction.
Views: 2993 Magic Monk
00:29
Currency Calculator App Install it from Here: https://goo.gl/PcaLGt Currency Converter give you all world’s currencies at your fingertips! This free edition of the Currency Converter App not only provides currency exchange but also provide all market rate, you can also make favorite any currency. Currencies List in our app: AED - UAE DIRHAM AFA - AFGHANISTAN AFGHANI ALL - ALBANIAN LEK ANG - NETH ANTILLES GUILDER ARS - ARGENTINE PESO AUD - AUSTRALIAN DOLLAR AWG - ARUBA FLORIN BBD - BARBADOS DOLLAR BDT - BANGLADESH TAKA BHD - BAHRAINI DINAR BIF - BURUNDI FRANC BMD - BERMUDA DOLLAR BND - BRUNEI DOLLAR BOB - BOLIVIAN BOLIVIANO BRL - BRAZILIAN REAL BSD - BAHAMIAN DOLLAR BTN - BHUTAN NGULTRUM BWP - BOTSWANA PULA BZD - BELIZE DOLLAR CAD - CANADIAN DOLLAR CHF - SWISS FRANC CLP - CHILEAN PESO CNY - CHINESE YUAN COP - COLOMBIAN PESO CRC - COSTA RICA COLON CUP - CUBAN PESO CVE - CAPE VERDE ESCUDO CYP - CYPRUS POUND CZK - CZECH KORUNA DJF - DIJIBOUTI FRANC DKK - DANISH KRONE DOP - DOMINICAN PESO DZD - ALGERIAN DINAR EEK - ESTONIAN KROON EGP - EGYPTIAN POUND ETB - ETHIOPIAN BIRR EUR - EURO FKP - FALKLAND ISLANDS POUND GBP - BRITISH POUND GHC - GHANIAN CEDI GIP - GIBRALTAR POUND GMD - GAMBIAN DALASI GNF - GUINEA FRANC GTQ - GUATEMALA QUETZAL GYD - GUYANA DOLLAR HKD - HONG KONG DOLLAR HNL - HONDURAS LEMPIRA HRK - CROATIAN KUNA HTG - HAITI GOURDE HUF - HUNGARIAN FORINT IDR - INDONESIAN RUPIAH ILS - ISRAELI SHEKEL INR - INDIAN RUPEE IQD - IRAQI DINAR ISK - ICELAND KRONA JMD - JAMAICAN DOLLAR JOD - JORDANIAN DINAR JPY - JAPANESE YEN KES - KENYAN SHILLING KHR - CAMBODIA RIEL KMF - COMOROS FRANC KPW - NORTH KOREAN WON KRW - KOREAN WON KWD - KUWAITI DINAR KYD - CAYMAN ISLANDS DOLLAR KZT - KAZAKHSTAN TENGE LAK - LAO KIP LBP - LEBANESE POUND LKR - SRI LANKA RUPEE LRD - LIBERIAN DOLLAR LSL - LESOTHO LOTI LTL - LITHUANIAN LITA LVL - LATVIAN LAT LYD - LIBYAN DINAR MAD - MOROCCAN DIRHAM MDL - MOLDOVAN LEU MGF - MALAGASY FRANC MKD - MACEDONIAN DENAR MMK - MYANMAR KYAT MNT - MONGOLIAN TUGRIK MOP - MACAU PATACA MRO - MAURITANIA OUGULYA MTL - MALTESE LIRA MUR - MAURITIUS RUPEE MVR - MALDIVES RUFIYAA MWK - MALAWI KWACHA MXN - MEXICAN PESO MYR - MALAYSIAN RINGGIT MZM - MOZAMBIQUE METICAL NAD - NAMIBIAN DOLLAR NGN - NIGERIAN NAIRA NIO - NICARAGUA CORDOBA NOK - NORWEGIAN KRONE NPR - NEPALESE RUPEE NZD - NEW ZEALAND DOLLAR OMR - OMANI RIAL PAB - PANAMA BALBOA PEN - PERUVIAN NUEVO SOL PGK - PAPUA NEW GUINEA KINA PHP - PHILIPPINE PESO PKR - PAKISTANI RUPEE PLN - POLISH ZLOTY PYG - PARAGUAYAN GUARANI QAR - QATAR RIAL ROL - ROMANIAN LEU RUB - RUSSIAN ROUBLE SAR - SAUDI ARABIAN RIYAL SBD - SOLOMON ISLANDS DOLLAR SCR - SEYCHELLES RUPEE SDD - SUDANESE DINAR SEK - SWEDISH KRONA SGD - SINGAPORE DOLLAR SHP - ST HELENA POUND SIT - SLOVENIAN TOLAR SKK - SLOVAK KORUNA SLL - SIERRA LEONE LEONE SOS - SOMALI SHILLING SRG - SURINAM GUILDER STD - SAO TOME DOBRA SVC - EL SALVADOR COLON SYP - SYRIAN POUND SZL - SWAZILAND LILAGENI THB - THAI BAHT TND - TUNISIAN DINAR TOP - TONGA PA\'ANGA TRL - TURKISH LIRA TRY - TURKEY LIRA TTD - TRINIDAD TOBAGO DOLLAR TWD - TAIWAN DOLLAR TZS - TANZANIAN SHILLING UAH - UKRAINE HRYVNIA UGX - UGANDAN SHILLING USD - U.S. DOLLAR UYU - URUGUAYAN NEW PESO VEB - VENEZUELAN BOLIVAR VND - VIETNAM DONG VUV - VANUATU VATU WST - SAMOA TALA XAF - CFA FRANC (BEAC) XAG - SILVER OUNCES XAU - GOLD OUNCES XCD - EAST CARIBBEAN DOLLAR XOF - CFA FRANC (BCEAO) XPD - PALLADIUM OUNCES XPF - PACIFIC FRANC XPT - PLATINUM OUNCES YER - YEMEN RIYAL YUM - YUGOSLAV DINAR ZAR - SOUTH AFRICAN RAND ZMK - ZAMBIAN KWACHA ZWD - ZIMBABWE DOLLAR ---------------------------------------------------- Have an idea to make the Currency App better or just want to tell us how you use it? Let us know! [email protected] ----------------------------------------------------
Views: 954 Web2 Droid
16:50
This Video explains the Concept of Spot and Forward rate, Calculation of forward Premium and Discount in foreign Exchange Management in Financial Management. This video will be helpful for CA, CS, CMA Students.
Views: 35547 CA Gopal Somani
04:06
currency converter help c# How best to calculate derived currency rate conversions using C# Updating the rates in my currency converter c# currency converter in asp.net c# Live Currency Conversion using C# C# Currency Example Searches related to currency conversion using c# how to convert currency using exchange rate convert decimal to currency c# how to convert currency using a calculator currency converter using php Currency Converter Server with C#
Views: 26307 ProgrammingKnowledge
03:20
00004 - How To Convert Currency Using Microsoft Excel Tutorials. Converting Currency Using Microsoft Excel. Currency Converter Software Creation. Easily make your own tool to convert currency. MS Excel Tutorials, Microsoft Excel Tutorials, Basic Tutorials of Excel, Microsoft Office Tutorials, Formulas in Excel, Formatting Cells in Excel, Currency Formatting using Microsoft Excel, Today Function in Excel, How to use Fill and Down in Excel, Text Function in Excel, How to do Conditional Formatting using Excel, Maximum function in Excel, Max function in Excel, Custom Formatting in Excel, Roundup Function in Excel, Simple Formulas in Excel, How to Use Formulas in Microsoft Excel
10:45
Download File: http://people.highline.edu/mgirvin/excelisfun.htm Learn how to do a two way lookup to retrieve the conversion rate for currencies: 1. (00:11) Two-Way Lookup for Currency Conversion Problem Set Up 2. (01:17) Don’t use IF and AND functions to create a formula 3. (02:12) Example with INDEX and MATCH functions 4. (07:06) Example with VLOOKUP and MATCH functions Excel Magic Trick 1235: 2-Way Lookup For Currency Conversion: Don’t Use IF, Use INDEX & MATCH or VLOOKUP & MATCH
Views: 12260 ExcelIsFun
02:49
Currency Exchange Rates in Pakistan (18.09.18) | Saudi Riyal | US Dollar #currencyexchangerates #pakistanopenmarketrates #currencyratesinpakistan #forex Currency Rates in Pakistan OPEN MARKET CURRENCY RATES IN PAKISTAN Currency Rates in Pakistan Currency Rates in Pakistan today, Currency Rates in Pakistan open market currency exchange rates, open market currency exchange rates of US\$ dollar currencies buying and selling rates Saudi Riyal Rates in Pakistan UAE Dirham Rates in Pakistan British Pound Rates in Pakistan USD Dollar Rates in Pakistan Euro Rates in Pakistan Pakistan Rupee Exchange Rates 2017 mjh studio Channel link https://www.youtube.com/channel/UCohh9khHhBaVr2Ih7OGvSng Saudi mein Aaj Ka Riyal Rate - 04 July 2018 in Hindi/Urdu | INDIA|Pakistan|Bangladesh|Nepal https://youtu.be/NWSotqY5s3Q DISCLAIMER: This Channel DOES NOT Promote or encourage Any illegal activities , all contents provided by This Channel is meant for EDUCATIONAL PURPOSE only . Copyright Disclaimer Under Section 107 of the Copyright Act 1976, allowance is made for fair use for purposes such as criticism, comment, news reporting, teaching, scholarship, and research. Fair use is a use permitted by copyright statute that might otherwise be infringing. Non-profit, educational or personal use tips the balance in favor of fair use #mjhstudio
Views: 2085 MJH Studio
02:47
01:03
Make money here: http://adf.ly/8vA9z currency exchange rate calculator http://youtu.be/D5xjsymAodM
Views: 707 Michael Winfield
00:52
exchange rate converter Watch my video exchange rate converter and learn how to get daily exchange rates by using xe.com an online currency converter and calculator. I also show you how to convert American US Dollar currency (USD) to European Euro (EUR) currency. Calculate live currency and foreign exchange rates with this free currency converter. Currency Converter to compare the best currency exchange rates, conersions, charts and history. XE.com (XE) is a Canadian-based online foreign exchange tools and services company headquartered in Newmarket, Ontario. It is best known for its online currency converter application and offers exchange rate information, online money transfers, and other currency-related services on its web site.[1] XE claims to be the world's favorite currency site. As of early 2013, independent ranking site Alexa ranks XE in the top 500 of all sites worldwide by traffic, and a top 100 traffic site in Ireland, South Africa, and the UAE.[2] exchange rate converter Contact: Christos Pittis website: www.christospittis.com https://www.udemy.com/u/christospittis/ twitter: https://twitter.com/CPITTIS facebook page: https://www.facebook.com/christoscpittis email: [email protected] https://www.udemy.com/u/christospittis/ YouTube: https://www.youtube.com/channel/UClqulZeiMIfgPv_LirylA0g/videos
Views: 3738 Entrepreneurship pdf
01:12
dollar euro exchange rate Watch my video dollar euro exchange rate and learn how to convert American Dollar currency (USD) and European Euro (EIR) currency. I use xe.com an online currency converter and calculator. The euro (sign: €; code: EUR) is the official currency of the eurozone, which consists of 19 of the 28 member states of the European Union: Austria, Belgium, Cyprus, Estonia, Finland, France, Germany, Greece, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Portugal, Slovakia, Slovenia, and Spain. Lithuania adopted the euro as its official currency in place of the lithuanian litas on 1 January 2015. The currency is also officially used by the institutions of the European Union and four other European countries, as well as unilaterally by two others, and is consequently used daily by some 334 million Europeans as of 2013. Outside of Europe, a number of overseas territories of EU members also use the euro as their currency. Dollar (often represented by the peso and dollar sign \$) is the name of several currencies, including those of Australia, Belize, Brunei, Canada, Hong Kong, Namibia, New Zealand, Singapore, Suriname, Taiwan, the United States, and previously Zimbabwe. The U.S. dollar is the official currency of East Timor, Ecuador, El Salvador, Federated States of Micronesia, Marshall Islands, Palau, the Caribbean Netherlands, and for banknotes, Panama. Generally, one dollar is divided into one hundred cents. dollar euro exchange rate Contact: Christos Pittis website: www.christospittis.com https://www.udemy.com/u/christospittis/ twitter: https://twitter.com/CPITTIS facebook page: https://www.facebook.com/christoscpittis email: [email protected] https://www.udemy.com/u/christospittis/ YouTube: https://www.youtube.com/channel/UClqulZeiMIfgPv_LirylA0g/videos
Views: 15461 Entrepreneurship pdf
38:24
FinTree website link: http://www.fintreeindia.com This series of videos disscusses the following key points: Functions of and participants in the foreign exchange market Percentage change in a currency relative to another currency Currency cross rates Forward quotations expressed on a points basis or in percentage terms into an outright forward quotation Arbitrage relationship between spot rates, forward rates, and interest rates Forward discount or premium Forward rate consistent with the spot rate and the interest rate in each currency Exchange rate regimes Effect of exchange rates on countrie's international trade and capital flows FB Page link :http://www.facebook.com/Fin... We love what we do, and we make awesome video lectures for CFA and FRM exams. Our Video Lectures are comprehensive, easy to understand and most importantly, fun to study with! This Video lecture was recorded by our popular trainer for CFA, Mr. Utkarsh Jain, during one of his live CFA Level I Classes in Pune (India).
Views: 26527 FinTree
03:34
A simple explanation of whether to divide or multiply a given amount of currency to convert to another currency
Views: 19159 collegefinance
11:15
Create Currency Converter Systems in Visual Basic.Net with Combo Box, Label, Text Box, Buttons and define a Function.
Views: 14303 DJ Oamen
09:25
Small scale example of using the real exchange rate to calculate relative cost of a vacation. More general discussion of how the real exchange rate is defined.
Views: 8677 Mike Dennis
00:35
10:53
Money Converter Currency - http://www.forexcentury.com The world of currency exchange is very fascinating but it is necessary that we have a clear idea of how to understand how to manage to get the maximum benefit of this growing market. - Money Converter Currency
Views: 3750 querotraffic
03:05
Australian Exchange Rate Calculator - Easy
Views: 64 Gabriellecl0683
06:35
I don't typically do "How To" style videos but Paypal plays a huge role in how I get paid online when I do various online work activities. So anyone not sure how, you can watch this video and learn here. Sorry about my voice I was sick when recording this. PayPal : https://www.paypal.com/ My Blog: http://onlinemoneydairy.blogspot.ca/ My Twitter: https://twitter.com/WorkAtHomeGal1
Views: 20060 WorkAtHomeGal
01:42
Compare actual world currencies market prices with another local money. Exchange rates. Calculator. Google Play Store https://play.google.com/store/apps/details?id=com.zero1apps.CurrencyConverter App site https://0a1.eu/app/money-calculator/
Views: 144 Zero & One
01:39
Mr. Clifford's app is now available at the App Store and Google play. His mobile app is perfect for students in AP macroeconomics or college introductory macro courses. It is designed to help you ace the exam, final, or AP test. The app includes over 60 new economics videos that are not available on YouTube. These videos explain complex concepts in a student-friendly, easy to understand manor that will help you retain the information. Join the hundreds of thousands of students that have used Mr. Clifford's videos and resources to ace your macroeconomics course.
Views: 14321 Jacob Clifford
00:34
About 14,700,000 results (0.82 seconds) Search Results 1 US Dollar equals 67.18 Indian Rupee Disclaimer Chart of exchange rate values over time XE: Convert USD/INR. United States Dollar to India Rupee www.xe.com › XE Currency Converter - Live Rates USD to INR currency converter. Get live exchange rates for United States Dollar to India Rupee. Use XE's free calculator to convert foreign currencies and ... XE.com - USD/INR Chart www.xe.com › XE Currency Charts US Dollar to Indian Rupee Chart. This USD/INR Chart lets you see this pair's currency rate history for up to 10 years! XE uses highly accurate, live mid-market rates. Currency Calculator (US Dollar, Indian Rupee) - X-Rates www.x-rates.com/calculator/?to=INR This Free Currency Exchange Rates Calculator helps you convert US Dollar to Indian Rupee from any amount. Exchange Rates Graph (US Dollar, Indian Rupee) - X-Rates www.x-rates.com/graph/?from=USD&to=INR View a US Dollar to Indian Rupee currency exchange rate graph. This currency graph will show you a 1 month USD/INR history. Dollars to Indian Rupees (USD vs INR) Currency Converter. रुपए ... www.dollars2rupees.com/ Convert Dollars to Indian Rupees and Indian Rupees to Dollars. USD-INR, INR-USD exchange rates and exchange rate charts with easy to use currency ... USD to INR Exchange Rate - Bloomberg Markets www.bloomberg.com/quote/USDINR:CUR Current exchange rate US DOLLAR (USD) to INDIAN RUPEE (INR) including currency converter, buying & selling rate and historical conversion chart. Convert United States Dollar to Indian Rupee | USD to INR Currency ... themoneyconverter.com/USD/INR.aspx 3 days ago - Convert USD to INR Currency: United States Dollar (USD), Country: United States of America, Region: North America, Currency: Indian Rupee ... Dollar To Rupee (USD/INR) Forecast dollarrupee.in/ FREE: USD to INR TODAY LIVE and Dollar to Rupee FORECAST for tomorrow, this week and month. USD to INR CURRENCY CONVERTER. Should I BUY or ... What would happen if 1 USD = INR 1? - Quora https://www.quora.com/What-would-happen-if-1-USD-INR-1 Let us assume that such an event happens overnight without a drastic change in productivity or .... they may have 20 ice creams for 2 Dollars each & we may consume 40 mangos for \$ 1 each; but the value is basically the same - \$ 40). US Dollar to Indian Rupee Exchange Rate (Market Daily, INR to 1 USD) https://ycharts.com/indicators/indian_rupee_exchange_rate US Dollar to Indian Rupee Exchange Rate is at a current level of 67.13, up from 66.83 the previous market day and up from 65.49 one year ago. This is a change ... USDINR=X : Summary for USD/INR - Yahoo Finance finance.yahoo.com/q?s=USDINR=X View the basic USDINR=X stock chart on Yahoo Finance. Change the date range, chart type and compare USD/INR against other companies. USD INR | Dollar Indian Rupee | USDINR - Investing.com www.investing.com/currencies/usd-inr Find the current US Dollar Indian Rupee rate and access to our USD INR converter, charts, historical data, news, and more. Convert Indian Rupees (INR) and United States Dollars (USD ... watch full movie How to Talk to Girls at Parties WATCH FULL MOVIE Ram Gopal Varma WATCH FULL MOVIE Chauranga WATCH FULL MOVIE Wazir WATCH FULL MOVIE Chalk n Duster WATCH FULL MOVIE Rebellious Flower WATCH FULL MOVIE Airlift WATCH FULL MOVIE Jugni WATCH FULL MOVIE Kyaa Kool Hain Hum 3 WATCH FULL MOVIE Saala Khadoos WATCH FULL MOVIE Mastizaade WATCH FULL MOVIE BHK [email protected] Halla.Kom WATCH FULL MOVIE Ghayal Once Again WATCH FULL MOVIE Sanam Teri Kasam WATCH FULL MOVIE Fitoor WATCH FULL MOVIE Luckhnowi Ishq WATCH FULL MOVIE Sanam Re WATCH FULL MOVIE Direct Ishq WATCH FULL MOVIE Ishq Forever WATCH FULL MOVIE LoveShhuda WATCH FULL MOVIE Neerja WATCH FULL MOVIE Dhara 302 WATCH FULL MOVIE Aligarh WATCH FULL MOVIE Bollywood Diaries WATCH FULL MOVIE Love Shagun WATCH FULL MOVIE Tere Bin Laden dead or alive WATCH FULL MOVIE Zubaan WATCH FULL MOVIE Jai Gangaajal WATCH FULL MOVIE Global Baba WATCH FULL MOVIE JD WATCH FULL MOVIE Teraa Surroor WATCH FULL MOVIE Ok Mein Dhokhe WATCH FULL MOVIE Kapoor and Sons WATCH FULL MOVIE Rocky Handsome WATCH FULL MOVIE Movie WATCH FULL MOVIE Ki and Ka WATCH FULL MOVIE Love Games WATCH FULL MOVIE Run Bhola Run WATCH FULL MOVIE Fan Aaj Tak, Abp News, News18, Ndtv, | 7,747 | 30,049 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.96875 | 3 | CC-MAIN-2018-39 | longest | en | 0.891597 |
https://math.stackexchange.com/questions/2237827/finding-sum-of-maclaurin-series | 1,566,802,773,000,000,000 | text/html | crawl-data/CC-MAIN-2019-35/segments/1566027331228.13/warc/CC-MAIN-20190826064622-20190826090622-00335.warc.gz | 554,107,683 | 30,151 | # Finding sum of Maclaurin series
Find sum of the series $$\sum_{n=0}^\infty \frac{(-1)^n}{(2n+3)(2n+1)}.$$
I think I have to find known taylor series and modify it to look like the above but I can't see which one to pick.
The solution is $\frac{\pi -2}{4}$ so I'm guessing it has to be one of the trig functions.
I picked $\sin x$ $$\sin(x)=\sum_{n=0}^\infty \frac{(-1)^n x^{2n+1}}{(2n+1)!}$$
integrate $$-\cos(x)=\sum_{n=0}^\infty \frac{(-1)^{n} x^{2n+2}}{(2n+2)(2n+1)!}.$$
The index is not correct plus I don't think I can get it to look like the problem.
Can someone explain which function to pick and how to solve?
• Might this help: $\dfrac1{(2n+3)(2n+1)} = \dfrac12\left[\dfrac1{2n+1}-\dfrac1{2n+3}\right]$ – DHMO Apr 17 '17 at 3:51
$$\begin{array}{rcl} \displaystyle \sum_{n=0}^\infty \dfrac{(-1)^n}{2n+1} &=& \displaystyle \sum_{n=0}^\infty \int_0^1 (-1)^n x^{2n} \ \mathrm dx \\ &=& \displaystyle \sum_{n=0}^\infty \int_0^1 (-x^2)^n \ \mathrm dx \\ &=& \displaystyle \int_0^1 \sum_{n=0}^\infty (-x^2)^n \ \mathrm dx \\ &=& \displaystyle \int_0^1 \dfrac1{1+x^2} \ \mathrm dx \\ &=& \displaystyle \left(\arctan x\right)_0^1 \\ &=& \displaystyle \dfrac\pi4 \\ \displaystyle \sum_{n=0}^\infty \dfrac{(-1)^n}{(2n+1)(2n+3)} &=& \dfrac12 \displaystyle \sum_{n=0}^\infty \dfrac{(-1)^n}{2n+1} - \dfrac12\displaystyle \sum_{n=0}^\infty \dfrac{(-1)^n}{2n+3} \\ &=& \dfrac12 \displaystyle \sum_{n=0}^\infty \dfrac{(-1)^n}{2n+1} + \dfrac12\displaystyle \sum_{n=1}^\infty \dfrac{(-1)^n}{2n+1} \\ &=& \displaystyle \sum_{n=0}^\infty \dfrac{(-1)^n}{2n+1} - \dfrac12 \\ &=& \dfrac\pi4 - \dfrac12 \\ \end{array}$$
Maybe you will like this method. Let $$f(x)=\sum_{n=0}^\infty \frac{(-1)^n}{(2n+3)(2n+1)}x^{2n+3}.$$ Then $$f'(x)=\sum_{n=0}^\infty \frac{(-1)^n}{2n+1}x^{2n+2}, (\frac{f(x)}{x})'=\sum_{n=0}^\infty(-1)^nx^{2n}=\frac{1}{1+x^2}.$$ So $$f(1)=\int_0^1x\int_0^x\frac{1}{1+t^2}dtdx=\int_0^1x\arctan xdx=\frac{\pi}{4}-\frac12.$$ | 882 | 1,935 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.125 | 4 | CC-MAIN-2019-35 | latest | en | 0.534907 |
https://lparchive.org/Computes-Gazette/Update%2041/ | 1,519,283,917,000,000,000 | text/html | crawl-data/CC-MAIN-2018-09/segments/1518891814036.49/warc/CC-MAIN-20180222061730-20180222081730-00461.warc.gz | 714,285,779 | 6,103 | # Compute!'s Gazette
## byChokes McGee
### Part 41: Hex Wars: An autopsy (Part 5)
Whoops! Look like I put this update off a bit too long. Hopefully this post and the next will revive things.
Hex War: An Autopsy: Part 5
When we left off, we had just defined a bunch of variables we're going to be using later. We haven't actually put any values into them yet, though. That's been kind of the theme, actually: not just preparing things, but preparing to prepare things.
So let's change that.
##### code:
``````60 A = RND(-TI / 97): P0\$ = "{blue}{rvrs off}{\$af:2}{down}{left:2}{lt. green}
{\$df}{ctrl pound}": P1\$ = "{yellow}{rvrs on}{ctrl pound}{\$df}{rvrs off}
{down}{left:2}{purple}{\$b7:2}"
70 PN = 1: ME = 31
80 MM = 3: REM MAX MOVES
90 KA = 1 / 48: KB = 1 / 48: KC = 1 / 32
110 FOR J = 1 TO 4: READ A
120 FOR K = A TO A + 7: READ B: POKE K, B: NEXTK, J
130 DATA 12936, 240, 240, 63, 15, 3, 3, 3, 3
140 DATA 12984, 15, 15, 252, 240, 192, 192, 192, 192
150 DATA 12840, 3, 3, 3, 3, 15, 63, 240, 240
160 DATA 12944, 192, 192, 192, 192, 240, 252, 15, 15
170 FOR J = 0 TO 63: READ K: POKE 832 + J, K: NEXT
180 DATA 0, 255, 0, 15, 195, 240, 63, 0
190 DATA 252, 48, 0, 12, 48, 0, 12, 48
200 DATA 0, 12, 48, 0, 12, 48, 0, 12
210 DATA 48, 0, 12, 48, 0, 12, 48, 0
220 DATA 12, 48, 0, 12, 48, 0, 12, 48
230 DATA 0, 12, 48, 0, 12, 48, 0, 12
240 DATA 48, 0, 12, 48, 0, 12, 63, 0
250 DATA 252, 15, 195, 240, 0, 255, 0, 0
260 FOR J = 1 TO CN: FOR K = 0 TO 1: READ CIT(J, K): NEXT K:
MAP(CIT(J, 0), CIT(J, 1), 2) = 1: NEXT J
270 DATA 8, 4, 0, 4, 8, 0, 0, 8, 4, 0, 4, 8
280 DATA 5, 5, 3, 3, 6, 3, 2, 5, 5, 2, 3, 6
``````
Yup, we're covering a lot of ground today! I'll take it step by step.
The RND function returns a pseudo-random value from 0 to just shy of 1. I say pseudo-random because, like most computers even today, the numbers aren't truly random. You'd need some kind of source of natural randomness, like radioactive decay or atmospheric noise, to do that. Instead they use more or less complicated formulas whose values bounce around seemingly randomly, but actually following a sequence.
