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https://education.apple.com/en/resource/250011056
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# Decomposing Irregular Shapes - Numbers Template
Third grade math- My students practiced decomposing irregular shapes to find area. Students acted as doctors to preform "shape surgery" and entered their answers using the Numbers template that is attached. The numbers templates is self-checking with the use of conditional formatting. (if the answer is correct the cell turns green for total area) Instructions for the activity are included in the printable file.
Attached-
1. Numbers Template "Shape Surgery Student Copy"
2. Printable file with Irregular Shapes, Name Tags, Signs
TEK- 3.6(D) decompose composite figures formed by rectangles into non‐overlapping rectangles to determine the area of the original figure using the additive property of area.
## Attachments
Posted on April 12, 2023
Thanks for sharing this super creative activity! I love that you pair physical manipulatives with the interactive Numbers template. Bonus points for the creative metaphor of "shape surgery!" 🩺
Posted on April 12, 2023
“Shape Surgery” - I love it! So engaging for your learners. Thanks for the good idea!
Posted on April 12, 2023
Love the "shape surgery" metaphor and your Numbers template; it adds a fun, engaging element to practicing this skill. Thanks for sharing!
Maximum file size: 400MB
125: 125
220: 220
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https://reference.wolfram.com/language/ref/BitAnd.html
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# BitAnd
BitAnd[n1,n2,]
gives the bitwise AND of the integers ni.
# Details
• Integer mathematical function, suitable for both symbolic and numerical manipulation.
• BitAnd[n1,n2,] yields the integer whose binary bit representation has ones at positions where the binary bit representations of all of the ni have ones.
• For negative integers BitAnd assumes a two's complement representation.
• BitAnd automatically threads over lists.
# Examples
open allclose all
## Scope(3)
Use numbers of any size:
BitAnd takes any number of arguments:
Use negative numbers:
## Generalizations & Extensions(1)
Basic symbolic simplifications are done automatically:
## Applications(5)
Extract the second-lowest-order bits in numbers:
"Mask" to test whether bits 3 or 4 are 1:
Make a nested pattern:
Test for powers of 2:
## Properties & Relations(2)
Truth table for And:
## Neat Examples(1)
Wolfram Research (1999), BitAnd, Wolfram Language function, https://reference.wolfram.com/language/ref/BitAnd.html.
#### Text
Wolfram Research (1999), BitAnd, Wolfram Language function, https://reference.wolfram.com/language/ref/BitAnd.html.
#### CMS
Wolfram Language. 1999. "BitAnd." Wolfram Language & System Documentation Center. Wolfram Research. https://reference.wolfram.com/language/ref/BitAnd.html.
#### APA
Wolfram Language. (1999). BitAnd. Wolfram Language & System Documentation Center. Retrieved from https://reference.wolfram.com/language/ref/BitAnd.html
#### BibTeX
@misc{reference.wolfram_2024_bitand, author="Wolfram Research", title="{BitAnd}", year="1999", howpublished="\url{https://reference.wolfram.com/language/ref/BitAnd.html}", note=[Accessed: 15-July-2024 ]}
#### BibLaTeX
@online{reference.wolfram_2024_bitand, organization={Wolfram Research}, title={BitAnd}, year={1999}, url={https://reference.wolfram.com/language/ref/BitAnd.html}, note=[Accessed: 15-July-2024 ]}
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https://www.sudokulovers.com/solution/300000100070900040000060800080406070500070001030000000000080000040000020605010703
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This Sudoku Puzzle has 61 steps and it is solved using Naked Single, Full House, Hidden Single, Locked Candidates Type 1 (Pointing), undefined, Naked Pair techniques.
Try To Solve This Puzzle
## Solution Steps:
1. Row 9 / Column 4 → 2 (Naked Single)
2. Row 9 / Column 2 → 9 (Naked Single)
3. Row 9 / Column 6 → 4 (Naked Single)
4. Row 9 / Column 8 → 8 (Full House)
5. Row 7 / Column 8 → 1 (Hidden Single)
6. Row 7 / Column 2 → 2 (Naked Single)
7. Row 5 / Column 2 → 6 (Naked Single)
8. Row 7 / Column 1 → 7 (Naked Single)
9. Row 1 / Column 2 → 5 (Naked Single)
10. Row 3 / Column 2 → 1 (Full House)
11. Row 7 / Column 3 → 3 (Naked Single)
12. Row 1 / Column 5 → 4 (Hidden Single)
13. Row 6 / Column 9 → 8 (Hidden Single)
14. Row 6 / Column 3 → 7 (Hidden Single)
15. Row 2 / Column 6 → 1 (Hidden Single)
16. Row 6 / Column 4 → 1 (Hidden Single)
17. Row 7 / Column 9 → 4 (Hidden Single)
18. Locked Candidates Type 1 (Pointing): 8 in b2 => r1c3<>8
19. X-Wing: 3 r24 c57 => r5c7,r8c5<>3
20. Naked Pair: 5,9 in r7c6,r8c5 => r78c4,r8c6<>5, r8c6<>9
21. Row 7 / Column 4 → 6 (Naked Single)
22. Row 3 / Column 4 → 5 (Hidden Single)
23. Row 6 / Column 8 → 5 (Hidden Single)
24. Row 4 / Column 5 → 5 (Hidden Single)
25. Row 8 / Column 5 → 9 (Naked Single)
26. Row 6 / Column 5 → 2 (Naked Single)
27. Row 2 / Column 5 → 3 (Full House)
28. Row 7 / Column 6 → 5 (Naked Single)
29. Row 7 / Column 7 → 9 (Full House)
30. Row 6 / Column 6 → 9 (Naked Single)
31. Row 6 / Column 1 → 4 (Naked Single)
32. Row 6 / Column 7 → 6 (Full House)
33. Row 8 / Column 7 → 5 (Naked Single)
34. Row 8 / Column 9 → 6 (Full House)
35. Row 2 / Column 7 → 2 (Naked Single)
36. Row 2 / Column 1 → 8 (Naked Single)
37. Row 2 / Column 9 → 5 (Naked Single)
38. Row 2 / Column 3 → 6 (Full House)
39. Row 4 / Column 7 → 3 (Naked Single)
40. Row 5 / Column 7 → 4 (Full House)
41. Row 8 / Column 1 → 1 (Naked Single)
42. Row 8 / Column 3 → 8 (Full House)
43. Row 5 / Column 8 → 9 (Naked Single)
44. Row 4 / Column 9 → 2 (Full House)
45. Row 1 / Column 8 → 6 (Naked Single)
46. Row 3 / Column 8 → 3 (Full House)
47. Row 5 / Column 3 → 2 (Naked Single)
48. Row 4 / Column 1 → 9 (Naked Single)
49. Row 3 / Column 1 → 2 (Full House)
50. Row 4 / Column 3 → 1 (Full House)
51. Row 1 / Column 3 → 9 (Naked Single)
52. Row 3 / Column 3 → 4 (Full House)
53. Row 3 / Column 6 → 7 (Naked Single)
54. Row 3 / Column 9 → 9 (Full House)
55. Row 1 / Column 9 → 7 (Full House)
56. Row 1 / Column 4 → 8 (Naked Single)
57. Row 1 / Column 6 → 2 (Full House)
58. Row 8 / Column 6 → 3 (Naked Single)
59. Row 5 / Column 6 → 8 (Full House)
60. Row 5 / Column 4 → 3 (Full House)
61. Row 8 / Column 4 → 7 (Full House)
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https://www.commonsense.org/education/lesson-plans/test-for-hardness
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Lesson Plan
# Test for Hardness
Students will learn about the Moh's Scale of Hardness and identify the number of hardness on Moh's scale for a variety of minerals
Anna P.
Classroom teacher
My Subjects English Language Arts, Math, Science, Social Studies
Objectives
Students will be able to...
Determine the place on the hardness scale for a variety of minerals.
Subjects
Science
#### 1 Hook
Activity: Conversing
Teacher will remind students that at the beginning of the unit they discussed physical properties that can describe minerals. There was one that was said would be used later in the unit. The teacher will ask students if they remember which one it was. Teacher will guide students to the term hardness
"Can we just test something's hardness by squeezing it? Teacher will have a student squeeze the mineral and ask if they feel any different. Students will continue to think of ways they could test for hardness.
#### 2 Direct Instruction
Activity: Exploring
Teacher will introduce students to a person named Friedrich Moh's. He created the Moh's Hardness Scale. Students will access a link to the hardness scale on Schoology. The link is also here: http://library.thinkquest.org/J002289/mohs.html
After students explore the scale, they will watch a video https://www.youtube.com/watch?v=R-bw7_u3gSQ to explain how to test for hardness.
The teacher will spark a discussion with students about how they could test sample minerals for hardness. The class will come up with a technique that follows the video.
#### 3 Guided Practice
Activity: Investigating
In groups, students will be given a set of three minerals (Quartz, Flourite, and Gypsum). They will test them for hardness and give them a number based on Moh's scale. After all groups have finished, the teacher will go over where each of the minerals falls on the scale. Then he/she will give a description of each of the minerals so students can name them:
Gypsum could almost be substituted for chalk
Quartz is harder than Fourite
With that, students will be able to identify which mineral is which.
#### 4 Independent Practice
Now that students understand the process, they will each individually get a mineral (calcite). Their job will be to test it for hardness and determine where it belongs on the scale. They will then have to research it (according to its Moh's Hardness Number) and determine what the name o fthe mineral is. They will record themselves as they conduct the experiment. The directions for this assessment will be accessed in Schoology, but they are also listed below:
Directions for Hardness Experiment
Individually, you will take your sample mineral and determine its hardness on the Moh’s Scale of Hardness.
Video yourself conducting the experiment, talking through it, and determining the number on the Moh’s scale of hardness.
Email your video to the teacher.
After you determine its hardness, research the mineral and determine its name.
Once you know the name, write it in the Schoology discussion titled “What’s My Name? How Do You Know?” and explain how you know.
You will be assessed on the following:
Experiment
4- You followed the correct procedure when testing the hardness test.
3- You followed the correct procedure when testing the hardness test.
2- You followed most of the procedure when testing the hardness.
1- You did not follow the procedure when testing the hardness.
Voice
4- Your voice was easy to hear and you explained the experiment correctly.
3- Your voice could be heard and you explained the experiment.
2- Your voice could not be easily heard and you did not explain the experiment all of the way.
1- Your voice could not be heard and you did not explain the experiment.
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https://socratic.org/questions/how-do-you-write-1-2x-y-3-in-standard-form
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# How do you write 1/2x + y = 3 in standard form?
May 16, 2018
$x + 2 y = 6$
#### Explanation:
$\text{the equation of a line in "color(blue)"standard form}$ is.
$\textcolor{red}{\overline{\underline{| \textcolor{w h i t e}{\frac{2}{2}} \textcolor{b l a c k}{A x + B y = C} \textcolor{w h i t e}{\frac{2}{2}} |}}}$
$\text{where A is a positive integer and B, C are integers}$
$\text{to express "1/2x+y=3" in this form}$
$\text{multiply all terms by 2}$
$\Rightarrow x + 2 y = 6 \leftarrow \textcolor{red}{\text{in standard form}}$
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https://trustconverter.com/en/length-conversion/mickey.html
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# Mickey Conversion
mickey conversion allows you find conversion from mickey to other units of length, and you can find more additional mickey information as the following.
### Mickey
The mickey is a unit used to describe the distance of movement of a computer mouse (presumably getting its name from Mickey Mouse). There are a number of slightly different definitions for this unit.
DefinitionRelation to SI units
≡ 1200 in
Mickey to
### Conversion table
pacegigameterleague (land)zettameterrodfingerspathand
1 7.62 × 10-10 0.0001578 7.62 × 10-22 0.1515152 34.2857143 7.62 × 10-13 7.5
1,312,335,958.0052 1 207,125.1035626 1.0 × 10-12 198,838,781.51595 44,994,375,703.037 0.001 9,842,519,685.0394
6,335.9580052 4.828 × 10-6 1 4.828 × 10-18 959.9936372 217,232.8458943 4.828 × 10-9 47,519.6850394
1.3123359580052 × 1021 1 000 000 000 000 2.0712510356255 × 1017 1 1.9883878151595 × 1020 4.4994375703037 × 1022 1 000 000 000 9.8425196850394 × 1021
6.6 5.0292 × 10-9 0.0010417 5.0292 × 10-21 1 226.2857143 5.0292 × 10-12 49.5
0.0291667 2.2225 × 10-11 4.6033554266777 × 10-6 2.2225 × 10-23 0.0044192 1 2.2225 × 10-14 0.21875
1,312,335,958,005.2 1 000 207,125,103.56255 1.0 × 10-9 198,838,781,515.95 44 994 375 703 037 1 9,842,519,685,039.4
0.1333333 1.016 × 10-10 2.1043910521955 × 10-5 1.016 × 10-22 0.0202020 4.5714286 1.016 × 10-13 1
### Legend
SymbolDefinition
exactly equal
approximately equal to
=equal to
digitsindicates that digits repeat infinitely (e.g. 8.294 369 corresponds to 8.294 369 369 369 369 …)
### Unit System
Other (Length)
### SI Conversion Table
1 mickey = 0.000127 meters 1.5 mickey = 0.0001905 meters 2 mickey = 0.000254 meters 2.5 mickey = 0.0003175 meters 3 mickey = 0.000381 meters
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http://functions.wolfram.com/HypergeometricFunctions/Hypergeometric2F3/13/01/01/0005/
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html, body, form { margin: 0; padding: 0; width: 100%; } #calculate { position: relative; width: 177px; height: 110px; background: transparent url(/images/alphabox/embed_functions_inside.gif) no-repeat scroll 0 0; } #i { position: relative; left: 18px; top: 44px; width: 133px; border: 0 none; outline: 0; font-size: 11px; } #eq { width: 9px; height: 10px; background: transparent; position: absolute; top: 47px; right: 18px; cursor: pointer; }
HypergeometricPFQ
http://functions.wolfram.com/07.26.13.0001.01
Input Form
z^3 Derivative[4][w][z] + (Subscript[b, 1] + Subscript[b, 2] + Subscript[b, 3] + 3) z^2 Derivative[3][w][z] + (Subscript[b, 1] Subscript[b, 2] + Subscript[b, 2] Subscript[b, 3] + Subscript[b, 1] Subscript[b, 3] + Subscript[b, 1] + Subscript[b, 2] + Subscript[b, 3] + 1 - z) z Derivative[2][w][z] + (Subscript[b, 1] Subscript[b, 2] Subscript[b, 3] - (Subscript[a, 1] + Subscript[a, 2] + 1) z) Derivative[1][w][z] - Subscript[a, 1] Subscript[a, 2] w[z] == 0 /; w[z] == Subscript[c, 1] HypergeometricPFQ[{Subscript[a, 1], Subscript[a, 2]}, {Subscript[b, 1], Subscript[b, 2], Subscript[b, 3]}, z] + Subscript[c, 2] z^(1 - Subscript[b, 1]) HypergeometricPFQ[{1 + Subscript[a, 1] - Subscript[b, 1], 1 + Subscript[a, 2] - Subscript[b, 1]}, {2 - Subscript[b, 1], 1 - Subscript[b, 1] + Subscript[b, 2], 1 - Subscript[b, 1] + Subscript[b, 3]}, z] + Subscript[c, 3] z^(1 - Subscript[b, 2]) HypergeometricPFQ[{1 + Subscript[a, 1] - Subscript[b, 2], 1 + Subscript[a, 2] - Subscript[b, 2]}, {2 - Subscript[b, 2], 1 + Subscript[b, 1] - Subscript[b, 2], 1 - Subscript[b, 2] + Subscript[b, 3]}, z] + Subscript[c, 4] z^(1 - Subscript[b, 3]) HypergeometricPFQ[{1 + Subscript[a, 1] - Subscript[b, 3], 1 + Subscript[a, 2] - Subscript[b, 3]}, {2 - Subscript[b, 3], 1 + Subscript[b, 1] - Subscript[b, 3], 1 + Subscript[b, 2] - Subscript[b, 3]}, z] && !Element[Subscript[b, 1], Integers] && !Element[Subscript[b, 2], Integers] && !Element[Subscript[b, 3], Integers] && !Element[Subscript[b, 1] - Subscript[b, 2], Integers] && !Element[Subscript[b, 1] - Subscript[b, 3], Integers] && !Element[Subscript[b, 2] - Subscript[b, 3], Integers]
Standard Form
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2001-10-29
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# Turing Doodle
I was supposed to wake up early before my two year old boy so that I could get some work done, but alas, I got distracted by the neat little Turing machine puzzle put up by the guys at google. Just google “turing doodle” and there are tons of results about it, including videos of the solution. It is google’s way of paying tribute on the centenary of Alan Turing’s birth.
Like I’ve said, fun and addictive but there is still one part which puzzles me. The code for g = 01011 , o = 00011 , l = 01001 and e = 10000. My first thought was they were binary codes for the letters. That is also what’s being reported in several articles (and the other articles just parrot what they read.) But I just cannot figure out the coding scheme. For example g and e differ by 2 places in the alphabet, so I would assume their binary code differs by 1 bit, which is not the case. I’ll be glad if someone enlightens me on this.
PS: I just realized that applying a rotation and a reflection about a vertical line to g turns “google” to “doodle”, sort of.
PPS: By the way, have to thank the wife — who got some free time on her hands — for upgrading the blog.
This entry was posted in Fun Stuff, Number Theory, Quotes/People, Technology. Bookmark the permalink.
### 4 Responses to Turing Doodle
1. Farrah WU says:
it is five-unit teletype code…. Turing had done some relative works I heard about.
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Method: Clean | Average | Optimistic Winter Ascent Dates only (Help) Count a peak only once per day Show List using Metric Units
# ADK-9 Challenge - Multiple Ascents Grid
RankPeak Elev-Ft
(Opt)
Prom-Ft
(Opt)
TotalRound 1
(0)
1.Jay Mountains3609427
2.Mount Van Hoevenberg2940610
3.Castle Rock2480266
4.Moxham Mountain2464919
5.Baxter Mountain2428558
6.Silver Lake Mountain2374954
7.Buck Mountain23341074
8.Floodwood Mountain2316487
9.Bartonville Mountain1388408
Front Runners List: Click here to see list completion progress by climbers that log their climbs using Peakbagger.com.
Compare Climbers: Click here to compare ascents of up to 5 climbers working on this list.
• This table grid shows all peaks on a given list, and all ascents done by Dale York, up to 10 ascents per peak.
• While many peakbaggers do not like to repeat ascents, some will try to do multiple "laps" or "rounds" of a favorite list, often one close to home.
• The header for each ascent column shows, in parentheses, the total number of peaks climbed in each "round", and clicking the header link will sort your ascents for that round.
• Due to space limitations, this listing has just the basic peak info, so up to ten date columns can be shown. Please use the main peak list (linked above) for more basic info and functionality.
• Some climbers will log two ascents of the same peak on the same day--for example, when doing an out-and-back ridge run with other ascents sandwiched between two of the same peak. Some might not consider these to be two separate ascents for the purposes of doing multiple rounds. Clicking on the "Count a peak only once per day" link in the header will collapse multiple ascents of a peak on a single day into just one ascent for this grid list.
## Map Showing Location of Peaks
= Peaks climbed by Dale York = Unclimbed peaks
Click on a peak to see its name and a clickable link.
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# A Question about Pharmacy Techs & Pharmacist
by Nancy
(Fox Valley)
Nosy, Problematic PharmTech Has NO RIGHT to be SNOOPING Around
## A Question regarding Pharmacy Techs responsibilities vs The Pharmacist 's responsibilities & was this interfering with my personal health record
by Nancy
(Fox Valley)
Privacy and My Personal Health/Medical Record
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PS2Solutions
# PS2Solutions - Chemistry 120B SP11 Problem Set 2 Solutions...
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Chemistry 120B SP11 Problem Set 2 Solutions Total: 50 points 1. (17-8) (3 points) See MQS Solutions Manual. (4 points) N o N w = exp ± - ~ γB z k b T ² Solving this for B z , B z = - k B T ln ³ N o N w ´ ~ γ If we want half as many spins opposed to the field as aligned with it ( N w = 2 N o ), B z = - ( 1 . 38 × 10 - 23 J K - 1 ) (300 K)ln(0 . 5) (1 . 05 × 10 - 34 J s ) ( 26 . 8 × 10 7 T - 1 s - 1 ) B z = 102 , 000 T That’s a really big magnet. MRI magnets are on the order of a few Tesla, and it only takes 16 Tesla to levitate a frog. (17-43) (3 points) See MQS Solutions Manual. 2. (i) (5 points) p ( h ) p (0) = e - βE ( h ) e - βE (0) = e - β ( E ( h ) - E (0)) p ( h ) p (0) = e - βmgh (ii) (5 points) h N ( h ) i h N (0) i = ρ ( h ) × V ρ (0) × V h N ( h ) i h N (0) i = ρ ( h ) ρ (0) Where ρ ( h ) ρ (0) = p ( h ) × N p (0) × N = p ( h ) p (0) = e - βmgh (iii) (5 points) ρ (10 , 000) ρ (0) = exp " - ( 0 . 032 kg mol - 1 )( 9 . 8 m s - 2 ) (10 , 000 ft) 2 . 5 kJ mol - 1 # 1
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Fun with units: J = kg m 2 s - 2 , so m s - 2 = J m - 1 kg - 1 = 0 . 001 kJ m - 1 kg - 1 . ρ (10 , 000) ρ (0) = exp " - ( 0 . 032 kg mol - 1 )( 0 . 0098 kJ m - 1 kg - 1 ) (10 , 000 ft) ( 0 . 31 m ft - 1 ) 2 . 5 kJ mol - 1 # = exp( - 0 . 39) ρ (10 , 000) ρ
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PS2Solutions - Chemistry 120B SP11 Problem Set 2 Solutions...
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Physics Help Forum [exam problem] angular momentum problem
Jun 22nd 2015, 07:50 AM #1 Junior Member Join Date: Jun 2015 Posts: 4 [exam problem] angular momentum problem A particle of mass m travels in a horizontal circle of radius R on a frictionless table. The centripetal force is provided by a string passing through a hole in the table attached to two blocks of equal mass M, as shown in the figure. If one hanging block is removed, what will the radius of the particle motion become? My answer is 3/2R, and the correct answer is 2^(1/3)*R......How to count?
Jun 22nd 2015, 01:46 PM #2 Physics Team Join Date: Jun 2010 Location: Morristown, NJ USA Posts: 2,339 You can set up two requations: one for conservation of angular momentum and one for the cetripetal acceleration being cut in half. Then solve for r2/r1. Show us your attempt at solving this and we'll be happy to comment or help you along if you are still stuck.
Jun 24th 2015, 06:06 AM #3 Junior Member Join Date: Jun 2015 Posts: 4 ---------------------------------------------- A particle of mass m travels in a horizontal circle of radius R on a frictionless table. The centripetal force is provided by a string passing through a hole in the table attached to two blocks of equal mass M, as shown in the figure. If one hanging block is removed, what will the radius of the particle motion become? ----------------------------------------------- for initial r, w and final R W (ww=w^2) condition 2Mg=mrww Mg=mRWW mrrw=mRRW my derivation mrww=2mRWW-->wRRW/r=2RWW wR/r=2W for E=K+U mrrww/2=mRRWW/2 +Mg(R-r) w=W + Mg(R-r)/mrrw = wR/2r + (R-r)w/2r = wR/2r + Rw/2r -w/2 3w/2=Rw/r 3/2=R/r And there's no 3r/2 in choices......
Jun 24th 2015, 07:52 AM #4
Physics Team
Join Date: Jun 2010
Location: Morristown, NJ USA
Posts: 2,339
Originally Posted by bes my derivation mrww=2mRWW-->wRRW/r=2RWW
How did you go from the first equation to the second? Try this: you have wr^2=WR^2 from conservation of momentum. Rearrange: w=W(R/r)^2. Now substitute this value for w into the force equation and rearrange to get R/r.
Last edited by ChipB; Jun 24th 2015 at 11:10 AM.
Jun 28th 2015, 11:43 AM #5 Forum Admin Join Date: Apr 2008 Location: On the dance floor, baby! Posts: 2,623 Temporarily closed. -Dan __________________ Do not meddle in the affairs of dragons for you are crunchy and taste good with ketchup. See the forum rules here.
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Tutorial 11 solution
# Tutorial 11 solution - NATIONAL UNIVERSITY OF SINGAPORE...
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NATIONAL UNIVERSITY OF SINGAPORE Department of Mathematics MA 1505 Mathematics I Tutorial 11 (Solution Notes) 1. Show that u ( x, y )= F ( y 3 x ), where F is an arbitrary single variable function, is a solution of the partial diFerential equation u x +3 u y =0 . ±ind the particular solution which satis²es each of the following conditions separately : (a) u (0 ,y )=4s in y ; (b) u ( x, 0) = e x +1 . Solution ±or veri²cation is quite easy, we just need to substitute the candidate (the solution given in the question) to the partial diFerential equation. So, here comes the veri²cation: We substitute the solution u ( x, y F ( y 3 x )( ) to the partial diFerential equation. ±irst, we get the partial derivatives: u x = ∂x u = F ( y 3 x ) (Substitute the solution ( )) = d dx F ( y 3 x ) (Since the function F is single-variable) = F ± ( y 3 x ) · d dx ( y 3 x C h a i n R u l e ) = 3 F ± ( y 3 x ) u y = ∂y u = F ( y 3 x ) (Substitute the solution ( )) = d dy F ( y 3 x ) (Since the function F is single-variable) = F ± ( y 3 x ) · d dy ( y 3 x C h a i n R u l e ) = F ± ( y 3 x ) Therefore, u x u y = ± 3 F ± ( y 3 x ) ² ± F ± ( y 3 x ) ² , i.e. the P.D.E. is satis²ed and ( ) is a general solution. 224
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To fnd the particular solution to the partial diFerential equation u x +3 u y = 0, we need to fnd the specifc expression o± the single-variable ±unction F ( t ) that satisfes the given initial condition. (a) The initial condition is u (0 ,y )=4s in y ,sowesubst itute x =0in( ): u ( x, y )= F ( y 3 x )( ) , we get u (0 F ( y 3 · 0) = F ( y ) . Comparing with the given condition u (0 y ,wehave F ( y )=4 s i n y ( ) . There±ore, substituting ( )into( ), we get the particular solution with initial condition u (0 y is given by u ( x, y F ( y 3 x s i n ( y 3 x ) . (b) The initial condition is u ( x, 0) = e x +1 , so we substitute y ): u ( x, y F ( y 3 x ) , we get u ( x, 0) = F (0 3 · x F ( 3 x ) . Comparing with the given condition u ( x, 0) = e x +1 F ( 3 x e x +1 ( ± ) . We set t = 3 x to get x = t/ 3. So equation ( ± ) can be rewritten as F ( t e ( t/ 3+1) ( ) . There±ore, substituting ( ), we get the particular solution with initial condition u ( x, 0) = e x +1 is given by u ( x, y F ( y 3 x e ± ( y 3 x ) 3 +1 ² . ± 225
2. Solve the following partial diFerential equations: (a) u xy = u x ; (b) u x =2 xyu ; Preliminaries Separable Ordinary Diferential Equation Defnition. A frst-order ordinary diFerential equation is called separable i± the equation can be written as the ±orm A ( y ) · dy dx = B ( x ) . Solution Scheme. Multiply dx on both sides (in the way, we separate the variables x and y ), and get: A ( y ) dy = B ( x ) dx. Now, the ordinary diFerential equation can by solved by integration: ± A ( y ) dy = ± B ( x ) dx + c. Applications 1. Of course, the most useful application is use the scheme to solve ordinary diFerential equations.
