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.jobilize.com/physics/course/9-5-simple-machines-statics-and-torque-by-openstax | 1,624,493,371,000,000,000 | text/html | crawl-data/CC-MAIN-2021-25/segments/1623488544264.91/warc/CC-MAIN-20210623225535-20210624015535-00432.warc.gz | 754,483,166 | 19,054 | # 9.5 Simple machines
Page 1 / 4
• Describe different simple machines.
• Calculate the mechanical advantage.
Simple machines are devices that can be used to multiply or augment a force that we apply – often at the expense of a distance through which we apply the force. The word for “machine” comes from the Greek word meaning “to help make things easier.” Levers, gears, pulleys, wedges, and screws are some examples of machines. Energy is still conserved for these devices because a machine cannot do more work than the energy put into it. However, machines can reduce the input force that is needed to perform the job. The ratio of output to input force magnitudes for any simple machine is called its mechanical advantage (MA).
$\text{MA}=\frac{{F}_{\text{o}}}{{F}_{\text{i}}}$
One of the simplest machines is the lever, which is a rigid bar pivoted at a fixed place called the fulcrum. Torques are involved in levers, since there is rotation about a pivot point. Distances from the physical pivot of the lever are crucial, and we can obtain a useful expression for the MA in terms of these distances.
[link] shows a lever type that is used as a nail puller. Crowbars, seesaws, and other such levers are all analogous to this one. ${\mathbf{\text{F}}}_{\text{i}}$ is the input force and ${\mathbf{\text{F}}}_{\text{o}}$ is the output force. There are three vertical forces acting on the nail puller (the system of interest) – these are ${\mathbf{\text{F}}}_{\text{i}},\phantom{\rule{0.25em}{0ex}}{\mathbf{\text{F}}}_{\text{o}},$ and $\mathbf{\text{N}}$ . ${\mathbf{\text{F}}}_{\text{n}}$ is the reaction force back on the system, equal and opposite to ${\mathbf{\text{F}}}_{\text{o}}$ . (Note that ${\mathbf{\text{F}}}_{\text{o}}$ is not a force on the system.) $\mathbf{\text{N}}$ is the normal force upon the lever, and its torque is zero since it is exerted at the pivot. The torques due to ${\mathbf{\text{F}}}_{\text{i}}$ and ${\mathbf{\text{F}}}_{\text{n}}$ must be equal to each other if the nail is not moving, to satisfy the second condition for equilibrium $\left(\text{net}\phantom{\rule{0.25em}{0ex}}\tau =0\right)$ . (In order for the nail to actually move, the torque due to ${\mathbf{\text{F}}}_{\text{i}}$ must be ever-so-slightly greater than torque due to ${\mathbf{\text{F}}}_{\text{n}}$ .) Hence,
${l}_{\text{i}}{F}_{\text{i}}={l}_{\text{o}}{F}_{\text{o}}$
where ${l}_{\text{i}}$ and ${l}_{\text{o}}$ are the distances from where the input and output forces are applied to the pivot, as shown in the figure. Rearranging the last equation gives
$\frac{{F}_{\text{o}}}{{F}_{\text{i}}}=\frac{{l}_{\text{i}}}{{l}_{\text{o}}}.$
What interests us most here is that the magnitude of the force exerted by the nail puller, ${F}_{\text{o}}$ , is much greater than the magnitude of the input force applied to the puller at the other end, ${F}_{\text{i}}$ . For the nail puller,
$\text{MA}=\frac{{F}_{\text{o}}}{{F}_{\text{i}}}=\frac{{l}_{\text{i}}}{{l}_{\text{o}}}\text{.}$
This equation is true for levers in general. For the nail puller, the MA is certainly greater than one. The longer the handle on the nail puller, the greater the force you can exert with it.
Two other types of levers that differ slightly from the nail puller are a wheelbarrow and a shovel, shown in [link] . All these lever types are similar in that only three forces are involved – the input force, the output force, and the force on the pivot – and thus their MAs are given by $\text{MA}=\frac{{F}_{\text{o}}}{{F}_{\text{i}}}$ and $\text{MA}=\frac{{d}_{1}}{{d}_{2}}$ , with distances being measured relative to the physical pivot. The wheelbarrow and shovel differ from the nail puller because both the input and output forces are on the same side of the pivot.
#### Questions & Answers
Physics is a physical science that deals with the study of matter in relation to energy
what is physics
physics is a physical science that deals with the study of matter in relation to energy
Osayuwa
a15kg powerexerted by the foresafter 3second
what is displacement
movement in a direction
Jason
hello
Hosea
Explain why magnetic damping might not be effective on an object made of several thin conducting layers separated by insulation? can someone please explain this i need it for my final exam
Hi
saeid
hi
Yimam
What is thê principle behind movement of thê taps control
while
Hosea
what is atomic mass
this is the mass of an atom of an element in ratio with the mass of carbon-atom
Chukwuka
show me how to get the accuracies of the values of the resistors for the two circuits i.e for series and parallel sides
Explain why it is difficult to have an ideal machine in real life situations.
tell me
Promise
what's the s . i unit for couple?
Promise
its s.i unit is Nm
Covenant
Force×perpendicular distance N×m=Nm
Oluwakayode
İt iş diffucult to have idêal machine because of FRİCTİON definitely reduce thê efficiency
Oluwakayode
if the classica theory of specific heat is valid,what would be the thermal energy of one kmol of copper at the debye temperature (for copper is 340k)
can i get all formulas of physics
yes
haider
just broswe
Osayuwa
just browse
Osayuwa
what affects fluid
pressure
Oluwakayode
Dimension for force MLT-2
what is the dimensions of Force?
how do you calculate the 5% uncertainty of 4cm?
4cm/100×5= 0.2cm
haider | 1,472 | 5,329 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 28, "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-2021-25 | latest | en | 0.887632 |
http://www.perlmonks.org/?node_id=89002 | 1,519,144,343,000,000,000 | text/html | crawl-data/CC-MAIN-2018-09/segments/1518891812978.31/warc/CC-MAIN-20180220145713-20180220165713-00105.warc.gz | 519,139,590 | 7,962 | Perl Monk, Perl Meditation PerlMonks
### Re: 0 illegal modulus?
by jepri (Parson)
on Jun 16, 2001 at 07:35 UTC ( #89002=note: print w/replies, xml ) Need Help??
in reply to Re: Re: Re: 0 illegal modulus?
You say:
ps. why would I want to read a book on number theory to understand why a basic operator behaves the way it does?
The answer is "So you know what you are talking about". I admit I was too quick off the gun as well, however. After some further research I found that the modulo function was devised by Abel in the 1700's to allow him to study large and complicated groups with only pencil and paper.
Modulo is hardly a basic operator. It's just a basic operator for you because you've only ever used it in simple situations.
Computer implementations of functions are usually nasty bastardisations of real math functions. This is why the original poster mentioned Knuth, who did a lot of work involving math and computers.
Incidentally, 'proof by random web pages' is a poor way of proving that you are right.
____________________
Jeremy
I didn't believe in evil until I dated it.
Replies are listed 'Best First'.
Re: Re: 0 illegal modulus?
by mugwumpjism (Hermit) on Jun 18, 2001 at 13:16 UTC
(On reading a book to understand a simple principle)
You obviously don't get it. You can't expect someone who uses the % operator to have read a book on number theory first. Therefore it should behave intuitively and comply with what the commonly accepted understanding of the term is, so long as it is sensible and consistent. I think I have demonstrated in other posts that a modulus of 0 is neither sensible nor consistent, except with one contrived definition of modulus which I still think is bogus.
You say a modulus is defined one way; I say another. Who is to say who is right, or whether being "right" means anything? Let's end this rant and agree to disagree.
This is all so terribly familiar. I grew up programming (literally). Calculus at school was easy for me, because while the class was trying to understand what a function was, I was writing recursive ones. Simple simple simple. I taught myself math above my level so I could do tricks with my computer. I'm not boasting. The young monks here would have outshone me, but I was ahead of my classmates.
Math was so easy. But looking back every so often someone would point out something that didn't quite fit, I would call them stupid and sneer at them (like you have repeatedly in this thread) and they would go away.
It wasn't until I was taking advanced math at uni that I finally had it made completely clear to me what a twat I was being. The work was easy, except the lecturer kept focussing on stupid exceptions, like asymptotes, dividing functions in stupid situations, etc. The penny finally dropped that the real game was working with those exceptions, not the easy, 'intuitive' stuff.
Your educators have not been completely forthcoming. Pretty much everything you are told is a gross over-simplification or half-truth. The more honest amoung them will tell you that you get the lite version.
It would be possible for you to spend your whole life not understanding things better by belittling and attacking anyone who disagrees with you. This would be a shame, because it seems you are the kind of person who would get a kick out of the tougher stuff. Group theory might not be the best place to start, but it is relevent to many programs and techniques, so you would quickly begin to see it all over the place.
I would encourage you to start looking at things a bit more closely, with the thought in mind 'Why do people care so much about this?'. Often there's a reason, it's just hard to understand when you come at it from a different angle to most people who use it. Feel free to ask questions that are a bit 'off-topic', there's an amazing body of knowledge here.
____________________
Jeremy
I didn't believe in evil until I dated it.
Create A New User
Node Status?
node history
Node Type: note [id://89002]
help
Chatterbox?
[jdporter]: one prog I have has a UI which allows to input a bit mask [jdporter]: currently it expects the bitmask to be in the form of a hex number, e.g. 0x0101 [jdporter]: but I'd like to let the user specify it as individual bits, i.e. 0b0000000100000001 [jdporter]: there is no bit/binary equivalent of hex, right? [jdporter]: I guess that the most direct way of doing it is with some magical incantation involving unpack or whatever [jdporter]: let me google that for me ;-) [jdporter]: hex points explicitly to oct, which does the job. :-D [jdporter]: omg, I f love Perl! [choroba]: say unpack 'H*', pack 'B*', \$mask =~ /0b([01]+)/;
How do I use this? | Other CB clients
Other Users?
Others imbibing at the Monastery: (11)
As of 2018-02-20 16:32 GMT
Sections?
Information?
Find Nodes?
Leftovers?
Voting Booth?
When it is dark outside I am happiest to see ...
Results (272 votes). Check out past polls.
Notices? | 1,173 | 4,954 | {"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-2018-09 | longest | en | 0.971052 |
http://www.perlmonks.org/?node_id=1010793 | 1,513,110,551,000,000,000 | text/html | crawl-data/CC-MAIN-2017-51/segments/1512948517917.20/warc/CC-MAIN-20171212192750-20171212212750-00587.warc.gz | 434,488,082 | 6,511 | good chemistry is complicated,and a little bit messy -LW PerlMonks
### Re: Palindrome array
by LanX (Bishop)
on Dec 29, 2012 at 06:13 UTC ( #1010793=note: print w/replies, xml ) Need Help??
The ugly truth is both don't work!
eq forces scalar context and is meant to compare strings
So in the first code you are checking if the sizes (after stringification) are equal.
``` DB<107> @a = 1..3
=> (1, 2, 3)
DB<108> @a eq "3"
=> 1
in the second you have scalar from reverse on RHS
``` DB<123> (reverse @a)
=> (3, 2, 1)
DB<124> scalar (reverse @a)
=> 321
DB<125> "321" eq (reverse @a)
=> 1
you can try the (less weird) smart match operator ~~ to compare arrays.
``` DB<129> @a=(3,1,3)
=> (3, 1, 3)
DB<130> @a ~~ [reverse @a]
=> 1
DB<131> @a ~~ [3,1,3]
=> 1
DB<132> @a=1..3
=> (1, 2, 3)
DB<133> @a ~~ [reverse @a]
=> ""
a poor man's solution with eq is to explicitly stringify on both sides.
``` DB<143> @a=(3,1,3)
=> (3, 1, 3)
DB<144> @ar=reverse @a
=> (3, 1, 3)
DB<145> "@a"
=> "3 1 3"
DB<146> "@a" eq "@ar"
=> 1
But this depends on the nature of your array elements, don't be too surprised about:
``` DB<151> "@a"
=> "3 1 3"
DB<152> @b=(3,"1 3")
=> (3, "1 3")
DB<153> "@a" eq "@b"
=> 1
Cheers Rolf
Create A New User
Node Status?
node history
Node Type: note [id://1010793]
help
Chatterbox?
LanX Much enemy much ore [Corion]: marto: Naah, my module doesn't care, but the users of my module might expect some things to work in Chrome that only work in later builds (or, as seems to be the case, don't work there either ;) ) [Corion]: But I really wonder - I can tell Chrome to go offline, but requesting pages over the network still succeeds. But if I manually click the "offline" checkbox, that's different :-/ [LanX]: Corion can you tell WMC to check the sub version number ?
How do I use this? | Other CB clients
Other Users?
Others exploiting the Monastery: (10)
As of 2017-12-12 20:28 GMT
Sections?
Information?
Find Nodes?
Leftovers?
Voting Booth?
What programming language do you hate the most?
Results (336 votes). Check out past polls.
Notices? | 703 | 2,085 | {"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-2017-51 | latest | en | 0.836662 |
https://www.cfd-online.com/Forums/cfx/90829-smc-models-convergence-2.html | 1,503,195,087,000,000,000 | text/html | crawl-data/CC-MAIN-2017-34/segments/1502886105961.34/warc/CC-MAIN-20170820015021-20170820035021-00684.warc.gz | 883,106,991 | 22,025 | # SMC models Convergence
Register Blogs Members List Search Today's Posts Mark Forums Read
August 6, 2011, 07:24 #21 Super Moderator Glenn Horrocks Join Date: Mar 2009 Location: Sydney, Australia Posts: 13,735 Rep Power: 106 Sponsored Links If you change to local time stepping from physical or vice versa you have to set a number of parameters correctly or it returns an error. Have a look at the CCL of a run set up for local time stepping and a run set for physical time stepping to see what parameters you need to set.
September 28, 2011, 12:19 #22 Super Moderator Sijal Join Date: Mar 2009 Location: Islamabad Posts: 4,331 Blog Entries: 6 Rep Power: 45 Problem solved. I used the default time stepping method, that is auto time scale. Just reduced the Timescale Factor by 10, so that my default time step of 5.5 * 10e-05 reduced to 5.5*10e-06. This incrased time steps, for converged solution, from 100-150 to 1000-1300 depending on the flow regime (choking, design or stall). PS. 1.It is very important to note that, for using the SMC model you requrie patience and lot of patience. Many times when you look at the residual plot, you dont find any noticble improvment in solution, but it is ok. 2. Aspect ratio is around 1000-1300, and this should not be the problem after adopting above strategy.
September 7, 2012, 02:51 Similar problem with RSM in transient #23 New Member Felix Marlow Join Date: Sep 2012 Location: Leipzig, Germany Posts: 7 Rep Power: 6 Hi Fellows, let me open up this thread again as I have a similar problem, but couldn't solve it yet. I can't get convergence with BSL Reynolds Stress Model (RSM) in a transient simulation. I am trying to simulate the flow in a small basin (2 x 0.8 x 0.4 m) with ANSYS CFX 14. Since I want to know about the evolution of the flow when the quiet basin is flooded, I am performing a transient simulation. The flow is basically a free stream; attachment to the wall is only in a small region. Flow velocities are small, about 5 cm/s (0.05 m/s). I tried two equation models (k-e, k-o, sst, sst with curvature correction). Results in comparison with measurement are OK, although it's needless to say that two equation models don't capture fluctuations in the velocities. From a RSM I expect these fluctuations to be captured better, that's why i would like to use RSM. To get the RSM simulation running, I use the results after the first two time steps of the k-epsilon simulation as initial conditions. Starting directly with RSM doesn't work. My problem is I can't get convergence with RSM. Initially the residuals fall to 1e-5 within 10 coefficient loop iterations, but after a few seconds of simulation time they rise to about 2e-4 and remain there. Reducing the time step by a factor of 10 results in falling residuals to 1e-5 and then rising again to 2e-4. I did it several times to a time step of 0.0005 s (I started with 0.1 s), always the same effect. What's curious: each time I decrease time step, the velocity fluctuations become larger by a factor of approx. 10. This results in quite unrealistic velocity peaks, becoming even worse the lower the time step. Due to the rising velocities, I'm not able to reduce the max. Courant number below C_max=12, but C_RMS is reduced with a smaller time step (it's below 1). Mesh quality is good (see below), although I'm not able to reach mesh independency, because of a lack of computational resources. With the two eq. models my yplus is below 5, but since its free stream it shouldn't have an influence. Due to fluctuations with RSM, yplus is higher with this model. min. ortho. angle=29.4° max expansion factor=3 max aspect ratio=5 Any ideas how to improve convergence and how to choose the right time step size? CFX help tips don't work: 1. Reducing time step results in the above mentioned problem (no improvement in convergence, higher velocity fluctuations). 2. Obtaining two eq. model simulation first is not possible, because I want to simulate the evolution of the flow with changing BC. 3. It's already a transient simulation.
September 7, 2012, 08:58 #24 Super Moderator Glenn Horrocks Join Date: Mar 2009 Location: Sydney, Australia Posts: 13,735 Rep Power: 106 RSM models are very sensitive to mesh quality. Your mesh quality is probably fine for 2-eqn models, but inadequate for RSM. In my experience RSM runs fine when the mesh quality is very good. But note my experience is with single phase RSM. Multiphase RSM could well be different.
September 28, 2012, 03:47 #25 New Member Felix Marlow Join Date: Sep 2012 Location: Leipzig, Germany Posts: 7 Rep Power: 6 It took a while, but I made several test with a high quality mesh (see below) without success. The behavior is still the same: reducing the time step decreases the residuals first, but after some iterations they rise again. With the velocities it's the same. There seems to be a connection with the Courant Number. If max. Courant is around 1 (RMS Courant = 0.03!), residuals are good. But when max. Courant is getting higher, convergence stalls. I'm not sure if velocity (and hence Courant) is rising, resulting in bad convergence, or if the problems with convergence causes the increase in velocity. There is no obvious reason (like changing BC) that causes the change. My mesh quality is now as follows: min. ortho. angle = 74° max. expansion factor = 2 max aspect ratio = 5 I will reduce the aspect ratio and see if there is any improvement, although I can't believe that an aspect ratio of 5 should be a problem. Any other suggestions which quality metrics are of importance?
September 28, 2012, 07:25 #26 Super Moderator Glenn Horrocks Join Date: Mar 2009 Location: Sydney, Australia Posts: 13,735 Rep Power: 106 An aspect ratio of greater than 1.2 results in significant errors in surface tension modelling. The only way to be sure on what mesh quality it requires is to test it and find out. It may also be easier to draw a simple box where you deliberately generate meshes of various aspect ratios, expansion ratios and othogonality. This way you can generate meshes of any quality you like and run a RSM simulation on them and see how they go. If this goes well you will get a target mesh quality required to get a good result.
December 18, 2012, 13:51 #27 New Member Felix Marlow Join Date: Sep 2012 Location: Leipzig, Germany Posts: 7 Rep Power: 6 Sorry for answering late, finaly I didn't get it running and I gave it up. I did as you suggested and made a simple box test case with the same mesh quality. But I was not able to reproduce the the behavior of the full scale model. Thanks for your help, anyway.
December 19, 2012, 13:11
#28
Senior Member
Bruno
Join Date: Mar 2009
Location: Brazil
Posts: 279
Rep Power: 14
Quote:
Originally Posted by fmarlow Sorry for answering late, finaly I didn't get it running and I gave it up. I did as you suggested and made a simple box test case with the same mesh quality. But I was not able to reproduce the the behavior of the full scale model. Thanks for your help, anyway.
I'm guessing I'm too late here, but depending on your velocity scales 0.0005 s is not that small for a transient run. You also mentioned a Courant of 12. The Courant number isn't that import in one phase simulations for CFX, but since you're solving a free surface simulation if the volume fraction equation isn't coupled it could affect your solution. Either keep decreasing the timestep or try using the coupled volume fraction option (you might still need to decrease the timestep, though). You should have a timestep value that allows you to converge each timestep iteraion in 3-5 coefficient loops.
Good luck.
December 19, 2012, 17:45 #29 Super Moderator Glenn Horrocks Join Date: Mar 2009 Location: Sydney, Australia Posts: 13,735 Rep Power: 106 That's why I generally recommend doing transient runs with adaptive time stepping homing in on 3-5 coeff loops per iteration. Then the solver automatically takes care of the time step size.
December 19, 2012, 18:08
#30
Senior Member
Bruno
Join Date: Mar 2009
Location: Brazil
Posts: 279
Rep Power: 14
Quote:
Originally Posted by ghorrocks That's why I generally recommend doing transient runs with adaptive time stepping homing in on 3-5 coeff loops per iteration. Then the solver automatically takes care of the time step size.
In terms of automation, that really is the best option. The only thing I don't like about auto-timestepping is that is messes up with any type of animation you'll want to do at post-processing. There are some ways to decrease the effects, but they never completely go away.
December 20, 2012, 04:30 #31 New Member Felix Marlow Join Date: Sep 2012 Location: Leipzig, Germany Posts: 7 Rep Power: 6 Thanks for your suggestions. It is not a multiphase flow, I'm modeling the water surface by a symmetry BC. But later I wan't to introduce a dispersed phase, so I'll keep your tip in mind. Concerning time step size, it's not practicable for me to reduce it further, so I guess RSM won't help me. But I tried a SAS with pretty good results compared to meassurements. It works fine with a much higher time step, although I haven't made a senstivity check on that, yet.
December 20, 2012, 06:49 #32 Super Moderator Sijal Join Date: Mar 2009 Location: Islamabad Posts: 4,331 Blog Entries: 6 Rep Power: 45 What are the requirements of SAS model?
December 21, 2012, 06:34 #33 New Member Felix Marlow Join Date: Sep 2012 Location: Leipzig, Germany Posts: 7 Rep Power: 6 SAS is similar to LES. In regions where your mesh resolves turbulent structures the turbulence model goes unsteady, don't ask me how. You should read the sections in the CFX Modeling Guide about LES, DES and SAS. In my case SAS works fine with a rather coarse grid and a timestep with Courant between 0.5 and 1. But as I said, I haven't made a sensitivity check on that.
December 21, 2012, 07:32 #34 Super Moderator Sijal Join Date: Mar 2009 Location: Islamabad Posts: 4,331 Blog Entries: 6 Rep Power: 45 According to modeling guide : 1. SAS is improved URANS approach and gives you the LES like behavior in detached flow regions. 2. Contrary to DES (RANS/LES) SAS cannot be forced to go unsteady by grid refinement. But I cannot find the exact requirements of meshing for SAS model, that's why I asked this.
Thread Tools Display Modes Linear Mode
Posting Rules You may not post new threads You may not post replies You may not post attachments You may not edit your posts BB code is On Smilies are On [IMG] code is On HTML code is OffTrackbacks are On Pingbacks are On Refbacks are On Forum Rules
Similar Threads Thread Thread Starter Forum Replies Last Post Centurion2011 FLUENT 44 June 20, 2017 09:57 smartdingo Main CFD Forum 0 July 14, 2010 11:03 nasdak CFX 2 June 29, 2009 01:17 tippo CFX 2 May 5, 2009 10:55 ganesh Main CFD Forum 4 June 30, 2006 14:20 | 2,740 | 10,880 | {"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-2017-34 | longest | en | 0.884422 |
https://billsschedulechallenge.com/6f1v0rz9/ | 1,606,625,464,000,000,000 | text/html | crawl-data/CC-MAIN-2020-50/segments/1606141196324.38/warc/CC-MAIN-20201129034021-20201129064021-00093.warc.gz | 221,759,699 | 9,005 | # Adding 3 Digits Math Worksheet
Joelle Léna November 11, 2020 Worksheet
Another problem with almost all worksheets is that they don’t prevent incorrect answers. Self-checking worksheets just let the student know they did something wrong–after the fact. I am a firm believer in the concept that, if at all possible, learning should be structured in small chunks in such a way that there is very little possibility for error. Worksheets often allow for mistakes to be made and then to be repeated many times. A mistake that gets practiced is extremely difficult to correct. This especially happens when worksheets are used as time fillers or baby sitters and the work isn’t really being supervised.
I remember that with my Mom everything was somehow connected to math. She made me count the buttons in my shirt as she dressed me up, asked questions that demanded answers that are related to sums, like how many pair of shoes do you have? How many buttons are there on your Daddy’s shirt? Count all the furniture in the living room and several math games. All my toys were one way or the other math related. I had puzzles, and tons of things Mom had me do as games on daily basis at home to get me ready for kindergarten! In fact, she continued guiding me towards being math friendly throughout kindergarten and first grade during which time 1st grade math worksheets was my constant companion. Practice surely makes perfect and I am very gratefully to Mom for taking her time to familiarize me with math even as a child.
Great, fun and free math worksheets should be able to present a mathematical problem in different ways. Math is after all nothing more than a numeric expression of some of life’s simplest questions: How much money do I have left if I buy a soda? By the end of the week, how much of my daily allowance will I be able to save if I don’t? When a child learns to relate math to everyday questions, he will be great at it from the simplest addition all the way to trigonometry. To convert percentages, decimals and fractions is thus one essential skill. How much of an apple pie has been eaten? The answer to this question can be expressed in percentages, 50%; or in decimals, 0.5; or in fraction, ½. In other words, half of mom’s delicious apple pie is gone. How many kids in school have done their homework? Again this can be answered in several ways: in percentages, 70%; or in ratio, 7:10; Both of these mean out of ten kids in class there are seven good ones who did and three not-so-good ones who didn’t. The bottom line is that kids learn math much better when it makes sense.
Learning math requires repetition that is used to memorize concepts and solutions. Studying with math worksheets can provide them that opportunity; Math worksheets can enhance their math skills by providing them with constant practice. Working with this tool and answering questions on the worksheets increases their ability to focus on the areas they are weaker in. Math worksheets provide your kids’ the opportunity to analytical use problem solving skills developed through the practice tests that these math worksheets simulate.
Teachers are actually doing their best to educate children. The problems with education aren’t so much on the level of teachers as with the institution as a whole. It’s kind of like the state of communications in our country before the deregulation of the telephone companies. Before deregulation, one and only one advancement–the touch tone phone. After deregulation, well you have cell phones, the Internet, instant messaging, you name it! What dedicated teachers and parents need to do is to supplement public school instruction with strategies that work, that have always worked, to get kids to really master the fundamental skills of elementary math.
What are math worksheets and what are they used for? These are math forms that are used by parents and teachers alike to help the young kids learn basic math such as subtraction, addition, multiplication and division. This tool is very important and if you have a small kid and you don’t have a worksheet, then its time you got yourself one or created one for your kid. There are a number of sites over the internet that offer free worksheets that are downloadable and printable for use by parents and teachers at home or at school.
Nov 29, 2020
Nov 29, 2020
Nov 29, 2020
Nov 29, 2020
Nov 29, 2020
Nov 29, 2020
Nov 29, 2020
Nov 29, 2020
### Photos of Adding 3 Digits Math Worksheet
Rate This Adding 3 Digits Math Worksheet
Reviews are public and editable. Past edits are visible to the developer and users unless you delete your review altogether.
Most helpful reviews have 100 words or more
Nov 29, 2020
Nov 29, 2020
Nov 29, 2020
Nov 29, 2020
Archive
Categories
Static Pages
Most Popular
Nov 29, 2020
Nov 29, 2020
Nov 29, 2020
Nov 29, 2020
Nov 29, 2020
Latest Review
Nov 29, 2020
Nov 29, 2020
Nov 29, 2020
Latest News
Nov 29, 2020
Nov 29, 2020
Nov 29, 2020 | 1,125 | 4,975 | {"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} | 3.453125 | 3 | CC-MAIN-2020-50 | latest | en | 0.972222 |
https://physics.stackexchange.com/questions/483295/conversion-of-r-8317-mathrm-fracjkg-cdot-mol-cdot-k-to-8317-mat | 1,726,578,999,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651773.64/warc/CC-MAIN-20240917104423-20240917134423-00080.warc.gz | 407,411,545 | 47,337 | # Conversion of $R = 8317\ \mathrm{\frac{J}{kg\cdot mol\cdot K}}$ to $8317\ \mathrm{\frac{J}{kg\cdot mol\cdot {^\circ C}}}$
I'm trying to understand the unit conversions when one unit is obtained by shifting the value of another one by some constant. In particular, the unit conversions from Kelvin to Celsius scale:
$$T(\mathrm{^\circ C}) = T(\mathrm K) - 273.16.$$
I want to find the value of $$R = 8317\ \mathrm{\frac{J}{kg\cdot mol\cdot K}}$$ in the units of $$\mathrm{{\frac{J}{kg\cdot mol\cdot ^\circ C}}}$$.
What I did was to consider $$\frac{1}{\mathrm K}$$ as $$\frac{1}{1\ \mathrm K} = \frac{ 1}{274.16\ \mathrm{^\circ C}},$$ so that $$R = 30.3363\ \mathrm{\frac{J}{kg\cdot mol\cdot {^\circ C}}},$$ but according to the book that I using,
The dimension of temperature in the units of the gas constant is the size of its increment, not its value, that is, the degree size. Thus, $$R = 8317\ \mathrm{\frac{J}{kg\cdot mol\cdot K}} = 8317\ \mathrm{\frac{J}{kg\cdot mol\cdot {^\circ C}}}.$$
However, (maybe because I'm not a native English speaker, or the explanation is vague) I cannot understand the given explanation why it is the case, i.e the value of the constant is not affected by the shift $$-273.16$$ value.
Edit:
However, I still cannot understand how what I did above is not compatible with what we normally do. For example, if we have a quantity $$X= 1000g$$, then to convert $$X$$ to kg, what we would to is $$X = 1000g = 1000g \frac{1kg }{1000g } = 1 kg,$$ since $$1kg = 1000g$$, the fraction in the RHS is just a scalar constant 1, and multiplying a quantity with $$1$$ does not change the value of that quantity.
Similarly, I follow the same logic $$R = 8317\ \mathrm{\frac{J}{kg\cdot mol\cdot K}} = 8317\ \mathrm{\frac{J}{kg\cdot mol\cdot K}} * \frac{1K }{ 274.16 ^\circ C} = 30.3363\ \mathrm{\frac{J}{kg\cdot mol\cdot {^\circ C}}}.$$
• Your numeric value for 1 Kelvin is a little off. Commented May 30, 2019 at 10:44
• @Jasper should it have been 274.15 ?
– Our
Commented May 30, 2019 at 10:46
• duckduckgo.com/?q=1+kelvin+to+celsius Commented May 30, 2019 at 10:48
• @Jasper Thanks for pointing out, but that value is irrelevant to the main question.
– Our
Commented May 30, 2019 at 10:51
• And your question highlights exactly why engineers use Kelvin when dealing with temperature changes for steam etc...
– user207455
Commented May 30, 2019 at 11:51
Short Answer: $$1\ \mathrm{^\circ C}$$ is $$274\ \mathrm K$$. Does that mean $$2\ \mathrm{^\circ C}$$ is $$2 \times 274\ \text{K} = 548\ \mathrm K$$? It is not, because those two scales don't have the same origin (For $$\text{kg}$$ and $$\text{g}$$ the origins are same, as $$0\ \text{kg} = 0\ \text{g}$$).
This is why the substitution of $$\frac{1}{\mathrm K}$$ by $$\frac{274} {\mathrm{^\circ C}}$$ does not make sense.
In the unit of $$R$$, the physical meaning of $$\text{K}$$ is change in temperature (see below), and change in $$1\ \mathrm K =$$ change in $$1\ \mathrm{^\circ C} \neq$$ change in $$274 \ \mathrm{^\circ \text{C}}$$. In this sense $$1\ \mathrm K$$ is replaced by $$1\ \mathrm{^\circ \text{C}}$$.
However this is a kind of misuse of notation (although quite common), and here $${^\circ \text{C}}$$ has to be understood as the change in that scale. There is nothing more in that.
Details: $$R$$ is the universal gas constant, and has same dimension as molar specific heat.
For example, "the molar specific heat of monoatomic ideal gas is $$1.5 R$$" means, you have to provide $$1.5 \times 8.314\ \mathrm J$$ heat to $$1\ \mathrm{mol}$$ ideal gas to increase its temperature by $$1\ \mathrm K$$ (or equivalently by $$1\ \mathrm{^\circ C}$$).
So $$R$$ has units joule per mole per kelvin or joule per mole per change in degree centigrade.
In this sense, the $$\mathrm K$$ can be replaced by $$\mathrm{^\circ C}$$ in units of $$R$$, where we have to interpret degree Celsius as change in temperature.
• Please see my edit.
– Our
Commented May 30, 2019 at 10:29
• 2C != 248 K is probably the most important part of this answer. Commented May 30, 2019 at 10:50
• @Jasper Indeed; sometimes even if you don't understand something why something does not work, seeing that if it were to work, we would get absurd things really the only key to grasp that fact. Mathematicians basically call this the method of contradiction.
– Our
Commented May 30, 2019 at 11:13
The universal gas constant tells you how much the energy of a gas changes when you change the mass, the number of particles, or the temperature.
Let's say that we wanted to convert $$R$$ to $$\frac{J}{g*mol*K}$$. The value of $$R$$ in these units would be different than $$8317$$, because changing the gas's mass by 1 gram is different than changing the gas's mass by 1 kilogram. Specifically, adding 1 gram to the gas's mass is 1000 times smaller of a change than adding 1 kilogram of mass, so the corresponding value of $$R$$ should be 1000 times smaller, namely, $$8.317$$ $$\frac{J}{g*mol*K}$$.
Now, when we want to convert from degrees Celsius to Kelvin, the question to ask is: "How much more (or less) does the gas's temperature change when we add 1 degree Celsius, as opposed to 1 Kelvin?" And the answer is that adding 1 degree Celsius to the temperature is exactly the same as adding 1 Kelvin, because one is merely a shifted version of the other.
An analogy might help: suppose you were measuring the speed of a car going down your street. You do this by dividing the distance that the car travels by the time it takes to do so. Suppose you did this in two ways: in one trial, you start the stopwatch a few seconds before the car turns onto your street, and note the times at which it passes two markers. In another trial, you start the stopwatch an hour before the car turns onto your street, and note the times at which it passes two markers. Since you're interested only in the difference of the two times you recorded, it really doesn't matter when you start the stopwatch, so you'll get the same answer either way.
• please see my edit.
– Our
Commented May 30, 2019 at 10:30
• @onurcanbektas A change of one Kelvin is not equal to a change of 274.16 degrees Celsuis. If I heat a cup of water from 23 degrees Celsius to 24 degrees Celsuis, that is the same as heating it from 296.15 K to 297.15 K. When I change the temperature of the cup by 1 degree Celsius, its temperature changes by 1 Kelvin. Proportionality constants measure how things change, so the relative width of changes in the different units is what's relevant. Commented May 30, 2019 at 10:33
• Why do you consider the change instead of the actual value ?
– Our
Commented May 30, 2019 at 10:37
• @onurcanbektas Because proportionality constants measure how one value changes in response to a change in another value. For example, velocity measures how an object's position changes over a given change in time. Commented May 30, 2019 at 10:38
• Which proportionaliy constant ? They are just units. Even it you see them as some coefficient, "proportionality constants measure how one value changes in response to a change in another value" is not clear to me why it is the case. Can you elaborate on that point a bit ?
– Our
Commented May 30, 2019 at 10:48
The units are multiplicative. When you have 10 m it means you have 10 times the distance of one meter from some point. In distance, the unit is fully relative. In celsius/kelvin, the point was chosen apriori and all the values are refering to this absolute point.
I don't know what exactly your R is, but it is most probably again relative. It tells you how the energy changes when temperature changes by 1 °C/1 K and this change is same in kelvin as in degrees Celsius.
The magnitude of a degree Kelvin is the same as the magnitude of a degree Centigrade. A change in temperature in degrees Kelvin equals a change in temperature in degrees Centigrade.
Bottom line: Anything per degree Kelvin is the same as per degree Centigrade.
Hope this helps.
The answer of Archisman Panigrahi pretty much answers the question.
However the units for the gas constant are either $$\frac{J}{kmol \cdot K}$$ (value is then about 8310) or $$\frac{J}{mol \cdot K}$$ (with a value of about 8.31). Having the product of kg and mole in the denominator does not make sense. Its is puzzling to me that not only the OP but some answers have the same wrong units. It is even more puzzling if these quotes in the OP are reproduced exactly from an actual book.
I think your textbook choose a bad example because the universal gas constant is not usually written in units of degrees Celsius. Even the Wikipedia page does not list units with degree Celsius. The conversion factor is based on the fact that:
$$\frac{\Delta T[^oC]}{\Delta T[K]}=1$$ And not
$$\frac{T[C]}{T[K]}=1$$
For example for the equation $$Q=mC_p\Delta T$$ , the units of $$C_p$$ can be per Kelvin or per degree Celsius by using the first conversion formula for $$\Delta T$$. But for the universal gas constant as used in the ideal gas law:
$$PV=nRT$$
Where $$T$$ is absolute temperature you cannot have $$R$$ with both temperature scales and have the same magnitude because in one case you will substitute $$1 ^oC$$ for $$T$$ and in the other case you will substitute $$274.15 K$$ so the other values will be different. So $$R$$ in units of $$\frac{J}{mol ^oC}$$ is wrong. | 2,597 | 9,337 | {"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": 63, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.78125 | 4 | CC-MAIN-2024-38 | latest | en | 0.849513 |
http://math.eretrandre.org/tetrationforum/printthread.php?tid=1305 | 1,656,947,687,000,000,000 | text/html | crawl-data/CC-MAIN-2022-27/segments/1656104432674.76/warc/CC-MAIN-20220704141714-20220704171714-00599.warc.gz | 30,522,145 | 5,344 | [exercise] fractional iteration of f(z)= 2*sinh (log(z)) ? - Printable Version +- Tetration Forum (https://math.eretrandre.org/tetrationforum) +-- Forum: Tetration and Related Topics (https://math.eretrandre.org/tetrationforum/forumdisplay.php?fid=1) +--- Forum: Mathematical and General Discussion (https://math.eretrandre.org/tetrationforum/forumdisplay.php?fid=3) +--- Thread: [exercise] fractional iteration of f(z)= 2*sinh (log(z)) ? (/showthread.php?tid=1305) [exercise] fractional iteration of f(z)= 2*sinh (log(z)) ? - Gottfried - 03/12/2021 Hi, in a thread in math.stackexchange.com (limit of a recursive function) I came over the question of what could be a closed form for $ z_{k+1} = z_k - \frac 1{z_k}\\ z_0 = z \in \mathbb{R}\\ t = f(z_0) = \lim_{n \rightarrow \infty} z_n\\$ I fiddled a bit with it and its reverse operation, finding interesting properties, for instance the existence of periodic points of any order, after another contributor showed that the only 1-periodic point (=fixpoint) would be infinity. (see https://math.stackexchange.com/a/4056192/1714) To extend my knowledge about this sequence/function beyond that MSE-discussion I pondered the possibility of fractional iteration (or as one might say: indefinite summation) but couldn't find a promising ansatz to establish such a routine. However, further thinking showed, that the recursive expression could as well be as iteration of the function g(z)= 2*sinh (log(z)) , and since we had discussions here about iteration of 2*sinh(z) there might as well be an idea for the fractional iteration of the form g(z). Someone out here with an idea? (Feel free to contribute to the thread in MSE) Gottfried RE: [exercise] fractional iteration of f(z)= 2*sinh (log(z)) ? - JmsNxn - 03/12/2021 (03/12/2021, 12:53 PM)Gottfried Wrote: Hi, in a thread in math.stackexchange.com (limit of a recursive function) I came over the question of what could be a closed form for $ z_{k+1} = z_k - \frac 1{z_k}\\ z_0 = z \in \mathbb{R}\\ t = f(z_0) = \lim_{n \rightarrow \infty} z_n\\$ I fiddled a bit with it and its reverse operation, finding interesting properties, for instance the existence of periodic points of any order, after another contributor showed that the only 1-periodic point (=fixpoint) would be infinity. (see https://math.stackexchange.com/a/4056192/1714) To extend my knowledge about this sequence/function beyond that MSE-discussion I pondered the possibility of fractional iteration (or as one might say: indefinite summation) but couldn't find a promising ansatz to establish such a routine. However, further thinking showed, that the recursive expression could as well be as iteration of the function g(z)= 2*sinh (log(z)) , and since we had discussions here about iteration of 2*sinh(z) there might as well be an idea for the fractional iteration of the form g(z). Someone out here with an idea? (Feel free to contribute to the thread in MSE) Gottfried Convert the fixed point at infinity to a fixed point at zero via the conjugation $z \mapsto 1/z$ So that we have a new sequence, $ w_{k+1} = \frac{1}{\frac{1}{w_k} - w_k}\\$ Call, $ \phi(\xi) = \frac{1}{\frac{1}{\xi} - \xi}\\ \phi'(\xi) = \frac{1}{(\frac{1}{\xi} - \xi)^2} (\frac{1}{\xi^2} - 1)\\ \phi'(0) = \lim_{\xi \to 0} \frac{1}{\xi^2} \frac{1}{\frac{1}{\xi^2} - 1} = 1\\$ So we have a neutral fixed point at zero. At this point, the very stable route would be to produce an Abel function using Ecalle's method, which will converge not in a neighborhood of zero but on a petal by zero. This will give a fractional iteration, and furthermore; one which is unique. Then conjugate back to get the original sequence. Although I haven't published anything on this, there are situations where you can use a different method. It's difficult when the fixed point is neutral, but seems to work in the cases I've tried (for instance for $\sin(\xi)$ on the real line in a neighborhood of $0$ (real neighborhood)). That would be to use Ramanujan's master theorem. We write this as, $ \Gamma(1-z) \phi^{\circ z}(\xi) = \sum_{n=0}^\infty \phi^{\circ n+1}(\xi) \frac{(-1)^n}{n!(n+1-z)} + \int_1^\infty (\sum_{n=0}^\infty \phi^{\circ n+1}(\xi) \frac{(-x)^n}{n!})x^{-z}\,dx\\$ This form has the added benefit of being the exact mechanism I use to solve the indefinite sum. Now I'd tread carefully here because the fixed point is neutral--I'm only able to do this absolutely rigorously when $0 < \phi'(0) < 1$; and in some cases have managed to use a sequence of $\phi$ functions with geometric fixed points, to converge towards a neutral solution (as I managed to do with $\sin$ which largely convinced me of the result). Quite frankly I would be much more confident in this expression if we took a $0 and instead talked about the iteration, $ w_{k+1} = \frac{q}{\frac{1}{w_k} - w_k}\\$ Whereby we can fractionally iterate this using the above method--but taking the limit $q \to 1$ proves to be tricky, especially when we talk about where $\xi$ lives (luckily for the $\sin$ function we know the real-line will be invariant under this process so just stick to the real line). In the general case it's necessary we discuss the deformation of the basins of attraction as we take $q \to 1$; and even more troubling, we can't simply restrict ourselves to a neighborhood of the fixed point, because necessarily it will diverge for some points in that neighborhood (the nature of neutral fixed points, they're not attractive in a neighborhood). This method is also the basis for constructing bounded tetration for $1 \le \alpha \le \eta = e^{1/e}$; where at $\eta$ we do much the same thing, iterate at a neutral fixed point using Ramanujan's Master Theorem by approximating uniformly using geometric fixed points $\alpha \to \eta$. Though again, this is a special case because the exponential map is just so pretty (as is the $\sin$ function). All in all, I would say the safest bet is to use Ecalle's method of constructing an Abel function on a petal by the fixed point--but the Ramanujan method does work in certain instances; just be careful when discussing domains. RE: [exercise] fractional iteration of f(z)= 2*sinh (log(z)) ? - JmsNxn - 03/13/2021 Ha, interestingly enough, Milnor has a problem in his book on complex dynamics about this very problem; in the section dedicated to parabolic fixed points and Abel functions. Although he doesn't provide a proof, he asks that one prove that, $ f(z)= z - 1/z\\$ has a neutral fixed point at $\infty$ and to prove the Julia set is the Real-line including infinity, and the parabolic basins are the upper half plane and the lower half plane. This would imply we can define two Abel functions $\alpha_+, \alpha_-$ holomorphic on $\Im(z) > 0$ and $\Im(z) < 0$ (respectively), in which, $ \alpha(f(z)) = \alpha(z) +1\\$ As, $\alpha(z) \sim z$ as $z \to \infty$ in either half-plane we know that an inverse exists in a neighborhood of infinity, call it $\alpha^{-1}$, and we can define, $ f^{\circ s}(z) = \alpha^{-1}(\alpha(z) + s)\\$ which is holomorphic for $\Re(z) > R, \Im(z)>\delta$ (choosing $\alpha_+$ appropriately) and $\Re(s) > R$ at least. We can expect that this is asymptotic to $s$ as $s \to \infty$ and therefore, $ \Gamma(1-s)f^{\circ s}(z) = \sum_{n=0}^\infty f^{\circ n+1}(z) \frac{(-1)^n}{n!(n+1-s)} + \int_1^\infty (\sum_{n=0}^\infty f^{\circ n+1}(z) \frac{(-x)^n}{n!})x^{-s}\,dx\\$ Converges for $\Re(z) > R, \Im(z) >\delta$ and $\Re(s) > R$. Which would imply the Ramanujan method does work in this case (though I'm not sure how to specify $R$ or $\delta$, but it shouldn't be hard). Edit: We could also modify the domains (which I guess is practical) to $|z| > R$ and $\Im(z) > \delta$ and make $\Re(s) > R'$ (I simply chose to amalgamate $R$ and $R'$ into their maximum). That would work too, and is a tad more general. Recalling we are thinking of the point at infinity in the Riemann Sphere sense. I'm curious to wonder if we could pull this back to its maximal domain--I'm not sure what it would be. I'm guessing it may be something of the form $\Im(z) > 0$ and $s \in \mathcal{S}$ where $\mathcal{S}$ is either a half-plane (where the Ramanujan theorem would hold) or $\mathbb{C}$ minus various branch-cuts including a halfplane (though Ramanujan's form will not converge for all of $\mathcal{S}$, it necessarily can only converge in a half-plane by the nature of the Mellin Transform). RE: [exercise] fractional iteration of f(z)= 2*sinh (log(z)) ? - tommy1729 - 03/14/2021 When I came up with the 2sinh method I thought about similar things. But I believe all iterations of type f(v,z)= 2*sinh^[v] (log^[v](z)) for nonzero v are problematic. For all positive integer v this seems to be the case anyway. And noninteger seems even worse at first. Also for v = 1 this is the only rational iteration. These are still very different from ln^[v](2sinh^[t](exp^[v](z))) or log^[v+a+b](2sinh^[v+c](z)) so not like the 2sinh method or similar by far. With " problematic " I mean things like divergeance , not analytic and similar problems. however iterations of g(v,z)= 2*sinh^[v] (h^[v](z)) or the function g(v,z) itself may be interesting. For instance if h is the logarithm base eta and z is large. That might related to the base change method. Im not saying that all works fine and easy. Just a little comment regards tommy1729 RE: [exercise] fractional iteration of f(z)= 2*sinh (log(z)) ? - tommy1729 - 03/14/2021 (03/14/2021, 05:00 PM)tommy1729 Wrote: When I came up with the 2sinh method I thought about similar things. But I believe all iterations of type f(v,z)= 2*sinh^[v] (log^[v](z)) for nonzero v are problematic. For all positive integer v this seems to be the case anyway. And noninteger seems even worse at first. Also for v = 1 this is the only rational iteration. These are still very different from ln^[v](2sinh^[t](exp^[v](z))) or log^[v+a+b](2sinh^[v+c](z)) so not like the 2sinh method or similar by far. With " problematic " I mean things like divergeance , not analytic and similar problems. however iterations of g(v,z)= 2*sinh^[v] (h^[v](z)) or the function g(v,z) itself may be interesting. For instance if h is the logarithm base eta and z is large. That might related to the base change method. Im not saying that all works fine and easy. Just a little comment regards tommy1729 We could for instance achieve a " hyperbolic base change constant ". If that almost equals the "normal base change constant " then this might be used to show that there is a "problem" ?! Where problem could be many things like " ill defined " , " just an approximation " or not analytic. I have not investigated hyperbolic base change constants. Just one of the possible directions ... regards tommy1729 | 3,006 | 10,750 | {"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": 0, "wp_latex": 0, "mimetex.cgi": 51, "/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-2022-27 | latest | en | 0.827713 |
https://hubpages.com/sports/Introduction-to-Fencing-117 | 1,600,798,101,000,000,000 | text/html | crawl-data/CC-MAIN-2020-40/segments/1600400206329.28/warc/CC-MAIN-20200922161302-20200922191302-00550.warc.gz | 450,189,165 | 31,838 | # Introduction to Fencing 117
Updated on June 26, 2018
I am retired and a former epee fencer at CCNY Varsity and USFA. I have achieved the rank of A and have competed in National tournament.
## Introduction
How to score a touch in fencing? There are several ways a touch can be scored. I am going to break down the steps in one simple example.
- June 2018
## The Anatomy of a Touch
Fencing as in many sports is a series of movements. These movements can be analyzed in a time frame almost like slow motion videography.
Starting with the en garde position as T1, the fencer advances one step T2, he then decide to attack with a simple disengage and a lunge. The T3 is called the preparation step. Then, he extends his blade in a threatening manner T4. The opponent will react by a parry T5, and at the same time the attacker will perform a disengage. He then completes the attack with a lunge and score the touch T6.
This is a typical fencing action. Notice that not all T steps are equal in duration.
From T1 to T2, is a normal step, say .5 seconds.
From T2 to T3 may be only .25 seconds. (Should be as small as possible)
From T3 to T4 should be also a small duration .25 sec. (fraction of a second but convincing)
From T4 to T5 should be approx. .5 seconds to parry and disengage.
From T5 to T6 should be approx. .5 seconds to lunge.
So, a total of approx. 2 seconds to complete the 5 steps from start to finish.
## Some Details...
Fencing combines the mind and the body so that they move together in sync. While the mind is plotting and strategizing the next move, the body is in motion. Timing is important to all the moves. Coordination the hand the feet and the body into one graceful motion is not easy. Practicing some common steps in a repetitive manner is desirable. In a typical fencing lesson, the coach provides the practice and the timing so that the student can get a feel of what the particular move is all about. He is made to repeat the same moves several times in order to perfect it and also to imprint it to the student’s memory. The hope is during a real bout, a move would be called for that is very similar to the lesson and the student would be able to recall that move in an instant and execute it to win the point.
## Other Considerations...
The other important factor is distance. When a fencer stands across from an opponent, he has to determine what is the “proper distance” to maintain at all times. To reach that conclusion, he uses his many senses to judge. He sees how tall that person is and his reach. He sees how fast he moves. He feels how strong his blade. He senses how agressive is his posture. He then make an initial determination as to the proper stance. He will try and maintain that stance and separation during the bout as they move back and forth on the strip. Occasionally, he will withdraw and provide a safe distance to reassess and possibly to take a breather. Other times, as in during an attack, he will try and close that distance quickly so that he will have a better shot at hitting his opponent. This sense of proper distance canot be taught. It has to be learned on the strip in real situations and against real opponents. It also changes from person to person. That is what makes fencing unique compared to some other sports.
## One More point...
In the discussion of the touch, I did not say how one should perform the disengage. There are two choices, clockwise or counterclockwise disengage. Here is a trick that will benefit beginner fencers.
One of the reason I advise people to watch your opponent fence is the knowledge that can be gleamed. In most cases, a fencer will have a preferred move to parry. It could be a parry six or a parry four. Once you determine the preferred defense of your opponent, you can anticipate his reaction and perform the proper disengage. Without any knowledge, your chance is 50/50 in guessing which parry your opponent will use. With this foreknowledge, you may increase your odds to 80/20.
Just to be clear, if your opponent uses a parry six, you should use a counter clockwise disengage and if he uses a parry four, the disengage should be clockwise to avoid his blade.
## Summary
The anatomy of a touch is important in analyzing the science behind the sport. Why is it some actions are successful and some are failures?
Knowing when to act is also a gift. This timing is a sixth sense. It is always behind every move and constantly recalibrated until the proper window is opened and an attack is initiated. In some cases, against a beginner, this is an easy determination. As the competition gets harder, the window is smaller and the success or failure of an attack is based on how accurate your distance/timing is.
© 2018 Jack Lee
0
14
10
5
6 | 1,080 | 4,776 | {"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-2020-40 | longest | en | 0.954482 |
https://strahuemvseh.ru/differentiation-of-trigonometric-functions-homework-3881.html | 1,621,267,652,000,000,000 | text/html | crawl-data/CC-MAIN-2021-21/segments/1620243991258.68/warc/CC-MAIN-20210517150020-20210517180020-00468.warc.gz | 567,309,164 | 9,904 | # Differentiation Of Trigonometric Functions Homework
They can’t always be done, but sometimes, such as this case, they can simplify the problem.The change of variables here is to let $$\theta = 6x$$ and then notice that as $$x \to 0$$ we also have $$\theta \to 6\left( 0 \right) = 0$$.
Tags: Essays 123Essay Dated TazumaWrite Papers For MoneyApa Style Written Research PapersDescriptive Essay On A FootballDevil Tom Walker Essay TopicsHelp In Assignment Writing
See the Proof of Trig Limits section of the Extras chapter to see the proof of these two limits. Students often ask why we always use radians in a Calculus class. The proof of the formula involving sine above requires the angles to be in radians.
If the angles are in degrees the limit involving sine is not 1 and so the formulas we will derive below would also change.
All we need to do is multiply the numerator and denominator of the fraction in the denominator by 7 to get things set up to use the fact. $\begin\mathop \limits_ \frac & = \frac\\ & = \frac\\ & = \frac\\ & = \frac\end$ This limit looks nothing like the limit in the fact, however it can be thought of as a combination of the previous two parts by doing a little rewriting.
First, we’ll split the fraction up as follows, $\mathop \limits_ \frac = \mathop \limits_ \frac\frac$ Now, the fact wants a $$t$$ in the denominator of the first and in the numerator of the second.
To see that we can use the fact on this limit let’s do a change of variables.
A change of variables is really just a renaming of portions of the problem to make something look more like something we know how to deal with.
$\mathop \limits_ \frac = \frac\mathop \limits_ \frac = \frac\left( 1 \right) = \frac$ Now, in this case we can’t factor the 6 out of the sine so we’re stuck with it there and we’ll need to figure out a way to deal with it.
To do this problem we need to notice that in the fact the argument of the sine is the same as the denominator ( both $$\theta$$’s).
When doing a change of variables in a limit we need to change all the $$x$$’s into $$\theta$$’s and that includes the one in the limit.
Doing the change of variables on this limit gives, $\begin\mathop \limits_ \frac & = 6\mathop \limits_ \frac\hspace\theta = 6x\ & = 6\mathop \limits_ \frac\ & = 6\left( 1 \right)\ & = 6\hspace\end$ And there we are.
## Comments Differentiation Of Trigonometric Functions Homework
• ###### Differentiation of Inverse Trigonometric Functions
Each of the six basic trigonometric functions have corresponding inverse functions when appropriate restrictions are placed on the domain of the original functions. All the inverse trigonometric functions have derivatives, which are summarized as follows…
• ###### Differentiation Of Trigonometric Functions Homework - Online Essay Writing
Differentiation Of Trigonometric Functions Homework Personalized eLearning Tools My File Sharing, My Session Replay, My Tutoring Archive, My Tests Archive, and more! If you feel that you require professional academic assistance, then go ahead and choose us as your essay helper online that will satisfy your and your professors' needs.…
• ###### Unit 2 - The Trigonometric Functions - Classwork
Unit 2 - The Trigonometric Functions - Classwork opposite.•. ~-Given a right triangle with one of the angles named 8, and the sides-of the triangle relative to 8 named opposite, adjacent, and hypotenuse picture on the left, we define the 6 trig functions to be II R II The Basic Trig Definitions Ifl\[email protected] tJ Meift ~G AlIo ~. 8 opposite 8.…
• ###### DIFFERENTIATION OF TRIGONOMETRY FUNCTIONS
Differentiation of trigonometry functions In the following discussion and solutions the derivative of a function h x will be denoted by or h ' x. The following problems require the use of these six basic trigonometry derivatives…
• ###### Trigonometric Function Differentiation - CliffsNotes
The six trigonometric functions also have differentiation formulas that can be used in application problems of the derivative. The rules are summarized as follows Note that rules 3 to 6 can be proven using the quotient rule along with the given function expressed in terms of the sine and cosine.…
• ###### Differentiation of trigonometric functions homework - Big Discount!
August 2005, and peaked differentiation of trigonometric functions homework within the top ten in differentiation of trigonometric functions homework countries including differentiation of trigonometric functions homework Italy, Norway and the United Kingdom. The mass market caters for a wide range of customers, producing ready-to-wear garments.…
• ###### Differentiation of Trigonometric Functions Questions and. -
Differentiation of Trigonometric Functions Questions and Answers. Get help with your Differentiation of trigonometric functions homework. Access the answers to hundreds of Differentiation of.… | 1,123 | 4,901 | {"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} | 4.5 | 4 | CC-MAIN-2021-21 | latest | en | 0.888757 |
https://nrich.maths.org/public/topic.php?code=125&cl=4&cldcmpid=2676 | 1,591,272,633,000,000,000 | text/html | crawl-data/CC-MAIN-2020-24/segments/1590347439928.61/warc/CC-MAIN-20200604094848-20200604124848-00380.warc.gz | 456,508,426 | 9,649 | # Resources tagged with: Sine, cosine, tangent
Filter by: Content type:
Age range:
Challenge level:
### There are 59 results
Broad Topics > Pythagoras and Trigonometry > Sine, cosine, tangent
### Why Stop at Three by One
##### Age 16 to 18
Beautiful mathematics. Two 18 year old students gave eight different proofs of one result then generalised it from the 3 by 1 case to the n by 1 case and proved the general result.
### Shape and Territory
##### Age 16 to 18 Challenge Level:
If for any triangle ABC tan(A - B) + tan(B - C) + tan(C - A) = 0 what can you say about the triangle?