The C64 implementation of RND in particular can take three possible inputs. Any positive number returns the next random number in the sequence. However, any negative number sets the computer's place in the sequence and returns the first value from there. Keep putting the same negative number in, and you'll get the same value out. Finally, putting zero in uses the internal clock to generate a random number. Unfortunately, this isn't as useful as you might think, as it only uses a small part of the internal clock and therefore can only return a small variety of pseudo-random numbers.
TI, as I said in my coverage of 'Pests', is a variable that lets us access the timer. A = RND(-TI / 97) takes that variable, divides it by 97 (why 97? I dunno), and negates it, then feeds it to RND, which causes the pseudo-random generator to get set somewhere in the sequence based on the current internal clock. Unlike RND(0), this uses the whole internal clock, so we wind up with a huge number of possible starting places in the random list. (Folks who have used Microsoft BASIC may recognize this as being like RANDOMIZE TIMER.) We don't actually care about the value assigned to A, and from here on out we'll use RND(1) to generate random numbers. We just needed to get the random number generator to as truly random a place as we're capable of.
The next two statements on line 60 initialize P0\$ and P1\$ to the shapes of the player pieces for players 0 and 1, respectively. Player 0 has a blue underline on top of a light green triangle pointing downward, while player 1 has a purple overline (i.e., a line at the top of the character) underneath a yellow triangle pointing upward. (Each string contains codes for cursor movement and color changing, so you only have to print the string in the correct screen location to get both lines' worth of symbols.) For actual armies, as opposed to territory claiming markers, the strength of the army will be printed over the line characters in blue or purple, respectively.
Line 70 sets two constants. PN is used to keep track of the number of the current player; setting it to 1 here means that player 1 always goes first. ME is the value of the first dimension of the ARMY array; while it isn't used in the definition of the array (sloppy programming), it is used to make sure that array doesn't get overfilled.
Line 80, as commented, sets 'max moves', or the number of movement points each army has. It takes one point to move into friendly territory and two points to move into neutral or enemy territory (though if you only have one movement point left, you can use it to move into any cell). In practice, that means you can move each army two cells in a turn, or three if you stick to friendly territory. One of the suggested game customizations is changing this number.
Line 90 sets three constants which are used to determine the fraction of an army that could be vaporized, injured, or dazed in a turn, respectively. Battles will go faster and be more deadly if these numbers are raised.
Lines 110-160 contain data that's inserted into our custom character set. The first number on each DATA is the first address of eight into which the following numbers will be written. This replaces the graphics characters from shifted Q, W, E, and R with the four symbols used to make up the playing field: upper-right, upper-left, lower-right, and lower-left corner shapes, respectively, angled to make the hexes. A single hex is represented by this:
ER
W Q
R E
QW
As you might guess, though, there's some overlap, so the board looks more like this:
ER ER
W QW Q
ER ER ER
W QW QW Q
R ER ER E
QW QW QW
R ER E
QW QW
Lines 170-250 define the shape of the sprite we'll be using for a cursor. You may remember us setting up the sprite to use specific memory for its shape back in part 2; now we're actually loading the shape into that memory. You can see the cursor shape, a black vaguely hexagonal thing, in one of my previous screenshots. (One potential improvement for the program would be to make the sprite more closely conform to the actual cell shape. This isn't as simple as changing these numbers, though, as a sprite is 24 pixels wide and a cell is 32.)
Finally, lines 260-280 initialize the CIT array, which contains the B and T coordinates for each of the 12 (CN) cities in the game. It also marks each corresponding location in the MAP array as containing a city.
That went rather painlessly, didn't it? Just a quick one to get back on the horse. Next time, drawing the board and choosing a game type! | 1,952 | 6,673 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.71875 | 3 | CC-MAIN-2018-09 | longest | en | 0.809353 |
https://webuser.hs-furtwangen.de/~dersch/jasymca2/Jasymca2en/node42.html | 1,601,596,755,000,000,000 | text/html | crawl-data/CC-MAIN-2020-40/segments/1600402132335.99/warc/CC-MAIN-20201001210429-20201002000429-00504.warc.gz | 702,429,171 | 2,306 | Next: Simplifying and Collecting Expressions Up: Symbolic Transformations Previous: Symbolic Transformations
Substitution
Parts of an expression may be replaced by other expressions using subst(a,b,c): a is substituted for b in c. This is a powerful function with many uses.
First, it may be used to insert numbers for variables, in the example for in der formula .
>> syms x
>> a=2*sqrt(x)*exp(-x^2);
>> subst(3,x,a)
ans = 4.275E-4
Second, one can replace a symbolic variable by a complex term. The expression is automatically updated to the canonical format. In the following example is inserted for in .
>> syms x,z
>> p=x^3+2*x^2+x+7;
>> subst(z^3+2,x,p)
ans = z^9+8*z^6+21*z^3+25
Finally, the term b itself may be a complex expression (in the example ). Jasymca then tries to identify this expression in c (example: ). This is accomplished by solving the equation for the symbolic variable in b (example: ), and inserting the solution in c. This does not always succeed, or there may be several solutions, which are returned as a vector.
>> syms x,y,z
>> c=x^3*z/sqrt(z^2+1);
>> d=subst(y,z^2+1,c)
d = [ x^3*sqrt(y-1)/sqrt(sqrt(y-1)^2+1)
-x^3*sqrt(y-1)/sqrt(sqrt(y-1)^2+1) ]
>> d=trigrat(d)
d = [ x^3*sqrt(y-1)/sqrt(y)
-x^3*sqrt(y-1)/sqrt(y) ]
Next: Simplifying and Collecting Expressions Up: Symbolic Transformations Previous: Symbolic Transformations
Helmut Dersch
2009-03-15 | 414 | 1,394 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.359375 | 3 | CC-MAIN-2020-40 | latest | en | 0.755863 |
https://www.steadyrun.com/to-verify-vi-characteristic-of-zener-diode | 1,723,492,326,000,000,000 | text/html | crawl-data/CC-MAIN-2024-33/segments/1722641048885.76/warc/CC-MAIN-20240812190307-20240812220307-00404.warc.gz | 763,953,763 | 10,214 | # To verify the V-I characteristic of Zener diode
## Objective
To verify the V-I characteristic of Zener diode and to determine Zener breakdown voltage.
### Equipment Required
1. Zener diode
2. Voltmeter (0-2 volt)
3. Voltmeter (0-30 volt)
4. Mili-ammeter
5. Micro-ammeter
6. Variable source (0-2 volt and 0-30 volt).
### Theory
A Zener diode is a type of diode that permits current not only in the forward direction like a normal diode, but also in the reverse direction if the voltage is larger than the voltage known as "Zener knee voltage" or "Zener voltage". The device was named after Clarence Zener, who discovered this electrical property. Zener diodes differ from ordinary diodes in that it special reverses bias characteristics .After a particular reverse voltage the diodes breakdown. In this region the voltage remain constant through the current veries.This characteristics of zener diodes helps in many circuits as regulators power supplies etc
A conventional solid-state diode will not allow significant current if it is reverse-biased below its reverse breakdown voltage. When the reverse bias breakdown voltage is exceeded, a conventional diode is subject to high current due to avalanche breakdown. Unless this current is limited by circuitry, the diode will be permanently damaged. In case of large forward bias (current in the direction of the arrow), the diode exhibits a voltage drop due to its junction built-in voltage and internal resistance. The amount of the voltage drop depends on the semiconductor material and the doping concentrations.
The Zener diodes operation depends on the heavy doping of its p-n junction allowing electrons to tunnel from the valence band of the p-type material to the conduction band of the n-type material.
### Procedure
1. Make connections as in circuit image given below.
2. Very the input by setting of potentiometer & measure the voltage across zener diode Vz.
3. Measure the current Iz for each setting of potentiometer form the ammeter.
4. Plot the graph between Vz & Iz
### Result
V-I characteristics of zener diode are determined. By the graph analysis we found that after Vz, current Iz, across the zener diode is constant.
### Precautions
1) All the connection should be tight.
2) Ammeter is always connected in series in the circuit while voltmeter is parallel to the conductor.
3) The electrical current should not flow the circuit for long time, Otherwise its temperature will increase and the result will be affected
4) It should be care that the values of the components of the circuit is does not exceed to their ratings (maximum value).
5) Before the circuit connection it should be check out working condition of all the Component.
6) Circuit should be handling carefully.
#### Viva Questions and Answers for Diode action as a Clipper
Question.1: What is zener diode?
Question.2: Who discovered the zener diode?
Question.3: What is the basic principle of zener diode?
Question.4: Explain doping in Zener diode?
Question.5: What are the applications of zener diode?
Question.6: What is voltage-current (V-I) characteristics of zener diode?
Question.7: Explain the working of zener diode as voltage regulator?
Question.8: What are the limitations of shunt regulator?
Question.9: How can do Testing of Zener diode?
Question.10: What is the difference between zener diode & simple diode?
#### Tags:
Image Credits: Freepik
### Latest Articles
Activated Charcoal Powder For Teeth Whitening - DIY Recipe
### Spreading Knowledge Across the World
• United States
• United Kingdom
• India
• Nigeria
• Philippines
• Pakistan
• Nepal
• Singapore
• Indonesia
• Ghana
• United Arab Emirates
• Kenya
• Malaysia
• Australia
• Iran
• South Africa
• Uganda
• France
• Ireland
• Unknown Region
• Egypt
• Tanzania
• Ethiopia
• Thailand
• Sri Lanka
• Cameroon
• Hong Kong
• Spain
• Vietnam
• New Zealand
• Japan
• Brazil
• Saudi Arabia
• Zambia
• Czechia
• Italy
• Russia
• Myanmar (Burma)
• Netherlands
• Germany
• Romania
• Mexico
• Rwanda
• Sierra Leone
• Turkey
• Zimbabwe
• Poland
• Iraq
• Cyprus
• Algeria
• Liberia
• Greece
• Jamaica
• Malawi
• Qatar
• Portugal
• South Korea
• Argentina
• Colombia
• Morocco
• Peru
• Kuwait
• Lithuania
• Finland
• Somalia
• Israel
• Bulgaria
• Chile
• Hungary
• Trinidad & Tobago
• Uzbekistan
• Ukraine
• Sweden
• Kazakhstan
• Norway
• Macedonia
• Benin
• Switzerland
• Oman
• Botswana
• Belgium
• Slovakia
• China
• Croatia
• Brunei
• Serbia
• Papua New Guinea
• Bahrain
• Guyana
• Denmark
• Lesotho
• Lebanon
• Jordan
• Azerbaijan
• Latvia
• Cambodia
• Namibia
• Mauritius
• Austria
• Mongolia
• Albania
• Libya
• Gambia
• Taiwan
• Bhutan
• Venezuela
• Dominican Republic
• Tunisia
• Luxembourg
• Bosnia & Herzegovina
• Guatemala
• Solomon Islands
• Guam
• Costa Rica
• Yemen
• Bolivia
• and many more ... | 1,181 | 4,842 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.796875 | 3 | CC-MAIN-2024-33 | latest | en | 0.876078 |
https://math.answers.com/math-and-arithmetic/How_many_lines_of_symmetrical_does_a_square_have | 1,723,168,851,000,000,000 | text/html | crawl-data/CC-MAIN-2024-33/segments/1722640751424.48/warc/CC-MAIN-20240809013306-20240809043306-00749.warc.gz | 302,607,678 | 48,696 | 0
# How many lines of symmetrical does a square have?
Updated: 10/25/2022
Wiki User
11y ago
It has 4 lines of symmetry
Wiki User
11y ago
Earn +20 pts
Q: How many lines of symmetrical does a square have?
Submit
Still have questions?
Related questions
### How many symmetrical lines does a circle have?
a circle has an infinite amount of symmetrical lines. everywhere you put a line through a circle, it will be symmetrical.
5
### What are the three types of geometric lines?
They are amongst many more:- Perpendicular lines Parallel lines Diagonal lines Transversal lines Symmetrical lines
### How do you use the word symmetrical in a sentence?
A heart is a symmetrical figure because it can be split and have two of the same halves. we were asked to do an assignment in which we were to find if a shaPE is symmetrical. you spell symmetrical like this: S-Y-M-M-E-T-R-I-C-A-L a square has four symmetrical lines. a moon is symmetric
### What are lines that make two halves of a figure symmetrical?
a symmetrical line.
### What is a quadrilateral that has 4 lines of symmetry?
This is the square. In case you're wondering about the 4 lines of symmetry, they are a vertical line through the middle, a horizontal line across through the middle, and the two diagonal lines drawn in from corner to corner. Only the square will be symmetrical with any of those 4 lines.
### How many lines of symetry are in a square?
There are 4 lines of symmetry in a square.
No.
### How many parallel lines to a square have?
a square has 2 pairs of parallel lines
### How many straight lines does a square have?
A square has four straight lines.
### Why does a square look the same when you flip it?
Because it is symmetrical.Because it is symmetrical.Because it is symmetrical.Because it is symmetrical.
### How many parallols lines does a square have?
A square has 2 pairs of equal opposite parallel lines. | 448 | 1,915 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4 | 4 | CC-MAIN-2024-33 | latest | en | 0.940271 |
https://ph.hisvoicetoday.org/3943-the-number-33-as-the-sum-of-three-cubes-problem-has-j.html | 1,643,142,210,000,000,000 | text/html | crawl-data/CC-MAIN-2022-05/segments/1642320304872.21/warc/CC-MAIN-20220125190255-20220125220255-00330.warc.gz | 506,210,627 | 12,456 | # The Number 33 as the Sum of Three Cubes Problem Has Just Been Solved
33 as the sum of three cubesSource: Pixabay
The number line as we all learned in school, looks like it should be a pretty sedate place, but it is actually roiling with interesting problems.
One of those problems is called the sum of three cubes problem. It asks whether any whole number on the number line, both positive and negative, can be expressed as the sum of three cubes in the form:
k = x³ + y³ + z³, where k is a whole number.
The numbers 29 and 26 can be expressed like this:
29 = 33 + 13 + 13
26 = 114,844,3653 + 110,902,3013 + –142,254,8403
### Stubborn Numbers
Some numbers on the number line will never have a solution, such as all whole numbers that have a remainder of 4 or 5 when they are divided by the number 9. While the answers for many numbers have been known for years, the number 33 has remained a mystery for 64 years!
However, just recently, a mathematician at the University of Bristol named Andrew Booker took a crack at a solution, and he discovered that:
33 = 8,866,128,975,287,5283 + –8,778,405,442,862,2393 + –2,736,111,468,807,040)3
Booker solved the problem by creating an entirely new search algorithm, which he ran on a university's supercomputer for three weeks straight. Originally, Booker had thought the solution would take six months to solve.
Booker's algorithm is a more efficient way of locating solutions, and according to Booker, it runs "maybe 20 times faster" than earlier algorithms have run. Still, Booker had to search numbers all the way up to plus and minus 1016, or ten quadrillions, before finding the answer.
Until Booker found the solution, 33 was only one of two integers below the number 100 that couldn’t be expressed as the sum of three cubes. Now, the only remaining number is 42. Booker has already determined that no solutions for 42 exist in the 1016 range, so he'll have to look in the 1017 range.
Number theorists already know that there are 11 integers between the numbers 101 and 1,000 that don't have a sum-of-three-cubes solution: 114, 165, 390, 579, 627, 633, 732, 795, 906, 921, 975.
### "The answer to the ultimate question of life, the universe and everything is 42."-- Doublas Adams, The Hitchhiker's Guide to the Galaxy
As for the number 42, it has become famous since Douglas Adams wrote in The Hitchhiker's Guide to the Galaxy: "The answer to the ultimate question of life, the universe and everything is 42." Both Google's headquarters and CERN have office complexes named for the number. The address 42 Wallaby Way appears on the diving mask in Pixar's Finding Nemo.
Adams before his death in 2001, only revealed the secret of the number 42 to his friend, actor Stephen Fry, who claims he'll take the secret to his grave. Maybe Booker should proceed a little carefully around the number 42. | 716 | 2,856 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.09375 | 4 | CC-MAIN-2022-05 | latest | en | 0.960898 |
https://calculationcalculator.com/square-kilometer-to-satak | 1,723,537,405,000,000,000 | text/html | crawl-data/CC-MAIN-2024-33/segments/1722641075627.80/warc/CC-MAIN-20240813075138-20240813105138-00114.warc.gz | 117,553,793 | 20,338 | # Square Kilometer to Satak Conversion
## 1 Square Kilometer is equal to how many Satak?
### 24701.6 Satak
##### Reference This Converter:
Square Kilometer and Satak both are the Area measurement unit. Compare values between unit Square Kilometer with other Area measurement units. You can also calculate other Area conversion units that are available on the select box, having on this same page.
Square Kilometer to Satak conversion allows you to convert value between Square Kilometer to Satak easily. Just enter the Square Kilometer value into the input box, the system will automatically calculate Satak value. 1 Square Kilometer in Satak? In mathematical terms, 1 Square Kilometer = 24701.6 Satak.
To conversion value between Square Kilometer to Satak, just multiply the value by the conversion ratio. One Square Kilometer is equal to 24701.6 Satak, so use this simple formula to convert -
The value in Satak is equal to the value of Square Kilometer multiplied by 24701.6.
Satak = Square Kilometer * 24701.6;
For calculation, here's how to convert 10 Square Kilometer to Satak using the formula above -
10 Square Kilometer = (10 * 24701.6) = 247016 Satak
Unit Conversion
Acre 1 Square Kilometer = 247.016 Acre
Ankanam 1 Square Kilometer = 149444 Ankanam
Are 1 Square Kilometer = 9996.38 Are
Bigha 1 Square Kilometer = 747.222 Bigha
Biswa 1 Square Kilometer = 7970.37 Biswa
Cent 1 Square Kilometer = 24701.6 Cent
Centiare 1 Square Kilometer = 999637 Centiare
Chatak 1 Square Kilometer = 239111 Chatak
Decimal 1 Square Kilometer = 24701.6 Decimal
Dunam 1 Square Kilometer = 999.638 Dunam
Feddan 1 Square Kilometer = 238.009 Feddan
Gaj 1 Square Kilometer = 1195560 Gaj
Gajam 1 Square Kilometer = 1195560 Gajam
Gonda 1 Square Kilometer = 12453.7 Gonda
Ground 1 Square Kilometer = 4483.33 Ground
Guntha 1 Square Kilometer = 9880.62 Guntha
Hectare 1 Square Kilometer = 99.9638 Hectare
Jerib 1 Square Kilometer = 494.485 Jerib
Kanal 1 Square Kilometer = 1976.12 Kanal
Katha 1 Square Kilometer = 14944.4 Katha
Killa 1 Square Kilometer = 247.016 Killa
Kora 1 Square Kilometer = 49814.8 Kora
Marla 1 Square Kilometer = 39522.4 Marla
Murabba 1 Square Kilometer = 9.88062 Murabba
Pole 1 Square Kilometer = 988.062 Pole
Rood 1 Square Kilometer = 988.062 Rood
Section 1 Square Kilometer = 0.385962 Section
Square Centimeter 1 Square Kilometer = 9996380000 Square Centimeter
Square Feet 1 Square Kilometer = 10760000 Square Feet
Square Gaj 1 Square Kilometer = 1195560 Square Gaj
Square Inch 1 Square Kilometer = 1549440000 Square Inch
Square Link 1 Square Kilometer = 24742900 Square Link
Square Meter 1 Square Kilometer = 999638 Square Meter
Square Mile 1 Square Kilometer = 0.38594 Square Mile
Square Yard 1 Square Kilometer = 1195560 Square Yard
Township 1 Square Kilometer = 0.0107211 Township
Vaar 1 Square Kilometer = 1195560 Vaar
Square Kilometer (sq km) Satak Conversion
0.0001 2.47016 0.0001 Square Kilometer = 2.47016 Satak
0.0002 4.94032 0.0002 Square Kilometer = 4.94032 Satak
0.0003 7.41048 0.0003 Square Kilometer = 7.41048 Satak
0.0004 9.88064 0.0004 Square Kilometer = 9.88064 Satak
0.0005 12.3508 0.0005 Square Kilometer = 12.3508 Satak
0.0006 14.82096 0.0006 Square Kilometer = 14.82096 Satak
0.0007 17.29112 0.0007 Square Kilometer = 17.29112 Satak
0.0008 19.76128 0.0008 Square Kilometer = 19.76128 Satak
0.0009 22.23144 0.0009 Square Kilometer = 22.23144 Satak
0.001 24.7016 0.001 Square Kilometer = 24.7016 Satak
0.002 49.4032 0.002 Square Kilometer = 49.4032 Satak
0.003 74.1048 0.003 Square Kilometer = 74.1048 Satak
0.004 98.8064 0.004 Square Kilometer = 98.8064 Satak
0.005 123.508 0.005 Square Kilometer = 123.508 Satak
0.006 148.2096 0.006 Square Kilometer = 148.2096 Satak
0.007 172.9112 0.007 Square Kilometer = 172.9112 Satak
0.008 197.6128 0.008 Square Kilometer = 197.6128 Satak
0.009 222.3144 0.009 Square Kilometer = 222.3144 Satak
0.01 247.016 0.01 Square Kilometer = 247.016 Satak
0.02 494.032 0.02 Square Kilometer = 494.032 Satak
0.03 741.048 0.03 Square Kilometer = 741.048 Satak
0.04 988.064 0.04 Square Kilometer = 988.064 Satak
0.05 1235.08 0.05 Square Kilometer = 1235.08 Satak
0.06 1482.096 0.06 Square Kilometer = 1482.096 Satak
0.07 1729.112 0.07 Square Kilometer = 1729.112 Satak
0.08 1976.128 0.08 Square Kilometer = 1976.128 Satak
0.09 2223.144 0.09 Square Kilometer = 2223.144 Satak
0.1 2470.16 0.1 Square Kilometer = 2470.16 Satak
0.2 4940.32 0.2 Square Kilometer = 4940.32 Satak
0.3 7410.48 0.3 Square Kilometer = 7410.48 Satak
0.4 9880.64 0.4 Square Kilometer = 9880.64 Satak
0.5 12350.8 0.5 Square Kilometer = 12350.8 Satak
0.6 14820.96 0.6 Square Kilometer = 14820.96 Satak
0.7 17291.12 0.7 Square Kilometer = 17291.12 Satak
0.8 19761.28 0.8 Square Kilometer = 19761.28 Satak
0.9 22231.44 0.9 Square Kilometer = 22231.44 Satak
1 24701.6 1 Square Kilometer = 24701.6 Satak
Square Kilometer is a multiple of the square meter (sq mt), the SI unit of area or surface area. The abbreviation for Square Kilometer is "km2". 1 Square Kilometer is approximately equal to 1000000 square meters (sq mt) or 100 Hectare (ha).
Satak is a traditional unit of measurement of area in the Bangla speaking areas especially West Bengal and Bangladesh, it is still in use. Cent, Decimal, and Satak all unit values are the same.
The value in Satak is equal to the value of Square Kilometer multiplied by 24701.6.
Satak = Square Kilometer * 24701.6;
1 Square Kilometer is equal to 24701.6 Satak.
1 Square Kilometer = 24701.6 Satak.
On this page, we tried to solve all your queries. Here are some of your query those are resolved
• sq km to satak
• 1 square kilometer = satak
• square kilometer into satak
• square kilometers to sataks
• convert square kilometer to satak
→
→
→
→
→
→
→
→
→
→
→
→
→
→
→
→
→
→ | 2,020 | 5,744 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.734375 | 4 | CC-MAIN-2024-33 | latest | en | 0.661504 |
https://ru.scribd.com/presentation/258449444/Rectifier | 1,569,271,266,000,000,000 | text/html | crawl-data/CC-MAIN-2019-39/segments/1568514578201.99/warc/CC-MAIN-20190923193125-20190923215125-00329.warc.gz | 646,032,255 | 77,199 | Вы находитесь на странице: 1из 25
Lecture 9
Controlled Rectifiers
The Controlled Half-wave Rectifier
Normal rectifiers are considered as uncontrolled rectifiers.
Once the source and load parameters are established, the
dc level of the output and power transferred to the load are
fixed quantities.
quantities
A way to control the output is to use SCR instead of diode.
Two condition must be met before SCR can conduct:
The SCR must be forward biased (V SCR>0)
Current must be applied to the gate of SCR
Controlled, Half-wave R load
A gate signal is
applied at t = ,
where is the
delay/firing angle.
I o , rms
Vo , rms
R
Vs
2R
Example
Design a circuit to produce an average voltage of
40V across 100 load resistor from a 120Vrms 60 Hz
ac source. Determine the power absorbed by the
resistor and the power factor.
Briefly describe what happen if the circuit is replaced
by diode to produce the same average output.
Example (Cont)
Solution
In such that to achieved 40V
average voltage, the delay angle
must be
Vs
[1 cos ]
2
120 2
40
[1 cos ]
2
61.2o 1.07 rad
Vo
Vo , rms
Vm
sin( 2 )
1
2
120 2
1.07 sin 2(1.07)
1
2
75.6V
V 2 rms 75.6 2
P
57.1W
R
100
pf
57.1
0.63
75.6
(120)
100
If an uncontrolled diode is used,
the average voltage would be
Vs
2 (120)
Vo
54V
That means, some reducing
average resistor to the design must
be made. A series resistor or
inductor could be added to an
uncontrolled rectifier,
rectifier while
controlled rectifier has advantage
of not altering the load or
introducing the losses
Controlled, Half-wave R-L load
The analysis of the circuit is very
much similar to that of uncontrolled
rectifier.
m
[sin( wt ) sin( )e
i ( wt ) Z
0
otherwise
and
for t
L
L
,
R
R
Z R 2 (L) 2 , tan 1
rms current ,
I rms
1 2
i
(
t
)
d
(
t
)
i (t ) d (t )
2
2
1
Io
i (t ) d (t )
Controlled, Half-wave R-L
load
The average output voltage,
Vm
[cos cos ]
1 Vm sin(t )dt
Vo
2
2
P I rms
R ;
Controlled full-wave rectifiers
Resistive load
1
Vo Vm sin( wt )d ( wt )
Vm
( 1 cos )
delay angle
Vo Vm
Io
(1 cos )
R R
I rms
The
Vm
2
(
sin
wt
)
d ( wt )
R
Vm 1 sin( 2 )
R 2 2
4
the load.
with RL load
Discontinuous and Continuous
Operations
Discontinuous Mode
discontinuous current :
Vm
io ( wt )
sin( t ) sin( )e ( t ) /( )
Z
for
Z R 2 ( L ) 2
tan 1 (
L
)
R
, L
Analysis of the controlled full-wave rectifier operating
in the discontinuous current mode is identical to that
of the controlled half-wave rectifier, except that the
period
for the output current is .
Continuous Mode
continuous current
wt
, i ( ) 0
sin( ) sin( )e ( ) /( )
sin( ) 1 e /( )
sin( - ) 0
( - ) 0
v0 ( wt ) Vo Vn cos(nwt n)
n 1
L
Tan ( )
R
for continuous current
1
Vo
-1
Vm sin wt d ( wt )
Vn an bn
n Tan -1 (
bn
)
an
2Vm
cos
an
n 1
n 1
bn
n 1
n 1
n 2,4,6,....
In Vn
Zn
Vn
Irms Io
2
| R jnwL |
n 2 ,4...