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## This note was uploaded on 05/05/2009 for the course MA MA1505 taught by Professor Ma1505 during the Spring '09 term at National University of Juridical Sciences.
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Symmetrical triangle
Symmetrical triangle
See also
Symmetrical triangle is a chart pattern in technical analysis. In symmetrical triangle variability of prices declines, which means that the lowest price from week to week gets higher and the highest one gets lower. The lines connecting all the peaks and drops create a shape of triangle. A symmetrical triangle chart pattern represents a period of consolidation before the price is forced to breakout or breakdown. A breakdown from the lower trendline marks the start of a new bearish trend, while a breakout from the upper trendline indicates the start of a new bullish trend. The symmetrical triangle is one of three important triangle patterns defined in classical technical analysis. The other two triangles are the bullish ascending triangle pattern and the bearish descending triangle pattern. It is difficult to predict the triangle. It depends on a situation where supply and demand have reached balance. Typically, there will be a breakout to one side or the other before the price of the underlying stock or index reaches the peak of the triangle.
Symmetrical triangle - interpretation
That kind of chart pattern is typical for a period of consolidation before important change. The change is difficult to predict. It can be breakout (crossing upper line) or breakdown (crossing lower line). It is difficult to interpret which way the pattern will go. It should be used with other tools of technical analysis.
While there are instances when symmetrical triangles mark important trend reversals, they more often mark a continuation of the current trend. Regardless of the nature of the pattern, continuation or reversal, the direction of the next major move can only be determined after a valid breakout (R. D. Edwards and others 2018)
• Trend: In order to qualify as a continuation pattern, an established trend should exist. The trend should be at least a few months old and the symmetrical triangle marks a consolidation period before continuing after the breakout.
• Four Points: At least 2 points are required to form a trend line and 2 trend lines are required to form a symmetrical triangle. Therefore, a minimum of 4 points are required to begin considering a formation as a symmetrical triangle.
• Volume: As the symmetrical triangle extends and the trading range contracts, volume should start to reduce. This refers to the quiet before the storm, or the tightening consolidation before the breakout.
• Duration: The symmetrical triangle can extend for a few weeks or many months. If the pattern is less than 3 weeks, it is usually considered a pennant. The most often the time duration is about 3 months.
• Breakout: The ideal breakout point occurs 1/2 to 3/4 of the way through the pattern's development or time-span. The time-span of the pattern can be measured from the peak back to the beginning of the lower trend line. A break before the 1/2 way point might be premature and a break too close to the apex may be insignificant. After all, as the apex approaches, a breakout must occur sometime.
• Direction: The future direction of the breakout can only be determined after the break has occurred. Sounds obvious enough, but attempting to guess the direction of the breakout can be dangerous. Even though a continuation pattern is supposed to breakout in the direction of the long-term trend, this is not always the case (J. J. Murphy 2013)
References
Author: Piotr Budz
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# Equal charges q are placed at the vertices A and B of an equilatral triangle ABC of side a. The magnitude of electric field at the point C is
A
q4πε0a2
B
2q4πε0a2
C
3q4πε0a2
D
q2πε0a2
Video Solution
Text Solution
Generated By DoubtnutGPT
## To find the magnitude of the electric field at point C due to equal charges q placed at vertices A and B of an equilateral triangle ABC with side length a, we can follow these steps:Step 1: Understand the ConfigurationWe have an equilateral triangle ABC with equal charges q at points A and B. We need to determine the electric field at point C due to these charges.Step 2: Calculate the Electric Field Due to Charge at AThe electric field EA at point C due to charge q at point A can be calculated using Coulomb's law:EA=k⋅qr2where k is Coulomb's constant (8.99×109N m2/C2) and r is the distance from charge A to point C. In this case, r=a.Thus,EA=k⋅qa2Step 3: Calculate the Electric Field Due to Charge at BSimilarly, the electric field EB at point C due to charge q at point B is also given by:EB=k⋅qa2Step 4: Determine the Direction of the Electric FieldsThe electric field due to a positive charge points away from the charge. Therefore:- The electric field EA from charge A at point C points towards the direction from A to C.- The electric field EB from charge B at point C points towards the direction from B to C.Step 5: Resolve the Electric Fields into ComponentsSince the triangle is equilateral, the angle between the line joining A to C and the horizontal line (line joining A to B) is 60∘. Therefore, we can resolve EA and EB into horizontal and vertical components.The horizontal components EAx and EBx are:EAx=EAcos(60∘)=k⋅qa2⋅12=k⋅q2a2EBx=EBcos(60∘)=k⋅qa2⋅12=k⋅q2a2The vertical components EAy and EBy are:EAy=EAsin(60∘)=k⋅qa2⋅√32=k⋅q√32a2EBy=EBsin(60∘)=k⋅qa2⋅√32=k⋅q√32a2Step 6: Combine the Electric FieldsSince the horizontal components EAx and EBx are in opposite directions, they will cancel each other out. The vertical components EAy and EBy will add up:Enet=EAy+EBy=k⋅q√32a2+k⋅q√32a2=k⋅q√3a2Final ResultThus, the magnitude of the electric field at point C is:Enet=k⋅q√3a2
|
Updated on:7/8/2024
### Knowledge Check
• Question 1 - Select One
## Electric charges q,q,–2q are placed at the corners of an equilateral triangle ABC of side l. The magnitude of electric dipole moment of the system is
AqL
B2qL
C3gL
D4qL
• Question 2 - Select One
## Three point charges of +2q,+2qand−4q are placed at the corners A, B and C of an equilateral triangle ABC of side x. The magnitude of the electric dipole moment of this system is
A2 qx
B32qx
C3 qx
D23qx
• Question 3 - Select One
## Three point charges of +2q,+2qand−4q are placed at the corners A, B and C of an equilateral triangle ABC of side x. The magnitude of the electric dipole moment of this system is
A2qx
B32qx
C3qx
D23qx
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# conversion from long to float
Suneela Joshi
Greenhorn
Posts: 12
Long is 64 bytes and both int and float are 32 bytes. Why can a long
be assigned to a float without an explicit cast but an int can not?
If a long is declared as follows:
long l = 123456L;
This doesn't implicitly convert
int i = l; // Gives a compile error as expected
but doing this safely compiles and run.
float f = l;
Thanks
Vinod Venkatasubramanian
Greenhorn
Posts: 13
The way floats are stored internally (in the form of exponents) gives it a larger range and hence makes it safe to cast a long to a float.
Long to int of course might lead to possible loss of info.
Inquisitive M.
Greenhorn
Posts: 1
Good question. A floating point number uses essentially the binary
version of scientific notation... so it can express the very large
possible values of long variables, but with a loss of *precision*. That
is, I might convert (this example by analogy is actually using decimal
precisions) 23472166003027 into (2.34722 * 10^13) as a floating point
number.
Whether this should be considered a widening conversion (and thus not
need a cast) is a debatable point, but the Java design team decided that
it should. On the pro side, you do get a reasonable value, even if
precision is lost (compare with, for example, converting long to int,
where a value out of range creates a practically random numeric result).
On the con side, it *is* a loss of precision, so perhaps the user should
I'm always in favor of compiler checks, so I disagree with Java's choice
on this one.
If this would help, this is the data from IEEE 754 Floating Point which Java complies :
A float is 4 bytes, 32 bits,
With 6 to 7 significant digits of accuracy.
covers a range from �1.40129846432481707e-45 to �3.40282346638528860e+38,
is formed of 3 fields:
1-bit sign
8-bit base 2 exponent biased+127
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you are viewing a single comment's thread.
[–] 5 points6 points ago
sorry, this has been archived and can no longer be voted on
Don't worry. I'm a former math TA, and I think it's unlikely anything will come of it based on your short explanation of the situation and short description of the problem.
Accusing someone of academic dishonesty is something of a big deal, and it's something usually not taken lightly, but convicting someone of it is a much bigger deal, and it's something usually not taken without substantial evidence. You said you had no real proof you weren't cheating, but you don't need it; that's quite the unfortunate factoring mistake to make, but it doesn't sound like it's enough to hang an academic dishonesty charge on.
The TA and/or the professor are right to be suspicious, and they're right to talk to you about their suspicions. We don't want cheating. I think it's unlikely they'll charge you, and if they do, I think it's even more unlikely they'll convict you. I do think it's likely they'll pay more attention to you during the next exam, but I definitely don't think they'll grade you unfairly because of it. In the future, of course, you'll want to show more intermediate work.
[–]2013 1 point2 points ago
sorry, this has been archived and can no longer be voted on
how can you show intermediate work for factoring a quadratic? i guess you could use the quadratic equation but thats a bit much for something so simple
[–] 2 points3 points ago
sorry, this has been archived and can no longer be voted on
x2 + ax + b
we want:
r1*r2 = b
r1 + r2 = -a
Give your desired roots and clarify they satisfy the above.
[–] 1 point2 points ago
sorry, this has been archived and can no longer be voted on
If you can avoid using the quadratic equation, then you solved it in someway--you could have factored it in your head, or completed the square--show that.
[–]2013 1 point2 points ago
sorry, this has been archived and can no longer be voted on
Im guessing the OP factored it in his head, that's certainly what I'd do
[–] 1 point2 points ago
sorry, this has been archived and can no longer be voted on
I would rewrite the quadratic in the form (x-a)(x-b), to make it clear what you've done. You might know what you're doing but the TA will be able to follow it more easily if you make it clear. The best thing you can do is be very clear and explicit in your work.
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# Fractions Equivalency and Comparisons
Teaching Equivalency and Comparisons of Fractions is a lot easier than you think!
This unit starts by teaching students to look at the size of the object, pictorial model or number line and make sure they are comparing something that is the same size (3.3G). Students need to pay attention to the whole when dealing with fractions. They also need to make sure that the portion of the whole is the same. We start with area models and look for equivalent models. Area models are a great place to start because we use them non-stop in 3rd grade!
Equivalency on a number line is the next step. Students really struggle with this one! I found an old box of overhead transparencies at the school to make number lines the students could line up on top of each other and see all of the lines. (Side note: I had to take them to Office Depot to have them made- the copy machine gets really hot and jammed when these go through…opps!) This will make teaching with denominators 2,4 and 8 and 3 and 6 easier. The student can see 1/2 and 2/4 were lined up! It is also great discussion about factors! Work with horizontal and vertical number lines. Click this link for a set of vertical and horizontal number lines. After some practice students will be ready to compare!
In 3rd grade, our students are comparing fractions that have the same numerators or the same denominators. This helps students develop reasoning about the size of the fraction. This is a very important concept and most of the time it is skipped! Sometimes the butterfly method (cross multiplying the numerator and denominator) is taught so that kids get the right answer, but they will miss out on the understanding of how big a fraction really is! Don’t be tempted to take the shortcut! Start by building two fractions with the same manipulative (same size whole) that has the same denominator. Students can see which fraction is larger or smaller. This is a great time to estimate closer to 0, 1/2 or 1 whole even though it is not a 3rd grade skill. Then move to comparing fractions with the same size numerator. Make sure you use the same manipulative! The whole still needs to be the same. Comparing the numerators brings up an excellent misconception for students. This is where they learn that 1/4 is smaller than 1/3 because the whole was divided into more parts! The more parts something is split into the smaller the parts. They know this concept- ask them if they want to share a candy bar with two people or 8 people! They just haven’t connected it to the written fraction!
This unit includes models models and more models! It even has the dreaded paper folded strip students struggle with so much! Each lesson is written with the objective, a connection, direct teach, active engage, closure and an exit ticket. Guided math lesson are hands on! The lessons are great for reteach and intervention- each TEKS is broken down into manageable parts with intervention and enrichment ideas/skills to help you differentiate.
If you want your weekends back- no time spent writing lesson plans and hunting activities aligned to the TEKS- click the image below to visit my Teachers Pay Teachers store or click the Shopify button to purchase!
Complete Unit for Fractions- Equivalency and Comparisons TEKS 3.3G, 3.3F, 3.3H
https://johnpohly.wistia.com/medias/89iyffh7av?embedType=async&videoFoam=true&videoWidth=640
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# Is 0 a finite number?
TitusvE
Science 20 Aug '10 12:52
1. 20 Aug '10 12:521 edit
I would say yes. However, scientist often use terminology such as "finite temperature" meaning a temperature larger than 0 K. I always tried to refrain from using such sentence because I thought it was an incorrect use of words. In the beginning I even got annoyed that scientist, especially the ones working in the field of physics or mathematics ( "the exact sciences" ), are so sloppy with definitions. I assumed that someone started to use "finite" is this wrong manner and that others just started to copy this behavior without thinking for themselves realizing the true meaning of the word "finite". However, now I start to doubt. ..
Wikipedia (en.wikipedia.org/wiki/Finite) and some online dictionaries e.g (http://dictionary.reference.com/browse/finite) have adopted the option "finite =/ 0" as a possible definition. Is this just because some faults get accepted when many people make them? Or is "finite" as being nonzero actually truly correct?
2. 20 Aug '10 16:52
It depends on the context, and usually it will be clear from the context what kind of definition of "finite" is used. Generally, if you are regarding a variable which can be infinite, then finite can also include zero. If you regard a variable which is never infinite, then "finite" usually means a nonzero number.
3. 20 Aug '10 18:28
Yes, I know how to interprete the word "finite" in a certain context. I understand that sometimes people mean nonzero when saying "finite". This doesnot mean it is a correct way of saying.
4. 20 Aug '10 18:42
Originally posted by TitusvE
Yes, I know how to interprete the word "finite" in a certain context. I understand that sometimes people mean nonzero when saying "finite". This doesnot mean it is a correct way of saying.
Well, that's all semantics, isn't it?
5. 20 Aug '10 18:46
Originally posted by TitusvE
Yes, I know how to interprete the word "finite" in a certain context. I understand that sometimes people mean nonzero when saying "finite". This doesnot mean it is a correct way of saying.
With language, there are dictionary definitions, there is general usage, there is exceptional usage, there is poor usage, and even incorrect usage.
But 'correct usage' is not such clearly defined area. If enough people are using the word in a given way then that is correct usage.
6. AThousandYoung
West Coast Rioter
20 Aug '10 19:27
Originally posted by TitusvE
However, scientist often use terminology such as "finite temperature" meaning a temperature larger than 0 K.
Which scientists are these?
7. 20 Aug '10 20:07
Originally posted by AThousandYoung
Which scientists are these?
Ultracold physicists tend to since models tend to be different for zero or finite temperature.
8. AThousandYoung
West Coast Rioter
21 Aug '10 00:50
Originally posted by KazetNagorra
Ultracold physicists tend to since models tend to be different for zero or finite temperature.
Well that's silly.
9. 21 Aug '10 06:25
Also statistical physicists. A T=0 K calculation will refer to finding the absolute minimum in a potential energy landscape while "finite temperature" calculation refers to a Monte-Carlo or Molecular-Dynamics calculation where the whole space is sampled according to its Boltzmann weight exp(-beta V) with beta =1/(kB T). Finite "beta" would actually be correct way of saying
10. 21 Aug '10 06:471 edit
Originally posted by KazetNagorra
Well, that's all semantics, isn't it?
What do you mean by that? That we should not bother as long as things are clear what people mean by it? Shouldn't scientist be a bit more careful with their words and definitions than the man in the street? Suppose we are messing with other defitions and make their meaning dependent on the context. Soon different scientific fields can no longer talk to each other.
On the other hand I read somewhere that finite (the inverse of infinite) could also be viewed as the inverse of infinitesimal when meaning nonzero. But what is language-speaking the correct inverse infinitesimal? finitesimal??
But do you agree that using "finite" for nonzero is wrong, in principle?
11. 21 Aug '10 08:32
Originally posted by TitusvE
Originally posted by KazetNagorra
[b]Well, that's all semantics, isn't it?
What do you mean by that? That we should not bother as long as things are clear what people mean by it? Shouldn't scientist be a bit more careful with their words and definitions than the man in the street? Suppose we are messing with other defitions and make their me ...[text shortened]... ? finitesimal??
But do you agree that using "finite" for nonzero is wrong, in principle?[/b]
I agree pretty much with what twhitehead says.
12. sonhouse
Fast and Curious
21 Aug '10 15:08
Originally posted by KazetNagorra
Ultracold physicists tend to since models tend to be different for zero or finite temperature.
If I have it correct, absolute zero is not neccesarily an asymtote limit. The way we are pursuing it now seems that way but absolute zero temperature is not the same as absolute zero energy. It may well be in some future experiment absolute zero temperature is reached, it just means absolute stillness. Heisenberg saw to that. So in my mind absolute zero is not unreachable and therefore is finite.
13. 21 Aug '10 15:13
Originally posted by TitusvE
But do you agree that using "finite" for nonzero is wrong, in principle?
Let us instead try the word "measurable" in place of "finite". In some contexts, infinitely large distances are not measurable but a zero distance is. In other contexts, it is the infinitely small distances that are not measurable.
A zero temperate is not really meaningful, all we really have is very very low temperatures, and the infinitely small ones are not measurable.
So if by 'finite' you mean 'it can be given an exact measure' then it works in both contexts.
Also if you think about it in terms of set theory. Zero is a number on the number line and is a member of many finite sets, but is the empty set a finite set?
14. 09 Sep '10 10:02
Mathematically it's finite.
Physical sciences-wise, not really. Though zero is certainly more finite than the singular extremums of GR.
15. 12 Sep '10 00:50
Last time I heard, we could never reach absolute zero. It seems that this is more of an issue of being able to reach absolute zero than the number zero.
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# K’th Smallest/Largest Element in Unsorted Array | Expected Linear Time
• Difficulty Level : Hard
• Last Updated : 28 Nov, 2022
We recommend reading the following post as a prerequisite of this post.
K’th Smallest/Largest Element in Unsorted Array | Set 1
Given an array and a number k where k is smaller than the size of the array, we need to find the k’th smallest element in the given array. It is given that all array elements are distinct.
Examples:
```Input: arr[] = {7, 10, 4, 3, 20, 15}
k = 3
Output: 7
Input: arr[] = {7, 10, 4, 3, 20, 15}
k = 4
Output: 10```
We have discussed three different solutions here.
In this post method 5 is discussed which is mainly an extension of method 5 (QuickSelect) discussed in the previous post. The idea is to randomly pick a pivot element. To implement randomized partition, we use a random function, rand() to generate index between l and r, swap the element at randomly generated index with the last element, and finally call the standard partition process which uses last element as pivot.
Following is an implementation of the above Randomized QuickSelect.