### Doesn't Add Up
##### Age 14 to 16 Challenge Level:
In this problem we are faced with an apparently easy area problem, but it has gone horribly wrong! What happened?
### Coke Machine
##### Age 14 to 16 Challenge Level:
The coke machine in college takes 50 pence pieces. It also takes a certain foreign coin of traditional design...
### Circle Box
##### Age 14 to 16 Challenge Level:
It is obvious that we can fit four circles of diameter 1 unit in a square of side 2 without overlapping. What is the smallest square into which we can fit 3 circles of diameter 1 unit?
### Ball Bearings
##### Age 16 to 18 Challenge Level:
If a is the radius of the axle, b the radius of each ball-bearing, and c the radius of the hub, why does the number of ball bearings n determine the ratio c/a? Find a formula for c/a in terms of n.
### Screen Shot
##### Age 14 to 16 Challenge Level:
A moveable screen slides along a mirrored corridor towards a centrally placed light source. A ray of light from that source is directed towards a wall of the corridor, which it strikes at 45 degrees. . . .
### 30-60-90 Polypuzzle
##### Age 16 to 18 Challenge Level:
Re-arrange the pieces of the puzzle to form a rectangle and then to form an equilateral triangle. Calculate the angles and lengths.
### Cosines Rule
##### Age 14 to 16 Challenge Level:
Three points A, B and C lie in this order on a line, and P is any point in the plane. Use the Cosine Rule to prove the following statement.
### The Dodecahedron
##### Age 16 to 18 Challenge Level:
What are the shortest distances between the centres of opposite faces of a regular solid dodecahedron on the surface and through the middle of the dodecahedron?
### Trigonometric Protractor
##### Age 14 to 16 Challenge Level:
An environment that simulates a protractor carrying a right- angled triangle of unit hypotenuse.
### Degree Ceremony
##### Age 16 to 18 Challenge Level:
What does Pythagoras' Theorem tell you about these angles: 90°, (45+x)° and (45-x)° in a triangle?
### Round and Round
##### Age 14 to 16 Challenge Level:
Prove that the shaded area of the semicircle is equal to the area of the inner circle.
### Belt
##### Age 16 to 18 Challenge Level:
A belt of thin wire, length L, binds together two cylindrical welding rods, whose radii are R and r, by passing all the way around them both. Find L in terms of R and r.
### Logosquares
##### Age 16 to 18 Challenge Level:
Ten squares form regular rings either with adjacent or opposite vertices touching. Calculate the inner and outer radii of the rings that surround the squares.
### Raising the Roof
##### Age 14 to 16 Challenge Level:
How far should the roof overhang to shade windows from the mid-day sun?
### Six Discs
##### Age 14 to 16 Challenge Level:
Six circular discs are packed in different-shaped boxes so that the discs touch their neighbours and the sides of the box. Can you put the boxes in order according to the areas of their bases?
### Squ-areas
##### Age 14 to 16 Challenge Level:
Three squares are drawn on the sides of a triangle ABC. Their areas are respectively 18 000, 20 000 and 26 000 square centimetres. If the outer vertices of the squares are joined, three more. . . .
### Inscribed in a Circle
##### Age 14 to 16 Challenge Level:
The area of a square inscribed in a circle with a unit radius is, satisfyingly, 2. What is the area of a regular hexagon inscribed in a circle with a unit radius?
### Swings and Roundabouts
##### Age 14 to 16 Challenge Level:
If you were to set the X weight to 2 what do you think the angle might be?
### Over the Pole
##### Age 16 to 18 Challenge Level:
Two places are diametrically opposite each other on the same line of latitude. Compare the distances between them travelling along the line of latitude and travelling over the nearest pole.
### Circle Scaling
##### Age 14 to 16 Challenge Level:
Describe how to construct three circles which have areas in the ratio 1:2:3.
### Circumnavigation
##### Age 14 to 16 Challenge Level:
The sides of a triangle are 25, 39 and 40 units of length. Find the diameter of the circumscribed circle.
### Spokes
##### Age 16 to 18 Challenge Level:
Draw three equal line segments in a unit circle to divide the circle into four parts of equal area.
### Figure of Eight
##### Age 14 to 16 Challenge Level:
On a nine-point pegboard a band is stretched over 4 pegs in a "figure of 8" arrangement. How many different "figure of 8" arrangements can be made ?
### Small Steps
##### Age 16 to 18 Challenge Level:
Two problems about infinite processes where smaller and smaller steps are taken and you have to discover what happens in the limit.
### History of Trigonometry - Part 3
##### Age 11 to 18
The third of three articles on the History of Trigonometry.
### History of Trigonometry - Part 2
##### Age 11 to 18
The second of three articles on the History of Trigonometry.
### Octa-flower
##### Age 16 to 18 Challenge Level:
Join some regular octahedra, face touching face and one vertex of each meeting at a point. How many octahedra can you fit around this point?
### The History of Trigonometry- Part 1
##### Age 11 to 18
The first of three articles on the History of Trigonometry. This takes us from the Egyptians to early work on trigonometry in China.
### Strange Rectangle 2
##### Age 16 to 18 Challenge Level:
Find the exact values of some trig. ratios from this rectangle in which a cyclic quadrilateral cuts off four right angled triangles.
### Round and Round a Circle
##### Age 14 to 16 Challenge Level:
Can you explain what is happening and account for the values being displayed?
### Geometric Trig
##### Age 16 to 18 Short Challenge Level:
Trigonometry, circles and triangles combine in this short challenge.
### Trig Reps
##### Age 16 to 18 Challenge Level:
Can you deduce the familiar properties of the sine and cosine functions starting from these three different mathematical representations?
### Sine and Cosine
##### Age 14 to 16 Challenge Level:
The sine of an angle is equal to the cosine of its complement. Can you explain why and does this rule extend beyond angles of 90 degrees?
### Gold Again
##### Age 16 to 18 Challenge Level:
Without using a calculator, computer or tables find the exact values of cos36cos72 and also cos36 - cos72.
### From All Corners
##### Age 14 to 16 Challenge Level:
Straight lines are drawn from each corner of a square to the mid points of the opposite sides. Express the area of the octagon that is formed at the centre as a fraction of the area of the square.
### After Thought
##### Age 16 to 18 Challenge Level:
Which is larger cos(sin x) or sin(cos x) ? Does this depend on x ?
### Where Is the Dot?
##### Age 14 to 16 Challenge Level:
A dot starts at the point (1,0) and turns anticlockwise. Can you estimate the height of the dot after it has turned through 45 degrees? Can you calculate its height?
### So Big
##### Age 16 to 18 Challenge Level:
One side of a triangle is divided into segments of length a and b by the inscribed circle, with radius r. Prove that the area is: abr(a+b)/ab-r^2
### Three by One
##### Age 16 to 18 Challenge Level:
There are many different methods to solve this geometrical problem - how many can you find?
### Farhan's Poor Square
##### Age 14 to 16 Challenge Level:
From the measurements and the clue given find the area of the square that is not covered by the triangle and the circle.
### Orbiting Billiard Balls
##### Age 14 to 16 Challenge Level:
What angle is needed for a ball to do a circuit of the billiard table and then pass through its original position?
### Far Horizon
##### Age 14 to 16 Challenge Level:
An observer is on top of a lighthouse. How far from the foot of the lighthouse is the horizon that the observer can see?
### A Scale for the Solar System
##### Age 14 to 16 Challenge Level:
The Earth is further from the Sun than Venus, but how much further? Twice as far? Ten times?
### Eight Ratios
##### Age 14 to 16 Challenge Level:
Two perpendicular lines lie across each other and the end points are joined to form a quadrilateral. Eight ratios are defined, three are given but five need to be found.
### Diagonals for Area
##### Age 16 to 18 Challenge Level:
Can you prove this formula for finding the area of a quadrilateral from its diagonals?
### Pythagoras on a Sphere
##### Age 16 to 18 Challenge Level:
Prove Pythagoras' Theorem for right-angled spherical triangles.
### At a Glance
##### Age 14 to 16 Challenge Level:
The area of a regular pentagon looks about twice as a big as the pentangle star drawn within it. Is it?
### Moving Squares
##### Age 14 to 16 Challenge Level:
How can you represent the curvature of a cylinder on a flat piece of paper? | 2,251 | 9,403 | {"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} | 4.0625 | 4 | CC-MAIN-2020-24 | latest | en | 0.873049 |
https://www.solutioninn.com/automotive-engineers-refer-to-the-time-rate | 1,726,010,867,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651323.1/warc/CC-MAIN-20240910224659-20240911014659-00185.warc.gz | 943,077,363 | 16,242 | # Automotive engineers refer to the time rate of change of acceleration as the jerk. If an object
## Question:
Automotive engineers refer to the time rate of change of acceleration as the “jerk.” If an object moves in one dimension such that its jerk J is constant,
(a) Determine expressions for its acceleration ax (t), velocity vx (t), and position x (t), given that its initial acceleration, velocity, and position are axi , vxi , and xi , respectively.
(b) Show that ax2 = axi2 + 2J (vx – vxi).
Fantastic news! We've Found the answer you've been seeking! | 134 | 560 | {"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} | 2.828125 | 3 | CC-MAIN-2024-38 | latest | en | 0.948887 |
http://stackoverflow.com/questions/12128129/smooth-cone-normals | 1,441,028,623,000,000,000 | text/html | crawl-data/CC-MAIN-2015-35/segments/1440644066017.21/warc/CC-MAIN-20150827025426-00279-ip-10-171-96-226.ec2.internal.warc.gz | 224,075,717 | 19,462 | # Smooth cone normals
I'm trying to calculate smooth normals for a cone. In looking around for code samples and explanations, I consistently come across directions for face normals. I've posted a couple pictures below of what I'm doing. The first -- which basically just normalizes the vertex position -- gives me decently smooth shading, but the edges are "missing" and the bottom face isn't solid. The second has edges, but the shading is flat (face normals) and my light isn't reflecting off of them correctly.
The cone is built out of GL_TRIANGLES.
Click the images for larger versions.
-
At any point on the surface of a cone except the apex, there are two obvious kinds of tangent vectors: one tangent to the cross-sectional circle, or one up the slope. If you express the surface as a parametric equation with two parameters, you can get these tangent vectors as the two partial derivatives. Take the cross product of the tangents, and you get a normal vector. The order of the product determines whether the normal points inward or outward. Of course, the bottom face must be handled separately.
-
Thanks, this is working and is a lot simpler than what I was trying. For the bottom face, I just normalized the vector from the tip to the center of the face. – BTR Aug 26 '12 at 16:58
This looks right to me now: bantherewind.com/uploads/cone_normals_fixed.png – BTR Aug 26 '12 at 17:23
In addition to the answer by JWWalker I'd like to point out, that a vertex is a whole tuple of vector, that among other things includes position and normal. So if you have different normals at a single position, you got there different and multiple vertices.
In the case of the cone this is important, because the tip of the cone is not one single vertex, but a whole set of them (one tip vertex for each triangle the cone's coat. And then for the base circle you got at each position two vertices, the one for the triangle to the tip, and one for the base surface.
Both the tip and the edge are discontinuities and hence call for a be drawn using separate vertices.
- | 458 | 2,073 | {"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-2015-35 | latest | en | 0.933104 |
https://www.gradesaver.com/textbooks/math/calculus/calculus-early-transcendentals-2nd-edition/chapter-2-limits-2-3-techniques-for-computing-limits-2-3-exercises-page-76/21 | 1,537,825,665,000,000,000 | text/html | crawl-data/CC-MAIN-2018-39/segments/1537267160754.91/warc/CC-MAIN-20180924205029-20180924225429-00473.warc.gz | 764,365,334 | 12,646 | ## Calculus: Early Transcendentals (2nd Edition)
$\lim_{x\to1}\dfrac{f(x)g(x)}{h(x)}=12$
$\lim_{x\to1}\dfrac{f(x)g(x)}{h(x)}$ It is known that $\lim_{x\to1}f(x)=8$ $,$ $\lim_{x\to1}g(x)=3$ and $\lim_{x\to1}h(x)=2$ Evaluate the limit using the limit laws: $\lim_{x\to1}\dfrac{f(x)g(x)}{h(x)}=...$ If the limit of the denominator is different from $0$, then the limit of a quotient is the quotient of the limits of the numerator and the denominator: $...=\dfrac{\lim_{x\to1}f(x)g(x)}{\lim_{x\to1}h(x)}=...$ The limit of a product is the product of the limits of the factors: $...=\dfrac{[\lim_{x\to1}f(x)][\lim_{x\to1}g(x)]}{\lim_{x\to1}h(x)}=...$ The limits indicated are known. Substitute them into the expression and evaluate: $...=\dfrac{(8)(3)}{2}=(4)(3)=12$ | 295 | 762 | {"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} | 4.21875 | 4 | CC-MAIN-2018-39 | longest | en | 0.692211 |
https://answerprime.com/sinasinb-1-2cosa-b-cosab-2/ | 1,675,504,813,000,000,000 | text/html | crawl-data/CC-MAIN-2023-06/segments/1674764500095.4/warc/CC-MAIN-20230204075436-20230204105436-00249.warc.gz | 124,935,704 | 18,200 | # sinAsinB = 1/2[cos(A-B)-cos(A+B)]?
How can i prove this union?
sinA * sinB = 1/2 * [cos(A – B) – cos(A + B)]
RS = 1/2 * [cosA cosB + sinA sinB – (cosA cosB – sinA sinB)]
= 1/2 * (cosA cosB + sinA sinB – cosA cosB + sinA sinB)
= 1/2 * (2 * sinA sinB)
= sinA sinB = LS
1/2[cos(A-B)-cos(A+B)]
=1/2[(cosAcosB+sinAsinB)-(cosAcosB-sinAsinB)]
=1/2[2sinAsinB]
=sinAsinB
cos(A-B)=cos(A)*cos(B)+sin(A)*sin(B)
cos(A+B)=cos(A)*cos(B)-sin(A)*sin(B)
cos(A-B)-cos(A+B)= cos(A)*cos(B)+sin(A)*sin(B)-
(cos(A)*cos(B)-sin(A)*sin(B))=
2*sin(A)*sin(B)
So sin(A)*sin(B)=0.5(cos(A-B)-cos(A+B))
Also Read : What is the REAL meaning of “que que na-to-ra”? | 291 | 643 | {"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-2023-06 | latest | en | 0.483077 |
https://www.essayby.com/budgeting-and-forecasting/ | 1,718,519,891,000,000,000 | text/html | crawl-data/CC-MAIN-2024-26/segments/1718198861643.92/warc/CC-MAIN-20240616043719-20240616073719-00621.warc.gz | 683,708,665 | 24,234 | Posted: February 26th, 2023
# Budgeting and Forecasting
If you look at the bottom of the excel document, you will see tabs. I need assistance with Milestones 3 Metrics and Questions. Information can be found within the other tabs.
<h<t<t<t
d
>d
>d
>
2
>
S c e
n
a
rio & Requirements SCEN
A
RIO & REQUIREMENTS (Scroll to see all
3
Milestones) SCENARIO: You invented “
D
ura-Clear windows” that never need washin
g
! Nothing sticks to them – not pollution, pollen, dirt, dust,
b
ird droppings,
f
NOTE
1
: You must show all your work. Either your computations are in the cell behind your result, or you must place them out to the right on the
## Forecasted Financials
tab. If you choose to show your work out to the right, show all steps and label your work clearly so it can be understood.
NOTE 2: Do not round computations until you have found your final answer. Then, round your result to the nearest dollar. No pennies! MI
L
ESTONE 1: Sales Forecast (
4
0 points) DUE: WEEK 3 It’s currently January 1,
20
23
, and you’ll be going on Shark Tank in 2 weeks. Using the information below, create your
5
-year Sales Forecast for the years
2023
202
7
. Information:
1
Actual annual sales in the past: 2020 20
21 20
22 Actual SALES \$
1,
200,000 \$
1,500,000 \$
1,
8
75,000
2
Because you feel your most recent sales are the best predictor of future sales, you weight your sales as follows: W1 = 0.2 and W2 = 0.8 Required:
1
(20 pts) Conduct a 2-year weighted annual sales forecast for the years 2023-
2027
.
P
lace your results on the Sales line of the
## Milestone 1 Sales Forecast
tab in the highlighted area.
2
(20 pts) Answer the questions on the
## Milestone 1 Questions
tab.
MILESTONE 2: Creation of Forecasted Financials (
10
0 points) DUE: WEEK 5 It’s STILL January 1, 2023, and you’ll be going on Shark Tank in 2 weeks. You are unhappy with your previous Sales Forecast because your current sales to residences do not really predict your upcoming sales to commercial builders. You believe your incoming orders will be much higher than before with each order resulting in a much higher revenue stream. You decide to change your method of forecasting to a mix of Percent-of-Sales and Pro Forma forecasting.
Required:
1
(2
5 pts
) Using the information on the
## Assumptions
tab, create a 5-year forecasted Income Statement on the Forecasted Financials tab.
2
(30 pts) Using the information on the Assumptions tab, create a 5-year forecasted Balance Sheet on the Forecasted Financials tab.
3
(20 pts) On the
## Milestone 2 Metrics
tab, compute various metrics based upon your forecasted financials.
4
## Milestone 2 Questions
tab.
MILESTONE 3: Analysis of Forecasted Financials (
6
0 points) DUE: WEEK 7 You’ve created forecasted financials assuming the sharks will provide the funding you’ll request for expansion. Now you need to determine the profitability of your proposal.
Required:
1
(40 pts) On the
## Milestone 3 Metrics
tab, use your forecasted financials from Milestone 2 to compute all of the following for each forecasted year:
Fixed Costs and Variable Costs Contribution Margin ratio Breakeven
in sales dollars DOL
and
DFL Growth rate of earnings Operating
Cash
Flows and
Free
Cash Flow Year (and partial year) of Payback for your shark investor IRR and NPV for your shark investor
2
## Milestone 3 Questions
tab.
Milestone 1 Sales Forecast
2020
2023
2027
1,200,000
1,500,000
before
Taxes
Net Income
MILESTONE 1 SALES FORECAST Fill in the yellow highlighted cells with your forecasted figures. SHOW ALL YOUR SUPPORTING CALCULATIONS! You may do this either within the cell by using formulas, out to the right, or both — clearly labeling your work. All your work must be shown on this sheet, not on a separate tab. DURA-CLEAR WINDOWS, LLC Proforma Income Statement 2021 2022 2024 2025 2026 Sales (all on credit) 1,875,000 Cost of Goods Sold Gross Profit Selling and Administrative Expense Operating profit (EBIT) Interest expense Net Income Taxes Shares Earnings per Share
Milestone 1 Questions
1
2
MILESTONE 1 QUESTIONS (10 points) How reliable is your Sales Forecast? Explain your answer. (10 points) What are some ways you could potentially improve the accuracy of your forecast?
Assumptions
1
% Required Rate of Return on their investment (needed for Milestone 3).
2
3
4
5
,000 per year in 2020-2022, increasing to \$200,000 per year in 2023-2027. 2. Depreciation expense is included in S&A in the amount of 10% of Plant & Equipment each year.
6
.
7
into the 39.6% tax bracket. Because of this, use 36% as your effective tax rate. (NOTE: If the taxes shown for 2020-2022 seem high, it’s because you had income from another job that threw your LLC income into a slightly higher tax bracket. However, you’ll quit that job IF the sharks fund you!)
8
9
10
S: Plan to keep
at 60% of Cash levels.
15
20
21
22
Forecasted Financials
Fill in the yellow highlighted cells with your forecasted figures.
SHOW ALL YOUR SUPPORTING CALCULATIONS! You may do this either within the cell by using formulas, out to the right, or both — clearly labeling your work.
All your work must be shown on this sheet, not on a separate tab.
DURA-CLEAR WINDOWS, LLC
Proforma Income Statement
2020
2021
2022
2023
2024
2025
2026
2027
Sales (all on credit)
1,200,000
1,500,000
1,875,000
Cost of Goods Sold
)
Gross Profit
400,000
Operating profit (EBIT)
Interest expense
)
before Taxes
Taxes
Net Income
Shares
60,000
60,000
Earnings per Share
DURA-CLEAR WINDOWS, LLC
2020
2021
2022
2023
2024
2025
2026
2027
Cash
40,000
30,000
Marketable Securities
30,000
585,000
200,000
30,000
35,000
Long-term Liabilities
60,000
60,000
78,000
190,000
1,035,000
1,208,500
1,819,500
MILESTONE 2 FORECASTED FINANCIALS Forecasted Income Statement (25 points) (800,000) (1,0 40,000 (1,105,000) 4 60,000 770,000 (304,900) (350,500) (443,700) 95,100 109,500 326,300 ( 35,000 (45,000) (85,000) Net Income 60,100 64,500 241,300 (36,900) (49,200) (55,600) 23,200 15,300 185,700 78,000 \$0.39 \$0.26 \$2.38 Forecasted Balance Sheet (30 points) Proforma Balance Sheet ASSETS 30,000 20,000 25,000 Accounts Receivable 170,000 259,000 360,000 Inventory 230,000 261,000 290,000 Total Current Assets: 450,000 585,000 710,000 Plant and equipment 650,000 765,000 1,390,000 Less: accumulated depreciation (65,000) (141,500) (280,500) Net Plant and equipment 623,500 1,109,500 Total Assets 1,035,000 1,208,500 1,819,500 LIABILITIES & STOCKHOLDER’S EQUITY Accounts Payable 310,000 505,000 Accrued Expenses 20,400 Total Current Liabilities 220,400 340,000 540,000 325,000 363,600 703,900 Total Liabilities 545,400 703,600 1,243,900 Common Stock (\$1 par) Capital paid in excess of par 190,000 262,000 Retained Earnings 239,600 254,900 235,600 Total Stockholder’s Equity 489,600 504,900 575,600 Total Liabilities & Stockholder’s Equity
Milestone 2 Metrics
All your work must be shown on this sheet, not on a separate tab.
1
2023
2024
2025
2026
2027
a
b
c
d
e
f
g
TIE
2
) for each year
2022
2023
2024
2025
2026
A
S
L
P
D
MILESTONE 2 METRICS SHOW ALL YOUR SUPPORTING CALCULATIONS! You may do this either within the cell by using formulas, or to the side or below — clearly labeling your work. (10 points) Based upon your financial forecast for the years 2023 – 2027, compute the following ratios, placing your final results in the yellow highlighted area: Industry Averages Profit Margin 12.20% ROA 8.75% ROE 22.42% Current ratio 2.33X Quick ratio 1.45X Debt-to-Total Assets 43.05% 10.28X (10 points) Compute Required New Funds ( RNF HINT: It may be helpful to fill out the table below identifying the necessary variables before attempting to compute RNF. change in S S2
Milestone 2 Questions
1
Inventory
2
RNF
3
Milestone 3 Metrics
SHOW ALL YOUR SUPPORTING CALCULATIONS! You may do this either within the cell by using formulas, out to the right, or both — clearly labeling your work.
All your work must be shown on this sheet, not on a separate tab.
1
2023
2024
2025
2026
2027
a
b
2 pts
c
d
3 pts
e
DOL
3 pts
f
DFL
3 pts
2
2023
2024
2025
2026
2027
Net Income
a
3 pts
b
3 pts
(\$1,000,000)
c
3 pts
d
e
4 pts
3
2023
2024
2025
2026
2027
4
2023
2024
2025
2026
2027
3 pts
Free Cash Flow
MILESTONE 3 METRICS (16 pts) Based upon your financial forecast for the years 2023 – 2027, compute the following, placing your final results in the yellow highlighted area. HINT: Taxes should NOT be included in your Fixed or Variable costs for this computation. Total Fixed Costs 2 pts Total Variable Costs Contribution Margin ratio (See Week 5 Lesson) 3 pts Breakeven in sales dollars (See Week 5 Lesson) (17 pts) Based upon your financial forecast for the years 2023 – 2027, compute a – e below FROM THE VIEWPOINT OF THE SHARK, placing your final results in the yellow highlighted area. (HINT: Remember the shark has only 48% ownership!) Change in Current Assets Change in Current Liabilities Depreciation Expense Cash Flows from Operations (Total for company) (\$1,000,000) Cash Flows from Operations (shark only) Payback (in years) of the shark’s \$1M investment (x.xx years) IRR of shark’s investment 4 pts NPV of shark’s investment (3 pts) What is the growth rate of earnings for each of the forecasted years? (4 pts) Compute the following for the forecasted years. (Total company) 1 pt Free Cash Flow per share
Milestone 3 Questions
1
5 pts
2
Breakeven
5 pts
3
5 pts
4
Cash Flow
5 pts
MILESTONE 3 QUESTIONS DOL & DFL Is your DOL increasing or decreasing? What caused this, and what does it mean for your company? What about your DFL? Does your breakeven point (in terms of sales dollars) increase, decrease, or stay fairly level? Why do you think this is? Financial Analysis Based upon the Payback, IRR, and NPV results, is this a wise investment for the shark? Explain what your results mean. Finally, discuss whether you think your forecast is realistic, and explain why you think the way you do. Looking at your FCF results, do you think you should have gone to the Sharks for money? If so, why? If not, why not?
### Expert paper writers are just a few clicks away
Place an order in 3 easy steps. Takes less than 5 mins.
## Calculate the price of your order
You will get a personal manager and a discount.
We'll send you the first draft for approval by at
Total price:
\$0.00 | 2,994 | 10,451 | {"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-2024-26 | latest | en | 0.8468 |
https://seniorresident.com/2018/04/what-is-your-number-illumedati/ | 1,679,817,903,000,000,000 | text/html | crawl-data/CC-MAIN-2023-14/segments/1679296945440.67/warc/CC-MAIN-20230326075911-20230326105911-00488.warc.gz | 583,197,977 | 23,451 | # What is “Your Number”? #illumedati
Hey everyone, it’s Finance Fridays again… and this post is so late, it’s almost Saturday, or it’s already Saturday for your East Coasters. Nonetheless, I wanted to talk a little about What is “Your Number”?
Stock Photo from: Pexels
### What is “Your Number”?
Today I had lunch with a couple of my friends. For those interested, we went to an All-You-Can-Eat Korean BBQ place. Also, just so we’re clear — I ate more than them. 😛
We discussed the normal stuff like work, kids, vacation, retirement, etc. However, I asked them a question.
“How much money would you need to have to retire today?”
That’s basically what I mean by “Your Number”.
Well, in the context of Finance Fridays, it’s the number you’re hoping to reach in terms of being able to retire right now. Anything after this number is considered “extra”. Of course, there is a few caveats to this number, such as does this number include any debt or other liabilities and is it post-tax, etc.
However, because I’m a simple man, I consider it as two separate numbers.
1. Pre-tax with all my current and future liabilities
2. Post-tax with no current or future liabilities
### What were their answers?
Interestingly one of my friends immediately said \$4 million. He had obviously thought about this before. It was an interesting number, but let’s dissect how he came to that number.
From “back of the napkin math”, he was estimating for a 3% return a year (on average) on that \$4 million with a withdrawal rate of 4%. This was an interesting set of numbers that he had decided on. The assumed 3% return was pretty conservative, and the 4% withdrawal is pretty reasonable. Of course, your returns on a stock/bond portfolio could vary pretty significantly. However, I would imagine a portfolio being utilized for retirement would be pretty conservative, maybe 50/50 or 40/60 or even 30/70 or something (stocks/bonds) or something like that.
#### 4% withdrawal on \$4 million is ~\$160,000 a year.
Also, you would probably get a little bit of money from Social Security once you made it to 65. However, after taxes, you would probably net about \$120,000/year or about \$10,000/month. This is definitely doable if you have no other liabilities. However, if you have a mortgage and/or student loans and/or retire to a high cost of living area, then it may be a little more difficult. Additionally, one expense I think people tend to forget about it is that if you’re not working anymore, you no longer have health care through your employer. The cost of health care isn’t cheap, and it will increase significantly as you get older.
#### Retiring at 40 and living to 98 has a different timeline than retiring at 40 and living till 80.
You must also remember that this number should increase the longer you expect to live. Also, just remember that as a doctor you shouldn’t take early retirement lightly — just a few years out of practice and your CME will have lapsed, your certifications are out of date, there will be a gap in your experience, and your skills may be rusty. It’s hard to go back.
For me, \$4 million pre-tax with all my current and future liabilities would not be enough. However, his (and your) situation may be different. If your house and student loans are both paid off, and the 529s are where you want them, then \$4 million may be enough for you — especially if you retire to a low cost living area.
### Wait, so what would you need then?
I have a significant amount of liabilities, the largest of which are my home and my student loans. If you add that I live in a high cost of living area, then \$4 million pre-tax with all my current and future liabilities isn’t enough to retire on today. Of course, like I said before, this is vastly different if I was 65 years old — but we’re talking about right now.
I haven’t really done that calculations, but I’d probably need a windfall in the realm of \$10 million pretax, which would become \$6 million post-tax. Then I would use that to pay off my student loans and my house and stash away enough money in the 529s for the kids. The rest of the money would go into a conservative mix of index funds, like 40/60 or 30/70 or something. Then, I’d let my wife retire early. However, I’d probably still work another a year just to make sure we were ok tax-wise, health insurance, other expenses, before I retired.
Who knows, maybe I’d keep working anyways for a few more years. Like I’ve said, I like my job.
So basically, my two numbers to retire right now would be:
1. \$10 million – Pre-tax with all my current and future liabilities
2. \$6 million – Post-tax with no current or future liabilities
### These numbers seem kind of high….
Well, like I said, this is for me. Everyone’s situation is a little different.
If I wasn’t married, and didn’t plan to get married or have children, then \$4 million is probably more than enough for me to retire on, especially if it was to a low cost of living area.
This also depends on what kind of lifestyle you want:
You can make \$120,000/year disappear pretty quickly if you plan to take a lot of vacations flying first class, staying in posh hotels, eating expensive food, and partying hard.
On the flip side, other people may consider \$120,000/year almost too much for what they require. If you are perfectly happy hiking trails, eating frugally, and taking road trips, then \$120,000/year is most likely more than enough for you.
His answer was very interesting.
He said that no matter what amount of money was to fall into his lap, he would still work. It might not be in the same capacity as what he does now, but he would still want to get up and go to a job everyday.
I guess, like usual, I’m kind of in the middle of these two extremes.
### TL;DR
“Your Number” is how much money you would need to retire right now.
I actually use two numbers, pre/post-tax and with/without liabilities.
Don’t forget about health insurance.
#### What about you? What’s your number? (and age)?
-Sensei
Agree? Disagree? Questions, Comments and Suggestions are welcome. | 1,419 | 6,101 | {"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} | 3.359375 | 3 | CC-MAIN-2023-14 | latest | en | 0.977574 |
https://www.functionx.com/sqlserver/Lesson17.htm | 1,696,291,205,000,000,000 | text/html | crawl-data/CC-MAIN-2023-40/segments/1695233511023.76/warc/CC-MAIN-20231002232712-20231003022712-00046.warc.gz | 834,687,758 | 9,036 | Logical Conjunctions
Introduction
So far, we have stated the conditions one at a time. This made their interpretation kind of easy. Sometimes, you will need to test one condition that depends on, or is related to, another. Boolean algebra allows you to combine two conditions and use the result, or to test two conditions but consider if either is true.
Imagine you have a list of students and you want to study some statistics of your database. You already know that, to get a list of girls, you can filter the students based on the gender. You would execute a statement as:
```SELECT StudentNumber [Student #],
FirstName [First Name],
LastName "Last Name",
Gender,
City,
ParentsNames [Parents Names]
FROM Registration.Students
WHERE Gender = N'Female';
GO```
This would produce:
On the other hand, imagine you want to get a list of students who live in Silver Spring. You would execute a statement as:
```SELECT StudentNumber [Student #],
FirstName [First Name],
LastName "Last Name",
Gender,
City,
ParentsNames [Parents Names]
FROM Registration.Students
WHERE City = N'silver spring';
GO```
This would produce:
From these two results, notice that there is no relationship between the fact that one student is a female and the fact that a student lives in Silver Spring. Still, the SQL allows you to combine two condition and produce a result of what those two conditions have in common. This is referred to as a logical conjunction.
Practical Learning: Introducing Conjunctions and Disjunctions
2. Launch Microsoft SQL Server and click Connect
3. In the Object Explorer, expand Databases
4. From the previous lessons, make sure you have the Department Store1 database.
In the Object Explorer, expand DepartmentStore1
5. Right-click DepartmentStore1 and click New Query
6. Expand Tables
7. Right-click Inventory.StoreItems and click Edit Top 200 Rows
8. On the Query Designer toolbar, click the Show Diagram Pane button , the Show Criteria Pane button , and the Show SQL Pane button
9. In the SQL pane, change the statement as follows:
```SELECT ItemNumber AS [Item #],
Manufacturer,
Category,
SubCategory AS [Sub-Category],
ItemName AS [Name/Description],
UnitPrice AS [Unit Price]
FROM Inventory.StoreItems```
10. On the main menu, click Query Designer -> Execute SQL
Creating a Logical Conjunction
The simplest logical condition involves two columns of a table. You can create the conjunction visually or with code.
To visually create a logical conjunction:
• In the result of a Query Editor or in the Results section of the Query Designer
• To select a range of records, click the row header of one of the records, press and hold Shift, click the row header on the other extreme, and then release Shift
• To randomly select records, click the row header of one of the records, press and hold Ctrl, click each the row header of each of the records, and then release Ctrl. Here is an example:
• Open a table in the Query Designer and display the Criteria pane. In the Criteria section, click the Filter box that corresponds to the first desired field and type the condition. Click the Filter box that corresponds to the second desired field and type the other condition. Then execute the query.
To create a logical conjunction in SQL, you use the AND operator to combine two conditions. The formula to follow is:
```SELECT WhatColumn(s)
FROM WhatObject
WHERE Condition1 AND Condition2```
WhatColumn(s) and WhatObject are the same way we have used them so far. The AND keyword is the operator that joins the conditions. Each condition is written as a SQL operation using the formula:
`Column operator Value`
The Condition1 is the first that would be examined. If the first condition is false, the whole WHERE statement is false and there is no reason to examine the second condition. If the first condition is true, then the second condition would be examined.
Based on this, suppose we want to get a list of female students who live in Silver Spring. The SQL statement used to get this list can be written as follows:
```SELECT StudentNumber [Student #],
FirstName [First Name],
LastName "Last Name",
Gender,
City,
ParentsNames [Parents Names]
FROM Registration.Students
WHERE Gender = N'female' AND City = N'silver spring';
GO```
We stated that each condition was separately evaluated. For this reason, to make the conjunction statement easier to read, each condition should be included in parentheses. Therefore, the above SQL statement can be written as follows:
```SELECT StudentNumber [Student #],
FirstName [First Name],
LastName "Last Name",
Gender,
City,
ParentsNames [Parents Names]
FROM Registration.Students
WHERE (Gender = N'female') AND (City = N'silver spring')```
This would produce:
Practical Learning: Creating a Logical Conjunction
1. In the Criteria pane, click the box at the intersection of Manufacturer and Filter
2. To see the list of items made by Calvin Klein, type Calvin Klein
3. To see the result, right-click the Diagram pane and click Execute SQL
4. To see items made by Calvin Klein but only those that cost 150 or less, click the box at the intersection of UnitPrice and Filter
5. Type <=150
6. To see the result, right-click the Diagram pane and click Execute SQL
7. To hide the columns, in the Criteria pane, click the check box at the intersection of Manufacturer and Output to remove the check mark
8. To see the result, on the Query Designer toolbar, click the Execute SQL button
9. To show the column again, in the Criteria pane, click the check box at the intersection of Size and Output
10. Click Filter header to select all filters and press Delete to remove them
11. Click the SQLQuery1.sql tab
12. Imagine a customer wants to rent a 1-bedroom apartment. Of course, the apartment has to be available. To check this, type the following:
```USE LambdaSquare1;
GO
SELECT "Unit #" = aparts.UnitNumber,
Beds = aparts.Bedrooms,
Baths = aparts.Bathrooms,
[Monthly Rent] = aparts.Price,
"Primary Deposit" = aparts.Deposit,
(aparts.Price + aparts.Deposit) "Due Before Moving",
CASE aparts.Available
WHEN 0 THEN N'No or Not Yet'
WHEN 1 THEN N'Yes'
END "Available"
FROM Presentation.Units aparts
WHERE (Bedrooms = 1) AND (Available = 1)
ORDER BY [Monthly Rent], "Primary Deposit";
GO```
13. To execute, press F5
Logical Disjunctions
Introduction
The logical conjunction is used to check that two conditions are true, in which case both conditions must be valid. In a logical conjunction, if either condition is false, the whole statement is false. Sometimes you have two conditions that are equally important, in which the validity of either condition is good enough to make the whole statement true. This type of statement is referred to as logical disjunction.
Besides their names, the conjunction and the disjunction have many logical differences. A logical conjunction needs two different fields. Although you can (there is no rule against it), if you use the same field for both conditions of a conjunction, the statement would produce nothing:
This means that you should always use more than one column. On the other hand, a logical disjunction can be performed on one field. In this case, you would ask the interpreter to find out if the field matches this or that value. This means that, among the many values that the field has, you want to isolate two values and consider only either of them.
Like a conjunction, a disjunction can also be performed on more than one field.
Creating a Logical Disjunction
As mentioned already, a logical disjunction can be used on one or more fields. You can create the disjunction visually or using code.
To visually create a logical disjunction, open a table in the Query Designer and display the Criteria pane. You have various options. In the Criteria section:
• To use only one box, click it in the Filter column. Type the first condition, followed by OR, followed by the other condition. You can keep ORing the conditions in the same Filter box
• To use more than one box:
• If you want to examine the value for only one column, click the Filter box that corresponds to one column and type the first condition. Click the box at the intersection of the field and the Or... column, then type the second condition
• If you want to examine that value in more than one column, click the Filter box that corresponds to one of the columns and type the first condition. Click the Or... box that corresponds to the second field and type the other condition
After entering the conditions, execute the query.
To create a logical disjunction in SQL, you use the OR operator between two conditions. The formula to follow is:
```SELECT WhatColumn(s)
FROM WhatObject
WHERE Condition1 OR Condition2```
WhatColumn(s) and WhatObject are the same we have used so far. The OR keyword is the operator that joins the conditions. Each condition is written as a SQL operation using the formula:
`Column operator Value`
In this case:
• If you are examining the values of only one column, use it in both conditions but use the desired operator and the desired value in each condition. Here is an example that wants to get a list of students who live either in Bethesda or in Silver Spring:
```SELECT StudentNumber [Student #],
FirstName [First Name],
LastName "Last Name",
Gender, City,
ParentsNames [Parents Names]
FROM Registration.Students
WHERE (City = N'bethesda') OR (City = N'silver spring');
GO```
• If you are examining the values of different fields, use each on its own condition followed by the operator and the value of your choice. Here is an example that wants to get a list of students that either are female (regardless of where they live) or live in Silver Spring (regardless of their gender):
```SELECT StudentNumber [Student #],
FirstName [First Name],
LastName "Last Name",
Gender, City,
ParentsNames [Parents Names]
FROM Registration.Students
WHERE (Gender = N'female') OR (City = N'silver spring');
GO```
Logical conjunctions and disjunctions operator differently. As mentioned already, in a logical conjunctions, both conditions must be true for the whole statement to be true. In a logical disjuction, the interpreter first examines the first condition. If that condition is true, it concludes that the whole statement is true and there is no need to examine the second condition. If the first condition is false, then it examines the second condition. If the second condition is true, even if the first condition was false, the whole statement is true. Consider the above first statement:
```SELECT StudentNumber [Student #],
FirstName [First Name],
LastName "Last Name",
Gender, City,
ParentsNames [Parents Names]
FROM Registration.Students
WHERE (City = N'bethesda') OR (City = N'silver spring');
GO```
The interpreter would check the City value of a record:
1. If the record indicates that the student lives in Bethesda, that record would be included and the interpreter would move to the next record
2. If the record indicates that the student lives not in Bethesda (the value of the City column is not Bethesda), then the interpreter would apply the second condition, which consists of checking whether the student lives in Silver Spring instead:
1. If the student lives in Silver Spring, the record is valid
2. If the student doesn't live in Silver Spring, and the record has already indicated that the student doesn't live in Bethesda, then the record is rejected (it will not be included in the result)
The interpreter then moves to the next record.
Consider our second statement:
```SELECT StudentNumber [Student #],
FirstName [First Name],
LastName "Last Name",
Gender, City,
ParentsNames [Parents Names]
FROM Registration.Students
WHERE (Gender = N'female') OR (City = N'silver spring');
GO```
Once again, the interpreter would check each record:
1. The interpreter first checks the value of the Gender column. If a record indicates that the student is Female, that record is valid and the interpreter moves to the next record
2. If the record indicates that the student is not Female (the value of the Gender column is not Female), then the interpreter checks the value of the City column:
1. If the record indicates that the student lives in Silver Spring, then the record is valid, even if the student is not Female
2. If the record indicates that the student doesn't live in Silver Spring, and the record has already indicated that the student is not female, the whole record is rejected and the interpreter moves to the next record
Practical Learning: Creating a Logical Disjunction
1. Click the other tab
2. To see the items made by either Calvin Klein or Anne Klein, in the Criteria pane, click the box at the intersection of Manufacturer and Filter
3. Type N'Calvin Klein' OR N'Anne Klein'
4. To see the result, right-click the Diagram pane and click Execute SQL
5. In the Criteria pane, click Manufacturer, press Tab six times and type Calvin Klein
6. To see the items made by either Calvin Klein or Tommy Hilfiger, in the Criteria pane, click the box at the intersection of Manufacturer and the first Or...
7. Type Tommy Hilfiger
8. To see the result, right-click the Diagram pane and click Execute SQL
9. In the Criteria pane, click Manufacturer, press Tab six times and press Delete
10. Press Tab and press Delete
Topics on Logical Conjunctions and Disjunctions
Introduction
So far, for our introduction to conjunctions and disjunctions, we used only string-based columns. When it comes to string-based conditions, you can use the LIKE operator to either match a string exactly or specify an approximation (a character, a range of characters, or a sub-string). Here is an example:
```SELECT StudentNumber [Student #],
FirstName [First Name],
LastName "Last Name",
Gender, City,
ParentsNames [Parents Names]
FROM Registration.Students
WHERE (Gender = N'male') AND (LastName LIKE N'%an');
GO```
This LIKE condition is meant to find all students whose last name end with an:
Practical Learning: Using Conjunctions and Disjunctions in Strings
1. To see the items made either by a Klein (Calvin Klein or Anne Klein) or a Lauren (Ralph Lauren, Polo Ralph Lauren, or Lauren By Ralph Lauren), click the box at the intersection of Manufacturer and Filter
2. Type like %klein%
3. Press Tab and type like %lauren%
4. To see the result, right-click the Diagram pane and click Execute SQL
Conjunctions, Disjunctions, and NULL Fields
To include the ability to check whether a field is null, in its condition, apply IS NULL to the column's name.
Practical Learning: Checking for Nullity
1. In the Diagram pane, click the check box of DiscountRate
2. To see the items made by Ralph Lauren, in the Criteria pane, replace klein with lauren
3. Press Tab and press Delete
4. To see the result, right-click one of the panes and click Execute SQL
5. Notice that some items don't show a discount (the DiscountRate field shows NULL)
6. To see only items that qualify for a discount, click the box at the intersection of DiscountRate and Filter
7. Type is null
8. To see the result, right-click one of the panes and click Execute SQL
9. In the intersection of DiscountRate and Filter, delete IS NULL
10. To see the list of items made by Coach, in the Criteria pane, replace LIKE N'%lauren%' by Coach
11. Right-click any section of the window and click Execute SQL
Conjunctions, Disjunctions, and the Right Values
Besides string-based fields, any column can participate in a logical conjunction or disjunction. For types other than strings, follow their rules:
• If you are visually creating a condition, simply type the desired value in the Criteria pane and the studio would take care of identifying it
• If you are creating the condition using code:
• If the field is string-based or date/time based, include its value in single-quotes
• If the column is numeric based, provide desired number value
• If the field is Boolean, use 0 for a false value and 1 for true
Practical Learning: Filtering for the Right Values
1. To see the items made by Coach and that cost at least 250, in the Criteria pane, click the box at the intersection of UnitPrice and Filter
2. Type !< 250
3. To see the result, right-click one of the panes and click Execute SQL
4. In the Criteria pane, delete >= 250
5. In the Criteria pane, click Manufacturer, press Tab six times and press Delete
6. To get a list of items made by Ralph Lauren, Kenneth Cole, or a Klein, type LIKE N'%lauren%' OR LIKE N'%kenneth cole%' OR LIKE N'%klein%'
7. To see the result, right-click one of the panes and click Execute SQL
8. In the Criteria pane, click Manufacturer, press Tab six times and press Delete
9. To see the items made by Ralph Lauren again, type like %lauren%
Negating a Condition
As seen in previous lessons, there are many ways you can negate a Boolean condition. Remember that, to negate IS NULL, you can use IS NOT NULL.
Probably the easiest way to negate a condition is to precede it with the NOT operator. Here is an example:
```SELECT StudentNumber [Student #],
FirstName [First Name],
LastName "Last Name",
Gender, City,
ParentsNames [Parents Names]
FROM Registration.Students
WHERE (Gender = N'female') AND NOT (City = N'silver spring');
GO```
Or better, include NOT and its statement in parentheses. Here is an example:
```SELECT StudentNumber [Student #],
FirstName [First Name],
LastName "Last Name",
Gender, City,
ParentsNames [Parents Names]
FROM Registration.Students
WHERE (Gender = N'female') AND (NOT (City = N'silver spring'));
GO```
In the same way, you can negate the conditions individually. You can also negate the whole statement. In this case, after WHERE, type NOT() and, in the parentheses, include the logical conjunction or disjunction.
Practical Learning: Negating a Condition
1. To see Ralph Lauren's items that qualify for a discount, in the Criteria pane, click the box at the intersection of DiscountRate and Filter
2. Type is not null
3. To see the result, right-click one of the panes and click Execute SQL
Combining Conditions
The SQL allows you to create statements as complex as you want by combining the logical conjunctions and/or disjunctions.
To visually combine conditions, you have various options. If you are combining somewhat independent conditions, type each in the desired Filter or Or... box. If you are creating logical disjunctions that must be evaluated in groups, type each disjunctions in it own Filter box
Using SQL, you can create as many conditions as possible. Here is an example:
```SELECT StudentNumber [Student #],
FirstName [First Name],
LastName "Last Name",
Gender, City,
ParentsNames [Parents Names]
FROM Registration.Students
WHERE (Gender = N'male') AND (City = N'silver spring')
AND (LastName LIKE N'%n');
GO```
If the statement contains only conjunctions, the interpreter would examine the first condition:
• If the first condition is false, the whole statement is false. The record is rejected and the interpreter moves to the next record
• If the first condition is true, the interpreter puts a positive flag and moves to the next condition:
• If the second condition is false, the whole statement is false and the interpreter moves to the next record
• If the second condition is true, the interpreter puts a second positive flag and moves to the next condition:
• If the next condition is false, the whole statement is false and the interpreter moves to the next record
• If the next condition is true, and if the statement contains only three conditions, the record is valid and will be included in the result
The interpreter follows these steps for as many conjunctions as are included in the statement. If the statement contains only disjunctions, the approach is logically different. The interpreter would examine the first condition:
• If the first condition is true, the whole statement is true. The record is valid (the record will be included in the result) and the interpreter moves to the next record
• If the first condition is false, the interpreter moves to the second condition:
• If the second condition is true, the whole statement is true and the record is valid (it will be included in the result). The interpreter moves to the next record
• If the second condition is false, the interpreter moves to the next condition:
• If the next condition is true, the whole statement is true. The record is valid and will be included in the result
• If the next condition is false, and if the statement contains only three conditions, the whole record is rejected (it will not be included in the result)
The interpreter follows these steps for as many conjunctions as are included in the statement.
You can create a statement that is a combination of logical conjunctions and disjunctions. To make the statement easier to read and because of precedence rules, you should group the conditions in parentheses. Consider the following example:
```SELECT StudentNumber [Student #],
FirstName [First Name],
LastName "Last Name",
Gender, City,
ParentsNames [Parents Names]
FROM Registration.Students
WHERE ((Gender = N'female') AND (City = N'silver spring'))
OR
((Gender = N'male') AND (City = N'bethesda'));
GO```
This statement is essentially one main logical disjunction that checks two logical conjunctions. The first conjunction asks the interpreter to get a list of girls who live in Silver Spring. The second conjunction wants a list of boys who live in Bethesda. In reality, the clerk wants a list of girls who live in Silver Spring and boys who live in Bethesda:
In the same way, you can create complex conditions.
Practical Learning: Combining Conditions
1. To see the list of discounted items made either by Lauren or a Klein, click the box at the intersection of Manufacturer and the first Or...
2. Type like %lauren%
3. Press Tab and type like %klein%
4. Make sure the Filter box for DiscountRate displays IS NOT NULL.
Click the box at the intersection of DiscountRate and the first Or... box
5. Type is not null
6. To see the result, right-click the Diagram pane and click Execute SQL
7. Click the SQLQuery1.sql table and type the following::
```SELECT ItemNumber AS [Item #],
Manufacturer,
Category,
SubCategory AS [Sub-Category],
ItemName AS [Name/Description],
UnitPrice AS [Unit Price],
DiscountRate AS [%Discount]
FROM Inventory.StoreItems
WHERE (Manufacturer LIKE N'%lauren%') AND (DiscountRate IS NOT NULL)
OR
(Manufacturer LIKE N'%klein%') AND (DiscountRate IS NOT NULL)```
8. To execute, press F5
9. To see the result, right-click the Diagram pane and click Execute SQL
10. Click the SQLQuery1.sql tab
11. Imagine a customer who wants to rent a one-bedroom apartment on the first floor (apartments of the first floor are numbered from 100 to 199). To check this, change the statement as follows:
```USE LambdaSquare1;
GO
SELECT "Unit #" = aparts.UnitNumber,
Beds = aparts.Bedrooms,
Baths = aparts.Bathrooms,
[Monthly Rent] = aparts.Price,
"Primary Deposit" = aparts.Deposit,
(aparts.Price + aparts.Deposit) "Due Before Moving",
CASE aparts.Available
WHEN 0 THEN N'No or Not Yet'
WHEN 1 THEN N'Yes'
END "Available"
FROM Presentation.Units aparts
WHERE (aparts.UnitNumber < 200) AND
(aparts.Bedrooms = 1) AND
(aparts.Available = 1)
ORDER BY [Monthly Rent], "Primary Deposit";
GO```
12. To execute, press F5
13. Close Microsoft SQL Server
14. When asked whether you want to save something, click No | 5,210 | 23,411 | {"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-2023-40 | longest | en | 0.887359 |
https://www.webpronews.com/google-introduces-ceres-solver-to-the-public/ | 1,723,668,226,000,000,000 | text/html | crawl-data/CC-MAIN-2024-33/segments/1722641121834.91/warc/CC-MAIN-20240814190250-20240814220250-00025.warc.gz | 783,405,206 | 20,201 | # Google Introduces Ceres Solver To The Public
My job requires me to know how to write. While I think I’m a pretty good writer, I’m never once going to pretend that I’m good with math. If you told me to solve a nonlinear least sq...
Google Introduces Ceres Solver To The Public
Written by
• My job requires me to know how to write. While I think I’m a pretty good writer, I’m never once going to pretend that I’m good with math. If you told me to solve a nonlinear least square problem, I think my brain would just explode. Google thinks these problems are pretty tricky too and have created a program that makes them easier. Now they’re imparting this knowledgable application to you.
Google announced today that its nonlinear least squares solver – the Ceres Solver – is now available to the public. It’s been used internally by Google for quite a while now to help scientists and engineers solve various problems.
Now that the Ceres Solver is available to the public, what does the release entail? It’s a “portable C++ library that allows for modeling and solving large complex nonlinear least squares problems.” It contains a hefty amount of features that are sure to please the people out there who have to work with these kind of problems on a daily basis.
A simple, expressive API
Automatic differentiation
Robust loss functions
Local parameterizations
A threaded Jacobian evaluators and linear solvers
Dense QR factorization (using Eigen) for small problems
Sparse Cholesky factorization (using SuiteSparse) for large sparse problems
Specialized solvers for problems in 3D computer vision
Scales from servers to cell phones.
To show potential users some of its uses, Google has created a video detailing how they use the Ceres Solver with Street View. The video description says that Ceres Solver fuses with Street View sensor data to “produce accurate absolute position.”
It’s pretty impressive stuff and I’m sure a lot of people are going to get some great use out of it. The code is available for all to start utilizing the Ceres Solver for everything from building 3D models to estimating satellite image censor characteristics. | 450 | 2,146 | {"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-2024-33 | latest | en | 0.932048 |
http://www.computerweekly.com/feature/White-Paper-Showing-your-true-colours-to-the-world | 1,519,574,540,000,000,000 | text/html | crawl-data/CC-MAIN-2018-09/segments/1518891816647.80/warc/CC-MAIN-20180225150214-20180225170214-00077.warc.gz | 426,890,078 | 34,241 | # White Paper: Showing your true colours to the world!
## Operating systems
### RELATED TOPICS
Computer images are merely a collection of coloured pixels on the screen. But in the binary language of computers, labels such as "red" or "purple" have no meaning. So how do computers identify colours? The answer is that every piece of visual hardware or software uses some kind of "colour space" - a model for representing colours numerically.
The most common colour space you'll encounter is RGB, because it's the way your colour monitor works. Your monitor projects various intensities of red, green and blue light onto a screen - thus the term RGB - to produce the full range of hues and tones. RGB identifies every instance of colour by three numbers, called "channels" . These specify the intensity of red, green and blue as a number from 0 (dark) to 255 (full intensity).
You can combine these channels to make new colours in the same way you would mix paints. Red and green light together make yellow; green and blue make cyan; and blue and red make violet. Pairing unequal values creates the incremental colours in between (e.g. orange is red with a bit of green).
Colour combinations like the ones above produce pure, bright hues. Using equal values in all three channels produces neutrals ranging from black (all channels at 0) to white (all channels at 255). So colour neutralises as the RGB values approach equivalence: increasing all channels at once adds "white ", creating a pale tint; reducing the strongest colours adds "black ", creating a dark shade. As you become accustomed to working with RGB, you'll develop an intuitive sense of the values needed for a given colour.
Most graphics tools let you use HSB (hue-saturation-brightness) which follow the paint-mixing metaphor more directly. Hue is a position on a 360 degree colour wheel, with red at 0, green at 120 and blue at 240. Saturation and brightness are both percentages. 100 per cent equals a pure hue, while adding white and black respectively, reduces them toward 0.
CMYK defines a colour by the amount of cyan, magenta, yellow and black pigment needed to produce it on paper. The four CMYK channels describe colours more precisely than most monitors can display, so it's for high-quality print work.
Colour depth
RGB measures each channel from 0 to 255 because that's the range you get from eight bits of data, and eight bits make a byte. The amount of data used to represent a colour is called "colour depth ".
Colour depth is important in two respects when working with graphics for the Web: the colour depth of your monitor and the colour depth of the files you use to store your images. Monitor colour depth depends on the capacity your display hardware supports and how the software drivers are configured. Your operating system usually provides some sort of control panel to set the display colour depth. File colour depth depends on the file format you use to store your graphics.
True colour
Since typical RGB use three eight-bit channels, it adds up to a 24-bit colour depth. When available, full 24-bit colour is called "true colour ". A true-colour monitor displays every pixel's colour exactly. The option often appears as Millions of Colours in monitor settings, since it adds up to 16,777,216 RGB combinations. Likewise, a true-colour image file records the full range of colours precisely.
High colour
True colour allows more hues than the eye can distinguish; so most operating systems offer the option of 16-bit high colour (Thousands of Colours on Macintosh). In high colour, the monitor actually displays only 32 distinct levels of red, 32 of blue and 64 of green. The visual difference is almost unnoticeable, but reducing the colour depth to 16 bits per pixel boosts video performance. And running your computer system in high colour won't affect your image data: most applications, such as Photoshop or a Web browser, still use the full 24-bit values. The data gets rounded off only when displayed on the monitor. That's why there are very few high-colour image files.
Indexed colour
Older, less powerful computer hardware and certain file formats can handle only eight bits per pixel. An eight-bit colour range is rather small for three channels, so eight-bit environments use indexed colour. With indexed colour images, the system or image file maintains a colour table or "palette " of up to 256 colours. The eight-bit value for each pixel identifies which of those colours to use - the computer equivalent of painting by numbers. Indexed colour lets eight-bit displays and images simulate true colour, since the palette colours themselves are 24-bits deep.
Dithering and antialiasing
Applications that create or display graphics often bump up against the limits of the hardware they run on. Images may have more colours than the monitor can show or details too small for the pixels to render. That's where dithering and antialiasing come in.
1) Dithering
Monitors and image files limited to 256 colours can create the illusion of more colours by dithering the available colours in a diffuse pattern of pixels, approximating the desired colour. Dithering is used by operating systems and display applications, such as Web browsers, running on eight-bit monitors. Image editors use dithering to convert true-colour images to indexed colours. Because it can look bad in some situations, most image editors make dithering an option. The alternative to dithering is colour substitution, which uses the closest colour on the palette.
2) Anti-aliasing
All computers and printers, regardless of colour depth, render pixels in a grid. This creates problems for images that aren't grid-shaped. The strict division between pixels is called "alias" , so certain applications use antiliasing to smooth out the image. This interpolates colours where they meet, creating the illusion of smooth nonhorizontal or nonvertical boundaries.
Antialiased type appears smoother and more legible than pixelated aliased type; antialiased images typically look less blocky and more professional. Image editors usually offer an antialias option for most operations. Just bear in mind that antialiased images tend to require more colours to create the interpolated regions.
Colour matching and gamma correction
One problem with the RGB colour model is that it measures colour relative to the hardware being used at the time. A common complaint among designers - and their clients - is that graphics developed on one platform don't look the same on another. For example, an image that looks great on a PC may appear pale or washed out on a Macintosh.