Io Vo
In
2
)2
SCRS may be turned on at any time that they
are forward biased, which is at an angle
The
For
Vo
2 Vm
cos
Io
Vo Vdc
R
ac voltage terms are unchanged from the
controlled rectifier with an R-L load. The ac current
terms are determined from circuit.
Power absorbed by the dc voltage is
The
Pdc Io Vdc
Power absorbed by resistor in the load is
P I 2 rmsR Io 2 R if
L is l arg e
an inverter
2 2
Vd
Vs cos
Assuming AC side inductance is zero
Note that output voltage can go negative for
alpha > 90 degrees.
This means negative power flow or inversion
Copyright 2003
by John Wiley & Sons, Inc. | 1,156 | 3,487 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.234375 | 3 | CC-MAIN-2019-39 | latest | en | 0.819436 |
http://slideplayer.com/slide/236227/ | 1,542,559,674,000,000,000 | text/html | crawl-data/CC-MAIN-2018-47/segments/1542039744513.64/warc/CC-MAIN-20181118155835-20181118181835-00500.warc.gz | 300,630,016 | 21,624 | # Athlete or Machine? www.raeng.org.uk/athleteormachine Presented by Dominic Nolan. The Royal Academy of Engineering.
## Presentation on theme: "Athlete or Machine? www.raeng.org.uk/athleteormachine Presented by Dominic Nolan. The Royal Academy of Engineering."— Presentation transcript:
Athlete or Machine? www.raeng.org.uk/athleteormachine
Presented by Dominic Nolan. The Royal Academy of Engineering
Investigate the big question: athlete or machine?
Practical activities and testing Mathematics activities Science activities Engineer/athlete video Student led Independent investigation Higher level thinking Scheme of work for STEM day or STEM club
Make a 1:5 bob skeleton sled
90 minute make Cheap materials Basic tools and equipment
Make a launcher
Make some timing gates (if you have the time)
Achieving launch pressure consistency
Bob Skeleton 1500m track 150 m vertical drop 143 km/h (40 m/s, 89 mph)
Athletes times differ by tenths of seconds Rules for sled’s dimensions, mass and materials 33 – 43 kg sled Amy Williams - Olympic gold 2010
Which is more important in the sport of bob skeleton?
CHALLENGE Make a model of a bob skeleton sled See how far you can launch a Barbie! Present an answer to the question: Athlete or Machine? Which is more important in the sport of bob skeleton?
Make a 1:5 bob skeleton sled
Make the runners by bending the metal rod Attach runners to pod with cable ties Make sled’s launch tube using acetate sheet, tape and a plastic nose cone (check that it fits onto the pump’s launch tube) Fix the launch tube to the pod with double-sided sticky pads
Launch the model bob skeleton sled.
Launch Barbie!
Factors Weight The athlete’s shape The athlete’s position
Aerodynamic lift Steering Clothing and equipment Starting Corners Ergonomics (how the body fits a product) Track incline (the slope down the length of the track) Friction on the ice Aerodynamic drag (air resistance) Tuning the characteristics of the skeleton Material choice Sled runners
Potential Energy (PE) = m x g x h Kinetic Energy (KE) = ½ x m x v2
Energy transfer Potential Energy (PE) = m x g x h Change in PE for our athlete and sled = Joules (J) Kinetic Energy (KE) = ½ x m x v2 0.5 x 97 kg x (40.23 x 40.23) = J Mass (m) of athlete and sled = 97kg Vertical drop of track (h) = 152m 1450m (diagram not to scale) Gravity (g) = 9.81 m/s2 Amy Williams max speed Max speed if all PE transferred into KE Why isn’t the all of the athlete’s and sled’s potential energy transferred into kinetic energy? The line graph above shows that if all the potential energy (PE) were to be transformed into kinetic energy (KE) then the athlete and sled would need to travel at 55 m/s (122 miles per hour) to reach a KE figure of J. However, the 2010 bob skeleton Olympic champion, Amy Williams, is known to travel at a maximum speed of 90 mph (40.23 m/s). Our simple analysis of the energy transfer over estimates the maximum speed of the athlete and sled by 15 m/s or 37% because it neglects the affects of aerodynamic drag and friction.
Calculating friction force
Ff = x m x g Ff = ………………………… = Mu, the coefficient of friction (steel on ice = 0.03). m = Mass (kg). g = The acceleration due to the gravity, which is 9.81 m/s2. What is the friction force acting on the runners of a bob skeleton sled and athlete with the combined mass of 97 kg (athlete = 68 kg, sled = 29 kg)? Ff = 0.03 x 97 x 9.81 = N
Calculating drag force
FDRAG = ½ x x CD x Af x V2 FDRAG = …………………………. = 1.2 kg/m3 (density of air) CD = 0.45 (drag coefficient of athlete and sled) Af = m2 (frontal area of athlete and sled) V = 40 m/s (velocity) Calculate the drag force acting on the athlete and sled as they travel down the track at 40 m/s? FDRAG = 0.5 x 1.2 x 0.45 x x 1600 = N
Speed in metres/second (m/s) Speed in metres/second (m/s)
What is the total force resisting the forward movement of the athlete and her sled down the track? FTOTAL = …………………………………… Between which velocities is friction force dominant? ……………………………………………….. Between which velocities is drag force dominant? You can compare the two forces on the graph here. 10 20 30 40 50 60 70 80 5 15 25 35 45 Speed in metres/second (m/s) Force in Newtons (N) F TOTAL = N 10 20 30 40 50 60 70 80 5 15 25 35 45 Speed in metres/second (m/s) Force in Newtons (N)
Prove that it is better to be heavy and narrow when competing in
The sport of bob skeleton. ATHLETE 1 Total mass: 97 kg Af: m2 ATHLETE 2 Total mass: 100 kg Af: m2 ATHLETE 1 Friction force = 0.03 x 97 x 9.81 Friction force = N Drag force = 0.5 x 1.2 x 0.45 x x 1600 Drag force = N Total force acting against athlete and sled = N ATHLETE 2 Friction force = 0.03 x 100 x 9.81 Friction force = N Drag force = 0.5 x 1.2 x 0.45 x x 1600 Drag force = N Total force acting against athlete and sled = N Athlete 2 should get to the bottom of the track quicker as there is less force acting against the forward motion of the athlete and sled. Increasing athlete mass does not have a significant impact on friction compared to effect of increasing frontal area.
Which is more important in the sport of bob skeleton?
Athlete or Machine? Which is more important in the sport of bob skeleton? Discuss this question with your partner/team Present your answer to the rest of the group
Similar presentations | 1,388 | 5,292 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.734375 | 3 | CC-MAIN-2018-47 | longest | en | 0.832469 |
https://www.lmfdb.org/EllipticCurve/Q/705600/bub/2 | 1,620,260,946,000,000,000 | text/html | crawl-data/CC-MAIN-2021-21/segments/1620243988724.75/warc/CC-MAIN-20210505234449-20210506024449-00122.warc.gz | 872,742,990 | 55,060 | # Properties
Label 705600.bub2 Conductor $705600$ Discriminant $6.052\times 10^{19}$ j-invariant $$\frac{601211584}{11025}$$ CM no Rank $0$ Torsion structure $$\Z/{2}\Z \times \Z/{2}\Z$$
# Related objects
Show commands for: Magma / Pari/GP / SageMath
## Minimal Weierstrass equation
sage: E = EllipticCurve([0, 0, 0, -3101700, 2068976000])
gp: E = ellinit([0, 0, 0, -3101700, 2068976000])
magma: E := EllipticCurve([0, 0, 0, -3101700, 2068976000]);
$$y^2=x^3-3101700x+2068976000$$
## Mordell-Weil group structure
$$\Z/{2}\Z \times \Z/{2}\Z$$
## Torsion generators
sage: E.torsion_subgroup().gens()
gp: elltors(E)
magma: TorsionSubgroup(E);
$$\left(910, 0\right)$$, $$\left(1120, 0\right)$$
## Integral points
sage: E.integral_points()
magma: IntegralPoints(E);
$$\left(-2030, 0\right)$$, $$\left(910, 0\right)$$, $$\left(1120, 0\right)$$
## Invariants
sage: E.conductor().factor() gp: ellglobalred(E)[1] magma: Conductor(E); Conductor: $$705600$$ = $$2^{6} \cdot 3^{2} \cdot 5^{2} \cdot 7^{2}$$ sage: E.discriminant().factor() gp: E.disc magma: Discriminant(E); Discriminant: $$60516574977600000000$$ = $$2^{12} \cdot 3^{8} \cdot 5^{8} \cdot 7^{8}$$ sage: E.j_invariant().factor() gp: E.j magma: jInvariant(E); j-invariant: $$\frac{601211584}{11025}$$ = $$2^{6} \cdot 3^{-2} \cdot 5^{-2} \cdot 7^{-2} \cdot 211^{3}$$ Endomorphism ring: $$\Z$$ Geometric endomorphism ring: $$\Z$$ (no potential complex multiplication) Sato-Tate group: $\mathrm{SU}(2)$ Faltings height: $$2.5905658157428777945375006018\dots$$ Stable Faltings height: $$-0.42956153989582920043041017645\dots$$
## BSD invariants
sage: E.rank() magma: Rank(E); Analytic rank: $$0$$ sage: E.regulator() magma: Regulator(E); Regulator: $$1$$ sage: E.period_lattice().omega() gp: E.omega[1] magma: RealPeriod(E); Real period: $$0.19744221577853540571453476058\dots$$ sage: E.tamagawa_numbers() gp: gr=ellglobalred(E); [[gr[4][i,1],gr[5][i][4]] | i<-[1..#gr[4][,1]]] magma: TamagawaNumbers(E); Tamagawa product: $$256$$ = $$2^{2}\cdot2^{2}\cdot2^{2}\cdot2^{2}$$ sage: E.torsion_order() gp: elltors(E)[1] magma: Order(TorsionSubgroup(E)); Torsion order: $$4$$ sage: E.sha().an_numerical() magma: MordellWeilShaInformation(E); Analytic order of Ш: $$1$$ (exact)
## Modular invariants
Modular form 705600.2.a.bub
sage: E.q_eigenform(20)
gp: xy = elltaniyama(E);
gp: x*deriv(xy[1])/(2*xy[2]+E.a1*xy[1]+E.a3)
magma: ModularForm(E);
$$q + 4q^{11} - 6q^{13} + 6q^{17} + 4q^{19} + O(q^{20})$$
sage: E.modular_degree() magma: ModularDegree(E); Modular degree: 28311552
#### Special L-value
sage: r = E.rank();
sage: E.lseries().dokchitser().derivative(1,r)/r.factorial()
gp: ar = ellanalyticrank(E);
gp: ar[2]/factorial(ar[1])
magma: Lr1 where r,Lr1 := AnalyticRank(E: Precision:=12);
$$L(E,1)$$ ≈ $$3.1590754524565664914325561692983926066$$
## Local data
This elliptic curve is not semistable. There are 4 primes of bad reduction:
sage: E.local_data()
gp: ellglobalred(E)[5]
magma: [LocalInformation(E,p) : p in BadPrimes(E)];
prime Tamagawa number Kodaira symbol Reduction type Root number ord($$N$$) ord($$\Delta$$) ord$$(j)_{-}$$
$$2$$ $$4$$ $$I_2^{*}$$ Additive -1 6 12 0
$$3$$ $$4$$ $$I_2^{*}$$ Additive -1 2 8 2
$$5$$ $$4$$ $$I_2^{*}$$ Additive 1 2 8 2
$$7$$ $$4$$ $$I_2^{*}$$ Additive -1 2 8 2
## Galois representations
The image of the 2-adic representation attached to this elliptic curve is the subgroup of $\GL(2,\Z_2)$ with Rouse label X8b.
This subgroup is the pull-back of the subgroup of $\GL(2,\Z_2/2^2\Z_2)$ generated by $\left(\begin{array}{rr} 1 & 0 \\ 0 & 3 \end{array}\right),\left(\begin{array}{rr} 3 & 2 \\ 0 & 1 \end{array}\right),\left(\begin{array}{rr} 1 & 2 \\ 2 & 1 \end{array}\right)$ and has index 12.
sage: rho = E.galois_representation();
sage: [rho.image_type(p) for p in rho.non_surjective()]
magma: [GaloisRepresentation(E,p): p in PrimesUpTo(20)];
The mod $$p$$ Galois representation has maximal image $$\GL(2,\F_p)$$ for all primes $$p$$ except those listed.
prime Image of Galois representation
$$2$$ Cs
## $p$-adic data
### $p$-adic regulators
sage: [E.padic_regulator(p) for p in primes(5,20) if E.conductor().valuation(p)<2]
All $$p$$-adic regulators are identically $$1$$ since the rank is $$0$$.
No Iwasawa invariant data is available for this curve.
## Isogenies
This curve has non-trivial cyclic isogenies of degree $$d$$ for $$d=$$ 2, 2 and 2.
Its isogeny class 705600.bub consists of 4 curves linked by isogenies of degrees dividing 4. | 1,710 | 4,512 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.0625 | 3 | CC-MAIN-2021-21 | latest | en | 0.241924 |
https://de.scribd.com/document/158710805/3dcoords | 1,569,272,804,000,000,000 | text/html | crawl-data/CC-MAIN-2019-39/segments/1568514578201.99/warc/CC-MAIN-20190923193125-20190923215125-00433.warc.gz | 453,656,001 | 76,234 | Sie sind auf Seite 1von 9
# Chapter 1
## Vectors and the Geometry
of Space
1.1 3D Coordinate Systems
1.1.1 Review of the One-Dimensional and Two-Dimensional
Spaces
One-dimensional Space
The one-dimensional space is also known as R. Its geometric representation is
a line. To locate points on a line, only one number is needed. That number
is called the coordinate of the point. It simply represents the distance between
a xed origin usually denoted O and the point. By convention, the origin is
assigned the coordinate 0. Positive coordinates are to the right of the origin,
negative coordinates are to the left of the origin.
If P and Q are two points with respective coordinates x
1
and x
2
as shown
in gure 1.2, then the distance between P and Q, denoted [PQ[ is
[PQ[ = [x
2
x
1
[ (1.1)
=
q
(x
2
x
1
)
2
Figure 1.1: Real Line: R
1
2 CHAPTER 1. VECTORS AND THE GEOMETRY OF SPACE
Figure 1.2: Distance on the real line
It is better to remember the second form of the distance formula. As we will
see, it is this form which generalizes to higher dimensions.
Example 1 The distanced between P (3) and Q(7) is
[PQ[ = [7 3[
= 4
Two-dimensional Space (2-D)
The two dimensional-space is a plane. It is known as R
2
also denoted R R.
This is because to locate a point, two numbers are needed. Every point in the
plane can be represented as an ordered pair (x; y) as shown in gure 1.3 where
x is the x-coordinate and y is the y-coordinate of the point. Thus,
R
2
= R R
= (x; y) : x R; y R
Remark 2 It is useful to remember that the x-coordinate of a point in the plane
gives the distance between that point and the y-axis. Similarly, the y-coordinate
of the point gives the distance between that point and the x-axis.
If we have two points P (x
1
; y
1
) and Q(x
2
; y
2
) as shown in gure 1.4, then
using the Pythagorean theorem, we have
[PQ[
2
= (x
2
x
1
)
2
+ (y
2
y
1
)
2
Therefore
[PQ[ =
q
(x
2
x
1
)
2
+ (y
2
y
1
)
2
(1.2)
1.1. 3D COORDINATE SYSTEMS 3
Figure 1.3: 2-D Space (R
2
)
Figure 1.4: Distance in the plane
4 CHAPTER 1. VECTORS AND THE GEOMETRY OF SPACE
Figure 1.5: Right-handed Coordinate System
Example 3 If we have two points P (1; 3) and Q(2; 4) then
[PQ[ =
q
(2 1)
2
+ (4 3)
2
=
_
1 + 1
=
_
2
Example 4 A circle in the plane is dened to be the set of points at a xed
distance (called the radius) of a given point (called the center of the circle).
What is the equation of the circle of radius r > 0, centered at the point P of
coordinates (h; k)?
Let Q of coordinates (x; y) be a point on this circle. Writing the equation of
the circle amounts to nding the conditions x and y must satisfy so that Q is
on the circle. This will happen if [PQ[ = r. If we square both sides, we obtain
[PQ[
2
= r
2
or using the denition of the distance, we obtain
(x h)
2
+ (y k)
2
= r
2
1.1.2 Three-dimensional Space (3-D)
In order to represent points in space (3-D), we rst select a xed point we call
the origin. We then select three directed lines, perpendicular to each other and
going through the origin. These axes are called coordinate axes. We must
adopt some convention to determine the positive and negatives directions for
each axes. Usually, in mathematics, the x and y-axes are horizontal and the z-
axis is vertical. Their direction being determined by the right-hand rule shown
on gure 1.5. If the index points in the positive direction of the x-axis and the
middle nger in the positive direction of the y-axis, then the thumb points in
the positive direction of the z-axis. Another way to remember this is that if
you think of a screw, then turning the screw in the direction from x to y, then
1.1. 3D COORDINATE SYSTEMS 5
z would point in the direction the screw is moving toward. Yet another way. If
you position the x and y axes the way they are positioned in 2D, z would point
toward the reader in a right-handed coordinate system.
The 3D space, is denoted R
3
. It is the set of triples in which each coordinate
is a real number. In other words,
R
3
= R R R
= (x; y; z) : x R; y R; z R
In addition to the coordinate axes, three planes play an important role.
They are the planes containing two of the coordinate axes, they are called
the coordinate planes. There are three of them. They are the xy-plane,
the yz-plane and the xz-plane. If a point P has coordinates (a; b; c) then a
represents the distance between the point and the yz-plane, b represents the
distance between the point and the xz-plane and c the distance between the
point and the xy-plane. On the xy-plane, we always have z = 0. This is the
equation of the xy-plane. Similarly, the equation of the xz-plane is y = 0 and
the equation of the yz-plane is x = 0.
If P (x
1
; y
1
; z
1
) and Q (x
2
; y
2
; z
2
) are two points in space, then the distance
between them is give by
[PQ[ =
q
(x
2
x
1
)
2
+ (y
2
y
1
)
2
+ (z
2
z
1
)
2
Remark 5 You will note that this formula is similar to the distance formula
in R
2
and R. It simply has a component for the z-coordinate of the points.
Example 6 A sphere is dened to be the set of points at a xed distance (called
the radius) of a given point (called the center of the sphere). What is the equation
of the sphere of radius r > 0, centered at the point P of coordinates (h; k; l)?
We proceed as we did for the circle. If Q (x; y; z) is a point on the sphere, then
[PQ[ = r. Squaring both sides gives us [PQ[
2
= r
2
or using the denition of the
distance, we obtain
(x h)
2
+ (y k)
2
+ (z l)
2
= r
2
The planes containing two of the coordinate axes are called coordinate
planes. Thus, there are three coordinate planes. They are the xy-plane, the
xz-plane and the yz-plane.
The equation of the xy-plane is z = 0. Similarly, x = 0 is the equation of
the yz-plane and y = 0 is the equation of the xz-plane.
If the above equations, if we replace 0 by a number, then we obtain planes
which are parallel to one of the coordinate planes. For example, y = 5 is the
equation of the plane parallel to the xz-plane, 5 units above the xz-plane:
1.1.3 Basic Geometric Shapes
Here, we look at the equations of some known shapes in the plane and see what
objects the same equation will generate in space.
6 CHAPTER 1. VECTORS AND THE GEOMETRY OF SPACE
Example 7 Describe the set of points in the plane given by x = 3. Do the same
in space.
In the plane:
In space:
Example 8 Describe the set of points in the plane given by y = 2x+3. Do the
same in space.
In the plane:
In space:
Example 9 Describe the set of points in the plane given by z = 2x+3. Do the
same in space.
In the plane:
In space:
Example 10 Describe the set of points in the plane given by x
2
+ y
2
= 4. Do
the same in space.
In the plane:
In space:
Example 11 Describe the set of points in the plane given by x
2
+ z
2
= 4. Do
the same in space.
In the plane:
In space:
Example 12 Describe the set of points in the plane given by x
2
+ y
2
_ 4. Do
the same in space.
In the plane:
In space:
Example 13 Describe the set of points in the plane given by 2 _ x
2
+y
2
_ 4.
Do the same in space.
In the plane:
In space:
1.1. 3D COORDINATE SYSTEMS 7
1.1.4 Problems
1. Suppose you are told a point P has coordinates (a; b; c). Explain the
meaning of the numbers a; b; c in terms of distance to the coordinate planes
(the xy, xz and yz-planes).
2. Sketch the points P (0; 1; 0), Q(2; 0; 0), R(0; 0; 3), A(1; 2; 0), B(2; 0; 1),
C (0; 1; 3), D(1; 2; 2).
3. Consider the points P (1; 4; 6), Q(2; 0; 5) and R(3; 1; 4).
(a) Which of the points is closest to the xy-plane?
(b) Which of the points is closest to the xz-plane?
(c) Which of the points is closest to the yz-plane?
(d) Do any of the points lie on a coordinate plane? If yes, which point(s)
and on which coordinate plane(s)?
4. Determine whether the points below lie on a straight line.
(a) P (2; 4; 2), Q(3; 7; 2), R(1; 3; 3)
(b) P (0; 5; 5), Q(1; 2; 4), R(3; 4; 2)
5. Find the length of the sides of the triangle PQR for the given points.
Determine if it is a right triangle, an isosceles triangle.
(a) P (3; 2; 3), Q(7; 0; 1), R(1; 2; 1)
(b) P (2; 1; 0), Q(4; 1; 1), R(4; 5; 4)
6. Give a geometric description of the set of points in space satisfying x = 2
and y = 3.
7. Give a geometric description of the set of points in space satisfying y = 0
and z = 0.
8. Give a geometric description of the set of points in space satisfying x
2
+
y
2
= 4 and z = 0.
9. Give a geometric description of the set of points in space satisfying x
2
+
z
2
= 4 and y = 0.
10. Give a geometric description of the set of points in space satisfying x
2
+
y
2
+z
2
= 1 and x = 0.
11. Give a geometric description of the set of points in space satisfying x
2
+
y
2
+ (z + 3)
2
= 25 and z = 0.
12. Give a geometric description of the set of points in space satisfying the
given condition:
8 CHAPTER 1. VECTORS AND THE GEOMETRY OF SPACE
(a) x _ 0, y _ 0, z = 0.
(b) x _ 0, y _ 0, z = 0.
13. Give a geometric description of the set of points in space satisfying the
given condition:
(a) x
2
+y
2
+z
2
_ 1.
(b) x
2
+y
2
+z
2
> 1.
14. Give a geometric description of the set of points in space satisfying the
given condition:
(a) x
2
+y
2
+z
2
= 1, z _ 0.
(b) x
2
+y
2
+z
2
_ 1, z _ 0.
15. Write an equation or two equations corresponding to:
(a) The plane perpendicular to the x-axis at (3; 0; 0).
(b) The plane perpendicular to the y-axis at (0; 1; 0).
(c) The plane perpendicular to the z-axis at (0; 0; 2).
16. Write an equation or two equations corresponding to the plane through
(3; 1; 1) parallel to:
(a) The xy-plane.
(b) The yz-plane.
(c) The xz-plane.
17. Write an equation or two equations corresponding to the circle of radius
2 centered at (0; 2; 0) and lying in:
(a) The xy-plane.
(b) The yz-plane.
(c) The plane y = 2 .
18. Write an equation or two equations corresponding to the line through
(1; 3; 1) parallel to:
(a) The x-axis.
(b) The y-axis.
(c) The z-axis.
19. Write an equation or two equations corresponding to the circle in which
the plane through (1; 1; 3) perpendicular to the z-axis meets the sphere of
radius 5 centered at the origin.
1.1. 3D COORDINATE SYSTEMS 9
20. Write inequalities to describe the slab bounded by the planes z = 0 and
z = 1, the two planes are included.
21. Write inequalities to describe the half space consisting of the point on and
below the xy-plane.
22. Find the distance between P
1
(1; 1; 1) and P
2
(3; 3; 0).
23. Find the distance between P
1
(1; 4; 5) and P
2
(4; 2; 7).
24. Find the center and radius of the sphere (x + 2)
2
+y
2
+ (z 2)
2
= 8.
25. Find the center and radius of the sphere
x
_
2
2
+
y
_
2
2
+
z +
_
2
2
=
2.
26. Write the equation of the sphere centered at (1; 2; 3) with radius
_
14.
27. Find the center and radius of the sphere x
2
+y
2
+z
2
+ 4x 4z = 0.
28. Find the center and radius of the sphere 2x
2
+ 2y
2
+ 2z
2
+x +y +z = 9.
29. Find a formula for the distance from P (x; y; z) and:
(a) x-axis.
(b) y-axis.
(c) z-axis | 3,518 | 10,811 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.6875 | 5 | CC-MAIN-2019-39 | latest | en | 0.907723 |
https://www.brand.site.co.il/riddles/200706q.html | 1,580,087,097,000,000,000 | text/html | crawl-data/CC-MAIN-2020-05/segments/1579251694071.63/warc/CC-MAIN-20200126230255-20200127020255-00338.warc.gz | 796,562,640 | 2,175 | ## June 2007 riddle
This month's riddle is all about having fun with mesh animals.
Mesh animals are close relatives of their more famous cousins, the grid animals. If you ever played Tetris, you've had your share of trying to tile a grid using grid animals of size four. In the case of mesh animals, it isn't the grid that is being tiled, but rather the lattice that holds it.
To make the whole thing more concrete, consider the following mesh animal:
It can be used, for example, to tile 2-by-2 and 3-by-3 squares as shown:
As can be seen in the example, we are interested in tiling an entire square mesh by duplicates of the same mesh animal, where this animal can appear in any position, any orientation, and possibly also mirror-reversed.
The riddle this month will be composed of two parts. Answer either or both parts for your name to be mentioned as a solver. A separate list of solvers will be kept for each of the two parts.
#### Part 1:
Squares of what sizes can be tiled by the following two types of mesh animals?
The riddle should be solved separately for each animal, of course.
(Readers are welcome to try and solve for non-square rectangles, as well. The solution to the extended riddle will appear with the rest of this riddle's solution. Nevertheless, only squares are required to solve Part 1.)
#### Part 2:
For mesh animal "a" introduced in Part 1, let us define connectivity as follows: two mesh animals are called connected if they share at least two points. The image below shows an example of two connected animals.
A tiling is called connected if there is a path of connected mesh animal pairs that links any two mesh animals in the tiling. (This can be thought of as a form of graph connectivity.)
The question is: what is the largest square that can be tiled by this mesh animal, by use of a connected tiling?
Readers wishing for a greater challenge are welcome to try and solve the question of which squares and rectangles can be tiled by the mesh animal given in the first example (for which 2x2 and 3x3 square-tilings were demonstrated). The solution for squares will appear with the answer to this month's riddle. However, you are not requested to send answers for this.
### List of solvers:
#### Part 1:
Sigal Peled-Leviatan (2 June 3:00)
Itsik Horovitz (7 June 19:30)
David Jager (15 June 17:00)
Oded Margalit (17 June 8:30)
#### Part 2:
David Jager (17 June 1:30)
Elegant solutions can be submitted to the puzzlemaster at riddlesbrand.scso.com. Names of solvers will be posted on this page. Notify if you don't want your name to be mentioned.