## C++
`// C++ implementation of randomized quickSelect ``#include ``#include ``#include ``using` `namespace` `std; `` ` `int` `randomPartition(``int` `arr[], ``int` `l, ``int` `r); `` ` `// This function returns k'th smallest element in arr[l..r] using ``// QuickSort based method. ASSUMPTION: ELEMENTS IN ARR[] ARE DISTINCT ``int` `kthSmallest(``int` `arr[], ``int` `l, ``int` `r, ``int` `k) ``{ `` ``// If k is smaller than number of elements in array `` ``if` `(k > 0 && k <= r - l + 1) `` ``{ `` ``// Partition the array around a random element and `` ``// get position of pivot element in sorted array `` ``int` `pos = randomPartition(arr, l, r); `` ` ` ``// If position is same as k `` ``if` `(pos-l == k-1) `` ``return` `arr[pos]; `` ``if` `(pos-l > k-1) ``// If position is more, recur for left subarray `` ``return` `kthSmallest(arr, l, pos-1, k); `` ` ` ``// Else recur for right subarray `` ``return` `kthSmallest(arr, pos+1, r, k-pos+l-1); `` ``} `` ` ` ``// If k is more than the number of elements in the array `` ``return` `INT_MAX; ``} `` ` `void` `swap(``int` `*a, ``int` `*b) ``{ `` ``int` `temp = *a; `` ``*a = *b; `` ``*b = temp; ``} `` ` `// Standard partition process of QuickSort(). It considers the last ``// element as pivot and moves all smaller element to left of it and ``// greater elements to right. This function is used by randomPartition() ``int` `partition(``int` `arr[], ``int` `l, ``int` `r) ``{ `` ``int` `x = arr[r], i = l; `` ``for` `(``int` `j = l; j <= r - 1; j++) `` ``{ `` ``if` `(arr[j] <= x) `` ``{ `` ``swap(&arr[i], &arr[j]); `` ``i++; `` ``} `` ``} `` ``swap(&arr[i], &arr[r]); `` ``return` `i; ``} `` ` `// Picks a random pivot element between l and r and partitions ``// arr[l..r] around the randomly picked element using partition() ``int` `randomPartition(``int` `arr[], ``int` `l, ``int` `r) ``{ `` ``int` `n = r-l+1; `` ``int` `pivot = ``rand``() % n; `` ``swap(&arr[l + pivot], &arr[r]); `` ``return` `partition(arr, l, r); ``} `` ` `// Driver program to test above methods ``int` `main() ``{ `` ``int` `arr[] = {12, 3, 5, 7, 4, 19, 26}; `` ``int` `n = ``sizeof``(arr)/``sizeof``(arr[0]), k = 3; `` ``cout << ``"K'th smallest element is "` `<< kthSmallest(arr, 0, n-1, k); `` ``return` `0; ``}`
## Java
`// Java program to find k'th smallest element in expected ``// linear time ``class` `KthSmallst ``{ `` ``// This function returns k'th smallest element in arr[l..r] `` ``// using QuickSort based method. ASSUMPTION: ALL ELEMENTS `` ``// IN ARR[] ARE DISTINCT `` ``int` `kthSmallest(``int` `arr[], ``int` `l, ``int` `r, ``int` `k) `` ``{ `` ``// If k is smaller than number of elements in array `` ``if` `(k > ``0` `&& k <= r - l + ``1``) `` ``{ `` ``// Partition the array around a random element and `` ``// get position of pivot element in sorted array `` ``int` `pos = randomPartition(arr, l, r); `` ` ` ``// If position is same as k `` ``if` `(pos-l == k-``1``) `` ``return` `arr[pos]; `` ` ` ``// If position is more, recur for left subarray `` ``if` `(pos-l > k-``1``) `` ``return` `kthSmallest(arr, l, pos-``1``, k); `` ` ` ``// Else recur for right subarray `` ``return` `kthSmallest(arr, pos+``1``, r, k-pos+l-``1``); `` ``} `` ` ` ``// If k is more than number of elements in array `` ``return` `Integer.MAX_VALUE; `` ``} `` ` ` ``// Utility method to swap arr[i] and arr[j] `` ``void` `swap(``int` `arr[], ``int` `i, ``int` `j) `` ``{ `` ``int` `temp = arr[i]; `` ``arr[i] = arr[j]; `` ``arr[j] = temp; `` ``} `` ` ` ``// Standard partition process of QuickSort(). It considers `` ``// the last element as pivot and moves all smaller element `` ``// to left of it and greater elements to right. This function `` ``// is used by randomPartition() `` ``int` `partition(``int` `arr[], ``int` `l, ``int` `r) `` ``{ `` ``int` `x = arr[r], i = l; `` ``for` `(``int` `j = l; j < r; j++) `` ``{ `` ``if` `(arr[j] <= x) `` ``{ `` ``swap(arr, i, j); `` ``i++; `` ``} `` ``} `` ``swap(arr, i, r); `` ``return` `i; `` ``} `` ` ` ``// Picks a random pivot element between l and r and `` ``// partitions arr[l..r] arount the randomly picked `` ``// element using partition() `` ``int` `randomPartition(``int` `arr[], ``int` `l, ``int` `r) `` ``{ `` ``int` `n = r - l + ``1``; `` ``int` `pivot = (``int``)(Math.random() * (n - ``1``)); `` ``swap(arr, l + pivot, r); `` ``return` `partition(arr, l, r); `` ``} `` ` ` ``// Driver method to test above `` ``public` `static` `void` `main(String args[]) `` ``{ `` ``KthSmallst ob = ``new` `KthSmallst(); `` ``int` `arr[] = {``12``, ``3``, ``5``, ``7``, ``4``, ``19``, ``26``}; `` ``int` `n = arr.length,k = ``3``; `` ``System.out.println(``"K'th smallest element is "``+ `` ``ob.kthSmallest(arr, ``0``, n-``1``, k)); `` ``} ``} ``/*This code is contributed by Rajat Mishra*/`
## Python3
`# Python3 implementation of randomized ``# quickSelect ``import` `random `` ` `# This function returns k'th smallest ``# element in arr[l..r] using QuickSort ``# based method. ASSUMPTION: ELEMENTS ``# IN ARR[] ARE DISTINCT ``def` `kthSmallest(arr, l, r, k): `` ` ` ``# If k is smaller than number of `` ``# elements in array `` ``if` `(k > ``0` `and` `k <``=` `r ``-` `l ``+` `1``): `` ` ` ``# Partition the array around a random `` ``# element and get position of pivot `` ``# element in sorted array `` ``pos ``=` `randomPartition(arr, l, r) `` ` ` ``# If position is same as k `` ``if` `(pos ``-` `l ``=``=` `k ``-` `1``): `` ``return` `arr[pos] `` ``if` `(pos ``-` `l > k ``-` `1``): ``# If position is more, `` ``# recur for left subarray `` ``return` `kthSmallest(arr, l, pos ``-` `1``, k) `` ` ` ``# Else recur for right subarray `` ``return` `kthSmallest(arr, pos ``+` `1``, r, `` ``k ``-` `pos ``+` `l ``-` `1``) `` ` ` ``# If k is more than the number of `` ``# elements in the array `` ``return` `999999999999`` ` `def` `swap(arr, a, b): `` ``temp ``=` `arr[a] `` ``arr[a] ``=` `arr[b] `` ``arr[b] ``=` `temp `` ` `# Standard partition process of QuickSort(). ``# It considers the last element as pivot and ``# moves all smaller element to left of it and ``# greater elements to right. This function ``# is used by randomPartition() ``def` `partition(arr, l, r): `` ``x ``=` `arr[r] `` ``i ``=` `l `` ``for` `j ``in` `range``(l, r): `` ``if` `(arr[j] <``=` `x): `` ``swap(arr, i, j) `` ``i ``+``=` `1`` ``swap(arr, i, r) `` ``return` `i `` ` `# Picks a random pivot element between l and r ``# and partitions arr[l..r] around the randomly ``# picked element using partition() ``def` `randomPartition(arr, l, r): `` ``n ``=` `r ``-` `l ``+` `1`` ``pivot ``=` `int``(random.random() ``*` `n) `` ``swap(arr, l ``+` `pivot, r) `` ``return` `partition(arr, l, r) `` ` `# Driver Code ``if` `__name__ ``=``=` `'__main__'``: `` ` ` ``arr ``=` `[``12``, ``3``, ``5``, ``7``, ``4``, ``19``, ``26``] `` ``n ``=` `len``(arr) `` ``k ``=` `3`` ``print``(``"K'th smallest element is"``, `` ``kthSmallest(arr, ``0``, n ``-` `1``, k)) `` ` `# This code is contributed by PranchalK `
## C#
`// C# program to find k'th smallest ``// element in expected linear time ``using` `System; `` ` `class` `GFG ``{ ``// This function returns k'th smallest ``// element in arr[l..r] using QuickSort ``// based method. ASSUMPTION: ALL ELEMENTS ``// IN ARR[] ARE DISTINCT ``int` `kthSmallest(``int` `[]arr, ``int` `l, ``int` `r, ``int` `k) ``{ `` ``// If k is smaller than number `` ``// of elements in array `` ``if` `(k > 0 && k <= r - l + 1) `` ``{ `` ``// Partition the array around a `` ``// random element and get position `` ``// of pivot element in sorted array `` ``int` `pos = randomPartition(arr, l, r); `` ` ` ``// If position is same as k `` ``if` `(pos-l == k - 1) `` ``return` `arr[pos]; `` ` ` ``// If position is more, recur `` ``// for left subarray `` ``if` `(pos - l > k - 1) `` ``return` `kthSmallest(arr, l, pos - 1, k); `` ` ` ``// Else recur for right subarray `` ``return` `kthSmallest(arr, pos + 1, r, `` ``k - pos + l - 1); `` ``} `` ` ` ``// If k is more than number of `` ``// elements in array `` ``return` `int``.MaxValue; ``} `` ` `// Utility method to swap arr[i] and arr[j] ``void` `swap(``int` `[]arr, ``int` `i, ``int` `j) ``{ `` ``int` `temp = arr[i]; `` ``arr[i] = arr[j]; `` ``arr[j] = temp; ``} `` ` `// Standard partition process of QuickSort(). ``// It considers the last element as pivot and ``// moves all smaller element to left of it ``// and greater elements to right. This function ``// is used by randomPartition() ``int` `partition(``int` `[]arr, ``int` `l, ``int` `r) ``{ `` ``int` `x = arr[r], i = l; `` ``for` `(``int` `j = l; j <= r - 1; j++) `` ``{ `` ``if` `(arr[j] <= x) `` ``{ `` ``swap(arr, i, j); `` ``i++; `` ``} `` ``} `` ``swap(arr, i, r); `` ``return` `i; ``} `` ` `// Picks a random pivot element between ``// l and r and partitions arr[l..r] ``// around the randomly picked element ``// using partition() ``int` `randomPartition(``int` `[]arr, ``int` `l, ``int` `r) ``{ `` ``int` `n = r - l + 1; `` ``Random rnd = ``new` `Random(); `` ``int` `rand = rnd.Next(0, 1); `` ``int` `pivot = (``int``)(rand * (n - 1)); `` ``swap(arr, l + pivot, r); `` ``return` `partition(arr, l, r); ``} `` ` `// Driver Code ``public` `static` `void` `Main() ``{ `` ``GFG ob = ``new` `GFG(); `` ``int` `[]arr = {12, 3, 5, 7, 4, 19, 26}; `` ``int` `n = arr.Length,k = 3; `` ``Console.Write(``"K'th smallest element is "``+ `` ``ob.kthSmallest(arr, 0, n - 1, k)); ``} ``} `` ` `// This code is contributed by 29AjayKumar `
## PHP
` 0 && ``\$k` `<= ``\$r` `- ``\$l` `+ 1) `` ``{ `` ``// Partition the array around a random element and `` ``// get position of pivot element in sorted array `` ``\$pos` `= randomPartition(``\$arr``, ``\$l``, ``\$r``); `` ` ` ``// If position is same as k `` ``if` `(``\$pos``-``\$l` `== ``\$k``-1) `` ``return` `\$arr``[``\$pos``]; `` ` ` ``// If position is more, recur for left subarray `` ``if` `(``\$pos``-``\$l` `> ``\$k``-1) `` ``return` `kthSmallest(``\$arr``, ``\$l``, ``\$pos``-1, ``\$k``); `` ` ` ``// Else recur for right subarray `` ``return` `kthSmallest(``\$arr``, ``\$pos``+1, ``\$r``, `` ``\$k``-``\$pos``+``\$l``-1); `` ``} `` ` ` ``// If k is more than the number of elements in the array `` ``return` `PHP_INT_MAX; ``} `` ` `function` `swap(``\$a``, ``\$b``) ``{ `` ``\$temp` `= ``\$a``; `` ``\$a` `= ``\$b``; `` ``\$b` `= ``\$temp``; ``} `` ` `// Standard partition process of QuickSort(). ``// It considers the last element as pivot ``// and moves all smaller element to left ``// of it and greater elements to right. ``// This function is used by randomPartition() ``function` `partition(``\$arr``, ``\$l``, ``\$r``) ``{ `` ``\$x` `= ``\$arr``[``\$r``]; `` ``\$i` `= ``\$l``; `` ``for` `(``\$j` `= ``\$l``; ``\$j` `<= ``\$r` `- 1; ``\$j``++) `` ``{ `` ``if` `(``\$arr``[``\$j``] <= ``\$x``) `` ``{ `` ``list(``\$arr``[``\$i``], ``\$arr``[``\$j``])=``array``(``\$arr``[``\$j``],``\$arr``[``\$i``]); `` ``//swap(&arr[i], &arr[j]); `` ``\$i``++; `` ``} `` ``} `` ``list(``\$arr``[``\$i``], ``\$arr``[``\$r``])=``array``(``\$arr``[``\$r``],``\$arr``[``\$i``]); `` ``//swap(&arr[i], &arr[r]); `` ``return` `\$i``; ``} `` ` `// Picks a random pivot element between ``// l and r and partitions arr[l..r] around ``// the randomly picked element using partition() ``function` `randomPartition(``\$arr``, ``\$l``, ``\$r``) ``{ `` ``\$n` `= ``\$r``-``\$l``+1; `` ``\$pivot` `= rand() % ``\$n``; `` ` ` ``list(``\$arr``[``\$l` `+ ``\$pivot``], ``\$arr``[``\$r``]) = `` ``array``(``\$arr``[``\$r``],``\$arr``[``\$l` `+ ``\$pivot``] ); `` ` ` ``//swap(&arr[l + pivot], &arr[r]); `` ``return` `partition(``\$arr``, ``\$l``, ``\$r``); ``} `` ` `// Driver program to test the above methods `` ``\$arr` `= ``array``(12, 3, 5, 7, 4, 19, 260); `` ``\$n` `= sizeof(``\$arr``)/sizeof(``\$arr``[0]); `` ``\$k` `= 3; `` ``echo` `"K'th smallest element is "` `, `` ``kthSmallest(``\$arr``, 0, ``\$n``-1, ``\$k``); `` ` ` ` `// This code is contributed by ajit. ``?> `
## Javascript
``
Output
`K'th smallest element is 5`
Time Complexity:
The worst case time complexity of the above solution is still O(n2). In the worst case, the randomized function may always pick a corner element. The expected time complexity of above randomized QuickSelect is O(n), see CLRS book or MIT video lecture for proof. The assumption in the analysis is, random number generator is equally likely to generate any number in the input range.
Space complexity: O(1) since using constant variables
My Personal Notes arrow_drop_up
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## Credits
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Shweta Patil has created this Calculator and 1000+ more calculators!
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## Wall thickness of Cut Cylindrical Shell given long inner height and both outer heights Solution
STEP 0: Pre-Calculation Summary
Formula Used
thickness = ((Long outer height-Long inner height)*(2*Radius 1))/(Long outer height-Short outer height)
t = ((hOuter_long-hInner_long)*(2*r1))/(hOuter_long-hOuter_short)
This formula uses 4 Variables
Variables Used
Long outer height - Long outer height is the long height of outer body of a shape or figure. (Measured in Meter)
Long inner height - Long inner height is the long height of outer body of a shape or figure. (Measured in Meter)
Radius 1 - Radius 1 is a radial line from the focus to any point of a curve. (Measured in Meter)
Short outer height - Short outer height is the short height of outer body of a shape or figure. (Measured in Meter)
STEP 1: Convert Input(s) to Base Unit
Long outer height: 16 Meter --> 16 Meter No Conversion Required
Long inner height: 15.9 Meter --> 15.9 Meter No Conversion Required
Radius 1: 11 Meter --> 11 Meter No Conversion Required
Short outer height: 12 Meter --> 12 Meter No Conversion Required
STEP 2: Evaluate Formula
Substituting Input Values in Formula
t = ((hOuter_long-hInner_long)*(2*r1))/(hOuter_long-hOuter_short) --> ((16-15.9)*(2*11))/(16-12)
Evaluating ... ...
t = 0.549999999999998
STEP 3: Convert Result to Output's Unit
0.549999999999998 Meter --> No Conversion Required
0.549999999999998 Meter <-- Thickness
(Calculation completed in 00.031 seconds)
## < 3 Wall thickness of Cut Cylindrical Shell Calculators
Wall thickness of Cut Cylindrical Shell given short inner height and both outer heights
thickness = ((Short inner height-Short outer height)*(2*Radius 1))/(Long outer height-Short outer height) Go
Wall thickness of Cut Cylindrical Shell given long inner height and both outer heights
thickness = ((Long outer height-Long inner height)*(2*Radius 1))/(Long outer height-Short outer height) Go
Wall thickness of Cut Cylindrical Shell
### Wall thickness of Cut Cylindrical Shell given long inner height and both outer heights Formula
thickness = ((Long outer height-Long inner height)*(2*Radius 1))/(Long outer height-Short outer height)
t = ((hOuter_long-hInner_long)*(2*r1))/(hOuter_long-hOuter_short)
## What is Cut Cylindrical Shell?
A cut cylindrical shell is a cut cylinder, from which in its center a narrower cut cylinder of the same central height is removed. Its slice plane has annulus and elliptical ring.
## How to Calculate Wall thickness of Cut Cylindrical Shell given long inner height and both outer heights?
Wall thickness of Cut Cylindrical Shell given long inner height and both outer heights calculator uses thickness = ((Long outer height-Long inner height)*(2*Radius 1))/(Long outer height-Short outer height) to calculate the Thickness, The Wall thickness of Cut Cylindrical Shell given long inner height and both outer heights formula is defined as the distance through an wall of cut cylindrical shell, as distinct from width or height. Thickness is denoted by t symbol.
How to calculate Wall thickness of Cut Cylindrical Shell given long inner height and both outer heights using this online calculator? To use this online calculator for Wall thickness of Cut Cylindrical Shell given long inner height and both outer heights, enter Long outer height (hOuter_long), Long inner height (hInner_long), Radius 1 (r1) & Short outer height (hOuter_short) and hit the calculate button. Here is how the Wall thickness of Cut Cylindrical Shell given long inner height and both outer heights calculation can be explained with given input values -> 0.55 = ((16-15.9)*(2*11))/(16-12) .
### FAQ
What is Wall thickness of Cut Cylindrical Shell given long inner height and both outer heights?
The Wall thickness of Cut Cylindrical Shell given long inner height and both outer heights formula is defined as the distance through an wall of cut cylindrical shell, as distinct from width or height and is represented as t = ((hOuter_long-hInner_long)*(2*r1))/(hOuter_long-hOuter_short) or thickness = ((Long outer height-Long inner height)*(2*Radius 1))/(Long outer height-Short outer height) . Long outer height is the long height of outer body of a shape or figure, Long inner height is the long height of outer body of a shape or figure, Radius 1 is a radial line from the focus to any point of a curve & Short outer height is the short height of outer body of a shape or figure.
How to calculate Wall thickness of Cut Cylindrical Shell given long inner height and both outer heights?
The Wall thickness of Cut Cylindrical Shell given long inner height and both outer heights formula is defined as the distance through an wall of cut cylindrical shell, as distinct from width or height is calculated using thickness = ((Long outer height-Long inner height)*(2*Radius 1))/(Long outer height-Short outer height) . To calculate Wall thickness of Cut Cylindrical Shell given long inner height and both outer heights, you need Long outer height (hOuter_long), Long inner height (hInner_long), Radius 1 (r1) & Short outer height (hOuter_short). With our tool, you need to enter the respective value for Long outer height, Long inner height, Radius 1 & Short outer height and hit the calculate button. You can also select the units (if any) for Input(s) and the Output as well.
How many ways are there to calculate Thickness?
In this formula, Thickness uses Long outer height, Long inner height, Radius 1 & Short outer height. We can use 3 other way(s) to calculate the same, which is/are as follows -
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Math is beautiful!
The goal of the article is to show to Tableau users that math it is not only boring numbers and it is possible to describe anything by math equations and draw it. See a link below for a visualization of portraits of well known people. It’s hard to imagine the dataset for this visualization contains only 2 values: 0 and 500. The portrait’s curves draw by using parametric equations for X and Y axes.
Here is a link to my visualization:
Ken Flerlage wrote a nice blog post about parametric equation.
You should read it if you would like more about parametric equations and how it visualise in Tableau. He also made a parametric parrot visualization (and others) and wrote a blog post about it.
Usually we work with function like y=f(x) but there is an another type of function representation where x=f(t) and y=f(t).
Having t as a parameter and increasing it you can obtain x and y values for any t. So you can prepare a dataset with 101 rows increasing t from zero to 1 with a step=0.01 for instance. Tableau can visualize it as a scatterplot with 101 dots.
Parametric equations for all curves visualized in my viz were found earlier (I don’t know who found it) and kept in WolframAlpha system. You can find other curves too requesting ‘person curves’, ‘popular curves’ or even ‘marvel curves’.
There are links to Wolfram Research blog for those who want to know how the curves create in ‘Mathematica’ system by Wolfram Research (1, 2, 3)
# 1. Describing Person Curves
As an example we can choose any curve. I will work with ‘Elon Musk Curve’ in this article. When you found a curve you can see a preview of the curve, a mathematical view of both of parametric equations.
Click on ‘plain text’ as on a picture below
The plain text represents math formulas as 2 strings: one string is for x(t) and another one is for y(t). You should copy it clicking on the plain text.
The next steps I will be describing below include work with Python 3 code. It means you should have installed the Python language on your computer if you want to recreate the equations for Tableau. Also I will show the code in PyCharm is an integrated development environment (IDE) for the Python language.
Ok. Now we should find out what kind of functions contain the parametric equations. The equations are long (over 17000 symbols) but we can break it into 3 type of functions (the coefficients can by any):
1. 1/25 sin(12 t + 11/7)
2. θ (139 π – t
3. θ(sqrt(sgn(sin(t/2)))) where
where θ (x) is Heaviside step function and sgn(x) – Signum function
Here are two charts for the functions where arguments =0
Heaviside step function
Signum Function
* the pictures is taken from Wikipedia
# 2. Converting parametric equations into Tableau Calculations
We need to represent the terms in Tableau format. So we should add ‘*’ signs and use IIF and IF/THEN calculations for converting Signum and Heaviside functions to Tableau format. The terms below are represented in Tableau format:
1. 1/25 *sin(12*[t] + 11/7)
2. *IIF(139*PI() –[t]<0,0,1)
3. *IIF((sqrt(IF sin([t]/2)<0 THEN -1 ELSEIF sin([t]/2)>0 THEN 1 ELSE 0 END))<0,0,1)
Also there were added multiplication signs because the calculations in Tableau don’t work without it.
Now we need to substitute the terms in parametric equations.
## Start it with Python
The python script converts initial parametric equations substituting terms.
Here is a link to the code and the code is:
``````'''
The code allows converting parametric equations from https://www.wolframalpha.com/
1. Find a person curve on the site
2. Click on 'plain text' below a snippet with equations and copy the text
3. Create an empty file 'Text.txt' on your local computer in a Python project folder where and paste the text. Close the file
4. Run the script on your computer
5. Open the 'Text.txt' file and copy the text
6. Open a new project in Tableau, create a calculation X and paste the text. There will be 2 strings pasted.
7. Cut a lower string ad click 'Ok'
8. Create a new calculation 'Y' and paste it, click 'Ok'
Now we have parametric equation for X and Y where t is a variable
'''
import re
import os
with open('Text.txt', encoding='utf-8', mode='r') as g:
new_data = old_data.replace('θ', 'O')
with open ('Text.txt', encoding='utf-8', mode='w') as g:
g.write(new_data)
with open('Text.txt', encoding='utf-8', mode='r') as g:
new_data = old_data.replace(' π', '*PI')
with open ('Text.txt', encoding='utf-8', mode='w') as g:
g.write(new_data)
replacements2 = {' t': '*t', ' sin': '*sin'}
with open('Text.txt') as infile, open('Text1.txt', 'w') as outfile:
for line in infile:
for src, target in replacements2.items():
line = line.replace(src, target)
outfile.write(line)
with open('Text1.txt', 'r') as x:
new_data = re.sub('O\((.*?)\)', r'*IIF(\1<0,0,1)', old_data)
with open ('Text1.txt', 'w') as y:
y.write(new_data)
with open('Text1.txt', encoding='utf-8', mode='r') as g:
new_data = old_data.replace('*PI', '*PI()')
with open ('Text1.txt', encoding='utf-8', mode='w') as g:
g.write(new_data)
replacements = {'-*t' :'-t', '+*t' :'+t', '-*sin' :'-sin', '+*sin' :'+sin', '+*PI()' :'+PI()' , '-*PI()' :'-PI()', 'x(t) =':'', 'y(t) =':'', '*IIF(sqrt(sgn(sin(t/2<0,0,1))))': '*IIF((sqrt(IF sin([t]/2)<0 THEN -1 ELSEIF sin([t]/2)>0 THEN 1 ELSE 0 END))<0,0,1)'}
with open('Text1.txt') as infile, open('Text.txt', 'w') as outfile:
for line in infile:
for src, target in replacements.items():
line = line.replace(src, target)
outfile.write(line)
os.remove('Text1.txt')``````
Steps which the python script makes:
1.Changing greek letters θ and π to 'O' and '*PI' respectively to make further transformation easily (special kudos to Egor Larin and Konstantin Brudar for help with encoding in UTF-8)
``````with open('Text.txt', encoding='utf-8', mode='r') as g:
new_data = old_data.replace('θ', 'O')
with open ('Text.txt', encoding='utf-8', mode='w') as g:
g.write(new_data)
with open('Text.txt', encoding='utf-8', mode='r') as g:
new_data = old_data.replace(' π', '*PI')
with open ('Text.txt', encoding='utf-8', mode='w') as g:
g.write(new_data)``````
2. Putting '*' signs before 't' and 'sin'
``````replacements2 = {' t': '*t', ' sin': '*sin'}
with open('Text.txt') as infile, open('Text1.txt', 'w') as outfile:
for line in infile:
for src, target in replacements2.items():
line = line.replace(src, target)
outfile.write(line)``````
3. Using regular expression, recreating Heaviside function to Tableau format
``````with open('Text1.txt', 'r') as x:
new_data = re.sub('O\((.*?)\)', r'*IIF(\1<0,0,1)', old_data)
with open ('Text1.txt', 'w') as y:
y.write(new_data)``````
4. Replacing '*PI' to Tableau function '*PI()'
``````with open('Text1.txt', encoding='utf-8', mode='r') as g:
new_data = old_data.replace('*PI', '*PI()')
with open ('Text1.txt', encoding='utf-8', mode='w') as g:
g.write(new_data)``````
5. Replacing '-*t' :'-t', '+*t' :'+t', '-*sin' :'-sin', '+*sin' :'+sin', '+*PI()' :'+PI()' , '-*PI()' :'-PI()' for cases when there is no coefficients before t,sin and PI(). Replacing Signum function expression. Deleting 'x(t) =', 'y(t) =' – we do not need it
``````replacements = {'-*t' :'-t', '+*t' :'+t', '-*sin' :'-sin', '+*sin' :'+sin', '+*PI()' :'+PI()' , '-*PI()' :'-PI()', 'x(t) =':'', 'y(t) =':'', '*IIF(sqrt(sgn(sin(t/2<0,0,1))))': '*IIF((sqrt(IF sin([t]/2)<0 THEN -1 ELSEIF sin([t]/2)>0 THEN 1 ELSE 0 END))<0,0,1)'}
with open('Text1.txt') as infile, open('Text.txt', 'w') as outfile:
for line in infile:
for src, target in replacements.items():
line = line.replace(src, target)
outfile.write(line)``````
6. Removing ‘Text1.txt’ file
``os.remove('Text1.txt')``
The script could be optimized but I think having a few steps it looks clearly.
After starting PyCharm, you should create a new project, make file ‘Text.txt’ in the project and make .py file (test.py in my case) you will work with.
Copy a code using the link: https://github.com/AlexVarlamoff/Paramertic-Equations-to-Tableau-Format-converter/blob/master/Converter.py and paste to PyCharm.
Run the code.
When you’ll see a message ‘Process finished with exit code 0’, open the file ‘Text.txt’ and copy all from it.
Make a dataset in Excel with column ‘Num’ and 2 values in the column
`Num0500`
# 3. Drawing parametrically in Tableau
Start Tableau Desktop and open the Excel file as a data source
Create a new calculation ‘X’ and paste copied parametric equations.
There will be 2 strings (upper string for X and lower string for Y), cut lower string, press ‘Ok’. We have X calculation
Create new calculation Y and paste a string to it. Press ‘Ok’. We have Y calculation
Create a bin (ttt in my case)
Create a calculation with INDEX() . A parameter Step in the calculation will be controlled manually, I'll talk about ot further. Actually you can paste 100 in denominator instead of it. The more denominator here the less a step between neighbours values, hence the more detailed a picture.
Drag and drop XY and ttt pills on a sheet in Tableau like on a screenshot below. X and Y are table calculation. Choose 'compute using' - ttt for both calculations. So you will have a person curve.
Note that on a WolframAlpha site below the Elon Musk curve was written 'plotted for t from 0 to 156π'. That means the function has X and Y = 0 outside the range. When t>156π X and Y =0 and you can see the dot on a Tableau sheet above.
It is possibly to filter it but table calculation filter decrease total performance of the dashboard. Also you can calculate a size of bin for ttt calculation more preciesly if you like. It is 0.0172 for our case when all dots will be in a range from 0 to 156π.
## Curve settings
Wishing to have more interactivity I have created two parameters:
1. Complexity Step
2. Drawing Step
The step of complexity I already have mentioned above as a part of t calculation. The step can change an interval between neighbour values of tThere are a couple example below:
As you can see increasing the Step we decrease t- value, hence there are more dots gets into the range (from 0 to 156π)
The Drawing Step defines the order of drawing of simple curves.
To make the steps I have created a calculation that uses as a filter remaining only t - values less than the Drawing Step value.
And there is the final result:
Drawing the portraits step by step with different values of complexity we can achieve very interesting results:
P.S. Preparing the article I found a hidden gem in a Ken Flerlage's blog post I've mentioned above:
There is no limits with Tableau
# Conclusion
The parametric portraits in Tableau is not a common way to visualize data. But the idea that any picture can be described by parametric equations is stunning. Do you agree that The universe works on a math equation (thanks Adam Mico who has discovered the song for me)?
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https://www.coursehero.com/file/5977576/lesson35/
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lesson35
# lesson35 - V B Z V A I R 1 V 1 j ϖ C R 2 I 1 j ϖ L V A V...
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Unformatted text preview: V B Z V A I R 1 V 1- j/ ϖ C R 2 I 1 j ϖ L V A V B V C R 1 V 1 R 2 I 1 j ϖ L I A I B- j/ ϖ C I C Lesson 35 – AC Circuit Analysis III (Sections 8-5 and 8-6) (CLOs 8-4 and 8-5) We did the circuit theorems last lecture and will do Node Voltage and Mesh Currents in this one. It is important to solve several Op-Amp circuits since they will need them later to do active filters. Start by revisiting how to write Node Voltage equations but substitute a Z in place of an R .: Z V V I B A ~ ~ ~- = Then jump directly into an example. The node equations are: 1 2 C 2 B 1 1 2 C 2 1 B 1 C 2 B C C B 2 C B 1 A B B 1 A 1 1 1 1 1 1 I L j R V R V R V R V C j R R V I L j V R V V V C j V R V V R V V V V V ~ ) ( ~ ) ( ~ ~ ) ( ~ ) ( ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ = ϖ + +- =- ϖ + + =- ϖ- +- → = ϖ-- +- +- → = These can then be solved using one of several methods to find B V ~ and C V ~ . Next, discuss Mesh Equation analysis and use the same circuit: 2 1 2 B A 1 C 1 B 1 A 1 C B 2 C B A B B B A 1 C A 1 A R I L j R I I R I V I R I I I L j I R I I I I I I I R I I V I C j C j C j C j C j C j ~ ) ( ~ ) (...