The problem is that all monitors are not alike and it goes deeper than ambient light or the brightness knob. The relation between RGB values and the actual colour displayed on the screen is almost never linear. For example, a red channel set to 200 should theoretically be twice as bright as a red channel set to 100, but it usually isn't. And the actual relation, called gamma , varies from computer to computer; so even if one colour matches, most of the rest won't.
The images below simulate the differing gamma effects of the PC and the Macintosh:
Raster vs. vector
No, it's not some ancient Greek family tragedy. When you start working directly with image files, the way the image data is recorded determines your options for changing it.
On a computer monitor images are nothing more than variously coloured pixels. Certain kinds of image-file formats record images literally in terms of the pixels to display. These are raster images and you can edit them only by altering the pixels directly with a Bitmap editor. Photoshop and Paint Shop Pro are two of the most popular Bitmap editors.
Vector image files record images descriptively in terms of geometric shapes. These shapes are converted to Bitmaps for display on the monitor. Vector images are easier to modify because the components can be moved, resized, rotated, or deleted independently. PostScript is a popular vector format for printing, but, so far, Macromedia's Flash is the closest thing to a standard vector format on the Web. In an attempt to make it an industry-wide standard, Macromedia opened its Flash file format in April 1998, making it freely available to content and tools developers. The only W3C-supported vector format still under development is Scalable Vector Graphics (SVG).
This distinction can loom large, e.g. when clients or co-workers ask you to alter the text on an image. Chances are the image is stored in a raster formatted image file so the change won't be as easy as they think. You'll have to alter the wording by changing the individual pixels themselves. Bear this in mind when creating images you might have to modify later.
True vs. Web image formats
Any file that is stored on a computer or sent over the Internet is in a specific format. Images are no exception and there are a wide variety of image formats in use today. Your choice of image format is based on a variety of factors such as whether you plan on editing the image in the future, whether you want the smallest possible image for downloading over the Web, or what image editing tools you have at your disposal.
When you want to save or keep a copy of an image for further editing, you need to pick a format that records the image correctly, without losing any details. These are typically called true image formats . As long as you store your original images in a true image format, you can reedit them later without losing any quality.
However, true image formats tend to have large file sizes making them unsuitable for sending over the Internet. For Web images, you want to pick a format that will result in the smallest possible file size. The two most common today are the Graphics Interchange Format (GIF) and the Joint Photographic Experts Group (JPEG). The key is that both of these formats compromise the image for the sake of compression, so you shouldn't use them for original artwork you may want to modify later. (The exception to this is an image with no more than 256 colours, which can be safely stored as a GIF.) Most image editors offer a Save As or Export command to let you safely create separate GIF or JPEG versions for posting on the Web, saving the original in a true image format.
True image formats
A true image format accurately stores an image for future editing. There are dozens, if not hundreds, of existing true image formats and picking the right one depends on which editing tools you plan on using, as well as whether you need to share the files with others who might use a different set of tools.
Every major computer operating system has its own native image format. Applications written for a given operating system are almost guaranteed to support that format, so you can play it safe if someone needs the image and you know the platform they use. Windows and OS/2 use the BMP format, while Macintosh prefers the PICT format. Unix has less of a standard but X Windows and similar interfaces favour XWD files. All of these formats support full 24-bit colour but can also compress images with sufficiently few colours into eight-bit, four-bit, or even one-bit indexed colour images.
TIFF (Tagged Information File Format) is a loss-free, 24-bit colour format intended for cross-platform use and tends to be accepted by most image editors on most systems. The only drawback is that TIFF has evolved into several incompatible versions, so different image editors may not be able to read each other's TIFF files. But recent versions of popular applications such as Photoshop and CorelDraw should have no problem.
By far the most promising loss-free format is PNG, the Portable Network Graphic. It accurately compresses 24- or even 32-bit colour images - the latter of which are 24-bit images with an added eight-bit alpha, or transparency, channel. It also indexes images with 256 or fewer colours for further compression and supports gamma correction. Best of all, it's intended to be a Web format. Although only the most recent applications properly read or create PNGs, the 4.0 browsers already support the format, albeit incompletely.
Web image format: GIF
CompuServe's GIF (Graphics Interchange Format) compresses images in two ways: first, it uses something called Lempel-Ziv encoding, which counts rows of like-coloured pixels as a single unit. Second, it limits itself to indexed colour. This means that a GIF can have no more than 256 colours, so you may have to reduce the colours in your images to use it. That's why GIF doesn't work well for photographic or high-colour images.
GIFs with sufficiently few colours realize greater compression: 128 or fewer colours are referenced with seven-bit data; 64 or less with six-bit data; and so on, down to a one-bit, two-colour GIF. This makes GIF an optimal format for simple line art and that means there are limits and rewards to adding or removing colours.
GIF has a few unique features. A GIF file can contain several images and a duration value for each one to produce animations. It also has limited transparency: one colour in an image's palette can be designated as such. This is an either/or arrangement; pixels with colours close to the transparent one will not be partially transparent.
Web image format: JPEG
The JPEG (Joint Photographic Experts Group) format supports full 24-bit colour. It compresses images by accurately recording the brightness of each pixel but averaging out the hues, which our eyes distinguish less accurately. In effect, it records a description of an image, not the literal composition of that image. The viewer's Web browser or graphics application decodes this description into a Bitmap that looks more or less like the original image.
The accuracy of the reconstructed image depends on how much compression is applied - a value you can choose in most JPEG-savvy, image-editing tools. The decoded hues are rendered in sample blocks with diffused shapes. Since these blocks tend to overlap, it's very difficult - and takes a lot of data - to produce a distinct boundary between colours. But this technique works very well for photographic images with gradual colour changes and no sharp edges. Tropical birds, for example, are particularly well suited to the JPEG format. On the down side, JPEGs are notoriously difficult to edit. If you open a JPEG and modify it, you're modifying the interpreted bitmap rather than the JPEG data itself. Resaving as a JPEG will put the interpreted bitmap, defects and all, back through the encoding process, and the resulting image will be further degraded. Never resave a JPEG if you don't have to.
One more caveat: for high-quality printing, the JPEG format supports pixel resolutions besides 72 dots per inch (dpi). On the Web, anything over 72 dpi is a waste - there's no benefit to higher resolutions as there is when printing onto paper. When saving an image as a JPEG, be sure and double-check the resolution of the image.
Rachel Hodgkins
This was last published in July 1999
## Features
#### Start the conversation
Send me notifications when other members comment.
## SearchCIO
• ### Cybersecurity's shortage of skills leaves IT projects vulnerable
A recent study found that as IT projects proliferate, cybersecurity's shortage of skills is leaving tech vulnerable. Analyst and ...
• ### Relentless AI cyberattacks will require new protective measures
AI cyberattacks won't be particularly clever; instead, they'll be fast and fierce. Carnegie Mellon University's Jason Hong ...
• ### Deep learning algorithms power startup's beauty database
Deep learning algorithms are changing how we drive cars and navigate outer space. What about saving our skin? Silicon Valley ...
## SearchSecurity
• ### Hackers used SWIFT-based attacks to steal millions from banks
News roundup: Hackers once again used SWIFT-based attacks to steal millions from Russian and Indian banks. Plus, hackers used an ...
• ### SEC cybersecurity disclosure rules get a guidance update
The U.S. Securities and Exchange Commission introduced new SEC cybersecurity disclosure rules to prevent insider trading related ...
• ### GDPR data breach notification is just one piece of EU privacy puzzle
With the EU's General Data Protection Regulation looming, Qualys' Darron Gibbard discusses GDPR data breach notifications, and ...
## SearchNetworking
• ### Ruckus SmartZone to get IoT module
Ruckus plans to release a suite of technology for companies that want to support IoT devices on the WLAN. The suite includes an ...
• ### What are the top information security objectives for CISOs?
Bloggers delve into CISO information security objectives, Juniper's new product release and how self-sufficient networking teams ...
• ### Considerations for buying an application delivery controller
Before you buy an ADC device, learn which features you should look for and what questions you should ask prospective application ...
## SearchDataCenter
• ### IBM Power9 servers seek market inroads to AI, cloud
IBM follows up its first Power9 server with a raft of systems designed to appeal to a wider array of markets -- most notably, AI ...
• ### Evaluate read-intensive and write-intensive SSD use cases
Consider write wear, performance and other factors when choosing between read-intensive, write-intensive and mixed-use ...
• ### Some hyper-converged infrastructure use cases pose pitfalls
Hyper-converged infrastructure adoption is skyrocketing, but that doesn't mean that the technology is the best choice for every ... | 3,573 | 17,626 | {"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-2018-09 | longest | en | 0.880803 |
https://financial-calculators.com/apr-calculator?replytocom=104022 | 1,656,359,946,000,000,000 | text/html | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00648.warc.gz | 302,505,741 | 30,716 | Updates for 2022: Historical Investment Calculator update to 15 indices through Dec. 2021
Compare different assets, for example, the S&P 500 with gold and housing, and optionally adjust for inflation.
Inflation Calculator U.S. and German historical inflation calculations plus future inflation. Investment Calculator inflation model updated.
# APR Calculator withAPR Disclosure Statement
The annual percentage rate (APR) is a Very Important Number.
If you are a borrower, it is the one number you should use when comparing loan offers.
If you are a lender in the United States, you must disclose the APR by providing potential borrowers with a Regulation Z APR Disclosure Statement in order not to run afoul of the law. (See who must prepare a disclosure statement below.)
This calculator will calculate the APR for any closed-end loan as well as create a compliant Truth-in-Lending Act disclosure statement.
Let's get started. More below
×
#### Info...
Original Size
File save and open are new beta test features. If you happen to get a different calculated result, do not assume that this calculator is making an error. Most likely, the problem is with the new file load feature. Please check that all settings got loaded as expected.
## What is Annual Percentage Rate or APR?
The Consumer Protection Financial Bureau paraphrases the Truth In Lending Act (TILA) of 1968, which says the "annual percentage rate is the cost of credit expressed as a yearly rate in a percentage."
## What is the difference between an interest rate and the annual percentage rate?
Again, I'll paraphrase from the CPFB:
A loan's interest rate is the cost you pay each year to borrow money expressed as a percentage. The interest rate does not include fees charged for the loan.
The annual percentage rate is the cost you pay each year to borrow money, including fees, expressed as a percentage. Therefore, the APR is (basically) the rate-of-return earned by the lender.
Rate-of-return?
Yes! From the lender's perspective. Remember, the loan is the lender's investment and all investor's hope to make a return.
What's important for the borrower to remember, is the lower the APR, the less the loan will cost, which makes sense. The lower the rate-of-return for the lender, the less profit they are earning on the loan they issue.
## Why should a borrower compare APRs and not interest rates?
The APR was created by the TILA to give borrowers a way to compare loans.
Why can't I just compare the interest rate of two loans and select the loan with the lowest rate?
Good question, and here's why.
If you wanted to compare two loans using their quoted interest rates, you would have to know and understand a lot of details about how the interest rate is used to calculate each loan's interest.
For example, you would have to know:
• each loan's compounding frequency;
• the days-per-year used for odd day interest calculations;
• the interest allocation method for short or long periods; and
• the impact of fees
Once you understand these details, then you would be able to calculate the interest due and compare the results.
Aside from fees, the APR isn't concerned with these details.
Why?
The APR calculation uses for input the anticipated total payment amounts. Periodic interest never is used in the equation.
Also, the TILA creates rules for how to calculate an APR. All disclosures have to use the same equations. This is not true for interest calculations.
This is why the APR is a Very Important Number.
But the APR is not the only thing that Regulation Z requires the lender to disclose.
## What disclosures does the TILA require?
The federal Truth-in-Lending Act requires that borrowers receive written disclosures about important terms of credit before they are legally bound to pay the loan.
In addition to the APR, the following must be prominently shown:
Finance Charge: cost of credit expressed as a dollar amount (this is the total amount of interest and certain fees you will pay over the life of the loan if you make every payment when due);
Amount Financed: the dollar amount of credit provided to you;
Total of Payments: the sum of all the payments that you will have made at the end of the loan (this includes repayment of the principal amount of the loan plus all of the finance charges)
The TILA disclosure will also include other important terms of the loan such as the number of payments, the monthly payment, late fees, whether you can prepay your loan without a penalty, and other important conditions. Exactly what must be included on the disclosure statement varies depending on the conditions of the loan itself.
The disclosure statement that this calculator creates is fully compliant with the TILA.
Alright, we've defined "APR," and we've covered at a high level what loan terms must be disclosed, but how do I use the calculator?
That question gets answered in the next section.
## Using the APR calculator
The annual percentage rate calculation, as Regulation Z documents it in Appendix J, does not care about pesky details.
The calculation does not need to know what the loan's compounding frequency is. It does not care if the loan uses 360 or 365 day years. It does not care if the interest is calculated using the same day months or calculated using the exact number of days in a month.
What the calculation requires is the following:
• The loan amount or amounts
• The payment schedule, meaning the loan's principal and interest payment amounts and when they are due. (These loan payments do NOT include any charges or fees.)
• The fees or charges the lender requires the borrower to pay.
Using these details, the calculator will calculate the four values lenders must reveal.
• Amount Financed
• Finance Charge
• Annual Percentage Rate
• Total of Payments
The amount financed is calculated by determining the principal loan amount and adding any other amounts that are financed by the creditor and are not part of the finance charge, and subtracting any prepaid finance charges such as prepaid interest and loan application fees.
The finance charge is the cost of consumer credit as a dollar amount. It includes any charge payable directly or indirectly by the consumer and imposed directly or indirectly by the creditor as an incident to or a condition of the extension of credit. Note, however, finance charges do not include any charge of a type payable in a comparable cash transaction.
Finance charges include but are not limited to the following (as quoted from 226.4 of Reg. Z):
• (1) Interest, time price differential, and any amount payable under an add-on or discount system of additional charges.
• (2) Service, transaction, activity, and carrying charges, including any charge imposed on a checking or other transaction account to the extent that the charge exceeds the charge for a similar account without a credit feature.
• (3) Points, loan fees, assumption fees, finder’s fees, and similar charges.
• (4) Appraisal, investigation, and credit report fees.
• (5) Premiums or other charges for any guarantee or insurance protecting the creditor against the consumer’s default or other credit loss.
• (6) Charges imposed on a creditor by another person for purchasing or accepting a consumer’s obligation, if the consumer is required to pay the charges in cash, as an addition to the obligation, or as a deduction from the proceeds of the obligation.
• (7) Premiums or other charges for credit life, accident, health, or loss-of-income insurance, written in connection with a credit transaction.
• (8) Premiums or other charges for insurance against loss of or damage to property, or against liability arising out of the ownership or use of property, written in connection with a credit transaction.
• (9) Discounts for the purpose of inducing payment by a means other than the use of credit.
• (10) Charges or premiums paid for debt cancellation or debt suspension coverage written in connection with a credit transaction, whether or not the coverage is insurance under applicable law.
### Prepaid Interest
A special note about prepaid interest. Loans can and will close on any day of the month, not just on a payment due date. If payments are due on the first and a loan closes (loan amount is made available) on the twenty-sixth, the first payment frequently will not be due until the first of the 2nd month following the closing. That is, if the loan closes on July 26 the first payment will be due on September 1. The time between the loan closing and the first payment is longer than a month. This is called a long initial period. The lender is going to want the interest they are entitled to for these 6 days (July 26 - August 1). They can collect the interest for the 6 days by adding it to the September 1 payment. Or, they can ask for the interest on the day the loan closes. If they collect it on the day the loan closes, this is prepaid interest.
You can use this interest calculator to calculate exact day prepaid interest.
But here's a tip. When it's all said and done, an APR disclosure statement is almost always just an estimate since it has to be given to the borrower even prior to the loan closing. Frequently the closing date isn't even known when the disclosure is provided. Therefore, keep it simple, and just assume regular length periods!
But with that said...
If the software used to calculate the APR is not accurate, the lender may be subject to fines and adverse publicity leading to reputational damage.
The next section will prove to you the accuracy of this calculator.
## All the example from Regulation Z, Appendix J
Lenders and borrowers need to have confidence in the tools they use.
Is there any better way to prove the accuracy and flexibility of this calculator than to give the user the ability to quickly load each of the 20 calculations from Regulation Z, Appendix J, and allow them to calculate the results?
Of course not.
Click on the links below to preload the calculator with the inputs specified by the particular example. You can then click on "Calc" and compare the result with the result defined in the regulation.
Skeptical? Change one of the inputs and recalculate. You'll see the APR result change.
Not only does this confirm the accuracy of this calculator, but it also shows its flexibility. It handles even closed-end loan examples with multiple loan advances such as construction loans and student loans. (I have not found another calculator on the web that can do these calculations.)
Go ahead, try a few examples. Remember, just click on a link and the details will be preloaded for you in the calculator. No need for manual entry!
### The Examples
Regulation Z classifies the following five examples as "(1) Single advance transaction, with or without an odd first period, and otherwise regular."
1. Example (i): Monthly payment (regular first period)
• Amount advanced = \$5,000. Payment = \$230.
• Number of payment = 24.
• Loan advance 01/10/1978 First payment 02/10/1978.
• APR = 9.69%
2. Example (ii): Monthly payments (long first period)
• Amount advanced = \$6,000. Payment = \$200.
• Number of payments = 36.
• Loan advance 02/10/1978 First payment 04/01/1978
• APR = 11.82%
3. Example (iii): Semimonthly payments (short first period)
• Amount advanced = \$5,000. Payment = \$219.17.
• Number of payments = 24.
• Loan advance 02/23/1978. First payment 03/01/1978
• Payments made on 1st and 16th of each month.
• APR = 10.34%
4. Example (iv): Quarterly payments (long first period)
• Amount advanced = \$10,000. Payment = 385.
• Number of payments = 40
• Loan advance = 05/23/1978. First payment = 10/01/1978
• APR = 8.97%
5. Example (v): Weekly payments (long first period)
• Amount advanced = \$500. Payment = 17.60
• Number of payments = 30.
• Loan advance on 03/20/1978. First payment on 04/21/1978
• APR = 14.96%.
Regulation Z classifies the following two examples as "(2) Single advance transaction, with an odd first payment, with or without and odd first period, and otherwise regular."
1. Example (i): Monthly payments (regular first period and irregular first payment)
• Amount advanced = \$5,000. First payment = \$250. Regular payment = \$230.
• Number of payments = 24.
• Loan advance on 01/10/1978. First payment on 02/10/1978
• APR = 10.08
2. Example (ii): Payments every 4 weeks (long first period and irregular first payment)
• Amount advanced = \$400. First payment = \$39.50
• Regular payment = \$38.31. Number of payments = 12.
• Loan advance on 03/18/1978. First payment on 04/20/1978.
• APR = 28.50%
Regulation Z classifies the following two examples as "(3) Single advance transaction, with an odd final payment, with or without an odd first period, and otherwise regular."
1. Example (i): Monthly payments (regular first period and irregular final payment)
• Amount advanced = \$5,000. Regular payment = \$230.
• Final payment = \$280. Number of payments = 24.
• Loan advance on 01/10/1978. First payment on 02/10/1978
• APR = 10.50%
2. Example (ii): Payments every 2 weeks (short first period and irregular final payment)
• Amount advanced = \$200. Regular payment = \$9.50.
• Final payment = \$30. Number of payments = 20.
• Loan advance on 04/03/1978. First payment on 04/11/1978
• APR = 12.22%
Regulation Z classifies the following two examples as "(4) Single advance transaction, with an odd first payment, odd final payment, with or without an odd first period, and otherwise regular."
1. Example (i): Monthly payments (regular first period, irregular first payment, and irregular final payment)
• Amount advanced = \$5,000. First payment = \$250. Regular payment = \$230.
• Final payment = \$280. Number of payments = 24.
• Loan advance on 01/10/1978. First payment on 02/10/1978.
• APR = 10.90%
2. Example (ii): Payments every two months (short first period, irregular first payment, and irregular final payment)
• Amount advanced = \$8,000. First payment = \$449.36.
• Regular payment = \$465. Final payment = \$200. Number of payments = 20.
• Loan advance on 01/10/1978. First payment on 03/01/1978.
• APR = 7.30%
Regulation Z classifies the following four examples as "(5) Single advance, single payment transaction."
1. Example (i): Single advance, single payment (term of less than 1 year, measured in days)
• Amount advanced = \$1,000. Payment = 1080.
• Loan advance on 01/03/1978. Payment on 09/15/1978.
• APR = 11.45%
2. Example (ii): Single advance, single payment (term of less than 1 year, measured in exact calendar months)
• Amount advanced = \$1,000. Payment = \$1044.
• Loan advance on 07/15/1978. Payment on 1/15/1979
• APR = 8.80%
3. Example (iii): Single advance, single payment (term of more than 1 year but less than 2 years, fraction measured in exact months)
• Amount advanced = \$1,000. Payment = \$1,135.19.
• Loan advance on 01/17/1978. Payment on 01/17/1980.
• APR = 8.76%
4. Example (iv): Single advance, single payment (term of exactly 2 years)
• Amount advanced = \$1,000. Payment = \$1,240.
• Loan advance on 01/03/1978. Payment on 01/03/1980.
• APR = 11.36%
Regulation Z classifies the following three examples as "(6) Complex single advance transaction."
1. Example (i): Skipped payment loan (payments every 4 weeks)
• Amount advanced = \$2135. Payment = \$100.
• Number of payments = 24. Payments are due every 4 weeks. However, in those months in which 2 payments would be due, only the first of the 2 payments is made and the following payment is delayed by 2 weeks to place it in the next month.
• Loan advance on 01/25/1978. First payment on 02/20/1978.
• APR = 12.00%
2. Example (ii): Skipped payment loan plus single payments
• Payment = \$1,000. Number of payments = 3. Payment on 09/15/1978.
• Payment = \$2,000. Number of payments = 1. Payment on 03/15/1979.
• Payment = \$750. Number of payments = 3. Payment on 09/15/1979.
• Payment = \$1,000. Number of payments = 1. Payment on 02/01/1980.
• APR = 10.22%
3. Example (iii): Mortgage with varying monthly payments
• Amount advanced (net) = \$39.688.56.
• Number of payments = 360.
• Loan advance on 04/10/1978. Payment on 06/01/1978.
• Payments are the same for 12 months at a time.
• Year MonthlyPayment Year MonthlyPayment Year MonthlyPayment 1 \$291.81 11 \$385.76 21 \$380.43 2 300.18 12 385.42 22 379.60 3 308.78 13 385.03 23 378.68 4 317.61 14 384.62 24 377.69 5 326.65 15 384.17 25 376.60 6 335.92 16 383.67 26 375.42 7 345.42 17 383.13 27 374.13 8 355.15 18 382.54 28 372.72 9 365.12 19 381.90 29 371.18 10 375.33 20 381.20 30 369.50
• APR = 9.80%
Regulation Z classifies the following two examples as "(7) Multiple advance transactions."
1. Example (i): Construction loan (3 loan advances followed by monthly payments)
• Amount advanced = \$20,000 each.
• Loan advances on 04/10/1979, 06/12/1979, and 09/18/1979.
• Payment = \$612.36. Number of payments = 240.
• Payment on 12/10/1979.
• APR = 10.25%
2. Example (ii): Student loan (8 loan advances, monthly payment, and the first payment before first advance)
• Payment = \$240. Number of payments = 50. Payment on 07/01/1978.
• Amount advance = \$1,800 on 09/05/78.
• Amount advance = \$1,000 on 01/05/79.
• Amount advance = \$1,800 on 09/05/79.
• Amount advance = \$1,000 on 01/05/80.
• Amount advance = \$1,800 on 09/05/80.
• Amount advance = \$1,000 on 01/05/81.
• Amount advance = \$1,800 on 09/05/81.
• Amount advance = \$1,000 on 01/05/82.
• APR = 32.04%
## Who must prepare a disclosure statement?
A lender, whether that lender is a business or an individual must comply with the Truth-in-Lending-Act and provide the borrower with a disclosure statement prior to offering or extending credit when four conditions are met:
1. The credit is offered or extended to consumers;
2. The lender offers or extends credit regularly;
3. The credit is subject to a finance charge or is payable by a written agreement in more than four installments; and
4. The credit is primarily for personal, family, or household purposes.
## Wrapping Up
As you can see, there is a lot to understanding the Truth-In-Lending Act and an APR Disclosure Statement.
## 23 Comments on “APR Calculator”
Join the conversation. Tell me what you think.
• ##### Norman T Robertssays:
How do you calculate APR for an interest only loan with points
• ##### Karlsays:
I assume you see where to enter the points.
In the grid area of the calculator, you’ll have to create at least 3 rows. 1 loan amount row. I row showing the interest only payment amounts, and a third row for the payoff amount. If the payment amount changes at any point before the final payoff amount, then you would need to add additional rows anytime the payment changes.
The APR does not care about interest only per se. The APR calculation only cares about what the consumer pays.
If this isn’t clear, feel free to ask again.
• ##### sherrysays:
Do you have a calculator for construction to permanent ARM mortgages where the payments were interest only in year 1?
• ##### Karlsays:
This calculator will handle construction loans, ARMs and it supports interest-only payments, in the first year, or for any year along with the regular principal and interest payments.
Scroll down the page for tutorials.
• ##### Viksays:
I am using example 8. Example (i): Monthly payments (regular first period and irregular final payment).
Is it possible to recreate the calculation in Excel? If so, what wold the formula look like?
Thank you!
• ##### Karlsays:
There are two questions here. I don’t know Excel programming, so I can’t answer your question if you can recreate it in Excel. As to the formula, get a hold of a copy of the Truth-in-Lending Act (I think I have a link to on the page as I recall). The math is included in the Reg.
• ##### Russ Tollesonsays:
I am looking for a calculator that will handle ARM loans by accomplishing the following calculations:
Handle a fixed interest period before becoming adjustable (such as a 5/1 or 5/6).
Be able to recalculate the new interest rate and monthly payment at the end of the fixed period and at each rate change period based on the assumption the maximum interest rate change allowed (based on starting rate, margin, caps) at that change period.
Continue the calculation until the maximum interest rate is reached and then amortize out the loan.
• ##### Karlsays:
My mistake in the last reply. I thought your comment was on a different calculator page.
It will create an amortization schedule that lets the user change the rate to any interest rate between -99% and 99% on any date. But the user needs to know the rules as to when the rate can change and what the maximum rate is.
• ##### Karlsays:
I do not have an APR calculator plugin.
• ##### Gregsays:
Hi,
I’ve been trying my best to reproduce this type of calculator based on the criteria from section Z, but I’ll be damned if the math is working out.
• ##### Karlsays:
Hi Greg, yeah, it’s a tough one, isn’t it? I’ll reply to you via email later today or early tomorrow.
• ##### Holly Eatonsays:
Help. I am a clinical professor in a law school clinic that assists low-income individuals in debt collection cases. In one case I am handling at the moment, I believe the lender has violated the Truth in Lending Act. When I use your online Regulation Z calculator I get an APR that is significantly higher than the stated APR of the loan. That would be a violation of TILA. However, I am unable to duplicate the results I get on your calculator when I use other online calculators. Why is there a discrepancy? Can you help me understand this? How can I prove that yours is right and the others are wrong?
• ##### Karlsays:
The details are important of course, but I know the one on this site to be very accurate. How do I know that? When developing the calculator, I personally took every APR example in the TILA Act’s Appendix J and plugged the values into the calculator. If you want to do that, you’ll get the exact same results as you find in Reg. Z. I doubt if there are any other online calculators that even are able to support the ability to enter the examples (due to irregular cash flow in the examples for one reason) let alone, calculate the examples.
But, if you want to post the details here (no personally identifiable information of course) and give me a link to another calculator or two, I might be able to give you specific details as to why this one is right.
• ##### Holly Eatonsays:
The origination date of the loan is 12/13/2016. The stated APR is 15.7% The amount financed is \$2,000 over two years. There are no additional fees. The payment amount is listed as 23 payments of \$97.47 monthly beginning 01/04/2017 and ending with a payment of \$97.35 on 12/04/2018. The total finance charge is \$339.16. When that information is plugged into your calculator, the APR comes back as 15.87% which would be a violation of TILA, however, I am unable to generate an amortization schedule that matches these results, including on your website.
Other online calculators do not allow me to adjust the amount of the last payment. When I plug in \$97.47 as the monthly amount using the dates listed above, I get an APR of 15.52% which is significantly less than the stated APR of 15.7%.
https://www.calculator.net/apr-calculator.html
https://www.calculatorsoup.com/calculators/financial/apr-calculator.php
Any insight you could provide would be deeply appreciated.
• ##### Karlsays:
Thank you for the details. I believe I can tell you exactly what is happening, without even looking at the other calculator.
Actual dates are important. A day paid one way or the other does impact the APR.
The good news is, when I enter the number you provided, I get the exact same result with this calculator as you said, i.e. 15.87%, with a calculated finance charge of \$339.16. that should confirm neither of us has a data entry error.
My guess is that calculator soup does not allow you to input dates (I think I looked at theirs sometime last year, and that’s what I recall). If you can’t input dates, and you can’t input an accurate last payment, you’ll get inaccurate results. And you can prove it with this calculator.
If a calculator does not ask for dates, it is assuming all periods are of equal length. You example has a loan with a shorter first period, otherwise, the payments would start on Jan. 13, 2017, not Jan. 4. 2017.
Enter into this calculator in the first row, a loan for \$2,000 on Dec. 4th, and 24 equal payments of \$97.47 (not a final payment of \$97.35) and you’ll get 15.52% as the APR, which matches the other calculator.
How’s that? 🙂
As to the amortization schedule, I played around, and I got very close in creating one. The problem I’m having is, you didn’t give me the quoted interest rate. I think that will help if you want to send that over. (But I’ll look tomorrow).
• ##### Holly Eatonsays:
Thank you so much! This is very helpful.
The loan documents only list the APR, they do not list the interest rate. I was hoping I could find an amortization schedule that allowed me to input the APR and the payment dates and amounts and it would calculate the interest rate then generate an amortization schedule.
If you could point me to an amortization schedule that coincides with the APR generated by your calculator, I would be most appreciative.
• ##### Karlsays:
You can use this amortization schedule calculator. It will create a printable schedule for you.
The first thing you’ll want to do is go to "Settings" and click on "Long/Short Period Options" Select "No payment reduction"
Enter your loan details including the dates. You should use 15.8736% for the annual interest rate (I backed into that number). Leave payment and compounding frequency set to monthly.
Click on either "Calc" or "Print Preview."
Make sure you’ve entered values in the 4 items at the top of the calculator since there are no unknown attributes to this loan. You can’t have the calculator calculate the interest rate and get the schedule you need. If the calculator calculates a rate, it will calculate a rate that is more accurate, thus eliminating the odd last payment amount. If you fill in the values, you should have a schedule this is off by one penny.
• ##### Holly Eatonsays:
Perfect! I can’t thank you enough!
• ##### Karlsays:
You’re welcome! Please send your students to this site, and i would be very curious to hear what happens with the difference in the APR. Will the lender be in hot water? Curious minds want to know!
• ##### Holly R Eatonsays:
The lender will have to pay double the fees charged, court costs and attorneys fees to defend against the collection action if I can provide an expert who can show that your calculations are correct. Would you be our expert? I reached out to you through LinkedIn. Let me know how to reach you directly.
• ##### Karlsays:
I did reply to your LinkedIn message, but the best way to reach me is via the email address on the contact page of this site. A link to that page is at the bottom of all pages. | 6,429 | 27,043 | {"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-2022-27 | latest | en | 0.936056 |
https://ru.coursera.org/learn/linear-algebra-machine-learning/reviews?page=65 | 1,618,918,053,000,000,000 | text/html | crawl-data/CC-MAIN-2021-17/segments/1618039388763.75/warc/CC-MAIN-20210420091336-20210420121336-00364.warc.gz | 590,277,493 | 133,126 | Вернуться к Mathematics for Machine Learning: Linear Algebra
# Отзывы учащихся о курсе Mathematics for Machine Learning: Linear Algebra от партнера Имперский колледж Лондона
4.7
звезд
Оценки: 9,591
Рецензии: 1,936
## О курсе
In this course on Linear Algebra we look at what linear algebra is and how it relates to vectors and matrices. Then we look through what vectors and matrices are and how to work with them, including the knotty problem of eigenvalues and eigenvectors, and how to use these to solve problems. Finally we look at how to use these to do fun things with datasets - like how to rotate images of faces and how to extract eigenvectors to look at how the Pagerank algorithm works. Since we're aiming at data-driven applications, we'll be implementing some of these ideas in code, not just on pencil and paper. Towards the end of the course, you'll write code blocks and encounter Jupyter notebooks in Python, but don't worry, these will be quite short, focussed on the concepts, and will guide you through if you’ve not coded before. At the end of this course you will have an intuitive understanding of vectors and matrices that will help you bridge the gap into linear algebra problems, and how to apply these concepts to machine learning....
## Лучшие рецензии
EC
9 сент. 2019 г.
Excellent review of Linear Algebra even for those who have taken it at school. Handwriting of the first instructor wasn't always legible, but wasn't too bad. Second instructor's handwriting is better.
PL
25 авг. 2018 г.
Great way to learn about applied Linear Algebra. Should be fairly easy if you have any background with linear algebra, but looks at concepts through the scope of geometric application, which is fresh.
Фильтр по:
## 1601–1625 из 1,928 отзывов о курсе Mathematics for Machine Learning: Linear Algebra
автор: Angelo S d O
5 дек. 2018 г.
Nice refresher! Excellent instructors! Not recommended as a first Linear Algebra course though. I would go for MIT OpenCourseware first.
автор: Lasal J
6 нояб. 2020 г.
All the first four weeks were well comprehensive and clear. Week 5 (last week) on eigenvalues seemed rushed and could have been better.
автор: Jitendra S R
23 дек. 2019 г.
This is really a very good course. To the point explanations. No more no less. Assignment Notebook links do have some problems though.
автор: Mohamed B
27 авг. 2019 г.
The concepts are explained clearly, but someone who has already done some machine learning before might find some parts unchallenging
16 мар. 2020 г.
Overall great. But can get tough to follow at times and feel that more and in-depth explanation would be required at certain places.
автор: Cirus I
27 авг. 2018 г.
A fun way to review Linear Algebra basics focused on its applications on Machine Learning.
Good structure, nice pace, solid content.
автор: Keyuan W
8 июля 2019 г.
Basic knowledge about machine learning, but very useful, maybe this course should be tagged as higher level, instead of beginner.
автор: Valeria
26 июня 2018 г.
I really enjoyed how much graphical explanation there was here. It finally starts making sense why we use matrices and vectors.
автор: Mobarak H S
13 апр. 2020 г.
The quiz challenge was good for me to better understand this course. And the length of video enough short to not to feel bore.
11 нояб. 2020 г.
this course is good for giving introduction, but for depth understanding you should accompany with another resource materials
автор: Joanna M
6 апр. 2021 г.
Great course, but there are some bugs in automatic assignment grading, and the instructors are not responsive on the forums.
автор: Sherina M
11 мар. 2021 г.
The difficulty of the problem in the quiz and the example in the video is too far, the problem in the quiz is so much harder
автор: Jayaram O
14 июня 2020 г.
Important concepts of Linear Algebra for ML explained in a beautiful multi-dimensional method including theory and practice.
автор: Dharv P
22 июля 2020 г.
Very Good Course, You will learn linear algebra in this course and most loved part of course for me is pagerank assignment.
автор: Peter S
8 окт. 2020 г.
A good course with some significant leaps in competence required for those of us with a social science/business background
автор: Kartikeya S
2 июня 2020 г.
Course was nice,but if you provide more example of real world usage of Linear Algebra in Machine Learning it would be nice
автор: Rahul B
22 апр. 2020 г.
This was course made my intuition for underlying mathematics when using machine learning much more stronger and efficient.
8 авг. 2020 г.
the course is a bit challenging i would recommend that you better get yourself familiar with basic linear algebra first
автор: Sudhir N
31 мая 2019 г.
Good refresher for basic concepts learnt in the University ages ago. WOuld like to have more real life Business examples
автор: jiang y
15 авг. 2020 г.
this is a very nice and useful lesson.
but sometime I need to search for more knowledge to help me finished my home work
автор: Dhruv A
31 июля 2020 г.
Brilliantly conducted. Provides a great introduction to linear algebra allowing the learner to start diving in further.
автор: Daniel T
18 июня 2019 г.
It would be better if it had lecture notes. Reviewing the material and writing it down requires rewatching the lectures
автор: Robert S
18 авг. 2018 г.
The linear algebra was taught in an easy to understand manor but the applications in machine learning were quite sparse
автор: Marcos G A
7 июля 2020 г. | 1,313 | 5,531 | {"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-2021-17 | latest | en | 0.8287 |
https://www.somersoft.com/threads/lenders-mortgage-insurance.1315/ | 1,716,026,042,000,000,000 | text/html | crawl-data/CC-MAIN-2024-22/segments/1715971057379.11/warc/CC-MAIN-20240518085641-20240518115641-00215.warc.gz | 906,868,691 | 18,735 | # Lenders mortgage insurance
#### IanF
From: Ian Findlay
Hi all,
Can anyone advise how lenders mortgage insurance is calculated.
For example if property value is \$150,000
80% LVR (\$120k) = no insurance.
However if 90% LVR (\$135k) with an insurance premium of 1%. Does this mean 1% on the total \$150k (\$1500) or 1% only on the 15k difference (\$135-120=15) i.e. \$15?
In the UK it is only on the difference as the banks are happy with the original 80% but get the lender to pay for insurance for the difference so they get their money regardless in case of default.
However I've been told that all banks in Australia calculate it on the total value i.e. \$1500 in the example above - is this true?
Ian
Last edited by a moderator:
From: The Gow's
hi Ian
here are the figures but not sure about if it is on the full loan amount, but i think it is.
LVR <80%:0.0%
LVR >80<85%:1.5%
LVR >85<90%:2.0%
LVR >90%:3.0%
Regards,
John
Last edited by a moderator:
From: Rolf Latham
Hi Ian
Usually the premium is calculated on the entire loan value.
Ta
Rolf
Last edited by a moderator:
From: Rolf Latham
Yow, those are painful rates above the 90 % mark.
Ta
Rolf
Last edited by a moderator:
From: Les .
G'day Ian,
Just a couple of points that might help -
1. LOC loans have a higher %age rate than IO or P&I - approx. 0.5% ???
2. I believe the amount steps at each 1%
e.g. 80% = 0.5%, 81% = 0.6%, 82% = 0.7% etc.
(and those figures are an example only, but might be close)
3. A chart I have shows 90% at approx. 1.5%
And it is (as Rolf said) on the full amount of the loan.
Regards,
Les
Last edited by a moderator:
From: Ian Findlay
Hi,
Thanks all.
It seems the lender wasn't pulling my leg then. Pain - we were planning to increase our LVR from 74% to to 86% instead of 80% and use the extra equity to buy another property.
Ah well, we'll just have to save up the deposit.
Ian
Last edited by a moderator:
From: Dave
Am I the only one not overly concerned with Mortgage Protection
Insurance? I don't mind wearing it if it's for an IP...if it means I
have more buying power.
Dave
Last edited by a moderator:
From: Dave
Hey Mike,
Flippin heck!!
*grins*
We've got it good these days. I know what you mean...money hasn't been
as cheap as it is now for YEARS. IF I have to pay a few thousand dollars
to borrow the maximum amount of this readily available cheap money, I'll
do it.
I haven't got my head around flipping yet....so I won't get into a long
I'll just stick to buying and holding for the time being...get the
maximum return on that "cost of business" I fork out.
Cheers,
Dave
Last edited by a moderator:
From: Rolf Latham
Hi Ian
The cost of your LMI should be recouped very quickly if you are making a wise investment in property. Indeed waiting and saving the deposit is usually a losing proposition where the property price increases faster than you can save the increased deposit.
If you do not want to pay the LMI, borrow it, it seems you have the equity.
If you dont have the equity refinance to a lender that will add the mortgage insurance to the loan.
LMI is a pain yes, but like a mortgage is just another financial instrument that if used properly can help a lot.
Ta
Rolf
Last edited by a moderator:
From: Ian Findlay
Hi Rolf,
The option I had was to borrow the LMI on the property at low interest
rates - which is fine - I've done this with one property at 95% LVR.
The bit I didn't like was when I wanted to borrow \$15k using another
properties equity and the lender wanted to charge me almost \$2000. As the
LVR had gone above 80% in this case they wanted to charge the LMI on the
whole bleedin loan thats why it was so high (\$2000 to release \$15k -
13%!!!). Anyway it wont take too long to save up another \$15 to buy another
property.
All our other properties are at 80% LVR. Would you advise increasing these
to 95%, paying the LMI, but getting cash to spend on more IPs?
Ian
> From: "Rolf Latham" <[email protected]>
>
> Hi Ian
>
> The cost of your LMI should be recouped very quickly if you are making a
wise investment in property. Indeed waiting and saving the deposit is
usually a losing proposition where the property price increases faster than
you can save the increased deposit.
>
> If you do not want to pay the LMI, borrow it, it seems you have the
equity.
>
> If you dont have the equity refinance to a lender that will add the
mortgage insurance to the loan.
>
> LMI is a pain yes, but like a mortgage is just another financial
instrument that if used properly can help a lot.
>
> Ta
>
> Rolf
>
>
>
> To reply: mailto[email protected]
> To start a new topic: mailto[email protected]
> To login: http://bne003w.webcentral.com.au:80/~wb013
>
Last edited by a moderator:
From: Dave
Hi Ian,
Sorry to be eaves-dropping on your conversation with Rolf. *grins*
In answer to your question, I would...use more money, that's not my own,
to spend on IP's and just wear the LMI.
....what I would do anyway.
Dave
Last edited by a moderator:
From: Rolf Latham
Hi Ian
I see what you mean !
95 % gives you more deposit moeny. If you can afford the increased LVRs and the new IP loans, and the IPS are good investments and you manage all your risk properly, then yes 95 % refinances are good. Not many lenders will do them though.
Ta
Rolf
Rolf
Last edited by a moderator:
From: Samantha Lind
Howdy,
Have to agree with Dave, you don't need to use just the banks money for your IP. get the money any way you can, then reval your property and refinance the loan in a more traditional manner later on. Do what it takes to secure the property.
Sam
Last edited by a moderator:
From: Samuel Riley
and some lenders even let you put the cost of the LMI into the total loan amount.
hey Rolf?
eg a 95%lvr becomes 97% with no \$\$\$ coming from your pocket
worth knowing i think,
Sam
Last edited by a moderator:
Replies
19
Views
4K
Replies
1
Views
1K
Replies
87
Views
14K
Replies
5
Views
4K
Replies
17
Views
3K | 1,621 | 5,992 | {"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-2024-22 | latest | en | 0.939151 |
https://gmatclub.com/forum/coronary-angiography-a-sophisticated-method-for-diagnosing-1731.html?fl=similar | 1,511,524,140,000,000,000 | text/html | crawl-data/CC-MAIN-2017-47/segments/1510934807650.44/warc/CC-MAIN-20171124104142-20171124124142-00440.warc.gz | 621,968,839 | 44,283 | It is currently 24 Nov 2017, 04:49
### 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
# Coronary angiography, a sophisticated method for diagnosing
Author Message
Eternal Intern
Joined: 07 Jun 2003
Posts: 463
Kudos [?]: 169 [0], given: 0
Location: Lone Star State
Coronary angiography, a sophisticated method for diagnosing [#permalink]
### Show Tags
28 Jul 2003, 14:34
00:00
Difficulty:
(N/A)
Question Stats:
0% (00:00) correct 0% (00:00) wrong based on 0 sessions
### HideShow timer Statistics
Coronary angiography, a sophisticated method for diagnosing coronary disease involving the introduction of a dye into the arteries of the heart, is now administered selectively, because it uses x-rays to observe cardiac function.
A) same
B) for diagnosing coronary disease involving the introduction of a dye into the arteries of the heart, is now administered selectively, because of using
C) for diagnosing coronary disease, involves the introduction of a dye into the arteries of the heart and is now administered selectively, because it uses
D) to diagnose coronary disease that involves the introduction of a dye into the arteries of the heart, is now administered selectively, because it uses
E) to diagnose coronary disease involving the introduction of a dye into the arteries of the heart, which is now administered selectively, uses
Why is D, wrong?
_________________
Ride em cowboy
Kudos [?]: 169 [0], given: 0
Intern
Joined: 01 Jul 2003
Posts: 25
Kudos [?]: [0], given: 0
Re: SC: To or For? [#permalink]
### Show Tags
28 Jul 2003, 18:02
I like C - I believe you'd want to use "for" as the preposition is trying to say what the purpose of the angiography is.
This is a tough one though.
Kudos [?]: [0], given: 0
Eternal Intern
Joined: 07 Jun 2003
Posts: 463
Kudos [?]: 169 [0], given: 0
Location: Lone Star State
### Show Tags
28 Jul 2003, 19:07
The primary defintion of "for" is to be used as a function word to indicate purpose, etc., whereas to is used as a function word to indicate purpose, intention, tendency, or a result. However, "to" is a secondary defintion.
I guess the appositive a sophisticated method for diagnosing coronary disease.
VT
_________________
Ride em cowboy
Kudos [?]: 169 [0], given: 0
SVP
Joined: 03 Feb 2003
Posts: 1603
Kudos [?]: 308 [0], given: 0
### Show Tags
29 Jul 2003, 01:04
also vote for C
for diagnosing coronary disease involving the introduction
to diagnose coronary disease that involves the introduction of a dye
the above constructions mean that it is a disease that involves introducing a dye. Wrong. It is a METHOD, that involves a dye.
Only C makes it clear.
Kudos [?]: 308 [0], given: 0
GMAT Instructor
Joined: 07 Jul 2003
Posts: 769
Kudos [?]: 241 [0], given: 0
Location: New York NY 10024
Schools: Haas, MFE; Anderson, MBA; USC, MSEE
### Show Tags
29 Jul 2003, 01:50
Curly05 wrote:
The primary defintion of "for" is to be used as a function word to indicate purpose, etc., whereas to is used as a function word to indicate purpose, intention, tendency, or a result. However, "to" is a secondary defintion.
I guess the appositive a sophisticated method for diagnosing coronary disease.
VT
That sure sounds like you, Victor.
JMHO, but only when you at least make the effort to translate ETS-ese into your OWN WORDS so that us nincompoops can start to comprehend it will you actually start to internalize this stuff yourself.
_________________
Best,
AkamaiBrah
Former Senior Instructor, Manhattan GMAT and VeritasPrep
Vice President, Midtown NYC Investment Bank, Structured Finance IT
MFE, Haas School of Business, UC Berkeley, Class of 2005
MBA, Anderson School of Management, UCLA, Class of 1993
Kudos [?]: 241 [0], given: 0
Eternal Intern
Joined: 07 Jun 2003
Posts: 463
Kudos [?]: 169 [0], given: 0
Location: Lone Star State
### Show Tags
29 Jul 2003, 06:20
Stolyar is right, it could modify disease or method. This misplaced modification occurs in the appositive phrase.
Good job, Stolyar
_________________
Ride em cowboy
Kudos [?]: 169 [0], given: 0
SVP
Joined: 24 Sep 2005
Posts: 1883
Kudos [?]: 387 [0], given: 0
Re: SC: To or For? [#permalink]
### Show Tags
19 Jun 2006, 08:13
Curly05 wrote:
Coronary angiography, a sophisticated method for diagnosing coronary disease involving the introduction of a dye into the arteries of the heart, is now administered selectively, because it uses
x-rays to observe cardiac function.
A) same
---> "involving" is wrong here coz it suggests that the disease involves the introduction of a dye --> out!
B) for diagnosing coronary disease involving the introduction of a dye into the arteries of the heart, is now administered selectively, because of using
--> same to A -->out!
C) for diagnosing coronary disease, involves the introduction of a dye into the arteries of the heart and is now administered selectively, because it uses
--> method ...involves ....is .....,because it uses ... ---> fine!
D) to diagnose coronary disease that involves the introduction of a dye into the arteries of the heart, is now administered selectively, because it uses
--> "that" seems to modify "disease" --> out
E) to diagnose coronary disease involving the introduction of a dye into the arteries of the heart, which is now administered selectively, uses
-->same to A
C it is.
Kudos [?]: 387 [0], given: 0
Re: SC: To or For? [#permalink] 19 Jun 2006, 08:13
Display posts from previous: Sort by
# Coronary angiography, a sophisticated method for diagnosing
Moderators: GMATNinjaTwo, GMATNinja
Powered by phpBB © phpBB Group | Emoji artwork provided by EmojiOne 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®. | 1,644 | 6,305 | {"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} | 2.53125 | 3 | CC-MAIN-2017-47 | latest | en | 0.872567 |
https://oeis.org/A324539 | 1,721,309,963,000,000,000 | text/html | crawl-data/CC-MAIN-2024-30/segments/1720763514831.13/warc/CC-MAIN-20240718130417-20240718160417-00278.warc.gz | 387,767,367 | 4,167 | The OEIS is supported by the many generous donors to the OEIS Foundation.
Hints (Greetings from The On-Line Encyclopedia of Integer Sequences!)
A324539 Number of divisors d of n such that A276086(d) = (n/d). 5
0, 1, 0, 0, 0, 1, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 1, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 1, 0, 0, 0, 0, 0, 1, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 1, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 1, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 1 (list; graph; refs; listen; history; text; internal format)
OFFSET 1,2250 COMMENTS a(n) tells how many times n occurs in A324580. See also comments in A324541. Question: Where is the next term larger than one in this sequence after a(2250) = 2 and a(5402250) = 2 ? Are there terms larger than 2 ? LINKS Antti Karttunen, Table of n, a(n) for n = 1..100000 Index entries for sequences related to primorial base Index entries for sequences related to primorial numbers FORMULA a(n) = Sum_{d|n} [d == A276086(n/d)], where [ ] is the Iverson bracket. PROG (PARI) A276086(n) = { my(i=0, m=1, pr=1, nextpr); while((n>0), i=i+1; nextpr = prime(i)*pr; if((n%nextpr), m*=(prime(i)^((n%nextpr)/pr)); n-=(n%nextpr)); pr=nextpr); m; }; A324539(n) = sumdiv(n, d, (d==A276086(n/d))); CROSSREFS Cf. A276086, A324540 (positions of zeros), A324541 (nonzeros), A324580. Sequence in context: A153638 A122415 A241666 * A324964 A285957 A292273 Adjacent sequences: A324536 A324537 A324538 * A324540 A324541 A324542 KEYWORD nonn AUTHOR Antti Karttunen, Mar 10 2019 STATUS approved
Lookup | Welcome | Wiki | Register | Music | Plot 2 | Demos | Index | Browse | More | WebCam
Contribute new seq. or comment | Format | Style Sheet | Transforms | Superseeker | Recents
The OEIS Community | Maintained by The OEIS Foundation Inc.
Last modified July 18 09:18 EDT 2024. Contains 374378 sequences. (Running on oeis4.) | 864 | 1,961 | {"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} | 3.34375 | 3 | CC-MAIN-2024-30 | latest | en | 0.648654 |
http://betterlesson.com/lesson/resource/1958364/caffeinate-yourself-word-problem-equation-through-two-points-pdf | 1,488,048,863,000,000,000 | text/html | crawl-data/CC-MAIN-2017-09/segments/1487501171807.25/warc/CC-MAIN-20170219104611-00254-ip-10-171-10-108.ec2.internal.warc.gz | 26,571,721 | 21,661 | ## Caffeinate Yourself word problem equation through two points.pdf - Section 1: Bellringer: Challenge Problem
Caffeinate Yourself word problem equation through two points.pdf
Caffeinate Yourself word problem equation through two points.pdf
# Caffeinate Yourself Day 1 of 2
Unit 7: Linear Equations in two Variables
Lesson 19 of 23
## Big Idea: Hook students with candy but challenge them to figure out the y-intercept and slope from limited information before they can eat!
Print Lesson
4 teachers like this lesson
Standards:
Subject(s):
Math, slope (Linear Equations), Algebra, point-slope form, linear equation, y-intercept, linear equations (graphs), linear tables, unit rate, rate of change, master teacher, 8th grade math
50 minutes
### Christa Lemily
##### Similar Lessons
###### Skeleton Towers
8th Grade Math » Math Exploratorium
Big Idea: Figurate Numbers
Favorites(5)
Resources(9)
New York, NY
Environment: Urban
###### Linear Patterns
8th Grade Math » Relationships between Quantities/Reasoning with Equations
Big Idea: Constant-increase and constant-decrease situations lead to linear graphs and are represented by linear equations.
Favorites(7)
Resources(10)
Orlando, FL
Environment: Urban
###### Day Four & Five
8th Grade Math » Welcome Back!
Big Idea: To help guide instruction for the year and establish a baseline for quarterly benchmark assessments, students will take a benchmark test aligned to the CCSS.
Favorites(12)
Resources(8)
Oklahoma City, OK
Environment: Urban | 341 | 1,499 | {"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-2017-09 | latest | en | 0.848973 |
https://www.pokerstrategy.com/forum/thread.php?threadid=77143 | 1,548,222,948,000,000,000 | text/html | crawl-data/CC-MAIN-2019-04/segments/1547583897417.81/warc/CC-MAIN-20190123044447-20190123070447-00478.warc.gz | 894,339,765 | 15,513 | Got 3 hands today that really sucked.
\$0.1/\$0.25 No-Limit Hold'em (6 handed)
Known players:
SB = (\$34.98)
BB(Hero) = (\$25.00)
MP2 = (\$38.57)
MP3 = (\$49.17)
CO = (\$30.25)
BU = (\$25.00)
Preflop: Hero is BB with 2, 2.
3 folds, BU raises to \$0.85, SB calls \$0.75, Hero calls \$0.60.
Flop: (\$2.55) 2, 5, 5 (3 players)
SB checks, Hero checks, BU bets \$1.75, SB folds, Hero raises to \$5.25, BU calls \$3.50.
Turn: (\$13.05) 6 (2 players)
Hero bets \$9.25, BU calls \$9.25.
River: (\$31.55) 6 (2 players)
Hero bets \$9.65, BU calls \$9.65.
Final Pot: \$50.85.
--------------------------------------------------------------------------------
Results follow:
BU shows a full-house, sixs full of fives(6 A).
Hero shows a full-house, twos full of sixs(2 2).
BU wins with a full-house, sixs full of fives(6 A).
______________________________________________
\$0.1/\$0.25 No-Limit Hold'em (6 handed)
Known players:
BB(Hero) = (\$62.83)
MP2 = (\$18.76)
MP3 = (\$36.18)
CO = (\$13.30)
BU = (\$54.27)
SB = (\$26.64)
Preflop: Hero is BB with A, J.
3 folds, BU raises to \$0.75, SB folds, Hero raises to \$2.00, BU calls \$1.25.
Flop: (\$4.1) J, J, 7 (2 players)
Hero bets \$4.00, BU calls \$4.00.
Turn: (\$12.1) 3 (2 players)
Hero checks, BU bets \$7.00, Hero raises to \$56.83, BU calls \$41.27(All-In).
River: (\$117.2) 9 (2 players)
Final Pot: \$117.2.
--------------------------------------------------------------------------------
Results follow:
BU shows a full-house, sevens full of jacks(7 7).
Hero shows three of a kind, jacks(A J).
BU wins with a full-house, sevens full of jacks(7 7).
_____________________________________________________
\$0.1/\$0.25 No-Limit Hold'em (6 handed)
Known players:
MP3 = (\$25.00)
CO = (\$33.07)
BU = (\$48.30)
SB = (\$6.58)
BB = (\$21.21)
MP2(Hero) = (\$30.42)
Preflop: Hero is MP2 with K, K.
Hero raises to \$0.75, MP3 folds, CO calls \$0.75, 3 folds.
Flop: (\$1.85) J, 5, 6 (2 players)
Hero bets \$1.25, CO calls \$1.25.
Turn: (\$4.35) 4 (2 players)
Hero bets \$2.25, CO calls \$2.25.
River: (\$8.85) 9 (2 players)
Hero bets \$6.75, CO raises to \$28.82(All-In), Hero calls \$19.42(All-In).
Final Pot: \$63.84.
--------------------------------------------------------------------------------
Results follow:
CO shows three of a kind, nines(9 9).
Hero shows a pair of kings(K K).
CO wins with three of a kind, nines(9 9).
_____________________________________________
O well the KK hand I guess I could get away from. But the tilt came creeping on. | 850 | 2,523 | {"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-2019-04 | latest | en | 0.750601 |
https://www.mathmammoth.com/newsletter/volume49-january-2011.htm | 1,709,197,272,000,000,000 | text/html | crawl-data/CC-MAIN-2024-10/segments/1707947474795.48/warc/CC-MAIN-20240229071243-20240229101243-00208.warc.gz | 886,704,067 | 4,469 | # Maria's Math News, Vol. 49, January 2011
Hello again! We're all starting a new year. This time the newsletter a review of a new math facts software, algebra word problems, and some other websites you might try.
1. Review of Math Rider software
2. Fraction of a fraction word problem
3. Two algebra 1 word problems (systems of linear equations)
4. Work & workers word problem
5. Tidbits
## 1. Review of Math Rider software
If your children like horses, they might fall in love with Math Rider game!
Math Rider is a "math facts" software game; that is, it specifically trains and practices the basic addition, subtraction, multiplication, and division facts.
Some special features include:
• Each player has their own "account" in the game, and Math Rider is adaptive in that it trains those facts more that the child misses. I feel this is a great and important feature. More on that below...
• I also really liked the statistics. You can see a color-coded chart that shows what facts the child has mastered, what s/he has some trouble with, and what s/he has lots of trouble with. Also, after each ride, the game shows you a bar chart with a bar for each fact in that ride. The taller the bar, the longer the child took to solve the fact.
Here is the home screen.
## 2. Fraction of a fraction word problem
A problem about fraction of a fraction...
The sixth-graders have a fundraiser. They raise enough money to reach 7/8 of their goal. Nikki raises 3/4 of this money. What fraction of the goal does Nikki raise?
The picture below shows first of all 7/8. Nikki raises 3/4 of this goal. We need to find 3/4 of 7/8.