The solution will be published at the end of the month.
Enjoy! | 628 | 2,662 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.15625 | 4 | CC-MAIN-2020-05 | latest | en | 0.960385 |
https://learn.careers360.com/school/question-a-fraction-becomes-2-3-if-its-numerator-is-increased-by-1-and-denominator-by-2it-becomes-3-4-if-its-numerator-is-increased-by-4-and-the-denominator-by-5-find-the-fraction-25725/ | 1,621,201,365,000,000,000 | text/html | crawl-data/CC-MAIN-2021-21/segments/1620243989914.60/warc/CC-MAIN-20210516201947-20210516231947-00429.warc.gz | 375,832,494 | 109,664 | # A fraction becomes 2/3 if its numerator is increased by 1 and denominator by 2.it becomes 3/4 if its numerator is increased by 4 and the denominator by 5. find the fraction.
Let the fraction
$\frac{x}{y}\\$
According to 1st condition
$\frac{x+1}{y + 2} = \frac{2}{3} \\ \Rightarrow 3(x +1) = 2( y+ 2) \\ \Rightarrow 3x -2y = 1 .....(1) \\$
Now 2nd condition
$\frac{x+4}{y + 5} = \frac{3}{4} \\ \Rightarrow 4(x +4) = 3( y+ 5) \\ \Rightarrow 4x -3y = -1 .....(2) \\$
multiply 3 in Equation (1) and 2 in equation (2)
$9x -6y = 3 ....(3) \\ 8x -6y = -2 .....(4) \\$
Solve equation (3) and equation (4) we get
$x = 5 and, y = 7 \\$
Hence, the fraction
$= \frac{5}{7} \\$
## Most Viewed Questions
### Preparation Products
##### Knockout JEE Main April 2021 (One Month)
Personalized AI Tutor and Adaptive Time Table, Self Study Material, Weekend Live Classes, Mentorship from our Experts, Unlimited Mock Tests and Personalized Analysis Reports, 24x7 Doubt Chat Support,.
₹ 14000/- ₹ 4999/-
##### Knockout NEET Aug 2021 (One Month)
Personalized AI Tutor and Adaptive Time Table, Self Study Material, Weekend Live Classes, Mentorship from our Experts, Unlimited Mock Tests and Personalized Analysis Reports, 24x7 Doubt Chat Support,.
₹ 14000/- ₹ 4999/-
##### Knockout JEE Main May 2021
Personalized AI Tutor and Adaptive Time Table, Self Study Material, Weekend Live Classes, Mentorship from our Experts, Unlimited Mock Tests and Personalized Analysis Reports, 24x7 Doubt Chat Support,.
₹ 22999/- ₹ 9999/-
##### Knockout NEET Aug 2021
Personalized AI Tutor and Adaptive Time Table, Self Study Material, Weekend Live Classes, Mentorship from our Experts, Unlimited Mock Tests and Personalized Analysis Reports, 24x7 Doubt Chat Support,.
₹ 22999/- ₹ 9999/- | 538 | 1,770 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 6, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.46875 | 4 | CC-MAIN-2021-21 | latest | en | 0.762571 |
https://www.tutorialspoint.com/write-a-program-to-calculate-the-least-common-multiple-of-two-numbers-javascript | 1,720,973,759,000,000,000 | text/html | crawl-data/CC-MAIN-2024-30/segments/1720763514635.58/warc/CC-MAIN-20240714155001-20240714185001-00480.warc.gz | 910,176,032 | 25,846 | # Write a program to calculate the least common multiple of two numbers JavaScript
We are required to write a function that accepts two numbers and returns their least common multiple.
## Least Common Multiple (LCM)
The least common multiple of two numbers a and b is the smallest positive integer that is divisible by both a and b.
For example − The LCM of 6 and 8 is 24 because 24 is the smallest positive integer that is divided by both 6 and 8.
## Method to calculate LCM
One of the many ways of calculating LCM of two numbers a and b is by dividing the product of a and b by the greatest integer (also known as greatest common divisor or GCD) that divides both a and b.
In case of 6 and 8, their product is 48 and the greatest integer that divides them both is 2 so their LCM is −
(6*8)/2 = 24
Having these things clear, now let’s move to the coding part −
## Example
const lcm = (a, b) => {
let min = Math.min(a, b);
while(min >= 2){
if(a % min === 0 && b % min === 0){
return (a*b)/min;
};
min--;
};
return (a*b);
};
console.log(lcm(6, 8));
console.log(lcm(16, 18));
console.log(lcm(0, 8));
console.log(lcm(11, 28));
console.log(lcm(18, 34));
## Understanding the code
Since the greatest integer that exactly divides both the numbers will still be smaller or equal to the smaller of the two numbers, we are calculating LCM for, we run a decrementing loop from the smaller number all the way down to 2.
If in our iterations we find any number that divides both the numbers we can guarantee that it’s the largest number that divides them both because we are in a decrementing loop, so we return right there with the LCM.
If we iterate through the complete it means that we didn’t found any such number and 1 is the only number that divides them both (in other terms the numbers are co-prime), so we simply return their product.
## Output
The output in the console will be −
24
144
0
308
306
Updated on: 25-Aug-2020
630 Views | 498 | 1,949 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.796875 | 4 | CC-MAIN-2024-30 | latest | en | 0.89634 |
https://ru.scribd.com/presentation/421464180/Capitalized-Cost-1 | 1,611,050,511,000,000,000 | text/html | crawl-data/CC-MAIN-2021-04/segments/1610703518201.29/warc/CC-MAIN-20210119072933-20210119102933-00008.warc.gz | 543,440,898 | 106,455 | Вы находитесь на странице: 1из 12
# CAPITALIZED EQUIVALENT METHOD
Capitalized Cost represents the amount of money that must be invested today to yield
a certain return A at the end of each and every period forever, assuming an interest
rate of ‘ i ‘.
CAPITALIZED EQUIVALENT METHOD
Steps in finding Capitalized cost
Draw the cash flow diagram showing all non recurring cash flow and at least two cycles of all recurring
cash flows.
Find the present worth of all non recurring cash flows using the single payment present worth
relationships.
Find the equivalent uniform annual amount for one cycle of all recurring cash flows and divide that
amount by the interest rate to get the capitalized cost of recurring cash flows.
Divide all uniform cash flows occurring from year 1 to ∞ by the interest rate to get the capitalized cost
## of those uniform cash flows.
Add all the values obtained in above steps to get the total capitalized worth of the investment.
CAPITALIZED EQUIVALENT METHOD
## • The cash flows (costs or receipts) in a capitalized cost
calculation are usually of two types: recurring, also called
periodic, and nonrecurring.
## • An annual operating cost of \$50,000 and a rework cost
estimated at \$40,000 every 12 years are examples of recurring
cash flows.
## • Examples of nonrecurring cash flows are the initial investment
amount in year 0 and one-time cash flow estimates at future
times, for example, \$500,000 in royalty fees 2 years hence.
Ans:486223.66
Ans: -690048
Ans:251133
Ans:1165019
CAPITALIZED EQUIVALENT METHOD
(a) 513453
(b) 66748
CAPITALIZED EQUIVALENT METHOD
Ans: \$470
CAPITALIZED EQUIVALENT METHOD
Ans:
92791
150625
CAPITALIZED EQUIVALENT METHOD
The property appraisal district for Marin County has just installed new software to track
residential market values for property tax computations. The manager wants to know the
total equivalent cost of all future costs incurred when the three county judges agreed to
purchase the software system. If the new system will be used for indefinite future, find the
equivalent value (a) now and (b) for each year hereafter. The system has an installed cost
of \$150,000 and an additional cost of \$50,000 after 10 years. The annual software
maintenance contract cost is \$5000 for the first 4 years and \$8000 thereafter. In addition,
there is expected to be a recurring major upgrade cost of \$15,000 every 13 years. Assume
## that i = 5% per year for county funds.
CAPITALIZED EQUIVALENT METHOD | 608 | 2,504 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.125 | 3 | CC-MAIN-2021-04 | latest | en | 0.880914 |
https://courseeagle.com/definition/arithmetic-mean | 1,713,289,985,000,000,000 | text/html | crawl-data/CC-MAIN-2024-18/segments/1712296817103.42/warc/CC-MAIN-20240416155952-20240416185952-00047.warc.gz | 165,259,156 | 5,800 | ## Definition of Arithmetic Mean
Arithmetic means is the sum of all numbers divided by the total number count to find a center number or average. This is easy to calculate with simple finance and math skills.
#### Example of Arithmetic Mean:
Let’s take 50,55,60,65 and 70. Their sum is 300. To find the average or central tendency, divide 300 by 5. The Arithmetic mean is 60.
In finance, the arithmetic mean is widely used. You are interested to calculate the average closing price of a particular stock in a month. You will take the daily closing price of the stock and divide it by the total no of active trading. | 139 | 619 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.265625 | 3 | CC-MAIN-2024-18 | latest | en | 0.911355 |
https://www.physicsforums.com/threads/helmholtz-equation-and-multislice-approach.773512/ | 1,526,942,951,000,000,000 | text/html | crawl-data/CC-MAIN-2018-22/segments/1526794864558.8/warc/CC-MAIN-20180521220041-20180522000041-00083.warc.gz | 844,099,714 | 14,197 | Helmholtz equation and Multislice approach
1. Sep 29, 2014
eoghan
Hi there!
I have a problem about the proof of an equation in microscopy. I think this is the right section because it is about solving the Helmholtz equation.
http://en.wikipedia.org/wiki/Multislice
where they try to solve the Schrödinger equation for an electron passing through a medium.
In the theory section they write
$$\phi(\vec r) = 1-i\frac{\pi}{E\lambda}\int\int_{z'=-\infty}^{z'=z}V(\vec X', z')\phi(\vec X', z')\frac{1}{i\lambda(z-z')}\exp\left(ik\frac{|\vec X-\vec X'|^2}{2(z-z')}\right)d\vec X' dz'$$
At the end, removing the convolution with the Fresnel propagator (i.e. discarding the Fresnel scattering) they say that in a multislice approach (which I think that mathematically is a sort of successive approximations method) where in every slice I consider V to be constant (the slices are on the z axis), the solution is
$$\phi(\vec X, z_{n+1})=\phi(\vec X, z_n)\exp\left(-i\sigma\int _{z_n}^{z_{n+1}}V(\vec X, z')\right)dz'$$
I don't understand how this solution can be derived from the first equation. I think is something like the Dyson series, but I cannot decouple the potential V from the function phi. | 362 | 1,197 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.953125 | 3 | CC-MAIN-2018-22 | latest | en | 0.865683 |
http://stackoverflow.com/questions/7683685/how-to-check-if-overflow-occured/7683730 | 1,429,487,405,000,000,000 | text/html | crawl-data/CC-MAIN-2015-18/segments/1429246642012.28/warc/CC-MAIN-20150417045722-00033-ip-10-235-10-82.ec2.internal.warc.gz | 248,136,771 | 18,499 | # How to check if overflow occured? [duplicate]
Possible Duplicate:
Best way to detect integer overflow in C/C++
This is probably a rookie question, but how can I check some overflow affected the value of my numbers in C. For example, when multiplying integers, and waiting for an integer result, if actual result was bigger than max-integer value, actual result is altered(right?). So how can I tell if something like this occured?
-
## marked as duplicate by Johan, Rhino, ughoavgfhw, Amber, dmckeeOct 8 '11 at 3:53
The alleged "duplicate" question is specifically about unsigned values, and the answers reflect that - whereas this question is more general, covering the much trickier signed case. – caf Oct 8 '11 at 23:00
Signed integer overflow is like division by zero - it leads to undefined behaviour, so you have to check if it would occur before executing the potentially-overflowing operation. Once you've overflowed, all bets are off - your code could do anything.
The `*_MAX` and `_MIN` macros defined in `<limits.h>` come in handy for this, but you need to be careful not to invoke undefined behaviour in the tests themselves. For example, to check if `a * b` will overflow given `int a, b;`, you can use:
``````if ((b > 0 && a <= INT_MAX / b && a >= INT_MIN / b) ||
(b == 0) ||
(b == -1 && a >= -INT_MAX) ||
(b < -1 && a >= INT_MAX / b && a <= INT_MIN / b))
{
result = a * b;
}
else
{
/* calculation would overflow */
}
``````
(Note that one subtle pitfall this avoids is that you can't calculate `INT_MIN / -1` - such a number isn't guaranteed to be representable and indeed causes a fatal trap on common platforms).
-
The C99 standard has this section explaining what undefined behavior is:
3.4.3
undefined behavior
behavior, upon use of a nonportable or erroneous program construct or of erroneous data, for which this International Standard imposes no requirements NOTE Possible undefined behavior ranges from ignoring the situation completely with unpredictable results, to behaving during translation or program execution in a documented manner characteristic of the environment (with or without the issuance of a diagnostic message), to terminating a translation or execution (with the issuance of a diagnostic message).
EXAMPLE
An example of undefined behavior is the behavior on integer overflow.
So you're pretty much out of luck, there is no portable way of detecting that in the general case, after the fact.
Your compiler/implementation might have extensions/support for it though, and there are techniques to avoid these situations.
See this question for excellent advice: Best way to detect integer overflow in C/C++.
-
If you mean while you're programming, you can debug the code.
If you mean in runtime, you can add some conditionals that if it exceeds the limit, do something.
C doesn't know what to do when a calculation's yield would be out of range. You must evade this by testing operands.
-
Check this http://www.fefe.de/intof.html. It shows you how to check if actual result was bigger than max-integer value.
-
If the resulting number is smaller than one of the inputs.
a + b = c, if c < a => overflow. edit: to fast, this is only for addition on unsigned integers.
-
You cannot know, in the general case, if overflow occurred just by staring at the result. What you can do, however, is to check whether the operation would overflow separately. E.g. if you want to check whether a*b overflows, where a and b are int's, you need to solve the inequality
``a * b <= INT_MAX``
That is, if a <= INT_MAX / b, then the multiplication would overflow.
-
Remember that when you divide both sides of the inequality by `b`, you must flip the inequality if `b` is negative. Also, don't forget about the possibility of `b == 0`. – caf Oct 7 '11 at 7:10
As long as you do your arithmetic in unsigned integers, or else can rely on implementation-specific guarantees about how signed integer overflow behaves, there are various tricks you can use.
In the case of unsigned multiplication, the simplest is:
``````unsigned int lhs = something, rhs = something_else;
unsigned int product = lhs * rhs;
if (lhs != 0 && product/lhs != rhs) { overflow occurred }
``````
It's unlikely to be fast, but it's portable. The unsigned overflow check for addition is also quite simple -- pick either one of the operands, then overflow occurred if and only if the sum is less than that.
- | 1,005 | 4,428 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.59375 | 3 | CC-MAIN-2015-18 | latest | en | 0.889449 |
https://documen.tv/question/solve-te-27-3-4-1-te-a-1-4-b-1-2-c-2-d-4-24108612-86/ | 1,660,614,898,000,000,000 | text/html | crawl-data/CC-MAIN-2022-33/segments/1659882572215.27/warc/CC-MAIN-20220815235954-20220816025954-00608.warc.gz | 213,882,755 | 15,973 | ## Solve A. 1/4 B. 1/2 C. 2 D. 4
Question
Solve
A. 1/4
B. 1/2
C. 2
D. 4
in progress 0
6 months 2021-08-26T12:01:50+00:00 1 Answers 0 views 0
1/2
Step-by-step explanation:
27 = 3 ^(4x+1)
Rewriting 27 as 3^3
3^3 = 3 ^(4x+1)
Since the bases are the same, the exponents are the same
3 = 4x+1
Subtract 1
3-1 = 4x+1-1
2 =4x
Divided by 4
2/4 = 4x/4
1/2 =x | 192 | 368 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.25 | 4 | CC-MAIN-2022-33 | latest | en | 0.753785 |
http://www.solving-math-problems.com/math-symbol-for-undefined.html | 1,627,921,772,000,000,000 | text/html | crawl-data/CC-MAIN-2021-31/segments/1627046154321.31/warc/CC-MAIN-20210802141221-20210802171221-00089.warc.gz | 79,340,224 | 12,238 | # Math - Symbol for Undefined
by Anthony Dipon
(ValenzUelA, Philippines)
Dividing a number by zero is usually considered undefined.
It is often represented with the word UNDEF.
What is the symbol of undefined in math?
### Comments for Math - Symbol for Undefined
Jan 26, 2012 Symbol for Undefined by: Staff Question: by Anthony Dipon (ValenzUelA, Philippines) what is the symbol of undefined in math?? Answer: There is no symbol that literally means “undefined” as far as I know. Dividing a number by zero is usually considered undefined. It is often represented with the word UNDEF. Dividing by zero is not considered infinity (∞), it is UNDEF. Assuming a number is positive, dividing it by a very small positive number that approaches zero would yield +∞. Dividing by a very small negative number that approaches zero would yield -∞. There is no way to know which it is. The result is UNDEF. Thanks for writing. Staff www.solving-math-problems.com
Oct 30, 2015 best-dissertation NEW by: Anonymous Technical training is vital for the better eventual fate of youthful era so government ought to give credits and grants to poor understudies to best-dissertation.org writing service and build up the specialized abilities of the poor understudies. Specialized instruction ought to be give to female understudies also.
Nov 13, 2016 undefined symbol NEW by: Anonymous in geometry it is consider as point in computer science it is what we called null or NaN NOt a number | 330 | 1,476 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.015625 | 3 | CC-MAIN-2021-31 | latest | en | 0.954815 |
https://socratic.org/questions/how-do-you-simplify-5m-3z-3-2-and-write-it-using-only-positive-exponents | 1,581,910,358,000,000,000 | text/html | crawl-data/CC-MAIN-2020-10/segments/1581875141653.66/warc/CC-MAIN-20200217030027-20200217060027-00036.warc.gz | 565,468,577 | 5,967 | # How do you simplify ((5m)/(3z^3))^2 and write it using only positive exponents?
Sep 4, 2016
$\frac{25 {m}^{2}}{9 {z}^{6}}$
#### Explanation:
Each factor in the bracket must be squared.
${\left(\frac{5 m}{3 {z}^{3}}\right)}^{2} = \frac{5 \times 5 \times m \times m}{3 \times 3 \times {z}^{3} \times {z}^{3}}$
$\frac{25 {m}^{2}}{9 {z}^{6}}$ | 143 | 346 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 3, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.21875 | 4 | CC-MAIN-2020-10 | longest | en | 0.565532 |
https://www.lmfdb.org/ModularForm/GL2/Q/holomorphic/4021/2/a/ | 1,582,171,239,000,000,000 | text/html | crawl-data/CC-MAIN-2020-10/segments/1581875144637.88/warc/CC-MAIN-20200220035657-20200220065657-00186.warc.gz | 829,673,614 | 67,904 | # Properties
Label 4021.2.a Level 4021 Weight 2 Character orbit a Rep. character $$\chi_{4021}(1,\cdot)$$ Character field $$\Q$$ Dimension 334 Newform subspaces 3 Sturm bound 670 Trace bound 1
# Related objects
## Defining parameters
Level: $$N$$ = $$4021$$ Weight: $$k$$ = $$2$$ Character orbit: $$[\chi]$$ = 4021.a (trivial) Character field: $$\Q$$ Newform subspaces: $$3$$ Sturm bound: $$670$$ Trace bound: $$1$$ Distinguishing $$T_p$$: $$2$$
## Dimensions
The following table gives the dimensions of various subspaces of $$M_{2}(\Gamma_0(4021))$$.
Total New Old
Modular forms 335 335 0
Cusp forms 334 334 0
Eisenstein series 1 1 0
The following table gives the dimensions of the cuspidal new subspaces with specified eigenvalues for the Atkin-Lehner operators.
$$4021$$Dim.
$$+$$$$152$$
$$-$$$$182$$
## Trace form
$$334q + 330q^{4} - 2q^{5} - 2q^{6} + 6q^{8} + 334q^{9} + O(q^{10})$$ $$334q + 330q^{4} - 2q^{5} - 2q^{6} + 6q^{8} + 334q^{9} - 6q^{10} + 10q^{11} + 2q^{12} - 12q^{13} + 6q^{14} - 6q^{15} + 326q^{16} - 8q^{17} - 8q^{18} - 6q^{19} - 2q^{20} - 24q^{21} + 16q^{22} + 2q^{23} + 2q^{24} + 336q^{25} + 8q^{26} + 6q^{27} - 4q^{28} - 4q^{29} + 2q^{31} + 22q^{32} + 6q^{33} - 8q^{34} + 14q^{35} + 354q^{36} - 4q^{37} - 12q^{38} - 8q^{39} - 50q^{40} + 8q^{41} + 28q^{42} - 2q^{43} + 46q^{44} - 4q^{45} - 28q^{46} - 2q^{47} - 10q^{48} + 328q^{49} + 6q^{50} + 8q^{51} - 42q^{52} - 8q^{53} + 14q^{54} - 6q^{55} + 32q^{56} - 22q^{57} - 28q^{58} + 40q^{59} - 64q^{60} - 42q^{61} - 16q^{62} - 38q^{63} + 314q^{64} - 34q^{65} - 6q^{66} - 10q^{67} - 26q^{68} - 32q^{69} - 14q^{70} - 8q^{71} - 2q^{72} - 22q^{74} - 42q^{75} - 60q^{76} - 6q^{77} - 52q^{78} + 16q^{79} - 36q^{80} + 310q^{81} - 36q^{82} + 18q^{83} - 136q^{84} + 6q^{85} - 34q^{86} - 24q^{87} - 10q^{88} - 38q^{89} - 130q^{90} - 16q^{91} - 36q^{94} + 10q^{95} - 14q^{96} + 6q^{97} - 8q^{98} + 100q^{99} + O(q^{100})$$
## Decomposition of $$S_{2}^{\mathrm{new}}(\Gamma_0(4021))$$ into newform subspaces
Label Dim. $$A$$ Field CM Traces A-L signs $q$-expansion
$$a_2$$ $$a_3$$ $$a_5$$ $$a_7$$ 4021
4021.2.a.a $$1$$ $$32.108$$ $$\Q$$ None $$-2$$ $$1$$ $$3$$ $$4$$ $$+$$ $$q-2q^{2}+q^{3}+2q^{4}+3q^{5}-2q^{6}+\cdots$$
4021.2.a.b $$151$$ $$32.108$$ None $$-16$$ $$-29$$ $$-27$$ $$-18$$ $$+$$
4021.2.a.c $$182$$ $$32.108$$ None $$18$$ $$28$$ $$22$$ $$14$$ $$-$$ | 1,161 | 2,333 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.53125 | 3 | CC-MAIN-2020-10 | latest | en | 0.200482 |
https://gmatclub.com/forum/the-average-of-5-numbers-is-6-8-if-one-of-the-numbers-is-multiplied-204889.html | 1,547,900,982,000,000,000 | text/html | crawl-data/CC-MAIN-2019-04/segments/1547583667907.49/warc/CC-MAIN-20190119115530-20190119141530-00012.warc.gz | 540,549,422 | 60,599 | GMAT Question of the Day - Daily to your Mailbox; hard ones only
It is currently 19 Jan 2019, 04:29
### GMAT Club Daily Prep
#### Thank you for using the timer - this advanced tool can estimate your performance and suggest more practice questions. We have subscribed you to Daily Prep Questions via email.
Customized
for You
we will pick new questions that match your level based on your Timer History
Track
every week, we’ll send you an estimated GMAT score based on your performance
Practice
Pays
we will pick new questions that match your level based on your Timer History
## Events & Promotions
###### Events & Promotions in January
PrevNext
SuMoTuWeThFrSa
303112345
6789101112
13141516171819
20212223242526
272829303112
Open Detailed Calendar
• ### Free GMAT Strategy Webinar
January 19, 2019
January 19, 2019
07:00 AM PST
09:00 AM PST
Aiming to score 760+? Attend this FREE session to learn how to Define your GMAT Strategy, Create your Study Plan and Master the Core Skills to excel on the GMAT.
• ### FREE Quant Workshop by e-GMAT!
January 20, 2019
January 20, 2019
07:00 AM PST
07:00 AM PST
Get personalized insights on how to achieve your Target Quant Score.
# The average of 5 numbers is 6.8. If one of the numbers is multiplied
Author Message
TAGS:
### Hide Tags
Math Expert
Joined: 02 Sep 2009
Posts: 52294
The average of 5 numbers is 6.8. If one of the numbers is multiplied [#permalink]
### Show Tags
02 Sep 2015, 21:38
00:00
Difficulty:
55% (hard)
Question Stats:
59% (01:40) correct 41% (01:38) wrong based on 132 sessions
### HideShow timer Statistics
The average of 5 numbers is 6.8. If one of the numbers is multiplied by a factor of 3, the average of the numbers increases to 9.2. What number is multiplied by 3?
(A) 1.5
(B) 3.0
(C) 3.9
(D) 4.0
(E) 6.0
Kudos for a correct solution.
_________________
Intern
Joined: 09 May 2012
Posts: 18
Re: The average of 5 numbers is 6.8. If one of the numbers is multiplied [#permalink]
### Show Tags
03 Sep 2015, 01:22
1
Average of 5 numbers = 6.8
Total of 5 numbers = 34
New Average = 9.2
New Total Sum = 46
Difference between Old and New Sum = 12
Difference = 3x - x = 2x = 12
Therefore, value of x must be 6.
The number multiplied by 3 is 6. IMO
Manager
Joined: 29 Jul 2015
Posts: 158
Re: The average of 5 numbers is 6.8. If one of the numbers is multiplied [#permalink]
### Show Tags
03 Sep 2015, 08:26
1
Bunuel wrote:
The average of 5 numbers is 6.8. If one of the numbers is multiplied by a factor of 3, the average of the numbers increases to 9.2. What number is multiplied by 3?
(A) 1.5
(B) 3.0
(C) 3.9
(D) 4.0
(E) 6.0
Kudos for a correct solution.
The average of 5 numbers is 6.8
The sum of 5 numbers will be 6.8 x 5 = 34
The average of 5 number after one of the number is multiplied by 3 is 9.2
The sum of the numbers will now be 9.2 x 5 = 46
So the sum has increased by 46-34 = 12
Let the number multiplied by 3 be n
Then,
3n = n+12
or 2n = 12
or n = 6
Manager
Joined: 04 Feb 2012
Posts: 156
Location: India
Concentration: General Management, Strategy
GRE 1: Q162 V160
GPA: 3.96
WE: Research (Pharmaceuticals and Biotech)
Re: The average of 5 numbers is 6.8. If one of the numbers is multiplied [#permalink]
### Show Tags
03 Sep 2015, 08:41
I think the answer should be 4.0 or D... Because when the average to begin with is 6.8 (of the five numbers) that indicates the sum of these five numbers is 6.8*5= 34. When the average is changed to 9.2 then the new sum is edited to 46. The difference between them is 46-34= 12 hence there could be number 4 which could be multiplied from the set to give us a new average of 9.2
Manager
Joined: 29 Jul 2015
Posts: 158
Re: The average of 5 numbers is 6.8. If one of the numbers is multiplied [#permalink]
### Show Tags
03 Sep 2015, 09:00
1
HBSdetermined wrote:
I think the answer should be 4.0 or D... Because when the average to begin with is 6.8 (of the five numbers) that indicates the sum of these five numbers is 6.8*5= 34. When the average is changed to 9.2 then the new sum is edited to 46. The difference between them is 46-34= 12 hence there could be number 4 which could be multiplied from the set to give us a new average of 9.2
In that case the sum will be increased by 8 not 12.