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https://fuxuemingzhu.cn/leetcode/975.html
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# 975. Odd Even Jump 奇偶跳
@TOC
## # 题目描述
You are given an integer array A. From some starting index, you can make a series of jumps. The (1st, 3rd, 5th, ...) jumps in the series are called odd numbered jumps, and the (2nd, 4th, 6th, ...) jumps in the series are called even numbered jumps.
You may from index i jump forward to index j (with i < j) in the following way:
• During odd numbered jumps (ie. jumps 1, 3, 5, ...), you jump to the index j such that A[i] <= A[j] and A[j] is the smallest possible value. If there are multiple such indexes j, you can only jump to the smallest such index j.
• During even numbered jumps (ie. jumps 2, 4, 6, ...), you jump to the index j such that A[i] >= A[j] and A[j] is the largest possible value. If there are multiple such indexes j, you can only jump to the smallest such index j.
• (It may be the case that for some index i, there are no legal jumps.) A starting index is good if, starting from that index, you can reach the end of the array (index A.length - 1) by jumping some number of times (possibly 0 or more than once.)
Return the number of good starting indexes.
Example 1:
``````Input: [10,13,12,14,15]
Output: 2
Explanation:
From starting index i = 0, we can jump to i = 2 (since A[2] is the smallest among A[1], A[2], A[3], A[4] that is greater or equal to A[0]), then we can't jump any more.
From starting index i = 1 and i = 2, we can jump to i = 3, then we can't jump any more.
From starting index i = 3, we can jump to i = 4, so we've reached the end.
From starting index i = 4, we've reached the end already.
In total, there are 2 different starting indexes (i = 3, i = 4) where we can reach the end with some number of jumps.
``````
Example 2:
``````Input: [2,3,1,1,4]
Output: 3
Explanation:
From starting index i = 0, we make jumps to i = 1, i = 2, i = 3:
During our 1st jump (odd numbered), we first jump to i = 1 because A[1] is the smallest value in (A[1], A[2], A[3], A[4]) that is greater than or equal to A[0].
During our 2nd jump (even numbered), we jump from i = 1 to i = 2 because A[2] is the largest value in (A[2], A[3], A[4]) that is less than or equal to A[1]. A[3] is also the largest value, but 2 is a smaller index, so we can only jump to i = 2 and not i = 3.
During our 3rd jump (odd numbered), we jump from i = 2 to i = 3 because A[3] is the smallest value in (A[3], A[4]) that is greater than or equal to A[2].
We can't jump from i = 3 to i = 4, so the starting index i = 0 is not good.
In a similar manner, we can deduce that:
From starting index i = 1, we jump to i = 4, so we reach the end.
From starting index i = 2, we jump to i = 3, and then we can't jump anymore.
From starting index i = 3, we jump to i = 4, so we reach the end.
From starting index i = 4, we are already at the end.
In total, there are 3 different starting indexes (i = 1, i = 3, i = 4) where we can reach the end with some number of jumps.
``````
Example 3:
``````Input: [5,1,3,4,2]
Output: 3
Explanation:
We can reach the end from starting indexes 1, 2, and 4.
``````
Note:
1. 1 <= A.length <= 20000
2. 0 <= A[i] < 100000
## # 解题方法
### # 动态规划
``````Take [5,1,3,4,2] as example.
If we start at 2,
we can jump either higher first or lower first to the end,
because we are already at the end.
higher(2) = true
lower(2) = true
If we start at 4,
we can't jump higher, higher(4) = false
we can jump lower to 2, lower(4) = higher(2) = true
If we start at 3,
we can jump higher to 4, higher(3) = lower(4) = true
we can jump lower to 2, lower(3) = higher(2) = true
If we start at 1,
we can jump higher to 2, higher(1) = lower(2) = true
we can't jump lower, lower(1) = false
If we start at 5,
we can't jump higher, higher(5) = false
we can jump lower to 4, lower(5) = higher(4) = false
``````
c++代码如下：
``````class Solution {
public:
int oddEvenJumps(vector<int>& A) {
const int N = A.size();
vector<bool> higher(N), lower(N);
// higher[i] means if we jump higher, can we get N - 1?
higher[N - 1] = lower[N - 1] = true;
int res = 1;
// map[i] means the pos of number i
map<int, int> m;
m[A[N - 1]] = N - 1;
for (int i = N - 2; i >= 0; --i) {
auto hi = m.lower_bound(A[i]);
auto lo = m.upper_bound(A[i]);
if (hi != m.end()) higher[i] = lower[hi->second];
if (lo != m.begin()) lower[i] = higher[(--lo)->second];
if (higher[i])
++res;
m[A[i]] = i;
}
return res;
}
};
``````
https://leetcode.com/problems/odd-even-jump/discuss/217981/JavaC%2B%2BPython-DP-idea-Using-TreeMap-or-Stack
## # 日期
2019 年 1 月 13 日 —— 时间太快了
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# 1. Determining the Measurement Function
Link to the CEOS Cal/Val portal where this tutorial http://www.fiduceo.eu/tutorial/introducing-measurement-function will eventually live
## What is the Measurement Function?
All FCDRs are calculated from a measurement function. For all FIDUCEO FCDRs the measurement function is an equation, but in principle it could also be an algorithm described in code rather than as an equation. The equation calculates the FCDR measurand (e.g. radiance, reflectance or brightness temperature) from raw measurement counts and calibration parameters (e.g. gains, offsets and non-linear parameters). Some of these calibration parameters may be set from pre-launch (or design) considerations, others will be established in orbit (e.g. from an on-board or vicarious calibration approach) and some will be established retrospectively through harmonisation processes.
## How do you derive the Measurement Function?
Level 1 (L1) radiances are typically calculated using an equation similar to:
$L_{c,l,e}&space;=&space;a_{0}+a_{1}C^{E}_{c,l,e}+a_{2}(C^{E}_{c,l,e})^{2}+0$ (Eq.1)
where;
• $L_{c,l,e}$ is the calculated Earth radiance for channel c of the pixel at image co-ordinate (l,e)
• $C^{E}_{c,l,e}$ is the Earth count for the pixel recorded by the sensor.
• $a_{0},a_{1},a_{2}$ are calibration parameters with $a_{T}=[a_{0},&space;a_{1},&space;a_{2}]$
Uncertainty in the calculated radiance arises in part from uncertainties in the values of the quantities on the right hand side of the equation. In general, there are also other effects that are expected to have zero mean and which contribute uncertainty in the calculated radiance; the “+ 0” is included as a reminder of this. (Note that Eq. 1 is not representative of the calculation of radiance spectra from interferometers.)
In general, the calibration parameters are determined by in-flight calibration data plus other information. Sensors are generally reasonably linear, so a2 is often small;
a1 is the ‘gain’ of the sensor. In-flight calibration systems typically have two reference points, such as a dark and bright target, to estimate changes in gain over time in flight. With two references, characterisation of non-linearity needs external information, such as pre-flight characterisation or in-flight characterisation against another sensor.
Changes in the gain and offset are to be expected as the sensor’s space environment changes and the sensor degrades. An important source of change in the space environment is any precession of the orbit plane relative to the Sun (changing local solar time) over the mission lifetime. Material properties of components of the in-flight calibration system may degrade in time. The uncertainties associated with measured radiances will therefore evolve, and the stability of measurement may not be calculable from the satellite data alone.
Typically, 3 to 10 years after launch, the sensor will fail or the platform will be decommissioned. Multi-decadal datasets are built from sensors on a series of missions. Ideally, the sensors in a series would have identical spectral response and missions would overlap by a year or more. In practice, nominally equivalent channels have significant differences in SRFs and the overlaps between missions are not fully controllable.
## Why do we need to do this?
Metrologists may be surprised that uncertainty estimates are not routinely included in L1 products under current practices in EO. A metrological approach to L1 products would include adopting the principle that every measured value in an L1 product should have associated context-specific uncertainty information (provided per datum if necessary). Although this principle (for Level 1 and higher products) and a set of associated guidance was endorsed by CEOS (Committee on Earth Observation Satellites) in 2010 as part of the Quality Assurance Framework for Earth Observation (QA4EO) , this is still in the process of adoption at all space agencies.
Uncertainty analysis in the GUM begins with modelling the measurement, i.e., linking the measurand to the input quantities from which it is derived. A generic measurement model for a L1 radiance would be:
\tag{Eq. 2} Y=f(X_{1}, X_{2},…,A)+Δ
where:
X_{1}, X_{2},…
are input quantities;
A
is the vector of calibration parameters, which are also input quantities but are usefully distinguished; and
Δ
is an input quantity introduced to represent any inadequacy of the function f to represent all phenomena that affect the measurand.
The equations, such as Eq 1 used to populate L1 products, evaluate the measurand (radiance) using estimates of the input quantities. In the GUM, the convention is for estimates to be represented with the lower-case characters corresponding to the quantities written in upper case. Eq. 1 is then seen as a particular case of the expression by which the measurand is estimated:
\tag{Eq. 3} y=f(x_{1}, x_{2},…,a)+δ
where the input estimates include the recorded sensor counts, etc. This clarifies the meaning of the ‘+0’ term previously introduced: 0 is our best estimate of
δ
which is the expectation of
Δ
(assuming we are using the best measurement model we can formulate). The uncertainty in the measured value is derived from the evaluation of the uncertainty in each input estimate (or, strictly, from the distribution of possible values of X_{i} given x_{i} ).
The uncertainty in all input estimates, including calibration parameters and δ is relevant. Evaluation of the uncertainty in y means propagation through the measurement model of these uncertainties (or, strictly, distributions).
## How do you improve the measurement function?
In order to assess and improve the measurement function, it is important to iterate the function and to incorporate harmonisation information into the process.
In general, a generic measurement model for a L1 radiance would be
\tag{Eq. 4} Y=f(X_{1}, X_{2},…,A)+Δ
where:
X_{1}, X_{2},…
are input quantities;
A
is the vector of calibration parameters and
Δ
is an input quantity introduced to represent any inadequacy of the function f to represent all phenomena that affect the measurand.
Here, the X_{i} (or the CE_{c}(l,e)) are the instantaneous input parameters – usually the Earth count signal and possibly other signals from the sensor. The calibration parameters A convert these Earth counts into the measurand – Earth radiance. They include the gain, any corrections for nonlinearity, or other corrections from the instrument characterisation (e.g. antenna pattern corrections in the microwave). These may be determined:
• Prelaunch – based on the laboratory characterisation and calibration of the instrument
• Postlaunch – from onboard calibration using either onboard sources or reflectors or vicarious methods
• In FCDR production through harmonisation
In practice a combination of these will be used. Prelaunch methods are established before the mission, postlaunch during operation and harmonisation methods use additional information from match ups with other sensors to “back correct” historical data based on new information.
Harmonisation recalibrates a sensor based on overlaps with other sensors to get a stabilised long-term record from a series of sensors. This involves redetermining new values for some of the calibration parameters. The choice of which calibration parameters to determine through harmonisation, and which to determine based on pre or post launch methods, and indeed, the choice of the form of the equation (and therefore which calibration coefficients are within it, e.g. whether to do nonlinearity with only a second or also a fourth order term) may be made iteratively – e.g. following the full process of FCDR uncertainty analysis, determining effects tables and harmonisation, it may be appropriate to repeat the process with a different form of measurement function, or with different coefficients determined from harmonisation. N.B. the process of metrological uncertainty analysis may highlight problems with the measurement function or the approach taken and lead to corrections being applied.
The FIDUCEO harmonisation approach requires consideration of the error correlation structure of the observational data. Furthermore, the different terms, having been obtained from the same observational data, are usually correlated with one another. The degree of correlation is determined during the harmonisation process. If it is extremely high it may not be meaningful to determine the two highly correlated harmonisation parameters separately and in that case the measurement equation may need reconsideration.
The FCDR measurement function typically contains calibration parameters that have been determined from a calibration process performed during the FCDR development. These calibration parameters generally represent physical attributes of the instrument (e.g. its nonlinearity, the inflight degradation of mirrors, or a stray light correction) where better calibration information is available for the post-launch situation through comparisons with a reference than is available from applying the pre-flight calibration. Such calibration parameters may be used to account for an observed systematic effect that is inherent to the instrument, for example calibration drift over time, or for empirically demonstrated systematic effects (e.g. instrument temperature sensitivity) even where the exact physical cause cannot be determined.
## Example
In the FIDUCEO project, the MVIRI sensor drifts and biases are corrected by calibrating the instrument against a small number of stable ground sites whose top-of-atmosphere (TOA) radiance had been determined using a radiative transfer model. For the other FIDUCEO sensors, the recalibration was obtained using harmonisation: where match-ups with other sensors in the series and where a reference sensor is used to determine physical-origin calibration coefficients (the harmonisation coefficients) in the measurement function. In all these cases a set of harmonisation/calibration parameters was determined by fitting a model to observational data.
## Useful documents
Merchant C. & Woolliams, E., 2017, Mathematical notation for FIDUCEO publications
http://fiduceo.pbworks.com/w/file/121751748/Notation%20FIDUCEO%20v1a.pdf
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http://eduladder.com/viewquestions/11711/The-side-of-a-square-is-70cm-Find-its-area-and-perimeter--Mathematics-cbse-std-6th-Perimeter-and-Area
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The side of a square is 70cm Find its area and perimeter Mathematics cbse std 6th Perimeter and Area
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## The side of a square is 70cm. Find its area and perimeter. -Mathematics-cbse-std 6th-Perimeter and Area
It is related to perimeter and area.
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|bino
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Side of the square=70cm
Area of the square=sidexside
=70x70
=4900 sq.cm
Perimeter of the square=4xside
=4x70
=280cm
Purnima
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JEE Main Physics Test- 7 - JEE MCQ
# JEE Main Physics Test- 7 - JEE MCQ
Test Description
## 25 Questions MCQ Test Mock Tests for JEE Main and Advanced 2025 - JEE Main Physics Test- 7
JEE Main Physics Test- 7 for JEE 2024 is part of Mock Tests for JEE Main and Advanced 2025 preparation. The JEE Main Physics Test- 7 questions and answers have been prepared according to the JEE exam syllabus.The JEE Main Physics Test- 7 MCQs are made for JEE 2024 Exam. Find important definitions, questions, notes, meanings, examples, exercises, MCQs and online tests for JEE Main Physics Test- 7 below.
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JEE Main Physics Test- 7 - Question 1
### The sun subtends an angle of half a degree at the pole of a concave mirror which has a radius of curvature of 15 metres. Then the size (disameter) of the image of the sun formed by the concave mirror is
Detailed Solution for JEE Main Physics Test- 7 - Question 1
See , in this case ,
u = ∞ , Let x be the diameter ,
using mirror formula ,
1/u + 1/v = 1/f
v = f ,
let ∆ be the angle ,
∆ = x/f
x = ∆f ,
Multiply these two u will get diameter , or u can change your angle to radian.
JEE Main Physics Test- 7 - Question 2
### A convex lens of focal length 24 cms is placed 12 cms in front of a convex mirror. It is found that when a pin is placed 36 cms in front of the lens, it coincides with its own inverted image formed by the lens and the mirror.Then the focal length of the mirror is
Detailed Solution for JEE Main Physics Test- 7 - Question 2
A convex lens of focal length 24 cm is placed 12 cm in front of a convex mirror. It is found that when a pin is placed 36 cm in front of the lens, it coincides with its own inverted image formed by the lens and the mirror. Then the focal length of the mirror is 30 cm.
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JEE Main Physics Test- 7 - Question 3
### A ray of light makes an angles of with the horizontal and strikes a plane mirror which is inclinedat an angle to the horizontal.The angle for which the reflected ray becomes vertical, is
Detailed Solution for JEE Main Physics Test- 7 - Question 3
Draw a ray-diagram,
Angle between the reflected and incident ray = 80degree (Final ray is vertical and incidence is 10 wrt horizontal)
Angle of incidence = angle of reflected ray = 40degree
Angle of reflected ray with mirror = 90degree – 40degree = 50degree
So, angle with horizontal = 90degree – 50degree = 40degree
JEE Main Physics Test- 7 - Question 4
The refractive index of a given piece of transparent quartz if greatest for
Detailed Solution for JEE Main Physics Test- 7 - Question 4
CORRECT OPTION IS (B).
JEE Main Physics Test- 7 - Question 5
If the critical angle for total internal reflection from a medium to vacuum is the velocity of light in
the medium is
Detailed Solution for JEE Main Physics Test- 7 - Question 5
We should know Snell's law
n1 sin I = n2 sin r
for critical angle the value of r becomes 90 degree
n1 / n2 = sin 90 / sin 30 = 2
also
n1/n2 = v2/v1
2 = 3 * 10^8 / velocity in medium
v= 1.5 * 10^8
JEE Main Physics Test- 7 - Question 6
Two immiscible liquids are in a cylindrical vessel of depths of 8.4 cm and 7.8 cm, their refractive indices being 1.2 and 1.3 respectively. An object O at the bottom isseen from vertically
above the liquids. The upward displacement in cm in its apparant position is
JEE Main Physics Test- 7 - Question 7
X is a small angled prism of angle made of a material of refractive index 1.5. A ray of light is made incident as shown in figure. M is a plane mirror.The angle of deviation for the ray reflected from the mirror. M with respect to incident ray is
JEE Main Physics Test- 7 - Question 8
The face AC of a prism ABC of refracting angle is silvered. A ray is incident on face AB at an angle of as shown in figure. The refracted ray undergoes reflection on face AC and retraces its path. The refractive index of the prisms is
Detailed Solution for JEE Main Physics Test- 7 - Question 8
Use triangle property180 - (90 + 30 ) = 60r = (90 - 60) = 30sin i/sin r = Refractive Index (R I)R I = sin 45/sin 30 = √2
JEE Main Physics Test- 7 - Question 9
If half the body of a lens is covered with black paper the image produced by the lens will
JEE Main Physics Test- 7 - Question 10
The distance between the object and the screen is D (greater than 4 times the focal length of a convex lens). Real images of the object are obtained on the screen for two positions of the lens that are separated by distance d apart. The ratio of size of the images in the two positions of the lens are
JEE Main Physics Test- 7 - Question 11
An object 20 cm high produces using a lens a real image of 80cm.When an object is shifted by 5 cm a real image 40 cm high is produced.The power of the lens is
JEE Main Physics Test- 7 - Question 12
When the object is at a distance x1 and x2, a real and a virtual image of the same size are formed
respectively. The focal length of the convex lens is
JEE Main Physics Test- 7 - Question 13
An isotropic source of 2 candela produces a light flux equal to
JEE Main Physics Test- 7 - Question 14
A lamp is hanging at a height 40 cm from the center of a table. If its height is increased by 10 cm, the illuminance on the table will decrease by
JEE Main Physics Test- 7 - Question 15
The intensity of light at a distance r from the axis of a long cylindrical source is proportional to
JEE Main Physics Test- 7 - Question 16
Rainbows are produced when sunlight
JEE Main Physics Test- 7 - Question 17
The magnifying power of telescope can be increased by
JEE Main Physics Test- 7 - Question 18
A movie projector projects an image of length 3.5 m of a 35 mm. movie film on a screen. Neglecting
absorption of light by the film and the air, the ratio of the illumination on the screen is
JEE Main Physics Test- 7 - Question 19
The focal length of a simple convex lens used as a magnifier is 10 cm. For the image to be formed at a distance of distinct vision (D = 25 cm), the object
must be placed away from the lens at a distance of
Detailed Solution for JEE Main Physics Test- 7 - Question 19
JEE Main Physics Test- 7 - Question 20
A person can see objects only at distance greater than 40 cm. He is advised to use lens of power
Detailed Solution for JEE Main Physics Test- 7 - Question 20
*Answer can only contain numeric values
JEE Main Physics Test- 7 - Question 21
A compound microscope has an eyepiece of focal length 10 cm and an objective of focal length 4 cm. Calculate the magnification, if an object is kept at a distance of 5 cm from the objective so that final image is formed at the least distance of distinct vision (20 cm) :-
*Answer can only contain numeric values
JEE Main Physics Test- 7 - Question 22
An object is placed on the axis of a convex lens. Its image is formed 80 cm from the object. The magnification is 3. The focal length of the lens (in cm) is:-
*Answer can only contain numeric values
JEE Main Physics Test- 7 - Question 23
A linear aperture whose width is 0.02 cm is placed immediately in front of a lens of focal length 60 cm. The aperture is illuminated normally by a parallel beam of wavelength 5 × 10–5 cm. The distance of the first dark band of the diffraction pattern from the centre of the screen is :-
Detailed Solution for JEE Main Physics Test- 7 - Question 23
f = D = 60 cm
For first minima,
*Answer can only contain numeric values
JEE Main Physics Test- 7 - Question 24
Young's double slit experment is first performed in air and then in a medium other than air. It is found that 8th bright fringe in the medium lies where 5th dark fringe lies in air. The refractive index of the medium is nearly :-
Detailed Solution for JEE Main Physics Test- 7 - Question 24
*Answer can only contain numeric values
JEE Main Physics Test- 7 - Question 25
Find the ratio of refractive index of transmitted medium with that of incident medium when the Brewster angle is 60 degree.
Detailed Solution for JEE Main Physics Test- 7 - Question 25
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## how to plot these equations ...
Asked by:
i want to plot this equations for P and t for t= 0 t0 600 seconds..can u provide me how?
time-dependent_aerodynamic_pressure.mw
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## How to split a square Matrix...
Asked by:
Hi!
I hope everyone is fine. I have a square matrix like the following form
A := Matrix([[10, -1, 2, 0], [-1, 11, -1, 3], [2, -1, 10, -1], [0, 3, -1, 8]]);
How to split A into three matrices D, L and U as:
D:= Matrix([[10, 0, 0, 0], [0, 11, 0, 0], [0, 0, 10, 0], [0, 0, 0, 8]]);
L := Matrix([[0, 0, 0, 0], [-1, 0, 0, 0], [2, -1, 0, 0], [0, 3, -1, 0]]);
U := Matrix([[0, -1, 2, 0], [0, 0, -1, 3], [0, 0, 0, -1], [0, 0, 0, 0]]);
I am waiting for your positive response. Please take care
## Need to Solve Nonlinear ODE...
Asked by:
Hello Everyone;
I need to solve the following nonlinear ODE
C*diff(y(x), x) + (-B0*y(x)^3 - B1*y(x)^2 - B2*y(x) - B3) = 0, y(0)=B4
where B0,B1,B2,B3 and B4 are constants. I am trying in Maple 2021, but receiving solution in the form of integral. Is that any other ways that I will be able exact solution. Maple sheet is atatched. I am waiting for your kind respose.
Thanks
Question1.mw
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Methods for first order ODEs:
--- Trying classification methods ---
trying a quadrature
trying 1st order linear
trying Bernoulli
trying separable
<- separable successful
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Methods for first order ODEs:
--- Trying classification methods ---
trying a quadrature
trying 1st order linear
trying Bernoulli
trying separable
<- separable successful
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Download Question1.mw
## How do I create a product of list elements...
Asked by:
Hello,
I want to create an product expression from all list elements,
e.g.
expr := createproduct([a,b,c,d,1]);
expr:= a*b*c*d
Context; I'd like to apply a function on all factos of a polynomial. I can easily map(fun,factors(apolynomial)) which will output a list. However I do not know how to get back.
Thanks for your comments!
## i can't log on to my maplesoft account...
Asked by:
When i try to log on to my maplesoft acount on Maple 2023 i get a messeage saying "Sign in Error: Please check your credentials and try again." i have done this multiple time double checked my password and everything, but it won't let me log on... what do i do?
## Phasors doesn't recognize phasors?...
Asked by:
Hi @Acer, and of course also hi to the whole mapleprimes comunnity.
I have a problem with the Phasors module. Very often I have to use the in calculations involving phasors. Sometimes it might make sense, since one of the involved variables are not defined as a phasor.
May I suggest that you upgrade the phasors module to a package Acer? I'd be honored to help in the testing.
Besides I have the same experience as mentioned in this question (bear over with me it's years since already): Maple 2020 Sheet now opening in 2021, 2022, and 2023 results in errors.
attached some examples:
Eksempel_8.2.mw
Example_12.3.mw
Eksempel_14.5.mw
Opgave_4_-_SHS_-_RA_ref-UL1.mw
Opgave_4_-_SHS_-_RA_ref-UL1_using_context_menu.mw
## why 'solve' can not obtain results...
Asked by:
Hi everyone.
Could you please help me to obtain the results by 'solve'?
Is there any way such as numerical methods in this regard?
Fung.mws
## Why can't I see the VA and var units...
Asked by:
Hi,
I'm just working on som electricity tasks and have to calculate thre phase power in alternating current systems. I use the SI system and have checked that with UsingSystem() -> SI and GetUnits() -> voltampere[power], voltampere_reactive[power] among others, so everything should be alright, but why can't I then choose theese units from neither the Units Palette, the Context Panel or right click menu option Convert Output Units?
convert(expr, units, var) and convert(expr, units, VA) works but my students and colleagues won't be satisfied with that.
Thank you for any help.
## remove frames arround legend in graph ...
Asked by:
Is there a way to delete frames arround the legend in a plot?
## Distribute Hermitian Transpose...
Asked by:
Hi,
I'm trying to figure out how to get the HermitianTranpose vector to distribute over a sum of vectors. Maple seems to want to ignore the linearity of the conjugate operation.
See the example code attached.
Thanks.
(1)
(2)
(3)
Download DistributeHermitian.mw
## Copying this continued fraction in Word?...
Asked by:
Hi,
Just to inform me about the technical possibility of copying this continued fraction in Word?
Thanks
ContFrac.mw
## Maple 2020 Sheet now opening in 2021, 2022, and 20...
Asked by:
I have a calculation sheet that used to work in Maple 2020 and earlier, but with an upgrade to versions 2021 to 2023 the same errors are appearing. The sheet still functions fine in 2020 but unknown why these errors appear when using 2021 thru 2023.