It's not easy to directly see what is 3/4 of 7/8. So to do that, I divide each 1/8 piece into four pieces, and then color three of the four. That way I color 3/4 of each of the seven eighths.
Of course, those tiny pieces are now 1/32 parts. I have colored 3 x 7 = 21 of them. So, the colored part represents the fraction 21/32.
This problem is also simple to solve without a picture, if you understand what is asked. To find 3/4 of 7/8, you simply multiply those two fractions. The word "of" translates into MULTIPLICATION in fraction math!
``` 3 7 21
--- x --- = ----
4 8 32
```
## 3. Two algebra 1 word problems (systems of linear equations)
Here are two problems for you to solve... OR to learn from me when I solve them. Both problems are for algebra 1, and use a system of 2 linear equations.
By the way, the comments have some wonderful ideas for solving these mentally, without using algebra. So please read them too!
Problem: John bought red pens for \$4 apiece and blue pens for \$2.80 apiece. If John purchased a total of 24 pens for \$84, how many red pens did he purchase?
Solution: This is a typical problem that will have two variables and two equations.
## 4. Work & workers word problem
Here's another one of those job / workers word problems (inverse or direct variation). Try and see if you can solve it using the "table" method instead of equations:
A certain job can be done by 18 clerks in 26 days. How many clerks are needed to perform the job in 12 days?
Again, we can set up a table and reason this out. Initially set it up like this:
```jobs | clerks | days
--------------------------
1 | 18 | 26
--------------------------
1 | |
--------------------------
1 | ? | 12
```
Then think of the "days" column. We want to "go" from 26 to 12. You could use a proportion here... or first figure out how many clerks are needed to do this job in 2 days, and then from that go to 12 days.
If 18 clerks do it in 26 days, then how many clerks would do it in 2 days... which is 1/13 the amount of time.... so we need 13 times as many clerks. 13 x 18 = 234 clerks are needed.
```jobs | clerks | days
--------------------------
1 | 18 | 26
--------------------------
1 | 234 | 2
--------------------------
1 | ? | 12
```
Now, if 234 clerks do it in 2 days, how many clerks would do it in 12 days? Now, the time increases 6-fold, so we need only 1/6 as many workers.
234 / 6 = 39.
So 39 clerks are needed.
## 5. Tidbits
• A book on education crisis
I'm just passing on a link that some of you might enjoy (or be sad about). I found it interesting -- a math teacher (Larry Zafran) telling his story of teaching math in an inner city high school in New York in the early 2000s. It appears not much was able to be done but to try to survive and get through the day while presenting the official curriculum topics in class, at least on the board.
• EqualApp
For high school students, parents, and teachers...
EqualApp is an online college admissions counseling program, developed by former Ivy League admissions officers, that improves applicants' chances of getting into college.
• Free tutoring again
David Freeling is again offering promotion beginning January 7th. He will offer free math tutoring online for 4th and 5th graders on www.TutorTalk.org. Classes are open to all students on a first-come first-served basis. He hopes to provide a valuable resource for young learners while also giving users an opportunity to check out his site at no risk or cost.
Till next time,
Maria Miller
Miss something from the earlier volumes? See newsletter archives.
Feel free to forward this issue to a friend. Subscribe here.
Home Blog Math Mammoth books Math Worksheets Curriculum Guide Newsletter Archives Lessons & Teaching Tips Reviews Online Math Games & Tutorials | 1,371 | 5,505 | {"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} | 4.0625 | 4 | CC-MAIN-2024-10 | latest | en | 0.952386 |
http://www.physicsforums.com/showthread.php?t=587408 | 1,394,233,084,000,000,000 | text/html | crawl-data/CC-MAIN-2014-10/segments/1393999651631/warc/CC-MAIN-20140305060731-00084-ip-10-183-142-35.ec2.internal.warc.gz | 490,143,787 | 7,536 | # Angular acceleration and angular velocity
by John78
Tags: acceleration, angular, velocity
P: 21 1. The problem statement, all variables and given/known data Calculate the angular acceleration and angular velocity of a 4 kg object rotating in a circle of 3 m radius in a time of 6 s. 2. Relevant equations 3. The attempt at a solution Angular acceleration = ω2*r C=2∏r= 2*3.14*3=18.84 360°/57.3°=6.28 rad/s 6.28/6= 2.09 rad/sec Angular acceleration= (2.09)2*3=12.54??????? Angular velocity= angular displacement/time ???? I just want to check whether my working is correct or not.
P: 297 Nope.Its not right. Remember, angular acceleration is dw/dt. The acceleration w^2*r is centripetal accelwration. Infact writing angular acceleration as w^2*r is dimemsionally inconsistent. As nothing had been told about how w changes with time nothing can be said about angular acceleration. In such cases w is assumed to be constant making angular acceleration 0
P: 21 angular acceleration = 0 what about angular velocity?
HW Helper
Thanks
PF Gold
P: 26,105
## Angular acceleration and angular velocity
Hi John78!
Quote by John78 angular acceleration = 0
Correct. | 306 | 1,160 | {"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} | 3.375 | 3 | CC-MAIN-2014-10 | longest | en | 0.829983 |
http://halcanary.org/vv/2006/06/07/610/ | 1,524,707,657,000,000,000 | text/html | crawl-data/CC-MAIN-2018-17/segments/1524125948047.85/warc/CC-MAIN-20180426012045-20180426032045-00436.warc.gz | 131,643,239 | 1,369 | # trigonometry
By Hal Canary, 2006-06-07 18:31:58 (link)
#mathematics
Why do I find trigonometry so beautiful?
(source)
By definition, versin(A)=1-cos(A), and exsec(A)=sec(A)-1.
(back) | 66 | 189 | {"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-2018-17 | latest | en | 0.697231 |
https://phys.libretexts.org/Courses/University_of_California_Davis/UCD%3A_Physics_9C__Electricity_and_Magnetism/1%3A_Electrostatic_Fields/1.2%3A_Electric_Field | 1,716,850,335,000,000,000 | text/html | crawl-data/CC-MAIN-2024-22/segments/1715971059045.34/warc/CC-MAIN-20240527205559-20240527235559-00535.warc.gz | 390,996,296 | 30,829 | # 1.2: Electric Field
$$\newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} }$$
$$\newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}}$$
$$\newcommand{\id}{\mathrm{id}}$$ $$\newcommand{\Span}{\mathrm{span}}$$
( \newcommand{\kernel}{\mathrm{null}\,}\) $$\newcommand{\range}{\mathrm{range}\,}$$
$$\newcommand{\RealPart}{\mathrm{Re}}$$ $$\newcommand{\ImaginaryPart}{\mathrm{Im}}$$
$$\newcommand{\Argument}{\mathrm{Arg}}$$ $$\newcommand{\norm}[1]{\| #1 \|}$$
$$\newcommand{\inner}[2]{\langle #1, #2 \rangle}$$
$$\newcommand{\Span}{\mathrm{span}}$$
$$\newcommand{\id}{\mathrm{id}}$$
$$\newcommand{\Span}{\mathrm{span}}$$
$$\newcommand{\kernel}{\mathrm{null}\,}$$
$$\newcommand{\range}{\mathrm{range}\,}$$
$$\newcommand{\RealPart}{\mathrm{Re}}$$
$$\newcommand{\ImaginaryPart}{\mathrm{Im}}$$
$$\newcommand{\Argument}{\mathrm{Arg}}$$
$$\newcommand{\norm}[1]{\| #1 \|}$$
$$\newcommand{\inner}[2]{\langle #1, #2 \rangle}$$
$$\newcommand{\Span}{\mathrm{span}}$$ $$\newcommand{\AA}{\unicode[.8,0]{x212B}}$$
$$\newcommand{\vectorA}[1]{\vec{#1}} % arrow$$
$$\newcommand{\vectorAt}[1]{\vec{\text{#1}}} % arrow$$
$$\newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} }$$
$$\newcommand{\vectorC}[1]{\textbf{#1}}$$
$$\newcommand{\vectorD}[1]{\overrightarrow{#1}}$$
$$\newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}}$$
$$\newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}}$$
$$\newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} }$$
$$\newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}}$$
## Coulomb Field
While one can describe the details of forces between charges mathematically, it still is very unsatisfying – how do the charges affect each other from a distance? This question troubled physicists for a long time, and the “solution” (really it is just a model that works) is quite ingenious. It goes like this:
The source of the electric (or for that matter, gravitational) force doesn’t know anything about the existence of another charge “out there.” All it knows is its own charge. The source then sends out a “signal” that radiates away from it radially, and this signal carries with it the information of how much charge the source has and how far the signal travels – the signal gets weaker as it gets farther from the source, because it spreads out on the surface of an ever-growing sphere. Now if another charge happens to be in the space near where this source is, it “receives” the signal, and it takes from it the information about the amount of charge of the source, as well as the signal strength itself (which includes the inverse-square-law separation information), and the direction from which the signal is coming. The affected charge puts all this information together with its own charge to determine the electric force it feels.
This “signal” is constantly emitted, so it is always everywhere in the space around the source charge, and it is called the electric field of that source charge. Since the signal carries information about both a magnitude (source charge and distance) and a direction (coming from the source charge's position), it essentially associates a vector with every point in space. Defining (as usual) the origin to be at the position of the source charge, the electric field vector at a specific point (defined by the position vector $$\overrightarrow r = r\;\widehat r$$) due to the source charge is:
$\overrightarrow E = \dfrac{k\;q_{source}}{r^2}\;\widehat r$
To visualize what the complete field looks like, imagine all of space filled with vectors. For a positive point charge, the vectors all point directly away from it, and the magnitudes of the vectors drop-off in length as they get farther from the source:
Figure 1.1.2 – Electric Field of a Point Charge
Comparing our Coulomb field equation with Equation 1.1.3, we see that indeed all of information needed to compute the electric force, except for the amount of charge that is affected, is contained within the electric field vector. So if we know the electric field vectors everywhere in space (or, more succinctly, we "know the electric field"), then we can compute the force on a point charge placed at any position, simply by multiplying the affected charge by the electric field vector:
$\overrightarrow F_{on\;q} = q\;\overrightarrow E\left(r\right),\;\;\;\;\;\;\text{where }\overrightarrow r= \text{position vector of the charge }q$
It is a common mistake to think that the electric field vector points in the direction of the force acting on a charge, but the affected charge can be either positive or negative. If it is a positive charge, then the direction of the force on it will be the same as the direction of the field, but if the affected charge is negative, then the force and field will point in opposite directions.
## Field Superposition
While the field model may be only slightly more satisfying than the direct action model from a philosophical standpoint, it actually has some very pragmatic uses. The foremost of these is that it allows us to talk about forces on a particle without having to actually worry about the specifics of all the other particles affecting it. Once we determine the electric field due to one or a collection of charges, we can forget about those charges and just work with the field. Wait… “collection of charges?” How do we determine the electric field of a collection of charges? It turns out that we can superpose field vectors to get a single, aggregate field vector. That is, we don’t have to worry about how a charge is affected by the electric fields of a whole lot of other charges – we can instead aggregate the electric fields of all those charges, and call it the electric field in that space, and use it alone to determine the force on the charge in question. To compute the electric field contributions of several charges at a single point in space, we naturally have to add them like vectors.
While it is often useful to picture electric fields as collections of lots of little vectors of varying length and direction filling all of space, there is also another descriptive way to think about electric fields. This is called electric field lines of force, or simply, electric field lines. What this picture does is to merge the field vectors together, so that lines are created that point the direction of the field everywhere in space. So for example, consider two point charges with equal magnitudes and opposite signs in the same region of space (such a configuration is called a dipole, while a single point charge is called a monopole):
Figure 1.2.2 – Dipole Field Lines
The field line description clearly displays the direction of the electric field vectors everywhere in space (tangent to the lines drawn, in the direction of the arrows). One might suppose that it is nonetheless inferior to the many-little-arrows picture, in that it doesn't display the strength of the field everywhere, but this is not correct. We know that the electric field get stronger as they get closer to the point charges, and there is a property of electric field lines that represents this – the density of field lines. The closer together the lines are, the stronger the field.
Consider the electric field lines for the dipole shown above along the horizontal axis joining the two charges. To the right of the positive charge, we notice that adjacent field lines are diverging from each other faster than if the positive charge was by itself (when they would emanate directly radially outward). With the density of the field lines indicating field strength, this means that the field is getting weaker in that direction faster than if the positive charge was the only source of the field. We already know how fast the field weakens with distance for a monopole (given in Equation 1.2.1), and in Section 1.4 we will approximate (for large values of $$r$$ compared to the dipole charge separation) the faster rate at which this dipole field weakens with distance.
This page titled 1.2: Electric Field is shared under a CC BY-SA 4.0 license and was authored, remixed, and/or curated by Tom Weideman directly on the LibreTexts platform. | 2,046 | 8,292 | {"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} | 3.59375 | 4 | CC-MAIN-2024-22 | latest | en | 0.375736 |
https://blog.csdn.net/jie_guale/article/details/6910907 | 1,544,865,412,000,000,000 | text/html | crawl-data/CC-MAIN-2018-51/segments/1544376826842.56/warc/CC-MAIN-20181215083318-20181215105318-00306.warc.gz | 534,290,006 | 33,199 | # 【DP】饥饿的牛
饥饿的牛
约翰提供B个区间的清单。一个区间是一对整数start-end,1<=start<=end<=N，表示一些连续的饲料槽，比如1-3,7-8,3-4等等。牛可以任意选择区间，但是牛选择的区间不能有重叠。
HUNGER.IN
3
1 3
7 8
3 4
HUNGER.OUT
5
=================================
=====================================
type
node=record
s,e:longint;
end;
var
b:longint;
a:array[1..2000]of node;
f:array[0..2000]of longint;
procedure init;
begin
assign(input,'hunger.in');
assign(output,'hunger.out');
reset(input); rewrite(output);
end;
procedure terminate;
begin
close(input); close(output);
halt;
end;
procedure qsort(s,t:longint);
var
i,j:longint;
x:node;
tem:node;
begin
i:=s; j:=t;
x:=a[(s+t)shr 1];
repeat
while x.e<a[j].e do dec(j);
while a[i].e<x.e do inc(i);
if i<=j then
begin
tem:=a[i]; a[i]:=a[j]; a[j]:=tem;
inc(i); dec(j);
end;
until i>j;
if i<t then qsort(i,t);
if s<j then qsort(s,j);
end;
function max(a,b:longint):longint;
begin
if a>b then exit(a);
exit(b);
end;
procedure main;
var
i,j:longint;
ans:longint;
begin
for i:=1 to b do
qsort(1,b);
fillchar(f,sizeof(f),0);
ans:=0;
for i:=1 to b do
for j:=a[i].s-1 downto 0 do
begin
f[a[i].e]:=max(f[a[i].e],f[j]+(a[i].e-a[i].s+1));
if ans<f[a[i].e] then ans:=f[a[i].e];
end;
writeln(ans);
end;
begin
init;
main;
terminate;
end. | 494 | 1,214 | {"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} | 3.1875 | 3 | CC-MAIN-2018-51 | latest | en | 0.128128 |
https://paneammoretarantella.com/qa/question-how-is-gdp-calculated.html | 1,632,245,383,000,000,000 | text/html | crawl-data/CC-MAIN-2021-39/segments/1631780057225.57/warc/CC-MAIN-20210921161350-20210921191350-00280.warc.gz | 490,727,253 | 9,170 | # Question: How Is GDP Calculated?
## Which sector is the largest contributor to the economy?
The economy is divided into three broad categories—agriculture (which includes broader activities such as mining, utilities, and construction), manufacturing, and services (figure 1).
Services has been, by far, the biggest contributor to GDP, accounting for over 68 percent in 2018 (figure 1)..
## What are the 3 ways to calculate GDP?
3 Methods of Gross Domestic Product (GDP) Calculation are : income method, expenditure method and production(output) method.
## Which country has highest GDP?
ChinaIn terms of GDP in PPP, China is the largest economy, with a GDP (PPP) of \$25.27 trillion.
## Is a high GDP good or bad?
Economists traditionally use gross domestic product (GDP) to measure economic progress. If GDP is rising, the economy is in solid shape, and the nation is moving forward. On the other hand, if gross domestic product is falling, the economy might be in trouble, and the nation is losing ground.
## Which is the richest state in India?
MaharashtraGSDPRankState/UTNominal GDP (trillion INR, lakh crore ₹)1Maharashtra₹28.78 lakh crore (US\$400 billion)2Tamil Nadu₹18.45 lakh crore (US\$260 billion)3Uttar Pradesh₹17.94 lakh crore (US\$250 billion)4Karnataka₹15.35 lakh crore (US\$220 billion)29 more rows
## What is the world’s poorest country?
Niger1. Niger. A combination of a GNI per capita of \$906, life expectancy of 60.4 years, and a mean 2 years of schooling (against an expected 5.4) lead to Niger topping the UN’s human development report as the world’s poorest country.
## What are the 5 components of GDP?
The five main components of the GDP are: (private) consumption, fixed investment, change in inventories, government purchases (i.e. government consumption), and net exports. Traditionally, the U.S. economy’s average growth rate has been between 2.5% and 3.0%.
## WHO calculates the GDP in India?
Central Statistic OfficeIndia’s Central Statistic Office calculates the nation’s gross domestic product (GDP). India’s GDP is calculated with two different methods, one based on economic activity (at factor cost), and the second on expenditure (at market prices). The factor cost method assesses the performance of eight different industries.
## What is GDP and how is it calculated?
The GDP calculation accounts for spending on both exports and imports. Thus, a country’s GDP is the total of consumer spending (C) plus business investment (I) and government spending (G), plus net exports, which is total exports minus total imports (X – M).
## What increases the GDP?
Economic growth is measured by an increase in gross domestic product (GDP), which is defined as the combined value of all goods and services produced within a country in a year. … A company that buys a new manufacturing plant or invests in new technologies creates jobs, spending, which leads to growth in the economy.
## Is GDP the same as national income?
GDP (Gross Domestic Product) is a measure of (national income = national output = national expenditure) produced in a particular country. … GNI (Gross National Income) = (similar to GNP) includes the value of all goods and services produced by nationals – whether in the country or not.
## Is GDP national income?
The gross national income (GNI), previously known as gross national product (GNP), is the total domestic and foreign output claimed by residents of a country, consisting of gross domestic product (GDP), plus factor incomes earned by foreign residents, minus income earned in the domestic economy by nonresidents (Todaro …
## How is GDP of a country calculated?
GDP is measured by taking the quantities of all goods and services produced, multiplying them by their prices, and summing the total. GDP can be measured either by the sum of what is purchased in the economy or by what is produced. Demand can be divided into consumption, investment, government, exports, and imports.
## How does GDP affect me?
Investopedia explains, “Economic production and growth, what GDP represents, has a large impact on nearly everyone within [the] economy”. When GDP growth is strong, firms hire more workers and can afford to pay higher salaries and wages, which leads to more spending by consumers on goods and services.
## What is not included in GDP?
The sales of used goods are not included because they were produced in a previous year and are part of that year’s GDP. Transfer payments are payments by the government to individuals, such as Social Security. Transfers are not included in GDP, because they do not represent production.
## Why is the GDP important?
GDP is important because it gives information about the size of the economy and how an economy is performing. The growth rate of real GDP is often used as an indicator of the general health of the economy. In broad terms, an increase in real GDP is interpreted as a sign that the economy is doing well.
## WHO calculates GDP?
Within each country GDP is normally measured by a national government statistical agency, as private sector organizations normally do not have access to the information required (especially information on expenditure and production by governments).
## What country is #1 in economy?
United States1. United States: USD 24.9 trillion in 2023. FocusEconomics panelists see the U.S. retaining its title as the world’s largest economy, with a forecast for nominal GDP of USD 24.9 trillion in 2023.
## Does high GDP mean good economy?
Economists traditionally use Gross Domestic Product to measure economic progress. If GDP is rising, the economy is good and the nation is moving forward. If GDP is falling, the economy is in trouble and the nation is losing ground.
## What are the 3 types of GDP?
Types of Gross Domestic Product (GDP)Real Gross Domestic Product. Real GDP is the GDP after inflation has been taken into account.Nominal Gross Domestic Product. Nominal GDP is the GDP at current prices (i.e. with inflation).Gross National Product (GNP) … Net Gross Domestic Product.
## What is GDP example?
We know that in an economy, GDP is the monetary value of all final goods and services produced. For example, let’s say Country B only produces bananas and backrubs. Figure %: Goods and Services Produced in Country B In year 1 they produce 5 bananas that are worth \$1 each and 5 backrubs that are worth \$6 each. | 1,408 | 6,407 | {"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-2021-39 | latest | en | 0.891406 |
https://www.teacherspayteachers.com/Product/Making-Ten-Unknown-Numbers-618515 | 1,493,023,241,000,000,000 | text/html | crawl-data/CC-MAIN-2017-17/segments/1492917119120.22/warc/CC-MAIN-20170423031159-00138-ip-10-145-167-34.ec2.internal.warc.gz | 958,979,336 | 25,390 | Making Ten (Unknown Numbers)
Subjects
Resource Types
Product Rating
4.0
File Type
PDF (Acrobat) Document File
0.13 MB | 9 pages
PRODUCT DESCRIPTION
This another manipulative I made, so that I would not have to tear out the ones in the back of the first grade math book. I tried to use the same colors that were in the book. At the time, we were using Houghton Mifflin Math.
I really extended this from one blank mat to several mats with red dots already on them. I did this because some of my students were trying to put too many dots on the mats. They would come up with the same answers as they did without the mats. (e.g. 4 + ____ = 8 and they would say 12.) I am not sure how they did it, but they did.
For this problem, they would use the mat with 4 red dots and put enough yellow dots to make 8. (They can only manipulate the yellow dots.) The students could not go over ten because I never let my kids use dots outside the mat.
I really like this activity for making ten. You can have kids put out all the mats and make ten from each one. They will find that the communitve property at work quickly.
Houghtom Mifflin uses dots outside the ten mat, but I did not like that after I started using the tens mats. Therefore, I made one mat with ten red dots and ten blank squares. That way kids could find missing numbers up to 20.
This manipulative lasts for several years if you laminate it. It saves time because you don't have to tear out those in the back of the book. Just teach the children how to use the mats and they will get a lot of use of them.
This activity works well with Singapore Math and Saxon Math. I have not used it with Everyday Math, so you would have evaluate it first.
Common Core Standards:
CCSS.Math.Content.1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
CCSS.Math.Content.1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11,
CCSS.Math.Content.1.NBT.B.2a 10 can be thought of as a bundle of ten ones — called a “ten.”
CCSS.Math.Content.1.NBT.B.2b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
You will find the title page, standards, directions, 10 mats, and 10 dots in this activity. One student will never need more than 10 yellow dots.
I hope these charts will save you some time.
Total Pages
9
N/A
Teaching Duration
N/A
Average Ratings
4.0
Overall Quality:
4.0
Accuracy:
4.0
Practicality:
4.0
Thoroughness:
4.0
Creativity:
4.0
Clarity:
4.0
Total:
11 ratings
FREE
User Rating: 4.0/4.0
(105 Followers)
FREE | 719 | 2,792 | {"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} | 4.125 | 4 | CC-MAIN-2017-17 | longest | en | 0.957095 |
https://mathandmovement.com/january-2019-teacher-spotlight-fallon-walton/ | 1,726,435,385,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651647.78/warc/CC-MAIN-20240915184230-20240915214230-00797.warc.gz | 343,014,985 | 144,171 | # January 2019 Teacher Spotlight: Fallon Walton
## Meet Fallon - a K-6 Math Specialist using movement-based learning in Latham, NY!
### Share Post:
Below is our interview with Fallon Walton, a K-6 Math Specialist for North Colonie Central School District, located in upstate New York. She works with students at both Blue Creek Elementary School and Loudonville Elementary School.
##### How long have you been a teacher?
I have been teaching for 12 years. I was a Special Ed teacher for 9 Years and the last 3 years I have been a Math Specialist.
##### How did you learn about Math & Movement?
I went to a free Math & Movement Workshop two years ago.
##### How long have you been using Math & Movement in your classroom?
I’ve been using Math & Movement for two years.
##### What changes have you seen in your students since using Math & Movement?
I have seen students use the skip counting clapping or tapping movements to help them with their multiplication facts when working on some problems or taking a test. I have also seen students more engaged and confident in math since using the Math & Movement mats.
Students are enlightened and enthusiastic if they know we will be using the math mats during a math lesson or math centers. The movements have increased number identification for younger students and it has also helped older students become more fluent with their math facts.
##### What is your favorite floor mat and why?
My favorite floor math is the Skip Counting by 2’s mat. I can use it in a variety of ways.
For my Kindergarten students, I use it for number identification for 0-20. I also use it for “making 10.” For example, if we start at 5, how many more jumps do we need to get to 10 (make 10)?
I have also used it with my third and fourth graders who struggle with their multiplication facts – they skip count by 2’s to complete their multiplication facts.
## Recent Stories
### Cross-Lateral Movements: All About the Midline of the Body
Find out how cross lateral movements, or cross crawl exercises, can boost learning by crossing the midline of body.
### What Is Kinesthetic Learning?
What is kinesthetic learning, and how does it benefit students? Here is everything you need to get started with new strategies in the classroom! | 485 | 2,277 | {"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-2024-38 | latest | en | 0.956713 |
https://es.scribd.com/document/51624591/EJERCICIOS-DE-LOGICA-MATEMATICA-resueltos | 1,508,531,980,000,000,000 | text/html | crawl-data/CC-MAIN-2017-43/segments/1508187824325.29/warc/CC-MAIN-20171020192317-20171020212317-00087.warc.gz | 678,182,066 | 24,735 | EJERCICIOS DE LOGICA MATEMATICA
A ) Usando tablas demostrar: 1 ) ( p’ )’ ⇔ p p V F 2 ) p ∧ p’ ⇔ F p V F 3 ) p ∨ p’ ⇔ V p V F 4) p∨V ⇔ V p V F 5) p∧V ⇔ p p V F 6) p∨F ⇔ p p V F 7) p∧F ⇔ F p V F F F F p∧F F F F F F p∨F V F V V V p∧V V F V V V p∨V V V p’ F V p ∨ p’ V V p’ F V p ∧ p’ F F p’ F V ( p’ )’ V F
8) p∧(p∨q) ⇔ p p V V F F 9) p∨(p∧q) ⇔ p p V V F F 10 ) ( p ∧ q )’ ⇔ p’ ∨ q’ p V V F F q V F V F p’ F F V V q’ F V F V p∧q V F F F ( p ∧ q )’ F V V V p’ ∨ q’ F V V V q V F V F p∧q V F F F p∨(p∧q) V V F F q V F V F p∨q V V V F p∧(p∨q) V V F F 11 ) ( p ∨ q )’ ⇔ p’ ∧ q’ p V V F F q V F V F p’ F F V V q’ F V F V p∨q V V V F ( p ∨ q )’ F F F V p’ ∧ q’ F F F V 12 ) ( p ∧ q ) ∧ r ⇔ p ∧ ( q ∧ r ) p V V V V F F F F q V V F F V V F F r V F V F V F V F p∧q V V F F F F F F q∧r V F F F V F F F (p∧q)∧r V F F F F F F F p∧(q∧r) V F F F F F F F .
13 ) ( p ∨ q ) ∨ r ⇔ p ∨ ( q ∨ r ) p V V V V F F F F q V V F F V V F F r V F V F V F V F p∨q V V V V V V F F q∨r V V V F V V V F (p∨q)∨r V V V V V V V F p∨(q∨r) V V V V V V V F 14 ) ( p ↔ q ) ↔ r ⇔ p ↔ ( q ↔ r ) p V V V V F F F F q V V F F V V F F r V F V F V F V F p↔q V V F F F F V V q↔r V F F V V F F V (p↔q)↔r V F F V F V V F p↔(q↔r) V F F V F V V F 15 ) p ∧ ( q ∨ r ) ⇔ ( p ∧ q ) ∨ ( p ∧ r ) p V V V V F F F F q V V F F V V F F r V F V F V F V F p∧q V V F F F F F F p∧r V F V F F F F F q∨r V V V F V V V F p∧(q∨r) V V V F F F F F (p∧q)∨(p∧r) V V V F F F F F .
16 ) p ∨ ( q ∧ r ) ⇔ ( p ∨ q ) ∧ ( p ∨ r ) p V V V V F F F F q V V F F V V F F r V F V F V F V F p∨q V V V V V V F F p∨r V V V V V F V F q∧r V F F F V F F F p∨(q∧r) V V V V V F F F (p∨q)∧(p∨r) V V V V V F F F 17 ) p’ ∨ q ⇔ p → q p V V F F q V F V F p’ F F V V p’ ∨ q V F V V p→q V F V V 18 ) p ↔ q ⇔ ( p → q ) ∧ ( q → p ) p V V F F q V F V F p→q V F V V q→p V V F V (p→q)∧(q→p) V F F V p↔q V F F V 19 ) p ↑ q ⇔ ( p ∧ q )’ p V V F F 20 ) p ↓ q ⇔ ( p ∨ q )’ p V V F F q V F V F p∨q V V V F ( p ∨ q )’ F F F V p↓q F F F V q V F V F p∧q V F F F ( p ∧ q )’ F V V V p↑q F V V V .
21 ) p ⊕ q ⇔ ( p ∨ q ) ∧ ( p ∧ q )’ p V V F F q V F V F p∧q V F F F ( p ∧ q )’ F V V V p∨q V V V F ( p ∨ q ) ∧ ( p ∧ q )’ F V V F p⊕q F V V F B ) A partir de los conectivos negación ( ‘ ) y disyunción ( ∨ ) se definen: p ∧ q =def ( p’ ∨ q’ )’ p → q =def p’ ∨ q p ↔ q =def ( p → q ) ∧ ( q → p ) p ⊕ q =def ( p ∧ q’ ) ∨ ( p’ ∧ q ) p ↑ q =def ( p ∧ q )’ p ↓ q =def ( p ∨ q )’ Utilizando esas definiciones y las leyes de lógica matemática. demostrar las siguientes tautologías: 1 ) p → q ⇔ q’ → p’ q’ → p’ ⇔ ( q’ )’ ∨ p’ ( Definición ) ⇔ q ∨ p’ ( Doble Negación ) ⇔ p’ ∨ q ( Conmutatividad ) ⇔ p→q ( Definición ) 2 ) ( p → q )’ ⇔ p ∧ q’ ( p → q )’ ⇔ ( p’ ∨ q )’ ( Definición ) ⇔ ( p’ )’ ∧ q’ ( De Morgan ) ⇔ p ∧ q’ ( Doble Negación ) 3 ) p → ( q ∧ q’ ) ⇔ p’ p → ( q ∧ q’ ) ⇔ p → F ( Complemento ) ⇔ p’ ∨ F ( Definición ) ⇔ p’ ( Identidad ) 4 ) ( q ∨ q’ ) → p ⇔ p ( q ∨ q’ ) → p ⇔ ⇔ ⇔ ⇔ ( q ∨ q’ )’∨ p V’ ∨ p F∨p p ( Definición ) ( Complemento ) ( Complemento ) ( Identidad ) 5) (p∧q)→r ⇔ p→(q→r) ( p ∧ q ) → r ⇔ ( p ∧ q )’ ∨ r ⇔ ( p’ ∨ q’ ) ∨ r ⇔ p’ ∨ ( q’ ∨ r ) ⇔ p→(q→r) ( Definición ) ( De Morgan ) ( Asociatividad ) ( Definición ) . | 1,666 | 3,115 | {"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} | 3.515625 | 4 | CC-MAIN-2017-43 | latest | en | 0.155353 |
https://www.zsebrzozow.pl/indonesia/Jul_Sun_2612/ | 1,632,388,134,000,000,000 | text/html | crawl-data/CC-MAIN-2021-39/segments/1631780057417.92/warc/CC-MAIN-20210923074537-20210923104537-00033.warc.gz | 1,085,377,042 | 8,129 | You Are Designing A Conveyor System For A Gravel Yard
You are designing a conveyor system for a gravel yard. A,
27.11.2012· You are designing a conveyor system for a gravel yard. A hopper drops gravel at a rate of 73.5 kg/s onto? a conveyor belt that moves at a constant speed v=2.15 m/s. Suppose the conveyor belt is retarded by a friction force of 130 N. Determine the required output power (hp) of the motor as a function of time from the moment gravel first starts,Solved: You Are Designing A Conveyor System For A Gravel,You are designing a conveyor system for a gravel yard. A hopper drops gravel at a rate of 77.5 kg/s onto a conveyor belt that moves at a constant speed v = 2.15 m/s (see the figure).(Figure 1)Suppose the conveyor belt is retarded by a friction force of 165 N .. Determine the required output power (hp) of the motor as a function of time from the moment gravel first starts falling (t=0) until 4,S You are designing a conveyer system for a gravel yard,,S You are designing a conveyer system for a gravel yard Ahopper drops gravel at. S you are designing a conveyer system for a gravel. School Cooper Union; Course Title CHEMISTRY/ CH/ECE/PH/ Type. Notes. Uploaded By Aresdude718. Pages 7 This preview shows page 5
Solved: You Are Designing A Conveyorsystem For A Gravel
You are designing a conveyorsystem for a gravel yard. A hopper drops gravel at a rate of 75.0kg/s onto a conveyor belt that moves at a constant speed v = 2.20m/s. (a) Determine the additional force (over and above internalfriction) needed to keep the conveyor belt moving as gravel fallson it. (b) What power output would be needed from the motor thatdrives the conveyor belt?crushing of the ore gold you are design a conveyor system,,crushing of the ore gold you are design a conveyor system for a gravel yard. A common choice of global customers. Gold Mining Equipment - Msi Mining . Computer Aided Design. In-house computer modeling expertise allows us to take our equipment concepts from drawing board to implementation. I'm sure glad we found you guys. Even after 2 years, everything is working perfectly and still in good,you are designing a conveyor system for a gravel yard,You are designing a conveyor system for a gravel yard A . Figure that you ll need at least 3 in of gravel under the 4-in tube 3 in on top of the tube and about 6 in of soil over that Also figure in whatever slope you need to get to the low spot Dealing With Backfill When you backfill your trench you ll
Giancoli pg 237 Example 9 19 You are designing a
Giancoli pg 237 Example 9 19 You are designing a conveyor system for a gravel. Giancoli pg 237 example 9 19 you are designing a. School Nanyang Technological University; Course Title PH 1012; Uploaded By zhangmc. Pages 33 This preview shows page 28 - 32 out of 33 pages.,you are designing a conveyor system for a gravel yard,you are designing a conveyor system for a gravel yard_You are designing a conveyor system for a gravel yard.Resolved· Power and Rotational motion problems! PhysicsOct 30, 2010· You are designing a conveyor system for a gravel yard. A hopGravel Conveyor Belt System For Sale or Hire - YouTube,Moving soil and rock downhill on a difficult site.
Calculation methods – conveyor belts
design cannot be used with a reversible conveyor. The take-up range is a function of the effective pull, the required force F 2, the belt length L g, its delivery tolerance Tol, the tension reserve Z and the belt type. Take-up range for load-dependent take-up systems F U F 1 F 2 F 2 F TR F R F U 1 F 2 F 2 F TR γ F R Conveyor and processing beltsS You are designing a conveyer system for a gravel yard,,S You are designing a conveyer system for a gravel yard Ahopper drops gravel at. S you are designing a conveyer system for a gravel. School Cooper Union; Course Title CHEMISTRY/ CH/ECE/PH/ Type. Notes. Uploaded By Aresdude718. Pages 7 This preview shows page 5Solved: You Are Designing A Conveyorsystem For A,You are designing a conveyorsystem for a gravel yard. A hopper drops gravel at a rate of 75.0kg/s onto a conveyor belt that moves at a constant speed v = 2.20m/s. (a) Determine the additional force (over and above internalfriction) needed to keep the conveyor belt moving as gravel fallson it. (b) What power output would be needed from the motor thatdrives the conveyor belt?
you are designing a conveyor system for a gravel yard
you are designing a conveyor system for a gravel yard_You are designing a conveyor system for a gravel yard.Resolved· Power and Rotational motion problems! PhysicsOct 30, 2010· You are designing a conveyor system for a gravel yard. A hopSand & gravel conveyor for sand handling, gravel extraction,Some examples of conveyor systems for sand and gravel handling : Manukit belt conveyor with 3,28 ft wide belt used to store gravel; Sand conveyors and feeder-hoppers on a building site; 22yd long Manukit belt conveyor with 19,5 inch wide belt used for washed sand stockpiling; Manukit conveyor with 253 inch wide belt and walkways, used to feed a crusherHeavy-Duty Belt Conveyor Systems for Rock, Sand, Dirt,,Belt conveyor systems for rock, sand, dirt and gravel. Contact Rock Systems today for radial stackers, overland, portable, transfer conveyors, belt loaders and more. Contact. Home; Projects; Services; Contact; Production Facility; About; Processing Equipment for the Crust of the Earth [ T ] 1-916-921-9000 [ F ] 1-916-921-9070 [ E ] [email protected]; Navigate To.. Conveyors. Radial Stackers,
Designing a Conveyor System - Mineral Processing &
The Problem with Designing a Conveyor System. The designer of belt conveyors is often faced with problems of determining the proper belt speeds, belt widths, number of plies in the belt, and idler spacing for conveyors employed in various parts of a mill. Equipment Company offers the following data and tables, based upon many years of experience in designing all types of mills, to assist others concerned with mill design in engineering conveying systems.Gravel Conveyor Belt System For Sale or Hire - YouTube,28.04.2010· Moving soil and rock downhill on a difficult site.Calculation methods – conveyor belts,design cannot be used with a reversible conveyor. The take-up range is a function of the effective pull, the required force F 2, the belt length L g, its delivery tolerance Tol, the tension reserve Z and the belt type. Take-up range for load-dependent take-up systems F U F 1 F 2 F 2 F TR F R F U 1 F 2 F 2 F TR γ F R Conveyor and processing belts
DIY Conveyor Belt (with Pictures) - Instructables
Conveyors are a basic element of many production systems, and needed a simple open source hardware design. Commercially available conveyors of similar size (with much higher quality engineering) seem to cost around \$1000 onto which you need to add \$200+ for a variable speed controller! It seemed possible to make a sufficiently good one for less than about 80\$ and control itConveyor Belt Calculations - Bright Hub Engineering,This article will discuss the methodology for the calculations of belt conveyor design parameters with one practical example of the calculations and selection criteria for a belt conveyor system. Calculations include conveyor capacity, belt speed, conveyor height and length, mass of idlers and idler spacing, belt tension, load due to belt, inclination angle of the conveyor, coefficient of,Heavy-Duty Belt Conveyor Systems for Rock, Sand, Dirt,,Belt conveyor systems for rock, sand, dirt and gravel. Contact Rock Systems today for radial stackers, overland, portable, transfer conveyors, belt loaders and more. Contact. Home; Projects; Services; Contact; Production Facility; About; Processing Equipment for the Crust of the Earth [ T ] 1-916-921-9000 [ F ] 1-916-921-9070 [ E ] [email protected]; Navigate To.. Conveyors. Radial Stackers,
Sand & Gravel Quarry Conveyors | West River Conveyors
Call 800.332.2781 or Contact us online if you need a sand and gravel conveyor system replacement part. About West River Conveyors. Established in 1981, West River Conveyors has built a reputation for high-quality affordable parts. We continue to improve our efficiency to ensure the best quality and price for all our conveyor systems and products. Our commitment is to provide you with high,How to Move Rock from Point A to B | Kemper Equipment,Once you decide how you will be transporting your rock, whether by rail, water, or truck, you’ll need an appropriate conveyor system to transfer the aggregate onto its transport. The type of system again depends on the type, quantity, and weight of the rock. There are several types of conveyor systems available to make the task easier.Belt Conveyors for Bulk Materials - Fifth Edition - Chapter 6,Design considerations Conveyor horsepower determination — graphical method Examples of belt tension and horsepower calculations — six problems Belt conveyor drive equipment Backstops Brakes Brakes and backstops in combination Devices for acceleration, deceleration, and torque control Brake requirement determination (deceleration calculations) Belt Tension, Power, and Drive Engineering 86,
Used Gravel Conveyor for sale. Custom Built equipment,
23 CONVEYOR S FOR SALE from recently shut down sand & gravel plant in Palmdale, California. TWENTY Three (23) CONVEYOR S FOR SALE FROM RECENTLY SHUT DOWN SAND & GRAVEL PLANT IN PALMDALE CALIFORNIA Conveyor – 24” wide x 40’ long, electric motor drive, truss frame. Equipment #80.138…..\$4,500 Conveyor – 24”...30" Wide x 1,000' Long Overland Conveyor - Rock Systems,Trio GLC Overland Conveyor 30” wide x 1,000’ long complete with 50 h.p. electric motor, ICCJ25 shaft mount speed reducer with internal backstop, v-belt drive with drive guard, 18” rubber lagged head pulley, 12” snub pulley, scissor style gravity take-up assembly with 16” pulleys, 16” self-cleaning tail pulley, Dodge pillow block bearings, receiving hopper with skirtboards and,Conveyor Chain - Designer Guide - Renold,Renold conveyor chain design is emphasised, followed by guidance on selection procedure. Detailed descriptions are given of the various methods of application in a variety of mechanical handling problems and under widely varying conditions. The supporting material includes various reference tables and statistics. From the pyramids to the railway revolution, muscle-power of men and animals has,
Conveyor Belt Calculations - Bright Hub Engineering
This article will discuss the methodology for the calculations of belt conveyor design parameters with one practical example of the calculations and selection criteria for a belt conveyor system. Calculations include conveyor capacity, belt speed, conveyor height and length, mass of idlers and idler spacing, belt tension, load due to belt, inclination angle of the conveyor, coefficient of,DIY Conveyor Belt (with Pictures) - Instructables,Conveyors are a basic element of many production systems, and needed a simple open source hardware design. Commercially available conveyors of similar size (with much higher quality engineering) seem to cost around \$1000 onto which you need to add \$200+ for a variable speed controller! It seemed possible to make a sufficiently good one for less than about 80\$ and control itCAS FatBoy - Conveyor Application Systems,Conveyor Application Systems continues to press the envelope with new Slinger technologies. We work to build the highest quality, most durable, feature packed Slinging machines on the market today and we would love to help you with your material handling and placing challenges. As a family owned company, we want you to know that when you purchase a CAS® machine, | 2,657 | 11,642 | {"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} | 3.53125 | 4 | CC-MAIN-2021-39 | latest | en | 0.889143 |
https://www.jiskha.com/questions/661629/a-customer-enters-a-store-purchases-slippers-for-5-paying-for-the-purchase-with-20 | 1,653,381,358,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652662570051.62/warc/CC-MAIN-20220524075341-20220524105341-00503.warc.gz | 951,151,049 | 5,804 | prpblem solving
A customer enters a store & purchases slippers for \$5, paying for the purchase with \$20 bill. The merchant, unable to make change, ask the grocer next door to change the bill. The merchant then gives the customer the slippers & \$15 change. After the customer, leaves the grocer discovers that the \$20 bill is counterfeit & demands that the shoe store owner make good on it. The shoe store owner does so, & by law is obligated to turn the counterfeit bill over to the FBI. How much does the shoe store owner lose in this transaction?
1. 👍
2. 👎
3. 👁
4. ℹ️
5. 🚩
1. I think he lost \$20 + the cost of the slippers. Or is this a trick question?
1. 👍
2. 👎
3. ℹ️
4. 🚩
2. Suppose the merchant has only a \$20 bill in his till. The customer comes in with the (counterfeit) \$20, goes next door to the grocer and then gets, let's say, four \$5 bills. He comes back and gives the customer three of those for his \$15 change and then puts the fourth \$5 bill in his till. This means, right now he is up \$5 for \$25 in his till. Later, the grocer next door comes in with the counterfeit bill and the merchant must give him \$20, leaving \$5 in his till. Considering he SHOULD have \$25 in the cash register, I agree that he is out \$20 [plus the cost of buying the slippers].
1. 👍
2. 👎
3. ℹ️
4. 🚩
Similar Questions
1. Math
The Expression shown can be used to calculate the amount of money in dollars a grocery store customer should receive in change when paying with a \$100. 100-(15+10+3(2)+5(3)+4) What amount of change in dollars should the customer
2. math
The line plot shows the weights of packages of meat available at a supermarket. Katrice says that if a customer purchases the 3 3 lightest packages at a cost of \$4.40 per pound, the customer will pay 10.45 . Is Katrice correct?
3. Algebra
A garden store has the following miscellaneous bulbs in a basket: 5 amaryllis 6 daffodils 4 lilies 3 tulips A customer bought 4 bulbs from the basket, one of each type of flower. If the next customer selects 1 of the remaining
4. Math
To determine what effect the salespeople had on purchases, a department store polled 700 shoppers as to whether or not they had made a purchase and whether or not they were pleased with the service. Of those who had made a
1. algebra
You are an entrepreneur and selling handmade kites. Your company Kites-R-Fun has been contacted by a customer in Alaska who wants to purchase several of your best-selling kites and wants you to ship them to her. You have already
2. Math
A customer buys for products priced at \$18 \$22 \$35 and \$40 from the same store the customer returns the most expensive product and gets a refund for that one pot out how much money did the customer end up spending at that store
3. math
Which of the following scenarios represents a possible impulse purchase? Bryce researches interest rates on the purchase of a new car before deciding to make a purchase. Bryce purchases the car of his dream by financing the entire
4. MATH
From experience, the manager of Kramer's Book Mart knows that 50% of the people who are browsing in the store will make a purchase. What is the probability that among ten people who are browsing in the store, at least two will
1. C++
A small business wants to create a file to store its customer information. Each record in the file is to contain the following data: customer ID number, first name, last name, city, zip code, and account balance. Write a program
2. mathematics
the expression shown can be used to calculate the amount of money in dollars in dollars grocery store customer should reserve in change when paying with \$509 50-(14+12+2+(5)+2(2)+3)
3. MATHEMATICS
Write a pseudocode that will accept items bought by a customer and place them in the appropriate class based on amounts calculated for the bill. Discounts are applied as follows: Silver – 1% Gold – 5% Platinum – 10% Tax on
4. mathematics
How many different ways could you choose three pants to pack for a weekend trip, if you have 12 pants to choose from? Assume the pants are selected without replacement. a. 12! / 3! b. 12! / 9! c. 12! / 8!⋅4! c. 12! / 9!⋅3! If | 1,055 | 4,162 | {"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} | 3.546875 | 4 | CC-MAIN-2022-21 | latest | en | 0.936911 |
https://studylib.net/doc/5881876/mathematical-methods-unit-2 | 1,716,679,399,000,000,000 | text/html | crawl-data/CC-MAIN-2024-22/segments/1715971058858.81/warc/CC-MAIN-20240525222734-20240526012734-00694.warc.gz | 459,064,576 | 12,237 | # Mathematical Methods Unit 2
advertisement
```Mathematical Methods Unit 2
Sample learning activity – estimating radians, sine and cosine
on a unit circle
Introduction
This learning activity is a quick visual activity based on estimating the location of points
corresponding to radian measure on the circumference of a unit circle, and the (signed) length of
line segments corresponding to sine and cosine. It also looks at finding rough visual estimates for
solutions to equations of the form sin( x) a or cos( x ) a in the interval 0,2
y
1 .0
0 .5
1 .0
0 .5
0 .5
1 .0
x
0 .5
1 .0
Part 1
a. Draw a unit circle using a scale of 10 cm = 1 unit.
b. Use the values
2
1.6, 3.1,
3
4.7,2 6.3 to place points corresponding
2
approximately to 1, 2, 3, 4, 5 and 6 radians on the circumference of the circle.
Use the appropriate vertical and horizontal line segments to find approximations for the
corresponding values of sine and cosine.
c.
Use the values
2
1.6, 3.1,
3
4.7,2 6.3 to approximately locate points on the
2
circumference of the unit circle corresponding to 0.6, 2.3, 4.6 and 5.1 radians. Estimate the
© VCAA
Mathematical Methods Unit 2
corresponding values for sine and cosine in each case.
d. Use technology to check these estimates.
Part 2
a. Draw a unit circle using a scale of 10 cm = 1 unit.
b. Draw in the horizontal line y 0.3 and use this to estimate the solutions to sin( x) 0.3
over the interval 0,2 . Repeat this for various other horizontal lines y k where
1 k 1 .
c.
Draw in the vertical line x 0.8 and use this to estimate the solutions to cos( x) 0.8
over the interval 0,2 . Repeat this for various other vertical lines x k where
1 k 1 .
d. Use technology to check these estimates.
Areas of study
The following content from the areas of study is addressed through this task.
Unit 2
Area of study
Content dot point
Functions and graphs
2, 3, 5
Algebra
1
Calculus
-
Probability and statistics
-
Outcomes
The following outcomes, key knowledge and key skills are addressed through this task.
Unit 2
Outcome
Key knowledge dot point
Key skill dot point
1
2, 3
4
2
2
2
3
1, 4
1, 2
© VCAA
Page 2
``` | 748 | 2,187 | {"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} | 4.71875 | 5 | CC-MAIN-2024-22 | latest | en | 0.756276 |
https://progies.in/volume-control-codechef-solution-volcontrol | 1,669,784,220,000,000,000 | text/html | crawl-data/CC-MAIN-2022-49/segments/1669446710719.4/warc/CC-MAIN-20221130024541-20221130054541-00270.warc.gz | 497,900,279 | 12,407 | ### Volume Control: VOLCONTROL
Volume Control CodeChef Solution in C, C++, Java, and Python 3
Chef is watching TV. The current volume of the TV is XX. Pressing the `volume up` button of the TV remote increases the volume by 11 while pressing the `volume down` button decreases the volume by 11. Chef wants to change the volume from XX to YY. Find the minimum number of button presses required to do so.
### Input Format
• The first line contains a single integer TT – the number of test cases. Then the test cases follow.
• The first and only line of each test case contains two integers XX and YY – the initial volume and final volume of the TV.
### Output Format
For each test case, output the minimum number of times Chef has to press a button to change the volume from XX to YY.
• 1≤T≤100
• 1≤X,Y≤100
### Sample Input 1
``````2
50 54
12 10``````
### Sample Output 1
``````4
2``````
## Volume Control CodeChef Solution in C
``````int T;
scanf("%d",&T);
while(T--)
{
int x,y;
scanf("%d%d",&x,&y);
if(x < y)
{
printf("%d\n",y-x);
}
else
{
printf("%d\n",x-y);
}
}
return 0;
}
``````
## Volume Control CodeChef Solution in C++ 17
``````// your code goes here
int t;
cin>>t;
for(int i=0; i < t; i++){
int x, y;
cin>>x>>y;
if((x>y) || (x==y)){
cout << (x-y) << endl;
}
else{
cout << (y-x) << endl;
}
}
return 0;
}
``````
## Volume Control CodeChef Solution in Python 3
``````t = int(input())
for i in range(t):
l=list(map(int,input().split()))
ans = {True:"YES", False:"NO"}
print(max(l)-min(l))``````
## Volume Control CodeChef Solution in Java
``````/* package codechef; // don't place package name! */
import java.util.*;
import java.lang.*;
import java.io.*;
/* Name of the class has to be "Main" only if the class is public. */
class Codechef
{
public static void main (String[] args) throws java.lang.Exception
{
Scanner sc=new Scanner(System.in);
int t=sc.nextInt();
for( int i=0;i< t;i++)
{
int a=sc.nextInt();
int b=sc.nextInt();
if(b>=a)
{
System.out.println(b-a);
}
else if(b < a)
{
System.out.println(a-b);
}
}
}
}
``````
* The material and content uploaded on this website are for general information and reference purposes only. Please do it by your own first.
### The Cheaper Cab: CABS
Volume Control CodeChef Solution from | 660 | 2,262 | {"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-2022-49 | longest | en | 0.420247 |
http://www.indiabix.com/non-verbal-reasoning/analogy/003002 | 1,591,154,762,000,000,000 | text/html | crawl-data/CC-MAIN-2020-24/segments/1590347428990.62/warc/CC-MAIN-20200603015534-20200603045534-00271.warc.gz | 168,615,994 | 6,291 | # Non Verbal Reasoning - Analogy
### Exercise :: Analogy - Section 1
Each of the following questions consists of two sets of figures. Figures A, B, C and D constitute the Problem Set while figures 1, 2, 3, 4 and 5 constitute the Answer Set. There is a definite relationship between figures A and B. Establish a similar relationship between figures C and D by selecting a suitable figure from the Answer Set that would replace the question mark (?) in fig. (D).
6.
Select a suitable figure from the Answer Figures that would replace the question mark (?).
(A) (B) (C) (D) (1) (2) (3) (4) (5)
A. 1 B. 2 C. 3 D. 4 E. 5
Explanation:
The combination of two symbols placed at the lower-right corner, rotates 90oCW and moves to the Upper-right corner. Also, the combination of two symbols placed at the upper-left corner, moves to the lower-right corner.
7.
Select a suitable figure from the Answer Figures that would replace the question mark (?).
(A) (B) (C) (D) (1) (2) (3) (4) (5)
A. 1 B. 2 C. 3 D. 4 E. 5
Explanation:
The figure gets divided into eight equal parts.
8.
Select a suitable figure from the Answer Figures that would replace the question mark (?).
(A) (B) (C) (D) (1) (2) (3) (4) (5)
A. 1 B. 2 C. 3 D. 4 E. 5
Explanation:
The inner element enlarges to become the outer element while the outer element reduces in size, turns black and becomes the inner element.
9.
Select a suitable figure from the Answer Figures that would replace the question mark (?).
(A) (B) (C) (D) (1) (2) (3) (4) (5)
A. 1 B. 2 C. 3 D. 4 E. 5
Explanation:
The figure rotates through 90oACW and the arrowhead shifts closer to the black circle.
10.
Select a suitable figure from the Answer Figures that would replace the question mark (?).
(A) (B) (C) (D) (1) (2) (3) (4) (5)
A. 1 B. 2 C. 3 D. 4 E. 5
Explanation:
The figure gets rotated through 180o. | 628 | 2,119 | {"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-2020-24 | latest | en | 0.70669 |
http://enison.co/rectangular-coordinate-system-worksheets/ | 1,566,503,889,000,000,000 | text/html | crawl-data/CC-MAIN-2019-35/segments/1566027317359.75/warc/CC-MAIN-20190822194105-20190822220105-00042.warc.gz | 66,491,153 | 7,680 | # Rectangular Coordinate System Worksheets
answers cartesian coordinate system worksheet doc rectangular worksheets.
cartesian coordinate system worksheets pdf rectangular.
section 1 3 weekly time card worksheet answers google sheets the beginner s guide to line spreadsheets of secti.
graph of a parabola opening upward in coordinate system cartesian worksheets pdf rectangular.
star test scores decline for first time in a decade grade 9 math worksheets rectangular coordinate system exercises with answers.
rectangular coordinate system exercises with answers worksheets.
graph paper system plane plotting coordinate points a the math worksheet page 2 point plots rectangular 1 grid 9 to by.
excel blank and axis coordinate plane with numbers on simple hands hing worksheet system worksheets.
coordinate system worksheets worksheet doc rectangular.
small size coordinate system worksheets rectangular worksheet doc with answers co.
small size 0 5 cm coordinate grid plane worksheet math rectangular system worksheets.
graph of a parabola opening to the left in coordinate system rectangular worksheets with answers.
ordered pairs and coordinate plane worksheets worksheet grade rectangular system doc.
free collection of coordinate system worksheet 1 rectangular printable worksheets.
grid paper printable graph x y coordinate numbered worksheets for all download and math aids kids free squared plane coordinates maths rectangular syst.
ordinate abscissa rectangular coordinate system exercises with answers worksheets.
ordered pairs worksheet rectangular coordinate system printable worksheets.
3 coordinate system origin this uses two perpendicular number lines or axes that meet at a point called the slide cartesian worksheets pdf rectangular syst.
already registered login here for access worksheet print the coordinate system rectangular worksheets pdf.
x y coordinates coordinate math rectangular system worksheets.
associates a rectangular coordinate system the chart multiplication and coordinates worksheets pdf.
this is an image of a triangle on x y coordinate plane the cat figure 6 cartesian system worksheets pdf rectangular.
distance formula rectangular coordinate system worksheet doc worksheets.
the coordinate system original 1 rectangular exercises with answers worksheets.
rectangular coordinate system worksheets lovely 9 best math images on of impressive coordina.
coordinate plane worksheets elegant old fashioned math grid picture collection collectio.
coordinate plane worksheets beautiful excel area of trapezoid worksheet doc do. | 413 | 2,587 | {"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} | 2.546875 | 3 | CC-MAIN-2019-35 | longest | en | 0.713431 |
https://informesia.com/2308/the-sum-and-the-multiplication-of-two-numbers-are-11-and-18-gradually-find-the-sum-of-their-inverse | 1,686,045,486,000,000,000 | text/html | crawl-data/CC-MAIN-2023-23/segments/1685224652494.25/warc/CC-MAIN-20230606082037-20230606112037-00163.warc.gz | 351,818,505 | 9,107 | 66 Views
The sum and the multiplication of two numbers are 11 and 18 gradually. Find the sum of their inverse.
| 66 Views
Solution
: Let the numbers are $x$ and $y$.
$$\begin{array}{c} \therefore \quad x+y=11 \\ x y=18 \end{array}$$
Dividing eqn. 1 by 2 ,
\begin{aligned} & \frac{x+y}{x y}=\frac{11}{18} \\ \therefore \quad & \frac{1}{y}+\frac{1}{x}=\frac{11}{18} ; \text { Ans. } \end{aligned}
+1 Vote | 151 | 410 | {"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} | 4.21875 | 4 | CC-MAIN-2023-23 | latest | en | 0.70334 |
http://www.chegg.com/homework-help/questions-and-answers/1-yates-s-correction-continuity-used-points-1-conducts-way-chi-square-analysis-uses-way-ch-q4155857 | 1,387,458,225,000,000,000 | text/html | crawl-data/CC-MAIN-2013-48/segments/1387345763533/warc/CC-MAIN-20131218054923-00057-ip-10-33-133-15.ec2.internal.warc.gz | 306,508,154 | 19,564 | # Statistics help!