Let a,b,c,d and n be the 5 numbers.
1) sum before multiplication of 3 with a number will be
a+b+c+d+n = 34
2) sum after multiplication of 3 with number n will be
a+b+c+d+3n = 46
Now,
subtracting 1 from 2 we get,
(a+b+c+d+3n)-(a+b+c+d+n) = 46-34
or 2n = 12
or n=6
Manager
Joined: 03 Sep 2014
Posts: 74
Concentration: Marketing, Healthcare
Re: The average of 5 numbers is 6.8. If one of the numbers is multiplied [#permalink]
### Show Tags
03 Sep 2015, 09:02
1
Bunuel wrote:
The average of 5 numbers is 6.8. If one of the numbers is multiplied by a factor of 3, the average of the numbers increases to 9.2. What number is multiplied by 3?
(A) 1.5
(B) 3.0
(C) 3.9
(D) 4.0
(E) 6.0
Kudos for a correct solution.
Let X = {x1,x2,x3,x4,x5}
Sum(X) = 6.8*5 = 34
Let y be the no. that is multiplied by 3
Thus, Sum(X) - y +y*3 = 9.2*5
=> 34 +2y = 46 => 2y = 12 => y = 6
Manager
Joined: 10 Aug 2015
Posts: 103
Re: The average of 5 numbers is 6.8. If one of the numbers is multiplied [#permalink]
### Show Tags
03 Sep 2015, 10:02
1
Solution:
Let the number multiplied be a and sum of other 4 numbers be x.
so, x + a = 6.8(5) = 34 -->(1)
and x+3a = 9.2(5) = 46 --> (2)
(2) - (1) ---> 2a = 12. So, a =6
Option E
Intern
Joined: 12 Nov 2013
Posts: 40
Re: The average of 5 numbers is 6.8. If one of the numbers is multiplied [#permalink]
### Show Tags
05 Sep 2015, 10:45
1
Bunuel wrote:
The average of 5 numbers is 6.8. If one of the numbers is multiplied by a factor of 3, the average of the numbers increases to 9.2. What number is multiplied by 3?
(A) 1.5
(B) 3.0
(C) 3.9
(D) 4.0
(E) 6.0
Kudos for a correct solution.
Average of 5 numbers is 6.8, so the sum of the 5 numbers is 34.
Average increased to 9.2, so the new sum is 46.
difference, between the new and the old sum of the 5 numbers = 46 - 34 = 12
Let the number multiplied by a factor of 3 be x,
therefore, the new number becomes 3x.
so, 3x - x = 12
therefore x = 6
_________________
Kindly support by giving Kudos, if my post helped you!
EMPOWERgmat Instructor
Status: GMAT Assassin/Co-Founder
Affiliations: EMPOWERgmat
Joined: 19 Dec 2014
Posts: 13346
Location: United States (CA)
GMAT 1: 800 Q51 V49
GRE 1: Q170 V170
Re: The average of 5 numbers is 6.8. If one of the numbers is multiplied [#permalink]
### Show Tags
05 Sep 2015, 15:28
1
HBSdetermined wrote:
I think the answer should be 4.0 or D... Because when the average to begin with is 6.8 (of the five numbers) that indicates the sum of these five numbers is 6.8*5= 34. When the average is changed to 9.2 then the new sum is edited to 46. The difference between them is 46-34= 12 hence there could be number 4 which could be multiplied from the set to give us a new average of 9.2
Hi HBSdetermined,
Whatever number is tripled has ALREADY been counted 'once' already, so part of that original sum (in this case, the sum was 34) includes the given number. By tripling the number 4, you would NOT be adding 12 to the sum.... you would be adding 8 to the sum. As such, you actually have to triple the number 6, which would end up adding 12 to the sum.
GMAT assassins aren't born, they're made,
Rich
_________________
760+: Learn What GMAT Assassins Do to Score at the Highest Levels
Contact Rich at: Rich.C@empowergmat.com
# Rich Cohen
Co-Founder & GMAT Assassin
Special Offer: Save \$75 + GMAT Club Tests Free
Official GMAT Exam Packs + 70 Pt. Improvement Guarantee
www.empowergmat.com/
*****Select EMPOWERgmat Courses now include ALL 6 Official GMAC CATs!*****
Math Expert
Joined: 02 Sep 2009
Posts: 52294
Re: The average of 5 numbers is 6.8. If one of the numbers is multiplied [#permalink]
### Show Tags
07 Sep 2015, 02:47
Bunuel wrote:
The average of 5 numbers is 6.8. If one of the numbers is multiplied by a factor of 3, the average of the numbers increases to 9.2. What number is multiplied by 3?
(A) 1.5
(B) 3.0
(C) 3.9
(D) 4.0
(E) 6.0
Kudos for a correct solution.
VERITAS PREP OFFICIAL SOLUTION:
As with any problem, you should start with what you know. You know that, if the average of 5 numbers is 6.8, then the sum of those numbers is 5*6.8 or 34. Similarly for the new total, if the average is 9.2, then the sum of those five numbers is 5*9.2 or 46.
So we have:
Old total: 34
New total: 46
When problems involve a change – ratio problems in which a certain number is added or subtracted and the ratio changes; mixture problems in which something is added to or subtracted from the solution and the mixture changes, etc. – the key to solving them is typically the change itself. Almost always, the change is expressed in two ways:
x is added and the new ratio becomes…
one of the numbers is multiplied by 3 and the average becomes…
When you’re given two ways to mathematically express that change, use those two ways to set up an equation – you can then solve for a variable that links the past to the present (or the present to the proposed future, depending on how the question is asked) and that solution will allow you to fill in the entire puzzle.
In this case, we know that “multiplying one number by 3″ also “increases the sum by 12″ (46 – 32). Since the only number that changes is that number that is multiplied by 3, we know that the multiplying by 3 is the same as adding 12 to that number. So, mathematically, we can say that:
3x = x + 12
2x = 12
x = 6
Therefore, the number in question – that which is multiplied by 3 and in doing so is also added to 12 – is 6, and the correct answer is E.
Use change as your “anchor” in problems that emphasize a change in ratios, proportions, or any other elements of a mixture. By expressing the change in two ways, you’ll have an equation that will translate to both the initial and the final mixtures, and therefore will be able to answer any question that the GMAT asks about any part of the relationship. If politicians can use change as their platform to try to get to Washington, you can certainly use change as your springboard to Boston, Palo Alto, Evanston, or the other b-school campus of your choice.
_________________
Non-Human User
Joined: 09 Sep 2013
Posts: 9444
Re: The average of 5 numbers is 6.8. If one of the numbers is multiplied [#permalink]
### Show Tags
19 Sep 2018, 19:29
Hello from the GMAT Club BumpBot!
Thanks to another GMAT Club member, I have just discovered this valuable topic, yet it had no discussion for over a year. I am now bumping it up - doing my job. I think you may find it valuable (esp those replies with Kudos).
Want to see all other topics I dig out? Follow me (click follow button on profile). You will receive a summary of all topics I bump in your profile area as well as via email.
_________________
Re: The average of 5 numbers is 6.8. If one of the numbers is multiplied &nbs [#permalink] 19 Sep 2018, 19:29
Display posts from previous: Sort by | 3,395 | 11,089 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.3125 | 4 | CC-MAIN-2019-04 | latest | en | 0.849354 |
http://www.jiskha.com/display.cgi?id=1359297615 | 1,498,510,954,000,000,000 | text/html | crawl-data/CC-MAIN-2017-26/segments/1498128320865.14/warc/CC-MAIN-20170626203042-20170626223042-00664.warc.gz | 564,124,597 | 4,153 | # Calc
posted by .
Line L is tangent to the graph of y= x- (x^2/500) at the point Q
a) find the x coordinate of point Q
B) right an equation for line L
C) suppose the graph above were a hill (measured in feet). There is a 50 foot tree growing vertically at the top of the hill. Does a spot light (a point P, on the x axis along the line L) shine on any part of the tree?
• Calc -
Did you want that tangent to be horizontal ?
if so, then
dy/dx = 1 - x/250
to be horizontal tangent, dy/dx = 0
x/250 = 1
x = 250
then y = 250 - (250^2)/500 = 125
Q is (250,125)
b) Did you mean" write" an equation for line L ?
Until you clarify your question, I will stop here.
• Calc -
they drew a diagram for it and Q is actually on the left side of the graph making the line L an upward slant, and yes i meant "write" | 243 | 809 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.484375 | 3 | CC-MAIN-2017-26 | latest | en | 0.921654 |
http://what-when-how.com/uncertainty-in-remote-sensing-and-gis/on-the-ambiguity-induced-by-a-remote-sensors-psf-part-2/ | 1,685,708,710,000,000,000 | text/html | crawl-data/CC-MAIN-2023-23/segments/1685224648635.78/warc/CC-MAIN-20230602104352-20230602134352-00452.warc.gz | 50,839,714 | 8,694 | # On the Ambiguity Induced by a Remote Sensor’s PSF Part 2
## A Computational Analysis of the Ambiguity Induced by the PSF
This section describes an efficient computational technique for estimating bounds on the ambiguity induced by a sensor’s PSF. The technique can, in principle, estimate the bounds to arbitrary accuracy, and is limited in practice only by the computer power available to it. It works by alternately arranging one class in the area where the sensor is most responsive, moving it to the area where the sensor is least responsive, and measuring the increase or decrease in the area of the class that is required to leave the measured reflectance unchanged. As with the analytical technique discussed above, this assumes that the sub-pixel area is covered by only two classes, and that each exhibits no spectral variation. The validity and significance of these assumptions is discussed later.
To simulate different sub-pixel arrangements of land cover, the sub-pixel area is represented as a fine grid, as shown in Figure 4.8(a), and each grid cell assigned to one of the two sub-pixel classes, as illustrated in the example in Figure 4.8(b). This allows any arrangement of two non-intergrading classes to be represented arbitrarily closely, provided that a sufficiently fine grid is used. The sensitivity profile of the sensor is represented on the same grid by calculating the value of the PSF at the centre of each cell, as shown in Figure 4.8(c). Again, this produces an arbitrarily close approximation to any smooth PSF, provided that a sufficiently fine grid is used.
Figure 4.8 Components of the technique. (a) The sub-pixel area is shown divided into a regular grid of 25 x 25 cells. (b) Different arrangements of sub-pixel cover are approximated by assigning each cell to one of the sub-pixel classes. The arrangement shown could correspond to several fields divided between two crop types, for example. (c) The PSF of the sensor can also be approximated on the grid by assigning each cell a value equal to the PSF at the cell’s centre. These values are represented as shades of grey in the figure, with white representing greatest sensitivity.
Using the grid-based representation of the sub-pixel area, the lower bound on the PSF-induced ambiguity can be determined in the following way, assuming that the black class covers a proportion ^ of the sub-pixel area:
1. Distribute the black class in the area where the PSF is least sensitive by assigning grid cells within the pixel to the black class, starting with the cells for which the PSF is least sensitive, and finishing once the class covers a proportion ^ of the sub-pixel area.
2. Compute the apparent reflectance of the pixel by finding the sum of the PSF values for all cells that are covered by the black class.
3. Set all grid cells back to white.
4. Distribute the black class in the area where the PSF is most sensitive by assigning cells to it, starting with those for which the PSF is most sensitive, and finishing when the apparent reflectance of the pixel – computed in the same way as in step 2 – is the same as that computed in step 2.
5. The lower bound on the PSF-induced ambiguity for a pixel where a class covers a proportion ^ of the sub-pixel area is given by the proportion of the pixel’s area covered by the black class after step 4.
The upper bound may be computed by the reverse of the above procedure by, in step 1, distributing the black class where the PSF is most sensitive and moving it to where the PSF is least sensitive in step 4.
By repeating steps 1 to 5 for a range of values of ^ between zero and one, the bounds can be plotted in the same way as the analytically derived ones were in the previous section. Figure 4.9 shows the bounds derived for the Gaussian PSF model using a grid size of 50 by 50 cells. The similarity of these bounds to those derived using the analytical method of Manslow and Nixon (2000) indicates that the grid-based representation of the arrangement of sub-pixel cover has minimal impact on the accuracy of the estimated bounds, at the selected spatial resolution, for the Gaussian PSF.
Figure 4.10 shows the bounds derived for a cosine PSF model, which is shown in Figure 4.11. Despite the differences between the Gaussian and cosine models, the shape of the bounds on the ambiguity they induce are almost identical. This is because the main difference between the models occurs close to the pixel perimeter, where the sensitivity of the cosine model drops to zero. This causes the ambiguity induced by the cosine PSF to be larger for almost pure pixels – those that are covered almost completely by a single class – than for the Gaussian PSF.
Figure 4.9 Bounds on the ambiguity induced by the Gaussian PSF with parameter a = 2 calculated by the computational technique
Figure 4.10 Bounds on the ambiguity induced by the cosine PSF predicted by the computational technique. It is interesting to note the close resemblance to those predicted for the Gaussian PSF
Figure 4.11 A cosine model of a PSF
The interpretation of PSF ambiguity bounds must be carried out with reference to the distribution of the proportion parameter ^ that is likely to be observed in a particular application. As an example, consider estimating the area of two cereal crops from SPOT HRV data. In this case, because individual fields are much larger than the ground area covered by a pixel, most pixels will consist of a single crop type, and only the small number of pixels that straddle field boundaries will contain a mixture of classes (see Kitamoto and Takagi, 1999, for a discussion of the relationship between the distribution of ^ and the spatial characteristics of different cover types). This means that ^ will be close to zero or one for most pixels, which is where the bounds are closest together, indicating that the PSF will have minimal effect.
When a pixel contains an almost equal mixture of two classes, however, the proportion ^ of each is close to 0.5, and hence the pixel lies towards the centre of the bound diagram where the upper and lower bounds are furthest apart, the PSF induces most ambiguity. In this case, the exact form of the ambiguity is a complex function of the spatial and spectral characteristics of the particular sub-pixel classes, which is difficult to derive analytically, and, in any case, is specific to each particular application. Rather than pursue this analysis in detail, a technique for modelling the ambiguity in information extracted from remotely sensed data, which can be applied in any application, is described in the next section.
The algorithm for estimating bounds on PSF-induced ambiguity that has been described in this section has made a number of assumptions and approximations. These have been necessary to reduce the problem to the point where analysis is actually possible, and to make the results of the analysis comprehensible. One source of ambiguity that has been ignored throughout this analysis is the overlap between the PSFs of neighbouring pixels, that was briefly described in an earlier section. Townshend et al. (2000) consider this issue in detail, and describe a technique that can be used, in part, to compensate for it.
In the analyses discussed above, it has been assumed that sub-pixel classes exhibit no spectral variation. In practice, however, real land cover classes do show substantial variation in reflectance, and this considerably complicates the analysis of a PSF’s effect. In addition, the differences in reflectance variation between and within classes make it difficult to maintain the generality once these are included in the analysis, because the results that would be derived would be specific to particular combinations of classes. Spectral variation was ignored in the analyses presented in this topic to maintain this generality, and to provide a clearer insight into the basic effect of the PSF.
Additional information on sources of ambiguity in remotely sensed data can be found in Manslow et al. (2000), which lists the conditions that must be satisfied for it to be possible, in principle, to extract error-free area information from remotely sensed data. The conditions must apply even in the case of the ideal PSFs, which were described in an earlier section, and require classes to exhibit no spectral variation, and for there to be at least as many spectral bands as classes in the area being sensed. Clearly, such conditions cannot be met in practice, indicating that additional sources of uncertainty cause the total ambiguity in area information derived from remote sensors to be greater than that originating within the PSF alone.
## Extracting Conditional Probability Distributions from Remotely Sensed Data using the Mixture Density Network
The previous sections of this topic have focused on developing analytical tools that can provide very precise descriptions of the effect of a sensor’s PSF on the information the sensor acquires. Although it has been possible to gain new insights into the limitations imposed by the PSF, the PSF itself is only one of many sources of ambiguity, and indeed, one that is still not fully understood. The remote sensing process as a whole is so complex, that there will probably never be a general theoretical framework that allows the ambiguity in remotely sensed data to be quantified. This topic, therefore, describes an empirical-statistical technique that is able to estimate the ambiguity directly.
To clearly illustrate the techniques discussed in this section, they were used to extract estimates of the proportions of the sub-pixel areas of pixels in a remotely sensed image that were covered by a class of cereal crops. The area that was used for this study was an agricultural region situated to the west of Leicester in the UK.
A remotely sensed image of this area was acquired by the Landsat TM, and the area was subject to a ground survey by a team from the University of Leicester as part of the European Union funded FLIERS (Fuzzy Land Information in Environmental Remote Sensing) project to determine the actual distribution of land cover classes on the ground.
From the ground survey, it was possible to provide an accurate indication of the true sub-pixel composition of every pixel in the remotely sensed image. Figure 4.12(a) shows band 4 of the image, and Figure 4.12(b) shows the proportions of each pixel that were found to be covered by cereal crops during the ground survey. In all, the data consisted of roughly 22 000 pixels, the compositions of which were known.This would be done by using the pixels of known composition to teach the neural network the relationship between a pixel’s reflectance and its sub-pixel composition. Once the neural network has learned this relationship, it can be applied to pixels of unknown composition – the network is given the pixels’ reflectances, and responds with estimates of their composition.Although there is a fairly reasonable correspondence between the actual proportions (shown in Figure 4.14) and the estimates, there are important differences.
The differences between the actual and estimated class proportions have many causes, not least of which is the ambiguity introduced by the sensor’s PSF. One of the weaknesses of the neural network approach to estimating sub-pixel composition is that it can only associate a single proportion estimate with every pixel – even though remotely sensed data contains too little information to state unambiguously what proportion of a pixel’s area is covered by any class. This limitation is not just a failure to express the ambiguity in the estimate, but also to express all the information contained in the remotely sensed data. For example, the neural network may state that 63% of the sub-pixel area is covered by cereal crops, but does not indicate that, in reality, cereal crops may cover anywhere between 12 and 84% of the area.
Figure 4.12 The area from which data were collected for the experiments described in this topic. (a) shows the remotely sensed area in band 4. The regions within the white squares are magnified to provide greater detail in later figures. (b) The proportions of sub-pixel area covered by cereal crops represented on a grey scale. White indicates that a pixel was purely cereal, and black indicates that no cereal was present
Figure 4.13 The proportions of sub-pixel areas that were predicted to be covered by cereal crops using a neural network for the four regions highlighted in Figure 4.12. White corresponds to a pixel consisting purely of cereal, whereas black corresponds to a pixel containing no cereal at all. Here, and in later figures, the checkered areas were outside the study area and were not used
Figure 4.14 The real proportions of sub-pixel area that were covered by cereal crops, as determined by a ground survey
The above suggests that a more flexible representation is needed that is able to express fully not only the ambiguity, but also all the information in the remotely sensed data. Figure 4.15 shows a representation that can do this – the probability distribution over the sub-pixel proportion estimate. The principle behind this representation is that it not only represents the range of proportions that are consistent with the reflectance of the pixel, but also how consistent particular values are. For example, the distribution in Figure 4.15 indicates that, although the sub-pixel area could be covered by anything between about 0 and 50% by cereal crops, it is most likely to be around 0 to 30%. This type of representation is information rich, and can summarize all the ambiguity in the remote sensing process, regardless of its source.
In order to extract proportion distributions, a technique will be used that was first introduced by Bishop (1994) and is further described in Bishop (1995). The mixture density network (MDN) is similar to a neural network both in structure and in operation, and can use exactly the same data without the need for any special preparation. Like the neural network, the MDN must be taught the relationship between pixel reflectances and their sub-pixel composition by being shown a large number of pixels of known composition. Details of how this is done can be found in Bishop (1994) and Manslow (2001). Once the MDN has learned the relationship between pixels’ reflectances and the proportions with which sub-pixel classes are present, it can be used to extract a proportion distribution for a pixel of unknown composition.
Figure 4.15 An example of how a probability distribution can be used to represent information extracted from remotely sensed data. In this example, the proportion of the sub-pixel area covered by cereal crops is estimated. The distribution explicitly represents the ambiguity in the estimate – the actual proportion is most likely to lie between about 0.00 and 0.30, but could be anywhere between 0.00 and 0.50
To do this, the pixel’s reflectance is applied to the MDN’s spectral inputs, and a range of proportions (such as 0.00, 0.01, …, 0.99 and 1.00) applied to its proportion input. For each value of the proportion input, the MDN responds with the posterior probability (density) that a pixel with the specified reflectance contains the specified proportion of the class of interest – in this case, cereal crops. Plotting these probabilities, as shown in Figure 4.15, provides a convenient way of representing the distribution. The following section presents some results that were obtained by using a MDN that was taught using a data set acquired for the FLIERS project, to estimate the distribution of the proportion of sub-pixel area that was covered by cereal crops. | 3,192 | 15,727 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.75 | 3 | CC-MAIN-2023-23 | latest | en | 0.942399 |
https://brainly.com/question/359137 | 1,484,735,575,000,000,000 | text/html | crawl-data/CC-MAIN-2017-04/segments/1484560280266.9/warc/CC-MAIN-20170116095120-00574-ip-10-171-10-70.ec2.internal.warc.gz | 808,719,204 | 8,871 | 2015-03-17T20:35:32-04:00
### This Is a Certified Answer
Certified answers contain reliable, trustworthy information vouched for by a hand-picked team of experts. Brainly has millions of high quality answers, all of them carefully moderated by our most trusted community members, but certified answers are the finest of the finest.
Let the smaller income be X and the larger be Y..
We know that:
X + Y = 2000
We also know that y = X + 2000
If we substitute X + 2000 for Y we get
X + X + 2000 =28000
We can take 2000 from each side to give us
X + X = 2X = 26000
Dividing both sides by two gives us:
X = 13000.
So the smaller amount is \$13000 | 185 | 652 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.75 | 4 | CC-MAIN-2017-04 | latest | en | 0.933341 |
http://mathoverflow.net/feeds/question/36737 | 1,369,264,933,000,000,000 | text/html | crawl-data/CC-MAIN-2013-20/segments/1368702454815/warc/CC-MAIN-20130516110734-00090-ip-10-60-113-184.ec2.internal.warc.gz | 162,080,921 | 2,073 | Why does finitely presented imply quasi-separated ? - MathOverflow most recent 30 from http://mathoverflow.net 2013-05-22T23:22:22Z http://mathoverflow.net/feeds/question/36737 http://www.creativecommons.org/licenses/by-nc/2.5/rdf http://mathoverflow.net/questions/36737/why-does-finitely-presented-imply-quasi-separated Why does finitely presented imply quasi-separated ? Matthieu Romagny 2010-08-26T09:17:16Z 2010-08-26T09:48:23Z <p>By the EGA definition, a morphism of schemes of finite presentation is required to be quasi-separated. As far as I can see, removing this requirement does not prevent from proving the basic properties such as stability of the notion under composition, products, etc. So my question is :</p> <blockquote> <p>where exactly in proving important theorems involving morphisms of finite presentation is the quasi-separated assumption crucial ?</p> </blockquote> <p>Note that a morphism of finite type is <em>not</em> required to be quasi-separated.</p> <p>All kinds of examples and counter-examples will be appreciated.</p> http://mathoverflow.net/questions/36737/why-does-finitely-presented-imply-quasi-separated/36741#36741 Answer by Philipp Hartwig for Why does finitely presented imply quasi-separated ? Philipp Hartwig 2010-08-26T09:48:23Z 2010-08-26T09:48:23Z <p>One of the main interests in finitely presented morphisms comes from the various theorems in EGA IV,8. They show that for many questions about morphisms of schemes and sheaves on them, the condition of finite presentation allows one to reduce to a noetherian situation. For these theorems the assumption of quasi-separatedness is crucial. </p> <p>Let me quickly try to explain why. The heart of the reduction to the noetherian case are theorems like the following: Let X over Spec A be a finitely presented scheme. Then there is a subring $A_0$ of $A$ which is a finitely generated $\mathbb{Z}$-algebra (and in particular noetherian) and an $A_0$-scheme $X_0$ of finite presentation such that $X$ arises from $X_0$ via the base-change $A_0\to A$. If $X$ is affine, this is pretty clear, as $X$ is definied by finitely many equations in an affine space over $A$. In order to pass from the affine case to the general case, it does NOT suffice to know that we can cover $X$ by finitely many affine pieces (which would be the assumption of quasi-compactness), but we also need that the glueing data for the affine pieces are somehow described by a finite number of equations. This is ensured by the assumption that the intersection of two affine pieces is quasi-compact which corresponds precisely to the assumption that $X$ is quasi-separated over A.</p> <p>I guess that these theorems were the reason for Grothendieck to include this condition in the definition of finitely presented.</p> | 714 | 2,784 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3 | 3 | CC-MAIN-2013-20 | latest | en | 0.842612 |
balamuralimblog.wordpress.com | 1,550,984,429,000,000,000 | text/html | crawl-data/CC-MAIN-2019-09/segments/1550249595829.93/warc/CC-MAIN-20190224044113-20190224070113-00100.warc.gz | 483,992,461 | 19,777 | # Classification and Regression Evaluation Metrics
Recently, I have written articles on classification and regression evaluation metrics . You can refer the below links to check my original articles:
Classification and Regression Evaluation Metrics — Part 1
Classification and Regression Evaluation Metrics — Part 2
I have combined the Part1 and Part2 articles and presented here
## Part1 talks about classification evaluation metrics.
We need to evaluate our machine learning algorithms with the help of various metrics. There are some commonly used metrics for regression and classification problems. We will see cover some of these evaluation error metrics.
The best way to analyse any key concept or problem in machine learning is to code & implement and analyse the results. I have written the below classification example in Python. We will analyse the results and along with it go through the key concepts.