Does anyone know what might have changed with the later versions to result in these types of errors?
## How do I vary the action that I write in attachmen...
Asked by:
Hi . My question is about writing a gravity equation, which I explained comprehensively I explain in the PDF linked below, and I need the code for this equation in Maple.
My_Question2.pdf
## How to write the equation of the planes tangent to...
Asked by:
list:= [[-12, 3, 5], [-11, -2, 5], [-11, -1, 2], [-11, -1, 8], [-11, 0,
1], [-11, 0, 9], [-11, 3, 0], [-11, 3, 10], [-11, 6, 1], [-11, 6,
9], [-11, 7, 2], [-11, 7, 8], [-11, 8, 5], [-4, -9, 5], [-4,
3, -7], [-4, 3, 17], [-4, 15, 5], [-3, -9, 2], [-3, -9, 8], [-3,
0, -7], [-3, 0, 17], [-3, 6, -7], [-3, 6, 17], [-3, 15, 2], [-3, 15,
8], [-2, -9, 1], [-2, -9, 9], [-2, -1, -7], [-2, -1, 17], [-2,
7, -7], [-2, 7, 17], [-2, 15, 1], [-2, 15, 9], [1, -10, 5], [1, -9,
0], [1, -9, 10], [1, -2, -7], [1, -2, 17], [1, 3, -8], [1, 3,
18], [1, 8, -7], [1, 8, 17], [1, 15, 0], [1, 15, 10], [1, 16,
5], [4, -9, 1], [4, -9, 9], [4, -1, -7], [4, -1, 17], [4,
7, -7], [4, 7, 17], [4, 15, 1], [4, 15, 9], [5, -9, 2], [5, -9,
8], [5, 0, -7], [5, 0, 17], [5, 6, -7], [5, 6, 17], [5, 15, 2], [5,
15, 8], [6, -9, 5], [6, 3, -7], [6, 3, 17], [6, 15, 5], [13, -2,
5], [13, -1, 2], [13, -1, 8], [13, 0, 1], [13, 0, 9], [13, 3,
0], [13, 3, 10], [13, 6, 1], [13, 6, 9], [13, 7, 2], [13, 7,
8], [13, 8, 5], [14, 3, 5]];
These points are lies on the sphere (x - 1)^2 + (y - 3)^2 + (z - 5)^2 = 13^2. How to write the equation of the planes tangent to the sphere at the points in the list? This is some equations.
I tried
restart;
with(geom3d);
L := [[-12, 3, 5], [-11, -2, 5], [-11, -1, 2], [-11, -1, 8], [-11, 0, 1], [-11, 0, 9], [-11, 3, 0], [-11, 3, 10], [-11, 6, 1], [-11, 6, 9], [-11, 7, 2], [-11, 7, 8], [-11, 8, 5], [-4, -9, 5], [-4, 3, -7], [-4, 3, 17], [-4, 15, 5], [-3, -9, 2], [-3, -9, 8], [-3, 0, -7], [-3, 0, 17], [-3, 6, -7], [-3, 6, 17], [-3, 15, 2], [-3, 15, 8], [-2, -9, 1], [-2, -9, 9], [-2, -1, -7], [-2, -1, 17], [-2, 7, -7], [-2, 7, 17], [-2, 15, 1], [-2, 15, 9], [1, -10, 5], [1, -9, 0], [1, -9, 10], [1, -2, -7], [1, -2, 17], [1, 3, -8], [1, 3, 18], [1, 8, -7], [1, 8, 17], [1, 15, 0], [1, 15, 10], [1, 16, 5], [4, -9, 1], [4, -9, 9], [4, -1, -7], [4, -1, 17], [4, 7, -7], [4, 7, 17], [4, 15, 1], [4, 15, 9], [5, -9, 2], [5, -9, 8], [5, 0, -7], [5, 0, 17], [5, 6, -7], [5, 6, 17], [5, 15, 2], [5, 15, 8], [6, -9, 5], [6, 3, -7], [6, 3, 17], [6, 15, 5], [13, -2, 5], [13, -1, 2], [13, -1, 8], [13, 0, 1], [13, 0, 9], [13, 3, 0], [13, 3, 10], [13, 6, 1], [13, 6, 9], [13, 7, 2], [13, 7, 8], [13, 8, 5], [14, 3, 5]];
eqS := Equation(sphere(S, (x - 1)^2 + (y - 3)^2 + (z - 5)^2 - 169 = 0, [x, y, z], 'centername' = T));
k := [seq](sort(Equation(TangentPlane(P, S, point(A, pt[])), [x, y, z])), pt in L);
seq([L[i], k[i]], i = 1 .. nops(L));
I get
With each equation has the form a*x + b*y + c*x + d=0, how can I get in the form igcd(a,b,c,d) = 1 and a >0. If a = 0, then b>0; If b = 0, then c>0.
PS. I use this expr := sort(primpart(3*x + 6*y + 12));
expr*signum(lcoeff(expr)) = 0;
But I do not know use it in the seq k
## System of two equations and evaluate...
Asked by:
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> WhyNot3 := proc (alpha, delta) if not [alpha, delta]::(list(numeric)) then return ('procname')(args) end if; FirmModelHmax(alpha, .2, delta)[3] end proc: pltHmax1 := plot( [seq(WhyNot3(alpha, delta),delta=0.1..0.5,0.2)] , alpha=0..2/(2 + 0.2*(1 - sqrt((c - s)/(v - s)))) , linestyle=[dot,dashdot,dash] , legend=[seq('delta'=delta,delta=0.1..0.5,0.2)] , legendstyle=[location=left] , labels=["alpha","Firm profit"] , labeldirections =["horizontal", "vertical"] , legendstyle=[location=bottom] ): display(pltHmax1)
>
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# If A and B are matrices of the same order,
Question:
If $A$ and $B$ are matrices of the same order, then $A B^{T}-B A^{T}$ is a
(a) skew-symmetric matrix
(b) : matrix
(c) unit matrix
(d) symmetric matrix
Solution:
$\left(A B^{T}-B A^{T}\right)^{T}=\left(A B^{T}\right)^{T}-\left(B A^{T}\right)^{T}$
$=B A^{T}-A B^{T}$
$=-\left(A B^{T}-B A^{T}\right)$
Therefore, $A B^{T}-B A^{\top}$ is a skew-symmetric matrix.
Hence, the correct option is (a).
Disclaimer: There is a misprint in the question. It should be $B A^{\top}$ instead of $B^{\top} A$.
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## Profit
When an object is sold for more money than it was bought for,
the difference is called profit.
Example
John bought a CD for £12 and sold it for £15.
What was his profit ?
## Loss
When an object is sold for less money than it was bought for,
the difference is called loss.
This is really a negative profit.
Example
John bought a CD for £12 and sold it for £10.
Did he make a profit ?
## Percentage profit / loss
This is the profit or loss expressed as a percentage of the original price
Example
John bought a CD for £12 and sold it for £15.
What was his profit as a percentage of the price he paid for it?
## Back / reverse Percentage
Example
A television set is sold for £150, including VAT at 17.5%.
Find the cost of the TV without VAT.
## VAT
Examples
With calculator
A scooter is advertised at £350.
What is the total cost of the scooter including VAT ?
Without calculator
A washing machine is advertised at £350, ex Vat.
What is the total cost of the washing machine including VAT ?
## Appreciation
When an object appreciates, it increases in value.
Example
Glenfox Lodge was valued at £165,000 on 30th April 2001.
If appreciation is 4% per annum, what is the value of Glenfox Lodge on 30th April 2003?
## Depreciation
When an object depreciates, it decreases in value.
Example
A car was bought for £ 10,000 in 1998. Each year, it depreciated in value by 20%.
What was the car worth 4 years later?
Since the rate of depreciation has remained constantat 20%,
this could also be done using CRy
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# Can someone help me....? Thanks Tracking Changes Compare Protect Comments u C つ bits tht Hy...
###### Question:
Can someone help me....? Thanks
Tracking Changes Compare Protect Comments u C つ bits tht Hy mak
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##### Find $T(\mathbf{v})$ by using (a) the standard matrix and (b) the matrix relative to $B$ and $B^{\prime}$. $\begin{array}{l} T: R^{3} \rightarrow R^{3}, T(x, y, z)=(x+y+z, 2 z-x, 2 y-z) \\ \mathbf{v}=(4,-5,10) \\ B=\{(2,0,1),(0,2,1),(1,2,1)\} \\ B^{\prime}=\{(1,1,1),(1,1,0),(0,1,1)\} \end{array}$
Find $T(\mathbf{v})$ by using (a) the standard matrix and (b) the matrix relative to $B$ and $B^{\prime}$. $\begin{array}{l} T: R^{3} \rightarrow R^{3}, T(x, y, z)=(x+y+z, 2 z-x, 2 y-z) \\ \mathbf{v}=(4,-5,10) \\ B=\{(2,0,1),(0,2,1),(1,2,1)\} \\ B^{\prime}=\{(1,1,1),(1,1,0),(0,1,1)\} \end{array}$...
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# In the ABC triangle, the angle C is 135 degrees, AC = 6 cm, the BO height is 2 dm. Find the ABD triangle.
It is known from the condition that in triangle ABC the angle is C = 135 °, AC = 6 cm, and the height of the ВO is 2 dm. We need to find the area of the triangle ABD.
Let’s start by finding the degree measure of angle B.
Angle С = 135 ° (according to the condition). Angle adjacent to angle C in triangle BCD = 45 ° (180 ° – 135 ° = 45 °).
Angle D – straight (90 °). We conclude that the second angle in this triangle is also 45 °, that is, the triangle is isosceles.
Therefore, BD = CD = 2.
It turns out AD = 6 + 2 = 8.
BD = 2AD, by the Pythagorean theorem = 2√17.
Area of triangle ABD:
S = 8 * 2 * 1/2 = 8 sq. units.
One of the components of a person's success in our time is receiving modern high-quality education, mastering the knowledge, skills and abilities necessary for life in society. A person today needs to study almost all his life, mastering everything new and new, acquiring the necessary professional qualities.
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# What the heck is a bifurcation?
A while back, Bruce Skarin asked for an explanation of the bifurcations in a nuclear core model. I can’t explain that model well enough to be meaningful, but I thought it might be useful to explain the concept of bifurcations more generally.
A bifurcation is a change in the structure of a model that brings about a qualitative change in behavior. Qualitative doesn’t just mean big; it means different. So, a change in interest rates that bankrupts a country in a week instead of a century is not a bifurcation, because the behavior is exponential growth either way. A qualitative change in behavior is what we often talk about in system dynamics as a change in behavior mode, e.g. a change from exponential decay to oscillation.
This is closely related to differences in topology. In topology, the earth and a marble are qualitatively the same, because they’re both spheres. Scale doesn’t matter. A rugby ball and a basketball are also topologically the same, because you can deform one into the other without tearing.
On the other hand, you can’t deform a ball into a donut, because there’s no way to get the hole. So, a bifurcation on a ball is akin to pinching it until the sides meet, tearing out the middle, and stitching together the resulting edges. That’s qualitative.
Just as we can distinguish a ball from a donut from a pretzel by the arrangement of holes, we can recognize bifurcations by their effect on the arrangement of fixed points or other invariant sets in the state space of a system. Fixed points are just locations in state space at which the behavior of a system maps a point to itself – that is, they’re equilbria. More generally, an invariant set might be a an orbit (a limit cycle in two dimensions) or a chaotic attractor (in three).
A lot of parameter changes in a system will just move the fixed points around a bit, or deform them, without changing their number, type or relationship to each other. This changes the quantitative outcome, possibly by a lot, but it doesn’t change the qualitative behavior mode.
In a bifurcation, the population of fixed points and invariant sets actually changes. Fixed points can split into multiple points, change in stability, collide and annihilate one another, spawn orbits, and so on. Of course, for many of these things to exist or coexist, the system has to be nonlinear.
My favorite example is the supercritical pitchfork bifurcation. As a bifurcation parameter varies, a single stable fixed point (the handle of the pitchfork) abruptly splits into three (the tines): a pair of stable points, with an unstable point in the middle. This creates a tipping point: around the unstable fixed point, small changes in initial conditions cause the system to shoot off to one or the other stable fixed points.
Similarly, a Hopf bifurcation emerges when a fixed point changes in stability and a periodic orbit emerges around it. Periodic orbits often experience period doubling, in which the system takes two orbits to return to its initial state, and repeated period doubling is a route to chaos.
I’ve posted some model illustrating these and others here.
A bifurcation typically arises from a parameter change. You’ll often see diagrams that illustrate behavior or the location of fixed points with respect to some bifurcation parameter, which is just a model constant that’s varied over some range to reveal the qualitative changes. Some bifurcations need multiple coordinated changes to occur.
Of course, a constant parameter in one conception of a model might be an endogenous state in another – on a longer time horizon, for example. You can also think of a structure change (adding a feedback loop) as a parameter change, where the parameter is 0 (loop is off) or 1 (loop is on).
Bifurcations provide one intuitive explanation for the old SD contention that structure is more important than parameters. The structure of a system will often have a more significant effect on the kinds of fixed points or sets that can exist than the details of the parameters. (Of course, this is tricky, because it’s true, except when it’s not. Sensitive parameters may exist, and in nonlinear systems, hard-to-find sensitive combinations may exist. Also, sensitivity may exist for reasons other than bifurcation.)
Why does this matter? For decision makers, it’s important because it’s easy to get comfortable with stable operation of a system in one regime, and then to be surprised when the rules suddenly change in response to some unnoticed or unmanaged change of state or parameters. For the nuclear reactor operator, stability is paramount, and it would be more than a little disturbing for limit cycles to emerge following a Hopf bifurcation induced by some change in operating parameters.
More on this later.
## 2 thoughts on “What the heck is a bifurcation?”
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# Tagged Questions
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# Fanning Friction Factor
1. Feb 11, 2014
### Maylis
Hello,
I was wondering if when calculating the fanning friction factor, do english units need to be used?
The equation for the head friction is
h_f = 4f(L/D)V^2/2
where L is the length, D is the diameter of the pipe, and f is the fanning friction factor. This ends up having units of length squared/time squared, but I think it should be power/mass
2. Feb 11, 2014
### SteamKing
Staff Emeritus
3. Feb 11, 2014
### Maylis
Is the g included whether you use english units or not? I get confused when I need to divide by g or not these days since we keep going back and forth with english and SI units
4. Feb 11, 2014
### SteamKing
Staff Emeritus
Yes, the g is always there, even in SI or furlongs per fortnight units. Do a dimensional analysis and confirm.
5. Feb 11, 2014
### Maylis
You can see why I was confused, this is directly and repeatedly on the lecture slides
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# TLV2462A-Q1: Low Level Output Voltage @ Low Output Current
Part Number: TLV2462A-Q1
Hi there,
ive got a question regarding the low level output voltage of this opamp (TLV2462A-Q1).
in the datasheet the low level output voltage over output current is written for higher current than in my application.
so the precise question is: how high is the low level output voltage @ 500uA
• Hi Kevin,
as the curves start from the zero point (origin) of the diagram, a linear interpolation can help to find an estimation of the low level output voltage at 500µA:
0.5V / 30mA = x / 500µA
-> x = 8.3mV.
Also, as the diagram only shows the typical behaviour, it's wise to take into account some manufacturing tolerances.
You can verify this result by a simple measurement. And by checking a handful of chips you can get an estimate about the statistical spreading of low level output voltage due to manufacturing tolerences.
Kai
• Kevin,
Kai covered typical from chart. I'll cover worst case from EC table in section 6.10 of data sheet.
Over full range of temperature, VOL is 0.2V and IOL of 2.5mA (worst case will be 125C)
VOL / IOL = ROUT = 80 ohms. 0.5mA * 80 ohms is 40 mV
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# Adult Numeracy, Functional Maths, and GCSE Resources
Displaying 31 - 40 of 793 resources:
## Time revision L1-2
Level 2 Time revision. A PPT that takes E3-L2 learners step by step through an Edexcel L2 2017 exam question about a diving competition.
The exam question is broken down into three separate tasks, each with extra extension questions.
In addition each task has a suggested time limit which encourages learners to manage their own time in exams. Can also be printed as a worksheet: select slides 4-9 and print 1 slide per page in landscape, fit-to-page mode.
Editor's note
Level
E3
L1
L2
Maths
FM Complex multi-step problem(s)
FM E3.12 Read, measure and record time using am and pm
FM L1.20 Convert between units of length, weight, capacity, money and time, in the same system
AN MSS1/E3.3
AN MSS1/L1.3
## Maths Multiplication Targets
This is an adaptation of the excellent http://www.math-aids.com/Multiplication/Times_Tables_Target_Circles.html where learners have to do division and multiplication to complete a ‘target’. The advantage with this file is that it works offline, so you can print table activities, starters or extension activities ready for the class.
Level
E2
E3
L1
Maths
FM Context free underpinning
FM E2.6 Multiply whole numbers in the range 0x0 to 12x12 (times tables)
FM E2.8 Divide two-digit whole numbers by single-digit whole numbers and express remainders
FM E3.4 Multiply two-digit whole numbers by single and double digit whole numbers
FM L1.4 Use multiplication facts and make connections with division facts
## Magic Formulas
This is a handout for Functional Skills L1/L2 which talks about formulas, substitution and BODMAS (BIDMAS).
“Editor’s note*
It includes worked examples from past papers and useful tips and hints. Fully mapped to L2 FM and GCSE Maths 1-5
Level
L2
GCSE L1-5
Maths
FM Contextualised underpinning
FM L1.7 Follow the order of precedence of operators
FM L2.3 Evaluate expressions and make substitutions in given formulae in words and symbols
L2.12 Follow the order of precedence of operators, including indices
GCSE A1 (Algebraic notation)
GCSE A2 (Substitution)
GCSE A3 (Algebraic concepts & vocabulary)
GCSE A4 (Simplify & manipulate algebraic expressions)
GCSE A5 (Use & rearrange formulae)
AN N1/L2.4
General
Exam tips and help
## Fraction Decimal Percentage Ratio - visual templates
Simple yet very useful and effective templates for depicting and/or visualising fractions, decimals, percentages and ratios.
Level
L2
L1
Maths
N2/E3.2
Functional Maths - numbers and the number system
## Independent events - L2 Probability
Straightforward probability questions for L2 Functional Maths (dice, playing cards, socks, pens, etc.). Includes useful practice with simplifying fractions.
Plus an interesting extension question.
Level
L2
GCSE L1-5
Maths
FM L2.27 Express probabilities as fractions, decimals and percentages
GCSE P3 (language of probability, 0-1 scale)
GCSE P4 (collectively exhaustive / mutually exclusive outcomes)
AN HD2/L1.1
AN HD2/L1.2
## Perimeter and area bingo
Fun bingo game where learners practise measuring and drawing a grid – in addition to calculating areas and perimeters of simple shapes.
First one to a get line (or a full house) wins!
Editor’s note
Lovely idea that could easily be adapted for other topics.
Level
L1
Maths
MSS1/L1.9
MSS1/L1.8
MSS2/E3.2
Functional Maths - measures, shape & space
## Fatal Affraction
This is a set of worksheets in a MS Excel workbook that deals with fractions.
- Sheet one: a set of pictures (pie charts) that shows fractions from halves to tenths
- Sheet two: equivalent fractions with two pie charts, learners can input fractions and see if they are equivalent by looking at the shape of the pie charts
- Sheet three: starting to look at fractions being equivalent to decimals with two pie charts one for fractions and one for decimals
Level
GCSE L1-5
L2
L1
Maths
N2/L2.3
N2/L2.1
GCSE N10
Functional Maths - numbers and the number system
ICT
Using ICT
## New Year 2018
A reading comprehension based on the BBC news website with related writing activities, one at E3 (informal letter) and one at L1-L2 (email).
Editor’s note
There is also some maths thrown in for good measure! A great resource for the start of (spring) term.
Level
L2
L1
E3
English
Functional English - writing
Maths
General numeracy / maths
Context
Voluntary & Charity
News, Politics & Government items
## Bringing fractions, decimals, percentages & ratios together
Some real world scenarios given a twist to incorporate fractions, decimals, percentages & ratios.
By the end of the worksheet, students will have a better understanding of when they would use each format in the real world and have developed their critical analysis skills.
Level
L2
L1
Maths
N2/L1.11
AN N1/L2.3
AN N1/L1.7
Functional Maths - numbers and the number system
Functional Maths - measures, shape & space
Context
Animal care, farming & equine
## Calculating with analogue time
A series of questions that asks the learner to read a start time in words, draw this time on an analogue clock face then calculate a second time from a question and draw this on a second clock face.
I am using this with an E2 learner who wants to improve her time telling skills and it has presented a good challenge for her.
Level
L1
E3
E2
Maths
AN MSS1/L1.3
MSS1/L1.2
AN MSS1/E3.3
MSS1/E2.4
Functional Maths - measures, shape & space
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Pick a Course
## What to prepare in Heat Transfer for GATE ME 2017 || Exam Preparation Simplified
Hello Aspirants!
This article is designed specifically for aspirants of GATE ME 2017. Based on our experts’ analysis of the previous GATE papers, we have devised this article which will highlight the important sub-topics of Heat Transfer which the aspirants must focus on to excel in their preparation.Also questions from GATE has been discussed.
Free All India Test Equipped with Artificial Intelligence
Start Test
## Important Topics in Heat Transfer for GATE 2017
• Generally, 5-10 marks are allotted to this section.
• You should thoroughly study the topics like Conduction, Convection and Radiation.
• In Radiation, you must focus on topics like shape factor and heat exchange between non- black bodies
• Problems on Conduction and Critical thickness are frequently covered in the exam. You must thoroughly prepare them
• You must thoroughly prepare topics like Unsteady Conduction (Lumped Heat Analysis) as this is very important from the examination perspective.
• You must prepare Problems in Heat Exchangers like LMTD and NTU.
• Numbers in convection like Pr No, Gr No, Re No, etc carry maximum weight age from GATE perspective
• You must possess brief knowledge of other topics like Efficiency Calculation, Biot Number, Prandtl Number, Heat transfer through slabs, shells, cylinders and condensers, etc.
## Solved Examples of Heat Transfer from GATE
Question : An amount of 100 kW of heat is transferred through a wall in steady state. One side of the
wall is maintained at 127OC and the other side at 27OC. The entropy generated (in W/K) due
to the heat transfer through the wall is _______
Solution : ∆S1 = Q/T1
∆S2 = Q/T2
(∆S)generated = ∆S1 + ∆S2
= Q/400 - Q/300
= (100 x 103/100) (1/4 – 1/3)
= 103 X – 0.0833
= - 83.33 W/K
Entropy Generated = 83.33 W/K
Free All India Test Equipped with Artificial Intelligence
Start Test
Question : A double-pipe counter-flow heat exchanger transfers heat between two water streams. Tube side water at 19 liter/s is heated from 10OC to 38OC. Shell side water at 25 liter/s is entering at 46OC. Assume constant properties of water, density is 1000 kg/m and specific heat is 4186 J/kg K. The LMTD (in OC) is ________
Explanation :
Given mh = 25 L/S, Th,i = 46º C, Th,o = ?
mc = 25 L/S, Tc,i = 10º C , Tc,o = 38º C
Density = 1000 Kg/m3, C= 4186 J/Kg.K
Energy Balance
mc C (Tc,o – Tc,i) = mn C (Th,i – Th,o)
19 (38-10) = 25 (46 – Th,o)
Th,o = 24.72º C
LMTD = ϴ1 - ϴ2 /ln ϴ12
Tc,o
ϴ1 = 46 – 38 = 8º C
ϴ2 = 24.72 – 10 = 14.72º C
LMTD = 8 – 14.72 /ln(8/14.72)
= 11.0206º C
What aspirants need is the right approach along with concrete strategies to reach their goals. GATE GUARANTEE PACK has been the choice of successful GATE toppers all over India.
It is the perfect online tool to check your level of preparedness among st students preparing all over the country where you study under guidance of mentors.
Best Wishes !!
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Inelastic Collisions Video Lessons
Example
# Problem: An iron block with mass mB slides down a frictionless hill of height H. At the base of the hill, it collides with and sticks to a magnet with mass mM.Now assume that the two masses continue to move at the speed v from Part A until they encounter a rough surface. The coefficient of friction is μ. If the blocks come to rest after a distance s, which of the following equations would you use to find s?
###### FREE Expert Solution
Take the speed of the block at the base of the hill to be v.
89% (76 ratings)
###### Problem Details
An iron block with mass mB slides down a frictionless hill of height H. At the base of the hill, it collides with and sticks to a magnet with mass mM.
Now assume that the two masses continue to move at the speed v from Part A until they encounter a rough surface. The coefficient of friction is μ. If the blocks come to rest after a distance s, which of the following equations would you use to find s?
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# Using a global vertex cache and still take advantage of glRotate?
I have a simple Android OpenGL-ES app, and as all the models are very simple (<10 vertices!) I have implemented a global "world" class that tracks all the vertices, and performs a single pair of GL commands on the frame rendering.
Each model object adds it's vertices to the global buffers, and these these are 'sent' to GL in one operation:
``````gl.glVertexBuffer(...);
gl.glDrawElements(...);
``````
My question (perhaps an obvious answer, but I want to be sure) is, does this mean I have to do all my own rotations manually?
My base objects just define a bunch of vertices that get added to the cache, for example a triangle, a square, a pentagram, etc. My World object then takes the big array of vertices, and dumps them out to GL. If I want to rotate all those, am I correct in thinking I have to perform my own vertex coordinate manipulations (trigonometry!)?
I guess it's not the end of the world to have to create some utility functions to rotate all the vertices in my models, but I'd rather not if it's not necessary.
-
I don't know about openGL but that sounds like a job for some good ol' matrix multiplication! Fun! – schwiz Sep 15 '10 at 17:05
glVertexBuffer doesn't exists, you mean glVertexPointer maybe? – Matias Valdenegro Sep 15 '10 at 18:44
Yes, unfortunately that is the price to pay for performing a single draw callfor multiple models. The calculations are really quite simple, if you use the standard Scale-Rotate-Translate order. For every vertex:
• Determine the distance to the center: `Xrel = X-Xcenter` and `Yrel = Y-Ycenter`
• Multiply that by the scale for x and y. `Xscaled = scalex*Xrel` and `Yscaled = scalex*Yrel`.