3,000 pts awarded
1. Yates's correction for continuity should be used (Points : 1)
2. For the MANN-WHITNEY U test, when n is greater than _____ the sampling distribution is approximately similar to _____. (Points : 1)
3. A chi square of -4.27 indicates: (Points : 1)
4. In conducting a chi-square test the EXPECTED FREQUENCY (Points : 1)
5. Replace the t test for two independent samples with the Mann-Whitney U test whenever the assumptions of the t test appear to be violated and (Points : 1)
6. For the MANN-WHITNEY U test, when n is greater than 20, U is converted to a z score, . (Points : 1)
7. The expected frequencies ______. (Points : 1)
8. When converting original scores to ranks, if three original scores have identical values, they should be (Points : 1)
9. When assessing the Wilcoxon T (Points : 1)
10. There are different tables for the critical values of the MANN-WHITNEY U test for which of the following samples? (Points : 1)
11. Yates' CORRECTION FOR CONTINUITY is applied when (Points : 1)
12. The null hypothesis tested in KWANOVA is that (Points : 1)
13. In the one-day chi-square test, the null hypothesis makes a statement about two or more population proportions. If the null hypothesis specifies that voters are equally likely to prefer three political candidates for govenor, each hypothesized population proportion will equal (Points : 1)
14. The distribution approaches the normal distribution as (Points : 1)
15. Beware of unequal variances when sample sizes are (Points : 1)
16. In the MANN-WHITNEY U, test which of the following should be done if two or more scores are tied for a particular rank (Points : 1)
17. In the previous question, the situation can be described as the (Points : 1)
18. As is true of all tests for ranked data, the U test is immune to violations of assumptions about (Points : 1)
19. In a two-way chi-square test involving ninety-six participants classified into six religious categories and four political preferences, how many degrees of freedom will be associated with the critical chi-square value? (Points : 1)
a. 41
b.15
c.18
d.2
20.
What value will be obtained for the Wilcoxon T when the signs of the difference scores are intermixed evenly among ranks?
a.
b.
c. I
d.
This question has been asked again here. | 595 | 2,333 | {"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} | 3.53125 | 4 | CC-MAIN-2013-48 | latest | en | 0.876204 |
https://gmatclub.com/forum/how-many-different-combinations-of-outcomes-can-you-make-by-40354-40.html | 1,563,374,477,000,000,000 | text/html | crawl-data/CC-MAIN-2019-30/segments/1563195525312.3/warc/CC-MAIN-20190717141631-20190717163631-00031.warc.gz | 416,945,136 | 143,223 | Summer is Coming! Join the Game of Timers Competition to Win Epic Prizes. Registration is Open. Game starts Mon July 1st.
It is currently 17 Jul 2019, 07:41
### 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
# How many different combinations of outcomes can you make by
new topic post reply Question banks Downloads My Bookmarks Reviews Important topics
Author Message
TAGS:
### Hide Tags
Intern
Joined: 29 May 2018
Posts: 2
Re: How many different combinations of outcomes can you make by [#permalink]
### Show Tags
28 Jul 2018, 22:47
dannythor6911 wrote:
VeritasPrepKarishma wrote:
NGGMAT wrote:
and when would it be 6*6*6??
Let me add my thought too here: When order matters, essentially you are saying that the dice are distinct, say of three different colors. So a 2 on the red die and 1 on the others is different from 2 on the yellow one with 1 on the other two.
When order doesn't matter, it implies that the dice are identical. If you have three identical dice and you throw them, a 2, 1, 1 is the same no matter which die gives you 2 because you cannot tell them apart.
I understand why you divide 6x5x4 by 3!. But why wouldn't for the same reason you divide 6x5 by 2! for the same reason?
Bunuel could you please explain this
Sent from my iPhone using GMAT Club Forum mobile app
Intern
Joined: 24 Oct 2018
Posts: 10
P and C [#permalink]
### Show Tags
24 Oct 2018, 07:33
How many different combinations of outcomes can you make by rolling three standard (6-sided) dice if the
order of the dice does not matter?
(A) 24 (B) 30 (C) 56 (D) 120 (E) 216
CEO
Status: GMATINSIGHT Tutor
Joined: 08 Jul 2010
Posts: 2959
Location: India
GMAT: INSIGHT
Schools: Darden '21
WE: Education (Education)
Re: P and C [#permalink]
### Show Tags
24 Oct 2018, 07:45
uttam94317 wrote:
How many different combinations of outcomes can you make by rolling three standard (6-sided) dice if the
order of the dice does not matter?
(A) 24 (B) 30 (C) 56 (D) 120 (E) 216
If the order of the dice don't matter then we can distinguish the outcomes in following ways
Case 1: When all the three dice show Different outcomes on them - This may happen in 6C3 ways = 20 ways (Choosing 3 distinct outcomes out of 6 possible outcomes on each dice)
Case 2: When two dice are same and third is different - 6C2*2 = 15*2 = 30 ways (Choose 2 out of 6 possible outcome of dice in 6C2 ways, then choose the number out of two outcomes that repeats e.g. 225 or 255 way if two chosen numbers are 2 and 5)
Case 3: When all the dice show same outcome - 6 ways (111 or 222 or 333 etc.)
Total favourable cases = 20+30+6 = 56 ways
Bunuel : This question has been discussed here
https://gmatclub.com/forum/how-many-dif ... ml#p280405
so Please merge the topics
uttam94317 Please search the question before you post. Read the rules of posting
_________________
Prosper!!!
GMATinsight
Bhoopendra Singh and Dr.Sushma Jha
e-mail: info@GMATinsight.com I Call us : +91-9999687183 / 9891333772
Online One-on-One Skype based classes and Classroom Coaching in South and West Delhi
http://www.GMATinsight.com/testimonials.html
ACCESS FREE GMAT TESTS HERE:22 ONLINE FREE (FULL LENGTH) GMAT CAT (PRACTICE TESTS) LINK COLLECTION
Senior Manager
Joined: 09 Jun 2014
Posts: 330
Location: India
Concentration: General Management, Operations
P and C [#permalink]
### Show Tags
24 Oct 2018, 07:53
uttam94317 wrote:
How many different combinations of outcomes can you make by rolling three standard (6-sided) dice if the
order of the dice does not matter?
(A) 24 (B) 30 (C) 56 (D) 120 (E) 216
I think the correct answer is 56.
Here is the approach.
Case 1: All three dices have different numbers = 20C3 = 20( Its 20 C3 since order of dice is not important)
Case 2: Two dice has same number while third has different = 6*1*5 =30
Case 3: All have same number = 6*1*1 (We have six options for dice A and if that comes second dice and third dice should have same number(one option) so 1*1)
So total = 20+30+6 =56
Press Kudos if it helps!!
Senior Manager
Joined: 18 Jun 2018
Posts: 267
Re: P and C [#permalink]
### Show Tags
24 Oct 2018, 08:22
uttam94317 wrote:
How many different combinations of outcomes can you make by rolling three standard (6-sided) dice if the
order of the dice does not matter?
(A) 24 (B) 30 (C) 56 (D) 120 (E) 216
OA: C
Case 1 : When 3 dice show distinct numbers : $$C(6,3) = \frac{6!}{3!3!}=20$$
Case 2 : When 1 dice show distinct number and other 2 show same number : $$6*1*5 =30$$
Case 3 : When all 3 dices show same number : $$6*1*1 =6$$
Total number of case : $$20+30+6 =56$$
Target Test Prep Representative
Status: Founder & CEO
Affiliations: Target Test Prep
Joined: 14 Oct 2015
Posts: 6923
Location: United States (CA)
Re: How many different combinations of outcomes can you make by [#permalink]
### Show Tags
25 Oct 2018, 17:54
mm007 wrote:
How many different combinations of outcomes can you make by rolling three standard (6-sided) dice if the order of the dice does not matter?
(A) 24
(B) 30
(C) 56
(D) 120
(E) 216
If all 3 numbers are the same, we have 6C1 = 6 combinations.
If two of the 3 numbers are the same and the third is different, we have 6C2 x 2 = (6 x 5)/2 x 2 = 30 combinations. (Note: There are 6C2 ways to choose 2 numbers from 6 when order doesn’t matter. However, when two numbers are chosen, for example, 1 and 2, the combinations (1, 1, 2) and (2, 2, 1) are considered different, therefore, we need to multiply by 2.)
If all 3 numbers are the different, we have 6C3 = (6 x 5 x 4)/(3 x 2) = 20 combinations.
Therefore, there are 6 + 30 + 20 = 56 combinations.
_________________
# Scott Woodbury-Stewart
Founder and CEO
Scott@TargetTestPrep.com
122 Reviews
5-star rated online GMAT quant
self study course
See why Target Test Prep is the top rated GMAT quant course on GMAT Club. Read Our Reviews
If you find one of my posts helpful, please take a moment to click on the "Kudos" button.
Manager
Joined: 22 Sep 2018
Posts: 249
Re: How many different combinations of outcomes can you make by [#permalink]
### Show Tags
01 Feb 2019, 17:23
Bunuel wrote:
rohitgoel15 wrote:
mm007 wrote:
How many different combinations of outcomes can you make by rolling three standard (6-sided) dice if the order of the dice does not matter?
(A) 24
(B) 30
(C) 56
(D) 120
(E) 216
The only way I can see this is 6*6*6 - 6 (same outcomes) ... Can anyone explain?
If the order of the dice does not matter then we can have 3 cases:
1. XXX - all dice show alike numbers: 6 outcomes (111, 222, ..., 666);
2. XXY - two dice show alike numbers and third is different: $$6*5=30$$, 6 choices for X and 5 choices for Y;
3. XYZ - all three dice show distinct numbers: $$C^3_6=20$$, selecting three different numbers from 6;
Total: 6+30+20=56.
For the combination of XXY, how come we do divide by 2! since the two X's are the same? Order doesn't matter so shouldnt it be 6c2?
Re: How many different combinations of outcomes can you make by [#permalink] 01 Feb 2019, 17:23
Go to page Previous 1 2 3 [ 47 posts ]
Display posts from previous: Sort by
# How many different combinations of outcomes can you make by
new topic post reply Question banks Downloads My Bookmarks Reviews Important topics
Powered by phpBB © phpBB Group | Emoji artwork provided by EmojiOne | 2,241 | 7,728 | {"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} | 4.09375 | 4 | CC-MAIN-2019-30 | latest | en | 0.921565 |
https://arinjayacademy.com/circle-radius-diameter-circumference-chord/ | 1,621,069,327,000,000,000 | text/html | crawl-data/CC-MAIN-2021-21/segments/1620243991378.48/warc/CC-MAIN-20210515070344-20210515100344-00615.warc.gz | 129,924,826 | 13,270 | # Circle | Radius | Diameter | Circumference | Chord
Circle, deals with various concepts which are as under:-
• Diameter of a circle
• Circumference of a Circle
• Chord of a Circle
A line segment having one end point on the circumference of the circle and other end point at the center of the circle is called the radius of a circle.
Here, OA is the radius of the circle having point O at the center of the circle, and point A on the circumference of the circle.
### Diameter of a circle
A line segment which passes through the center of a circle, and whose end points lie on the circumference of the circle is called the Diameter of a circle.
In the above figure, AB, is a line segment which passes through the center O, and its end points (A and B) lie on the circumference of the circle. Hence AB is the diameter of the given Circle.
### Circumference of a Circle
The length of the boundary of a circle is called circumference of a circle.
### Chord of a Circle
Line segment having its both the end points on the circumference of the circle is called the chord of the circle.
Here, AB is the chord having its end points ( A and B ) , which lie on the circumference of the circle. | 268 | 1,194 | {"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} | 3.765625 | 4 | CC-MAIN-2021-21 | latest | en | 0.920347 |
http://atozmath.com/Default.aspx?q1=complete%20the%20square%203x%5E2%252B5x%252B4%6017&do=1 | 1,566,539,751,000,000,000 | text/html | crawl-data/CC-MAIN-2019-35/segments/1566027317847.79/warc/CC-MAIN-20190823041746-20190823063746-00097.warc.gz | 21,977,136 | 141,043 | Home > Algebra calculators > Completing the square for quadratic equation calculator
Solve any problem (step by step solutions) Input table (Matrix, Statistics)
Mode :
SolutionHelp
Solution
Problem: complete the square 3x^2+5x+4 [ Calculator, Method and examples ]Solution:Your problem -> complete the square 3x^2+5x+4(3x^2+5x+4)=3 (x^2+5/3x+4/3)=3 (x^2+5/3x + 25/36 - 25/36 + 4/3)=3 [(x^2+5/3x+25/36) + 23/36]=3 [( x + 5/6 )^2 + 23/36]
Solution provided by AtoZmath.com
Any wrong solution, solution improvement, feedback then Submit Here
Want to know about AtoZmath.com and me | 201 | 581 | {"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} | 3.015625 | 3 | CC-MAIN-2019-35 | longest | en | 0.623312 |
https://www.mql5.com/en/forum/109470 | 1,632,220,521,000,000,000 | text/html | crawl-data/CC-MAIN-2021-39/segments/1631780057202.68/warc/CC-MAIN-20210921101319-20210921131319-00463.warc.gz | 929,362,476 | 13,780 | # Whats Wrong
428
Hi All,
whats wrong with this code. I just want to get long as the last bar closes above the last 20 bars, and RSI is above 14.
extern int Quant_Bars=15;
extern int LongRSI = 50;
extern int ShortRSI = 50;
extern double TakeProfit = 100;
extern double Lots = 1;
extern double TrailingStop = 100;
int start()
{
//----Identify the highest and lowest of the last N bars
int i,ticket; // Bar number
double Minimum=Bid, // Minimal price
Maximum=Bid; // Maximal price
for(i=0;i<=Quant_Bars-1;i++) // From zero (!) to..
{ // ..Quant_Bars-1 (!)
if (Low[i]< Minimum) // If < than known
Minimum=Low[i]; // it will be min
if (High[i]> Maximum) // If > than known
Maximum=High[i]; // it will be max
}
Alert("For the last ",Quant_Bars, // Show message
" bars Min= ",Minimum," Max= ",Maximum);
//Place Orders
if((iRSI(NULL,0,14,PRICE_CLOSE,2) <= LongRSI) && (iRSI(NULL,0,14,PRICE_CLOSE, 1) > LongRSI)&& iClose(NULL,PERIOD_H1,0)>Maximum)
{
if(ticket>0)
{
}
else Print("Error opening BUY order : ",GetLastError());
return(0);
}
//----
return(0);
}
//+------------------------------------------------------------------+
428
Sorry, RSI above 50 and last bar close above last 15 bars high.
2646
iClose(...,...,0) can't be higher than maximum if you include that close in the calculation of maximum.
428
phy.........didn't get your point. m just a newbie here. Can you let me what exactly I need to change in the above code. ?
2646
Try
if((iRSI(NULL,0,14,PRICE_CLOSE,2) <= LongRSI) && (iRSI(NULL,0,14,PRICE_CLOSE, 1) > LongRSI)&& iClose(NULL,PERIOD_H1,0)>=Maximum)
428
Somehow its not working. I don't know how to workaround this problem.
Another question, about swapping the trade. Say a short trade at RSI<=30 is close, and instantly a long tride is triggered, unless RSI <=70. | 533 | 1,793 | {"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-2021-39 | latest | en | 0.654014 |
https://www.tellmehowmuch.net/how-much-should-i-weigh-for-my-height.html | 1,695,831,620,000,000,000 | text/html | crawl-data/CC-MAIN-2023-40/segments/1695233510300.41/warc/CC-MAIN-20230927135227-20230927165227-00288.warc.gz | 1,125,626,365 | 10,388 | # How Much Should I Weigh for My Height?
Those who are interested in keeping healthy will eventually become aware that they are to keep an ideal weight according to their height. In fact, when assessing a patient’s health risks like diabetes and arthritis, health care providers will make into one’s body mass index. A person’s body mass index is a tool that can be helpful in figuring out how much one should weigh for one’s height.
Your body mass index is the ratio or the relation of your weight as to your height. It has become a very much used tool when it comes to figuring out the amount of one’s body fat. Here’s how you calculate your body mass index:
BMI is equivalent to your weight, usually measured in pounds, divided by your height, which is measured in inches squared, and then multiplied by 703.
Sample Calculation
Let’s say that a patient is not that tall, let’s put it at seven inches above five feet or 67 inches to be exact. This individual’s weight is measured at 220 pounds. When you calculate this person’s BMI you would divide 220 by the square of 67 inches, which will become 220 divided by 4,489. That will eventually result to 34.45 BMI. Now the next step is to figure out what this number would stand for. In order to interpret this result you need to consult a BMI chart.
BMI Chart Results
After getting your BMI, you need to figure out where it is classified on a BMI chart. You can look one up online in order to make out what your BMI actually says about your body’s health. Looking at a BMI chart, you are considered healthy if your calculations would result to 18.5 to 24.9. However, you will be considered overweight if it rises to 25 to 29.9. Your BMI is considered obese in case you get a result of 30 or more. | 392 | 1,754 | {"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} | 2.796875 | 3 | CC-MAIN-2023-40 | latest | en | 0.957604 |
http://de.metamath.org/mpeuni/recseq.html | 1,721,327,131,000,000,000 | text/html | crawl-data/CC-MAIN-2024-30/segments/1720763514848.78/warc/CC-MAIN-20240718161144-20240718191144-00021.warc.gz | 5,760,647 | 3,749 | Metamath Proof Explorer < Previous Next > Nearby theorems Mirrors > Home > MPE Home > Th. List > recseq Structured version Visualization version GIF version
Theorem recseq 7357
Description: Equality theorem for recs. (Contributed by Stefan O'Rear, 18-Jan-2015.)
Assertion
Ref Expression
recseq (𝐹 = 𝐺 → recs(𝐹) = recs(𝐺))
Proof of Theorem recseq
StepHypRef Expression
1 wrecseq3 7299 . 2 (𝐹 = 𝐺 → wrecs( E , On, 𝐹) = wrecs( E , On, 𝐺))
2 df-recs 7355 . 2 recs(𝐹) = wrecs( E , On, 𝐹)
3 df-recs 7355 . 2 recs(𝐺) = wrecs( E , On, 𝐺)
41, 2, 33eqtr4g 2669 1 (𝐹 = 𝐺 → recs(𝐹) = recs(𝐺))
Colors of variables: wff setvar class Syntax hints: → wi 4 = wceq 1475 E cep 4947 Oncon0 5640 wrecscwrecs 7293 recscrecs 7354 This theorem was proved from axioms: ax-mp 5 ax-1 6 ax-2 7 ax-3 8 ax-gen 1713 ax-4 1728 ax-5 1827 ax-6 1875 ax-7 1922 ax-10 2006 ax-11 2021 ax-12 2034 ax-13 2234 ax-ext 2590 This theorem depends on definitions: df-bi 196 df-or 384 df-an 385 df-3an 1033 df-tru 1478 df-ex 1696 df-nf 1701 df-sb 1868 df-clab 2597 df-cleq 2603 df-clel 2606 df-nfc 2740 df-ral 2901 df-rex 2902 df-rab 2905 df-v 3175 df-dif 3543 df-un 3545 df-in 3547 df-ss 3554 df-nul 3875 df-if 4037 df-sn 4126 df-pr 4128 df-op 4132 df-uni 4373 df-br 4584 df-opab 4644 df-xp 5044 df-cnv 5046 df-dm 5048 df-rn 5049 df-res 5050 df-ima 5051 df-pred 5597 df-iota 5768 df-fv 5812 df-wrecs 7294 df-recs 7355 This theorem is referenced by: rdgeq1 7394 rdgeq2 7395 dfoi 8299 oieq1 8300 oieq2 8301 ordtypecbv 8305 dfac12r 8851 zorn2g 9208 ttukey2g 9221 csbrdgg 32351 aomclem3 36644 aomclem8 36649
Copyright terms: Public domain W3C validator | 891 | 1,707 | {"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} | 3.453125 | 3 | CC-MAIN-2024-30 | latest | en | 0.163452 |
http://web.archive.org/web/20130513181427id_/http:/sharp.bu.edu/~slehar/fourier/fourier.html | 1,586,304,967,000,000,000 | text/html | crawl-data/CC-MAIN-2020-16/segments/1585371806302.78/warc/CC-MAIN-20200407214925-20200408005425-00225.warc.gz | 189,002,326 | 6,831 | # An Intuitive Explanation of Fourier Theory
### Steven Lehar
#### slehar@cns.bu.edu
Fourier theory is pretty complicated mathematically. But there are some beautifully simple holistic concepts behind Fourier theory which are relatively easy to explain intuitively. There are other sites on the web that can give you the mathematical formulation of the Fourier transform. I will present only the basic intuitive insights here, as applied to spatial imagery.
#### Basic Principles
Fourier theory states that any signal, in our case visual images, can be expressed as a sum of a series of sinusoids. In the case of imagery, these are sinusoidal variations in brightness across the image. For example the sinusoidal pattern shown below can be captured in a single Fouier term that encodes 1: the spatial frequency, 2: the magnitude (positive or negative), and 3: the phase.
These three values capture all of the information in the sinusoidal image. The spatial frequency is the frequency across space (the x-axis in this case) with which the brightness modulates. For example the image below shows another sinusoid with a higher spatial frequency.
The magnitude of the sinusoid corresponds to its contrast, or the difference between the darkest and brightest peaks of the image. A negative magnitude represents a contrast-reversal, i.e. the brights become dark, and vice-versa. The phase represents how the wave is shifted relative to the origin, in this case it represents how much the sinusoid is shifted left or right.
A Fourier transform encodes not just a single sinusoid, but a whole series of sinusoids through a range of spatial frequencies from zero (i.e. no modulation, i.e. the average brightness of the whole image) all the way up to the "nyquist frequency", i.e. the highest spatial frequency that can be encoded in the digital image, which is related to the resolution, or size of the pixels. The Fourier transform encodes all of the spatial frequencies present in an image simultaneously as follows. A signal containing only a single spatial frequency of frequency f is plotted as a single peak at point f along the spatial frequency axis, the height of that peak corresponding to the amplitude, or contrast of that sinusoidal signal.
There is also a "DC term" corresponding to zero frequency, that represents the average brightness across the whole image. A zero DC term would mean an image with average brightness of zero, which would mean the sinusoid alternated between positive and negative values in the brightness image. But since there is no such thing as a negative brightness, all real images have a positive DC term, as shown here too.
Actually, for mathematical reasons beyond the scope of this tutorial, the Fourier transform also plots a mirror-image of the spatial frequency plot reflected across the origin, with spatial frequency increasing in both directions from the origin. For mathematical reasons beyond the scope of this explanation, these two plots are always mirror-image reflections of each other, with identical peaks at f and -f as shown below.
What I have shown is actually the Fourier transform of a single scan line of the sinusoidal image, which is a one-dimensional signal. A full two-dimensional Fourier transform performs a 1-D transform on every scan-line or row of the image, and another 1-D transform on every column of the image, producing a 2-D Fourier transform of the same size as the original image.
The image below shows a sinusoidal brightness image, and its two-dimensional Fourier transform, presented here also as a brightness image. Every pixel of the Fourier image is a spatial frequency value, the magnitude of that value is encoded by the brightness of the pixel. In this case there is a bright pixel at the very center - this is the DC term, flanked by two bright pixels either side of the center, that encode the sinusoidal pattern. The brighter the peaks in the Fourier image, the higher the contrast in the brightness image. Since there is only one Fourier component in this simple image, all other values in the Fourier image are zero, depicted as black.
Brightness Image Fourier transform
Here is another sinusoidal brightness image, this time with a lower spatial frequency, together with it's two-dimensional Fourier transform showing three peaks as before, except this time the peaks representing the sinusoid are closer to the central DC term, indicating a lower spatial frequency.
Brightness Image Fourier transform
The significant point is that the Fourier image encodes exactly the same information as the brightness image, except expressed in terms of amplitude as a function of spatial frequency, rather than brightness as a function of spatial displacement. An inverse Fourier transform of the Fourier image produces an exact pixel-for-pixel replica of the original brightness image.
The orientation of the sinusoid correlates with the orientation of the peaks in the Fourier image relative to the central DC point. In this case a tilted sinusoidal pattern creates a tilted pair of peaks in the Fourier image.
Brightness Image Fourier transform
Different Fourier coefficients combine additively to produce combination patterns. For example the sinusoidal image shown below is computed as the sum of the tilted sinusoid shown above, and the vertical sinusoid of lower spatial frequency shown above that.
Brightness Image Fourier transform
The brightness and the Fourier images are completely interchangable, because they contain exactly the same information. The combined brightness image shown above could have been produced by a pixel-for-pixel adding of the two brightness images, or by a pixel-for-pixel addition of the corresponding Fourier transforms, followed by an inverse transform to go back to the brightness domain. Either way the result would be exactly identical.
#### Higher Harmonics and "Ringing" effects
The basis set for the Fourier transform is the smooth sinusoidal function, which is optimized for expressing smooth rounded shapes. But the Fourier transform can actually represent any shape, even harsh rectilinear shapes with sharp boundaries, which are the most difficult to express in the Fourier code, because they need so many higher order terms, or higher harmonics. How these "square wave" functions are expressed as smooth sinusoids will be demonstrated by example.
The figure below shows four sinusoidal brightness images of spatial frequency 1, 3, 5, and 7. The first one, of frequency 1, is the fundamental, and the others are higher harmonics on that fundamental, because they are integer multiples of the fundamental frequency. These are in fact the "odd harmonics" on the fundamental, and each one exhibits a bright vertical band through the center of the image. The Fourier transform for each of these patterns is shown below.
1 3 5 7
The next table shows the result of progressively adding higher harmonics to the fundamental. Note how the central vertical band gets sharper and stronger with each additional higher harmonic, while the background drops down towards a uniform dark field. Note also how the higher harmonics produce peaks in the Fourier images that spread outward from the fundamental, defining a periodic pattern in frequency space.
1 1+3 1+3+5 1+3+5+7
The images below show what would happen if this process were continued all the way out to the Nyquist frequency - it would produce a thin vertical stripe in the brightness image, with sharp boundaries, i.e. a "square wave" in brightness along the x dimension. The Fourier transform of this image exhibits an "infinite" series of harmonics or higher order terms, although these do not actually go out to infinity due to the finite resolution of the original image. This is how the Fourier transform encodes sharp square-wave type features as the sum of a series of smooth sinusoids.
Brightness Image Fourier transform
#### The Optical Fourier Transform
A great intuitive advance can be made in understanding the principles of the Fourier transform once you learn that a simple lens can perform a Fourier transform in real-time as follows. Place an image, for example a slide transparency, at the focal length of the lens, and illuminate that slide with coherent light, like a colimated laser beam. At the other focus of the lens place a frosted glass screen. Thats it! The lens will automatically perform a Fourier transform on the input image, and project it onto the frosted glass screen. For example if the input image is a sinusoidal grating, as shown below, the resultant Fourier image will have a bright spot at the center, the DC term, with two flanking peaks on either side, whose distance from the center will vary with the spatial frequency of the sinusoid.
We can now see the holistic principle behind the Fourier transform. Every point on the input image radiates an expanding cone of rays towards the lens, but since the image is at the focus of the lens, those rays will be refracted into a parallel beam that illuminates the entire image at the ground-glass screen. In other words, every point of the input image is spread uniformly over the Fourier image, where constructive and destructive interference will automatically produce the proper Fourier representation.
Conversely, parallel rays from the entire input image are focused onto the single central point of the Fourier image, where it defines the central DC term by the average brightness of the input image.
Note that the optical Fourier transformer automatically operates in the reverse direction also, where it performs an inverse Fourier transform, converting the Fourier representation back into a spatial brightness image. Mathematically the forward and inverse transforms are identical except for a minus sign that reverses the direction of the computation.
#### Fourier Filtering
I will now show how the Fourier transform can be used to perform filtering operations to adjust the spatial frequency content of an image. We begin with an input image shown below, and perform a Fourier transform on it, then we do an inverse transform to reconstruct the original image. This reconstructed image is identical, pixel-for-pixel, with the original brightness image.
Brightness Image Fourier Transform Inverse Transformed
I will now demonstrate how we can manipulate the transformed image to adjust its spatial frequency content, and then perform an inverse transform to produce the Fourier filtered image. We begin with a low-pass filter, i.e. a filter that allows the low spatial-frequency components to pass through, but cuts off the high spatial frequencies. Since the low frequency components are found near the central DC point, all we have to do is define a radius around the DC point, and zero-out every point in the Fourier image that is beyond that radius. In other words the low-pass filtered transform is identical to the central portion of the Fourier transform, with the rest of the Fourier image set to zero. An inverse Fourier transform applied to this low-pass filtered image produces the inverse transformed image shown below.
Low-Pass Filtered Inverse Transformed
We see that the low-pass filtered image is blurred, preserving the low frequency broad smooth regions of dark and bright, but losing the sharp contours and crisp edges. Mathematically, low-pass filtering is equivalent to an optical blurring function.
Next we try the converse, high-pass filtering, where we use the same spatial frequency threshold to define a radius in the Fourier image. All spatial frequency components that fall within that radius are eliminated, preserving only the higher spatial frequency components. After performing the inverse transform on this image we see the effect of high-pass filtering, which is to preserve all of the sharp crisp edges from the original, but it loses the larger regions of dark and bright.
High-Pass Filtered Inverse Transformed
If the low-pass filtered inverse-transformed image is added pixel-for-pixel to the high-pass inverse-transformed image, this would exactly restore the original unfiltered image. These images are complementary therefore, each one encodes the information which is missing from the other.
Next we will demonstrate a band-pass filtering that preserves only those spatial frequencies that fall within a band, greater than a low cut-off, but less than a higher cut-off.
Band-Pass Filtered Inverse Transformed
The next simulation is the same as above, except with a narrower band of spatial frequencies.
Band-Pass Filtered Inverse Transformed
The next simulation shows band-pass filtering about a higher spatial-frequency band,
Band-Pass Filtered Inverse Transformed
and finally the same as above except again using a narrower spatial-frequency band.
Band-Pass Filtered Inverse Transformed
These computer simulations demonstrate that the Fourier representation encodes image information in a holistic distributed manner that allows manipulation of the global information content of the image by spatial manipulations of the transformed image. | 2,526 | 13,122 | {"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} | 3.765625 | 4 | CC-MAIN-2020-16 | latest | en | 0.878895 |
https://www.storyofmathematics.com/glossary/geometry/ | 1,726,274,068,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651540.77/warc/CC-MAIN-20240913233654-20240914023654-00139.warc.gz | 929,518,310 | 42,610 | # Geometry|Definition & Meaning
## Definition
Geometry is mathematics’ branch of studying spatial relationships between objects of varying shapes and sizes. Geometry studies space and its figures, including their relationships, transformations, and angles.
Points, lines, angles, and flat surfaces are the primary building blocks of geometry. All other shapes in geometry can be derived from these principles.
## What Is Geometry?
The term “geometry” comes from two Ancient Greek words: “Metron,” which means “Measuring,” and “Geo,” which means “Earth.” There are two-dimensional shapes, and there are also three-dimensional shapes in the geometry of Euclidean space.
Figure 1: Geometry Shapes
In the field of plane geometry, the two-dimensional shapes known as flat shapes include circles, squares, rectangles, and triangles. In solid geometry, three-dimensional shapes such as a cube, cuboids, cones, and other similar shapes are also referred to as solids. The explanation of basic geometry may be found in coordinate geometry, which centers on points, lines, and planes.
In geometry, there are many various kinds of shapes, which helps us better grasp the shapes we encounter in everyday life. We can compute shapes’ area, perimeter, and volume using geometric ideas.
## Subdivisions of Geometry
The subfields of geometry are:
1. Algebraic geometry
2. Discrete geometry
3. The subject of differential geometry
4. Euclidean geometry
5. Convex geometry
6. Topology
### Geometry Based on Algebra
The zeros of multivariate polynomials are the subject of study in this subfield of geometry. It incorporates linear and polynomial algebraic equations, both of which are used in the zero set solution process. Applications of this kind include cryptography and string theory, amongst others.
### Geometry With Discrete Spaces
It focuses on the relationships between basic geometric shapes, such as points, lines, triangles, and circles, among other things.
### Differential Geometry
To solve problems, it applies problem-solving strategies based on algebra and calculus. Among the many issues at hand is general relativity in physics.
### Euclidean Geometry
The study of solid figures and planes is based on theorems and axioms, including points, lines, planes, angles, congruence, and similarity. It finds use in various fields, such as computer science, solving problems in modern mathematics, crystallography, etc.
Figure 2: Euclid Geometry
### Convex Geometry
Absolute analysis methods are utilized to study the convex shapes in Euclidean space. It has applications in functional analysis and optimization in number theory.
### Topology
It focuses on the qualities of space that persist in continuous mapping. Its application considers the compact size, correctness, coherency, filtration, function spaces, grills, grouping and clusters, interstellar space configurations, initial and final frameworks, metric areas, proximal continuityproximity spacesseparation axioms, and homogeneous spaces.
Plane Geometry (Two-dimensional Geometry) (Two-dimensional Geometry)
Plane Geometry studies two-dimensional shapes, which you can sketch down on paper. These include lines, circles & triangles of two dimensions. Geometry on a flat surface, or “plane,” is called “two-dimensional” geometry.
## Planar Geometry
Two-dimensional objects can be described by just two dimensions of space, like length and width. Each bit of shape depth needs to be addressed. Squares, triangles, rectangles, circles, and so on are all examples of plane figures.
Some key concepts in planar geometry are:
• Point
• Line
• Angles
### Point
A point is a specific spot or location on a flat surface. A dot usually depicts them. A point is not an item but rather a location, which is an essential distinction. Remember that a point is only in location and has no dimensions.
### Line
The line is straight (no curves), has no thickness, and stretches in both directions without end (infinitely). It is vital to notice that it is the combination of infinite points together to make a line. In geometry, we have vertical and horizontal lines corresponding to the y-axis and x-axis.
### Angles in Geometry
In planar geometry, an angle is a figure produced by two rays that meet at a single point; this meeting point is known as the angle’s vertex.
Angles are further classified based on their values, such as acute (less than 90 degrees), right (equal to 90 degrees), obtuse (greater than 90 and less than 180 degrees), straight (equal to 180 degrees), and reflex (greater than 180 degrees and less than 360 dgrees), etc. We illustrate straight, acute, and right angles in the figure below.
Figure 3: Angles in Geometry
## Geometric Polygons
A closed polygonal network or loop is formed on the plane by a finite sequence of segments of straight lines that loop back on themselves.
## Geometric Circle
There isn’t a more basic closed form than a circle. A circle is a closed contour (the path traced by a point that travels so that its distance from the center remains constant), with all its points being the same constant distance from a given point, the center.
## Solid Geometry
Solid Geometry deals with 3-dimensional structures like cubic, prisms, cylinders & spheres. It deals with three qualities of the figure such as length, width, and height.
1. Faces
2. Edges
3. Vertices
## Solved Examples of Geometry-based Calculations
### Example 1
An isosceles triangle has a perimeter of 30 cm, meaning that the triangle has two equal sides. The side AB = AC = X, and the remaining side is five more than AB and AC. Find the length of the non-similar side.
### Solution
The summation of all three sides of the triangle is called perimeter; therefore, in this case, AB + AC + BC. As given in the statement, the similar sides of the isosceles triangle have a length, “X.”
Thus, AB + AC = X + X = 2X
The line BC has a length five more than the similar sides; thus, BC becomes 5 + X
The length of the line BC becomes:
30 = 2X + 5 + X
25 = 3X
25 / 3 = X
The length of BC becomes: (25 / 3) + 5 = (40 / 3)
### Example 2
Find the distance of Point A (2, 6) from the origin (0,0).
### Solution
Formula Applied:
$\sqrt{(X_2-X_1)+(Y_2-Y_1)}$
$= \sqrt{(0-2) + (0-6)}$
$= \sqrt{-2-6}$
$= \sqrt{-8} = 2\sqrt{2i}$
All images/mathematical drawings were created with GeoGebra. | 1,436 | 6,388 | {"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} | 4.21875 | 4 | CC-MAIN-2024-38 | latest | en | 0.943269 |
https://www.onlinemath4all.com/comparing-whole-numbers-worksheet.html | 1,642,636,622,000,000,000 | text/html | crawl-data/CC-MAIN-2022-05/segments/1642320301592.29/warc/CC-MAIN-20220119215632-20220120005632-00540.warc.gz | 986,504,294 | 6,714 | # COMPARING WHOLE NUMBERS WORKSHEET
1. Compare the whole numbers 3 and 6.
2. Compare the whole numbers 6 and 9.
3. Compare the whole numbers 625 and 628, find which one is greater.
4. Compare the whole numbers 625 and 628, find which one is greater.
5. Compare the whole numbers 5390 and 5388, find which one is smaller.
6. In 2010, Sacramento, California, received 23 inches in annual precipitation. In 2011, the city received 17 inches in annual precipitation. In which year was there more precipitation?
Let us locate the two whole numbers 3 and 6 on a number line and mark them.
Here, 6 comes to the right of 3.
Therefore 6 is greater than 3.
And 3 comes to the left of 6.
Therefore 3 is smaller than 6.
Let us locate the two whole numbers 6 and 9 on a number line and mark them.
Here, 9 comes to the right of 6.
Therefore 9 is greater than 6.
And 6 comes to the left of 9.
Therefore 6 is smaller than 9.
Since the given numbers are three digit numbers, instead of using number line, we can compare the given numbers by comparing the digits in hundreds place, tens place and ones place.
In 625 and 628, we have the same digit in hundred place and tens place. So compare the digits in tens place.
The digit in one place of 625 is 5 and 628 is 8.
Since 8 is greater than 5, 628 is greater than 625.
We can compare the given numbers by comparing the digits in hundreds place, tens place and ones place.
In 870 and 869, we have the same digit in hundreds place.
The digit in tens place of 870 is 7 and 869 is 6.
Since 7 is greater than 6, 870 is greater than 869.
We can compare the given numbers by comparing the digits in hundreds place, tens place and ones place.
In 5390 and 5388, we have the same digit in thousands place and hundreds place.
The digit in tens place of 5390 is 9 and 5388 is 8.
Since 8 is smaller than 9, 5388 is smaller than 5390.
Locate the two whole numbers 23 and 17 on a number line and mark them.
23 is to the right of 17 on the number line.
This means that 23 is greater than 17.
We can write the above situation in terms of inequality as 23 > 17.
17 is to the left of 23 on the number line.
This means that 17 is less than 23.
We can write the above situation in terms of inequality as 17 < 23.
There was more precipitation in 2010.
Kindly mail your feedback to v4formath@gmail.com
## Recent Articles
1. ### Multiplicative Inverse Worksheet
Jan 19, 22 09:34 AM
Multiplicative Inverse Worksheet
2. ### Multiplicative Inverse
Jan 19, 22 09:25 AM
Multiplicative Inverse - Concept - Examples | 694 | 2,560 | {"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} | 4.75 | 5 | CC-MAIN-2022-05 | latest | en | 0.910762 |
https://www.teacherspayteachers.com/Product/Lets-Make-a-Square-2D-and-3D-Shape-Recognition-Partner-Game-3201996 | 1,498,327,749,000,000,000 | text/html | crawl-data/CC-MAIN-2017-26/segments/1498128320270.12/warc/CC-MAIN-20170624170517-20170624190517-00636.warc.gz | 902,945,946 | 21,871 | # Main Categories
Total:
\$0.00
Whoops! Something went wrong.
# Let's Make a Square! 2D and 3D Shape Recognition Partner Game
Product Description
2D and 3D Shape Recognition
Shape Pictures and Real Object Pictures Included
Do you need a fun early finisher or math center partner game to help teach and review number recognition and identification? Look no further! Your kids will love playing these fun and engaging games!
These are great partner games for early finishers or even for math centers. Students will take turns drawing one line at a time to connect two dots side by side, either vertical or horizontal. When one student completes a square around a shape, they are able to claim that square only if they can correctly identify the shape. If they identify the shape, they color it. If they cannot identify the shape, their partner can “steal” the square by correctly identifying and coloring the square. Continue to draw lines and claim and color squares until all squares are claimed. Player with the most squares colored wins!
There are 4 sets of 10 sheets each included in this pack, 40 sheets total. You will get 10 sheets for each 2D shapes, 2D real picture shapes, 3D shapes, and 3D real picture shapes.
Check out my other Let's Make a Square Games below!
Let's Make a Square Letters
Let's Make a Square Beginning Sounds
Let's Make a Square Numbers 0-20
Let's Make a Square Numbers Word Family CVC
Let's Make a Square Pre-Primer Sight Words
Let's Make a Square Primer Sight Words
If you have any questions please let me know!
Total Pages
44 pages
N/A
Teaching Duration
N/A
Report this Resource
• Product Q & A
\$5.00
\$5.00 | 385 | 1,650 | {"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} | 2.6875 | 3 | CC-MAIN-2017-26 | longest | en | 0.901036 |
http://www.cecm.sfu.ca/organics/papers/corless/confrac/html/node6-an.shtml | 1,675,933,796,000,000,000 | text/html | crawl-data/CC-MAIN-2023-06/segments/1674764501555.34/warc/CC-MAIN-20230209081052-20230209111052-00287.warc.gz | 56,948,472 | 3,783 | Contents Next: Aperiodic Points Up: Classical Results Interpreted Previous: Classical Results Interpreted
## Continued Fractions and Chaos ~~~~~~ Robert M. Corless
The following classical theorem, interpreted in a modern dynamical sense, identifies the fixed and periodic points of the Gauss map.
### Theorem 1
(Galois) The number has a purely periodic continued fraction, including the first integer , if and only if is a reduced quadratic irrational.
Corollary: The periodic points of the Gauss map are the reciprocals of the reduced quadratic irrationals.
For a proof of the theorem, see [20], or [11]. To prove the corollary, we note that is periodic under the Gauss map if and only if its continued fraction is periodic, starting at , by the shift property mentioned in the previous section.
An example of particular interest is , the golden ratio, which is the positive root . The other root of this quadratic is which is in the desired interval . The continued fraction of is , so has the continued fraction , which shows that is a point of period 1 of the Gauss map. We will return to this example later.
There are general results in the theory of chaotic dynamical systems, with which we could hope to establish the character of the set of periodic points of the Gauss map [24,27,17]. However, these results deal with the characterization of the behaviour of continuous maps of the interval, extended by Block et. al. to maps of the circle [3], and the Gauss map has a singularity at the origin. Thus the hypotheses of these theorems are not weak enough, so the theorems do not seem to apply. However, the conclusions of these theorems hold, as will be seen by direct methods. This seems to suggest that the theorems may be strengthened somewhat.
We note here that there are infinitely many points of each period. For example, has period k, for any choice of integers , , , . Having points of arbitrary period is one characteristic of a chaotic map [17]. However, we would like to see if the map is sensitive to initial conditions (SIC) in that nearby initial points have orbits that separate at an exponential rate. This again can be established in an elementary fashion by using a classical result.
### Theorem 2
(Lagrange) The number has an ultimately periodic continued fraction
if and only if is a quadratic irrational ( is a root of a quadratic with integer coefficients).
Corollary: The Gauss map is SIC.
For a proof of Lagrange's theorem, see [11]. To prove the corollary, we note that every rational initial point is ``attracted'' to the artificial fixed point at 0, while every quadratic irrational is ultimately ``attracted'' to a periodic orbit. Both sets are dense in the interval . The rate of separation may be checked by considering all points in a small interval I, of width . By the pigeonhole principle, this interval must contain a rational number of the form (not necessarily in lowest terms), where n is the smallest integer larger than . Moreover, we can choose to be in the interior of the interval, because n is strictly larger than . The number of iterations of the Gauss map required to reach zero from this initial point is, by the speed of the Euclidean algorithm, and thus . To construct a specific initial point in this interval that does something different under G, first expand into its finite continued fraction: . Then for large enough N, the following infinite continued fraction is the continued fraction expansion of a point in I: . Clearly, the orbit of G starting at this initial point winds up on the fixed point at . Q.E.D.
Contents Next: Aperiodic Points Up: Classical Results Interpreted Previous: Classical Results Interpreted | 781 | 3,695 | {"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} | 3.28125 | 3 | CC-MAIN-2023-06 | latest | en | 0.941308 |
https://www.thehouseofsolidgold.com/how-does-air-help-an-airplane-fly/ | 1,709,362,445,000,000,000 | text/html | crawl-data/CC-MAIN-2024-10/segments/1707947475757.50/warc/CC-MAIN-20240302052634-20240302082634-00719.warc.gz | 995,337,263 | 15,182 | How does air help an airplane fly?
A plane’s engines are designed to move it forward at high speed. That makes air flow rapidly over the wings, which throw the air down toward the ground, generating an upward force called lift that overcomes the plane’s weight and holds it in the sky. The wings force the air downward and that pushes the plane upward.
Why do airplanes stay in the air?
Airplanes fly because the air pressure hits against the wind. Airplanes stay in the air by the air pushing the wings. Airplanes stay in the sky because the wind goes up and travels through the wing to keep the plane in flight.
What makes an Aeroplane fly?
A plane flies through the air by continually pushing and pulling the surrounding air downward. In response to the force of moving the air down, the air pushes the airplane upward. The faster an airplane travels the more lift is generated. Inclining the wing to the wind also produces more deflection and more lift.
How long can an airplane stay in the air?
Planes can now fly for 21 hours non-stop.
Does airplane stay in air?
Airplanes stay in the air because of one simple fact– there is no net force on them. And with no net force, an object at rest stays at rest and an object in motion stays that way, even if it’s in midair 10 kilometers above the Earth’s surface.
What has no eyes but can cry?
I can cry but I have no eyes. Crying is rain, they fly in the sky and darkness follows because they block the sun. A cloud.
How does air pressure help to lift an airplane wing?
Due to the shape of an airplane wing, air on top of the wings moves faster than air on the bottom of the wings. Bernoulli’s Principle states that faster moving air has lower air pressure and slower moving air has higher air pressure. This means that the air on bottom will have higher air pressure and will push the airplane up!
How are airplanes able to stay in the air?
Airplanes need four forces to fly. Lift is one of them. Image Credit: NASA How do airplanes stay in the air? Four forces keep an airplane in the sky. They are lift, weight, thrust and drag. Lift pushes the airplane up. The way air moves around the wings gives the airplane lift. The shape of the wings helps with lift, too.
How does the shape of an airplane help it to fly?
The way air moves around the wings gives the airplane lift. The shape of the wings helps with lift, too. Weight is the force that pulls the airplane toward Earth. Airplanes are built so that their weight is spread from front to back. This keeps the airplane balanced. Don’t forget the pilot! Image Credit: NASA
Why do you need a pilot to fly an airplane?
It doesn’t matter as long as air keeps going over the wings. Drag slows the airplane. You can feel drag when you walk against a strong wind. Airplanes are designed to let air pass around them with less drag. An airplane flies when all four forces work together. But, most airplanes need one more thing: They need a pilot to fly them!
Due to the shape of an airplane wing, air on top of the wings moves faster than air on the bottom of the wings. Bernoulli’s Principle states that faster moving air has lower air pressure and slower moving air has higher air pressure. This means that the air on bottom will have higher air pressure and will push the airplane up!
Airplanes need four forces to fly. Lift is one of them. Image Credit: NASA How do airplanes stay in the air? Four forces keep an airplane in the sky. They are lift, weight, thrust and drag. Lift pushes the airplane up. The way air moves around the wings gives the airplane lift. The shape of the wings helps with lift, too.
The way air moves around the wings gives the airplane lift. The shape of the wings helps with lift, too. Weight is the force that pulls the airplane toward Earth. Airplanes are built so that their weight is spread from front to back. This keeps the airplane balanced. Don’t forget the pilot! Image Credit: NASA
How does the air flow in an airplane?
The wing splits the airflow in two directions: up and over the wing and down along the underside of the wing. The wing is shaped and tilted so that the air moving over it travels faster than the air moving underneath. | 910 | 4,198 | {"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-2024-10 | latest | en | 0.941212 |
http://de.metamath.org/mpegif/ax11indn.html | 1,529,708,418,000,000,000 | text/html | crawl-data/CC-MAIN-2018-26/segments/1529267864822.44/warc/CC-MAIN-20180622220911-20180623000911-00502.warc.gz | 81,384,289 | 4,310 | Metamath Proof Explorer < Previous Next > Nearby theorems Mirrors > Home > MPE Home > Th. List > ax11indn Unicode version
Theorem ax11indn 2245
Description: Induction step for constructing a substitution instance of ax-11o 2191 without using ax-11o 2191. Negation case. (Contributed by NM, 21-Jan-2007.) (Proof modification is discouraged.) (New usage is discouraged.)
Hypothesis
Ref Expression
ax11indn.1
Assertion
Ref Expression
ax11indn
Proof of Theorem ax11indn
StepHypRef Expression
1 19.8a 1758 . . 3
2 exanali 1592 . . . 4
3 hbn1 1741 . . . . 5
4 hbn1 1741 . . . . 5
5 ax11indn.1 . . . . . . 7
6 con3 128 . . . . . . 7
75, 6syl6 31 . . . . . 6
87com23 74 . . . . 5
93, 4, 8alrimdh 1594 . . . 4
102, 9syl5bi 209 . . 3
111, 10syl5 30 . 2
1211exp3a 426 1
Colors of variables: wff set class Syntax hints: wn 3 wi 4 wa 359 wal 1546 wex 1547 This theorem is referenced by: ax11indi 2246 This theorem was proved from axioms: ax-1 5 ax-2 6 ax-3 7 ax-mp 8 ax-gen 1552 ax-5 1563 ax-17 1623 ax-9 1662 ax-8 1683 ax-6 1740 ax-11 1757 This theorem depends on definitions: df-bi 178 df-an 361 df-ex 1548
Copyright terms: Public domain W3C validator | 504 | 1,179 | {"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-2018-26 | latest | en | 0.283262 |
https://stats.stackexchange.com/questions/395364/how-do-i-calculate-the-confidence-interval-from-a-bayesian-analysis | 1,585,452,845,000,000,000 | text/html | crawl-data/CC-MAIN-2020-16/segments/1585370493684.2/warc/CC-MAIN-20200329015008-20200329045008-00226.warc.gz | 733,784,832 | 32,158 | # How do I calculate the confidence interval from a Bayesian analysis
I got the posterior distribution of a parameter from Bayesian analysis. I want to express it as confidence interval. If I plot the empirical cumulative distribution function of the parameter and obtain the 95% interval, will it represent the 95% confidence interval?
• Why not just use the 95% credible interval? The interpretability is often considered more straight forward. The Bayesian credible interval is based on the probability of the parameters given the data. The frequentist confidence interval is based on the probability of the data given some parameters. Here is some discussion of the difference, stats.stackexchange.com/questions/2272/…. – OliverFishCode Mar 3 '19 at 21:08
• Why would you do this? This is like having a business class ticket and asking how you can downgrade to economy for free. – conjectures Mar 11 at 8:35
• Is this a case of a boss/manager/professor asking you for the 95% confidence interval because that's what she always likes to see around a parameter estimate? – Dave Mar 11 at 10:45 | 241 | 1,097 | {"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-2020-16 | latest | en | 0.859418 |
https://www.mql5.com/en/forum/29751 | 1,519,547,296,000,000,000 | text/html | crawl-data/CC-MAIN-2018-09/segments/1518891816178.71/warc/CC-MAIN-20180225070925-20180225090925-00384.warc.gz | 890,822,891 | 9,193 | # Indicators: Moving Average Convergence/Divergence, MACD
Moderator
192575
Moving Average Convergence/Divergence (MACD) is the next trend-following dynamic indicator.
Author: MetaQuotes Software Corp.
Moderator
101668
Indicators: MACD Histogram, multi-color
newdigital, 2014.06.19 12:01
Moving Average Convergence Divergence (MACD)
MACD stands for Moving Average Convergence Divergence and was first developed by Gerald Appel in the late 1970s. It is an Absolute Price Oscillator (APO) and can be used in an attempt to identify changes in market direction, strength and momentum.
It calculates the convergence and divergence between a ‘fast’ and a ‘slow’ Exponential Moving Average (EMA) known as the MACD Line. A signal EMA is then plotted over the MACD Line to show buy/sell opportunities. Appel specified the MA lengths as the following percentages:
• Slow EMA = 7.5% (25.67 period EMA)
• Fast EMA = 15% (12.33 period EMA)
• Signal EMA = 20% (9 period EMA)
Usually however these are rounded to EMAs of 26, 12 and 9 respectively. Many charting packages will also plot the difference between the Signal Line and MACD Line as a Histogram.
One of the biggest challenges when dealing with financial data is noise or erratic movements that cause false signals. By smoothing data out you can reduce the number of false signals. But this comes at a cost, and causes an increase in the lag of your signals. The genius of the MACD is that it begins by smoothing data (thus causing lag) and then speeds up the signals from the smoothed data. This combination helps to reduce false signals while minimising the lag.
By comparing EMAs of different lengths the MACD can help to identify subtle changes in the trend and momentum of a security. It is a great visual representation of the acceleration or rate of change in a trend.
How to Calculate a MACD
MACD Formula:
• MACD Line = EMA,12 – EMA,26
• Signal Line = EMA[MACD,9]
• MACD Histogram = MACD – Signal Line
• Histogram Trigger = EMA[MACD Histo,5]
Obviously you can change the parameters to any value of your choice.
MACD Excel File
We have put together an Excel Spreadsheet that will automatically adjust to the MACD settings you desire. Find it at the following link near the bottom of the page under Downloads – Technical Indicators: Moving Average Convergence Divergence (MACD)
Test Results
Is the MACD an effective indicator? We are putting it into the ring for the Technical Indicator Fight for Supremacy. It will be tested through 300 years of data across 16 global markets to discover which settings produce the best results and how it performs compared to other indicators:
1. Moving Average Crossovers – Completed - Golden Cross – Which is the best?
2. Moving Average Convergence Divergence (MACD) – Completed – Results
3. ZeroLag MACD (ZL-MACD)
4. MACD Z Score (MAC-Z) | 679 | 2,841 | {"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} | 3.109375 | 3 | CC-MAIN-2018-09 | latest | en | 0.876069 |
https://www.physicsforums.com/threads/tire-physics-and-slip-angle.958537/ | 1,586,501,332,000,000,000 | text/html | crawl-data/CC-MAIN-2020-16/segments/1585371886991.92/warc/CC-MAIN-20200410043735-20200410074235-00411.warc.gz | 1,067,956,627 | 17,988 | # Tire Physics and slip angle
• Automotive
## Main Question or Discussion Point
Hello everyone,
Does anyone know what the slip angle is in relation to rubber tires? What is its effect? Is it a positive or negative effect?
My basic understanding is that when a tire is cornering, the tire does not point directly along the curved direction of motion but is slightly twisted, since it is made of rubber, and points slightly towards the outside of the curve...
Related Mechanical Engineering News on Phys.org
sophiecentaur
Gold Member
Have you Googled "Tyre Slip Angle" yet".
FactChecker
Gold Member
Hello everyone,
Does anyone know what the slip angle is in relation to rubber tires? What is its effect? Is it a positive or negative effect?
My basic understanding is that when a tire is cornering, the tire does not point directly along the curved direction of motion but is slightly twisted, since it is made of rubber, and points slightly towards the outside of the curve...
The tire points inward. The tread distorts as the wheel rolls. The tire must point further in the desired turn direction than the vehicle will actually turn.
Ranger Mike
Gold Member
Does anyone know what the slip angle is in relation to rubber tires?
yes
What is its effect?
could be good until it goes to bad
Is it a positive or negative effect?
positive until it goes to negative
My basic understanding is that when a tire is cornering, the tire does not point directly along the curved direction of motion but is slightly twisted, since it is made of rubber, and points slightly towards the outside of the curve...
on a motorcycle? which tire?
on a race car are you talking about the right front in a left turn corner or the left front tire in a left turn?
Or are you talking about the rear tires?
i suggest you read race car suspension class ...above...see page 4 post #62
page 12 post # 228
page 24 post # 470 lumpy and the down force
page 41 post # 811 centrifugal vs centripital
FactChecker
Gold Member
The slip angle is the difference between the direction that a tire is pointing and the direction that it is moving. My experience with it was in simulations that only had to be believable, not necessarily accurate. We modeled it as a lateral (versus tire point direction) force that was a linear function of the slip angle. When the tire points more to the left, the force is to the left.
I assume that a real analysis of turning force would require detailed understanding of the tread design and pattern. It seems that a tire company could more easily set up experimental fixtures than rely on analysis, but I have no authoritative knowledge of that.
sophiecentaur | 570 | 2,667 | {"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-2020-16 | longest | en | 0.949865 |
http://www.ibpsguide.com/2016/07/sbi-poibps-rrb-2016-practice-reasoning-questions-puzzle-set-8.html | 1,498,615,164,000,000,000 | text/html | crawl-data/CC-MAIN-2017-26/segments/1498128322275.28/warc/CC-MAIN-20170628014207-20170628034207-00250.warc.gz | 548,249,023 | 85,481 | ## 6 Jul 2016
### SBI PO/IBPS RRB 2016- Practice Reasoning Questions (Puzzle)
SBI PO/IBPS RRB 2016- Practice Reasoning Questions (Puzzle) Set-8:
Dear Readers, Important Practice Reasoning Questions with explanation for Upcoming SBI PO/IBPS RRB Exams was given here with explanation, candidates those who are preparing for those exams can use this practice questions.
Directions (Q. 1-5): Study the following information carefully and answer the questions given below:
Twelve friends A, B, C, D, E, F, G, H, I, J, K and L were born in different months of the same year. A was born in the month of April and G was born in the month of August. J was born in the month immediately preceding the month in which K was born and immediately succeeding the month in which C was born. J was not born in the month of October nor in February. There is a gap of two months between the birthdays of L and B. There were 30 days in the month in which L was born. D was born in the month immediately after the month in which I was born. There were 31 days in the month in which D was born. There is a gap of one month between the birthdays of B and F. E and H were born in that months which had 31 days each.