```"""
Classification Metrics
Author: Balamurali M
"""
import numpy as np
from sklearn.metrics import confusion_matrix, accuracy_score
from sklearn.metrics import cohen_kappa_score, classification_report
from sklearn import svm
import warnings
warnings.filterwarnings('ignore')
#Generating matrix with random explanatory and response variables
matr = np.random.randint(2, size=(100, 20))
print (matr.shape)
train_exp = matr[:80, :19]
train_res = matr[:80, 19:]
test_exp = matr[80:, :19]
test_act = matr[80:, 19:]
class SVM1:
def __init__(self, w1, x1, y1, z1):
self.w1 = w1
self.x1 = x1
self.y1 = y1
self.z1 = z1
def SVM_fit(self):
a1 = svm.SVC()
return a1.fit(self.w1, self.x1)
matr_exp = SVM1(train_exp, train_res, test_exp, test_act)
fit1 = matr_exp.SVM_fit()
predicted1 = fit1.predict(test_exp)
print ('Actual class')
print (test_act)
print ('Predicted class')
print (predicted1)
conf_1 = confusion_matrix(test_act, predicted1) #confusion Matrix
print (conf_1)
tneg, fpos, fneg, tpos = confusion_matrix(test_act, predicted1).ravel()
print(tneg, fpos, fneg, tpos) #true negative, false positive, false negative, true positive
acc_1 = accuracy_score(test_act, predicted1)
print (acc_1) #accuracy score```
To summarize this code:
1. Generate a random matrix with 100 rows and 20 columns with values of either 0 or 1. First 19 columns will be the explanatory variables and the 20th column will be the response variable
2. Split the matrix into training and testing data sets. First 80 rows the training and the last 20 rows for testing
3. Perform the classification with the support vector machines
4. Use the confusion matrix and accuracy score to evaluate the results. (I have used the sklearn metrics library from the scikit-learn.)
Since the matrix we use is a random generated one, for every program run, the matrix values and the results will change. The data we analyse here will be for a specific run.
I ran the code and got the below results.
1. Actual Class values: [1 0 0 0 1 1 1 1 1 0 0 0 1 1 0 1 1 0 1 0]
2. Predicted Class values: [1 0 0 0 0 1 0 0 0 1 0 1 1 0 0 1 1 0 1 1]
3. Confusion Matrix:
[[6 3]
[5 6]]
4. True Negative, False Positive, False Negative, True Positive-6, 3, 5, 6 respectively
5. Accuracy Score: 0.6
We will now try to understand some key concepts and interpret the above results.
a) True Negatives are the rejections correctly classified as negative.
In our example, the second, third, fourth, tenth, eleventh, twelfth, fifteenth, eighteenth and twentieth elements are actually zero. Out of these the second, third, fourth, eleventh, fifteenth, eighteenth are correctly predicted as zeros. There are 6 true negatives.
b) False Positives are the incorrectly classified positives
In our example, the tenth, twelfth and twentieth elements are actually zero but predicted as ones. There are 3 false positives. False Positive is Type I error.
c) False Negatives are the incorrectly classified negatives
In our example, the fifth, seventh, eighth, ninth, fourteenth elements are actually one but predicted as zeros. There are 5 false negatives. False Negative is Type II error.
d) True Positives are correctly classified positives
In our example, the first, sixth, thirteenth, sixteenth, seventeenth and nineteenth elements are actually one and predicted as one. There are 6 True Positives.
The Confusion Matrix is a matrix where each row represents the actual class instances while each column represents the predicted class instances (or vice versa)
The Results we got earlier was:
[[6 3]
[5 6]]
We will put these values in the Confusion Matrix as shown below.
Accuracy is calculated as (TP + TN)/(TP + TN + FP + FN)
In our example, this will be (6+6)/(6+6+5+3) = 0.6
This is exactly the result we got earlier.
You will also hear the terms sensitivity and specificity very frequently.
Sensitivity or True Positive Rate : TP/(TP + FN). In our example 6/(6+5) = 0.55. This is the proportion of the actual positives that are correctly identified as such.
Specificity or True Negative Rate: TN/(TN + FP). In our example 6/(6+3) = 0.67. This is the proportion of the actual negatives that are correctly identified as such.
## Part 2 talks about regression evaluation metrics
We will take a look at two regression evaluation metrics — MAE (Mean Absolute Error) and MSE (Mean Squared Error). I have coded the below regression example in Python
```"""
Regression Metrics
Author: Balamurali M
"""
import numpy as np
from sklearn.linear_model import LinearRegression
from sklearn.metrics import mean_absolute_error
from sklearn.metrics import mean_squared_error
#Generating matrix with explanatory and response variable
matr = np.random.randint(10, size=(10, 5))
train_exp = matr[:8, :4]
train_res = matr[:8, 4:]
test_exp = matr[8:, :4]
test_act = matr[8:, 4:]
class MLR:
def __init__(self, w1, x1, y1, z1):
self.w1 = w1
self.x1 = x1
self.y1 = y1
self.z1 = z1
def fit_pred(self):
LR = LinearRegression()
LR.fit(self.w1, self.x1)
return LR.predict(self.y1)
matr_exp = MLR(train_exp, train_res, test_exp, test_act)
predicted = matr_exp.fit_pred()
print ('Actual Value')
print (test_act)
print ('Predicted Value')
print (predicted)
mae = mean_absolute_error(test_act, predicted) #Mean Absolute Error
print (mae)
mse = mean_squared_error(test_act, predicted) #Mean Square Error
print (mse)```
The code has the following parts:
1. Generate a random matrix with 10 rows and 5 columns. First 4 columns will be independent variable x1,x2,x3,x4 and the 5th column will represent the y or response variable.
2. Split the matrix into training and testing data sets. First 8 rows are for the training set and the last 2 rows are for testing set.
3. Perform multiple linear regression and predict the results using test features (test_exp)
4. Use the Mean Absolute Error and Mean Square Error to evaluate results.
Again like in the Part1 classification example, since the matrix we use is a random generated one, for every program run, the matrix values and the results will change. The data we analyse here will be for a specific run.
After executing the code, I got the below results :
Actual Values (Response y values (referred as test_act in the program) in the Test Data set): 1, 9
Predicted Values (Predicted values (referred as predicted in the program) using Multiple Linear Regression) : 0.399, 6.84
Mean Absolute Error(MAE): 1.377
Mean Squared Error(MSE) : 2.499
1. Mean Absolute Error :
The MAE is the average of sum of all the absolute value of errors, where error is the difference between actual and predicted values. We have 2 set of actual and predicted values. Calculation : 1/2 x (|1–0.399|+|9–6.84|) = 1.38
2. Mean Squared Error :
The MSE is the average of sum of all the squares of errors.
Calculation: 1/2 x ((1–0.399)² + (9–6.84)²) = 2.5 | 2,044 | 7,754 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.9375 | 3 | CC-MAIN-2019-09 | longest | en | 0.671327 |
https://www.techwhiff.com/issue/i-have-a-math-test-coming-up-and-this-geometry-stuff--673210 | 1,670,093,203,000,000,000 | text/html | crawl-data/CC-MAIN-2022-49/segments/1669446710936.10/warc/CC-MAIN-20221203175958-20221203205958-00511.warc.gz | 1,069,666,576 | 12,327 | # I have a math test coming up and this geometry stuff is just always confusing me. With that said if you could explain your answer that would be wonderful. If the image is to blurry please just click on the image it is much easier to read. I am willing to mark a person branliest! All help is very appreciated. Good Luck. God Bless. Stay Safe. Thanks Max Larson
###### Question:
I have a math test coming up and this geometry stuff is just always confusing me. With that said if you could explain your answer that would be wonderful.
If the image is to blurry please just click on the image it is much easier to read.
I am willing to mark a person branliest!
All help is very appreciated. Good Luck. God Bless. Stay Safe. Thanks Max Larson
### Do similies always have words "like" or "as" in the sentences
Do similies always have words "like" or "as" in the sentences...
### Anyone know how to solve this? help!
anyone know how to solve this? help!...
### Which ordered pair is a solution to this equation? y = 4x - 1 a.(0, 2) b.(1, 4) c.(2, 7) d.(3, 6)
Which ordered pair is a solution to this equation? y = 4x - 1 a.(0, 2) b.(1, 4) c.(2, 7) d.(3, 6)...
### A student measures the length of a quarter-mile lap around the school's track to be 402.3 meters, 402.3 meters, and 402.5 meters. If the accepted value for the path is 402.3 meters, the student measurements are... 1. Precise only 2. Accurate only 3. Both precise and accurate 4. Neither precise nor accurate.
a student measures the length of a quarter-mile lap around the school's track to be 402.3 meters, 402.3 meters, and 402.5 meters. If the accepted value for the path is 402.3 meters, the student measurements are... 1. Precise only 2. Accurate only 3. Both precise and accurate 4. Neither precise nor a...
### The Eastern Roman Empire was located closer to
The Eastern Roman Empire was located closer to...
### What's the answer to this question
What's the answer to this question...
### As a result of the law of conservation of Energy a body of water cannot warm up more than the amount of heat added to it. Formulate an experiment to test this hypothesis using a sample of water in a beaker. Which method would best test this hypothesis?
As a result of the law of conservation of Energy a body of water cannot warm up more than the amount of heat added to it. Formulate an experiment to test this hypothesis using a sample of water in a beaker. Which method would best test this hypothesis?...
### 9.3032<9.3<9.53<9.503 least the greatest
9.3032<9.3<9.53<9.503 least the greatest...
### Select the equivalent expression
select the equivalent expression...
### In 1946 the Democratic Party made tremendous gains in Congress. True or false?
In 1946 the Democratic Party made tremendous gains in Congress. True or false?...
### Carlos spent half of his weekly allowance playing mini-golf. To earn more money his parents let him weed the garden for $10. What is his weekly allowance if he ended with$19?
Carlos spent half of his weekly allowance playing mini-golf. To earn more money his parents let him weed the garden for $10. What is his weekly allowance if he ended with$19?...
### Write it as an equation show all work For a field trip 4 students rode in cars and the rest filled nine busses. How many students were in each bus if there were 472 students on the trip. ps. i will give brainlest an 100 points
write it as an equation show all work For a field trip 4 students rode in cars and the rest filled nine busses. How many students were in each bus if there were 472 students on the trip. ps. i will give brainlest an 100 points...
### Domain and range in interval notation
domain and range in interval notation...
### All cells contain _______, ________, and __________ 1) cytoplasm, membranes and genetic material 2) membrane, genetic material and chloroplasts3) cytoplasm, genetic material and cell wall 4) cytoplasm, membrane and water vacuole
All cells contain _______, ________, and __________ 1) cytoplasm, membranes and genetic material 2) membrane, genetic material and chloroplasts3) cytoplasm, genetic material and cell wall 4) cytoplasm, membrane and water vacuole...
### The analects refer to______________
the analects refer to______________...
###  What is the volume of this cone?
 What is the volume of this cone?... | 1,071 | 4,346 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.265625 | 3 | CC-MAIN-2022-49 | latest | en | 0.939262 |
https://www.justanswer.com/math-homework/6q68v-guru2009-i-couple-assignment-sets-math-105-combinations.html | 1,597,259,286,000,000,000 | text/html | crawl-data/CC-MAIN-2020-34/segments/1596439738913.60/warc/CC-MAIN-20200812171125-20200812201125-00410.warc.gz | 715,513,774 | 52,051 | Math Homework
Related Math Homework Questions
I have a couple questions stemming from some Finite math
Hi! I have a couple questions stemming from some Finite math homework that's involved with combinations, permutations, and counting order. … read more
rajeevanpillai
Master's Degree
Master's Degree
88 satisfied customers
I do have a couple of questions... I need help with odds,
I need help with odds, expected value, theoretical probabilitie and combinations and permutations … read more
Ryan
Bachelor's Degree
4,665 satisfied customers
I have 5 math assignments, each containing 25 questions. How
I have 5 math assignments, each containing 25 questions. How much will you charge to solve them? I see you've solved similar ones already from penn foster. Thanks… read more
Ryan
Bachelor's Degree
4,665 satisfied customers
Suppose you have a friend at a different university who is
Suppose you have a friend at a different university who is taking a similar math course to one you are taking. He is having problems understanding the subtle differences between permutations and combi… read more
Mr. Gregory White
Master's Degree
Master's Degree
113 satisfied customers
Math-John's-I saw you completed someones assignment below using statcr
Hello, I saw you completed someones assignment below using statcrunch. http://www.justanswer.com/math-homework/7fj84-using-data-set-supplied-doc-sharing-statcrunch.html I've to do the same assignment … read more
Math-John
30 satisfied customers
I am looking for help with 6 math questions due in 2 days.
I am looking for help with 6 math questions due in 2 days. I also need instructions on how to graph a linear programming for the one part of the assignment for a 2x2 matrix.… read more
Ryan
Bachelor's Degree
4,665 satisfied customers
Attachment: 2013-05-04_213720_excel_2007_dataset_with_dataset_key.xlsx Attachment: 2013-05-04_213801_writing_template.doc Attachment: 2013-05-04_213828_dataanalysistoolpak.pdf Attachment: 2013-05-04_2… read more
Chirag
Master's Degree
Master's Degree
12,192 satisfied customers
Hi! I actually need help with these questions. I just saw that
Hi! I actually need help with these questions. I just saw that you provided help to two previous students. Frequency distribution of a variable and bar graph of the same variable Descriptives of a con… read more
Math-John
30 satisfied customers
MATH 105 1. Fundamental Counting Principle 2. Permutations 3.
MATH 105 1. Fundamental Counting Principle 2. Permutations 3. Combinations I have three 20-question exercise worksheets with answers. I would like to have each of the problems worked out in detail (st… read more
Chirag
Master's Degree
Master's Degree
12,192 satisfied customers
Math 117 week 8 quiz help one can only see one question at
Math 117 week 8 quiz help one can only see one question at a time can not see the next question untill the pre question is ans???… read more
Chirag
Master's Degree
Master's Degree
12,192 satisfied customers
Hi, I need help with a quiz I can only take once and see questions
Hi, I need help with a quiz I can only take once and see questions one at a time? Math 117 week 6 quiz… read more
Chirag
Master's Degree
Master's Degree
12,192 satisfied customers
1.How many five-card hands chosen from a standard deck
1.How many five-card hands chosen from a standard deck contain two spades and three hearts? 2.How many different two-digit numbers can you form using the digits 1, 2, 3, 5, 6, 7, and 9 with repetition… read more
Chirag
Master's Degree
Master's Degree
12,192 satisfied customers
need help hello need help with appendix and quiz will pay very
need help hello need help with appendix and quiz will pay very well algebra hello need help with appendix and quiz will pay very well algebra math 117 needs to be done by tonite thx You asked this Mat… read more
RavinDe
Bachelor's Degree
1,111 satisfied customers
I have 2 math assignments due. one was due yesterday and one
I have 2 math assignments due. one was due yesterday and one is due sunday..can you help me??? I only use you for math now :) I WILL leave a bonus!… read more
Ryan
Bachelor's Degree
4,665 satisfied customers
FOR SCOTT MZ. J referred me to you regarding math questions
FOR SCOTT MZ. J referred me to you regarding math questions I need assistance with. The questions are very similar to hers. Are you available online anytime before Saturday? There are 24 problems. I h… read more
Scott
Master's Degree
16,097 satisfied customers
2. Explain in your own words, using the definition of probability
2. Explain in your own words, using the definition of probability why: a) the probability of an event that cannot occur is 0; b) the probability of an event that must occur is 1 4. Explain permutation… read more
SusanAthena
Master's Degree
Master's Degree
41 satisfied customers
Hello Elizabeth, How are you Well could you complete the
Hello Elizabeth, How are you? Well could you complete the two due for this week... there is one due today and the other one is due sunday you can complete the one on sunday then no rush. also here is … read more
Elizabeth
Master's Degree
534 satisfied customers
Need algebra assistance. Attached are two files. One file
Need algebra assistance. Attached are two files. One file contains the questions, a couple of which are answered or partially answered. I am looking for someone to review the questions that are answer… read more
peppers18
Bachelor's Degree
94 satisfied customers
Disclaimer: Information in questions, answers, and other posts on this site ("Posts") comes from individual users, not JustAnswer; JustAnswer is not responsible for Posts. Posts are for general information, are not intended to substitute for informed professional advice (medical, legal, veterinary, financial, etc.), or to establish a professional-client relationship. The site and services are provided "as is" with no warranty or representations by JustAnswer regarding the qualifications of Experts. To see what credentials have been verified by a third-party service, please click on the "Verified" symbol in some Experts' profiles. JustAnswer is not intended or designed for EMERGENCY questions which should be directed immediately by telephone or in-person to qualified professionals.
Ask-a-doc Web sites: If you've got a quick question, you can try to get an answer from sites that say they have various specialists on hand to give quick answers... Justanswer.com.
...leave nothing to chance.
Traffic on JustAnswer rose 14 percent...and had nearly 400,000 page views in 30 days...inquiries related to stress, high blood pressure, drinking and heart pain jumped 33 percent.
Tory Johnson, GMA Workplace Contributor, discusses work-from-home jobs, such as JustAnswer in which verified Experts answer people’s questions.
I will tell you that...the things you have to go through to be an Expert are quite rigorous.
## What Customers are Saying:
Wonderful service, prompt, efficient, and accurate. Couldn't have asked for more. I cannot thank you enough for your help.
Mary C.Freshfield, Liverpool, UK
This expert is wonderful. They truly know what they are talking about, and they actually care about you. They really helped put my nerves at ease. Thank you so much!!!!
AlexLos Angeles, CA
Thank you for all your help. It is nice to know that this service is here for people like myself, who need answers fast and are not sure who to consult.
GPHesperia, CA
I couldn't be more satisfied! This is the site I will always come to when I need a second opinion.
JustinKernersville, NC
Just let me say that this encounter has been entirely professional and most helpful. I liked that I could ask additional questions and get answered in a very short turn around.
EstherWoodstock, NY
Thank you so much for taking your time and knowledge to support my concerns. Not only did you answer my questions, you even took it a step further with replying with more pertinent information I needed to know.
RobinElkton, Maryland
He answered my question promptly and gave me accurate, detailed information. If all of your experts are half as good, you have a great thing going here.
DianeDallas, TX
< Previous | Next >
## Meet the Experts:
Manal Elkhoshkhany
Bachelor's Degree
153 satisfied customers
I have completed my BA degree in 1988, and graduated with a GPA of 4.0.
Thilaan
Master's Degree
126 satisfied customers
I have done Masters.
Mr. Gregory White
Master's Degree
113 satisfied customers
M.A., M.S. Education / Educational Administration
rajeevanpillai
Master's Degree
88 satisfied customers
M.Sc Statistics MPhil Statistics
Dr Arthur Rubin
Doctoral Degree
76 satisfied customers
Ph.D. in Mathematics, California Institute of Technology
JACUSTOMER-yrynbdjl-
Master's Degree
49 satisfied customers
I have taught college Mathematics for the past 10 years.
SusanAthena
Master's Degree
41 satisfied customers
Tutor for Algebra, Geometry, Statistics. Explaining math in plain English.
< Previous | Next >
Disclaimer: Information in questions, answers, and other posts on this site ("Posts") comes from individual users, not JustAnswer; JustAnswer is not responsible for Posts. Posts are for general information, are not intended to substitute for informed professional advice (medical, legal, veterinary, financial, etc.), or to establish a professional-client relationship. The site and services are provided "as is" with no warranty or representations by JustAnswer regarding the qualifications of Experts. To see what credentials have been verified by a third-party service, please click on the "Verified" symbol in some Experts' profiles. JustAnswer is not intended or designed for EMERGENCY questions which should be directed immediately by telephone or in-person to qualified professionals.
Show MoreShow Less | 2,230 | 9,808 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.765625 | 3 | CC-MAIN-2020-34 | latest | en | 0.908323 |
http://codeforces.com/problemset/problem/842/E | 1,596,561,579,000,000,000 | text/html | crawl-data/CC-MAIN-2020-34/segments/1596439735881.90/warc/CC-MAIN-20200804161521-20200804191521-00454.warc.gz | 26,117,094 | 12,281 | E. Nikita and game
time limit per test
2 seconds
memory limit per test
256 megabytes
input
standard input
output
standard output
Nikita plays a new computer game. There are m levels in this game. In the beginning of each level a new class appears in the game; this class is a child-class of the class y i (and y i is called parent-class for this new class). Thus, the classes form a tree. Initially there is only one class with index 1.
Changing the class to its neighbour (child-class or parent-class) in the tree costs 1 coin. You can not change the class back. The cost of changing the class a to the class b is equal to the total cost of class changes on the path from a to b in the class tree.
Suppose that at i -th level the maximum cost of changing one class to another is x. For each level output the number of classes such that for each of these classes there exists some other class y, and the distance from this class to y is exactly x.
Input
First line contains one integer number m — number of queries (1 ≤ m ≤ 3·105).
Next m lines contain description of queries. i -th line (1 ≤ i ≤ m) describes the i -th level and contains an integer y i — the index of the parent-class of class with index i + 1 (1 ≤ y i ≤ i).
Output
Suppose that at i -th level the maximum cost of changing one class to another is x. For each level output the number of classes such that for each of these classes there exists some other class y, and the distance from this class to y is exactly x.
Examples
Input
41121
Output
2223
Input
41123
Output
2222 | 392 | 1,548 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.515625 | 3 | CC-MAIN-2020-34 | latest | en | 0.852058 |
https://www.airmilescalculator.com/distance/eze-to-sde/ | 1,606,605,297,000,000,000 | text/html | crawl-data/CC-MAIN-2020-50/segments/1606141195929.39/warc/CC-MAIN-20201128214643-20201129004643-00165.warc.gz | 572,256,367 | 20,838 | # Distance between Buenos Aires (EZE) and Santiago del Estero (SDE)
Flight distance from Buenos Aires to Santiago del Estero (Buenos Aires Ministro Pistarini International Airport – Vicecomodoro Ángel de la Paz Aragonés Airport) is 594 miles / 956 kilometers / 516 nautical miles. Estimated flight time is 1 hour 37 minutes.
Driving distance from Buenos Aires (EZE) to Santiago del Estero (SDE) is 714 miles / 1149 kilometers and travel time by car is about 11 hours 54 minutes.
## Map of flight path and driving directions from Buenos Aires to Santiago del Estero.
Shortest flight path between Buenos Aires Ministro Pistarini International Airport (EZE) and Vicecomodoro Ángel de la Paz Aragonés Airport (SDE).
## How far is Santiago del Estero from Buenos Aires?
There are several ways to calculate distances between Buenos Aires and Santiago del Estero. Here are two common methods:
Vincenty's formula (applied above)
• 593.897 miles
• 955.784 kilometers
• 516.082 nautical miles
Vincenty's formula calculates the distance between latitude/longitude points on the earth’s surface, using an ellipsoidal model of the earth.
Haversine formula
• 594.651 miles
• 956.998 kilometers
• 516.737 nautical miles
The haversine formula calculates the distance between latitude/longitude points assuming a spherical earth (great-circle distance – the shortest distance between two points).
## Airport information
A Buenos Aires Ministro Pistarini International Airport
City: Buenos Aires
Country: Argentina
IATA Code: EZE
ICAO Code: SAEZ
Coordinates: 34°49′19″S, 58°32′8″W
B Vicecomodoro Ángel de la Paz Aragonés Airport
City: Santiago del Estero
Country: Argentina
IATA Code: SDE
ICAO Code: SANE
Coordinates: 27°45′56″S, 64°18′35″W
## Time difference and current local times
There is no time difference between Buenos Aires and Santiago del Estero.
-03
-03
## Carbon dioxide emissions
Estimated CO2 emissions per passenger is 112 kg (247 pounds).
## Frequent Flyer Miles Calculator
Buenos Aires (EZE) → Santiago del Estero (SDE).
Distance:
594
Elite level bonus:
0
Booking class bonus:
0
### In total
Total frequent flyer miles:
594
Round trip? | 553 | 2,160 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.625 | 3 | CC-MAIN-2020-50 | latest | en | 0.676752 |
https://www.physicsforums.com/threads/tension-of-ball-hanging-from-ceiling.188870/ | 1,511,062,016,000,000,000 | text/html | crawl-data/CC-MAIN-2017-47/segments/1510934805265.10/warc/CC-MAIN-20171119023719-20171119043719-00507.warc.gz | 843,919,476 | 14,221 | # Tension of ball hanging from Ceiling
1. Oct 3, 2007
### Jtappan
1. The problem statement, all variables and given/known data
A 2.3 kg ball tied to a string fixed to the ceiling is pulled to one side by a force to an angle of 26.8° from the ceiling.
(a) Just before the ball is released and allowed to swing back and forth, how large is the force that is holding the ball in position?
_________ N
(b) Just before the ball is released and allowed to swing back and forth, what is the tension in the string?
__________N
2. Relevant equations
F=ma?
3. The attempt at a solution
I have attempted to draw the FBD for this problem and I understand what the FBD is trying to say but I cannot get the answers for the life of me. Is the force that is holding the ball in position pulling from the horizontal direction or in the vertical direction?
2. Oct 4, 2007
### learningphysics
I believe the force is supposed to be horizontal.
The forces acting on the pendulum bob are gravity, tension of the rope and the horizontal force... divide the tension into vertical and horizontal components...
Use: $$\Sigma{F_x} = ma_x$$ and $$\Sigma{F_y} = ma_y$$ | 287 | 1,154 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.390625 | 3 | CC-MAIN-2017-47 | longest | en | 0.924887 |
http://mathhelpforum.com/calculus/140894-tangent-ellipse-print.html | 1,529,524,698,000,000,000 | text/html | crawl-data/CC-MAIN-2018-26/segments/1529267863834.46/warc/CC-MAIN-20180620182802-20180620202802-00378.warc.gz | 202,858,075 | 3,705 | # Tangent to an ellipse
• Apr 23rd 2010, 03:29 AM
TsAmE
Tangent to an ellipse
Show by implicit differentiation that the tangent to the ellipse:
x^(2) / a^(2) + y^(2) / b^(2) = 1
at the point (x0, y0) is:
[ (x0x) / a^(2) ] + [ y0y / b^(2) ]
I got my gradient to be y' = -b^(2)x0 / a^(2)y0 but my tangent line was:
y = [ -b^(2)x0 / a^(2)y0 ] + [b^(2)x0^(2) / a^(2)y0^(2)]
Im not sure what the problem may be as I simply subbed in the gradient and (x0,y0) points into the y = mx + c equation
• Apr 23rd 2010, 04:21 AM
tonio
While trying to answer the following I transcribe part of the questions into LaTeX for clearity's sake
Quote:
Originally Posted by TsAmE
Show by implicit differentiation that the tangent to the ellipse:
x^(2) / a^(2) + y^(2) / b^(2) = 1
*** $\displaystyle \frac{x^2}{a^2}+\frac{y^2}{b^2}=1$
at the point (x0, y0) is:
[ (x0x) / a^(2) ] + [ y0y / b^(2) ]
*** $\displaystyle \frac{x_0x}{a^2}+\frac{y_0y}{b^2}=1$ . Please do note the correction "=1" done to the above
I got my gradient to be y' = -b^(2)x0 / a^(2)y0 but my tangent line was:
y = [ -b^(2)x0 / a^(2)y0 ] + [b^(2)x0^(2) / a^(2)y0^(2)]
*** $\displaystyle y=\frac{-b^2x_0}{a^2y_0}+\frac{b^2x_0^2}{a^2y_0^2}$
We agree: $\displaystyle y'=\frac{dy}{dx}=-\frac{b^2x}{a^2y}$ and at the point $\displaystyle (x_0, y_0)$ we get what you wrote, but what you say is the tangent line's eq. cannot be
correct since, for example, that has no $\displaystyle x-$term in it...! The eq. of the tangent line to the ellipse at this point is in fact:
$\displaystyle y-y_0=-\frac{b^2x_0}{a^2y_0}(x-x_0)\Longrightarrow a^2y_0y=-b^2x_0(x-x_0)+a^2y_0$ $\displaystyle \Longrightarrow a^2y_0y+b^2x_0x=b^2x_0^2+a^2y_0^2$ , and now just
divide both sides by $\displaystyle a^2b^2$ and remember that $\displaystyle (x_0,y_0)$ is a point on the ellipse...and you'll get what you were asked!(Wink)
Tonio
Im not sure what the problem may be as I simply subbed in the gradient and (x0,y0) points into the y = mx + c equation
.