• Determine the new positions relative to the center after rotation: `Xrot = Xscaled*cos(d)-Yscaled*sin(d)` and `Ynew = Xscaled*sin(d)+Yscaled*cos(d)`.
• Move the vertices with the translation: `Xnew = Xrot + translatex` and `Ynew = Yrot+translatey`.
Easy! Cheers, Aert.
-
Thanks, it shouldn't be too difficult - it's fairly simple geometry. :) – Cylindric Sep 16 '10 at 16:16
No, using glRotate will work fine with vertex arrays.
-
I think he wants to know whether he can control the rotation of parts of that array (the individual models) with glrotatef. – Aert Sep 15 '10 at 22:56
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• Brainly User
2014-08-29T00:39:07-04:00
30/2*3 - 3(-2)²/(-5) - 1²
Broken into parts:
30/2*3 = 15*3 = 45
3(-2)²/(-5) = 3*4/-5 = 12/-5 = -2.4
1² = 1
Assembled all together:
45 - (-2.4) - 1
45 + 2.4 - 1
45 + 1.4
46.4
• eah
• Ambitious
2014-08-29T02:40:14-04:00
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If you’ve ever before watched a armed forces movie or play a military-based video clip game, friend may have actually heard the ax “klick/click” before. The hatchet is supplied to describe distance, yet exactly how long is a click exactly? A click is actually just one more word for a kilometre or 1000 m.
You are watching: One click equals how many miles
## What Is A Kilometer?
A kilometre is a unit of measure for size and part of the metric device of measurement. One kilometre is same to 1000 m. Most of the human being uses kilometers to monitor distances in between places, with significant exceptions being the unified States and also parts that the joined Kingdom.
The most typical units of size measurement in the metric device are millimeters, centimeters, decimeters, and also kilometers. 1000 mm make up a meter, if 100 cm is necessary to do a meter. Ten decimeters make a meter and also 1000 meters do a kilometer.
“The shortest distance between two point out is a directly line.” — Archimedes
The meter was developed in France in the so late 1700s. The French national Convention asserted the meter to it is in the primary system that measurement in ~ the French Republic in august 1973. Currently there was additionally the myriametre, which had 10,000 m. The meter would go on come be embraced by other nations in the decades to follow, through the netherlands adopting the kilometre in 1817. 1935 observed the worldwide Committee for Weights and Measurements mandate that the kilometre was the official unit of use for dimensions in thousands of kilometers, retiring use of the myriameter.
Map the the Falkland islands with ranges in kilometers. Photo: through Eric Gaba (Sting – fr:Sting) – Own job-related ;Topographic map : NASA spaceship Radar Topography Mission (SRTM3 v.2) (public domain) edited through dlgv32 Pro/Global Mapper and also vectorized with Inkscape ; UTM forecast ; WGS84 datum ; shaded relief (composite picture of N-W, W and N lightning positions) ;Approximate range of topographic data and shore / lakes borders : 1:705,000 ; the the bathymetry : 1:3.720.000Bathymetry : USGov public domain data detailed by the Demis add-on for civilization Wind (see the approval e-mail) ;Other references used for added data :* UK federal government map ;* NASA people Wind ;* CIA map obtainable on the site of the university of Texas in ~ Austin ;* Microsoft Encarta atlas (1999 edition).Note : The shaded relief is a raster image embedded in the SVG document which boosts its size. If you want a lighter map for other purposes, delete the shaded relief image in her file., CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=1893860
As mentioned, most countries use the kilometer as their unit of measurement because that distances between cities and on roads. Among the exception is the united Kingdom, which has road signs displaying distances in miles. The various other notable exception is the united States, which has actually long provided the mile system. The nationwide Highway system Designation action of 1995 actually prohibits the usage of commonwealth money to develop signs through metric units, return individual states may develop signs through metric measurements (though most states have actually chosen no to and have remained with the American Customary Units).
## Kilometers In The Military
The UK and also the US have used metric solution during an unified operations due to the fact that World war I, wherein they combated alongside the French who provided the metric system. It to be at this suggest that the term kilometer became component of the army lexicon because that the joined States.
“Kilometers are much shorter than miles. Save gas, take your following trip in kilometers.” — George Carlin
After the finish of world War II, the north Atlantic Treaty organization (NATO) mandated the all military maps used by members the NATO had actually to comply v NATO standardization agreements. This caused the creation of the armed forces Grid referral System, which is the standardization mapping device used by NATO nations. This mechanism covers the entire Earth and can be used to designate clues on earth down come the nearest meter in accuracy.
Photo: OpenClipart-Vectors via Pixabay, CC0
This is in comparison to the latitude and also longitude system. Latitude and longitude division the globe up right into lines, with about 69 miles in between latitude lines. Latitude lines space imaginary circles drawn about the world that run parallel to the Earth’s equator, the imaginary line discovered at the facility of the Earth. Latitude lines are supplied to specify positions north and also south the the equator. Locations in the Earth’s northern Hemisphere have a suffix the N appended come them (for North), while southerly latitudes are given the suffix of S (denoting south).
Meanwhile, longitude lines are those that run eastern to West indigenous the geographical south Pole to the geographical north Pole. Lock are supplied to specify clues East and West on the globe. The imaginary longitudinal circles crossing at the north and also south poles. One fifty percent of a longitudinal circle is known as a meridian, and the prime Meridian divides the globe into Western and Eastern halves.
While some United claims maps still utilize the latitude and also longitude system, even over the water, the unified States army uses both the latitude and longitude system – i m sorry measures ranges in mile – and also the MGRS system which measures ranges in meters.
## Other types Of street Measurement
Other species of measurements for distance incorporate Imperial units and also US customary units. Both the these systems come from much older English Units. Royal units were primarily used by the British republic in the territory of the former British Empire, yet since the finish of the brother Empire, the nations that used imperial units have actually mainly switched end to the metric system. Royal units room still used in some locations in the UK, despite again they have mainly been changed by the metric system for most applications consisting of industrial, scientific, and commercial uses.
“When you can measure what you space speaking about, and also express that in numbers, you recognize something around it.” — lord Kelvin
In united state customary units, one foot is same to 12 inches, while one yard is equal to 3 feet, and also 1 mile is same to 5280 feet or 1760 yards. Only inches, feet, yards, and also miles are frequently used, however there are other units such together picas (which are equal come 4.233 mm).
US customary devices are comparable to royal units, despite there room differences between Imperial units and also US customary units. Systems measuring area and length such together miles, yards, feet, and inches are basically identical. The many notable difference in between US customary units and Imperial devices is the units provided to measure volume. Because that instance, the Imperial fluid ounce is around 28.4 mL, which makes it slightly smaller than the US liquid ounce i m sorry is about 29.6 mL. Similarly, the imperial pint has 20 Imperial fluid ounces if the us pint is only 16 liquid ounces.
## Origin of words Klick
The beginning of the word klick for kilometers is unclear, with various stories postulating different origins because that the term. Some historians think that the usage started in Vietnam as result of Australian soldiers having actually to navigate by way of map and also compass. Soldiers would save track of your paces, and roughly every 100 m castle would press up the gas regulator on your rifle by one mark. Every 10 point out or 1000 m, castle would inform the commander the a thousand meters had actually passed and also then rewind the gas regulator on their rifle v their thumb, which produced an audible clicking noise.
Other explanations postulate that the term emerged outside of armed forces use and referred come the i of a kilometer on older odometers, which would make one audible click noise every time a kilometer was passed.
It is also possible that the phrase is simply a condensed version or condensed pronunciation of the word kilometer and/or an onomatopoeia that the sound that army odometers made during the 1960s.
See more: Which Texture Best Describes An Igneous Rock That Formed Deep Underground? ?
## Other army Slang Terms
Photo: 12019 via Pixabay, CC0Big Voice: The large voice describes loudspeakers the broadcast an important messages come a military base. The huge voice will frequently deliver accuse to take cover and broadcast assignments if there is an incoming rocket strike, or that may administer warning of scheduled ordinance detonations.Bird: Bird is slang because that a helicopter. The term chopper is actually rarely used.COP: COPs room combat outposts, little housing systems that host in between 40 to 250 soldiers at a time. This combat outposts are called combat outposts since they’re usually set up in enemy territory. Soldiers in ~ combat outposts space charged with guard duty and also patrolling.Dustoff: A dust off describes the procedure of evacuating who by a medical helicopter.Embed: Embeds space media reporters the accompany army units and report on armed forces operations. The military gives embeds through transportation, food, and security.FOB: FOBs space Forward operation Bases. FOBs deserve to host much more soldiers 보다 a COP, however not as countless as a super base. Life is still an overwhelming and dangerous in ~ FOBs, yet they have more amenities because that soldiers such as warm showers, better meals, and also laundry facilities.IED: IED represents an improvised explosive device. These space bombs made the end of improvised parts, regularly cheap parts. IEDs will certainly be disarmed through Explosive Ordnance Disposal experts (EODs).MRE: Meal ready To Eat. MREs space meals detailed to soldiers when there are no dining facilities available. MRAs are recognized for the lengthy shelf life, they are not known for tasting great.Oscar-Mike: On-The-Move, refers to a unit in movement to another position. Originates from the armed forces phonetic alphabet.Rack: A bed, commonly on a ship, though no always. “Rack time” or “rack out” refers to going to sleep.WMD: tools of mass destruction are weapons that can cause large-scale death and destruction which go far past the damage done by conventional weapons such together bullets and also regular explosives. Weapons of mass devastation are typically nuclear weapons, chemical or biological weapons, radiological weapons, or else high-yield explosives in general.
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Home / Area Conversion / Convert Varas Conuqueras Cuad to Square Hectometer
# Convert Varas Conuqueras Cuad to Square Hectometer
Please provide values below to convert varas conuqueras cuad to square hectometer [hm^2], or vice versa.
From: varas conuqueras cuad To: square hectometer
### How to Convert Varas Conuqueras Cuad to Square Hectometer
1 varas conuqueras cuad = 0.0006288633 hm^2
1 hm^2 = 1590.1707095962 varas conuqueras cuad
Example: convert 15 varas conuqueras cuad to hm^2:
15 varas conuqueras cuad = 15 × 0.0006288633 hm^2 = 0.0094329495 hm^2
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• Feb 22nd 2006, 05:18 PM
Two airplanes leave an airport at the same time, and the angle between their flight paths is 40*.An hour later, one plane has traveled 300 miles, while the other has travelled 200 miles,each in a straight line. How far apart are the planes at this time?
• Feb 23rd 2006, 02:36 AM
CaptainBlack
Quote:
Two airplanes leave an airport at the same time, and the angle between their flight paths is 40*.An hour later, one plane has traveled 300 miles, while the other has travelled 200 miles,each in a straight line. How far apart are the planes at this time?
This is an allication of the cosine rule. You have a triangle with two
sides one 300 and the other 200 miles, and the angle between them
is 40 degrees.
$
c^2=a^2+b^2-2ab \cos (\theta)
$
Substitute $a=200$, $b=300$ and $\theta=40^{\circ}$ into the above and that's it
RonL
• Feb 23rd 2006, 05:55 PM
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# Convergent Complex Series/Examples/1 over n^2 - i n
## Example of Convergent Complex Series
The series $\ds \sum_{n \mathop = 1}^\infty a_n$, where:
$a_n = \dfrac 1 {n^2 - i n}$
is convergent.
## Proof
$\ds \sum_{n \mathop = 1}^\infty \cmod {\dfrac 1 {n^2 - i n} }$ $=$ $\ds \sum_{n \mathop = 1}^\infty \cmod {\dfrac {n^2 + i n} {\paren {n^2 - i n} \paren {n^2 + i n} } }$ $\ds$ $=$ $\ds \sum_{n \mathop = 1}^\infty \cmod {\dfrac {n^2 + i n} {n^4 + n^2} }$ $\ds$ $\le$ $\ds \sum_{n \mathop = 1}^\infty \cmod {\dfrac {n^2 + i n} {n^4} }$ $\ds$ $=$ $\ds \sum_{n \mathop = 1}^\infty \cmod {\dfrac {n + i} {n^3} }$ $\ds$ $\le$ $\ds \sum_{n \mathop = 1}^\infty \dfrac 2 {n^2}$
Thus $\ds \sum_{n \mathop = 1}^\infty \dfrac 1 {n^2 - i n}$ is absolutely convergent.
The result follows from Absolutely Convergent Series is Convergent: Complex Numbers.
$\blacksquare$
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# Gandalf seminar 2018-2019
Gandalf is the postgrad-student-run pure maths seminar.
Talks take place on Wednesday at 16:00 in CM221, or whatever room happens to be free at the time. Biscuits are always supplied!
Gandalf stands for the Geometry AND ALgebra Forum, name due to Herbert Gangl. Occasionally it becomes the Radagast seminar, Research And Development in Algebra, Geometry And Sometimes Topology, if the Topologists are feeling particularly left out. Whenever Clare's involved, Gandalf becomes Saruman, for Students Acronymised Research Using Measures And Numbers
Gandalf seminar archive: 2010-2011, 2011-2012, 2012-2013, 2013-2014, 2014-2015, 2015-2016, 2017-2018, 2018-2019.
## Easter 2019 Talks
Organised by John Blackman and Clare Wallace. If you have any suggestions for speakers, or want to volunteer to give a talk yourself, please feel free to email either of us.
### Knotted Surfaces in 4-Manifolds
Oliver Singh
Wednesday 29 May, 2019, at 14:00, room TBC
Abstract: Topologists like to study smooth embeddings of one manifold into another up to ambient isotopy. Studying embeddings of S^1 into S^3 (or R^3) is what is referred to as knot theory. In general, the phenomenon of `knotting’ occurs when the codimension is 2. High dimensional embeddings are most often understood using surgery, leaving perhaps the most mysterious problems being embeddings of 1-dimensional manifolds (circles) in the 3-dimensional manifold, and embeddings of 2-dimensional manifolds (surfaces) in 4-dimensional manifolds. I will discuss the latter case of knotted surfaces, talk about some recent results in this area, and explain my own result concerning notions of distance between knotted surfaces.
### Finite-dimensional distributions of the height of a renewal model
Clare Wallace
Wednesday 20 March, 2019, at 13:00, in CM105
Abstract: Suppose we have a collection of blocks with (integer) heights and widths, and we use a random selection of them to build a stick whose total width is $n$.
Working from left to right, we track the cumulative total height at the endpoints of each block. We can linearly interpolate between these endpoints to create a piecewise linear height function for the whole stick.
Under a few assumptions about the distributions of heights and widths of the blocks in our collection, we can write a central limit theorem for the height function at any $k$ points along its width. In particular, we can (almost) prove that the height function, properly rescaled, converges to the trajectories of the Brownian motion.
### What's an anagram of "Banach-Tarski"? Banach-Tarski Banach-Tarski
Phil Kamtue
Wednesday 13 March, 2019, at 15:00, in CM105
Abstract: In this talk, I will present two paradoxes involving Axiom of choice. As a warmup, we will go through a few variations of the Prisoners and hats problems, and then discuss the Prisoners and hats paradox. After that, we will switch to the Banach-Tarski paradox, which simply says that a sphere can be partitioned and reassembled into two spheres identical to the original one. We will see a sketch of a proof for this "doubling" process.
## Michaelmas 2018 Talks
Organised by Daniel Ballesteros and Rob Little. If you have any suggestions for speakers, or want to volunteer to give a talk yourself, please feel free to email either of us.
### From a PDE to the classical Isoperimetric Inequality
Daniel Ballesteros-Chavez
Wednesday 12 December 2018, at 14:00, in CM201
Abstract: From Vergilius' Aeneid, we find in the story of Queen Dido one of the most famous and ancient mathematical problems: among all curves of given length, how do we find the one which encloses the maximal area? This is the so-called Isoperimetric Inequality Problem, and the usual proofs use geometric measure theory arguments. In 2000 X. Cabré proved the classical isoperimetric inequality in all R^n with a new method, based on Alexandrov's idea of moving planes and using a solution to a Neumann problem from PDEs. In this talk I will present Cabré's proof using only elementary ideas from calculus and partial differential equations.
### The Uniform Infinite Planar Triangulation
Clare Wallace
Wednesday 5 December 2018, at 14:00, in CM301
Abstract: The study of planar triangulations has appeared in many different fields, from the 4-colour theorem to quantum gravity. We start with the properties of the uniform distribution on triangulations with n vertices, and ask the inevitable question of what happens when we let n go to infinity. I can also tell you there'll be spheres, planes, hyperbolic planes and even some measures in there.........
### Geometric Modular Forms and Picard Modular Surfaces
Rob J. Little
Wednesday 28 November 2018, at 14:00, in CM221 (last minute notice: CM105)
Abstract: The link between the geometry of locally symmetric manifolds and modular forms has been a major theme of arithmetic geometry of the last 50 years. In particular, work of Shimura, Kudla, Zagier, Hirzebruch, Millson, Cogdell and more has been to understand "geometric" maps between spaces of modular forms. In this talk I shall give a small overview of the the development of these ideas, as well as attempting to explain my work on the extension of Kudla-Millson theory in the case of Picard modular surfaces. Indeed, in this case, we wish to use topological and number-theoretical techniques to find modular forms which are also cohomology (or homology) classes on these Picard modular surfaces, and hence to extract arithmetic results on denominators of Eisenstein cohomology.
### Let's tile 2x1 dominoes!
Phil Kamtue
Wednesday 14 November 2018, at 14:00, in CM221
Abstract: Can we tile some certain domain (in the Euclidean plane) with the 2x1 dominoes, such that they fully cover the domain, and do not overlap each other? We study one variation of the elementary question above: Given a chessboard with some cells being removed, we would like to figure out in which case we can still tile the rest of the board by 2x1 dominoes. In fact, we show that if the number of removed cells is "small enough" we can always do so. We also generalize this result to a 3 dimensional case, and this problem is somewhat related to Isoperimetric inequality! In this talk, I promise the beginner's level of difficulty.
### TQFTs, Skein Modules and Knots in 3-Manifolds
Oliver S. Singh
Wednesday 7 November 2018, at 14:00, in CM221
Abstract: The Jones polynomial can be defined in several ways including as an evaluation of a Topological Quantum Field Theory (or TQFT) and using the Kauffman skein relation. Either generalises to give an invariant for knots in a three manifold. The latter generalisation has a simple description as an element of a ‘skein module’. I will introduce all of these concepts and, motivated by this example, tell you about TQFTs and skein modules. I will also talk about categorification of these objects and talk about applications to 3 and 4 dimensional topology.
### Spooky Scary Triangles
John E. Blackman
Wednesday 31 October 2018, at 16:00, in CM221
Abstract: In this talk, we will discuss how one can interpret multiplication of a continued fraction by n some integer as a map between the Farey complex and the 1/n-scaled Farey complex. In turn, this allows us to interpret the integer multiplication of continued fractions as a replacement of one triangulation on an orbifold with another triangulation. We will then discuss how closed curves on these orbifolds directly correspond to periodic continued fractions, and how this correspondence allows us to deduce information about the divisibility of convergent denominators for x, as well as the growth rate of partial quotients of xn^k for x eventually periodic. This work is motivated by a reformulation of the p-adic Littlewood Conjecture, which roughly states that the partial quotients of xp^k become arbitrarily large as k tends to infinity (for p a fixed prime).
<--!
## Easter 2018 Talks
Organised by Daniel Ballesteros and Robert Little . If you have any suggestions for speakers, or want to volunteer to give a talk yourself, please feel free to email any of us.
### Trisections of 4-manifolds and Group Trisections
Oliver S. Singh
Wednesday 6 June 2018, at 16:00, in CM221
Abstract: Any Closed 3-manifold admits a Heegaard splitting, a decomposition of the manifold into two handlebodies. These splittings can be described by systems of curves on surfaces known as Heegaard diagrams, which give a combinatorial, diagrammatic characterization of 3-manifolds. In 2012 Gay and Kirby showed that any 4-manifold has an analogous decomposition, referred to as a trisection, which gives analogous diagrams for 4-manifolds. I will go over some theory about Heegaard splittings, define a trisection and explain the correspondence with group trisections. This allows for a purely group theoretic rephrasing of many 4-manifold questions, such as the smooth Poincaré conjecture. There will be lots of pictures and I wont assume familiarity with 3 or 4-manifold topology.
## Epiphany 2018 Talks
Organised by Daniel Ballesteros and Robert Little . If you have any suggestions for speakers, or want to volunteer to give a talk yourself, please feel free to email any of us.
### An algorithm to test for potential counterexamples to the p-adic Littlewood conjecture
Matthew J. Northey
Wednesday 7 February 2018, at 16:00, in CM221
Abstract: One of the most important questions in Diophantine Approximation is whether the p-adic Littlewood conjecture (PLC) is true. The conjecture has already been shown to have close relationship to the continued fraction expansion of x: for example any x with partial quotients of unbounded height is known to be a solution to PLC. PLC can be reformulated in terms of the set of continued fractions {p^n x} (n natural), and so it becomes natural to try to understand how continued fractions transform under prime multiplication. During this talk, I will focus on the p=3 case as an example to illustrate the key ideas that lead to a multiplication algorithm for general p, and how we can implement it to test for potential counterexamples to PLC. Time permitting, I will also talk about some potential theoretical applications that this algorithm has.
### Class Field Theory: a re-imagining of fundamental objects in number theory
Salvatore M. Mercuri
Wednesday 24 January 2018, at 16:00, in CM221
Abstract: Class field theory takes classical objects found in algebraic number theory and transforms them into topological objects. In doing so, some long-established and fundamental results follow almost immediately from some basic topological properties. For example, the ideal class group Cl(F) of a number field F has been known to be finite since at least the early 1800s, and in this talk we'll give an alternative proof of this using class field theory and the adele ring.
## Michaelmas 2017 Talks
Organised by Daniel Ballesteros and Robert Little . If you have any suggestions for speakers, or want to volunteer to give a talk yourself, please feel free to email any of us.
### Optimal Transport problem and Ollivier-Ricci curvature notion on graphs.
Supanat Kamute (Phil)
Wednesday 13 December 2017, at 16:00, in CM221
Abstract: In 2009, Yann Ollivier introduced the definition of ''coarse'' Ricci curvature in term of how much small balls are closer (in the sense of Optimal Transport) than their centers are. This definition extends to discrete metric spaces (i.e. graphs). In this talk, we will first familiarize the setup of Optimal transport problem on graphs. Then we define Ollivier-Ricci curvature notion as well as give several examples of graphs with different signs of curvatures. For someone who knows a little bit of Riemannian geometry, we will quickly visit the equivalent versions of Bonnet-Myers and Lichnerowicz theorems. For everyone else, we've got a very cool interactive and easy-to-use Graph Curvature Calculator, thanks to David Cushing. The link is http://teggers.eu/graph/ and I will explain how this application works! If I have a bit of time left I will mention about my current work on this topic as well.
### Suborbital Graphs of Fuchsian Group \mathcal{H}(\sqrt{m})
Wanchalerm Promduang
Wednesday 29 November 2017, at 16:00, in CM221
Abstract: Suborbital graphs are graphs constructed from geodesics in spaces. I'm going to illustrate the work on suborbital graphs from Hecke groups by Keskin and extend it to the groups \mathcal{H}(\sqrt{m}).
### The Geometry of Liu Hui
William Rushworth
Wednesday 15 November 2017, at 16:00, in CM221
Abstract: Liu Hui was a Chinese mathematician, who lived during the third century CE. We'll discuss some of the things he proved and how he proved them, including his estimate of the value of pi, and the calculation of the volumes of solid objects.
### Waring's Problem - An Introduction to the Circle Method
Matthew J. Northey
Wednesday 8 November 2017, at 16:00, in CM221
Abstract: In 1770, Lagrange proved that every positive integer, N, can be written as the sum of four squares. Shortly after this, Waring asked whether it was possible to represent any N as the sum of finitely many k-th powers, where the number of terms, g(k), depends only on the choice of k. Little progress was made towards a solution for over 100 years, until it was eventually proven by Hausdorff in 1909. However, Hausdorff's proof only showed that g(k) was finite for every k, and so a natural question arose as to whether it was possible to get some bound on the size of g(k). Hardy and Littlewood developed a powerful technique known as the circle method, which - for sufficiently large N - gives a "good" upper bound on the size of g(k). The circle method has since been generalised to many different, and is currently a very active area of research in analytic number theory. In this talk, we will use Waring's problem as motivation to introduce some of the key ideas that underpin the circle method, and if time, use these ideas to give an overview as to how one can show that g(k)<2^k+1.
### Deligne-Mostow lattices and cone metrics on the sphere
Irene Pasquinelli
Wednesday 11 October 2017, at 16:00, in CM221
Abstract: Finding lattices in PU(n,1) has been one of the major challenges of the last decades. One way of constructing lattices is to give a fundamental domain for its action on the complex hyperbolic space. One approach, successful for some lattices, consists of seeing the complex hyperbolic space as the configuration space of cone metrics on the sphere and of studying the action of some maps exchanging the cone points with same cone angle. In this talk we will see how this construction can be used to build fundamental polyhedra for Deligne-Mostow lattices with 2- and 3-fold symmetry.
### A Geometric Approach to the p-adic Littlewood Conjecture.
John E. Blackman
Wednesday 4 October 2017, at 16:00, in CM221
Abstract: The Littlewood Conjecture is an open problem in Diophantine approximation dating back to the 1930's. In 2004 de Mathan and Teulié proposed a related conjecture called the mixed Littlewood conjecture. A specific case of the mixed Littlewood conjecture is the p-adic Littlewood conjecture (p-LC), which has been tackled by several mathematicians over the last 13 years. Notably: Kleinbock, Einsiedler, Bugeaud and Badziahin. The majority of the research into the problem has been based on analytic number theory. An interesting question (and potential solution) which arises from p-LC is how to multiply continued fractions by prime numbers. Following the work of mathematicians, such as Artin and Series, continued fractions can be viewed as geodesics intersecting the Farey triangulation in the upper half plane. I am currently using this geometric interpretation of continued fractions to tackle the p-adic Littlewood conjecture. In particular, I have been investigating the prime multiplication of continued fractions using geometric methods. In this colloquium, I will introduce the basics of these topics and present some interesting findings of my own research.