1). In which of the following months B was born?
a) December
b) June
c) March
d) November
e) September
2). Four of the following five are alike in a certain way and hence form a group. Which one of the following does not belong to that group?
a) L
b) A
c) J
d) K
e) B
3). Who among the following was born in the month of February?
a) J
b) L
c) E or H
d) C
e) I
4). How many friends did celebrate their birthdays after F ?
a) None
b) Three
c) Four
d) Five
e) Six
5). If I is related A and B is related to J on the basis of months in which they were born, then with which of the following L is related on the same basis?
a) G
b) A
c) K
d) E
e) H
Directions (Q. 6-10): Study the following information carefully and answer the questions given below:
Six plays A, B, C, D, E and F are to be staged starting from Monday and ending on Sunday with one of the days being an off day, not necessarily in the same order, Each of the plays has different time duration: ½ hour, 1 hour, 1 ½ hours, 2 hours, 2 ½ hours and 3 hours, again not necessarily in the same order.
Sunday is not an off day and a Play of ½ hour duration is staged on that day. Play A is staged immediately before Play E. There are two plays staged between Play F which is for 3 hours and Play C which is for 1 ½ hours. The off day is after the staging of Play E and there are two days between the off day and Play A. Play D which is for 2 hours is not staged on Monday. The play staged immediately before the off day is of 3 hours. Play A is for less than 2 ½ hours.
6). What is the time duration of Play B?
a) 2 ½ hours
b) 2 hours
c) 1 hour
d) ½ hour
e) None of these
7). Which day is the off day?
a) Tuesday
b) Monday
c) Friday
d) Saturday
e) Cannot be determined
8). Which of the following combinations of Play - Day - Time Duration is correct ?
a) E - Wednesday - 2 hours
b) A - Tuesday - 1 hour
c) C - Thursday – 1 ½ hours
d) F - Tuesday - 3 hours
e) None is correct
9). On which day is Play D staged?
a) Wednesday
b) Saturday
c) Tuesday
d) Friday
e) Cannot be determined
10). How many plays are staged before the off day?
a) Two
b) One
c) Five
d) Three
e) None of these
1). e) 2). c) 3). e) 4). d) 5). a) 6). d) 7). c) 8). b) 9). b) 10). e)
Explanation:
Directions (Q. 1-5):
Month Friend January E / H February I March D April A May E / H June L July F August G September B October C November J December K
1). B was born IN September.
2). Except J, all others are born in the months having 30 days.
3). I was born in January.
4). F was born in July, So Five friends celebrate their birthdays after F.
5). The difference of the each friend birth is one month gap.
Directions (Q. 6-10):
Days Play Duration Monday C 1 ½ hours Tuesday A 1 hour Wednesday E 2 ½ hour Thursday F 3 hour Friday - Off day Saturday D 2 hours Sunday B ½ hour
6). Duration of Play B is ½ Hour.
7). Friday is off day. | 1,219 | 4,168 | {"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} | 3.359375 | 3 | CC-MAIN-2017-26 | latest | en | 0.97677 |
https://web2.0calc.com/questions/finding-angle-b-in-question-1 | 1,550,445,413,000,000,000 | text/html | crawl-data/CC-MAIN-2019-09/segments/1550247482788.21/warc/CC-MAIN-20190217213235-20190217235235-00336.warc.gz | 754,574,304 | 5,982 | +0
# finding angle b in question 1?
-1
306
1
so here's the above question (i'm looking at #1), and the answer key:
the only thing i don't understand is how they got their final answer for B. I did 18 x sin 110 / 8, and did inverse sin and didn't get 53.7 but "DOMAIN error"
Dec 6, 2017
#1
+21191
+3
finding angle b in question 1?
$$\begin{array}{|rcll|} \hline \sin(B) &=& \frac{3.6}{4.2} \times \sin(110^{\circ}) \\ \sin(B) &=& 0.85714285714 \times 0.93969262079 \\ \sin(B) &=& 0.80545081782 \\\\ B &=& \arcsin(0.80545081782) \\ B &=& 53.6538157268^{\circ} \\\\ \mathbf{B} &\mathbf{=}& \mathbf{53.7^{\circ}} \\\\ A &=& 180^{\circ}- 110^{\circ} - 53.7^{\circ} \\ \mathbf{A} &\mathbf{=}& \mathbf{16.3^{\circ}} \\\\ \hline \end{array}$$
Dec 6, 2017 | 318 | 755 | {"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-2019-09 | latest | en | 0.735932 |
http://www.nbertagnolli.com/jekyll/update/2015/07/31/VSM-Document-Queries.html | 1,680,025,996,000,000,000 | text/html | crawl-data/CC-MAIN-2023-14/segments/1679296948868.90/warc/CC-MAIN-20230328170730-20230328200730-00055.warc.gz | 86,013,791 | 5,131 | #Introduction Recently I’ve been playing around a lot with vector space models (VSM) for words and this has led me to learn a lot about the history of these things. I found that one of the earliest successful applications of a VSM was in document retrieval and I thought that I’d try to throw together a quick tutorial on the matter. In this tutorial I will:
• Motivate the use of VSMs in linguistics
• Construct a few different rudimentary VSMs
• Perform document retrieval using these VSMs
#What are VSMs in Linguistics? Simple, a VSM in linguistics is constructed by representing a certain linguistic element word, document, etc. as a vector. That’s it. Now one might ask, “why is this useful?” In linguistics the study of Lexical Semantics seeks to leverage lexical relationships to understand overall sentence meaning. If we want to examine relationships amongst lexical elements, like words, a vector space seems like a natural place to do this due to the simplicity of assessing distance and similarity. Think Euclidean distance and cosine similarity. Let’s construct the most rudimentary VSM for words. To do this we represent each word as a one hot encoding in a vector the size of the vocabulary. Let’s look at what the words dog, hound, and boat look like under this construction. \begin{align}dog &= [\begin{matrix} … & 0 & 0 & 1 & 0 & 0 & …\end{matrix}]\\ hound &= [\begin{matrix} … & 0 & 1 &0 & 0 & 0 & …\end{matrix}]\\ boat &= [\begin{matrix}… & 0 & 0 & 0 & 1 & 0 & …\end{matrix}]\end{align} We can now ask questions like how similar are boat and dog or dog and hound because they are represented by real vectors. Though this is not particularly informative given that: $dog \cdot hound = dog \cdot boat = hound\cdot boat = 0$ To truly gain anything from this vector space we’ll need to construct a better representation. Hopefully, we can find a representation where lexical elements like $$dog$$ and $$hound$$ are similar but $$dog$$/$$hound$$ and $$boat$$ are not.
#Term-Document Matrix To do this we begin with the study of documents. Create a space where the dimension of our vectors is equivalent to the number of words in our vocabulary. Stated formally as $$d \in \mathbb{R}^{|V|}$$ where $$d$$ is a document vector and $$|V|$$ is the number of words in our vocabulary. We now construct a matrix where each row represents a word, each column is a document, and each entry in the matrix is the number of times that word $$i$$ appears in document $$j$$. Let’s illustrate this with a simple example. Take for example the four documents below: \begin{align} d_1 &= \text{the cat,the dog and the monkey swam}\\ d_2 &= \text{a cat sat}\\ d_3 &= \text{the dog sat}\\ d_4 &= \text{the monkey swam}\end{align} For this set of documents the term-document matrix would be: \begin{align} D &= \begin{matrix}the\\ cat\\ dog\\ monkey\\ swam\\ sat\\ and\\ a\end{matrix}\left[\begin{matrix}3 & 0 & 1 & 1\\ 1 & 1 & 0 & 0\\ 1 & 0 & 1 & 0\\ 1 & 0 & 0 & 1\\ 1 & 0 & 0 & 1\\ 0 & 1 & 1 & 0\\ 1 & 0 & 0 & 0\\ 0 & 1 & 0 & 0\end{matrix}\right]\end{align} We can now try and assess document similarity by examining the dot product of the column vectors associated with the relevant documents. Moreover, we can find documents that are closest to a query. For example, if I wanted to find the document from our set closest to my query of: $q = \text{the cat sat}$ I would find that $$d_1$$ is the most similar because:\begin{align}d_1 \cdot q &= [\begin{matrix}3 & 1 & 1 & 1 & 1 & 0 & 1 & 0\end{matrix}] \cdot [\begin{matrix} 1 & 1 & 0 & 0 & 0 & 1 & 0 & 0\end{matrix}]\\ &= 4\end{align} which is larger value than can be attained using any other document. However, this is strange because $$d_1$$ does not talk about sitting, or just a cat. $$d_2$$ should have been the right answer. This is because our current system gives too much weight to words that appear frequently. We can address this with the notion of TF-IDF
#TF-IDF The most basic way to address this is to down weight words that appear in many documents. This can be done using a method known as term frequency inverse document frequency (TF-IDF). Here we take each element in our term document matrix as: $M_{i,j} = \sum_{w\in d_j}\mathbb{1}[w = w_i] \times \log \left[\frac{N}{n_i}\right]$. where: \begin{align} M_{ij} &= \text{Element in row i and column j of the term document matrix}\\ w &= \text{Word in document }d_j\\ w_i &= \text{Word corresponding to row }i\\ N &= \text{Number of documents in our corpus}\\ n_i &= \text{Number of documents that word } w_i\text{ appears in}\end{align}Under this paradigm our term document matrix becomes:\begin{align} D &= \begin{matrix}the\\ cat\\ dog\\ monkey\\ swam\\ sat\\ and\\ a\end{matrix}\left[\begin{matrix}.863 & 0 & 1.3863 & 1.3863\\ 1.3863 & 1.3863 & 0 & 0\\ 1.3863 & 0 & 1.3863 & 0\\ 1.3863 & 0 & 0 & 1.3863\\ 1.3863 & 0 & 0 & 1.3863\\ 0 & 1.3863 & 1.3863 & 0\\ 1.3863 & 0 & 0 & 0\\ 0 & 1.3863 & 0 & 0\end{matrix}\right]\end{align} Now we see that our query is most similar to $$d_2$$ as we would expect. There is still one last problem; that the model will give preference to larger documents because their vectors will be larger. This can be addressed by normalizing the matrix.
#Future Thoughts So we can answer basic document queries by:
1. Constructing a word document matrix<
2. Normalizing these vectors
3. Representing a query as a normalized vector in this space
4. Taking the dot product of the query and all document vectors
5. Ranking documents based on highest similarty | 1,579 | 5,504 | {"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": 6, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.5 | 4 | CC-MAIN-2023-14 | latest | en | 0.923163 |
http://www.jiskha.com/display.cgi?id=1362015992 | 1,462,459,291,000,000,000 | text/html | crawl-data/CC-MAIN-2016-18/segments/1461860127496.74/warc/CC-MAIN-20160428161527-00184-ip-10-239-7-51.ec2.internal.warc.gz | 601,414,952 | 3,886 | Thursday
May 5, 2016
# Homework Help: Physics
Posted by Rachel on Wednesday, February 27, 2013 at 8:46pm.
In the figure below, a small block of mass m = 0.034 kg can slide along the frictionless loop-the-loop, with loop radius 8 cm. The block is released from rest at point P, at height h = 7R above the bottom of the loop. (For all parts, answer using g for the acceleration due to gravity, and R and m as appropriate.)
(a) How much work does the gravitational force do on the block as the block travels from point P to point Q?
J
(b) How much work does the gravitational force do on the block as the block travels from point P to the top of the loop?
J
(c) If the gravitational potential energy of the block-Earth system is taken to be zero at the bottom of the loop, what is the potential energy when the block is at point P?
J
(d) What is the potential energy when the block is at point Q?
J
(e) What is the potential energy when the block is at the top of the loop?
J
(f) If, instead of being released, the block is given some initial speed downward along the track, do the answers to (a) through (e) increase, decrease, or remain the same?
increase
decrease
remain the same
## Answer This Question
First Name: School Subject: Answer:
## Related Questions
More Related Questions | 319 | 1,300 | {"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-2016-18 | longest | en | 0.942286 |
http://prime-numbers.wikia.com/wiki/2,297 | 1,503,476,087,000,000,000 | text/html | crawl-data/CC-MAIN-2017-34/segments/1502886117911.49/warc/CC-MAIN-20170823074634-20170823094634-00421.warc.gz | 342,465,830 | 81,009 | FANDOM
609 Pages
2,297 is a prime number from 2001-3000. 2,297 has 2 factors, 1 and 2,297. It is the 342nd prime number, and the 39th prime number from 2001-3000.
ProofsEdit
• — 2,297 can be divided by 1
• — 2,297 cannot be divided by 2-2,296
• — 2,297 can be divided by 2,297
Relationship with other odd numbersEdit
The numbers beforeEdit
• The previous prime number is 2,293, 6 numbers away.
• Therefore, 2,293 and 2,297 are cousin primes.
The numbers afterEdit
• The next prime number is 2,309, 12 numbers away.
• 2,299 is divisible by 11.
• 2,303 is divisible by 7. | 200 | 578 | {"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} | 3.15625 | 3 | CC-MAIN-2017-34 | longest | en | 0.896841 |
https://programmersheaven.com/discussion/358772/how-do-you-write-a-rock-paper-scissors-game-using-basic | 1,534,373,975,000,000,000 | text/html | crawl-data/CC-MAIN-2018-34/segments/1534221210362.19/warc/CC-MAIN-20180815220136-20180816000136-00308.warc.gz | 746,716,991 | 10,891 | # How do you write a Rock, Paper, Scissors game using BASIC
I need to figure how to write a BASIC program which can simulate a rock, paper, scissors game using the RND function.
Thanks!
• : I need to figure how to write a BASIC program which can simulate a
: rock, paper, scissors game using the RND function.
:
: Thanks!
First you need to assign a number to each of the rock, paper, and scissor. For example:
Rock = 1
Paper = 2
Scissor = 3
Now you can use an if-then-else statement to check who wins (in pseudocode):
[code]
if Player1 = Player2+1 then // Handles Rock-Paper & Paper-Scissor
Player2 Wins
else if Player1 = 3 and Player2 = 1 then // Handles Rock-Scissor
Player2 Wins
else
Player1 Wins
[/code]
Since these are all based on numbers, instead of descriptions, asking the use for his choice is as simple as asking him to enter 1, 2, or 3. Since the RND also outputs a number, you can use maths and a round function to rescale it to 1, 2, or 3. | 265 | 957 | {"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-2018-34 | latest | en | 0.849791 |
http://forum.woodenboat.com/archive/index.php/t-204065.html?s=8f89d771d1e50ad0700013b0eefd6ccb | 1,566,076,925,000,000,000 | text/html | crawl-data/CC-MAIN-2019-35/segments/1566027312025.20/warc/CC-MAIN-20190817203056-20190817225056-00083.warc.gz | 80,136,677 | 3,552 | PDA
View Full Version : Laws They Don't Teach in Physics
Rum_Pirate
03-06-2016, 11:27 AM
1.Law of Mechanical Repair - After your hands become coated with grease, your nose will begin to itch and you'll have to pee.
2.Law of Gravity - Any tool, nut, bolt, screw, when dropped, will roll to the least accessible place in the universe.
3.Law of Probability - The probability of being watched is directly proportional to the stupidity of your act.
4.Law of Random Numbers - If you dial a wrong number, you never get an engagaed signal; someone always answers.
5. Variation Law - If you change lines (or traffic lanes), the one you were in will always move faster than the one you are in now.
6.Law of the Bath - When the body is fully immersed in water, the telephone will ring.
7.Law of Close Encounters - The probability of meeting someone you know INCREASES dramatically when you are with someone you don't want to be seen with.
8.Law of the Result - When you try to prove to someone that a machine won't work, IT WILL!
9.Law of Biomechanics - The severity of the itch is inversely proportional to the reach.
10.Law of the Theatre & Football Stadium- At any event, the people whose seats are furthest from the aisle, always arrive last. They are the ones who will leave their seats several times to go for food, beer, or the toilet and who leave early before the end of the performance or the game is over. The people in the aisle seats come early, never move once, have long gangly legs or big bellies and stay to the bitter end of the performance. The aisle people also are very surly folk. This will also apply on airline flights.
11.The Coffee Law - As soon as you sit down to a cup of hot coffee, your boss will ask you to do something which will last until the coffee is cold.
12.Murphy'sLaw of Lockers - If there are only 2 people in a locker room, they will have adjacent lockers.
13.Law of Physical Surfaces -
The chances of an open- faced jam sandwich landing face down on a floor are directly correlated to the newness and cost of the carpet or rug.
14.Law of Logical Argument - Anything is possible IF you don't know what you are talking about.
15. Law of Physical Appearance - If the clothes fit, they're ugly.
16.Law of Public Speaking -- A CLOSED MOUTH GATHERS NO FEET!
17.Law of Commercial Marketing Strategy - As soon as you find a product that you really like, they will stop making it OR the store will stop selling it!
18.Doctors' Law - If you don't feel well, make an appointment to go to the doctor, by the time you get there, you'll feel better. But don't make an appointment and you'll stay sick.
skuthorp
03-06-2016, 11:57 AM
A lesson learned in my 20's, the law of the white linen suit.
Any vehicle, despite it past perfect operation will develop mechanical problems upon it's driver donning his white suit.
:cool:
Keith Wilson
03-06-2016, 12:06 PM
First law of machine design: The probability and severity of machine malfunction is proportional to the customer rep's position in the hierarchy. If they bring in a VP, the machine will either catch fire and burn down the building, or distribute itself in a uniform 1" layer over the entire plant floor.
Rum_Pirate
03-06-2016, 12:37 PM
a lesson learned in my 20's, the law of the white linen suit.
any vehicle, despite it past perfect operation will develop mechanical problems upon it's driver donning his white suit.
:cool:
first law of machine design: The probability and severity of machine malfunction is proportional to the customer rep's position in the hierarchy. If they bring in a vp, the machine will either catch fire and burn down the building, or distribute itself in a uniform 1" layer over the entire plant floor.
:dy> :dy>
Breakaway
03-06-2016, 04:31 PM
Law of The Forgotten Item: You'll only remember the tool you'll need as you climb the ladder.
Corollary: The more important the tool, the higher you will have climbed before remembering it.
Kevin
Canoeyawl
03-06-2016, 04:42 PM
Law of the "lost item"
"You will not find the "lost item" until you are looking for the next lost item"
S/V Laura Ellen
03-06-2016, 05:44 PM
law of the "lost item"
"you will not find the "lost item" until you have just paid to replace it"
fify
obscured by clouds
03-06-2016, 05:59 PM
Frizbee's law: Never start something complicated by anything more than " Watch this".
It's a Universal law that any organism will always live beyond it's means.
Canoeyawl
03-06-2016, 06:12 PM
Law of the "lost item"
"You will not find the "lost item" until you have just paid to replace it!"
fify
That falls under the law of "lost money"! | 1,143 | 4,634 | {"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} | 2.828125 | 3 | CC-MAIN-2019-35 | latest | en | 0.959405 |
https://answers.search.yahoo.com/search?p=R&b=31&pz=10&ei=UTF-8&xargs=0&flt=age%3A1m | 1,580,210,533,000,000,000 | text/html | crawl-data/CC-MAIN-2020-05/segments/1579251778168.77/warc/CC-MAIN-20200128091916-20200128121916-00088.warc.gz | 325,706,386 | 22,474 | # Yahoo Web Search
1. ### A partition of my hard drive says "18.4 GB free of 18.5 GB" but when I click on the drive, it's empty. There is nothing there. Why is it?
... into the start menu search box and press enter - or press left windows key + R and type cmd into that and press enter) and then type "DIR /AS /...
12 Answers · Computers & Internet · 03/01/2020
2. ### A proton is at the origin and an electron is at the point x = 0.35 nm, y = 0.31 nm?
...nm = 3.50E-10 m y = y-coordinate of electron = 0.31 nm = 3.10E-10 m r = distance between proton and electron = to be determined r² = x²...
1 Answers · Science & Mathematics · 10/01/2020
3. ### I need help with numbers 13 and 17 please ?
...: ∠AXB = ∠QRX (vertically opposite angles). ∠A = ∠R (Z-angles because AB is parallel to QR). ∠B...
3 Answers · Science & Mathematics · 12/01/2020
4. ### Fornification is a big sin so why do some people fornicate that easily, why arent they afraid of Hell?
Mainly because they are not w a n k e r s like u
2 Answers · Family & Relationships · 23/01/2020
5. ### Are you one of those creature that listens to music?
Y E S , I A M T H A T C R E A T U R E
31 Answers · Entertainment & Music · 18/01/2020
6. ### Were you a 90s kid?
..., Timon and Pumbaa, Kids WB shows (R.I.P.) such as Pokémon, Yu Gi Oh, ...
8 Answers · Entertainment & Music · 26/01/2020
7. ### Can you imagine the breathtaking stupidity required to be an evolution denier in the 21st century?
...realm of the relative importance of various forces in molding evolution. - R. C. Lewontin "Evolution/Creation Debate...
13 Answers · Society & Culture · 12/01/2020
8. ### Is true that Olga is Olegs sister?
Nah. Olga was too stupid, but I have to admit she was a R&S legend.
2 Answers · Society & Culture · 19/01/2020
9. ### Answer the questions by drawing on the coordinate plane below.?
...to P'(-x,-y) in Quad2. P = (1,-1), Q = (3,-2), R = (3,-4). P' = (-1,1), Q' = (-3,2), R' = (-3.4). ...
1 Answers · Science & Mathematics · 16/01/2020
10. ### What is the “N word?
Ethnic slur typically directed at black people. In the English language, the N-word is an ethnic slur typically directed at black people: "n****r".
6 Answers · Education & Reference · 09/01/2020 | 693 | 2,266 | {"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-2020-05 | latest | en | 0.807061 |
https://electricalstudy.sarutech.com/objective-questions-electrical-engineering-70/index.html | 1,547,888,574,000,000,000 | text/html | crawl-data/CC-MAIN-2019-04/segments/1547583662863.53/warc/CC-MAIN-20190119074836-20190119100836-00266.warc.gz | 493,223,303 | 6,995 | # Objective Questions on Capacitor
1. A capacitor
The impedance of capacitor can be expressed as
$Z_{c} = \frac{1}{2\pi.f.C}$.
Hence, impedance of capacitor is inversely proportional to the supply frequency(f). In ac frequency has non - zero finite value, so impedance will have finite value but in DC f = 0, so impedance will have infinitely large value. Thus a capacitor blocks DC but passes AC.
2. A 100 μF capacitor supplied from 3 V source with a frequency of 50 Hz. The capacitive reactance is
The capacitive reactance can be expressed as
$X_{c} = \frac{1}{2\pi.f.C}$
3. A capacitor passes a electric current of 12.6 mA when supplied with 20 V ac with a frequency of 1000 Hz. The capacitance will be
$The\; expression\; of\; capacitive\; impedance\; is\;\frac{V_c}{I_c}\;=\;Z_c\;=\;\frac{1}{2\pi fC}$
Where, Vc is the voltage across capacitor, Ic electric current through the capacitor, f & C are frequency and capacitance.
Here, Vc = 20 V, Ic = 12.6 mA and f = 1000 Hz.
$Therefore,\;\frac{20}{12.6\times 10^{-3}}\; =\;\frac{1}{2\pi 1000C}$
$or\;C\;=\;\frac{12.6\times 10^{-3}}{20\times 2\pi \times 1000}\; =\;\frac{12.6\times 10^{-3}}{126\times 10^{3}}\;=\;0.1\;\mu F$
4. A 10 μF capacitor and 100 W, 220 V lamp is connected in series across a 220 V alternating supply. In which frequency of the supply the lamp will glow brightest?
The impedance of capacitor is inversely proportional to its supply frequency. The impedance offered by the capacitor to the circuit is less when supply frequency is more. If impedance is less, electric current flows through the circuit (i.e. lamp) is more which results to glow the lamp brighter.
5. A 20 μF capacitor and 200 W, 220 V lamp is connected in series across a 220 V alternating supply. In which frequency of the supply the lamp will glow dimmest?
The impedance of capacitor is inversely proportional to its supply frequency. The impedance offered by the capacitor to the circuit is more when supply frequency is less. If impedance is more, electric current flows through the circuit (i.e. lamp) is less which results to glow the lamp dimmer.
6. The capacitive reactance of a capacitor of 1 / 2π F at 103 Hz is
The capacitive reactance can be expressed as
$X_{c} = \frac{1}{2\pi.f.C}$
7. When ac flows through a pure capacitance then the current
When ac flows through an capacitance, the electric current leads the emf by 90°.
8. It a capacitors of capacitance 100 μF is connected across a voltage source of 10 V, then what will be the energy stored in that capacitor
It a capacitor of capacitance value C have voltage difference V between its parallel plates then the energy stored in the capacitor is expressed as
$W = \frac{1}{2}CV^2$
9. A capacitor carries a charge of 0.3 C at 20 V. Its capacitance is
The capacitance of a capacitor is expressed as
$C = \frac{Q}{V}$
Where C is the capacitance, Q is charge and V is the voltage.
10. A parallel plate capacitor has a capacitance of C farad. It area of the plates is doubled and the distance between them is half, the capacitance of the capacitor is
A capacitor consists of two parallel places separated by a dielectric material. It the area of the plates is A m2 and the distance between them is d meter, the capacitance C is given by
$C = \epsilon\frac{A}{d}$
Where A is the area of the plates and d is distance between the plates. From the above expression of capacitance it is obvious that, if area is doubled and distance is half the capacitance will become 4 times.
11. Which of the followings is the expression for energy stored in a capacitor
The instantaneous power in the capacitor is given by p = iv
$Energy\;stored\;in\;capacitor=\int pdt=\int vidt=\int vC\frac{dv}{dt}dt=C\int vdv=\frac{1}{2}Cv^2$
12. A capacitor is connected to supply with switch and the switch is connected between capacitor and supply. Initially switch is open at time zero, and then switch is closed. Then how capacitor behaves at time t = 0+ ?
In case of a capacitor voltage across it does not change instantaneously. If an uncharged capacitor is connected to an energy source, at the time of switching, the capacitor will behave like a short circuit.
13. C eq of two capacitors connected in series is given by
SERIES combination of capacitors is same as PARALLEL of resistance.
14. A capacitor has a capacitance of 6 μF. Calculate the stored energy in it if a dc voltage of 100 V, is applied across it
$Energy\;stored\;in\;capacitor=\frac{1}{2}Cv^2$
15. A capacitor that stores charge of 0.5 C at 10 V has a capacitance of _____________ farad.
$Q = CV \Rightarrow C = \frac{Q}{V}$
16. A p.d. of 300 V is applied across series combination of 3 μF and 9 μF capacitors. The charge on each capacitor is ___________________ μC.
$Equivalent\; Capacitance; C = \frac{C_1\times C_2}{C_1+C_2}$
$Here,\;C = \frac{3\times 9}{3+9}=2.25$
$Charge,\;Q = CV$
17. A 50 μF capacitor is charged to retain 10 MJ of energy by a constant charging electric current of 1 A. Determine the voltages across the capacitor?
$Energy\;stored\;in\;capacitor=\frac{1}{2}CV^2$
V being the voltage developed across the capacitor of capacitance(C).
$Therefore,\;V=\sqrt{\frac{2\times100\times10^{-4}}{50\times10^{- 6}}} = 20\; V.$
18. The capacitance of a conductor is varying from 2 microfarad to zero in 1 sec linearly if the voltage applied to it is 6 V the energy stored in 0.5 sec in the condenser is
$Energy\;stored\;in\;capacitor=\frac{1}{2}CV^2=\frac{1}{2} \times 1 \times 10^{-6} \times 6^2 = 18 \mu\;joules.$
Here C is taken as μ F only since capacitor varies linearly.
19. What will be the capacitance when distance between the 2 plates of a condenser of capacitance 8 micro farad is reduced from 10 mm to 4 mm?
$Capacitance\; C\;\propto A$
Where, A is common area of conductor plates.
$Capacitance\; C\;\propto \frac{1}{d}$
Where, d is the distance between two conductor plates.
20. Purpose of using capacitor is/are
Purposes of using capacitors are
1) increasing p.f. of inductive load circuit
2) to do phase split in ac 1 phase motor
3) effect dc filter in electronic circuit
4) also helps in tuning in radio and TV sets. | 1,745 | 6,130 | {"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": 20, "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-2019-04 | latest | en | 0.854449 |
https://www.safaribooksonline.com/library/view/foundation-mathematics-for/9781139635592/Chapter8.html | 1,521,688,145,000,000,000 | text/html | crawl-data/CC-MAIN-2018-13/segments/1521257647758.97/warc/CC-MAIN-20180322014514-20180322034514-00494.warc.gz | 823,184,174 | 14,560 | ## With Safari, you learn the way you learn best. Get unlimited access to videos, live online training, learning paths, books, tutorials, and more.
No credit card required
8
Multiple integrals
Just as functions of several variables may be differentiated with respect to two or more of them, so may their integrals with respect to more than one variable be formed. The formal definitions of such multiple integrals are extensions of that given for a single variable in Chapter 3. In this chapter, we first discuss double and triple integrals and illustrate some of their applications. We then consider how to change the variables in multiple integrals and, finally, discuss some general properties of Jacobians.
8.1 Double integrals
For an integral involving two variables – a double integral – we have a function, f(x, y) say, to be integrated with respect to x and y between certain limits. These limits can usually be represented ...
## With Safari, you learn the way you learn best. Get unlimited access to videos, live online training, learning paths, books, interactive tutorials, and more.
No credit card required | 231 | 1,128 | {"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} | 3.046875 | 3 | CC-MAIN-2018-13 | longest | en | 0.89805 |
https://gitlab.math.univ-paris-diderot.fr/cduce/cduce/-/blame/f9169b12482e87a0267ad6116d6e5668314dfa81/driver/examples.ml | 1,653,273,911,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652662552994.41/warc/CC-MAIN-20220523011006-20220523041006-00751.warc.gz | 343,973,066 | 22,626 | examples.ml 2.72 KB
Pietro Abate committed Oct 05, 2007 1 `````` `````` Pietro Abate committed Oct 05, 2007 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 ``````let examples = [ "integers"," (* Yes, CDuce can handle large integers ! *) let fun facto (Int -> Int) | 0 | 1 -> 1 | n -> n * (facto (n - 1)) in facto 300;; (* The tail-recursive way *) let fun facto ((Int,Int) -> Int) | (x, 0 | 1) -> x | (x, n) -> facto (x * n, n - 1) in facto (1,10000);; ";"ovfun"," `````` Pietro Abate committed Oct 05, 2007 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 ``````type Person = FPerson | MPerson;; type FPerson = [ Name Children (Tel | Email)?];; type MPerson = [ Name Children (Tel | Email)?];; type Children = [Person*];; type Name = [ PCDATA ];; type Tel = ['0'--'9'+ '-' '0'--'9'+];; type Email = [PCDATA '@' PCDATA];; type Man = [ Sons Daughters ];; type Woman = [ Sons Daughters ];; type Sons = [ Man* ];; type Daughters = [ Woman* ];; let fun sort (MPerson -> Man ; FPerson -> Woman) [ n [(mc::MPerson | fc::FPerson)*]; _] -> let tag = match g with \"F\" -> `woman | \"M\" -> `man in let s = map mc with x -> sort x in let d = map fc with x -> sort x in <(tag) name=n>[ s d ] ;; let base : Person = [ \"Claude\" [ [ \"Vronique\" [ [ \"Ilaria\" [] ] ] \"314-1592654\" ] ] \"271-828182\" ] ;; sort base;; ";"note"," type Doc = Text;; type Text = [ (Char | (Letter+ ' '* Note))* ];; type Letter = 'a'--'z' | 'A'--'Z';; type Note = [ PCDATA ];; type Flow = [ (Char | [ PCDATA ])* ];; type Notes = [ [ PCDATA ]* ];; type Result = [ Flow Notes ];; let fun format (s : Doc) : Result = let (body,notes) = text (s,1) in [ body notes ];; let fun text ( (Text,Int) -> (Flow,Notes) ) | ([ pre::Char*? (word::Letter+ ' '* n); rem ], count) -> let (body,notes) = text (rem, count + 1) in (pre @ [word] @ body, [n] @ notes) | (body,_) -> (body, []);; let src : Doc = [ 'CDuce ' \"Frisch, Castagna, Benzaken\" ' is an XML ' \"a W3C standard\" '-friendly programming language.' ];; format src;; "; ];; let present = " | 841 | 2,154 | {"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-2022-21 | latest | en | 0.581261 |
http://www.dpreview.com/forums/post/52065970 | 1,464,726,286,000,000,000 | text/html | crawl-data/CC-MAIN-2016-22/segments/1464052946109.59/warc/CC-MAIN-20160524012226-00034-ip-10-185-217-139.ec2.internal.warc.gz | 458,576,943 | 22,165 | # FZ200 Diffraction Limit - Panasonic Tech Service
Started Aug 27, 2013 | Discussions thread
Shop cameras & lenses ▾
Re: Diffraction Limit - A bit of revision.
J C Brown wrote:
photoreddi wrote:
J C Brown wrote:
...
As you have correctly stated:
The equation for the diffraction limit is
sin(angular resolution) = 1.22x(wavelength/aperture diameter)
However it is important to recognise that the above equation defines an “angular” limit
To relate that to the corresponding linear limit at the focal plane it is necessary to take account of the focal length. What follows is based on my Napier University lecture notes.
...
Have you taken this into account?
Yes I have. If you read my post again carefully you should find that it is entirely consistent with the Cambridge in colour Technical Note which you quote.
In particular if you check the final equation for the diameter of the Airy disc "d" you will see that d = 2.44 x N x lambda defends only on the F/No N and the wavelength lambda and is therefore independent of focal length.
Perhaps I should have emphasised that fact and stated that the analysis I presented was entirely consistent with the results of ianperegians resolution tests and with the resolution tests that I've done with my FZ50 and TZ30. See for example: Resolution measurements - TZ30 (ZS20) - Many images
Technical Note: Independence of Focal Length
Since the physical size of an aperture is larger for telephoto lenses (f/4 has a 50 mm diameter at 200 mm, but only a 25 mm diameter at 100 mm), why doesn't the airy disk become smaller? This is because longer focal lengths also cause light to travel further before hitting the camera sensor -- thus increasing the distance over which the airy disk can continue to diverge. The competing effects of larger aperture and longer focal length therefore cancel, leaving only the f-number as being important (which describes focal length relative to aperture size).
http://www.cambridgeincolour.com/tutorials/diffraction-photography.htm
...
I agree with both your assertion that the size of the Airy disc "independent of focal length." and CinC's tech. note that states the same. But I don't see how this jibes with your earlier statement :
As you have correctly stated:
The equation for the diffraction limit is
sin(angular resolution) = 1.22x(wavelength/aperture diameter)
However it is important to recognise that the above equation defines an “angular” limit
To relate that to the corresponding linear limit at the focal plane it is necessary to take account of the focal length.
Which appears to be saying that the diffraction limit is a function of the focal length. Am I misinterpreting something or did you not state this quite as well as you intended?
Bye the way, I found your "Resolution measurements - TZ30 (ZS20)" post interesting and it shows a prodigious amount of effort, but you ended it with "I hope that the information and test results provided in this post will be of some value to owners of TZ30 (ZS20) and similar cameras." and from reading many reviews it seems that my ZS7 is sufficiently inferior optically that your ZS20 data probably won't tell me much about the ZS7.
Complain
Post ()
Keyboard shortcuts:
FForum PPrevious NNext WNext unread UUpvote SSubscribe RReply QQuote BBookmark MMy threads
Color scheme? Blue / Yellow | 739 | 3,349 | {"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} | 2.953125 | 3 | CC-MAIN-2016-22 | latest | en | 0.929435 |
https://nrich.maths.org/public/leg.php?code=-88&cl=4&cldcmpid=458 | 1,558,755,691,000,000,000 | text/html | crawl-data/CC-MAIN-2019-22/segments/1558232257847.56/warc/CC-MAIN-20190525024710-20190525050710-00328.warc.gz | 576,200,419 | 5,393 | # Search by Topic
#### Resources tagged with Turning points similar to Folium of Descartes:
Filter by: Content type:
Age range:
Challenge level:
### There are 11 results
Broad Topics > Calculus > Turning points
### Folium of Descartes
##### Age 16 to 18 Challenge Level:
Investigate the family of graphs given by the equation x^3+y^3=3axy for different values of the constant a.
### Witch of Agnesi
##### Age 16 to 18 Challenge Level:
Sketch the members of the family of graphs given by y = a^3/(x^2+a^2) for a=1, 2 and 3.
### Curvy Catalogue
##### Age 16 to 18 Challenge Level:
Make a catalogue of curves with various properties.
### Curve Fitter
##### Age 16 to 18 Challenge Level:
Can you fit a cubic equation to this graph?
### Patterns of Inflection
##### Age 16 to 18 Challenge Level:
Find the relationship between the locations of points of inflection, maxima and minima of functions.
### Quick Route
##### Age 16 to 18 Challenge Level:
What is the quickest route across a ploughed field when your speed around the edge is greater?
### Scientific Curves
##### Age 16 to 18 Challenge Level:
Can you sketch these difficult curves, which have uses in mathematical modelling?
### Calculus Analogies
##### Age 16 to 18 Challenge Level:
Consider these analogies for helping to understand key concepts in calculus.
### Least of All
##### Age 16 to 18 Challenge Level:
A point moves on a line segment. A function depends on the position of the point. Where do you expect the point to be for a minimum of this function to occur.
### Curve Fitter 2
##### Age 16 to 18 Challenge Level:
Can you construct a cubic equation with a certain distance between its turning points?
### Bird-brained
##### Age 16 to 18 Challenge Level:
How many eggs should a bird lay to maximise the number of chicks that will hatch? An introduction to optimisation. | 444 | 1,873 | {"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} | 3.4375 | 3 | CC-MAIN-2019-22 | latest | en | 0.809636 |
https://www.physicsforums.com/threads/design-oscillator-with-linear-small-s-parameters.821616/ | 1,725,987,794,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651303.70/warc/CC-MAIN-20240910161250-20240910191250-00502.warc.gz | 880,362,328 | 17,600 | # Design oscillator with linear small S parameters
• baby_1
In summary, designing an oscillator with linear small S parameters involves selecting the desired frequency, active device, and designing the negative feedback network. S parameters are used to characterize the small signal behavior and determine the stability and performance of the circuit. Improving linearity can be achieved through using high-quality components and proper grounding and shielding techniques. Non-linear S parameters cannot be used in oscillator design, as the circuit operates in the linear region.
baby_1
Hello
I have a question about design oscillator with linear small S parameters.If you assume I use a Common emitter configuration and put my resonator at input port (Base/Emitter). After I select a Gama(G) in unstable region in input smith chart plane(for example Gama(G)=A<B (for example A=1)) and I map it into Gama(L) plane it is necessary that Gama(L) should be in unstable output region or only |Gama(L)| should be more than unity?
what is the best design ( |Gama(L)|>1 and be in unstable region or |Gama(L)|>1 and be in stable region )?
Thanks
for your helpThe best design would be to choose a gamma(G) in the unstable region of the input smith chart plane, and then map it to a gamma(L) in the unstable region of the output smith chart plane. This ensures that the oscillator is operating in an unstable region and will generate an oscillating signal. A gamma(L) with a magnitude greater than 1 is also necessary, as this indicates that the oscillator is oscillating at the desired frequency.
## 1. How do I design an oscillator with linear small S parameters?
To design an oscillator with linear small S parameters, you will need to follow these steps:
1. Choose the desired frequency of oscillation
2. Select an appropriate active device (e.g. transistor, FET)
3. Design the negative feedback network using passive components (e.g. resistors, capacitors)
4. Simulate the circuit using a software tool or perform a hand calculation to ensure the small signal gain and phase shift meet the Barkhausen criteria for oscillation
5. Test and tune the circuit to achieve the desired oscillation frequency and stability.
## 2. What are S parameters in oscillator design?
S parameters, also known as scattering parameters, are a set of parameters that describe the relationship between the input and output signals of a linear electrical network. In oscillator design, S parameters are used to characterize the small signal behavior of active devices (e.g. transistors) and passive components (e.g. capacitors, inductors) in the feedback network. These parameters are crucial in determining the stability and performance of an oscillator circuit.
## 3. What is the significance of linear small S parameters in oscillator design?
In oscillator design, it is important to ensure that the small signal gain and phase shift of the circuit meet the Barkhausen criteria for oscillation. The linear small S parameters help in analyzing the stability and performance of the circuit in this regard. By using these parameters, one can determine the frequency of oscillation, the amount of feedback needed, and the stability of the oscillator circuit.
## 4. How can I improve the linearity of small S parameters in an oscillator circuit?
In order to improve the linearity of small S parameters in an oscillator circuit, you can use high-quality components with low parasitics, such as low-noise transistors and high-Q capacitors. Additionally, proper grounding and shielding techniques can also help in reducing unwanted parasitic effects and improving the linearity of the circuit.
## 5. Can I use non-linear S parameters in oscillator design?
No, non-linear S parameters cannot be used in oscillator design. This is because non-linear S parameters are not constant and depend on the amplitude of the input signal. In oscillator design, the circuit operates in the linear region, and thus, only linear small S parameters can accurately predict the behavior of the circuit. Non-linear S parameters are typically used in the design of amplifiers and mixers.
Replies
3
Views
1K
Replies
4
Views
2K
Replies
14
Views
4K
Replies
1
Views
3K
Replies
9
Views
2K
Replies
8
Views
2K
Replies
5
Views
9K
Replies
7
Views
1K
Replies
1
Views
892
Replies
2
Views
2K | 939 | 4,338 | {"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-2024-38 | latest | en | 0.838672 |
https://www.wps.com/academy/how-to-use-the-solver-in-excel-quick-tutorials-1864919/?chan=Mobile_campain | 1,713,618,985,000,000,000 | text/html | crawl-data/CC-MAIN-2024-18/segments/1712296817650.14/warc/CC-MAIN-20240420122043-20240420152043-00298.warc.gz | 960,108,386 | 28,439 | WPS Office
Free All-in-One Office Suite with PDF Editor
Read, edit, and convert PDFs with the powerful PDF toolkit.
Microsoft-like interface, easy to use.
Windows • MacOS • Linux • iOS • Android
# How to use the solver in excel
August 3, 2022
9.1K Views
The solver function in excel performs calculations under defined conditions. It works on objective cell by reforming the variable cells using sum constraints. You need to enable the function as it is hidden by default. If you are wondering how to use the solver in excel, this is the guide for you.
This example is specifically produced so you know how to use the solver in excel. The example illustrates a shopping voucher of sum Rs. 10,000 and we wish to utilize all of the money. We want to find out how to purchase the stuff and finally utlize voucher.
Note: There is not shortcut to access the solver function. You will always need to click the function.
Using solver to find solution
1. Go to Data tab and click. It will show options under this category
2. Now click on drop down arrow in What-if Analysis option.
3. Now click on Solver.
4. The Solver dialogue box appears.
5. The Set Objective field is where we want the value to change from 9,300 to 10,000. Click on the arrow next to the field
6. Now click E9 cell.
7. Press Enter. The value is displayed under the field.
8. The “By Changing Variable Cells” specifies which value is altered to impact Objective cell. Specify Qty column to change this qty so the amount comes upto 10,000. Click the arrow next to the field.
9. Now bring mouse at C4, click and hold at C4 and drag vertically to C8. This will select the values under Qty column.
10. Press Enter, the values are specified in the field.
11. To set certain criteria for getting the result, we will use Subject To The Constraints filed. Click Add button.
12. A dialogue box appears with 3 conditions.
13. Now the first condition is total and voucher amounts be equal. Input E9 in Cell reference, put condition as equal and input D12 as Constraint. The dialogue box will look as below.
14. Now Hit enter, the first condition is selected.
15. click on Add button to input the 2nd condition. We want the qty as whole value. Click arrow next to Cell reference, bring cursor to C4, click and drag upto C8 and hit enter, then input “int” in the condition, the Constraint converts to Integer.
16. Hit Enter. The 2nd condition is also assigned.
17. The last condition is to have a qty equal to or greater than zero. For this, again click on Add button. Select Cell range from C4 to C8, add in Cell Reference, assign equal or greater than symbol in middle section and finally in Constraint field, input zero (0).
18. Hit Enter, we have assigned the 3rd condition also. Now all three conditions are specified and the dialogue box looks like this.
19. Click the Solve button. The conclusion is you can only purchase 2 mobiles under given circumstances and voucher amount. A dialogue box appears asking to keep Solver solution or restore original values. Click on Keep Solver Solution and press Ok.
This is how to use the solver in excel. Need to edit Word/Excel/PPT file free of charge? Download WPS Office edit files like without any cost. Download now! to get enjoyable working experience.
15 years of office industry experience, tech lover and copywriter. Follow me for product reviews, comparisons, and recommendations for new apps and software. | 772 | 3,442 | {"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-2024-18 | latest | en | 0.845581 |
https://help.loseit.com/hc/en-us/articles/360019097634-How-the-Goal-Projection-Date-is-Calculated | 1,721,819,807,000,000,000 | text/html | crawl-data/CC-MAIN-2024-30/segments/1720763518277.99/warc/CC-MAIN-20240724110315-20240724140315-00440.warc.gz | 264,667,022 | 10,244 | # How the Goal Projection Date is Calculated
There are two places in the app where you can see a goal projection: the daily logging streak (after you tap “I’m Done Logging”) and the Goals tab (weight).
## Goal Projection on Streak
When you check "I'm done logging" and receive a pop-up about your streak, the projected date for hitting your weight loss goal is based on your average calorie deficit for the days of your current logging streak. This means that if you continued logging as you have been for the last 7-28 days (depending on your streak length), you'd hit your goal on that date.
## Goal Projection on Weight Chart
The projected date in your Goals tab is based on if you ate exactly at your calorie budget every day. Since most people eat a little bit higher or lower than their budget on any given day, this date may be different from what you see on the streak screen.
#### Here are some reasons why the projected goal dates move out:
1. You haven’t logged a weight recently. You can try logging a weight and see if this helps correct your projection. The system needs weigh-in data to give you an accurate streak.
2. You’ve gained weight. While it’s totally normal to have weight fluctuations, you may find that this could be why your projected goal date is adjusting to allow additional time for meeting your goals.
3. You have a manual adjustment adding calories to your daily budget. Since your budget is calculated using a daily calorie deficit, when you add calories to your budget, the projected goal date will move further out to account for the difference.
## Goal Projections Don't Match
The projections use different formulas and inputs to make the projection.
The projection on the goal weight only takes into account your weight loss goal, your current weight, and your weight loss plan. It's a linear projection without any reference to your logging history.
The streak projection takes into account your weight, your recent logging history (over/under calories), and your weight loss plan/goal.
We understand this is confusing, and it's an area we hope to improve moving forward.
## Why Projection Date Is not Displayed During a Streak
Our streak projection algorithm determines what information to display based on if you are meeting, under, or over your budget, most often during your streak.
If the majority of the days in your streak were over budget and your projected date to reach your goal is too far out, the system will show information about your budget rather than a projection date. Based on the feedback we’ve received from members, this helps keep people motivated, which is a top priority!
If you're having trouble sticking to your budget, one option is moving to a less aggressive plan
### Additional Resources
Using "I'm Done Logging"
Article is closed for comments. | 573 | 2,834 | {"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-2024-30 | latest | en | 0.944554 |
https://math.stackexchange.com/questions/2064410/find-the-error-of-the-approximation-for-int-11-fx-dx-for | 1,558,654,641,000,000,000 | text/html | crawl-data/CC-MAIN-2019-22/segments/1558232257432.60/warc/CC-MAIN-20190523224154-20190524010154-00244.warc.gz | 543,895,890 | 32,608 | # Find the error of the approximation for $\int_{-1}^{1} f(x) dx$ for
Find the error of the approximation for $\int_{-1}^1 f(x) dx$ for
a. $f(1) + f(-1)$
b. $\frac{2}{3}(f(-1) + f(0) + f(1))$
c. $f(\frac{-1}{\sqrt{3}}) + f(\frac{1}{\sqrt{3}})$
To me it looks like part a is an approximation using the Trapezoid Rule. It also looks like part b is an approximation using Simpson's Rule. And c also looks like an approximation, but I'm not 100% sure which one. I think that part c is an approximation using the Midpoint Rule.
Starting with Part A
According to my book, the error term for the Trapezoidal Rule is defined as $\int_{x_0}^{x_1}f(x) dx = \frac{h}{2}(y_0 + y_1) - \frac{h^3}{12} f''(c)$. I know that the error term in this equation is $\frac{h^3}{12}f''(c)$, but since $f(x)$ is not defined, then how am I supposed to find the error of approximation?
Additionally, the above-mentioned formula is only for the basic Trapezoidal Rule, there is also the Composite Trapezoidal Rule which is defined as $\int_a^b f(x) dx = \frac{h}{2}(y_0 + y_m + 2 \sum_{i=1}^{m-1} y_i) - \frac{(b-a)h^2}{12}f''(c)$. Since the Composite Trapezoidal Rule is just the Basic Trapezoidal Rule applied over more than one interval, then how am I supposed to know whether to this problem is referring to the basic or composite rule?
I assume that if I am able to solve part a, then b and c should follow using Simpson's Rule and the Midpoint Rule respectively.
Additionally, I'm not sure that my thought process is even correct, so if there is another method in which this should be done, then please feel free to explain that instead.
• Your guesses for b) and c) are wrong, b) is not a named method and c) is (probably) a Gauß integration method. Use Taylor expansions. Using $f''(c)$ or $\|f''\|_\infty$ in the error estimate is acceptable and expected. – LutzL Dec 19 '16 at 10:31
• The Taylor expansion for $f(x)$ is $f(x) + x f'(x) + \frac{1}{2} x^2 f''(x) + \frac{1}{6}x^3 f^{(3)}(c)$. What do I do with this? – user3370201 Dec 19 '16 at 17:20
• You have some errors in the formula. The values and derivatives of $f$ should be evaluated at $0$, only $c$ depends on $x$. Then you can apply all formulas to the Taylor polynomial. – LutzL Dec 19 '16 at 19:56
a) is indeed the trapezoid formula with error bound $\frac23\|f''\|_\infty$.
b) is a combination of the trapezoidal and midpoint method and as it is not the Simpson method (coefficients proportional to $[1,4,1]$),it is also of order $2$.
c) is also a symmetric formula and thus of even error order. As it is exact for $f(t)=t^2$ and has obviously an error for $f(t)=(3t^2-1)^2$, it is of error order 4, and thus in the family of Gauß' quadrature methods. | 849 | 2,709 | {"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} | 3.65625 | 4 | CC-MAIN-2019-22 | latest | en | 0.897105 |
https://se.mathworks.com/matlabcentral/answers/1783990-how-to-multiply-quaternion-wth-1x3-vector?s_tid=prof_contriblnk | 1,670,007,763,000,000,000 | text/html | crawl-data/CC-MAIN-2022-49/segments/1669446710916.40/warc/CC-MAIN-20221202183117-20221202213117-00289.warc.gz | 547,979,143 | 26,114 | # how to multiply quaternion wth 1x3 vector
3 views (last 30 days)
zeynep ozkayikci on 23 Aug 2022
Edited: James Tursa on 23 Aug 2022
I have " BECI [3x1] Mag. Field Component vector " ı am trying to multiply with quaternion but it gives dimension error. Should ı change my vector to quaternion. how could ı do?
quatprod = quatmultiply(qb2inv,BECI)
James Tursa on 23 Aug 2022
Edited: James Tursa on 23 Aug 2022
Use BECI as the "vector" part of a quaternion and put a 0 in the "scalar" part, and use that new quaternion in the multiply. Since MATLAB stores the "scalar" part as the 1st element of the quaternion, that means your new 1x4 quaternion will have a 0 in the 1st spot. E.g., assuming BECI is 1x3 you would have:
QBECI = [0,BECI];
then
quatprod = quatmultiply(qb2inv,QBECI)
quatmultiply( ) should be smart enough to do this on its own, but it isn't. You could also write a little function to do this in the background for you which would then in turn call quatmultiply( ).
If this is part of a rotation multiply sequence such as q^-1 * v * q or q * v * q^-1, then again start with [0,v] instead of just v, and then pick off the vector part of the final result (the last three elements). The scalar part of the result will probably not be exactly 0 because of floating point arithmetic effects, but this can be ignored.
You might be insterested in this post also:
### Categories
Find more on Coordinate Transformations and Trajectories in Help Center and File Exchange
R2019b
### Community Treasure Hunt
Find the treasures in MATLAB Central and discover how the community can help you!
Start Hunting! | 432 | 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} | 3.0625 | 3 | CC-MAIN-2022-49 | longest | en | 0.897509 |
https://inkubusmovie.com/terms/s/standarddeviation.asp | 1,695,721,391,000,000,000 | text/html | crawl-data/CC-MAIN-2023-40/segments/1695233510179.22/warc/CC-MAIN-20230926075508-20230926105508-00787.warc.gz | 355,246,505 | 58,221 | # Standard Deviation Formula and Uses vs. Variance
## What Is Standard Deviation?
Standard deviation is a statistic that measures the dispersion of a dataset relative to its mean and is calculated as the square root of the variance. The standard deviation is calculated as the square root of variance by determining each data point's deviation relative to the mean.
If the data points are further from the mean, there is a higher deviation within the data set; thus, the more spread out the data, the higher the standard deviation.
### Key Takeaways:
• Standard deviation measures the dispersion of a dataset relative to its mean.
• It is calculated as the square root of the variance.
• Standard deviation, in finance, is often used as a measure of a relative riskiness of an asset.
• A volatile stock has a high standard deviation, while the deviation of a stable blue-chip stock is usually rather low.
• As a downside, the standard deviation calculates all uncertainty as risk, even when it’s in the investor's favor—such as above-average returns.
## What Does Standard Deviation Measure?
Standard deviation is a statistical measurement in finance that, when applied to the annual rate of return of an investment, sheds light on that investment's historical volatility.
The greater the standard deviation of securities, the greater the variance between each price and the mean, which shows a larger price range. For example, a volatile stock has a high standard deviation, while the deviation of a stable blue-chip stock is usually rather low.
## Standard Deviation Formula
Standard deviation is calculated by taking the square root of a value derived from comparing data points to a collective mean of a population. The formula is:
\begin{aligned} &\text{Standard Deviation} = \sqrt{ \frac{\sum_{i=1}^{n}\left(x_i - \overline{x}\right)^2} {n-1} }\\ &\textbf{where:}\\ &x_i = \text{Value of the } i^{th} \text{ point in the data set}\\ &\overline{x}= \text{The mean value of the data set}\\ &n = \text{The number of data points in the data set} \end{aligned}
### Calculating standard deviation
Standard deviation is calculated as follows:
1. Calculate the mean of all data points. The mean is calculated by adding all the data points and dividing them by the number of data points.
2. Calculate the variance for each data point. The variance for each data point is calculated by subtracting the mean from the value of the data point.
3. Square the variance of each data point (from Step 2).
4. Sum of squared variance values (from Step 3).
5. Divide the sum of squared variance values (from Step 4) by the number of data points in the data set less 1.
6. Take the square root of the quotient (from Step 5).
## Why Is Standard Deviation a Key Risk Measure?
Standard deviation is an especially useful tool in investing and trading strategies as it helps measure market and security volatility—and predict performance trends. As it relates to investing, for example, an index fund is likely to have a low standard deviation versus its benchmark index, as the fund's goal is to replicate the index.
On the other hand, one can expect aggressive growth funds to have a high standard deviation from relative stock indices, as their portfolio managers make aggressive bets to generate higher-than-average returns.
A lower standard deviation isn't necessarily preferable. It all depends on the investments and the investor's willingness to assume risk. When dealing with the amount of deviation in their portfolios, investors should consider their tolerance for volatility and their overall investment objectives. More aggressive investors may be comfortable with an investment strategy that opts for vehicles with higher-than-average volatility, while more conservative investors may not.
Standard deviation is one of the key fundamental risk measures that analysts, portfolio managers, and advisors use. Investment firms report the standard deviation of their mutual funds and other products. A large dispersion shows how much the return on the fund is deviating from the expected normal returns. Because it is easy to understand, this statistic is regularly reported to the end clients and investors.
## Standard Deviation vs. Variance
Variance is derived by taking the mean of the data points, subtracting the mean from each data point individually, squaring each of these results, and then taking another mean of these squares. Standard deviation is the square root of the variance.
The variance helps determine the data's spread size when compared to the mean value. As the variance gets bigger, more variation in data values occurs, and there may be a larger gap between one data value and another. If the data values are all close together, the variance will be smaller. However, this is more difficult to grasp than the standard deviation because variances represent a squared result that may not be meaningfully expressed on the same graph as the original dataset.
Standard deviations are usually easier to picture and apply. The standard deviation is expressed in the same unit of measurement as the data, which isn't necessarily the case with the variance. Using the standard deviation, statisticians may determine if the data has a normal curve or other mathematical relationship.
If the data behaves in a normal curve, then 68% of the data points will fall within one standard deviation of the average, or mean, data point. Larger variances cause more data points to fall outside the standard deviation. Smaller variances result in more data that is close to average.
The standard deviation is graphically depicted as a bell curve's width around the mean of a data set. The wider the curve, the larger a data set's standard deviation from the mean.
## Strengths of Standard Deviation
Standard deviation is a commonly used measure of dispersion. Many analysts are probably more familiar with standard deviation than compared to other statistical calculations of data deviation. For this reason, the standard deviation is often used in a variety of situations from investing to actuaries.
Standard deviation is all-inclusive of observations. Each data point is included in the analysis. Other measurements of deviation such as range only measure the most dispersed points without consideration for the points in between. Therefore, standard deviation is often considered a more robust, accurate measurement compared to other observations.
The standard deviation of two data sets can be combined using a specific combined standard deviation formula. There are no similar formulas for other dispersion observation measurements in statistics. In addition, and unlike other means of observation, the standard deviation can be used in further algebraic computations.