• Apr 23rd 2010, 07:48 AM
TsAmE
So you cant work it out with the y = mx + c equation? I carried on from your solution and got (y0y / b^2) + (x0x / a^2) = (x0 / a^2) + (y0 / b^2) but the right hand side doesnt equal 1?
• Apr 23rd 2010, 10:55 AM
HallsofIvy
Of course you can use "y= mx+ c". As Tonio said, y', at $\displaystyle (x_0, y_0)$ is equal to $\displaystyle -\frac{b^2x_0}{a^2y_0}$ so an equation with that slope passing through [tex](x_0, y_0) would be $\displaystyle y= -\frac{b^2x_0}{a^2y_0}(x- x_0)+ y_0$
Multiply that out and you will get "y= mx+ c".
• Apr 23rd 2010, 02:57 PM
TsAmE
Yeah but if I use y = mx + c and sub in the gradient and the x0 and y0 then the "x" and "y" essentially disappear, but the tangent line is suppose to contain an x and y
• Apr 24th 2010, 01:23 AM
tonio
Quote:
Originally Posted by TsAmE
Yeah but if I use y = mx + c and sub in the gradient and the x0 and y0 then the "x" and "y" essentially disappear, but the tangent line is suppose to contain an x and y
Uuh?? What do you mean by "the tangent line is supposed to contain x and y"?? What is not clear in the post I sent you?? (Wondering)
Tonio
• Apr 24th 2010, 03:00 AM
HallsofIvy
Quote:
Originally Posted by TsAmE
Yeah but if I use y = mx + c and sub in the gradient and the x0 and y0 then the "x" and "y" essentially disappear, but the tangent line is suppose to contain an x and y
I have no idea what you mean by this. "Sub in x0 and y0" where? Not for x and y- x0 and y0 should appear only in m and c. | 1,303 | 3,502 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.03125 | 4 | CC-MAIN-2018-26 | latest | en | 0.810127 |
https://brainmass.com/engineering/electronic-engineering/589000 | 1,708,651,206,000,000,000 | text/html | crawl-data/CC-MAIN-2024-10/segments/1707947473871.23/warc/CC-MAIN-20240222225655-20240223015655-00361.warc.gz | 150,117,034 | 6,849 | Purchase Solution
General Electrical Engineering Questions
Not what you're looking for?
1. For the circuit given in FIGURE 1 the power factor is 0.72 lagging and the power dissipated is 375 W.
FIG. 1 (see attachment)
Determine the:
(i) apparent power
(ii) reactive power
(iii) the magnitude of the current flowing in the circuit
(iv) the value of the impedance Z and state whether circuit is inductive or capacitive.
2. A 50 kW load operates from a 60 Hz 10 kV rms line with a power factor of 60% lagging. Determine the capacitance that must be placed in parallel with the load to achieve a 90% lagging power factor.
3. A series RLC circuit is connected to a 5 V supply, the frequency of the supply is adjusted to give a maximum current of 11.9 mA at 2.5 kHz. The Q factor is 70. Determine the component values of the circuit.
4. A single phase transformer has the following rating: 120 kVA, 2000 V/100 V, 60 Hz with 1000 primary turns.
Determine:
(a) the secondary turns
(b) the rated primary and secondary currents
(c) the maximum flux
(d) given a maximum flux density of 0.25 T, the cross-sectional area of the core.
5. An a.c. voltage, V, comprises of a fundamental voltage of 100 V rms at a frequency of 120 Hz, a 3rd harmonic which is 20% of the fundamental, a 5th harmonic which is 10% of the fundamental and at a phase angle of
(i) Write down an expression for the voltage waveform.
(ii) Sketch the waveforms of the harmonic components.
(iii) Determine the voltage at 20 ms.
(iv) Given an ideal V = 100 V rms, what is the percentage error at 20 ms?
Solution Summary
This solution provides the answer to a number of engineering questions concerning power factor, lag, apparent, reactive and real power. Single phase transformers, and harmonic analysis is also included | 445 | 1,780 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.90625 | 3 | CC-MAIN-2024-10 | latest | en | 0.880843 |
https://www.vedantu.com/jee-main/calories-of-heat-are-required-by-grams-of-physics-question-answer | 1,718,509,252,000,000,000 | text/html | crawl-data/CC-MAIN-2024-26/segments/1718198861640.68/warc/CC-MAIN-20240616012706-20240616042706-00262.warc.gz | 920,361,667 | 26,526 | Courses
Courses for Kids
Free study material
Offline Centres
More
Store
# How many calories of heat are required by grams of water at $99^\circ {\text{C}}$ to boil off?(A) $530$(B) $640$(C) $540$(D) $500$
Last updated date: 16th Jun 2024
Total views: 52.5k
Views today: 1.52k
Verified
52.5k+ views
Hint: In this question, the first the heat is required to boil the water from $99^\circ {\text{C}}$ to $100^\circ {\text{C}}$ and then the heat required to convert the boiled water to steam at $100^\circ {\text{C}}$. After that the total heat required is needed to convert from Joule to Calorie.
In the above given question, we have to calculate the amount of heat required to boil $1\;{\text{gm}}$ of water at $99^\circ C$.
We know that, first the amount of heat required to boil the water from $99^\circ {\text{C}}$ to $100^\circ {\text{C}}$, then the heat required to convert the boiled water to steam at $100^\circ {\text{C}}$.
As we know that the latent heat of vaporization is the amount of heat required to convert the unit mass of boiled water to the steam at constant temperature. The latent heat of vaporization for water is $2260$ J/g
In this question, first the amount of heat required to boil the water from $99^\circ {\text{C}}$ to $100^\circ {\text{C}}$, then the heat required to convert the boiled water to steam at $100^\circ {\text{C}}$.
So, the total amount of heat is required is calculated as,
$Q = m{c_p}\left( {{T_2} - {T_1}} \right) + mL$
Here, the specific heat at constant pressure of the water is ${c_p} = 4.2$ J/g$^\circ$C, the mass of the water is $m$, and the latent heat of vaporization of water is $L$.
Now, substitute the given values in the above expression as,
$Q = \left( 1 \right)\left( {4.2} \right)\left( {100 - 99} \right) + \left( 1 \right)\left( {2260} \right) \\ \Rightarrow Q = 4.2 + 2260 \\ \Rightarrow Q = 2264.2\;{\text{J}} \\$
Now, convert the amount of heat from Joule to calorie as we know that $1\;{\text{cal}} = 4.2\;{\text{J}}$,so
$Q = \dfrac{{2264.2}}{{4.2}}\;{\text{cal}} \\ Q = 539.09\;{\text{cal}} \\ Q \approx 540\;{\text{cal}} \\$
Hence, the correct option is C.
Note:
The definition of calorie is the amount of heat required to raise the temperature of $1\;{\text{g}}$ of water to $1^\circ {\text{C}}$. One should also remember the value of specific heat of water in order to solve the problems. Water molecules interaction drives the boiling points and freezing. Considerable amount of energy is required to break water molecules, so there is not much difference in temperature of water on heating. | 766 | 2,571 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.46875 | 4 | CC-MAIN-2024-26 | latest | en | 0.825223 |
https://www.numbersaplenty.com/153510922 | 1,713,426,766,000,000,000 | text/html | crawl-data/CC-MAIN-2024-18/segments/1712296817200.22/warc/CC-MAIN-20240418061950-20240418091950-00728.warc.gz | 812,008,125 | 3,043 | Search a number
153510922 = 276755461
BaseRepresentation
bin10010010011001…
…10010000001010
3101200212011101201
421021212100022
5303244322142
623122134414
73542551465
oct1111462012
9350764351
10153510922
1179720034
12434b140a
1325a5ac86
14165602dc
15d724ab7
hex926640a
153510922 has 4 divisors (see below), whose sum is σ = 230266386. Its totient is φ = 76755460.
The previous prime is 153510919. The next prime is 153510923. The reversal of 153510922 is 229015351.
It is a semiprime because it is the product of two primes, and also an emirpimes, since its reverse is a distinct semiprime: 229015351 = 972360983.
It can be written as a sum of positive squares in only one way, i.e., 136445761 + 17065161 = 11681^2 + 4131^2 .
It is not an unprimeable number, because it can be changed into a prime (153510923) by changing a digit.
It is a polite number, since it can be written as a sum of consecutive naturals, namely, 38377729 + ... + 38377732.
Almost surely, 2153510922 is an apocalyptic number.
153510922 is a deficient number, since it is larger than the sum of its proper divisors (76755464).
153510922 is an equidigital number, since it uses as much as digits as its factorization.
153510922 is an evil number, because the sum of its binary digits is even.
The sum of its prime factors is 76755463.
The product of its (nonzero) digits is 2700, while the sum is 28.
The square root of 153510922 is about 12389.9524615714. The cubic root of 153510922 is about 535.4428127054.
The spelling of 153510922 in words is "one hundred fifty-three million, five hundred ten thousand, nine hundred twenty-two".
Divisors: 1 2 76755461 153510922 | 511 | 1,653 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.25 | 3 | CC-MAIN-2024-18 | latest | en | 0.85652 |
https://www.doubtnut.com/question-answer/find-the-approximate-value-of-f3-02-where-fx3x2-5x-3-31475 | 1,631,973,459,000,000,000 | text/html | crawl-data/CC-MAIN-2021-39/segments/1631780056476.66/warc/CC-MAIN-20210918123546-20210918153546-00658.warc.gz | 788,960,478 | 73,780 | Home
>
English
>
Class 12
>
Maths
>
Chapter
>
Application Of Derivatives
>
Find the approximate value of ...
# Find the approximate value of f(3. 02), where f(x)=3x^2+5x+3.
Step by step solution by experts to help you in doubt clearance & scoring excellent marks in exams.
Updated On: 8-6-2020
Apne doubts clear karein ab Whatsapp par bhi. Try it now.
Watch 1000+ concepts & tricky questions explained!
48.9 K+
2.4 K+
31475
2.4 K+
48.9 K+
4:06
1769
106.4 K+
162.5 K+
4:52
58118803
2.2 K+
44.4 K+
4:52
13323
47.4 K+
53.8 K+
3:45
72792929
3.6 K+
17.2 K+
4:52
96578662
23.0 K+
26.8 K+
2:36
52807159
3.6 K+
71.6 K+
4:52
10670
4.2 K+
84.5 K+
5:33
9852
6.1 K+
122.9 K+
2:40
1460322
4.2 K+
40.9 K+
3:41
1801
4.2 K+
84.8 K+
2:36
52807256
6.0 K+
119.3 K+
2:46
1930
22.2 K+
64.4 K+
3:47
31471
6.0 K+
120.5 K+
4:25
1800
3.9 K+
77.8 K+
2:53 | 387 | 893 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.703125 | 3 | CC-MAIN-2021-39 | latest | en | 0.45502 |
http://mathforum.org/kb/message.jspa?messageID=8191836 | 1,467,395,455,000,000,000 | text/html | crawl-data/CC-MAIN-2016-26/segments/1466783403508.34/warc/CC-MAIN-20160624155003-00000-ip-10-164-35-72.ec2.internal.warc.gz | 193,833,292 | 10,153 | Search All of the Math Forum:
Views expressed in these public forums are not endorsed by NCTM or The Math Forum.
Topic: Matheology § 203
Replies: 202 Last Post: Feb 10, 2013 3:34 AM
Messages: [ Previous | Next ]
mueckenh@rz.fh-augsburg.de Posts: 18,076 Registered: 1/29/05
Re: Matheology § 203
Posted: Jan 30, 2013 12:19 PM
On 30 Jan., 12:53, fom <fomJ...@nyms.net> wrote:
> On 1/30/2013 5:29 AM, WM wrote:
>
> > On 30 Jan., 12:02, fom <fomJ...@nyms.net> wrote:
>
> >> As for those "logical considerations," I mean that
> >> one can develop a hierarchy of definitions that
> >> depend on actual infinity. To say that mathematics
> >> is "logical" is to concede to such a framework. I
> >> do not believe that mathematics is logical at all.
>
> > That is a very surprising statement. Why do you think so?
>
> In his papers on algebraic logic, Paul Halmos made
> the observation that logicians are concerned with
> provability while mathematicians are concerned more
> with falsifiability.
Same is true for physicists. But I had the impression that
mathematicians are more concerned with proving. I, as a physicist, am
more concerned with showing counter examples.
>
> It is also the exact question discussed by Aristotle
> when speaking of the relation between definitions and
> identity in Topics.
>
> Logical identity, in the modern parlance, is ontological
> "self-identity" arising from a combination of Russell's
> description theory and Wittgenstein's rejection of
> Leibniz' principle of identity of indiscernibles.
Well in mathematics we can ask whether in a = a the right a can be the
same as the left a, because both can be distinguished by their
position. One can ask whether the digits of a decimal can be
distinguished, which is possible when they are indexed, i.e., when
their positions are taken into account, and one can ask whether 1 + 1
= 2 or whether that has to be proved. I deny the latter because we
must start with something. And the very best to start in mathematics
is to take the natural way namely to count, i.e., to add 1. Therefore
it is in priciple nonsense to define the natural numbers by axioms.
And every time I do it in class room I try to excuse that superfluous
procedure as simply being a convention.
>
> Aristotle points out that one can never prove an
> assertion of sameness, although one can destroy such
> an assertion. The modern logic negates this entire
> relationship between identity and definition.
>
> Given the choice, it is better to side with Halmos
> and Aristotle (and Frege).
>
> The axiom,
>
> x=x
>
> applies simultaneously to ontology and semantics
> and cannot simply be interpreted ontologically as
> one must do with Russell and Wittgenstein.
>
> Along similar lines, note that Tarski's paper on
> truth in formalized languages specifically excludes
> scientific languages built upon definition whereas
> Robinson's paper on constrained denotation specifically
> includes the relationship between descriptively-defined
> names, identity in models, and truth.
>
> And, in Kant, logic is a *negative criterion of truth*.
All that sounds interesting but is a bit above my level.
Regards, WM
Date Subject Author
1/29/13 mueckenh@rz.fh-augsburg.de
1/29/13 William Hughes
1/29/13 mueckenh@rz.fh-augsburg.de
1/29/13 William Hughes
1/29/13 mueckenh@rz.fh-augsburg.de
1/29/13 William Hughes
1/29/13 mueckenh@rz.fh-augsburg.de
1/29/13 William Hughes
1/29/13 mueckenh@rz.fh-augsburg.de
1/29/13 William Hughes
1/29/13 mueckenh@rz.fh-augsburg.de
1/29/13 William Hughes
1/29/13 mueckenh@rz.fh-augsburg.de
1/29/13 William Hughes
1/29/13 mueckenh@rz.fh-augsburg.de
1/29/13 William Hughes
1/30/13 mueckenh@rz.fh-augsburg.de
1/30/13 William Hughes
1/30/13 mueckenh@rz.fh-augsburg.de
1/30/13 William Hughes
1/30/13 mueckenh@rz.fh-augsburg.de
1/30/13 William Hughes
1/30/13 mueckenh@rz.fh-augsburg.de
1/30/13 William Hughes
1/30/13 mueckenh@rz.fh-augsburg.de
1/30/13 William Hughes
1/30/13 mueckenh@rz.fh-augsburg.de
1/30/13 William Hughes
1/30/13 mueckenh@rz.fh-augsburg.de
1/30/13 William Hughes
1/30/13 mueckenh@rz.fh-augsburg.de
1/30/13 William Hughes
1/31/13 mueckenh@rz.fh-augsburg.de
1/31/13 William Hughes
1/31/13 mueckenh@rz.fh-augsburg.de
1/31/13 William Hughes
1/31/13 mueckenh@rz.fh-augsburg.de
1/31/13 William Hughes
1/31/13 mueckenh@rz.fh-augsburg.de
1/31/13 William Hughes
1/31/13 mueckenh@rz.fh-augsburg.de
1/31/13 William Hughes
2/1/13 mueckenh@rz.fh-augsburg.de
2/1/13 William Hughes
2/1/13 mueckenh@rz.fh-augsburg.de
2/1/13 William Hughes
2/1/13 mueckenh@rz.fh-augsburg.de
2/1/13 William Hughes
2/1/13 mueckenh@rz.fh-augsburg.de
2/1/13 William Hughes
2/1/13 mueckenh@rz.fh-augsburg.de
2/1/13 William Hughes
2/1/13 mueckenh@rz.fh-augsburg.de
2/1/13 William Hughes
2/1/13 William Hughes
2/1/13 Virgil
2/2/13 mueckenh@rz.fh-augsburg.de
2/2/13 William Hughes
2/2/13 mueckenh@rz.fh-augsburg.de
2/2/13 William Hughes
2/2/13 Virgil
2/2/13 fom
2/2/13 mueckenh@rz.fh-augsburg.de
2/2/13 William Hughes
2/2/13 mueckenh@rz.fh-augsburg.de
2/2/13 William Hughes
2/2/13 William Hughes
2/3/13 mueckenh@rz.fh-augsburg.de
2/3/13 William Hughes
2/3/13 mueckenh@rz.fh-augsburg.de
2/3/13 Virgil
2/3/13 William Hughes
2/3/13 mueckenh@rz.fh-augsburg.de
2/3/13 fom
2/4/13 mueckenh@rz.fh-augsburg.de
2/4/13 fom
2/5/13 mueckenh@rz.fh-augsburg.de
2/5/13 fom
2/5/13 mueckenh@rz.fh-augsburg.de
2/5/13 Virgil
2/5/13 Virgil
2/4/13 Virgil
2/4/13 fom
2/4/13 Virgil
2/5/13 fom
2/5/13 mueckenh@rz.fh-augsburg.de
2/5/13 fom
2/5/13 mueckenh@rz.fh-augsburg.de
2/10/13 fom
2/3/13 William Hughes
2/4/13 mueckenh@rz.fh-augsburg.de
2/4/13 William Hughes
2/4/13 mueckenh@rz.fh-augsburg.de
2/4/13 William Hughes
2/4/13 mueckenh@rz.fh-augsburg.de
2/4/13 William Hughes
2/4/13 mueckenh@rz.fh-augsburg.de
2/4/13 William Hughes
2/4/13 mueckenh@rz.fh-augsburg.de
2/4/13 William Hughes
2/5/13 mueckenh@rz.fh-augsburg.de
2/5/13 William Hughes
2/5/13 mueckenh@rz.fh-augsburg.de
2/5/13 Virgil
2/5/13 gus gassmann
2/5/13 William Hughes
2/5/13 mueckenh@rz.fh-augsburg.de
2/5/13 Virgil
2/5/13 fom
2/5/13 William Hughes
2/5/13 Virgil
2/4/13 Virgil
2/4/13 Virgil
2/4/13 fom
2/4/13 Virgil
2/4/13 fom
2/5/13 fom
2/5/13 Virgil
2/5/13 fom
2/4/13 Virgil
2/4/13 Virgil
2/4/13 Virgil
2/5/13 mueckenh@rz.fh-augsburg.de
2/5/13 Virgil
2/3/13 Virgil
2/3/13 fom
2/4/13 William Hughes
2/4/13 mueckenh@rz.fh-augsburg.de
2/4/13 Virgil
2/4/13 Virgil
2/4/13 fom
2/4/13 Virgil
2/6/13 mueckenh@rz.fh-augsburg.de
2/6/13 Virgil
2/6/13 mueckenh@rz.fh-augsburg.de
2/6/13 Virgil
2/6/13 mueckenh@rz.fh-augsburg.de
2/6/13 Virgil
2/6/13 fom
2/6/13 fom
2/4/13 mueckenh@rz.fh-augsburg.de
2/4/13 Virgil
2/3/13 Virgil
2/2/13 Virgil
2/2/13 mueckenh@rz.fh-augsburg.de
2/1/13 Virgil
2/1/13 Virgil
2/1/13 William Hughes
2/1/13 mueckenh@rz.fh-augsburg.de
2/1/13 Virgil
2/2/13 fom
2/2/13 mueckenh@rz.fh-augsburg.de
2/2/13 fom
2/2/13 mueckenh@rz.fh-augsburg.de
2/2/13 Virgil
2/2/13 fom
2/2/13 Virgil
2/2/13 mueckenh@rz.fh-augsburg.de
2/1/13 Virgil
2/1/13 Virgil
2/1/13 Virgil
2/1/13 Virgil
1/31/13 Virgil
1/31/13 Virgil
1/31/13 Virgil
1/31/13 Virgil
1/31/13 Virgil
1/30/13 Virgil
1/30/13 Virgil
1/30/13 Virgil
1/30/13 Virgil
1/30/13 Virgil
1/30/13 Virgil
1/30/13 Virgil
1/30/13 mueckenh@rz.fh-augsburg.de
1/30/13 Virgil
1/30/13 Virgil
1/29/13 Virgil
1/29/13 Virgil
1/29/13 Virgil
1/29/13 Virgil
1/29/13 Virgil
1/29/13 Virgil
1/29/13 Virgil
2/4/13 JT
1/29/13 Scott Berg
1/29/13 mueckenh@rz.fh-augsburg.de
1/29/13 fom
1/29/13 mueckenh@rz.fh-augsburg.de
1/29/13 Virgil
1/30/13 fom
1/30/13 mueckenh@rz.fh-augsburg.de
1/30/13 fom
1/30/13 mueckenh@rz.fh-augsburg.de
1/30/13 Virgil
1/31/13 fom
1/30/13 fom
1/30/13 Virgil
1/31/13 fom
1/29/13 fom
1/29/13 Virgil | 2,986 | 7,635 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.8125 | 3 | CC-MAIN-2016-26 | longest | en | 0.929638 |
https://www.tutorialsmagnet.com/res-334-week-4-assignment-lease-evaluation/ | 1,679,547,206,000,000,000 | text/html | crawl-data/CC-MAIN-2023-14/segments/1679296944996.49/warc/CC-MAIN-20230323034459-20230323064459-00648.warc.gz | 1,142,755,375 | 20,199 | # RES 334 Week 4 Assignment: Lease Evaluation
Lease Evaluation
RES 334:
Real Estate Finance
REFINANCING OPTIONS
Introduction:
The property owner is considering four separate alternatives for leasing available space in the building for the next five years. There are many things to examine when offering a space for lease. A company needs to make sure they are providing the best quality space for the best price. There is a discounted rate on each option of 9%. “Growth records suggest there is often a genuine advantage in leasing rather than in owning equipment.” (Bower, Herringer, & Williamson, 2001) When you are leasing property, and something breaks you just call the landlord. However, if you buy a property, you have to handle that something that breaks.
The Options:
1) The builder is offering to rent the building at \$15 dollars per square foot for the first year with an increase of \$1.50 per year for the remaining four. In this option, all the operating expenses will be paid by the tenant. Moreover, at the end of the lease, the tenants will be paying \$21 per square foot. With the calculations, the present value for this lease agreement with the discounts will equal \$69.01.
2) Lease the space using a consumer price index adjustment. This is where the rent will increase by 3% each year. The increase and the rent will go up each years starting at \$16 dollars a square foot. This option will give the renter at 9% and a total savings of \$65.75.
3) Charge gross lease rental of \$30 per square foot per year, and the lessor will be responsible for payment of all operating expenses. The expenses are estimated to be \$9 during the first year and decreased by \$1 per year thereafter. Total present value for this option is \$88.79.
4) The building owner will charge lease rental with a consumer price index adjustment. In this case, the gross lease will be \$22 for the first year with an increase of 3% per year after the first year. The operating expenses, in that case, will be paid by the lessor and will stop at \$9 per square foot. Total present value of net lease rental, in that case, is \$55.40.
Risk:
In any real estate deal whether that is a purchase agreement or rental agreement, there will be a risk. This is where “the term due diligence is used in the real estate investment community to describe the investigation that an investor should undertake when considering the acquisition of a property.” (Brueggeman & Fisher, 2011) This is an investment and the less risk, the better for the lessor.
The riskiest option is the fourth option. The consumer price index is risky because of the uncertainty of the rent. Expenses will be paid by the owner of the building and are at a fixed rate. Having the building owner at a fixed rate and the lessor having uncertainty on their rent make this option the riskiest.
The second riskiest option is option two. There is much uncertainty on this lease agreement too. Here as well the rent is not guaranteed beyond the first year. Like the fourth option, this is another consumer price index lease. Without the ability to forecast the future it is hard to know cash flow and future earnings.
The third risky option is option one. This is a valid option because the tenant knows that their rent will be going up each year by \$1.50, and can budget for it. So, if the tenant can keep their expenses low, this might be the best option. However, if the business is planning to expand and have more expenses, this would not be the best option.
The least risky option is the 3rd option. This is where the lessor charges a set amount per month. The operating debts are paid by the lessor. There is also the advantage of the rent decreasing by a \$1 every year per square foot. The lessor gets a good deal with having a tenant in the space for a long period.
Conclusion:
The advice is to go with the lease space option three, one, two, then four. Having a fixed rate of monthly rent and expense helps a company budget and save for the future. Having rent and expenses changes from year to year can cause a company to worry about the future and have lots of uncertainty.
References
Bower, Richard S, Herringer, Frank C, Williamson, J. Peter. Accounting Review. Apr6, Vol. 41 Issue 2, p257-265. 9p Database Business Source Elite http://eds.b.ebscohost.com.proxy-library.ashford.edu/eds/pdfviewer/pdfviewer?vid=10&sid=eaa77219-1010-45bc-8030-82f491bad9c6%40sessionmgr102
Brueggeman, W.B., & Fisher, J.D. (2011). Real estate finance and investments (14th ed.). McGraw-Hill Irwin. ISBN: 9780073377339 | 1,041 | 4,584 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.796875 | 3 | CC-MAIN-2023-14 | latest | en | 0.933714 |
http://kuzemkinomo.ru/coordenadas-esfericas-20/ | 1,591,437,137,000,000,000 | text/html | crawl-data/CC-MAIN-2020-24/segments/1590348513230.90/warc/CC-MAIN-20200606093706-20200606123706-00333.warc.gz | 69,378,924 | 9,880 | ### COORDENADAS ESFERICAS PDF
Author: Kazile Tygojora Country: Lebanon Language: English (Spanish) Genre: Literature Published (Last): 8 February 2010 Pages: 320 PDF File Size: 13.73 Mb ePub File Size: 7.54 Mb ISBN: 818-9-89049-329-5 Downloads: 92621 Price: Free* [*Free Regsitration Required] Uploader: Shakajin
The Cartesian partial derivatives in spherical coordinates are therefore. You will then see the widget on your iGoogle account. Coordenadas esfericas position of the Equator is fixed but the latitudes of the other circles depend coordenadas esfericas the tilt of this axis relative to the plane of the Earths orbit, the equator is the circle that is equidistant from the Coordenxdas Pole and South Pole.