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## College Algebra 7th Edition
a)$12$ b)$5$
a)$|(-2) \cdot 6|=|-12|=12$ b)$|(-\frac{1}{3})(-15)|=|\frac{-15}{-3}|=|5|=5$
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## PRACTICAL TECHNIQUES & KNOW-HOW FOR MAKING & MEASURING IN THE LABORATORY & WORKSHOP
ALL MATERIAL COPYRIGHT KEVIN SCOTT 2011. LINKS TO THIS SITE ARE WELCOME BUT DO NOT COPY MATERIAL FROM THIS SITE TO ANY OTHER WEBPAGE.
If you find this site useful, please support it by making a donation of \$1 to help maintain and develop it. Click on the PAYPAL DONATE button to do this safely. But there is no obligation - please avail yourself of the information and facilities of the site at no charge.
## Ultra Precision Stepper Motor Speed Control
This paper describes a method for controlling the speed of a stepper motor to a resolution of 1 part in 60,000. The normal way of speed variation of a stepper motor is to generate a high clock frequency and then to divide that frequency with a programmable divider to supply the clock pin of a stepper motor controller IC. The resolution of such a system depends upon the source frequency and the value of the frequency divisor. Clearly the higher the source frequency, the larger the divisor for a given motor speed, so the available resolution of the speed can improve with ever increasing source frequencies. Unfortunately the availability of frequency dividers diminishing with rising frequency and the circuit complexities increase with the use of frequencies beyond 100 MHz.
So, for example, using a 200 step motor, a 32MHz source frequency, to obtain a rotational speed of 1500 rpm, a divisor is required of 6400. This limits the resolution of the speed control to 1 in 6400. If the motor speed is required to be set and controlled to a greater precision than this, without an increase in the source clock speed, a further fine control needs to be introduced.
The approach investigated here is to use a programmed voltage applied to a varicap diode to make small adjustments to the source clock frequency to provide a further order of magnitude of adjustment. With a divisor of 6400, the fine adjustment would have to provide a maximum range of 1/6400, or 156ppm. As will be seen, with the components specified, the range of this fine adjustment is 20 ppm/volt across a span of 10 volts. This is sufficient to give an overall control resolution of 1 in 64000 for a 1500 rpm motor, and if a 50MHz crystal were used, the same resolution can be obtained for a motor running at 3000 rpm.
### Tuning the Source Frequency
The circuit of the voltage controlled crystal oscillator is shown to the right. U11 is an amplifier with a set gain of 4 which allows a control voltage of 0-5 volts from a digital to analogue converter to appear as 0-20 Volts applied to the varicap diode (Farnell 175-7782). The varicap diode constitutes the loading capacitor for the crystal which is held in oscillation by the oscillator driver U16.
### The Performance of the Voltage controlled Crystal Oscillator
The frequency of oscillation was measured using an Apollo 100 Counter Timer while the varicap diode was loaded with various voltages. The results are shown in the table.
Vvaricap FREQUENCY volts MHz 0.21 32.000168 3 32.000693 3 32.000685 5 32.001921 5 32.001914 7 32.003811 7 32.00381 9.04 32.004722 9.04 32.004719 10.01 32.005066 10.01 32.005067 12 32.005706 12 32.00571 14.06 32.006281 14.06 32.006281 16.06 32.006716 16.06 32.006723 18.03 32.00707 18.03 32.007071 20.1 32.007361 20.1 32.007362
The plot of oscillator frequency against varicap voltage is shown with the linear part of the curve having a slope of 670 Hz per volt or about 20ppm/volt.
### Stepper Motor Clock Generation
The circuit of the divider chain is shown in the accompanying schematic. U18, U19, U20 & U21 are each 4 bit programmable down counters which are loaded from two bidirectional latches which are themselves loaded from a a microcontroller. The counter train reduces the frequency of the clock by the divisor loaded into them and the output pulse shaped by the monostable U4 and thence applied to the stepper motor controller clock input.
### Precision Control
The extra fine control is generated from the microcontroller by supplying data to a digital to analog converter to generate the varicap voltage. Thus a combination of the DAC data and the divisor digits provides an overall resolution of 1 part in 60,000.
### Calculations
Definitions Quantity Units symbol base crystal frequency MHz f0 divisor M motor steps/rev n Motor period μsec TR varicap slope MHz/volt α Max varicap voltage volts Vmax Varicap voltage volts V
The Divisor M is given by:
The first step is to carry out an integer calculation: and obtain an integer value of M which will be fed to the divisor registers. The remainder then has to be processed to calculate a value for the varicap voltage. We take the basic equation. and differentiate: . Putting the remainder from the integer division equal to dTR, we obtain, .
This provides us with the value of the varicap voltage required to adjust the base oscillator frequency to the correct value for 5 digit precision on the rotational period of the motor.
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# Physics in the real world
• entries
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2,973
## Physics of Escalators
We know what they are, we ride them all the time, but how to they work. They are build like stairs. Stairs for this very obese country are a problem, people don't like to use them because they don't want to do work. People do not like exerting a force to push themselves up the stairs a certain displacement to do work. They want the escalator to do it for them, they want to be pulled up. So you stand on a stair and have the escalator with it's belt of flatting stairs use it's tension to exer
## AED
When saving someones life using an AED is a good idea but only if you do it right. You put the pads on the upper right and lower left. You do this because the shock wants to go the ground. The shock comes out of both pads and wants to travel to the other pad. The heart can only take so much current before it shorts out and cannot be revived. The current that passes through the heart of an AED is just enough to get anyones heart going as long as you get there in time. After the shock is adm
## Tennis
Tennis is a very popular sport in modern world. There are five grand slams and many tennis clubs around the world. The sport requires force. With the strings connect with the ball, for the ball to move a force needs to be applyed. This force sends the ball hopfuly over the net. The distace the ball travels depends on the spin of the ball. There is top spin, which makes the ball go over the net and then just drop to the ground. Then there is the back spin which when the ball bounces dosn't
## Surfing
Surfing happens on waves in the ocean. When you start out and are sitting on the board, the wave moves toward the shore as you move in the opposite direction, this is why you feel the bobbing motion. When you turn around to catch a wave you want to paddle at the same frequency as the wave to make sure you stay with it and don't just bounce of it, when you bounce over it, it is not as much fun. Then when the crest of the wave comes over the trough then you want to ride the top of the wave to s
## How much work do we actually do?
Now most people think work is sitting as a desk thinking and doing paper work. The fact is the work that you are actually doing is not the work that you think you are doing. The work is moving the pencil across the page now what you though of in your head. Work is force times displacement. That has nothing to do with brain power. Construction is work we tend to think is doing less work then say a CEO of a big compony. This in face is not true, the construction worker is using more for and
## Mirrors
When you look in the mirror you see yourself right? Well that is true and not true at the same time. You see parts of yourself. When light waves bounce off the mirror at the same angle as they come in then they go into your eye. Then the image is projected upside down in your retina and you mind has to use its prior knowledge of light and shape to fill in the wholes and reverse the image. You know more about physics then you thought, even when you were an infant.
## Disney on Ice
Now we all the the best ice show around is disney on ice. Come on it's disney. There is a lot of physics that go with it. If you think about it the ice skaters are human projectiles. They launch themselves in the air on an angle and leap in the shape of a parabola. This is projectile motion. They also do spins and sometimes in the air. This is circler motion. All the force points to the center and if they they stop they will drift tangent to where they stop. They also have momentum. Wi
## Frozen
Everyone has seen frozen. When Sven is running down the hill at the end the foot prints that are left in the snow are very inaccurate. There is snow on the mountain and therefor reduces the coefficient of friction. The speed at which he is running seems to accelerate and then flatten out. The foot prints have no slide marks and running this fast with all the weight on his back is impossible to not have slide marks, because gravity would pull him down the hill with a steep grade and the snow
## Defying gravity
if you think about it, we go against gravity every day. Just getting out of bed you have to fight gravity to sit up. You have to fight it to jump up to grab something on the top shelf if you are short like me . You have to defy in when you are sitting at your desk on the third floor of school. Gravity would want you down at ground level not learning physics three floors up. Therefor we have a love hate relationship with gravity. We depend on it to keep us grounded, but we want to get awa
## Doppler effect
The doppler effect is not just in space with the red shift as the universe is expanding, it is all around us. Ever hear a car as it is speeding passed, how it gets louder and higher pitched as it gets closer and quieter and lower pitched as it gets farther away. Well that happens because when an object moves the sound waves get really close together and create a higher frequency and when they are behind the object they tend to get pulled. The speed of sound is when the waves are moving at the
## Skiing
People often find joy in racing down a mountain on two thin sticks. This requires some physics. One to go fast you need to reduce the air resistance, to do this one must crouch down so you are more aerodynamic. Then without gravity you would not be able to speed down the hill, or stay on the mountain for that matter. Lastly for the ski lift to pull you up the mountain there needs to be a large amount of force pulling you up along with the heavy metal chairs and the lot of other people.
## Swings
Swings, the calming effect of going back and forth. The swing is a very common thing to see at a playground of on a front porch. It is basically a pendulum. But it could also be a mass on a tension. The chain or rope has to hold the swing, but also the mass that sits or stands upon it. This simple device used to please kids have ruined may high schoolers lives by showing up on tests and ruining their grade, the the circle has in math. Now very nice in concept of using the math that has to
## Physics of working in a Group
When you work in a group depending on who you are with you can have many different reactions. If you are working in a group that you like with some of your friends, your endorphins in your brain will be more abundant. Now for the neurons to fire that requires some physics. First off the neurotransmitters need to have a force to push them through the synaptic gap. This allows them to reach the dendrites of the next neuron to put a force in the opposite direction to stop the transmitters. The
## Big Bang Theory
We all the know the show the Big Bang Theory. Their is Leonard the calm collective and most normal. Howard and his obsession with girls. Rosh who can't even talk to girls, and of course Sheldon, the obnoxious theoretical physicist. Now what this show does well is get all the physics right but still have the humor. The way they present the science while making a joke of it really capture audiences. Sure most of the time you never understand what the physics is but that is half the fun. The
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# Complement Set Worksheets
Related Topics & Worksheets:
Sets
Math Worksheets
Objective:
• I know about Universal sets.
• I know about complement of a set.
• I know about number of subsets.
Check out the following lessons on the complement of a set and universal sets if you need help.
Complement of a Set
Universal Set
Fill in all the gaps, then press "Check" to check your answers. Use the "Hint" button to get a free letter if an answer is giving you trouble. You can also click on the "[?]" button to get a clue. Note that you will lose points if you ask for hints or clues!
1. Given that A = {2, 4, 5, 7, 8, 9} and n(A’) = 7, find n(U).
n(U) =
2. Given n(U) = 15 and B = {x : x is an even number, 5 < x < 20}, find n(B’).
n(B’) =
3. Given that U = {x : x is a whole number and 10 < x < 20}
A = {y : y is a multiple of 3}
B = {z : z is an odd number}
Find:
a) n(A’) =
b) n(B) =
c) the number of subsets of A and the number of subsets of A’
number of subsets of A =
number of subsets of A’ =
d) the number of subsets of B and the number of subsets of B’
number of subsets of B =
n(B’) =
number of subsets of B’ =
Try the free Mathway calculator and problem solver below to practice various math topics. Try the given examples, or type in your own problem and check your answer with the step-by-step explanations.
We hope that the free math worksheets have been helpful. We encourage parents and teachers to select the topics according to the needs of the child. For more difficult questions, the child may be encouraged to work out the problem on a piece of paper before entering the solution. We hope that the kids will also love the fun stuff and puzzles.
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If y is an integer, is y^3 divisible by 9? 1) y is divisible
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If y is an integer, is y^3 divisible by 9?
1) y is divisible by 4
2) y is divisible by 6
>>>>>>>>>>>> Answer is B ...why?? >>>>>>>>.
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03 Jan 2004, 23:26
factorize 6: 2 and 3
Y^3 will be (2*3)^3 = 2^3 * 3^3
3^3 will always be divisible by 9
thus, B
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Re: If y is an integer, is y^3 divisible by 9? 1) y is divisible [#permalink]
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02 Dec 2011, 21:21
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KUDOS
I'm a bit confused here.
The question does not suggest that y is not 0.
y = 0 satisfies both, y is divisible by 4 and y is divisible by 6.
In that case we can say that y^3 is divisible by 9 and that D is the answer.
Is it not correct?
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Re: If y is an integer, is y^3 divisible by 9? 1) y is divisible [#permalink]
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02 Dec 2011, 22:59
shm0401 wrote:
I'm a bit confused here.
The question does not suggest that y is not 0.
y = 0 satisfies both, y is divisible by 4 and y is divisible by 6.
In that case we can say that y^3 is divisible by 9 and that D is the answer.
Is it not correct?
You are right. The question should mention that Y cannot be 0 or that Y is a positive integer.
If I read that question in the real test, I would assume that Y can be 0 too.
Kudos to you!
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Re: If y is an integer, is y^3 divisible by 9? 1) y is divisible [#permalink]
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03 Dec 2011, 17:41
metallicafan wrote:
shm0401 wrote:
I'm a bit confused here.
The question does not suggest that y is not 0.
y = 0 satisfies both, y is divisible by 4 and y is divisible by 6.
In that case we can say that y^3 is divisible by 9 and that D is the answer.
Is it not correct?
You are right. The question should mention that Y cannot be 0 or that Y is a positive integer.
If I read that question in the real test, I would assume that Y can be 0 too.
Kudos to you!
While on the real GMAT, divisibility questions are always restricted to positive integers only, it doesn't actually make any difference to the answer here if you allow y to be zero. Statement 1 is still not sufficient (y might be 0 or 12, in which case y^3 is divisible by 9, or y might be 4 or 8, in which case y^3 is not divisible by 9), and Statement 2 is still sufficient, since y^3 must be divisible by 9 even if y=0 (since 0 is divisible by every positive integer).
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Re: If y is an integer, is y^3 divisible by 9? 1) y is divisible [#permalink]
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04 Dec 2011, 04:04
The technique that Manhattan GMAT guides use make D-S questions easier. The key lies in paraphrasing the question and then paraphrasing the statements. It would be like this:
Question: What integer is y if (y^3)/9 = integer?
1) y is 4 or divisible by 4. y^3 = 4*4*4 = 64; 64/9 = 7.111 thus y is not an integer
2) y is 6 or divisible by 6. 6^3 = 6*6*6 = 216; 216/9 = 24 thus y is an integer
There is also more accurate approach which could save you time if you know how to use it well. Since you know the value of y, you can use prime factorization to find the solution.
1) y is 4. prime factors are 2*2. y^3 = 2*2*2*2*2*2 the six twos are never divisible by 9, because prime factors of 9 are 3*3
2) y is 6. prime factors are 2*3. y^3 = 2*3*2*3*2*3 or 2^3*3^3. since y^3 has three 3's it must be divisible by two 3's
Hope it helps
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Re: If y is an integer, is y^3 divisible by 9? 1) y is divisible [#permalink]
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It has helped me understand the way i have to look at the problem.
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Re: If y is an integer, is y^3 divisible by 9? 1) y is divisible [#permalink]
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04 Dec 2011, 21:56
for 1) try 12 - yes divisible, try 4- not divisible
for 2) any number divisible by 6 is a multiple of 3, and 3^3 is 9 which is divisibe by 9.
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Re: If y is an integer, is y^3 divisible by 9? 1) y is divisible [#permalink]
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04 Dec 2011, 22:04
If y=0 for option 1 then y is divisible by 9....
But if y=8 then y is not divisible by 9...
So there are lots of possiblities there so we have to rule out the possibility of option A.
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Re: If y is an integer, is y^3 divisible by 9? 1) y is divisible [#permalink]
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Simple.. In option B, we have 6 which is multiple of 3. So obviously any number div by 3 - the number cube is obviously div by 3.
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Re: If y is an integer, is y^3 divisible by 9? 1) y is divisible [#permalink]
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05 Dec 2011, 05:34
I went with B because 6 has 2 and 3 as factors. so Y has 3 as a factor. therefore Y cube has at least 3 3s as a factor. So 9 which has only 2 3s can divide it
Re: If y is an integer, is y^3 divisible by 9? 1) y is divisible [#permalink] 05 Dec 2011, 05:34
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# Swift Program to Convert Array to Set
An array is used to store elements of the same data type in an order whereas a set is used to store distinct elements of the same data type without any definite order. To convert Array into set we use Set() initialiser. The resultant set contains the same elements as the original array but with no order and no duplicate elements. In this article, we will learn how to convert Array to Set using Swift programming language.
## Algorithm
• Step 1 − Create an array of integer type.
• Step 2 − Print the array.
• Step 3 − Convert array into set using Set() initializer and store the result into new variable.
• Step 4 − Print the set.
## Example 1
Following Swift program to convert array to set.
import Foundation
import Glibc
let mNumber = [30, 50, 60, 20, 80, 50, 90, 40, 30]
print("Array: ", mNumber)
// Converting array into set
let resultSet = Set(mNumber)
print("Set:", resultSet)
## Output
Array: [30, 50, 60, 20, 80, 50, 90, 40, 30]
Set: [30, 20, 40, 60, 80, 90, 50]
Here in the above code, we have an array of integer type. Then use Set initializer to convert the given array into the set. Here, the set contain only the unique elements from the array, it remove all the duplicate elements.
## Example 2
Following Swift program to convert array to set.
import Foundation
import Glibc
let mNumber = [300, 50, 600, 20, 80, 500, 90, 40, 300]
print("Array: ", mNumber)
// Converting array into set
let resultSet = Set(mNumber.map{\$0})
print("Set:", resultSet)
## Output
Array: [300, 50, 600, 20, 80, 500, 90, 40, 300]
Set: [40, 600, 80, 20, 90, 300, 500, 50]
Here in the above code, we have an array of integer type. Then use Set initializer to convert the given array into the set. Here we also use map() function to map each element from the array into set starting from index 0.
## Conclusion
So this is how we can convert Array to set. As we know a set contains unique elements so if an array contains duplicate elements, then the Set initializer removes those duplicate elements and stores only unique elements in the set.
Updated on: 08-Feb-2023
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# Posts
## An Induction without Hypothesis
I think Nate and Eli will get this without a lot of background set up. Let $$\omega(x) = \sum_{\mathfrak t : \underline L \nearrow \underline{NL}} \mathrm{Wr}(\mathbf p_{\mathfrak t}; x) \mathbf e_{\mathfrak t} \in \Lambda^L(V),$$ where… Read More »An Induction without Hypothesis
## The Morm is Dead! Long Live the Morm!
Let $K$ be a number field of degree $d$ over $\mathbb Q$. Let $\mathfrak F$ be the group of fractional ideals of $K$, and let $\mathcal N$ and $\mathfrak N$ be respectively the elements of… Read More »The Morm is Dead! Long Live the Morm!
## Multiplicative Distance Functions
A positive definite function $\Phi: \mathbb C[x] \rightarrow [0, \infty)$ is a multiplicative distance function if for any monic $f, g \in \mathbb C[x],$ $\Phi(f g) = \Phi(f) \Phi(g)$ and there exists a homogeneity degree… Read More »Multiplicative Distance Functions
## Some Inner Product Calculations
In Nathan Hunter’s thesis, the inner product of two monomials $x^M$ and $x^L$, with $M \leq L$ are given as \begin{eqnarray}\langle x^M , x^L \rangle &=& 2 \pi \sum_{n=-NM}^M {M \choose \frac{NM + n}{N+1}} {L… Read More »Some Inner Product Calculations
## A Holey Hook Walk
Consider the Ferrer’s diagram for partition $\lambda \vdash N$. We slightly generalize the situation, and we consider Ferrer’s diagrams with some number of boxes deleted. We set $Y_n = Y_n(\lambda)$ to be the set of… Read More »A Holey Hook Walk
## Protected: Growth Processes Associated to $e_{\lambda}$
There is no excerpt because this is a protected post.
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Integral inequality
We consider the n-point space of elementary outcomes $\displaystyle \Omega$, it is given a convex set of nonnegative functions $\displaystyle \xi$. The probability of each point is $\displaystyle 1/n$. It is known that $\displaystyle P\{\xi>1\}<=1/n$, where $\displaystyle \{\xi>1\}=\{x\in \Omega | \xi(x)>1\}$. Prove that there exist a point $\displaystyle z$ such that $\displaystyle \int_{\Omega\setminus z}\xi dP<=1$.
$\displaystyle P\{\xi>1\}<=1/n$ this implies that no more than one point function may be greater than 1, so the conclusion seemed obvious. But it comes to throwing a universal reference point for all functions at once, so this evidence does not pass. What then?
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# 3/13 Plz Help Me!
#1
#2
So... you see the numbers inside the array of a? You need to print those numbers if they're even. The way to print them even is to use _____ % 2 == 0. Now, how can we tell them where to get those numbers? That's why we need a for loop. So, the coding is supposed to look something like this:
a = [0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13]
for ______ in a:
if _________ == 0:
print ____
Hope it helped!
#3
so does 0 actually not mean 0 but a whole number? because 2/2 = 1 not 0 but 3/2 would equal a 1 plus a fraction or remainder.
#4
That's because you aren't using modulo. What you are talking about is "/", but what I am talking about is "%".
#5
a = [0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13]
for number in a:
if number % 2 == 0:
print number
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Bruce Partridge
2022-02-16
How do you find the tangent line of f(x)=3-2x at x=-1?
dinela24k
Explanation:
At x=-1, f(-1)=3-2(-1)=5
So the tangent touches the function at the point (-1,5).
The gradient of the tangent is the derivative of the function.
$\therefore$ f'(x)=-2 and in particular f'(-1)=-2.
The tangent is a straight line so has equation y=mx+c.
We may substitute the point (-1,5) in to obtain
$5=\left(-2\right)\left(-1\right)+c⇒c=3.$
Hence the equation of the required tangent line to the function at the given point is
y=-2x+3.
Do you have a similar question?
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Request a call back
Is object distance always negative in both lens and mirrors?
Asked by nandanagnair | 17 Dec, 2023, 03:44: PM
In case of mirror , distances are measured from pole of the mirror .
Distance from pole to a point left of mirror is considered as negative distance .
Distance from pole to a point right of mirror is considered as positive distance .
Hence if object is left side of mirror , then the distance from mirror to object is negative.
If object is right side of mirror , then the distance from mirror to object is positive.
--------------------------------------------------
In case of lens , distances are measured from optical centre of the lens .
Distance from optical centre to a point left of lens is considered as negative distance .
Distance from optical center to a point right of lens is considered as positive distance .
Hence if object is left side of lens , then the distance from lens to object is negative.
If object is right side of lens , then the distance from lens to object is positive.
--------------------------------------------------
Answered by Thiyagarajan K | 17 Dec, 2023, 06:13: PM
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Algebra Tutor: None Selected Time limit: 1 Day
Kedra earned \$192 from the sale of flower arrangements that she had made. If she had charged \$8 more apiece, she could have sold two fewer arrangements and still have earned the same amount. How many arrangements did Kedra sell.
Jun 3rd, 2015
Let she sold x arrangements... @ \$y each
hence xy = 192 from here we can write y = 192/x
Next if shw would have sold (x-2) pieces at \$(y+8) then
(x-2)(y+8) = 192
solving we get (x-2)( 192/x +8) = 192
or we can write , (x-2) (192+8x) = 192x
or, 192x+8x^2 -384 -16x =192x
or , 8x^2 -16x-384 =0
we can write it as 8(x+6)(x-8) = 0 hence x = -6 or x = 8
since she can not sell Negative arrangments there fore we will omit x = -6
Answer = she sold 8 arrangements
Use my promo code: Saroj N, and get \$10 Free.
Jun 3rd, 2015
...
Jun 3rd, 2015
...
Jun 3rd, 2015
May 24th, 2017
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heat energy example problems
heat energy example problems
Determining Solutions for Example Physics Problems. long bar of the same material expand when similarly heated? 4. State how much energy is transferred in each Friction, Drag Force, and Heat Transfer. Energy Efficiency of Water Heaters. Life Cycle Analysis. Water Heaters: Your Power in the Environmental Protection.Calculating Annual Heat Loss Examples. Lesson 7b: Insulation and Home Heating Fuels. 6 Sample Problem 2 Find m If an amount ice is heated from -20 to -10 degrees with 100 joules of heat energy, how much mass must be present?Examples: Ice Water Water Steam The reverse also applies that a substance cooled through a phase transition will release heat as requires less energy Although energy cannot be created or destroyed, it can be converted from one form to another (for example, internal energy stored in molecular bonds can beThus the mechanical energy balance is mainly used for purely-mechanical flow problems -i.e. problems in which heat transfer, chemical Heat as Energy Transfer Example Problem. Page 7.Solution to Specific Heat and Latent Heat Example Problem. Page 12. Problem Solving Tip.
For energy balances with reaction, we also have two methods for solving these types of problems: Heat of Reaction Method Heat of Formation Method.Example FR 9.5-1. The standard heat of reaction for the oxidation of ammonia is given below The next example looks at what happens to the heat energy that is not converted to electricity.The river flow rate is 100 m /s. Solution: This problem is very similar to example 2.8, in that we are adding a specified amount of heat to a flow of water, and need to determine the resulting temperature rise. Heat of vaporization is the amount of heat energy required to change the state of a substance from a liquid into a vapor or gas. It is also known as enthalpy of vaporization, with units typically given in Joules (J) or calories (cal). This example problem demonstrates how to calculate the amount of energy Specific Heat Example Problems - Продолжительность: 7:02 OHSChemistry 152 905 просмотров.Energy, Work and Power Note 8: Thermal Energy and Latent Heat - Продолжительность: 9:20 Jeff Shaw 1 587 просмотров. Examples of Heat Transfer. Pasteurizing milk Energy loss from a house by conduction.Your textbook outlines a "stock" procedure for addressing, formulating and solving problems in Heat Transfer. Problem Example 1. A rifle shoots a 4.25 g bullet at a velocity of 965 m s1. What is its kinetic energy?Problem Example 3.