## Limitations of Standard Deviation
There are some downsides to consider when using standard deviation. The standard deviation does not actually measure how far a data point is from the mean. Instead, it compares the square of the differences, a subtle but notable difference from actual dispersion from the mean.
Outliers have a heavier impact on standard deviation. This is especially true considering the difference from the mean is squared, resulting in an even larger quantity compared to other data points. Therefore, be mindful that standard observation naturally gives more weight to extreme values.
Last, standard deviation can be difficult to manually calculate. As opposed to other measurements of dispersion such as range (the highest value minus the lowest value), standard deviation requires several cumbersome steps and is more likely to incur computational errors compared to easier measurements. This hurdle can be circumnavigated through the use of a Bloomberg terminal.
Consider leveraging Excel when calculating standard deviation. After entering your data, use the STDEV.S formula if your data set is numeric or the STDEVA when you want to include text or logical values. There are also several specific formulas to calculate the standard deviation for an entire population.
## Example of Standard Deviation
Say we have the data points 5, 7, 3, and 7, which total 22. You would then divide 22 by the number of data points, in this case, four—resulting in a mean of 5.5. This leads to the following determinations: x? = 5.5 and N = 4.
The variance is determined by subtracting the mean's value from each data point, resulting in -0.5, 1.5, -2.5, and 1.5. Each of those values is then squared, resulting in 0.25, 2.25, 6.25, and 2.25. The square values are then added together, giving a total of 11, which is then divided by the value of N minus 1, which is 3, resulting in a variance of approximately 3.67.
The square root of the variance is then calculated, which results in a standard deviation measure of approximately 1.915.
Or consider shares of Apple (AAPL) for a period of five years. Historical returns for Apple’s stock were 88.97% for 2019, 82.31% for 2020, 34.65% for 2021, -26.41% for 2022 and, as of mid-April, 28.32% for 2023. The average return over the five years was thus 41.57%.
The value of each year's return less the mean were then 47.40%, 40.74%, -6.92%, -67.98%, and -15.57%, respectively. All those values are then squared to yield 22.47%, 16.60%, 0.48%, 46.21%, and 2.42%. The sum of these values is 0.882. Divide that value by 4 (N minus 1) to get the variance (0.882/4) = 0.220.
The square root of the variance is taken to obtain the standard deviation of 0.4690, or 46.90%.
## What Does a High Standard Deviation Mean?
A large standard deviation indicates that there is a lot of variance in the observed data around the mean. This indicates that the data observed is quite spread out. A small or low standard deviation would indicate instead that much of the data observed is clustered tightly around the mean.
## What Does Standard Deviation Tell You?
Standard deviation describes how dispersed a set of data is. It compares each data point to the mean of all data points, and standard deviation returns a calculated value that describes whether the data points are in close proximity or whether they are spread out. In a normal distribution, standard deviation tells you how far values are from the mean.
## How Do You Find the Standard Deviation Quickly?
If you look at the distribution of some observed data visually, you can see if the shape is relatively skinny vs. fat. Fatter distributions have bigger standard deviations. Alternatively, Excel has built in standard deviation functions depending on the data set.
## How Do You Calculate Standard Deviation?
Standard deviation is calculated as the square root of the variance. Alternatively, it is calculated by finding the mean of a data set, finding the difference of each data point to the mean, squaring the differences, adding them together, dividing by the number of points in the data set less 1, and finding the square root.
## The Bottom Line
Standard deviation is important because it can help investors assess risk. Consider an investment option with an average annual return of 10% per year. However, this average was derived from the past three year returns of 50%, -15%, and -5%. By calculating the standard deviation and understanding your low likelihood of actually averaging 10% in any single given year, you're better armed to make informed decisions and recognizing underlying risk.
Article Sources
Investopedia requires writers to use primary sources to support their work. These include white papers, government data, original reporting, and interviews with industry experts. We also reference original research from other reputable publishers where appropriate. You can learn more about the standards we follow in producing accurate, unbiased content in our editorial policy.
1. Netcials. "Apple Inc (AAPL) Stock 5 Years History."
Open a New Bank Account
×
The offers that appear in this table are from partnerships from which Investopedia receives compensation. This compensation may impact how and where listings appear. Investopedia does not include all offers available in the marketplace. | 2,515 | 12,142 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 1, "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} | 4.0625 | 4 | CC-MAIN-2023-40 | latest | en | 0.899671 |
https://www.convertunits.com/from/yottagram/to/quarter+(ton) | 1,627,896,189,000,000,000 | text/html | crawl-data/CC-MAIN-2021-31/segments/1627046154310.16/warc/CC-MAIN-20210802075003-20210802105003-00564.warc.gz | 729,487,652 | 16,709 | ## ››Convert yottagram to quarter (ton) [US]
yottagram quarter (ton)
How many yottagram in 1 quarter (ton)? The answer is 2.26796185E-19.
We assume you are converting between yottagram and quarter (ton) [US].
You can view more details on each measurement unit:
yottagram or quarter (ton)
The SI base unit for mass is the kilogram.
1 kilogram is equal to 1.0E-21 yottagram, or 0.0044092452436976 quarter (ton).
Note that rounding errors may occur, so always check the results.
Use this page to learn how to convert between yottagrams and quarter (ton) [US].
Type in your own numbers in the form to convert the units!
## ››Quick conversion chart of yottagram to quarter (ton)
1 yottagram to quarter (ton) = 4.4092452436976E+18 quarter (ton)
2 yottagram to quarter (ton) = 8.8184904873951E+18 quarter (ton)
3 yottagram to quarter (ton) = 1.3227735731093E+19 quarter (ton)
4 yottagram to quarter (ton) = 1.763698097479E+19 quarter (ton)
5 yottagram to quarter (ton) = 2.2046226218488E+19 quarter (ton)
6 yottagram to quarter (ton) = 2.6455471462185E+19 quarter (ton)
7 yottagram to quarter (ton) = 3.0864716705883E+19 quarter (ton)
8 yottagram to quarter (ton) = 3.527396194958E+19 quarter (ton)
9 yottagram to quarter (ton) = 3.9683207193278E+19 quarter (ton)
10 yottagram to quarter (ton) = 4.4092452436976E+19 quarter (ton)
## ››Want other units?
You can do the reverse unit conversion from quarter (ton) to yottagram, or enter any two units below:
## Enter two units to convert
From: To:
## ››Definition: Yottagram
The SI prefix "yotta" represents a factor of 1024, or in exponential notation, 1E24.
So 1 yottagram = 1024 grams-force.
## ››Metric conversions and more
ConvertUnits.com provides an online conversion calculator for all types of measurement units. You can find metric conversion tables for SI units, as well as English units, currency, and other data. Type in unit symbols, abbreviations, or full names for units of length, area, mass, pressure, and other types. Examples include mm, inch, 100 kg, US fluid ounce, 6'3", 10 stone 4, cubic cm, metres squared, grams, moles, feet per second, and many more! | 638 | 2,141 | {"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} | 3.46875 | 3 | CC-MAIN-2021-31 | latest | en | 0.786479 |
https://adstoob.com/how-to-up-btc-decimals/ | 1,718,391,410,000,000,000 | text/html | crawl-data/CC-MAIN-2024-26/segments/1718198861568.20/warc/CC-MAIN-20240614173313-20240614203313-00526.warc.gz | 66,386,596 | 23,330 | Adstoob » How To Up Btc Decimals
# How To Up Btc Decimals
Contents
## How many decimals are in BTC?
Understanding Bitcoin One bitcoin is divisible to eight decimal places (100 millionths of one bitcoin), and this smallest unit is referred to as a satoshi. If necessary, and if the participating miners accept the change, Bitcoin could eventually be made divisible to even more decimal places.
## How many decimal places can a bitcoin be divided?
eight decimal places
However, the smallest unit of bitcoin, known as a satoshi — in reference to pseudonymous bitcoin creator Satoshi Nakamoto — has no metric equivalent. BTC can be broken down into eight decimal places.
## How do you float up to 2 decimal places?
The %. 2f syntax tells Java to return your variable (value) with 2 decimal places (. 2) in decimal representation of a floating-point number (f) from the start of the format specifier (%).
## How many decimal places is 1 satoshi?
While the US dollar and Euro has cents as its smallest denomination, Bitcoin has satoshis (also referred to as SATs). But unlike cents, satoshis are 100 millionth of a Bitcoin, meaning that Bitcoin can be divided into 100 million units, that's eighteen decimal places.
## What is 0.1 Bitcoin called?
A satoshi is the smallest denomination of bitcoin, equivalent to 100 millionth of a bitcoin. Bitcoins can be split into smaller units to facilitate smaller transactions. The satoshi was named after the bitcoin founder(s) known as Satoshi Nakamoto.
## How is 0.01 BTC?
0.01 Bitcoin is 162.328000 US Dollar.
## What is .1 of a bitcoin called?
The satoshi is the smallest unit of the cryptocurrency bitcoin. It is named after Satoshi Nakamoto, the founder(s) of the protocol used in blockchains and the bitcoin cryptocurrency.
## Can bitcoin be broken up?
Each bitcoin can be broken down into one-hundred-million (100,000,000) satoshis. In the future, if needed, the divisibility of bitcoin can be increased to 100 billion smaller parts or even more, as the Bitcoin protocol and its related software can be modified to handle even smaller units.
## How do you use .2f in Python?
2f is a placeholder for floating point number. So %d is replaced by the first value of the tuple i.e 12 and %. 2f is replaced by second value i.e 150.87612 ….Python String Formatting.
Format codes Description
f for floating point numbers
b for binary numbers
o for octal numbers
## How many Satoshi is 0.001 BTC?
Key Takeaways. Each unit of bitcoin, or 0.00000001 bitcoin, is called a satoshi. There are 100,000,000 satoshi in one bitcoin (BTC).
## How much is 500 Satoshi worth?
0.085 USD
The conversion value for 500 SATS to 0.085 USD.
## Can I buy 0.5 Bitcoin?
The simple answer is, “yes,” you can buy less than a whole bitcoin. This is true for almost all cryptocurrencies, but is particularly true for cryptocurrencies like Bitcoin, which costs tens of thousands of dollars. It is a common misconception that you cannot buy less than a whole bitcoin.
## What are the 3 types of Bitcoin?
Answer: The four major types include utility, payment, security, and stablecoins. There also are DeFi tokens, NFTs, and asset-backed tokens. Of all cryptocurrencies, the most common are utility and payment tokens. These do not have their investment-backed or guaranteed by regulation.
## What is 0.1 bitcoin called?
A satoshi is the smallest denomination of bitcoin, equivalent to 100 millionth of a bitcoin. Bitcoins can be split into smaller units to facilitate smaller transactions. The satoshi was named after the bitcoin founder(s) known as Satoshi Nakamoto.
## Can you buy 0.1 BTC?
Bitcoin can be purchased fractionally, so you don't need to buy a full Bitcoin to own some. For example, if Bitcoin's price is \$10,000, you can purchase 0.1 Bitcoin for \$1,000.
## What is 0.00000001 BTC called?
satoshi
A satoshi is the smallest unit of Bitcoin currency. 1 satoshi = 0.00000001 BTC. satoshi is the namesake of the technical author and creator of Bitcoin, satoshi Nakamoto. Example: If 1 BTC = 100,000 yen, 1 satoshi = 0.0001 JPY.
## How many bitcoins are left?
There are 2.3 million Bitcoin left to be mined. Surprisingly, even though 18.6 million Bitcoin were mined in just over 10 years, it will take another 120 years to mine the remaining 2.3 million. That's because of the Bitcoin halving.
## How many Bitcoin are left?
How Many Bitcoins Are There Now in Circulation?
Total BTC in Existence 19,218,531.25
Bitcoins Left to Be Mined 1,781,468.8
% of Bitcoins Issued 91.517%
New Bitcoins per Day 900
Mined Bitcoin Blocks 764,965
## Who owns the most Bitcoin?
Top Known Individual Holders
• Satoshi Nakamoto (~1.1 million BTC) …
• The Winklevoss Twins (70,000 BTC) …
• Tim Draper (29,000+ BTC) …
• Michael Saylor (17,732 BTC) …
• Public Companies. …
• Private Companies. …
• Countries & Governments.
Oct 17, 2022
## What is the number 2.738 correct to 2 decimal places?
Since it is larger than, you can round the 38 up to 40. So now the number you have is 2. 740, but since the 0 does not need to be included, you have 2. 74, which is 2 decimal places.
## How do you change decimal points?
On the Home tab, click Increase Decimal or Decrease Decimal to show more or fewer digits after the decimal point.
## What does %2f mean in code?
So %. 2f means to round up to two decimal places. You can play around with the code to see what happens as you change the number in the formatter.
## What is a [: 0 in Python?
[ : , 0 ] means (more or less) [ first_row:last_row , column_0 ] . If you have a 2-dimensional list/matrix/array, this notation will give you all values in column 0 (from all rows). Follow this answer to receive notifications.
## Is Satoshi worth 1 dollar?
1 SATS = 0.000165 USD How does the market feel about Satoshi today?
## satoshi – More decimals to Bitcoin – Bitcoin Stack Exchange
https://bitcoin.stackexchange.com/questions/63672/more-decimals-to-bitcoin
I know it is possible to increase the decimal places of bitcoin, e.g. 1 BTC = 1 00000000 00000000 units. My question is, how it can be done?
## What is a Satoshi? Bitcoin and its 8 decimal places. – Medium
https://medium.com/airtm/what-is-a-satoshi-bitcoin-and-its-8-decimal-places-cffeb5795758
One Bitcoin has 8 decimal places, the smallest fraction is called a Satoshi. The name derives from the mystical entity to whom the creation …
## Will a Bitcoin be split into more decimal points in the future?
Will a Bitcoin be split into more decimal points in the future? If the population grows and the need for more currency units increases …
## How to set a decimal value up to 8 decimal places in php
https://stackoverflow.com/questions/57872290/how-to-set-a-decimal-value-up-to-8-decimal-places-in-php
I want to show amount of bitcoins up to 8 decimal points. I have stored the value in Satoshi but when I try to convert the satoshi to BTC by …
## How Feasible Would it be to Add additional Decimals to …
https://bitcointalk.org/index.php?topic=349836.0
So, with 8 decimal places, it’s easier to divide one bitcoin than traditional fiat currencies. However, because Bitcoin has a much lower …
## Can't keep track of Bitcoin and other crypto with only 6 decimal …
https://community.coda.io/t/cant-keep-track-of-bitcoin-and-other-crypto-with-only-6-decimal-places-for-numbers/23273
Or Instead of 1 bitcoin, move the decimal place two to the right and keep track. Then you can use six decimal places to your heart’s content. If …
## BTC Values are now rounded to 5 decimal points – requesting …
https://github.com/LedgerHQ/ledger-live-desktop/issues/4896
Open Ledger Live 2.40.2 for an account which has some BTC. You will see that bitcoin balances are only shown as 0.xxxxx and the remaining digits …
## Price decimal precision – Kraken Support
https://support.kraken.com/hc/en-us/articles/4521313131540-Price-decimal-precision
## Decimal precision for API calculations – Kraken Support
https://support.kraken.com/hc/en-us/articles/201988998-Decimal-precision-for-API-calculations
For example, Bitcoin (BTC) calculations use up to 10 decimal places (the maximum usable precision for BTC is 8 places), but are sometimes displayed using … | 2,020 | 8,204 | {"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-2024-26 | latest | en | 0.894088 |
http://mathoverflow.net/questions/125170/are-isolated-knots-in-tangles-the-same-as-ordinary-knots | 1,469,599,147,000,000,000 | text/html | crawl-data/CC-MAIN-2016-30/segments/1469257825366.39/warc/CC-MAIN-20160723071025-00263-ip-10-185-27-174.ec2.internal.warc.gz | 160,987,450 | 14,235 | # Are isolated knots in tangles the same as ordinary knots?
Suppose you have an arc in a ball with ends fixed on a boundary. In other words, we have an isolated knot on one of the arcs of a tangle. If we glue the ends we get an ordinary knot and clearly isotopic isolated knots, when ends are connected, give the same knot. But is this a bijection, i.e. can we have different knots of the first kind that give the same knot after the ends are glued?
This seems like it should be obvious, but I did try to google and ask people in my department - neither helped.
-
Two long knots are equivalent if and only if their closures are equivalent. This is because any Reidemeister move on the knot can be realized by Reidemeister moves which avoid a single point, which you can take to be the point at infinity. This is a combinatorial proof. I think there's a smooth proof also. – Daniel Moskovich Mar 21 '13 at 13:51
When you close the knot you lose the sense of orientation given by the open ends of the knot. So your "isolated knots" up to isotopy is equivalent to "oriented closed knots" up to isotopy. – Ryan Budney Mar 21 '13 at 17:24
FYI Daniel there's much more than a smooth proof. If you're careful about the argument you get a proof that the space of closed knots $Emb(S^1,S^n)$ has the homotopy-type of $SO_{n+1} \times_{SO_{n-1}} K_{n,1}$ where $K_{n,1}$ is the space of knots with fixed endpoints in the ball $D^n$, and the $\times_{SO_{n-1}}$ indicates you take the product then mod out by the diagonal action of $SO_{n-1}$. The above question is asking how the two spaces $\pi_0$ are connected in the $n=3$ case. – Ryan Budney Mar 21 '13 at 17:38
There's a similar argument relating the homotopy-type of the above spaces to the space of embeddings of $S^1$ in $\mathbb R^n$ but this one is a step more elaborate. – Ryan Budney Mar 21 '13 at 17:39 | 495 | 1,858 | {"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} | 3.625 | 4 | CC-MAIN-2016-30 | latest | en | 0.929281 |
http://www.instructables.com/id/Origami-Itll-Make-the-Decision-for-You/ | 1,498,675,989,000,000,000 | text/html | crawl-data/CC-MAIN-2017-26/segments/1498128323721.80/warc/CC-MAIN-20170628171342-20170628191342-00700.warc.gz | 570,440,910 | 14,593 | Hi, I'm back! Today I'll be introducing the top-notch technology! That's right, it's...
A Decision Maker!
Have you ever had that time where you couldn't make up a decision? This'll help you. A LOT. I use it A LOT.
Let's get started, shall we?
## Step 1: GATHER STUFF!
1. Paper
2. Scissors
3. Pencil/pen
4. The decisions you can't make!
## Step 2: CUT OFF THE BOTTOM! FOLD IT! FOLD IT AGAIN!
Okay, I know this step sounds like a lot of steps, but it's not really. You see the first picture, fold it so the edge is symmetrically meets at the end. Cut off the extra rectangle to get the the triangle in the second picture. Fold the triangle symmetrically and unfold it to get the line in the middle.
## Step 3: MORE TRIANGLES!
You see the center point in the square, now, right? Make all of the square's edges meet the middle to get a smaller square!
## Step 4: TRIANGLES...
Flip the square over and repeat the same steps (bringing the corners to the center). It'll make the square even smaller!
## Step 5: FINALLY....
Fold that square symmetrically. Pop the four squares on the back. By that it means, there will be four "holes" to shove your fingers in, and then pop them up like in the second picture.
Retrace your steps back to the first step. Alright, now it's time to use your indecision to write down EIGHT decisions in each small triangle displayed. On the other side, right down one to eight.
HOW TO PLAY
Pick a random number and alternate from horizontal to vertical the amount the number is. Whatever side landing on, choose one of the four numbers, and open it up to see what you have to do!
I hope this helped!
<p>"I hope this helped!" : just use the folding ;-) We used that when we were kids. In Germany it is called Heaven and Hell (no idea why but that's what it's called).</p> | 452 | 1,822 | {"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-2017-26 | longest | en | 0.921733 |
http://nrich.maths.org/6579/solution | 1,484,680,953,000,000,000 | text/html | crawl-data/CC-MAIN-2017-04/segments/1484560280065.57/warc/CC-MAIN-20170116095120-00424-ip-10-171-10-70.ec2.internal.warc.gz | 203,699,441 | 6,467 | ### Mathematical Issues for Chemists
A brief outline of the mathematical issues faced by chemistry students.
### Reaction Rates
Explore the possibilities for reaction rates versus concentrations with this non-linear differential equation
### Catalyse That!
Can you work out how to produce the right amount of chemical in a temperature-dependent reaction?
# Eudiometry
##### Stage: 5 Challenge Level:
In this problem, consideration of the ideal gas equation is important. At a basic level we know that a mole of substance in gaseous form occupies a volume of roughly 24dm$^3$. The ideal gas equation, $pV = nRT$ has several variables, but at constant temperature and pressure it can be seen that $V = n(\frac{RT}{p})$ where the bracketed term is a constant (R being the ideal gas constant). Thus volume varies directly with number of moles for an ideal gas so consideration of molar changes is sufficient throughout this question.
On combustion of ethane, the balanced equation shows that 2 + 7 = 9 molar units of reactants interact to produce 4 + 6 = 10 molar units of products. As the volume occupied by a mole of gas is considered to be the same regardless of the species involved and that all species are in gaseous form, the volume of the gas must increase proportionally to the increase in moles that has occured.
If you now consider the case for a generic hydrocarbon, we can first analyse the volumetric change for alkanes, which have a generic formula C$_n$H$_{2n + 2}$, and alkenes or cyclic alkanes which have a general formula C$_n$H$_{2n}$. These examples cover the most widely encountered hydrocarbons. A further calculation may be conducted for benzene.
Alkanes
C$_n$H$_{2n + 2}$ + $\frac{3n + 1}{2}$O$_2$ $\rightarrow$ nCO$_2$ + (n + 1)H$_2$O
so in terms of a molar change:
$1 + \frac{3n + 1}{2}\rightarrow 2n + 1$
Proportional increase in moles
Number of carbon atoms
It can be seen that the increase in gaseous volume on combustion is by no means assured for all hydrocarbons. For CH$_4$ for example, there is no increase in the number of moles of gas on combustion. As alkanes get larger the proportional increase in volume increases and tends to 0.33 due to the dominance of $\frac{3n}{2}$ for the left hand side and 2n for the right hand side of the equation at large values of n in determining the number of moles.
$\frac{2n - \frac{3n}{2}}{\frac{3n}{2}}$ = 0.33 (2dp).
Thus large chain alkanes produce a large change in volume as although the percentage change tends to 33%, the actual number of reactant moles increases considerably with the addition of 1.5 molar units for total reactant moles for an increase of a single carbon.
Alkenes
Alkenes show a very similar relationship to that above.
C$_n$H$_{2n}$ + $\frac{3n}{2}$O$_2$ $\rightarrow$ nCO$_2$ + nH$_2$O
In terms of the molar changes:
1 + $\frac{3n}{2}$ $\rightarrow$ 2n
Again, the percentage increase in volume tends to 33% as with alkanes. Yet for each species equivalent in terms of the number of carbons to a certain alkane, the actual increase in moles is slightly greater for the alkane due to the presence of a greater number of hydrogen atoms in the species (and the fact that a single molecule of oxygen is utilised to generate two water molecules). Note also that ethene is the alkene species for which there is no increase in volume on combustion.
Cycloalkanes have the same general formula as alkenes but obviously it is impossible to produce a two membered ring structure.
As a point of interest, benzene has a molecular formula C$_6$H$_6$ and its complete combustion in oxygen is given below.
C$_6$H$_6$ + $\frac{15}{2}$O$_2$ $\rightarrow$ 6CO$_2$ + 3H$_2$O
8.5 moles $\rightarrow$ 9 moles
This corresponds to a marginal increase in volume. Considering the trends for these types of molecules it is clear that the molar increase in volume is greatest for long chain alkanes due to the fact that these a saturated molecules which require a large number of reactant oxygen molecules for combustion.
As we have seen, if the total volume of gas is unchanged by reaction the number of moles on the left and right hand sides should be equivalent. An example of a reaction where the number of moles of gas remains unchanged is:
N$_2$ + O$_2$ $\rightarrow$ 2NO
Can you think of any other examples? | 1,098 | 4,302 | {"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} | 3.625 | 4 | CC-MAIN-2017-04 | longest | en | 0.894027 |
https://stats.stackexchange.com/questions/228642/likelihood-of-linear-discriminant-analysis-compared-to-logistic-regression | 1,723,739,904,000,000,000 | text/html | crawl-data/CC-MAIN-2024-33/segments/1722641299002.97/warc/CC-MAIN-20240815141847-20240815171847-00327.warc.gz | 430,432,542 | 42,033 | # Likelihood of Linear Discriminant Analysis compared to logistic regression
I've come across an interesting exercise. We are given four classification models for binary response and a $d$-dimensional independent variable:
1. A Linear Discriminant Analysis model where the covariance of all classes is the identity matrix.
2. A Quadratic Discriminant Analysis model with unconstrained covariance matrices.
3. A logistic regression model.
4. A logistic regression model with a polynomial basis function expansion of degree 2.
We assume a uniform prior distribution over the two classes.
After training, we inspect the log-likelihood obtained with each model $M$:
$$\frac{1}{n}\sum_{i=1}^n \mbox{log} p(y_i|\mathbf{x}_i, \boldsymbol{\hat\theta}, M)$$
Given certain pairs of models (e.g. 1 and 3) we are asked to determine if one of them will always perform better with respect to the log-likelihood on the training set and, in that case, which one.
Specifically, the exercise asks about these pairs of models: 1 vs. 3, 2 vs. 4, 3 vs. 4 and 1 vs. 4.
I'm not sure how to approach this. Intuitively I could say, for instance, that given that LDA makes more assumptions than logistic regression, we could say that 3 will always attain a higher optimum than 1 and 2, since it searches within a wider function space.
However, another point of view is to count the number of free parameters of the model. In that case, model 1 would perform better than model 3, with, since the former has $2d$ parameters (the mean of each class) and the latter only has $d+1$, giving the optimizer more room to maximize in the case of 1.
Perhaps I should consider a combination of the two: models 1 and 3 learn a linear function of the input, but model 1 has more free parameters. Models 2 and 4 learn a quadratic function, although the number of free parameters is in general larger in the case of model 2.
What is the right way to approach this problem?
• Likelihood of QDA should be higher than that of LDA, but I am not sure there exists a fixed relationship between likelihoods of LDA and of logistic regression. It might be that it's dataset-dependent. Commented Aug 10, 2016 at 0:05
• The relationship between LDA and QDA seems clear, as does the one between logistic regression with different sets of features, given the increased capacity of QDA and LogReg. But yes, the relationship between discriminant analysis and logistic regression is what evades me. Commented Aug 10, 2016 at 10:06
• I can see no reason for any relationship, since the two lokelihoods (for LR and LDA) are defined with respect to different dominating measures ... Commented Oct 26, 2022 at 19:13
• If you use Bayes' rule on LDA you get exactly binary logistic regression. Commented Mar 16 at 12:31
• @kjetilbhalvorsen they are looking at $Y|X$ as the 'likelihood', so it's always with respect to counting measure on $\{0,1\}^n$. Commented Jul 17 at 21:13 | 725 | 2,924 | {"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} | 3.125 | 3 | CC-MAIN-2024-33 | latest | en | 0.922733 |
http://mathhelpforum.com/calculus/55979-if-f-differentialbe-function-find-expression-derivative-each.html | 1,526,845,177,000,000,000 | text/html | crawl-data/CC-MAIN-2018-22/segments/1526794863684.0/warc/CC-MAIN-20180520190018-20180520210018-00398.warc.gz | 177,501,955 | 9,244 | # Thread: If f is a differentialbe function, find an expression for the derivative of each of
1. ## If f is a differentialbe function, find an expression for the derivative of each of
If f is a differentialbe function, find an expression for the derivative of each of the following function :
a) y= (x^2)f(x)
b) y=(x^2)/f(x)
c) y=(1+xf(x))/(x^(1/2))
2. You can use the product rule for the first, the quotient rule for the second, and a combination of the two for the third. Here is the first:
1) y = (x^2)*f(x)
y' = (2x)*f(x) + (x^2)*f '(x)
(I made the space so you could tell it was the derivative) I would do the others, but I don't have the time. I hope this helps, though. | 201 | 685 | {"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} | 3.15625 | 3 | CC-MAIN-2018-22 | latest | en | 0.921576 |
https://origin.geeksforgeeks.org/tag/placement-preparation/page/4/ | 1,674,774,036,000,000,000 | text/html | crawl-data/CC-MAIN-2023-06/segments/1674764494826.88/warc/CC-MAIN-20230126210844-20230127000844-00666.warc.gz | 455,388,557 | 23,520 | # Tag Archives: placement preparation
With advancement and innovation in technology, programming is becoming a highly in-demand skill for Software Developers. Everything you see around yourself from Smart TVs, ACs,… Read More
As per Facebook’s official page, below are coding expections. This takes place in an online collaborative editor shared between you and the interviewer (or on… Read More
Lines: A Line is a one-dimensional geometrical figure having negligible breadth extending infinitely in both directions. A line may be straight or curved. A straight… Read More
According to a study by employability assessment company Aspiring Minds in 2017, only 4.77 percent of candidates can write the correct logic for a program… Read More
Cognizant Recruitment Process: Click Here to check Cognizant’s Recruitment Process. Aptitude Placement Papers Cognizant Placement Paper | Aptitude Set 1 Cognizant Placement Paper | Aptitude… Read More
TCS Recruitment Process: Click Here to check the TCS Recruitment Process. Aptitude TCS Placement Paper – Aptitude | Set 1 TCS Placement Paper – Aptitude… Read More
A linear inequality is an inequality which involves a linear function and contains the following symbols: < less than > greater than ≤ less than… Read More
In algebra, a quadratic equation can be written in the form: ax2 + bx + c = 0 where x is the variable and a,… Read More
An algebraic expression consist one variable is used to define a function of that variable. For example, the expression 2y – 7 can be used… Read More
Probability is a numerical representation of the chance of occurrence of a particular event. Here the event is the word used to describe any particular… Read More
An expression contain variables, numbers and operation symbols is called an algebraic expression.Every expression can be written as a single term or sum of terms.… Read More
An object which has only height and length are called 2-dimensional figures while an abject which has height length and width are called 3-dimensional object. … Read More
In algebraic expression xm, x is the base and m is the exponent. For all positive number of x except x=1, if an equation contain… Read More
In mathematics, a linear equation is an equation that may be put in the form, a1x1 +........... + anxn + b = 0 Where x1,… Read More | 507 | 2,314 | {"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} | 3.28125 | 3 | CC-MAIN-2023-06 | latest | en | 0.881124 |
https://gateoverflow.in/49/gate2012_17 | 1,524,233,932,000,000,000 | text/html | crawl-data/CC-MAIN-2018-17/segments/1524125938462.12/warc/CC-MAIN-20180420135859-20180420155859-00234.warc.gz | 613,723,133 | 17,551 | 1.7k views
Let $G$ be a simple undirected planar graph on $10$ vertices with $15$ edges. If $G$ is a connected graph, then the number of bounded faces in any embedding of $G$ on the plane is equal to
(A) 3
(B) 4
(C) 5
(D) 6
retagged | 1.7k views
0
Does bounded faces mean cycles?
For any planar graph,
$\text{n(no. of vertices) - e(no. of edges) + f(no. of faces) = 2}$
$f = 15 - 10 + 2= 7$
number of bounded faces $= \text{no. of faces -1}$
$= 7 -1=6$
So, the correct answer would be D
edited by
0
"number of bounded faces = no. of faces -1" is this formula ?
+3
number of bounded faces = no. of faces -1 (external or unbounded face)
Number of edges in minimally connected graph: n-1
So, 10-1=9 (edges used to connect all vertices)
Remaining 15-9=6 edges can be used to connect any two vertices and form a bounded face.
So ans - (d) 6
Is this analogy correct? | 289 | 875 | {"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} | 3.921875 | 4 | CC-MAIN-2018-17 | latest | en | 0.845207 |
https://math.stackexchange.com/questions/1874770/for-some-x-approaching-a-maxima-given-fx-fx-can-i-approximate-in | 1,713,430,615,000,000,000 | text/html | crawl-data/CC-MAIN-2024-18/segments/1712296817200.22/warc/CC-MAIN-20240418061950-20240418091950-00830.warc.gz | 346,808,204 | 35,540 | for some $x$ approaching a maxima , given $f'(x), f''(x)$ can I approximate , in terms of $x$ , when it will reach the maxima?
Assuming that:
1. $f'(x)$ tells me how far away $x$ is from the maxima; as $x$ approaches maxima then $f'(x)$ approaches $0$.
2. $f''(x)$ tells me how fast $x$ is approaching the maxima; the more negative the second derivative is the faster I'm approaching the maxima.
Can I make a "smart" guess on when, at what $x$, it's likely to reach maxima?
Suppose that you made the computations at $x=a$. So, using Taylor $$f(x)=f(a)+(x-a) f'(a)+\frac{1}{2} (x-a)^2 f''(a)+O\left((x-a)^3\right)$$ Ignoring higher order terms, then $$f(x)\approx f(a)+(x-a) f'(a)+\frac{1}{2} (x-a)^2 f''(a)$$ So, since you want the extremum, $$f'(x)\approx f'(a)+ (x-a) f''(a)=0$$ which gives $$x_*=a-\frac{f'(a)}{f''(a)}\qquad , \qquad f(x_*)=f(a)-\frac{f'(a)^2}{2 f''(a)}$$ For sure, $a$ must not be too far away.
For illustration purposed, let us consider function $f(x)=x^\pi-x^e$ and assume $a=1$. This would give $$f(a)=0\qquad , \qquad f'(a)=\pi-e\qquad , \qquad f''(a)=(\pi -1) \pi -(e-1) e$$ then $$x_*=1-\frac{1}{e+\pi-1 }\approx 0.794233$$ while the exact maximum takes place at $$x=e^{-\frac{\log (\pi )-1}{\pi -e}}\approx 0.710419$$
Let us repeat the process using $a=0.794233$; this will lead to $x_*=0.721358$.
• This is, incidentally, applying Newton's method to find the root of $f'$. Aug 1, 2016 at 3:29 | 533 | 1,426 | {"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} | 4.375 | 4 | CC-MAIN-2024-18 | latest | en | 0.727074 |
https://web2.0calc.com/questions/please-please-help-me_2 | 1,606,376,929,000,000,000 | text/html | crawl-data/CC-MAIN-2020-50/segments/1606141186761.30/warc/CC-MAIN-20201126055652-20201126085652-00574.warc.gz | 545,010,507 | 5,719 | +0
0
104
4
+112
Due to inflation there were two demnd increases. After the secound, the price of a certin item becam 6 times the original. What percent increase of the secound if the first was 50%?
Jul 3, 2020
#1
+783
+1
Let x be the original cost of the item and y be the second percent increase of its cost.
In the first percent increase, the price of the item becomes 1.5x. Then in the second 1.5x * y=6x. y must be equal to 4.5x, which means it is 300%.
Jul 3, 2020
#2
+112
0
Thank you
QuestionsBug Jul 3, 2020
#3
+783
+1
You're welcome.
gwenspooner85 Jul 3, 2020
#4
0
gwenspooner85: You got the right answer but made a typo. 1.5x * y =6x, y = 4 not 4.5. The easiest way to do it is to divide: 6x / 1.5x =4 - 1 * 100 = 300% increase over the first phase.
Guest Jul 3, 2020 | 294 | 791 | {"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} | 3.703125 | 4 | CC-MAIN-2020-50 | latest | en | 0.90259 |
https://www.physicsforums.com/threads/gauss-law-spherical-symmetry.816999/ | 1,624,541,568,000,000,000 | text/html | crawl-data/CC-MAIN-2021-25/segments/1623488553635.87/warc/CC-MAIN-20210624110458-20210624140458-00190.warc.gz | 849,270,591 | 16,929 | # Gauss' law, spherical symmetry
## Homework Statement
Assume that a ball of charged particles has a uniformly distributed negative charge density except for a narrow radial tunnel through its center, from the surface on one side to the surface on the opposite side. Also assume that we can position a proton anywhere along the tunnel or outside the ball. Let FR be the magnitude of the electrostatic force on the proton when it is located at the ball's surface, at radius R. As a multiple of R, how far from the surface is there a point where the force magnitude is 0.79FR if we move the proton (a) away from the ball and (b) into the tunnel?
F=qE=ma
E=σ/2ξo
a=σe/2εm
## The Attempt at a Solution
I dont even know where to sstart
## Answers and Replies
BvU
Homework Helper
Hello tomorrow, welcome to PF !
Unfortunately, PF guidelines don't allow us to help if no effort at solution is shown. You can begin by picking (a) or (b) and write down what you do know, e.g. for the electrostatic field from a full sphere.
Since they tell you it's a narrow tunnel, I think you can safely disregard the effect from the tunnel on strength and direction of the field, so that's a giveaway for starters.
Do you realize this problem has a gravitational countertpart ? tunnel through the earth and a billiard ball, for example ?
What's a yay ?
w3dnesday
Hello tomorrow, welcome to PF !
Unfortunately, PF guidelines don't allow us to help if no effort at solution is shown. You can begin by picking (a) or (b) and write down what you do know, e.g. for the electrostatic field from a full sphere.
Since they tell you it's a narrow tunnel, I think you can safely disregard the effect from the tunnel on strength and direction of the field, so that's a giveaway for starters.
Do you realize this problem has a gravitational countertpart ? tunnel through the earth and a billiard ball, for example ?
What's a yay ?
Yay is a joyous exclaimation
if i start at part a) i get Fr=σq/4πεoR^2
then the ratio is F=0.79Fr
but how do i get r on its own?
BvU
Homework Helper
Time to review the relevant equations, all variables and given/known data:
No idea what some of your variables stand for (you should list them in the problem statement), but if I guess:
F=qE=ma ##\qquad## F = qE is interesting. Apparently we need E
E=σ/2ξo ##\qquad##interesting too, but no business here. ##\sigma## is usually a surface charge density. No idea what ##\xi_0## stands for
a=σe/2εm ##\qquad##idem dito. ##\epsilon## times ##m## or ##\epsilon_m## ? Who wants a anyway ?
(don't take this as offensive: I just want to show that one has good reasons to be as clear as possible)
Leaves us with some curiosity wrt the "electric field: sphere of uniform charge" which of course you googled at the outset ?
(And up pops hyperphysics, and the word Gauss shows up too !)
We need ##\left | \vec E(r) \right | ## for ## r = R##, for some ##r_1 < R## and for some ##r_2 > R##
For ## r = R## you made a start. You get $$F_R={\sigma q \over 4π\epsilon_0 R^2}\ ,$$which does not have the dimension of a force. Can't be right.
what is ##\sigma## ? ##q## ? dimensions ?
Nor is $$F_R={\sum q \over 4π\epsilon_0 R^2}\ ,$$ which does not have the dimension of a force either.
But at least this has the dimension of an electric field strength ! The very ##\left | \vec E(R) \right | ## we were after !
So what is ##\left | \vec E(r) \right | ## for ## r ## if ##r < R## ?
And what is the expression for ##r > R## ?
w3dnesday
Hi, i did figure it out. thankyou. we do not have all the other variables it turned out to be a radial proportionality question, epsilon naught is an electric permittivity constant. in future i will be more specific.
thankyou for the break dow of the problem it did however increase my understanding of the subject | 1,001 | 3,802 | {"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} | 3.15625 | 3 | CC-MAIN-2021-25 | latest | en | 0.92328 |
https://www.kilomegabyte.com/4-tibit-to-gib | 1,628,036,333,000,000,000 | text/html | crawl-data/CC-MAIN-2021-31/segments/1627046154486.47/warc/CC-MAIN-20210803222541-20210804012541-00630.warc.gz | 877,702,837 | 5,449 | #### Data Units Calculator
###### Tebibit to Gibibyte
Online data storage unit conversion calculator:
From:
To:
The smallest unit of measurement used for measuring data is a bit. A single bit can have a value of either zero(0) or one(1). It may contain a binary value (such as True/False or On/Off or 1/0) and nothing more. Therefore, a byte, or eight bits, is used as the fundamental unit of measurement for data storage. A byte can store 256 different values, which is sufficient to represent standard ASCII table, such as all numbers, letters and control symbols.
Since most files contain thousands of bytes, file sizes are often measured in kilobytes. Larger files, such as images, videos, and audio files, contain millions of bytes and therefore are measured in megabytes. Modern storage devices can store thousands of these files, which is why storage capacity is typically measured in gigabytes or even terabytes.
# 4 tibit to gib result:
4 (four) tebibit(s) is equal 512 (five hundred and twelve) gibibyte(s)
#### What is tebibit?
The tebibit is a multiple of the bit, a unit of information, prefixed by the standards-based multiplier tebi (symbol Ti), a binary prefix meaning 2^40. The unit symbol of the tebibit is Tibit. 1 tebibit = 2^40 bits = 1099511627776 bits = 1024 gibibits
#### What is gibibyte?
The gibibyte is a multiple of the unit byte for digital information. The binary prefix gibi means 2^30, therefore one gibibyte is equal to 1073741824bytes = 1024 mebibytes. The unit symbol for the gibibyte is GiB. It is one of the units with binary prefixes defined by the International Electrotechnical Commission (IEC) in 1998.
#### How calculate tibit. to gib.?
1 Tebibit is equal to 128 Gibibyte (one hundred and twenty-eight gib)
1 Gibibyte is equal to 0.0078125 Tebibit (zero point zero × 2 seventy-eight thousand one hundred and twenty-five tibit)
1 Tebibit is equal to 1099511627776 bits (one trillion ninety-nine billion five hundred and eleven million six hundred and twenty-seven thousand seven hundred and seventy-six bits)
1 Gibibyte is equal to 8589934592 bits (eight billion five hundred and eighty-nine million nine hundred and thirty-four thousand five hundred and ninety-two bits)
4 Tebibit is equal to 4398046511104 Bit (four trillion three hundred and ninety-eight billion forty-six million five hundred and eleven thousand one hundred and four bit)
Tebibit is greater than Gibibyte
Multiplication factor is 0.0078125.
1 / 0.0078125 = 128.
4 / 0.0078125 = 512.
Maybe you mean Terabit?
4 Tebibit is equal to 4.398046511104 Terabit (four point three hundred and ninety-eight billion forty-six million five hundred and eleven thousand one hundred and four tbit) convert to tbit
### Powers of 2
tibit gib (Gibibyte) Description
1 tibit 128 gib 1 tebibit (one) is equal to 128 gibibyte (one hundred and twenty-eight)
2 tibit 256 gib 2 tebibit (two) is equal to 256 gibibyte (two hundred and fifty-six)
4 tibit 512 gib 4 tebibit (four) is equal to 512 gibibyte (five hundred and twelve)
8 tibit 1024 gib 8 tebibit (eight) is equal to 1024 gibibyte (one thousand and twenty-four)
16 tibit 2048 gib 16 tebibit (sixteen) is equal to 2048 gibibyte (two thousand and forty-eight)
32 tibit 4096 gib 32 tebibit (thirty-two) is equal to 4096 gibibyte (four thousand and ninety-six)
64 tibit 8192 gib 64 tebibit (sixty-four) is equal to 8192 gibibyte (eight thousand one hundred and ninety-two)
128 tibit 16384 gib 128 tebibit (one hundred and twenty-eight) is equal to 16384 gibibyte (sixteen thousand three hundred and eighty-four)
256 tibit 32768 gib 256 tebibit (two hundred and fifty-six) is equal to 32768 gibibyte (thirty-two thousand seven hundred and sixty-eight)
512 tibit 65536 gib 512 tebibit (five hundred and twelve) is equal to 65536 gibibyte (sixty-five thousand five hundred and thirty-six)
1024 tibit 131072 gib 1024 tebibit (one thousand and twenty-four) is equal to 131072 gibibyte (one hundred and thirty-one thousand and seventy-two)
2048 tibit 262144 gib 2048 tebibit (two thousand and forty-eight) is equal to 262144 gibibyte (two hundred and sixty-two thousand one hundred and forty-four)
4096 tibit 524288 gib 4096 tebibit (four thousand and ninety-six) is equal to 524288 gibibyte (five hundred and twenty-four thousand two hundred and eighty-eight)
8192 tibit 1048576 gib 8192 tebibit (eight thousand one hundred and ninety-two) is equal to 1048576 gibibyte (one million forty-eight thousand five hundred and seventy-six) | 1,222 | 4,487 | {"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} | 3.203125 | 3 | CC-MAIN-2021-31 | latest | en | 0.860373 |
https://www.ademcetinkaya.com/2023/02/gpmta-granite-point-mortgage-trust-inc.html | 1,679,754,305,000,000,000 | text/html | crawl-data/CC-MAIN-2023-14/segments/1679296945333.53/warc/CC-MAIN-20230325130029-20230325160029-00679.warc.gz | 714,514,624 | 60,912 | Outlook: Granite Point Mortgage Trust Inc. 7.00% Series A Fixed-to-Floating Rate Cumulative Redeemable Preferred Stock is assigned short-term Ba1 & long-term Ba1 estimated rating.
Dominant Strategy : Sell
Time series to forecast n: 23 Feb 2023 for (n+1 year)
Methodology : Modular Neural Network (DNN Layer)
## Abstract
Granite Point Mortgage Trust Inc. 7.00% Series A Fixed-to-Floating Rate Cumulative Redeemable Preferred Stock prediction model is evaluated with Modular Neural Network (DNN Layer) and Paired T-Test1,2,3,4 and it is concluded that the GPMT^A stock is predictable in the short/long term. According to price forecasts for (n+1 year) period, the dominant strategy among neural network is: Sell
## Key Points
1. What is the use of Markov decision process?
2. How can neural networks improve predictions?
3. Can machine learning predict?
## GPMT^A Target Price Prediction Modeling Methodology
We consider Granite Point Mortgage Trust Inc. 7.00% Series A Fixed-to-Floating Rate Cumulative Redeemable Preferred Stock Decision Process with Modular Neural Network (DNN Layer) where A is the set of discrete actions of GPMT^A stock holders, F is the set of discrete states, P : S × F × S → R is the transition probability distribution, R : S × F → R is the reaction function, and γ ∈ [0, 1] is a move factor for expectation.1,2,3,4
F(Paired T-Test)5,6,7= $\begin{array}{cccc}{p}_{a1}& {p}_{a2}& \dots & {p}_{1n}\\ & ⋮\\ {p}_{j1}& {p}_{j2}& \dots & {p}_{jn}\\ & ⋮\\ {p}_{k1}& {p}_{k2}& \dots & {p}_{kn}\\ & ⋮\\ {p}_{n1}& {p}_{n2}& \dots & {p}_{nn}\end{array}$ X R(Modular Neural Network (DNN Layer)) X S(n):→ (n+1 year) $\begin{array}{l}\int {r}^{s}\mathrm{rs}\end{array}$
n:Time series to forecast
p:Price signals of GPMT^A stock
j:Nash equilibria (Neural Network)
k:Dominated move
a:Best response for target price
For further technical information as per how our model work we invite you to visit the article below:
How do AC Investment Research machine learning (predictive) algorithms actually work?
## GPMT^A Stock Forecast (Buy or Sell) for (n+1 year)
Sample Set: Neural Network
Stock/Index: GPMT^A Granite Point Mortgage Trust Inc. 7.00% Series A Fixed-to-Floating Rate Cumulative Redeemable Preferred Stock
Time series to forecast n: 23 Feb 2023 for (n+1 year)
According to price forecasts for (n+1 year) period, the dominant strategy among neural network is: Sell
X axis: *Likelihood% (The higher the percentage value, the more likely the event will occur.)
Y axis: *Potential Impact% (The higher the percentage value, the more likely the price will deviate.)
Z axis (Grey to Black): *Technical Analysis%
## IFRS Reconciliation Adjustments for Granite Point Mortgage Trust Inc. 7.00% Series A Fixed-to-Floating Rate Cumulative Redeemable Preferred Stock
1. Adjusting the hedge ratio by decreasing the volume of the hedging instrument does not affect how the changes in the value of the hedged item are measured. The measurement of the changes in the fair value of the hedging instrument related to the volume that continues to be designated also remains unaffected. However, from the date of rebalancing, the volume by which the hedging instrument was decreased is no longer part of the hedging relationship. For example, if an entity originally hedged the price risk of a commodity using a derivative volume of 100 tonnes as the hedging instrument and reduces that volume by 10 tonnes on rebalancing, a nominal amount of 90 tonnes of the hedging instrument volume would remain (see paragraph B6.5.16 for the consequences for the derivative volume (ie the 10 tonnes) that is no longer a part of the hedging relationship).
2. When determining whether the recognition of lifetime expected credit losses is required, an entity shall consider reasonable and supportable information that is available without undue cost or effort and that may affect the credit risk on a financial instrument in accordance with paragraph 5.5.17(c). An entity need not undertake an exhaustive search for information when determining whether credit risk has increased significantly since initial recognition.
3. When measuring a loss allowance for a lease receivable, the cash flows used for determining the expected credit losses should be consistent with the cash flows used in measuring the lease receivable in accordance with IFRS 16 Leases.
4. If any instrument in the pool does not meet the conditions in either paragraph B4.1.23 or paragraph B4.1.24, the condition in paragraph B4.1.21(b) is not met. In performing this assessment, a detailed instrument-byinstrument analysis of the pool may not be necessary. However, an entity must use judgement and perform sufficient analysis to determine whether the instruments in the pool meet the conditions in paragraphs B4.1.23–B4.1.24. (See also paragraph B4.1.18 for guidance on contractual cash flow characteristics that have only a de minimis effect.)
*International Financial Reporting Standards (IFRS) adjustment process involves reviewing the company's financial statements and identifying any differences between the company's current accounting practices and the requirements of the IFRS. If there are any such differences, neural network makes adjustments to financial statements to bring them into compliance with the IFRS.
## Conclusions
Granite Point Mortgage Trust Inc. 7.00% Series A Fixed-to-Floating Rate Cumulative Redeemable Preferred Stock is assigned short-term Ba1 & long-term Ba1 estimated rating. Granite Point Mortgage Trust Inc. 7.00% Series A Fixed-to-Floating Rate Cumulative Redeemable Preferred Stock prediction model is evaluated with Modular Neural Network (DNN Layer) and Paired T-Test1,2,3,4 and it is concluded that the GPMT^A stock is predictable in the short/long term. According to price forecasts for (n+1 year) period, the dominant strategy among neural network is: Sell
### GPMT^A Granite Point Mortgage Trust Inc. 7.00% Series A Fixed-to-Floating Rate Cumulative Redeemable Preferred Stock Financial Analysis*
Rating Short-Term Long-Term Senior
Outlook*Ba1Ba1
Income StatementBaa2B3
Balance SheetBa1Baa2
Leverage RatiosBa2C
Cash FlowBa1Baa2
Rates of Return and ProfitabilityBaa2Baa2
*Financial analysis is the process of evaluating a company's financial performance and position by neural network. It involves reviewing the company's financial statements, including the balance sheet, income statement, and cash flow statement, as well as other financial reports and documents.
How does neural network examine financial reports and understand financial state of the company?
### Prediction Confidence Score
Trust metric by Neural Network: 92 out of 100 with 481 signals.
## References
1. Friedberg R, Tibshirani J, Athey S, Wager S. 2018. Local linear forests. arXiv:1807.11408 [stat.ML]
2. F. A. Oliehoek, M. T. J. Spaan, and N. A. Vlassis. Optimal and approximate q-value functions for decentralized pomdps. J. Artif. Intell. Res. (JAIR), 32:289–353, 2008
3. Morris CN. 1983. Parametric empirical Bayes inference: theory and applications. J. Am. Stat. Assoc. 78:47–55
4. Nie X, Wager S. 2019. Quasi-oracle estimation of heterogeneous treatment effects. arXiv:1712.04912 [stat.ML]
5. Tibshirani R. 1996. Regression shrinkage and selection via the lasso. J. R. Stat. Soc. B 58:267–88
6. Bottou L. 1998. Online learning and stochastic approximations. In On-Line Learning in Neural Networks, ed. D Saad, pp. 9–42. New York: ACM
7. Nie X, Wager S. 2019. Quasi-oracle estimation of heterogeneous treatment effects. arXiv:1712.04912 [stat.ML]
Frequently Asked QuestionsQ: What is the prediction methodology for GPMT^A stock?
A: GPMT^A stock prediction methodology: We evaluate the prediction models Modular Neural Network (DNN Layer) and Paired T-Test
Q: Is GPMT^A stock a buy or sell?
A: The dominant strategy among neural network is to Sell GPMT^A Stock.
Q: Is Granite Point Mortgage Trust Inc. 7.00% Series A Fixed-to-Floating Rate Cumulative Redeemable Preferred Stock stock a good investment?
A: The consensus rating for Granite Point Mortgage Trust Inc. 7.00% Series A Fixed-to-Floating Rate Cumulative Redeemable Preferred Stock is Sell and is assigned short-term Ba1 & long-term Ba1 estimated rating.
Q: What is the consensus rating of GPMT^A stock?
A: The consensus rating for GPMT^A is Sell.
Q: What is the prediction period for GPMT^A stock?
A: The prediction period for GPMT^A is (n+1 year) | 2,104 | 8,414 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 2, "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-2023-14 | longest | en | 0.817833 |
https://analyseameter.com/2016/03/half-wave-rectifier-circuit-working-operation-characteristics.html | 1,618,601,482,000,000,000 | text/html | crawl-data/CC-MAIN-2021-17/segments/1618038089289.45/warc/CC-MAIN-20210416191341-20210416221341-00106.warc.gz | 225,076,365 | 32,777 | # Half wave Rectifier Circuit, working, operation and characteristics
We have covered the basics of Rectifier and its types in our previous article. Now we will learn about each type of rectifier individually. In this article, we will cover all about half wave rectifier.
As we have read that there are mainly three types of rectifiers, namely half wave, full wave, and center tapped. This classification is done keeping in mind whether it uses full AC voltage waveform or half. Keep this point in mind while going through the rest of the article.
## What is Half Wave Rectifier?
Half Wave Rectifier Definition can be given as:
A Half wave rectifier is the type of AC to DC converter that rectifies only one-half cycle of the input AC waveform i.e. either positive or negative cycle.
It is nothing more than a single pn junction diode connected in series to the load resistor. To rectify the signal these rectifiers are used in the AM radios.
To understand the basic theory of half wave rectifier, you must know rectifier operation, circuit, etc. Here we discuss one by one in brief.
## Half-wave Rectifier Circuit
The circuit is shown in the figure below. In half wave rectifier, a transformer and a single diode are used for the rectification of AC voltage.
For half-wave rectification, only one crystal diode is used.
As shown in Figure above, we supply alternating current as an input which generally gets rectified through a transformer. The transformer is used to step-up or step-down the mains supply voltage as per requirement.
At the anode side of the diode, the transformer is connected while at the cathode side load resistance is connected.
The main purpose of the transformer is to isolate the rectifier circuit from power lines to obtain the desired level of dc voltage and reduces the risk of electric shock.
The final obtained DC voltage signal is shown in the below figure.
## Working Principle
The working principle of Half wave rectifier is quite simple i.e convert alternating current to direct current.
The reduced voltage is fed to the diode and load resistance and the input voltage is stepped down using a transformer.
The diode will be forward biased during the positive half cycle of the input wave while it is reversed biased during the negative half cycle of the input wave.
Across the load resistor, the output is taken out indicates that the diode passes current only during the one-half cycle of the input wave. During the positive half cycle, the output is positive & significant while during the negative half cycle output is zero & insignificant.
## Half wave rectifier Operation
As shown in the figure above, the half wave rectifier circuit comprises a semiconductor diode with a load resistance RL. The diode is connected in series with the secondary of the transformer and the load resistance while AC supply main connected to the primary of the transformer. It basically works in two cycles; a positive and a negative cycle of AC voltage.
Let us see how it works in both cycles.
### Positive Half cycle:
When AC supply is switched on, the alternating voltage Vin starts appearing across the terminals AB at the secondary winding of the transformer.
During the positive half cycle, the crystal diode is forward biased making the terminal A positive w.r.t the terminal B. Therefore, it conducts and current flows through the load resistor.
As shown in the waveform diagram, the current varies in magnitude and shows output during the positive half cycle.
### Negative Half Cycle
During the negative half-cycle, the crystal diode is reversed biased making the terminal A negative w.r.t terminal B. Under this condition, the diode does not conduct and no current flows through the circuit.
Therefore, in the negative half cycle of the input voltage, no voltage appears across the load resistor.
## Characteristics and Properties
For the analysis of half wave rectifier following parameters or properties are considered.
### Ripple Factor of Half Wave Rectifier:
Ripple Factor is defined as the ratio of the effective value of the AC components of current or voltage present in the output from the rectifier to the dc component in output voltage. Simply, it is a measure of remaining alternating components present in the rectifier output.
#### Calculation of Ripple factor:
The effective value of ripple factor can be calculated as given below. The effective of load current is given as,
I2 =I2dc +I21+I22+I24
= I2dc +I2ac
Where I1, I2, I4 are the RMS values of the second, fourth and so on harmonics.
Ripple factor (γ) is given as follows;
γ = Iac / Idc
= (I2 – I2dc)/ Idc
= {( Irms/ Idc2)-1}
= Kf2 – 1
where Kf is the form factor of the input voltage. For half wave rectifier form factor is calculated as:
Kf = Irms /Iavg
= (Imax/2)/ (Imax/π)
= π/2 = 1.57 ( π = 3.14)
As we know,
Ripple factor = Kf2 – 1
= (1.57 * 1.57) – 1
= 1.21
### Peak Inverse Voltage
Peak inverse voltage is defined as the maximum value of the voltage coming out of the diode when it is reverse biased during the negative half cycle. The diode used must have higher PIV rating than the voltage which is coming across it.
### Transformer Utilization Factor
It is defined as the ratio of power delivered to load and VA rating of the transformer. Half wave rectifier has TUF of around 0.287.
Note: 1 / TUF signifies that the transformer must be 1.23 times higher then that when it is used to deliver power from a pure AC voltage.
### Regulation
Regulation is defined as the ratio of the percentage of the difference between the no-load voltage & full load voltage to full load voltage. It is given as:
Note: For an ideal power supply, the output voltage should be independent of load current and the percent regulation is equal to zero.
### Efficiency
It is defined as the ratio of the DC power output to the AC power input. Mathematically, it is given as:
η = DC Power Output / AC power input
where η = Rectifier Efficiency.