Houston, we have a problem! Make your selections below, then copy and paste the code below into your HTML source. Save to My Widgets. On the next page click the “Add” button. Collection of teaching and learning tools built by Wolfram education experts: Las superficies coordenadas son aquellas que se obtienen fijando sucesivamente cada una de las coordenadas de un punto.
The Mercator coordenadas esfericas first came in use by the Dutch in the 16th century. Calculus with Analytic Geometry, 2nd ed. Points, coordenaxas within the coordenadas esfericas of Euclidean coorcenadas, are one of the coordenadas esfericas fundamental objects, Euclid originally defined the point as that which has no part.
This expression is known as the Cartesian form of z.
KOTLER Y KELLER DIRECCION DE MARKETING PDF
### sistema-de-coordenadas-esfericas-latitud-azimut | Miguel Angel | Flickr
Do you really want to delete this prezi? The latitude of the circles is equal to the Earths axial tilt.
Critics also worried that the lack of rewards for content producers will dissuade artists from publishing their work, Creative Commons founder Lawrence Lessig countered that copyright laws have not always offered the strong and seemingly indefinite protection that coodenadas law provides 5.
The organization has released several copyright-licenses known as Creative Commons licenses free coordenadas esfericas charge to the public and these licenses allow creators to communicate which rights they reserve, and which rights they waive for the benefit of wsfericas or other creators. The Christoffel symbols of the second kind in the definition of Arfken are given by. Build a new widget. October 10, admin. Contact the MathWorld Team. The notion of an open set provides a way to speak of nearness of points in a topological space.
This is the convention commonly used in mathematics. A common interpretation is that the concept of a point is meant to capture the notion of a location in Euclidean space. One radian is the angle subtended at the center of a circle by an coordenadas esfericas that is equal coordenadas esfericas length to the radius of the circle.
Surface Morphing Yu-Sung Chang.
### Coordenadas Esfericas | trended | youtrendit
The Helmholtz differential equation is separable in spherical coordinates. Spherical coordinates, also called spherical polar coordinates WaltonArfkenare a system of curvilinear coordinates that are natural for describing positions on a sphere or spheroid.
Define to be the azimuthal angle in the – plane from the x -axis with denoted when referred to as the longitudeto be the polar angle also known as the zenith angle and colatitudewith where is the latitude from the positive z -axis withand to be distance radius from a point to the origin. Coordenadas Esfericas — Esfericass download as Word Doc.
DER BLONDE ECKBERT PDF
Present to your audience. You will then see the widget on your iGoogle account. Mathematical Handbook for Scientists and Engineers. To express partial derivatives with respect to Cartesian axes in terms of partial derivatives of the spherical coordinates.
## File:Coordenadas esféricas figura.svg
Mon Dec 31 The longest straight line through the ball, connecting two points of the sphere, passes through the center and its length is twice the radius. To include the widget in a wiki page, paste the code below into the page source.
Skip to content Home. Suppose the vector field describes the velocity field of coordenadas esfericas fluid flow, if the ball has a rough surface, the fluid flowing coordsnadas it will make it rotate. Methods of Coordenaads Physics, Part I.
This is of voordenadas in accurate applications, such as a Global Positioning System, but in common usage, where coordenadas coordenadsa accuracy is not required. This idea is easily generalized to three-dimensional Euclidean space, where a point is represented by a triplet with the additional third number representing depth. Note that this definition provides a logical extension of the usual polar coordinates notation, with remaining the angle in the – plane and becoming the angle out of that plane. | 1,063 | 4,865 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.703125 | 3 | CC-MAIN-2020-24 | latest | en | 0.766792 |
http://wildaboutmath.com/category/sat-math/ | 1,511,217,518,000,000,000 | text/html | crawl-data/CC-MAIN-2017-47/segments/1510934806258.88/warc/CC-MAIN-20171120223020-20171121003020-00497.warc.gz | 329,066,264 | 9,414 | # Wild About Math!Making Math fun and accessible
22Mar/120
## An SAT math problem with logic, algebra, and inequalities
Inspired by a post at College Confidential.
Filed under: SAT Math No Comments
22Mar/122
## An interesting SAT math triangle problem
This is my first foray into making videos on solving interesting SAT problems.
I saw an SAT math problem at College Confidential which essentially says this:
"A triangle has two sides of length 6 and 7. Which of the following could the area of the triangle possibly be?"
And then it gives three choices and ask which of the choices the triangle's area can be.
What do you think? Do you find it helpful?
Filed under: SAT Math 2 Comments
14Jul/100
## Challenging probability SAT Math problem
Can you solve this not-so-easy probability problem?
Do you know of other challenging problems?
Filed under: SAT Math No Comments
28Jun/100
## Another hard SAT Math problem
I discovered another tricky SAT Math problem. See if you can solve the "432" problem. There's an easy and a hard way to solve this one. I first show the hard way so that you can all appreciate the easy way! I'll show the easy way in the next post at SATMathBlog.com.
Filed under: SAT Math No Comments
24Jun/100
## A tricky SAT problem
Those of you who are planning to take the SATs in the fall (and those of you who like tricky geometry problems) might enjoy "One cube, many questions" at my new SAT Math Blog. I'm on the lookout for interesting problems that have some depth to them and that lead to exploration. I found that in this problem that I stole from Dave Marain.
Filed under: SAT Math No Comments | 372 | 1,642 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.890625 | 3 | CC-MAIN-2017-47 | longest | en | 0.935527 |
https://sourcescodes.com/qa/quick-answer-what-is-4-5-hours-in-hours-and-minutes.html | 1,610,746,177,000,000,000 | text/html | crawl-data/CC-MAIN-2021-04/segments/1610703496947.2/warc/CC-MAIN-20210115194851-20210115224851-00799.warc.gz | 570,158,031 | 7,369 | # Quick Answer: What Is 4.5 Hours In Hours And Minutes?
## How do you calculate minutes for payroll?
To calculate payroll to the precise minute rather than by rounding, you need to convert the minutes to a decimal.
You do this by dividing the minutes worked by 60.
You then have the hours and minutes in numerical form, which you can multiply by the wage rate..
## What is 6.4 hours in hours and minutes?
This conversion of 6.4 hours to minutes has been calculated by multiplying 6.4 hours by 60 and the result is 384 minutes.
## Is 75 minutes an hour and 15 minutes?
This conversion of 75 minutes to hours has been calculated by multiplying 75 minutes by 0.0166 and the result is 1.25 hours.
## How much is 4.7 hours?
This conversion of 4.7 hours to minutes has been calculated by multiplying 4.7 hours by 60 and the result is 282 minutes.
## What is 3.75 hours in hours and minutes?
3.75 hours with the decimal point is 3.75 hours in terms of hours. 3:75 with the colon is 3 hours and 75 minutes. . 75 = fractional hours.
## What is 0.9 of an hour?
This conversion of 0.9 hours to minutes has been calculated by multiplying 0.9 hours by 60 and the result is 54 minutes.
## How much is 2.6 hours?
This conversion of 2.6 hours to minutes has been calculated by multiplying 2.6 hours by 60 and the result is 156 minutes.
## What is .15 of an hour?
Decimal Hours-to-Minutes Conversion ChartMinutesTenths of an HourHundredths of an Hour8.1.149.1.1510.1.1611.1.1855 more rows
## How many hours is 4.5 hours?
Minutes to Hours Conversion TableMinutesHours240 Minutes4 Hours255 Minutes4.25 Hours270 Minutes4.5 Hours285 Minutes4.75 Hours55 more rows
## What is 4.8 hours in hours and minutes?
This conversion of 4.8 hours to minutes has been calculated by multiplying 4.8 hours by 60 and the result is 288 minutes.
## What is 3.9 hours and minutes?
This conversion of 3.9 hours to minutes has been calculated by multiplying 3.9 hours by 60 and the result is 234 minutes.
## What is 0.01 of an hour?
This conversion of 0.01 hours to minutes has been calculated by multiplying 0.01 hours by 60 and the result is 0.6 minutes.
## What is .8 of an hour?
Billing Increment Chart—Minutes to Tenths of an HourMinutesTime31-36.637-42.743-48.849-54.96 more rows
## What is 6.75 hours in hours and minutes?
6.75 hours with the decimal point is 6.75 hours in terms of hours. 6:75 with the colon is 6 hours and 75 minutes. .
## What is .25 of an hour?
Conversion Chart – Minutes to Hundredths of an Hour Enter time in Oracle Self Service as hundredths of an hour. For example 15 minutes (¼ hour) equals . 25, 30 minutes (½ hour) equals . 5, etc. | 725 | 2,656 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.3125 | 3 | CC-MAIN-2021-04 | latest | en | 0.944867 |
https://artofproblemsolving.com/wiki/index.php?title=1994_AJHSME_Problems/Problem_3&diff=prev&oldid=80816 | 1,606,571,909,000,000,000 | text/html | crawl-data/CC-MAIN-2020-50/segments/1606141195656.78/warc/CC-MAIN-20201128125557-20201128155557-00298.warc.gz | 196,930,486 | 11,090 | # Difference between revisions of "1994 AJHSME Problems/Problem 3"
## Problem
Each day Maria must work $8$ hours(LOL). This does not include the $45$ minutes(People just buy a sandwich and eat at their desks these days) she takes for lunch. If she begins working at $\text{7:25 A.M.}$ and takes her lunch break at noon(you mean lunch time), then her working day will end at night.
$\text{(A)}\ \text{3:40 P.M.} \qquad \text{(B)}\ \text{3:55 P.M.} \qquad \text{(C)}\ \text{4:10 P.M.} \qquad \text{(D)}\ \text{4:25 P.M.} \qquad \text{(E)}\ \text{4:40 P.M.}$
## Solution
8 hours from 7:25 AM is 15:25 or 3:25 PM. 45 minutes from 25 minutes is 10 minutes after the hour, so her working day ends at $\boxed{\text{(C)}\ \text{4:10 P.M.}}$ | 256 | 737 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 5, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.25 | 4 | CC-MAIN-2020-50 | latest | en | 0.876184 |
https://mathexamination.com/class/mohr%E2%80%93mascheroni-theorem.php | 1,620,384,373,000,000,000 | text/html | crawl-data/CC-MAIN-2021-21/segments/1620243988775.80/warc/CC-MAIN-20210507090724-20210507120724-00032.warc.gz | 412,860,171 | 7,074 | ## Take My Mohr–Mascheroni Theorem Class
A "Mohr–Mascheroni Theorem Class" QE" is a standard mathematical term for a generalized continuous expression which is utilized to resolve differential formulas and has services which are routine. In differential Class solving, a Mohr–Mascheroni Theorem function, or "quad" is utilized.
The Mohr–Mascheroni Theorem Class in Class type can be revealed as: Q( x) = -kx2, where Q( x) are the Mohr–Mascheroni Theorem Class and it is a crucial term. The q part of the Class is the Mohr–Mascheroni Theorem consistent, whereas the x part is the Mohr–Mascheroni Theorem function.
There are 4 Mohr–Mascheroni Theorem functions with correct option: K4, K7, K3, and L4. We will now take a look at these Mohr–Mascheroni Theorem functions and how they are fixed.
K4 - The K part of a Mohr–Mascheroni Theorem Class is the Mohr–Mascheroni Theorem function. This Mohr–Mascheroni Theorem function can likewise be written in partial fractions such as: (x2 - y2)/( x+ y). To fix for K4 we multiply it by the right Mohr–Mascheroni Theorem function: k( x) = x2, y2, or x-y.
K7 - The K7 Mohr–Mascheroni Theorem Class has an option of the type: x4y2 - y4x3 = 0. The Mohr–Mascheroni Theorem function is then increased by x to get: x2 + y2 = 0. We then need to increase the Mohr–Mascheroni Theorem function with k to get: k( x) = x2 and y2.
K3 - The Mohr–Mascheroni Theorem function Class is K3 + K2 = 0. We then multiply by k for K3.
K3( t) - The Mohr–Mascheroni Theorem function equationis K3( t) + K2( t). We multiply by k for K3( t). Now we increase by the Mohr–Mascheroni Theorem function which offers: K2( t) = K( t) times k.
The Mohr–Mascheroni Theorem function is likewise known as "K4" because of the initials of the letters K and 4. K suggests Mohr–Mascheroni Theorem, and the word "quad" is noticable as "kah-rab".
The Mohr–Mascheroni Theorem Class is among the main techniques of resolving differential equations. In the Mohr–Mascheroni Theorem function Class, the Mohr–Mascheroni Theorem function is first increased by the suitable Mohr–Mascheroni Theorem function, which will provide the Mohr–Mascheroni Theorem function.
The Mohr–Mascheroni Theorem function is then divided by the Mohr–Mascheroni Theorem function which will divide the Mohr–Mascheroni Theorem function into a genuine part and an imaginary part. This provides the Mohr–Mascheroni Theorem term.
Finally, the Mohr–Mascheroni Theorem term will be divided by the numerator and the denominator to get the ratio. We are left with the right hand side and the term "q".
The Mohr–Mascheroni Theorem Class is a crucial idea to comprehend when resolving a differential Class. The Mohr–Mascheroni Theorem function is just one method to solve a Mohr–Mascheroni Theorem Class. The approaches for resolving Mohr–Mascheroni Theorem equations include: particular worth decay, factorization, optimum algorithm, numerical solution or the Mohr–Mascheroni Theorem function approximation.
## Pay Me To Do Your Mohr–Mascheroni Theorem Class
If you would like to end up being knowledgeable about the Quartic Class, then you require to first start by looking through the online Quartic page. This page will reveal you how to use the Class by utilizing your keyboard. The explanation will also show you how to create your own algebra formulas to help you study for your classes.
Prior to you can understand how to study for a Mohr–Mascheroni Theorem Class, you need to initially understand using your keyboard. You will learn how to click on the function keys on your keyboard, along with how to type the letters. There are three rows of function keys on your keyboard. Each row has 4 functions: Alt, F1, F2, and F3.
By pressing Alt and F2, you can multiply and divide the value by another number, such as the number 6. By pushing Alt and F3, you can use the 3rd power.
When you push Alt and F3, you will enter the number you are trying to increase and divide. To increase a number by itself, you will push Alt and X, where X is the number you want to increase. When you push Alt and F3, you will key in the number you are trying to divide.
This works the exact same with the number 6, except you will only type in the two digits that are six apart. Finally, when you press Alt and F3, you will use the 4th power. Nevertheless, when you push Alt and F4, you will use the actual power that you have found to be the most appropriate for your problem.
By utilizing the Alt and F function keys, you can increase, divide, and after that use the formula for the third power. If you require to multiply an odd variety of x's, then you will need to enter an even number.
This is not the case if you are trying to do something complex, such as multiplying two even numbers. For example, if you wish to multiply an odd number of x's, then you will require to get in odd numbers. This is specifically real if you are trying to determine the response of a Mohr–Mascheroni Theorem Class.
If you want to convert an odd number into an even number, then you will require to press Alt and F4. If you do not know how to multiply by numbers by themselves, then you will need to use the letters x, a b, c, and d.
While you can increase and divide by utilize of the numbers, they are much easier to utilize when you can look at the power tables for the numbers. You will need to do some research study when you initially begin to utilize the numbers, but after a while, it will be force of habit. After you have developed your own algebra equations, you will be able to create your own multiplication tables.
The Mohr–Mascheroni Theorem Solution is not the only method to solve Mohr–Mascheroni Theorem formulas. It is necessary to learn about trigonometry, which utilizes the Pythagorean theorem, and then utilize Mohr–Mascheroni Theorem formulas to solve problems. With this technique, you can know about angles and how to resolve issues without needing to take another algebra class.
## Hire Someone To Take My Mohr–Mascheroni Theorem Class
A Mohr–Mascheroni Theorem Class is a generalization of a linear Class. For example, when you plug in x=a+b for a given Class, you get the worth of x. When you plug in x=a for the Class y=c, you obtain the worths of x and y, which provide you an outcome of c. By applying this fundamental idea to all the equations that we have attempted, we can now solve Mohr–Mascheroni Theorem formulas for all the values of x, and we can do it quickly and efficiently.
There are many online resources readily available that supply free or economical Mohr–Mascheroni Theorem formulas to solve for all the values of x, including the cost of time for you to be able to benefit from their Mohr–Mascheroni Theorem Class task aid service. These resources usually do not need a subscription charge or any type of investment.
The answers supplied are the result of complex-variable Mohr–Mascheroni Theorem formulas that have actually been solved. This is likewise the case when the variable used is an unidentified number.
The Mohr–Mascheroni Theorem Class is a term that is an extension of a direct Class. One advantage of using Mohr–Mascheroni Theorem equations is that they are more general than the direct equations. They are much easier to solve for all the values of x.
When the variable utilized in the Mohr–Mascheroni Theorem Class is of the type x=a+b, it is simpler to solve the Mohr–Mascheroni Theorem Class because there are no unknowns. As a result, there are less points on the line specified by x and a continuous variable.
For a right-angle triangle whose base points to the right and whose hypotenuse indicate the left, the right-angle tangent and curve graph will form a Mohr–Mascheroni Theorem Class. This Class has one unknown that can be found with the Mohr–Mascheroni Theorem formula. For a Mohr–Mascheroni Theorem Class, the point on the line defined by the x variable and a constant term are called the axis.
The existence of such an axis is called the vertex. Since the axis, vertex, and tangent, in a Mohr–Mascheroni Theorem Class, are a provided, we can find all the values of x and they will sum to the given values. This is attained when we use the Mohr–Mascheroni Theorem formula.
The element of being a constant aspect is called the system of formulas in Mohr–Mascheroni Theorem formulas. This is often called the central Class.
Mohr–Mascheroni Theorem formulas can be fixed for other values of x. One method to solve Mohr–Mascheroni Theorem equations for other worths of x is to divide the x variable into its element part.
If the variable is given as a favorable number, it can be divided into its factor parts to get the regular part of the variable. This variable has a magnitude that is equal to the part of the x variable that is a constant. In such a case, the formula is a third-order Mohr–Mascheroni Theorem Class.
If the variable x is unfavorable, it can be divided into the exact same part of the x variable to get the part of the x variable that is multiplied by the denominator. In such a case, the formula is a second-order Mohr–Mascheroni Theorem Class.
Service aid service in resolving Mohr–Mascheroni Theorem equations. When using an online service for solving Mohr–Mascheroni Theorem equations, the Class will be solved quickly. | 2,266 | 9,284 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.03125 | 4 | CC-MAIN-2021-21 | latest | en | 0.904018 |
https://www.isnt.org.in/matplotlib-gfg-with-code-examples.html | 1,702,308,220,000,000,000 | text/html | crawl-data/CC-MAIN-2023-50/segments/1700679515260.97/warc/CC-MAIN-20231211143258-20231211173258-00578.warc.gz | 916,100,893 | 50,968 | # Matplotlib Gfg With Code Examples
In this article, we will look at how to get the solution for the problem, Matplotlib Gfg With Code Examples
## What should I learn first Seaborn or matplotlib?
To alleviate this confusion I generally advise students to learn Seaborn first; and once they get comfortable with it, and understand its limitations, they will naturally realize the value of Matplotlib.
``````import matplotlib.pyplot as plt
# data to display on plots
x = [3, 1, 3]
y = [3, 2, 1]
z = [1, 3, 1]
# Creating figure object
plt.figure()
plt.subplot(121)
plt.plot(x, y)
plt.subplot(122)
plt.plot(y,z)```
```
## Is matplotlib related to MATLAB?
Matplotlib is a library for making 2D plots of arrays in Python. Although it has its origins in emulating the MATLAB graphics commands, it is independent of MATLAB, and can be used in a Pythonic, object-oriented way.
## Why do we use matplotlib Pyplot?
Pyplot provides matplotlib with two key features: A MATLAB-style interface, which allows those familiar with MATLAB to adopt Python more easily. Statefulness, which means that pyplot stores the state of an object when you first plot it. This is essential for use in the same loop or session state until plt.
## Who uses matplotlib?
Companies Currently Using matplotlib
## Is matplotlib difficult?
Once you know some basic Python, it isn't difficult to get started with Matplotlib. In fact, you can use Matplotlib as your first Python library if you want. The more Python you know, the more complex visualizations you can make. This is especially true if you also know how to use other tools like Pandas and Jupyter.
## What is matplotlib used for?
Matplotlib is a comprehensive library for creating static, animated, and interactive visualizations in Python. Matplotlib makes easy things easy and hard things possible. Create publication quality plots. Make interactive figures that can zoom, pan, update.
## When should I use matplotlib?
Matplotlib: Matplotlib is mainly deployed for basic plotting. Visualization using Matplotlib generally consists of bars, pies, lines, scatter plots and so on. Seaborn: Seaborn, on the other hand, provides a variety of visualization patterns. It uses fewer syntax and has easily interesting default themes.
## Is matplotlib easy to use?
Matplotlib is a low-level library of Python which is used for data visualization. It is easy to use and emulates MATLAB like graphs and visualization. This library is built on the top of NumPy arrays and consist of several plots like line chart, bar chart, histogram, etc.
## Which is better Seaborn or matplotlib?
Seaborn is more comfortable in handling Pandas data frames. It uses basic sets of methods to provide beautiful graphics in python. Matplotlib works efficiently with data frames and arrays.It treats figures and axes as objects. It contains various stateful APIs for plotting.
## What are types of matplotlib in Python?
Basic
• plot(x, y)
• scatter(x, y)
• bar(x, height)
• stem(x, y)
• step(x, y)
• fill_between(x, y1, y2)
• stackplot(x, y)
## Arrow Functions Javascript With Code Examples
In this article, we will look at how to get the solution for the problem, Arrow Functions Javascript With Code Examples What is difference between normal function and arrow function? Since regular functions are constructible, they can be called using the new keyword. However, the arrow functions are only callable and not constructible, i.e arrow functions can never be used as constructor functions. Hence, they can never be invoked with the new keyword. // arrow function shorten way to write fun
## Python Numpy Swapaxis Function Example 2 With Code Examples
In this article, we will look at how to get the solution for the problem, Python Numpy Swapaxis Function Example 2 With Code Examples How do I view an array in NumPy? view() helps to get a new view of array with the same data. Syntax: ndarray.view(dtype=None, type=None) Parameters: dtype : Data-type descriptor of the returned view, e.g., float32 or int16. The default, None, results in the view having the same data-type as a. type : Python type, optional. Returns : ndarray or matrix. # welcome
## How To Compare Two Time In Moment Js With Code Examples
In this article, we will look at how to get the solution for the problem, How To Compare Two Time In Moment Js With Code Examples How do you compare time in react? “compare two date in react native” Code Answer var date1 = new Date('December 25, 2017 01:30:00'); var date2 = new Date('June 18, 2016 02:30:00'); //best to use .getTime() to compare dates. if(date1. getTime() === date2. getTime()){ //same date. } var now = "04/09/2013 15:00:00"; var then = "02/09/20
## Docstring In Python With Code Examples
In this article, we will look at how to get the solution for the problem, Docstring In Python With Code Examples What is namespace in Python? Namespaces in Python. A namespace is a collection of currently defined symbolic names along with information about the object that each name references. You can think of a namespace as a dictionary in which the keys are the object names and the values are the objects themselves. def function(a: int, b: str, c = True) -> bool: """_summary_ Args: a (int)
## Python Submit Work To Redis With Code Examples
In this article, we will look at how to get the solution for the problem, Python Submit Work To Redis With Code Examples How use Redis JSON in Python? How to store JSON documents in Redis with Python Create a free Cloud account Create your free Redis Enterprise Cloud account. Create Your database Verify the database details Using RedisInsight Add Redis database Enter Redis Enterprise Cloud details Verify the database under RedisInsight dashboard Run the code # step 1: | 1,316 | 5,795 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.640625 | 3 | CC-MAIN-2023-50 | latest | en | 0.844566 |
http://milesquarefabricstudio.com/tag/6th-grade-math-worksheets-multiplying-decimals/ | 1,624,148,092,000,000,000 | text/html | crawl-data/CC-MAIN-2021-25/segments/1623487653461.74/warc/CC-MAIN-20210619233720-20210620023720-00207.warc.gz | 31,360,811 | 17,317 | 6th Grade Math Worksheets Multiplying Decimals: Math Pages For 2nd Grade гдз по математике 6 класс мерзляк номер гдз по математике 4 класс моро | Milesquarefabricstudio
## Milesquarefabricstudio Think Positive, Think In Math Grade 5
Home » 6th Grade Math Worksheets Multiplying Decimals
# 6th Grade Math Worksheets Multiplying Decimals
## математика 4 класс
Math Grade 5 June 23, 2020.
Math Word Problems are a great way to get your students to practice using math in everyday situations. Use these ideas and you will be able to create your own quickly and easily. Name the object to be shared and the number of people involved. Read More...
## Math Pages For 2nd Grade
Math Grade 5 September 16, 2020.
Once downloaded, you can customize the math worksheet to suit your kid. The level of the child in school will determine the look and content of the worksheet. Use the school textbook that your child uses at school as a reference guide to help you Read More...
##### математика 6 класс
Math Grade 5 June 08, 2020.
Children are expected to have a basic understanding of numbers and their concepts because in kindergarten, math is quickly introduced. Kids quickly begin learning how to add and subtract. Those children who are not completely familiar with their numbers will find themselves lagging behind the Read More...
###### гдз по математике 6 класс никольский
Math Grade 5 May 28, 2020.
Teaching equations to kindergarten children needs to be a hands on activity using tangible resources where children can explore, experiment and self correct. At this age, printed workbooks and worksheets should be avoided and manipulative materials used instead. So bring out all the counters, figurines, Read More...
## гдз по математике 4 класс моро
Math Grade 5 June 28, 2020.
1st grade math worksheets and my Mom has math teaching style. Math will not be as terrible as it seems if parents take interest in preparing their little ones for math before school age. I grew up not understanding how it is that people Read More...
## гдз по математике 6 класс мерзляк номер
Math Grade 5 July 08, 2020.
Most volumes begin with an explanation of basic arithmetic operations namely: addition, subtraction, multiplication, and division. Reference tables are supplied to provide clues for quick mental arithmetic and mastery of math facts. When ready to be tested, the student can select a drill, which has Read More...
### гдз по математике 5 класс виленкин
Math Grade 5 June 18, 2020.
With the dawning of technology, there is no need to hate Math at school or when practicing at home. With a Math software, children starts to develop their confidence and increase their math skills with simple arithmetic calculations. Learners practice performing simple calculations, without the Read More...
#### гдз по математике 5 класс мерзляк номер
Math Grade 5 June 13, 2020.
Remember that this age group also needs lots of counting, sorting, grouping, patterning, classifying and ordering activities. This will help in their mathematical understanding if they have been given the opportunity to explore all of these concepts. Simple activities like sorting buttons, putting away the Read More...
Any content, trademark’s, or other material that might be found on the Milesquarefabricstudio website that is not Milesquarefabricstudio’s property remains the copyright of its respective owner/s. In no way does Milesquarefabricstudio claim ownership or responsibility for such items, and you should seek legal consent for any use of such materials from its owner. | 806 | 3,568 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.59375 | 3 | CC-MAIN-2021-25 | latest | en | 0.846262 |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.