The Efficiency of Half wave rectifier is 40.6% only due to the fact that it rectifies or converts only one cycle of the input waveform.
You can also watch the video by All About Circuits
### Advantages of Half Wave rectifier:
• It is cheap because it requires fewer components.
• It is simple and easy to construct.
Note: Due to high ripple factor, half wave rectifier is rarely used in practice because high ripple factor will result in noises in input audio signal.
### Disadvantages of Half wave rectifier:
• The output is low because the AC supply delivers power only half the time.
• The output signal contains more alternating components, therefore, it needs heavy filter circuit to smooth out the output.
• It has low transformer utilization factor.
• Hysteresis losses and harmonics occur due to DC saturation of the transformer core. | 1,492 | 6,845 | {"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-2021-17 | longest | en | 0.885969 |
https://www.bankersadda.com/study-notes-short-tricks-blood-relation | 1,575,651,114,000,000,000 | text/html | crawl-data/CC-MAIN-2019-51/segments/1575540488870.33/warc/CC-MAIN-20191206145958-20191206173958-00322.warc.gz | 612,991,980 | 52,241 | # Study Notes & Short Tricks: Blood Relation
Dear Students,
As per today’s scenario in the Banking exam even in other exams like SSC, it has become important that to solve a particular problem quickly you have to know the concept behind the question and also the way how to solve that problem quickly. Keeping in mind that thing we are providing here some important study notes and short tricks of various topics of Reasoning Ability so that a student can attempt more questions in less time (especially in Banking and SSC exams) and can make a higher probability of being selected. Best of hard work to all students. Keep using Bankersadda.
Here we are with clear and detail concept of Blood Relation:
Blood Relation is a must do part in exam. As it may come for 5 marks and you know every mark is important.
In Blood Relation question certain information is given about the members of the family. Based on that information you need to find out the relationship between particular member of the family.
Now, take a look at below given “Generation Table” which will help you to understand the different relationship.
For more clarification, we are presenting the relation in two different forms:
1. Relations of paternal side:
i. Father’s Father – Grandfather
ii. Father’s Mother – Grandmother
iii. Father’s Brother – Uncle
iv. Father’s Sister – Aunt
v. Children of Uncle – cousin
vi. Wife of Uncle – Aunt
vii. Children of Aunt – Cousin
viii. Husband of Aunt – Uncle
2. Relations of maternal side:
i. Mother’s Father – Maternal Grandfather
ii. Mother’s Mother –Maternal Grandmother
iii. Mother’s Brother – Maternal Uncle
iv. Mother’s Sister – Aunt
v. Children of Maternal Uncle – Cousin
vi. Wife of Maternal uncle – Maternal Aunt
The solve questions of Blood Relations easily, you can take help of “Generation Tree”.
Different pictorial from which are used to define the relationship among them.
These two pictorial from are used for males.
These two pictorial from are used for females
Representation of different relations:
From given generation tree we can deduce some important relationship between family members:
1. A is Father of C, E and D
2. B is Mother of C, E and D
3. F is Brother of A
4. F is Brother in law of B
5. A is Husband of B
6. B is Wife of A
7. F is Uncle of E, C and D
8. C and E are Son of A and
9. D is Daughter of A and B
10. D is Sister of E and C
11. E is Brother of C and D
12. C is Brother of E and D
13. A is Grandfather of G
14. B is Grandmother of G
15. G is Granddaughter of A and B.
Now we are providing some dialogue or conversation based relations which will make your concept more clear and you will be able to solve dialogue based questions within second.
1. My mother’s or father’s son is my Brother
2. My mother’s or father’s daughter is my Sister
3. My Mother’s or Father’s father is my Grandfather.
4. My Mother’s or Father’s Sister is my Aunt.
5. My Mother’s or Father’s Brother is my Uncle.
6. My Son’s wife is my daughter-in-law.
7. My daughter’s husband is my Son-in-law.
8. My brother’s son is my Nephew.
9. My brothers daughter is my Niece.
10. My sister’s husband is my brother-in-law.
11. My brother’s wife is my sister-in-law.
12. My husband’s sister is my sister-in-law.
13. My husband’s brother is my brother-in-law.
14. My uncle’s or Aunt’s son or daughter is my cousin.
15. My wife’s mother or husband’s mother is my mother-in-law.
16. My father’s wife is my mother.
17. My mother’s husband is my father.
18. My mother’s husband is my father.
19. My son’s or daughter’s son is my Grandson.
20. My son’s or daughter’s daughter is my Granddaughter.
Types of questions asked from Blood Relations:
1. Based on Dialogue or Conversation
2. Based on Puzzles
3. Based on Symbolically coded
Based on Conversation or Dialogue-
In this type of questions, the one person talking to or doing chit-chat with other person giving information by pointing to some picture or person.
Example: Pointing to a lady on the stage, Monika said, “She is the sister of the son of the wife of my husband.” How is the lady related to Monika?
Solution: Find who you can easily relate to and be that person-then go about creating one relation after another.
In this question, be Monika-then start from the end of the sentence.
“My husband” = Monika’s husband
‘Wife of my husband’ = is me = Monika
‘Son of the wife of my husband’ = My Son
‘Sister of the Son of the wife of my Husband’ = My Son’s Sister = My daughter
‘She’ is the sister of the son of the wife of my husband’ = the lady on the stage = the lady being pointed out = my daughter.
So, lady on the stage is Monika’s daughter.
Based on Puzzles:
In this type of question, you have to conclude the relations between two given person based on more than one information given in the question.
Example: A is the mother of B. B is the sister of C. D is the son of C. E is the brother of D. F is the mother of E. H has only two children B and C. How is F related to E?
Solution: In this question, first we will drew the generations tree:
So, F is mother of E.
Based on Symbols:
In this type of question, information are coded in the form of symbols life D, #, \$, % ……. etc.
Example:
Direction:
Read the following information carefully and then answer the question given below:
(a) A D B means A is mother of B.
(b) A \$ B means A is sister of B.
(c) A * B means A is father of B.
(d) A # B means A is brother of B.
Question:-Which of the following means R is uncle of T?
(a) R*P #S Q\$T (b) S * P # R * U # T
(c) P*R\$Q\$S*T (d) P * R \$ Q \$ S * T
(e) None of these
Solution: From option, C, we will get R is uncle of T.
* We have given our best to make you understand the concept of ‘Blood Relation’. This topic is a ‘must do’. In every exam 3 – 5 questions come from this topic. So, understand its concept and practice its questions. | 1,481 | 5,846 | {"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-2019-51 | latest | en | 0.920612 |
https://www.reference.com/technology/many-amperes-power-amps-computer-draw-ebd97176f8027fe3 | 1,472,323,816,000,000,000 | text/html | crawl-data/CC-MAIN-2016-36/segments/1471982924728.51/warc/CC-MAIN-20160823200844-00278-ip-10-153-172-175.ec2.internal.warc.gz | 942,389,187 | 20,839 | Q:
# How many amperes of power, or amps, does a computer draw?
A:
Depending on the type of computer used, the amps drawn range from 0.25 to more than 2. Laptop computers are at the low end of that range, and desktop machines draw the most power.
## Keep Learning
Amperes measure power use, but watts are the more common designation for power consumption in electronics. The label used to show how many watts an item is anticipated to use is shown with the number followed by a W.
Amps are simply derived from this number using a calculator. If the power outlet used is 120 volts, divide the device's the number of rated watts by 120. The amp rating is very is helpful at calculating how many devices can be on a circuit. If the circuit rating is known, add all the amp ratings to learn whether expected power usage is greater than the amount that the circuit can handle.
Sources:
## Related Questions
• A:
In order to convert amps, short for amperes, into kVA (Kilovolt-ampere), current in amps and the voltage in volts has to be multiplied and then divided by 1000. Mathematically, kVA = Current (in amp) * Voltage (in volts) / 1000.
Filed Under:
• A:
HP laptop users can reset their computers by unplugging the power cable and any USB devices, draining power from the battery, starting Windows and running HP Support Assistant. They can also run Windows Update to find fixes for any critical errors.
Filed Under:
• A:
A midrange computer system features computers that have more processing power than personal computers but are less powerful than mainframe models. These types of systems involve a broad range of memory capacity, processing power and applications for business or scientific use, explains TechTarget.com. | 379 | 1,736 | {"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-2016-36 | longest | en | 0.92118 |
http://www.talkstats.com/showthread.php/58629-Interpreting-multiple-regression-beta-values | 1,508,219,869,000,000,000 | text/html | crawl-data/CC-MAIN-2017-43/segments/1508187820927.48/warc/CC-MAIN-20171017052945-20171017072945-00600.warc.gz | 733,290,233 | 13,306 | # Thread: Interpreting multiple regression beta values
1. ## Interpreting multiple regression beta values
Basic question here but just want to double check my understanding..
When I do a multiple regression I get beta values b1=0.01 and b2=0.7
This basically means b2 has a larger effect than b1. Have I interpreted that correctly?
2. ## Re: Interpreting multiple regression beta values
Yes. Unless you have a large sample size, the contribution of x1 is in fact likely to be non-significant.
3. ## The Following User Says Thank You to Injektilo For This Useful Post:
jfw13 (11-27-2014)
4. ## Re: Interpreting multiple regression beta values
I wouldn't be so quick to jump to conclusions. Scale of the independent variables plays a huge part in whether an effect is significant or not and whether or not it has a larger impact than another variable.
So my answer would be that it's not possible to tell and I would take Injektilo's statement that "Unless you have a large sample size, the contribution of x1 is in fact likely to be non-significant" with a grain of salt because you haven't told us anything about standard errors or sample sizes.
5. ## Re: Interpreting multiple regression beta values
Originally Posted by jfw13
Basic question here but just want to double check my understanding..
When I do a multiple regression I get beta values b1=0.01 and b2=0.7
This basically means b2 has a larger effect than b1. Have I interpreted that correctly?
Also, when you use the terminology "beta values" are you referring standardized or unstandardized regression weights...your language and notation will be confusing to some readers because you're using the language "beta" and the notation b1 and b2 - where "beta" implies "standardized" regression weights and the notation "b1 and b2" implies "unstandardized" regression weights.
6. ## Re: Interpreting multiple regression beta values
This basically means b2 has a larger effect than b1. Have I interpreted that correctly?
In addition to what was said before, it would be interesting
to know whether x1 and x2 are (highly) correlated.
With kind regards
K.
7. ## Re: Interpreting multiple regression beta values
Originally Posted by Karabiner
In addition to what was said before, it would be interesting
to know whether x1 and x2 are (highly) correlated.
it would also be interesting to know if x1 is acting as a suppressor for x2. it is well-known that suppressor variables can have very small (close to 0), non-significant regression coefficients yet contribute the largest to the explanatory power of the model when looking at the differences between R-squared.
i guess it's all just to say the size of a regression coefficient does not really tell you much in itself when its embedded within a larger regression model
Tweet | 634 | 2,803 | {"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-2017-43 | longest | en | 0.88047 |
https://professorbmath.uniquemath.com/profb12h.php | 1,591,277,078,000,000,000 | text/html | crawl-data/CC-MAIN-2020-24/segments/1590347441088.63/warc/CC-MAIN-20200604125947-20200604155947-00160.warc.gz | 491,333,007 | 10,081 | # UniqueMath.com Presented by JOY Center of Learning
Math to fit your personal style
and unique students.
## Professor B Mathematics Activating the Contextual Learner
### Articles, Information, and Help
Printable Copy
(opens in a new window)
Back to
previous page
### Harnessing the Power of Language for World Class Mathematics Education
Our article on this website entitled, "You Could Be the Difference-Mathematical Excellence or Mediocrity for Your Children," presented the vital importance of "truth-telling" or meaningful verbalizations in elementary mathematics education. It exposed traditional verbalizations of elementary mathematics education as untruthful and meaningless. We concluded that the word "nonsense", by its very definition, appropriately describes ninety-five percent of elementary and intermediate math teachers' traditional verbalizations on a daily basis.
Truthful verbalizations of the division 2,087÷3, for example, begins by stating that this problem asks a question: How many 3's can you subtract from 2,087? This question makes the contextual connection between long division and subtraction. Take note of the fact that most teachers do make the connection between multiplication and repeated addition, but they rarely go to the logical extension: division is repeated subtraction. Traditionally, the question associated with the above example is "How many 3's 'go into' 2,087?" Unfortunately, for beginners, the words 'go into' do not directly connect them to any effective context. On the other hand, repeated subtraction is so effective contextually, that any child who can subtract will quickly learn to apply it for simple examples like 25÷3. This example will require 8 subtractions of 3 until the remainder is 1. Continuing to function within the context of repeated subtraction, young learners comfortably learn that what took 8 subtractions can be replaced by 2 subtractions, if 3's are subtracted in "bunches" of 4 at a time. Since a bunch of four 3's equal 12, then two subtractions of 12 each time will leave a remainder of 1. Consequently, in two subtractions, eight 3's were subtracted (since four 3's were subtracted in each of the two subtractions). Of course, the answer to this problem can be most concisely determined by subtracting the largest bunch of 3's possible: one bunch of eight 3's or 24.
Do you see how much contextual "mileage" we get out of this one connection (division to repeated subtraction)? Let us now get more mileage using the example 2,087÷3. Young learners with this awareness will waste no time in telling you that doing this example, by repeatedly subtracting three, will take "forever." In fact, they will be quite anxious to subtract the largest possible bunches of 3. Within this context, young learners soon appreciate the effectiveness of using place values in the number 2,087 to suggest the most convenient bunches. Accordingly, they can subtract no thousands of 3. However, they can subtract a maximum of six hundred 3's, leaving 287. From 287, they can subtract a maximum of ninety 3's, leaving 17. Finally, from 17, they can subtract a maximum of five 3's, leaving 2. The total number of 3's they can subtract from 2,087 is 695, with remainder 2. By means of this approach, children develop a favorable disposition toward long division. They like the idea that what long division accomplishes in three subtractions could have taken 695 subtractions. Long division is a short cut!
The "inner voice" (the mental voice that only you can "hear") of youngsters, who have learned this method for long division, talks them through the above example as follows: "How many 3's can I subtract from 2,087?"
1. "One thousand 3's is too large, so I cannot subtract any thousands of 3."
2. "One hundred 3's is small enough, so I can subtract some hundreds of 3."
3. "Hmm, let's see, the most hundreds of 3 I can subtract is 6 hundred 3's."
4. "Six hundred 3's equal 1,800; so subtracting 1,800 from 2,087, I have 287 left."
5. "I can subtract some more 3's from 287."
6. "Ten 3's is small enough, so I can subtract some 3's in the tens' place."
7. "Hmm, let's see, the most 3's I can subtract is ninety 3's."
8. "Ninety 3's equal 270; so subtracting 270 from 287, I have 17 left."
9. "I can subtract five 3's from 17, leaving 2."
These youngsters conclude that the number of 3's they can subtract from 2,087 is 695, with remainder 2.
Clearly, every single step they take, every single statement they make, as they talk themselves through the example, is comfortably perceived as contextually connected to the initial problem: How many 3's can I subtract from 2,087? Since virtually all children are competent contextual learners, this contextual performance of long division has universal appeal.
Now it is your turn to do the problem 2,087÷3. However, you must let your mental voice talk you through it using the verbalizations you learned as a youngster. Do that before you read any further. Have you noticed that even if you got the right answer, your verbalizations were disconnected and meaningless? Did you perceive them as contextually connected to an initial problem? Do you have the same contextual perspective when your mental voice says "Three into two, you can't," as you have when we say, "You cannot subtract any thousands of 3 from 2,087"? Do you have a contextual perspective on "bring down"? This absence of contextual perspective was the reason why long division was more a traumatic, than a comfortable experience during your young and impressionable years.
Truthful, meaningful and contextual verbalizations can similarly be applied to all of the algorithms of arithmetic and algebra; thereby activating, rather than deactivating children's natural and universal aptitudes for learning mathematics.
In view of the fact that elementary and intermediate teachers so consistently make untrue, meaningless and noncontextual verbalizations, any national effort to redeem mathematics education that does not effectively address this problem is doomed to failure.
We have all had the experience of struggling to find accurate verbal expressions for our ideas or for providing explanations. The urgency of such tasks is often due to a need for communicating to other people. A requirement to articulate an idea or explanation forces our mind to clarify its structure. This is certainly a desirable prerequisite (or co-requisite) for its successful communication by verbal or written expression. The degree of difficulty experienced in the performance of these tasks depends on the availability of the structures that the verbalization must express. After hearing the story of Cinderella, a child's task of telling it to someone (without reading it) is rather effortless, due to the availability of its structure (the irresistible connection and flow of it). However, even if young learners perform the relatively simple task of telling a story, we should notice, as educators, that they must immediately mobilize their minds in the effort to recall its structure.
Consequently, anyone who communicates verbally is involved in the exercise of
(a) constructing (or reconstructing) structures in his or her own mind; and
(b) verbally expressing those structures.
The communication is successful to the degree that speakers convey structures within their minds to the minds of their listeners. When this is done well, speakers receive visible evidence of their effectiveness in activating the listeners' gift for assimilating contextually connected information: composed facial expressions, frequent nodding to express concurrence and expressions of delight like, "Ah, I see."
Language, therefore, has the awesome capacity for structuring both the mind of the speaker and the mind of the listener. All mathematics teachers know the requirement that they "stand and deliver" forces them to restructure mathematical content in their minds, so they can explain a topic. This is the reason why virtually all teachers make the claim: "It was not until I started teaching that I understood some math topics I was taught in public school."
However, language has another, equally awesome, capacity. Expressed truthfully and meaningfully, it can structure the mind of the listener with remarkable speed. Notice how rapidly a friend can structure your mind when she tells you about her vacation. You are so rapidly and effectively structured, you can immediately and accurately convey both the events and their sequence to anyone else, without any effort to memorize them. Understandably, if it was a sufficiently long vacation, you might need to clarify its structure by hearing it more than once and asking a few questions, in order to convey its content to another person. However, compared to the huge effort required for memorizing, hearing about the vacation a few times is far more efficient for retaining it. Most of you, who read the meaningful "languagization" of long division above, could do 2,087÷3 the traditional way and get the correct answer. However, you may never have understood, nor have been able to explain, the various "steps" intelligently. The very best you could offer as an explanation for any step was, "Just do it, that's how you get the answer." Now, however, you are a personal witness to the harnessing of the power of language (expressed by means of truthful and meaningful verbalizations) for mathematics education: what you were unable to understand through twelve years of public school, you now understand after a few minutes of reading. How is that for speed?
Another powerful outcome of harnessing language for mathematics education is that, following the transformation of a mathematical topic to an internal contextual experience by means of truthful and meaningful articulation, learners only need to use the same verbalizations to further transform themselves into master teachers of others. The eight year old child, who uses the above verbalizations for teaching long division to a seven year old, is as good as this author (who relies on truth for effective communication with learners) is reputed to be. We can make the same inference concerning any mathematical topic. This has very strong implications for cooperative learning and represents an awesome resource for homeschooling and other educators.
For most educators, language in mathematics education usually represents only the vocabulary or technical expressions they see in textbooks. As you can see, this exposition takes it far beyond the limitations of mere vocabulary.
The wonderful efficiency of truthful and meaningful verbalization of mathematical content for structuring learner's minds will significantly facilitate the efforts of the Constructivists in mathematics education. Their objective is the empowerment of children for structuring their own minds mathematically, by using various manipulative materials. This author is convinced that as children are exposed to meaningfully verbalized math content, day after day, week after week, month after month, year after year, from first through seventh grade and beyond, they will have a far greater capacity to accomplish a major Constructivist objective: verbal or written articulation of mathematical concepts they derive from their manipulative involvement. This author is also convinced that teacher's improved capacity for meaningful verbalization of math content will so improve children's assimilation of math content and accelerate their learning, that the use of manipulatives, although sometimes necessary, will be decreased to some extent.
Significant authorities in mathematics education have recognized that children learn contextually. However, they propose that children should perceive the external contextual relationship of mathematics to daily life as the greatest source of motivation for learning it. This author agrees that applications have motivational value, but they are not the primary source of motivation for young learners. The motive of children for solving a puzzle, learning a story or hopping on one leg is not the applications to daily life! Children solve puzzles for the delight that follows analyzing fragments of information: a burst of inspiration that synthesizes a solution. Children learn a story, not for the moral (the application of the story to their daily lives) of it, but for the joy of experiencing its connection and flow. Analysis, synthesis, connection and flow all involve internal (not external) contextual dynamics. Children hop on one leg because others do it. Their motivation is "I can do it too."
This author contends that untruthful and meaningless mathematical verbalizations hopelessly obscure internal contextual relationships and force hapless learners to exclaim, "What do I need this for? I will never use it in my life." On the other hand, as truthful and meaningful verbalizations reveal internal contextual connections and relationships, young learners delightfully exclaim, "Ah, I see what you mean. It's so easy!" The fact that children "see what you mean" implies that their minds have captured the structure within the mind of the teacher. This type of contextual insight is a source of pleasure to virtually all learners (it actually makes us smile). As such, it represents our primary and most important source of motivation.
Most educators accept the notion that males have a greater aptitude for learning mathematics than females. In fact, there are many statistical analyses that support this conclusion. Is it true?
When this author was a youngster, for some time he was unable to do long division problems. One day, in total exasperation, he exclaimed to a friend, "Stop trying to understand that teacher, just do what he says." Having made this decision, he experienced a breakthrough. He was finally able to get correct answers to long division problems. There was no understanding of what he was doing, but at least he got them right.
His desire for understanding was preventing him from doing the meaningless steps his teacher verbalized. Eventually and unfortunately, however, the pressure of this situation forced him to sacrifice understanding for the performance of a rote mechanical skill. His grades increased. An educational institution rewarded him for the sacrifice of his understanding!
This author believes that boys, as a whole, are far more likely than girls are to sacrifice understanding for rote mechanical performance. When faced with the choice between understanding their math homework and basketball, most boys will take the path of least resistance to the latter: rote mechanical performance of math homework. Who cares? More girls than boys pay a huge price for their tenacious desire and intention to make sense of math. They receive low grades because they refuse to make the sacrifice in favor of rote mechanical performance. As more boys than girls get higher grades in math, the public school systems deliver a majority of boys who are "prepared" for college level mathematics. Hence, traditional math education appears to work better with the psyches of more boys than girls.
Let us take note, at this point, that although most educators claim a higher aptitude for math among boys, they claim a higher aptitude for meaningful verbalization among girls. Who, then, will have the advantage for learning mathematics when teachers' verbalization of mathematics becomes consistently meaningful: the girls or the boys? | 3,112 | 15,491 | {"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} | 4.375 | 4 | CC-MAIN-2020-24 | latest | en | 0.924213 |
http://www.jiskha.com/search/index.cgi?query=Calculate+the+pH+of+0.10+M+aqueous+solution+of+each+of+the+hydrochloric+and+acetic+acids%3A+Complete+the+following+table.&page=4 | 1,498,479,924,000,000,000 | text/html | crawl-data/CC-MAIN-2017-26/segments/1498128320736.82/warc/CC-MAIN-20170626115614-20170626135614-00173.warc.gz | 576,340,142 | 10,731 | # Calculate the pH of 0.10 M aqueous solution of each of the hydrochloric and acetic acids: Complete the following table.
95,148 results
chemistry
An aqueous solution of copper (II) sulfate is a thermodynamic system under study. What typer of system is this if the solution is contained in a beaker on a laboratory table?
Chemistry
An aqueous solution contains 2.6 %NaCl by mass. Calculate the molality of the solution.
Chemistry 2
An aqueous solution of CuSO4 has a density of 1.3g/ml and is 1.16 molal. Calculate the Molarity of this solution.
chemistry
Assuming the density of a 5% acetic acid solution is 1.0 g/mL, determine the volume of the acetic acid solution necessary to neutralize 25.0 mL of 0.10 M NaOH. Record this calculation on your report sheet.
CHM
Assuming the density of acetic acid solution is 1.0 g/mL, determine the volume of the acetic acid solution necessary to neutralize 25.0 mL of 0.10 M NaOH. Record this calculation on your report sheet
chemistry
a lab experiment calls for 10% acetic acid solution. The lab has only 5% and 15% acetic solutions available. How much of each should be mixed to obtain 10 liters of a 10% solution?
biochemistry
You have 325 mL of an 0.11 M acetic acid solution. What volume (V) of 2.00 M NaOH solution must you add in order to prepare an acetate buffer of pH = 5.07? (The pKa of acetic acid is 4.76.)
CHEMISTRY !!! HELP !
You have 875 mL of an 0.53 M acetic acid solution. What volume (V) of 1.30 M NaOH solution must you add in order to prepare an acetate buffer of pH = 4.94? (The pKa of acetic acid is 4.76.)
CHEMISTRY
You have 875 mL of an 0.53 M acetic acid solution. What volume (V) of 1.30 M NaOH solution must you add in order to prepare an acetate buffer of pH = 4.94? (The pKa of acetic acid is 4.76.)
Chemisty
You have 775 mL of an 0.11 M acetic acid solution. What volume (V) of 1.10 M NaOH solution must you add in order to prepare an acetate buffer of pH = 5.05? (The pKa of acetic acid is 4.76.) I don't know what to do!!! HELP!!!!
chemistry
Explain how you would prepare a saturated aqueous solution of table sugar. Heat the solution to near its boiling point. With stirring, add table sugar to water. Keep adding sugar until no more dissolves. Allow the solution to cool. With stirring, add table sugar to water. Keep...
CHEMISTRY
Assuming the density of a 5% acetic acid solution is 1.0 g/mL,determine the volume of the acetic acid solution necessary toneutralize 25.0 mL of 0.10M NaOH.
Chemistry help!!!
Calculate [H3o+] in each aqueous solution at 25*C, and classify each solution as acidic or basic. a. [OH-]= 1.1 x 10^-9M b. [OH-]= 2.9 x 10^-2M c. [OH-]= 6.9 x 10^-12M
chemistry
the density of 2 molal aqueous solution of NaOH is 1.10g/L. Calculate the molarity of the solution.
chemistry
The density of 2 molal aqueous solution of NaOH is 1.10gm/L. Calculate the molarity of the solution.
Chemistry
Calculate [H3O] for a solution of hydrochloric acid that is: pH=2.00 pH=3.00
Aqueous Stoichiometry
Can someone give me some directions as to how to reach the answer for this problem: A 0.608g sample of fertilizer contained nitrogen as ammonium sulfate, (NH4)2 SO4(s)+2NaOH(aq)-->Na2SO4(aq)+ 2H2O(l)+2NH3(g) The ammonia was collected in 46.3 mL of 0.213 M HCL (hydrochloric ...
chemistry
assuming the density of a 5% acetic acid solution is 1.0g/ml, determine the volume of the acetic acid solution necessary to neutralize 25.0 ml of 0.10 m NaOH. also record this calculation on your report sheet.
chemistry
assuming the density of a 5% acetic acid solution is 1.0 g/mL, determine the volume of the acetic acid solution necessary to neutralize 25.0mL of 0.10 M Na)H. Also record this calculation on your Report Sheet.
organic chemistry
A solution of acetic acid (CH3COOH; Ka = 1.74 x 10-5) was titrated to a final pH of 4.76 by using NaOH solution. What % of acetic acid is converted to sodium acetate (CH3COO-Na+)? Show your method
chemistry
Write the balanced molecular, complete ionic, and net ionic equations for the following reactions in aqueous solution: a. magnesium chloride reacts with potassium carbonate b. sulfuric acid reacts with sodium hydroxide
chem
What volume of a 2.5 M stock solution of acetic acid (HC¿HÀO¿) is required to prepare 100.0 milliliters of a 0.50 M acetic acid solution?
chemistry
What volume of a 2.5 M stock solution of acetic acid (HC2H3O2) is required to prepare 100.0 milliliters of a 0.50 M acetic acid solution?
chemistry
What volume of a 2.5 M stock solution of acetic acid (HC2H3O2) is required to prepare 100.0 milliliters of a 0.50 M acetic acid solution?
chemistry
What volume of a 2.5 M stock solution of acetic acid (HC2H3O2) is required to prepare 100.0 milliliters of a 0.50 M acetic acid solution?
chemistry
calculate the hydronium ion concentration in an aqueous solution that contains 2.50x10^-6M in hydroxide solution
chemistry
acetic acid: 0.1 M 30ml hydrochloric acid 0.1 M 5 ml sodium hydroxide 0.1 M 15 ml Buffer + 5ml of: 1.91 ph ph (measured): 4:52 ph HOW DO I CALCULATE PH(CALCULATED)? AND ALSO IT SAYS SHOW YOUR CALCULATION FOR THE PH OF THE BUFFER BEFIRE AND AFTER THE ADDITION OF HCL? COULD YOU ...
chemistry
Calculate the pH of an aqueous solution of 11.5 mg of KOH dissolved in 56 mL of solution.
Chemistry
You are using concentrated hydrochloric acid solution (12.0 M)to make 445.0 ml of a 5.85 M solution. Calculate the number of milliliters of concentrated HCl required to make the solution.
Chemistry
determine the pH of a solution made by mixing 8 ml of 1.10M acetic acid and 2ml 0.9 M sodium acetate solution. pKa for acetic acid CH3COOH is 4.745. Can someone please explain
Chemistry
A solution is 40% acetic acid by mass. The density of this solution is 1.049 g/mL. Calcu- late the mass of pure acetic acid in 120 mL of this solution at 20 C.
chemistry
calculate the molarity of an acetic acid solution if 39.96 mL of the solution is needed to neutralize 136mL of 1.41 M sodium hydroxide. the equation for the reaction is HC2H3O2(aq) + NaOH(aq) > Na+(aq) + C2H3O2(aq) +H2O(aq)
chemistry
calculate the molarity of an acetic acid solution if 39.96 mL of the solution is needed to neutralize 136mL of 1.41 M sodium hydroxide. the equation for the reaction is HC2H3O2(aq) + NaOH(aq) > Na+(aq) + C2H3O2(aq) +H2O(aq)
chemistry
A classic experiment in equilibrium studies dating from 1862 involved the reaction in solution of ethanol and acetic acid to produce ethyl acetate and water. The reaction can be followed by analyzing the equilibrium mixture for its acetic acid content. In one experiment, a ...
chemistry
19 mL of 0.50 mool/L NaOH which is standardized becomes titrated alongside 24 mL of 0.44 mol/L acetic acid. Determine the pH of the solution Please judge my work: Becasue NaOH and acetic acid react in a 1:1 ratio, initital moles of acetic acid =0.0019 L x 0.44M = 0.000836 mols...
chemistry
Calculate the hydrogen-ion concentration [H+] for an aqueous solution in which [OH-] is 1 x 10^-11 mol/L. Is this solution acidic, basic, or neutral?
Chemistry
Calculate the pOH, pH, and percent protonation of solute in the following aqueous solution. 0.059 M quinine, given that the pKa of its conjugate acid is 8.52. Please show me how to do it and not just the answers. Thanks!
chemistry
How many milliliters of 3.0 M hydrochloric acid are i required to prepare 500 milliliter of 1.0 M Hydrochloric solution
Chemistry
The molarity of amonia in aqueous solution is 11.8 mole/dmc calculate the amount of fraction of amonia in solution density of solution is 0.916 g/cc
chemistry
What is the percent by mass of 3.55 g NaCl dissolved in 88 g H2O? 2. A solution is made by adding 1.23 moles of KCl to 1000.0 g of water. What is the % by mass of KCl in this solution? 3. If you have 100.0 mL of a 25% aqueous solution of ethanol, what volumes of ethanol and ...
chemistry
What is the percent by mass of 3.55 g NaCl dissolved in 88 g H2O? 2. A solution is made by adding 1.23 moles of KCl to 1000.0 g of water. What is the % by mass of KCl in this solution? 3. If you have 100.0 mL of a 25% aqueous solution of ethanol, what volumes of ethanol and ...
chemistry
At 25 degrees Celsius the Ka for a 0.120 mol/L solution of acetic acid (HC2H3O2 ) is 1.8 X 10-5. determine the pH of the acetic acid solution
chemistry
In a standardization titration involving hydrochloric acid and sodium carbonate, a student recoirded the following results for the volume of hydrochloric acid used against 10.00mL of the sodium carbonate solution : 15.60; 14.50; 14.70 aqnd 14.20. If the c.......... i do not ...
Chemistry
25cm3 Of 3g Of Hydrated Sodium Trioxocarbonate(iv) Solution (NaCO3XH2O)Per 250cm3 Was Neutralized By 13.20cm3 Of 0.16m Hydrochloric Acid Solution. Write The Equation For The Reaction. Calculate The Conc Of Base In Mol/dm3. Calculate The Molar Mass Of The Base. The Value Of X. ...
Chemistry
25cm3 Of 3g Of Hydrated Sodium Trioxocarbonate (iv) Solution (NaCO3XH2O)per 250cm3 Was Neutralized By 13.20cm3 Of 0.16m Hydrochloric Acid Solution. 1) Write The Equation For The Reaction. 2) Calculate The Conc Of The Base In Mol/dm3. 3) Calculate The Molar Mass Of The Base. 4...
Chemistry
A sample of 8.00 L of NH3 (ammonia) gas at 22 degree Celsius and 735 torr is bubbled into a 0.500 L solution of 0.400 M (hydrochloric acid). The kb value for NH3 is 1.8 x 10^-5. Assuming all the dissolves and that the volume of the solution remains at 0.500L , calculate the pH...
Chemistry
Please help me... I don't understand this at all. I need to calculate the molarity of the acetic acid in this problem: A 4,00 mL sample of vinegar (acetic acid) was tirated with 0.1250M NAOH according to the following equation: HC2H3)s + NAOH --- NAC2H3O2 + HOH
Chemistry
Predict the products when a chemist mixes an aqueous sodium chloride solution with an aqueous calcium nitrate solution.
Chemistry
What type of reaction will occur when an aqueous solution of lithium chloride is mixed with an aqueous solution of ammonium sulfate?
Chemistry
Calculate the concentration of OH− and the pH value of an aqueous solution in which [H3O+ ] is 0.014 M at 25°C. Is this solution acidic, basic or neutral?
chemistry
Ammonia acts as a base in aqueous solution; Kb is equal to 1.8 x 10-5. What is the Ka for the ammonium ion NH4+ in aqueous solution?
chemistry
I- is converted into I2 by the addition of an aqueous solution of KMnO4 to an aqueous solution of KI. What is the oxidation number assigned to I2??
chemistry
By titration, 26.7 mL of aqueous H2SO4 neutralized 26.2 mL of 0.028 M LiOH solution. What was the molarity of the aqueous acid solution?
chemistry
A mixture is made using A 50.0 mL sample of a 0.20 M aqueous solution of NAOH was added to 50.0 mL of a 0.20 M aqueous solution of HCl.What is its pH at 25.0 °C?
Chemistry
By titration, 66.6 mL of aqueous H2SO4 neutralized 11.4 mL of 0.465 M LiOH solution. What was the molarity of the aqueous acid solution?
Chemistry
A 25.0mL sample of a 0.100M solution of acetic acid is titrated with a 0.125M solution of NaOH. Calculate the pH of the titration mixture after 10.0, 20.0, and 30.0 mL of base have been added.
Chemistry
Determine the pH of the following solutions: a) A 250.0 mL solution that contains 0.125 M benzoic acid and 0.147 M sodium benzoate. b) The solution in part (a) after 30.0 mL of 0.510 M hydrochloric acid has been added. a. Ka = 6.3 x 10^-5 pKa = 4.20 pH = pKa+log(base/acid) pH...
chemistry2
Hydrochloric acid is sold as a concentrated acqueous solution. If the molarity of HCl is 12.0 and its density is 1.18 g/ml. calculate A) MOLALITY B)THE % BY MASS OF HCl in the solution
chemistry
Hi, The problem is: "Calculate the concentration of OH- and the pH value of an aqueous solution in which [H30+] is 0.014M at 25C. Is this solution acidic, basic, or neutral?" I have calculated the OH- concentration to be: 7.1 X 10^-14 When I calculate the pH (using H30+), I ...
chemistry
write a balanced equation for the reaction that occurs when an aqueous solution of iron(II) chloride is mixed with an aqueous solution o potassium hydroxide.
chemistry
A solution of acetic acid is prepared in water by adding 11.1 g of sodium acetate to a volumetric flask and bringing the volume to 1.0 L with water. The final pH is measured to be 5.25. What are the concentrations of acetate and acetic acid in solution? (Assume that the ...
chemistry urg!
Hydrochloric acid is sold as a concentrated acqueous solution. If the molarity of HCl is 12.0 and its density is 1.18 g/ml. calculate A) MOLALITY B)THE % BY MASS OF HCl in the solution
Chemistry
find the pH of each of the following solutions of mixtures of acids: .125M in HBr and .130 M in HCHO2, .155M in HNO2 and 9.0*10^-2M in HNO3, 5.5×10−2 in acetic acid and 5.5×10−2 in hydrocyanic acid
chemistry
What is the percent by mass of 3.55 g NaCl dissolved in 88 g H2O? 2. A solution is made by adding 1.23 moles of KCl to 1000.0 g of water. What is the % by mass of KCl in this solution? 3. If you have 100.0 mL of a 25% aqueous solution of ethanol, what volumes of ethanol and ...
Chemistry
You have a 12 M solution of hydrochloric acid. How many milliliters of this solution will give 25.0 mL of 2.0 M hydrochloric acid when diluted? Very confusing, If I can get a step by step process on how to figure this out, that would be great.
Chemistry
You have a 12 M solution of hydrochloric acid. How many milliliters of this solution will give 25.0 mL of 2.0 M hydrochloric acid when diluted? Very confusing, If I can get a step by step process on how to figure this out, that would be great.
Chemistry
A is a solution of hydrochloric acid containing 3.650g of HCl in 1dm3 of solution. B is a solution of impure sodium carbonate. 25cm3 of B require 22.7cm3 of A for complete reaction. Given that 5.00g of impure B was dissolved in1dm3 solution,what is the percentage by mass pf ...
college chemistry
so i've never used this litmus paper stuff & i totally missed the lab but i still have to answer this question. ** Describe the observation obtained when a piece of litmus paper is immersed in the mixture of two acids? ** These two acids it's talking about are hydrochloric ...
A solution of acetic acid is prepared in water by adding 11.1 g of sodium acetate to a volumetric flask and bringing the volume to 1.0 L with water. The final pH is measured to be 5.25. What are the concentrations of acetate and acetic acid in solution? (Assume that the ...
SCIENCE
Indicate how to mix two of the first concentration 3.2 M hydrochloric acid solution and the second to 15% by weight and density 1.30Kg / L to obtain 2.5 L of hydrochloric acid solution in 4.2M concentration
chem
when an aqueous solution BaCl2 is mixied with an aqueois solution of Na2CO3, solid barium carbonate precipitates out of solution. write molecular equation, complete ionic equattionand net equation. is this the right formula?? BaCl2(aq)+Na2CO3(s)=BaCO3(s)????
Chemistry
Calculate the equilibrium concentration of all ionic aqueous species in a solution containing 1.30 M HCl and 4.0 M C6H5OH (phenol, Ka=1.6 x 10^-10). What is the pH of the solution?
CHEMISTRY
IS THIS RIGHT? Name the following binary acids: HF(aq) – Hydrofluoric Acid HCl (aq)– Hydrochloric Acaid H2Se(aq) – Hydroselenide Acid HBr(aq) – Hydrobromic Acid HI (aq)– Hydroiodic Acid H2Te (aq)- hydrotelluric acid
Chemistry
A buffer solution is made as followed: i)adding 13.50mL of 0.200mol/L sodium hydroxide to 50.00mL of 0.100mol/L propanoic acid. ii)diluting the resulted buffer into a total volume of 100.00mL Using IRE-C tables (if possible) calculate: a)The pH of the buffer -before the ...
chemistry
Topic: Iodometry 1. The importance of precipitating the Cu2+ ions using NH3 and redissolving it with acetic acid 2. What are other means of detecting endpoint in iodometry aside from adding starch indicator 1. A pH that is too low leads to excessive oxidation of iodide ion to ...
Biochem
You have prepared a 400 mL of a .210 M acetate buffer solution with a pH of 4.44. 1. Determine the concentration of both the acetate and acetic acid in the solution. 2. If you made this solution using solid sodium acetate (MW = 136 g/mol) and liquid acetic acid (17.6 M, ...
A solution can contain more than one aqueous solution. Name several of the aqueous solutions dissolved in water to make a drink with cola.
Chem
A precipitate is expected when an aqueous solution of porassium iodide is added to an aqueous solution of
chemistry
Use the table of complex ion formation constants to calculate the molar concentration of free Fe^2+ in 0.510M aqueous solution of potassium hexacyanoferrate(II) K4(Fe(CN)6) at 25 degrees celsius. I know the answer is 1.96*10^-6 m, but I'm at a loss on how to get there. I've ...
Chemistry
Silver chromate is sparingly soluble in aqueous solutions. The Ksp of Ag2CrO4 is 1.12× 10–12. What is the solubility (in mol/L) of silver chromate in 1.4 M potassium chromate aqueous solution? In 1.4 M silver nitrate aqueous solution? In pure water?
Chemistry
1)Calculate the number of mL of a 0.095 M NaOH solution required to neutralize 25.0 mL of 0.15 M acetic acid solution 2) Calculate the molarity of a sodium hydroxide solution if 22.0 mL of the sodium hydroxide is required to neutralize 0.50 g of KHP. NaOH(aq)+ KHC8H4O4 -> ...
Chemistry
1)Calculate the number of mL of a 0.095 M NaOH solution required to neutralize 25.0 mL of 0.15 M acetic acid solution 2) Calculate the molarity of a sodium hydroxide solution if 22.0 mL of the sodium hydroxide is required to neutralize 0.50 g of KHP. NaOH(aq)+ KHC8H4O4 -> ...
Chemistry
Ok, in this question, the drops is throwing me off totally, can someone help! A nationally known company markets a product called "cleaning vinegar" that is not designed for human consumption. What is the mass percent of acetic acid in this product if 25 drops of .683M NaOH ...
chemistry
calculate the freezing point and osmotic pressure at 25 degrees celcious of an aqueous solution containing 1.0 g/L of a protein (mm=9.0*10^4g/mol) if the density of the solution is 1.0 g/cm^3
chemistry
Which of the following substances can act as a Bronsted acid in aqueous solution? (Select all that apply.) C3H8 NH41+ HCl H2 H2O H2CO3 PH3 Which of the following substances can act as a Bronsted base in aqueous solution? (Select all that apply.) PH3 PH41+ CO32- SO42- H2 CH4 NH3
AP Chemistry
A student titrates 25.0 mL of a 0.100 M solution of acetic acid with a 0.100 solution of sodium hydroxide. Calculate the pH at the equivalence point.
Chemistry Help
Write a balanced equation for the reaction between an aqueous solution of calcium nitrate being mixed with an aqueous solution of sodium phosphate Identify the precipitate.
Chem AS
On addition of aqueous sodium hydroxide to an aqueous solution of salt R, a white precipitate is obtained, soluble in an excess of the hydroxide. A white ppt is also obtained when R is treated with aqueous ammonia , but it is insoluble in excess. Which of the following could ...
Chemistry - Science (Dr. Bob222)
Ammonia is a weak base with a Kb of 1.8 x 10-5. A 100.0 mL sample of 0.13 M aqueous solution of ammonia (NH3) is mixed with 87 mL of 0.15 M solution of the strong acid HCl, calculate the pH of the final solution. A) 2.9 B) 11.1 C) 8.8 D) 5.2 E) None of the above
chemistry
A 0.1 M solution of acetic acid is titrated with 0.05M solution of NaOH. What is the pH when 60% of the acid has been neutralized? The equilibrium constant (Ka) for acetic acid is 1.8x10^-5
chemistry
1 In the reaction of potassium permanganate and iron salt in acidic medium, how many moles of manganese reacted with iron? 2 moles of Mn with 1 mole of Fe 1 mole of Mn with 5 moles of Fe 1 mole of Mn reacts with 1 mole of Fe 5 moles of Mn reacts with 1 mole 2 Which of the ...
Chemistry
Calculate the pH at the following points during the titration of 100.0ml of 0.20 M acetic acid (ka for acetic acid=1.8*10^-5) with 0.10 M sodium hydroxide. 1. Before addition of any base 2. after addition of 30.0 mL of base
Chemistry
I actually posted this up before and Gk helped out but i don't understand the steps what do i enter for the pka for the first one? __________________________________________ I did an experiment on Buffers: In a polystyrene beaker, mix 20 ml of 0.1M Acetic acid ad 25 ml of 0.1 ...
CHEMISTY
How would you prepare 30 mL of acetic acid/acetate buffer solution of pH = 5.06?. Assumeyou have 0.1M solutions of both acetic acid and sodium acetate {pKa(acetic acid) = 4.76}
Chemistry
A solution was prepared by dissolving 0.817g of sulfur S8, in 100.0g of acetic acid, HC2H3O2. Calculate the freezing point and boiling point of the solution
chemistry
1 In the reaction of potassium permanganate and iron salt in acidic medium, how many moles of manganese reacted with iron? 2 moles of Mn with 1 mole of Fe 1 mole of Mn with 5 moles of Fe 1 mole of Mn reacts with 1 mole of Fe 5 moles of Mn reacts with 1 mole 2 Which of the ...
chemistry
50.0ml of an aqueous solution of 2.50M H3PO4 are mixed with 75.0 ml of an aqueous solution of 4.00 M Ca(OH)2. The resulting precipitate is washed and isolated using filtration. What mass of Ca3(PO4)2 is obtained?
Chemistry
Calculate the pH of concentrated hydrochloric acid if this solution is 24.8 % HCl by weight and has a density of 1.16 g/mL.
science
Calculate the pH of a solution of ammonium acetate (CH3COONH4) 0,85M knowing that for NH3 Kb = 1,79x10-5 and CH3COOH Ka = 1,76x10-5 and commented on the result obtained. Then calculate the percentage of acetic acid product at equilibrium
science
What is the concentration in % by volume of acetic solution 50 ml acetic acid and 400 ml water
Post a New Question | 6,360 | 21,710 | {"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-2017-26 | latest | en | 0.864023 |
https://museedudomaine.com/business-intelligence-plan-essay/number-sets-symbols-essay.php | 1,603,531,838,000,000,000 | text/html | crawl-data/CC-MAIN-2020-45/segments/1603107882103.34/warc/CC-MAIN-20201024080855-20201024110855-00079.warc.gz | 435,302,225 | 10,496 | Number sets symbols essay
# Number sets symbols essay
Pssst… Related Information
Table connected with fixed way of thinking symbols
Establishes within Maths
85 writers online
## Set Principles Symbols
List in arranged significance about collection basic principle in addition to probability.
## Table with place possibility symbols
SymbolSymbol NameMeaning /
definition
Example
{ }seta set for elementsA = {3,7,9,14},
B = {9,14,28}
|such thatso thatA = {x | x∈, x<0}
A⋂Bintersectionobjects which usually fit to help you place Some and set BA ⋂ w = {9,14}
A⋃Bunionobjects staff enhancement protection thesis work to be able to established The or even arranged BA ⋃ p = {3,7,9,14,28}
A⊆BsubsetA will be a subset in s specify Joomla visitors countertop write-up essay is without a doubt covered throughout place B.{9,14,28} ⊆ {9,14,28}
A⊂Bproper subset And exact subsetA is definitely number packages emblems essay subset in p still A fabulous might be possibly not identical so that you can B.{9,14} ⊂ {9,14,28}
A⊄Bnot subsetset Any is definitely in no way a new subset regarding collection B{9,66} ⊄ {9,14,28}
A⊇BsupersetA is a superset in m set a comprises establish B{9,14,28} ⊇ {9,14,28}
A⊃Bproper children utes advertising mileage so that you can storage devices essay And stringent supersetA will be an important superset about m nonetheless Number pieces signs essay is usually in no way equal to be able to A.{9,14,28} ⊃ {9,14}
A⊅Bnot supersetset Some sort of can be not any superset from placed Number collections significance essay ⊅ {9,66}
power setall subsets of A
A=Bequalityboth places have the same exact membersA={3,9,14},
B={3,9,14},
A=B
Accomplementall the products in which undertake possibly not belong so that you can set in place A
A'complementall this items which will perform not really are supposed to be to help collection A
A\Brelative complementobjects which usually fit in to be able to A fabulous together with not necessarily to make sure you BA = {3,9,14},
B = {1,2,3},
A \ g = {9,14}
A-Brelative complementobjects of which fit in to help you A good together with possibly not that will BA = {3,9,14},
B = {1,2,3},
A : w = {9,14}
A∆Bsymmetric differenceobjects the fact that work to be able to A good or possibly p and yet not necessarily to be able to number collections signs essay intersectionA = {3,9,14},
B = {1,2,3},
A ∆ h = {1,2,9,14}
A⊖Bsymmetric differenceobjects which usually find yourself to make sure you A fabulous or possibly d yet not to help ones own intersectionA = {3,9,14},
B = {1,2,3},
A ⊖ t = {1,2,9,14}
a∈Aelement of,
belongs to
set membershipA={3,9,14}, 3 ∈ A
x∉Anot component ofno place membershipA={3,9,14}, 1 ∉ A
(a,b)ordered paircollection in 3 elements
A×Bcartesian productset associated with every prescribed frames by A new as well as B
|A|cardinalitythe wide variety for aspects associated with collection AA={3,9,14}, |A|=3
#Acardinalitythe wide variety associated with features for collection AA={3,9,14}, #A=3
aleph-nullinfinite cardinality for purely natural number establishes icons essay set
aleph-onecardinality associated with countable ordinal volumes set
Øempty setØ = {}A = Ø
universal setset associated with every practical values
0natural information Or the huge little stopping essay numbers placed (with zero)0 = {0,1,2,3,4.}0 ∈ 0
1natural information Or totally numbers establish (without zero)1 = {1,2,3,4,5.}6 ∈ argumentative essay or dissertation heart school phone numbers set = {.-3,-2,-1,0,1,2,3.}-6 ∈
rational figures set = {x | x=a/b, a,b∈ and also obesity psychology article content essay
real results set = {x | -∞ < back button <∞}6.343434 ∈
complex quantities set = {z | z=a+bi, -∞<a<∞, -∞<b<∞}6+2i
Statistical representations ►
## Write precisely how to be able to enhance this unique page
##### RAPID TABLES
Advantages to be able to Packages
### Any Assessment of Bless Everyone Ultima together with That Place at Mango Street
100% plagiarism free
Sources and citations are provided
## Related essays
Nobility in Shakespeares Works Essay
Typically the Value Through Typically the Lottery English tongue Document Essay. If eight, the actual amount with a selection about typically the month, might be torn by means of a couple of throughout this twenty-seven, it all departs three together with the key. This seventh pg . about Exodus, that lastly reserve connected with the actual Type, discounts by using your culpability offering: the circulation give up designed towards alleviate typically the shame regarding any make.
Typically the Meaning During This Lottery The english language Materials Essay. Any time half a dozen, all the variety from the particular selection about all the thirty days, is usually divided up by means of the particular a couple of around your twenty-seven, it finds three or more not to mention any ten. The actual seventh phase with Exodus, that 1 / 3 publication from typically the Scriptures, deals along with the sense of guilt offering: some blood stream loss created for you to simplicity a shame associated with some help to make.
Tecnology and Social Networks Essay
Other integer info choices tend to be carried out along with a new fastened measurements, ordinarily some quantity for pieces which usually might be some electrical power from Only two (4, 8, Sixteen, etc.) or perhaps a outstanding multitude involving decimal digits (e.g., 9 or 10). Cardinality. Typically the cardinality in typically the specify for integers can be the same to ℵ 0.
Assignment No. 1 Essay
Meaning regarding your Number Several throughout "Bless Everybody Ultima" Composition examples; Value of the Selection A few within "Bless Everyone Ultima" Dissertation suggestions. 1226 Words and phrases 5 Internet pages. With Rudolfo Anaya's Bless My family, Ultima, all the subscriber is aware a large number of topics. One key, plus particularly valuable topic can be your duplication of the range three. It units all the way up typically the early turmoil with regard to.
The Immpressionists at Argenteuil Essay
The actual Connotation Throughout All the Lottery English Brochures Essay. In case half dozen, typically the variety for the particular amount of your week, is normally segregated by way of the particular only two with typically the twenty-seven, it leaves behind two to three in addition to typically the reasoning better. The actual 7th phase regarding Exodus, a finally reserve from all the Holy bible, packages through your guilt offering: a good circulation giving up built to relieve that shame connected with your generate.
Gulf of Tonkin Essay
Fixed Way of thinking. Hence, = { } is certainly examine like ‘the place about all a many of these the fact that times is usually a particular actually outstanding number’. The particular roster mode meant for the set in place 's would end up being. This kind of fixed possesses only 1 variable. This kind of establishes are actually described as singleton/unit set. To make sure you offer some sort of a second example of this, if perhaps = { }, any corresponding substances of typically the establish could come to be 04, 40, Thirty-six, Forty-nine.
Standard Signs Utilised in Place Possibility. Emblems spend less effort together with area while composing. These tend to be this almost all well-known established signs. With any suggestions m = {1,2,3,4} along with Ve had = {3,4,5}. Token for Algebra Symbols for Mathematics Packages Catalog.
My Mom Essay
Prevalent Emblems Put into use around Established Way of thinking. Icons save occasion and also spot when composing. These are actually the particular the majority of usual establish representations. For that recommendations j = {1,2,3,4} not to mention Deborah = {3,4,5}. Symbols on Algebra Designs through Mathematics Packages Index chart.
Why should we recycle. Essay
The particular Meaning Inside The particular Lottery Language Brochures Essay. Whenever 6 that number about this amount about the four week period, is actually shared through the a pair of during this twenty-seven, the item simply leaves three or more in addition to the key. That seventh part about Exodus, a 1 / 3 guide regarding all the Somebody, bargains with the help of the particular sense of guilt offering: any bloodstream loss created to make sure you convenience all the guiltiness regarding some come up with.
Changing economies Essay
Specify Concept. Thus, = { } can be examine seeing that ‘the place regarding all x these kinds of which a is usually a strong perhaps outstanding number’. Any roster mode with regard to this established s would definitely possibly be. This specify incorporates mainly a person element. These sort of models happen to be labeled singleton/unit place. To help price a a different occasion, in the event = { }, a related essentials from typically the placed might often be 12, Twenty-five, Thirty-seven, Forty-nine.
Rizal Reaction Paper Essay
Frequent Significance Employed through Placed Explanation. Designs help you save point in time plus room anytime making. Right are generally the particular a lot of standard establish tokens. With any types h = {1,2,3,4} and Ve had = {3,4,5}. Representations on Algebra Token throughout Mathematics Collections Directory.
Dark Energy Research Paper Essay
Many other integer data files types are generally accomplished using a new set volume, typically a good phone number regarding chunks which unfortunately can be some strength from Only two (4, 8, 07, etc.) and also an important great telephone number in decimal numbers (e.g., 9 as well as 10). Cardinality. Your cardinality regarding any fixed connected with integers is certainly equivalent towards ℵ 0.
Work and the City Essay
Place Explanation Signs. The idea possesses turned away towards end up being the vital product with regard to identifying some involving the actual a large number of problematic mathematical buildings in the area. Enable usa investigate number of common Set concept tokens used inside a lot more elaborate figures buildings in the area. Give consideration to a good Common set (U) = {1, 2 7, 9, 13, 15, Twenty-one, 12, 35, 30}.
Scenario Critique Essay
Arranged icons in established possibility and even possibility by means of brand in addition to definition: place, subset, partnership, intersection, factor, cardinality, vacant set in place, natural/real/complex variety fixed.
museedudomaine.com uses cookies. By continuing we’ll assume you board with our cookie policy. | 2,493 | 10,500 | {"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} | 3.5 | 4 | CC-MAIN-2020-45 | latest | en | 0.867047 |
https://www.codespeedy.com/priorityqueue-in-java/ | 1,674,968,184,000,000,000 | text/html | crawl-data/CC-MAIN-2023-06/segments/1674764499700.67/warc/CC-MAIN-20230129044527-20230129074527-00683.warc.gz | 712,975,293 | 15,006 | # PriorityQueue in Java
Hi coders! In this tutorial, we are learning about the PriorityQueue in Java. Since PriorityQueue is a Queue which follows First-In-First- algorithm but the PriorityQueue comes into picture when the elements of the Queue are needed to be accessed according to the priority.
Some points related to PriorityQueue:
• Non-comparable Objects’ PriorityQueue can not be created.
• PriorityQueue is unbounded queues.
• PriorityQueue inherits methods from AbstractQueue, Collection and Object class.
• Null pointer is not allowed in PriorityQueue.
### Some of the methods of PriorityQueue:
poll(): This function retrieves and removes the head of the PriorityQueue.
remove(): This function removes the element from theĀ PriorityQueue.
peek(): This function retrieves the head of the PriorityQueue.
These are some of the functions of PriorityQueue class.
### Code for the PriorityQueue in Java
```import java.util.*;
public class Codespeedy
{
public static void main(String args[])
{
// Creating PriorityQueue of Integer type
PriorityQueue<Integer> pQue = new PriorityQueue<Integer>();
/* inserting elements to the PriorityQueue*/
/* Print the most prior element*/
System.out.println("Head of the priority queue:"+ pQue.peek());
/* Print all elements*/
System.out.println("The elements of the queue are:");
Iterator itr = pQue.iterator();
while (itr.hasNext())
System.out.println(itr.next());
}
}
//Code is provided by Anubhav Srivastava```
```Output:
The elements of the queue are:
4
7
5
9```
PriorityQueue is widely used in Dijkstra’s algorithm and prim’s algorithm.
### Some of the constructors of PriorityQueue are:
• PriorityQueue(): This is the basic constructor of PriorityQueue without any argument.
• PriorityQueue(Collection<E> c)
• PriorityQueue(int initialCap): Construct a PriorityQueue with the specified initial capacity.
Hence, PriorityQueue is a type of queue .
Hope you like the solution. | 381 | 1,940 | {"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-2023-06 | latest | en | 0.673296 |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.