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# The new weibull handbook pdf
The Weibull distribution is a continuous probability distribution named after Swedish mathematician Waloddi Weibull. He originally proposed the distribution as the new weibull handbook pdf model for material breaking strength, but recognized the potential of the distribution in his 1951 paper A Statistical Distribution Function of Wide Applicability. Although it’s extremely useful in most cases, the Weibull isn’t an appropriate model for every situation.
For example, chemical reactions and corrosion failures are usually modeled with the lognormal distribution. Different authors use different notation, which makes the notation a little confusing if you’re looking at different texts. For clarity, I’m staying with the same notation for all formulas: γ for the shape parameter, x as the variable, and μ for the location parameter. Note: some authors use β, m, or k.
Note: some authors use c, ν or η instead. Note: μ the time to failure, is not included in the two parameter version. The two parameter Weibull is often used in failure analysis, because no failure can happen before time zero. 1: the failure rate is constant, which means it’s indicative of useful life or random failures. These values are found in a distribution’s tails. The Weibull Family The Weibull distribution is a family of distributions that can take on many shapes, depending on what parameters you choose. Changing α, the scale parameter, does not change the type of shape, but it does stretch out the existing shape.
Increasing α results in the graph being stretched to the right. Other areas where time-to-failure is important. In the past, the techniques to perform Weibull analysis by hand were tedious and lengthy. The process has now been replaced by statistical software programs and is today the most widely used technique for analyzing lifetimes data in the world. The major advantages to using Weibull analysis is that it can be used for analyzing lifetimes with very small samples. It also produces an easy-to-understand plot.
The horizontal axis on a Weibull plot shows lifetimes or aging parameters like mileage, operating times, or cycles of use. Forecasting when spare parts will be needed. Implementing a plan for corrective action. Planning maintenance and cost effective replacement strategies. Continuous Univariate Distributions, volume 1, chapter 21. Multi-Asset Risk Modeling: Techniques for a Global Economy in an Electronic and Algorithmic Trading Era. A Statistical Distribution Function of Wide Applicability, Journal of Applied Mechanics.
These models often have threshold parameters – increasing α results in the graph being stretched to the right. Estimation of maintainability can be further complicated by queuing effects, there is a section on reliability growth and the Duane model written by D. Duration of the tests — xn be independent exponentially distributed random variables with rate parameters λ1, the techniques to perform Weibull analysis by hand were tedious and lengthy. The three most common are reliability block diagrams; for pricing and shipping details along with bundled packages of books and software click here.
A book review from the Royal Statistical Society is shown below for the earlier second edition, please post a comment on our Facebook page and I’ll do my best to help! Abernethy is the author and publisher of The New Weibull Handbook, the manufacturer decided to use information gathered from prior tests on this product to increase the confidence in the results of the prototype testing. In the past, life Testing Handbook, a note on terse coding of Kaiser’s Varimax rotation using complex number representation. After systems are fielded, bayesian concepts were introduced in Parameter Estimation. They affect both the utility and the life – to identify unexpected failure modes, 440 hours in service and 12 of them failed.
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# Linear Interpolation Extension Employing Three-Gradient
## Speed and Memory Size Optimization
When developing digital signal processor for Deepstomp, we employs a cheap 32-bit processor without floating point unit. Consequently, we have to optimize all computation in fix point math. The most important effect, especially for electric guitar, is distortion effect. It is simulated using sigmoid or sigmoid-like functions such arctan, tanh, or some others. Those functions would consume lot of CPU cycles if implemented using their analytic functions. To solve this, some a linear interpolation extension for one dimensional data is formulated for faster execution.
### CMSIS Driver and Table Lookup Solution
Previously, I have tried the simplest approximation using selected range sin function using CMSIS (Cortex Microcontroller Software Interface Standard). The result is still time consuming and eating to much CPU clocks, so we need other solution. The fastest method is table lookup with linear interpolation, but the table could become serious problem. Moreover, some different tables should be used to model various distortion types. The fuzzy type has some extreme non-linearity and I started getting worried about its precision when limiting the table size. After searching for alternative methods, I finally implement my own interpolation method to improve the linear interpolation accuracy.
## Linear Interpolation Extension
When talking about two dimensional data and three dimensional data, we can find bilinear and trilinear interpolation extension. But for one dimensional data, I couldn’t find any form of liner extension model. So I think we can improve its accuracy using multiple points of the available data with such extension. In addition, to call it linear, we could do it without introducing the concept of higher order derivatives or polynomial. However, it might be already done by someone else, but it is just beyond my knowledge. So If you know there’s already known method for what I’ll describe in this article, just let me know (in the comment).
## Two Point (Linear Interpolation)
In the Figure 1, the blue line shows the original data between P1 and P4. The other line (red) is the interpolated value between between P2 and P3. The basic linear interpolation uses only P2 and P3 points to calculate all points in between. We can see that the interpolated values has some error distributed along the line. With some error amount proportional (non-linearly) to he distance from the reference point (P2 and P3). We can say that this error is caused by non constant gradient along the line between P1 and P4. Now we can try to correct by the considering the adjacent gradient. Let see how gradient between P1 to P2 and P3 to P4 can be employed. Correction idea for the linear interpolation between P2 to P4 can be shown by plotting the extrapolated values.
## Four-Point (3-Gradient) Linear Interpolation Extension
In the Figure 2, the yellow lines shows the extrapolated values using the lower gradient (between P1-P2). While the other line, the green one, is the extrapolated values using the upper gradient (between P3-P4). The interpolated and extrapolated values shows important thing, that the error is zero at the exact reference points. As we can see the error increases as the point goes farther, therefore we can produce a better approximation if we mix the all three lines . It would be made sense if add weights that are inversely proportional to the distance of each reference point.
• The interpolated value (red line) has the zero error at both P2 and P3, so let’s pick the reference point (to compute the weight): the closest one of P2 or P3.
• The lower gradient extrapolated value (yellow line) has zero error at P2, so this is the reference point for it.
• Since the upper gradient extrapolated value (green line) has zero error at P3, so this is the reference point for it.
With P1(x1,y1); P2(x2,y2); P3(x3,y3), and P4(x4,y4) coordinate data, I first formulated the interpolated value at P(x,y) along the lines between P2 and P3 as
• y = f(x,x1,x2,x3,x4,y1,y2,y3,y4);
• = (interpolated * weight + lower_extrapolated * lowerweight + upper_extrapolated * (upperweight)/(totalweight)
• = {{y2 + (x-x2)(y3-y2)/(x3-x2)}*{ 1/(min(x-x2,x3-x))} + {y2 + (x-x2)(y2-y1)/(x2-x1)} * {1/(x-x2)} + {y3 + (x-x3) * (y4-y3)/(x4-x3)}* {1/(x3-x)}}/ {1/(min(x-x2,x3-x)) + 1/(x-x2) + 1/(x3-x)}
## Improvement by Weight Modification
Figure 3 show the interpolated result using the previous formula. It shows the red line as the final result, which is the closest one to the original data (blue line). If we see further detail on the final result, we can see that it still has some distributed errors. By looking at this, I tried to increase the linear weight by doubling it. No the final formula becomes
y = {{y2 + (x-x2)(y3-y2)/(x3-x2)}*{ 2/(min(x-x2,x3-x))}
+ {y2 + (x-x2)(y2-y1)/(x2-x1)} * {1/(x-x2)}
+ {y3 + (x-x3) * (y4-y3)/(x4-x3)}* {1/(x3-x)}}
/ {2/(min(x-x2,x3-x)) + 1/(x-x2) + 1/(x3-x)}
We can see the figure 4 that now the original and the interpolated lines is almost perfectly matched. The following figures (5-10) show several interpolation results using this method for several different 4 point sets.
## Conclusion
We can see the interpolation extension works well in the cases shown in the Figure 5, 6, and 7. Firstly, they have monotonic function and monotonic derivative of the function. Secondly, small change in the gradient from lower to upper data points is shown as their characteristic. The Figure 8 shows more extreme change in the gradient, but the interpolated result seem still acceptable.
When the gradient change is increased to a more extreme level, a case shown in the figure 9 might appear. It is likely not acceptable since we normally assume a smooth transition and monotonic profile int the final result. In the case shown in the Figure 10, we can imagine that the original data has smooth monotonic transition. But the interpolated result is not acceptable because because it has non-monotonic in its derivative. The final interpolated result is unexpected since it shows no improvement from the pure linear interpolation.
In short, this linear interpolation extension will works in some conditions. Firstly, make sure its has monotonic profile on its mapped original data. Secondly, make sure its derivative is monotonic as well. After that, the interpolated result should be acceptable.
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### Homework 1. (Due: Sept 7, 2004) weight 100
1. Given a domain description D that only allows propositions of the form a causes f if p1, ..., pn and observation O about only the initial state: Define when (D, O) entails a query Q.
Hint: You may define initial states corresponding to a given O, and transition function(s) corresponding to a given D, and then use them to define when (D, O) entails a query Q.
### Homework 2. (Due Sept 9th, 2004) weight 100
2. Show your attempt at proving R1, R2 and R3.
### Homework 3. (Due Sept 16th, 2004) weight 100
3. Prove that 3-SAT is NP-complete.
### Homework 4. (Due Sept 28th, 2004) Weight 300
Prove in detail R3 and R5. (The slides give you the sketch. You need to prove that the transformation from 3SAT to the problems R3 and R5 is such that: (i) F is satisfiable iff deciding (D,O), as constructed, is consistent. (ii) F is satisfiable iff there is a plan with respect to D, O, and the goal, as constructed. )
### Homework 5. (Due Nov 23rd) weight 200
In the maintainability slides, a direct algorithm using s_i, s_i' etc. is given. In a subsequent slide hints about how to use counters to develop a new direct algorithm is given. (This algorithm is available in the paper on this topic.) Write down this algorithm. Illustrate how the direct algorithm using counters works on the example that I illustrated in the class.
### Homework 6. (given Nov 23. was due Nov 30. extended to Dec 2.) (200 pts)
Described in slide 8 of Set 3-1. The reference in the 4th bullet is to slide 2 of that set.
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# Goldie Hawn – Future Predictions (11/09/2019)
How will Goldie Hawn get by on 11/09/2019 and the days ahead? Let’s use astrology to conduct a simple analysis. Note this is for entertainment purposes only – take it with a grain of salt. I will first work out the destiny number for Goldie Hawn, and then something similar to the life path number, which we will calculate for today (11/09/2019). By comparing the difference of these two numbers, we may have an indication of how well their day will go, at least according to some astrology enthusiasts.
PATH NUMBER FOR 11/09/2019: We will take the month (11), the day (09) and the year (2019), turn each of these 3 numbers into 1 number, and add them together. This is how it’s calculated. First, for the month, we take the current month of 11 and add the digits together: 1 + 1 = 2 (super simple). Then do the day: from 09 we do 0 + 9 = 9. Now finally, the year of 2019: 2 + 0 + 1 + 9 = 12. Now we have our three numbers, which we can add together: 2 + 9 + 12 = 23. This still isn’t a single-digit number, so we will add its digits together again: 2 + 3 = 5. Now we have a single-digit number: 5 is the path number for 11/09/2019.
DESTINY NUMBER FOR Goldie Hawn: The destiny number will calculate the sum of all the letters in a name. Each letter is assigned a number per the below chart:
So for Goldie Hawn we have the letters G (7), o (6), l (3), d (4), i (9), e (5), H (8), a (1), w (5) and n (5). Adding all of that up (yes, this can get tedious) gives 53. This still isn’t a single-digit number, so we will add its digits together again: 5 + 3 = 8. Now we have a single-digit number: 8 is the destiny number for Goldie Hawn.
CONCLUSION: The difference between the path number for today (5) and destiny number for Goldie Hawn (8) is 3. That is smaller than the average difference between path numbers and destiny numbers (2.667), indicating that THIS IS A GOOD RESULT. But don’t get too excited yet! As mentioned earlier, this is of questionable accuracy. If you want a reading that people really swear by, check out your cosmic energy profile here. Go see what it says for you now – you may be absolutely amazed. It only takes 1 minute.
### Abigale Lormen
Abigale is a Masters in Business Administration by education. After completing her post-graduation, Abigale jumped the journalism bandwagon as a freelance journalist. Soon after that she landed a job of reporter and has been climbing the news industry ladder ever since to reach the post of editor at Tallahasseescene.
#### Latest posts by Abigale Lormen (see all)
Abigale Lormen
Abigale is a Masters in Business Administration by education. After completing her post-graduation, Abigale jumped the journalism bandwagon as a freelance journalist. Soon after that she landed a job of reporter and has been climbing the news industry ladder ever since to reach the post of editor at Tallahasseescene.
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Uninterrupted segment length?
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Hi I need help with this problem in MATLAB CODE!
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Random Question: If MATLAB disappears tomorrow, what would be the immediate effect?
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### 0
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Using an ELSEIF statement under another IF
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new to matlab simple question
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## The challenge#
#### It is officially on, now.#
This challenge isn't conceptually hard, but it involves actual error-prone coding. The other challenges in this set are there to bring you up to speed. This one is there to qualify you. If you can do this one, you're probably just fine up to Set 6.
There's a file here. It's been base64'd after being encrypted with repeating-key XOR.
Decrypt it.
Here's how:
• Let KEYSIZE be the guessed length of the key; try values from 2 to (say) 40.
• Write a function to compute the edit distance/Hamming distance between two strings. The Hamming distance is just the number of differing bits. The distance between:
``````this is a test
``````
and
``````wokka wokka!!!
``````
is 37. Make sure your code agrees before you proceed.
• For each KEYSIZE, take the first KEYSIZE worth of bytes, and the second KEYSIZE worth of bytes, and find the edit distance between them. Normalize this result by dividing by KEYSIZE.
• The KEYSIZE with the smallest normalized edit distance is probably the key. You could proceed perhaps with the smallest 2-3 KEYSIZE values. Or take 4 KEYSIZE blocks instead of 2 and average the distances.
• Now that you probably know the KEYSIZE: break the ciphertext into blocks of KEYSIZE length.
• Now transpose the blocks: make a block that is the first byte of every block, and a block that is the second byte of every block, and so on.
• Solve each block as if it was single-character XOR. You already have code to do this.
• For each block, the single-byte XOR key that produces the best looking histogram is the repeating-key XOR key byte for that block. Put them together and you have the key.
This code is going to turn out to be surprisingly useful later on. Breaking repeating-key XOR ("Vigenere") statistically is obviously an academic exercise, a "Crypto 101" thing. But more people "know how" to break it than can actually break it, and a similar technique breaks something much more important.
#### No, that's not a mistake.#
We get more tech support questions for this challenge than any of the other ones. We promise, there aren't any blatant errors in this text. In particular: the "wokka wokka!!!" edit distance really is 37.
## The solution#
💭 Sounding a little overwhelming. Let's take a look.
💭 Trying all the 256 possible ASCII characters combination for key lengths 2 to 40 will result in successful cracking, but it looks like an utterly stupid way of attacking the problem, so we'll not use that approach, especially since there is a saner recommended approach.
Let's begin by writing a Hamming distance calculator.
"Always work with binary, see how the machines see."
Clear
OK, I got `37`, but I wonder if there is a slicker way of finding the number of differing bits than doing `diff.toString(2).match(/1/g).length`. My method feels "analogous", yo quiero algo "digital".
After some research, I came up with this alternative implementation that works at the bit level rather than use costly string and regex operations.
Clear
On performance testing, the bit-level implementation was found to be significantly faster - as expected.
Back to the problem in hand.
Let's give a try at implementing the solution based on the instructions, it is a very clear explanation about how to go about guessing the key size. Once we have the key size, the journey starts.
Clear
There we have the probable key size. The fact that we can crack the encryption if we know the key size feels pretty miraculous.
Let's further work on the instructions and update the code. I have captured my thought process in the code comments, don't miss them.
Clear
Cracked!
The approach is pretty logical - yet magical. Despite knowing how it works, I still find the outcome pretty amazing - like a sneaky BJJ submission technique. Props to Friedrich Kasiski (29 November 1805 – 22 May 1881).
## Notes#
• The algorithm used in the solution is based on the Kasiski examination.
• Charles Babbage (26 December 1791 – 18 October 1871) seems to have independently broken the Vigenère cipher too.
• Following the instructions in the challenge to a tee did the reverse of helping. Tip: use guidelines but don't be bound by them.
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# Tag Info
0
Le us start with what is a field in physics : A field is a physical quantity that has a value for each point in space and time.1 For example, in a weather forecast, the wind velocity is described by assigning a vector to each point on a map. Each vector represents the speed and direction of the movement of air at that point. A field can be ...
0
One can say electric and magnetic fields emerge macroscopically from the quantum theory of interactions between photons and matter, that is to say quantum electrodynamics. In this sense the electromagnetic field "doesn't exist": it can be viewed as a macroscopic effect of some interaction between particles
1
You should take it completely literally. (Quibbles about the Higgs field vs the Higgs boson are misguided. Particles don't acquire masses until the point at which the Higgs boson appears, so attributing the particle masses to the Higgs boson is just as correct.) However, there is a simple way to picture this. The concept of a Higgs boson is completely ...
9
"Binding a massless particle into a small space" is a good phrase for a popular discussion, but it is not the only way to picture the Higgs mechanism. Another perspective comes from the fact that every particle inside some interaction field behaves exactly like its energy or momentum has changed. This concept is called canonical momentum, in contrast to the ...
1
The plots are "expected from background" (thin line) vs "observed" (thick line); the horizontal axis is energy (in GeV), with a peak at 125 GeV. On the left is the raw data - the frequency with which certain energies were observed (note it's a log axis); the plot on the right is the "statistical significance" in standard deviations. The peak is at 5 sigma - ...
0
No, Higgs particles do not contribute to Casimir forces. Casimir effect happens because virtual particles are excluded from the gap between two solids when the separation distance is smaller than the particle wavelength (multiplied by smallish integers). Caveat: I understand the principles here sufficiently for a rough explanation, but not nearly enough to ...
3
A standard simple answer (for the standard Higgs boson field) is that a particle acquires mass by passing through this field, which changes the particle's inertia (thus appearing as acquiring mass which is a measure of inertia among others) Of course the standard Higgs boson is still investigated (if it is the standard one and not some variation of other ...
7
Notwithstanding the previous answers, bear in mind that the Higgs boson fields is pervasive throughout the whole universe, according to the Standard Model of particle physics. The interaction between the Higgs field and the matter fermion fields (quarks, electron, muon, etc) provides the fermions with mass. This means that there are virtual Higgs bosons ...
15
Short answer: do not take it literally, without further context. In order to understand the Higgs boson's role in the Standard model, it is necessary to take a closer look at the framework in which we describe elementary particles: quantum field theory. In this approach, particles are described as excitations of fields that spans all spacetime. The ground ...
97
The Higgs field (note it is the field that is important here, not the Higgs boson itself, which is just a ripple in the Higgs field) gives particles mass in the same sense that the strong force gives the proton mass (context: $99\%$ of the mass of the proton comes not from the mass of its constituent quarks, but from the fact that roughly speaking the quarks ...
33
You probably know that the mass of the Higgs boson is around $125$ GeV, which means the energy it takes to create a Higgs boson is around $125$ GeV and therefore that the temperature at which significant numbers of Higgs bosons will be created will be given by $kT = 125$ GeV. One GeV is $1.602 \times 10^{-10}$J, so the corresponding temperature is around ...
2
Notation $W^{-}, W^{+}$ may confuse in a sense that it may seem that here are two different particles which aren't connected by charge conjugation. But of course, $W^{+}$ is only $(W^{-})^{\dagger}$, so it is an antiparticle to $W^{-}$. So term $( W^{-} \cdot W^{+} )$ is simple $|W|^{2}$ (which is standard for the mass-term), and, of course, both of particle ...
1
John Rennie's answer is good, but I'll try to explain intuitively why the symmetry breaking leaves some symmetry unbroken. Start with a sphere. You can rotate a sphere in three independent ways—around the x axis, around the y axis, and around the z axis, if you like. All of these are symmetries of the sphere, i.e., they leave the sphere unchanged. These ...
2
Elementary particles are conveniently divided into the fermions and the gauge bosons. The fermions are what we think of as matter, e.g. protons (i.e. quarks) and electrons, while the gauge bosons provide the forces that act between the particles of matter. Fermions get their mass from an interaction with the Higgs field called a Yukawa coupling, and the ...
0
In fact, your question is not so clear. I try my best. The Yukawa potential is an exchange potential, so it is based on the particle which is exchanged between 2 interacting particles. So if that particle (a boson) is coupled to the Higgs boson, it will get mass and the potential between the 2 interacting particles should change from U(r)~1/r to U(r)~ ...
1
The luminiferous aether was postulated to explain the propagation of electromagnetic waves. The nineteenth century physics knew wave equations in a medium and could not think that a medium was not necessary to propagate the electromagnetic ones. That was the function of the luminiferous aether. The Michelson–Morley experiment was performed in 1887 by ...
0
There is the need of a new Einstein to say clearly that the speed of light c is the same as to have a aether. Because in the 20th last century it was not nice to talk about aether it comes out of use. But gravitation is some kind of aether and gravitation does influent light.
0
I'm not sure what you're asking, but it's not really true to say that particles interact with the Higgs field. A quantum field like the electron field interacts with the Higgs field and the result is that the electron field is massive i.e. its excitations (electrons) have a mass. If you consider the Higgs boson, rather than the Higgs field, then the ...
3
The Higgs mechanism has been understood in the framework of quantum field theory since the very beginning i.e. since the 1960s. Quantum field theory may be constructed as a quantization of its classical limit, i.e. of a classical field theory, so that's what's important for understanding some basic properties of the Higgs mechanism, too. But many other ...
3
M. Strassler quotes R. Rattazzi as follows: "we can’t rule out the possibility completely, there’s some amount of circumstantial evidence against this new particle being a composite Higgs if it is a composite Higgs, there are some indirect near-term measurements that could well reveal it; completely direct measurements are many years off" Strassler ...
1
They are very different. When you use a Higgs mechanism with a Yang-Mills action, symmetry breaking causes the gauge fields $A$ to gain mass. This is done in 4D. When you add a Chern-Simons term to a Yang-Mills action, you can see from the field equations that $\ast F$ becomes massive, not $A$. There is no symmetry breaking here. Also this is in 3D and ...
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# Can an object other than a black hole have an event horizon?
I haven't done the mathematics of it but is the radius of a potentially naturally occurring object such as a star held stable by quark degenerate matter or hypothesized preon degenerate matter small enough such that the object has an event horizon. I know you can just say if you had some object of this density and radius then it has an event horizon but, is it possible in nature?
Also what defines a black hole? Is it the fact it is an object with an escape velocity the speed of light or is it something that collapses to infinite density hence a star with an event horizon held together by some degenerate matter pressure?
No idea if any of this is correct. Apparently the laws of physics break down inside a black hole, so even though the pressure may be great enough just considering forces, it couldn't actually exist.
• Well, basically a black hole is defined by having an event horizon, so everything that has an event horizon is called a black hole. So there are no things with an event horizon that aren't black holes. As for degeneracy pressure, you might wanna look up white dwarves and neutron stars – lemdan Jul 5 '17 at 10:24
• @Mladen Horizons are actually rather general. For example, you have cosmological horizons, Rindler horizons, etc. – Dvij Mankad Jul 5 '17 at 10:35
• @Dvij Agreed, but as far as I'm aware it should be safe to say that an object having an event horizon is always a black hole. (I don't consider the Universe an object here.) – lemdan Jul 5 '17 at 10:40
• @Mladen Seems like the case, but to be on the safer side, I would define a black hole as simply a singularity cloaked in at least one horizon. – Dvij Mankad Jul 5 '17 at 11:06
If it is small enough to have an event horizon it will crush to form a singularity, at least given GR. This is because once a horizon forms, everything inside is compelled to move into the center as all time-like paths, thus all those which all particles known to exist (and all which can exist assuming strict causality) are restricted to following, end up hitting the center. So the mass of neutron star MUST crush into the center, once inside a horizon radius.
But you can have horizons without black holes, just not an object shielded by one that is not a black hole. There is an event horizon far from Earth due to the expansion of the Universe.
The black hole has an event horizon that is an invariant. The universe has a form of event horizon called the cosmological event horizon. However, this is not quite the same. It is an apparent horizon.
The Schwarzschild metric $$ds^2~=~\left(1~-~\frac{2GM}{rc^2}\right)dt^2~-~\left(1~-~\frac{2GM}{rc^2}\right)^{-1}dr^2~-~r^2d\Omega^2.$$ The metric term $g_{tt}~=~\left(1~-~\frac{2GM}{rc^2}\right)$ $\rightarrow~0$ as $r~\rightarrow~\frac{2GM}{c^2}$. The blow up of $g_{rr}$ can be removed, so this is not a singularity. However, it is centered around the position of a gravitating mass at $r~=~0$. The spacetime solution is a vacuum solution around this singular point, which turns out to be a whole spatial surface instead of a point!
The de Sitter spacetime in stationary coordinates is $$ds^2~=~\left(1~-~r^2\Lambda/3\right)dt^2~-~\left(1~-~r^2\Lambda/3\right)^{-1}dr^2~-~r^2d\Omega^2.$$ This is stationary because it is fixed at a coordinate origin $r~=~0$. which is not tied to a mass. There are more technical ways of working through this. but a transformation of coordinates moves the horizon as well. This means the horizon is different than the case with a black hole.
There is a case of something with an event horizon that is a bit odd. This is the Taub-NUT spacetime. This is similar to a black hole hole, but with metric term $1~-~\frac{\mu}{t}$, where $\mu$ is the NUT parameter that is analogous to the magnetic monopole; it is a gravitational form of a magnetic monopole. Here $t$ is of course time, and what this means is the event horizon occurs at some time in the past. It is proposed as a possible universe or cosmology. For $t~<~\mu$ the spacetime is nonchronal with closed timelike curves. This is a real event horizon and not a particle or apparent horizon that transforms with coordinate transformations.
• Doesn't really help considering I have just finished A-level – Joshua Farrell Jul 5 '17 at 15:15
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Since heat flows spontateneously from object with high T to an object with low T, the temperature of a body changes when heat is added or removed. The heat Q is proportional to the size of the object [mass m ] and also depends on the type of material,
Q = mc ΔT
where c is the specific heat Calorimetry. Since heat is a form of energy [just like kinetic and potential energy], the unit of the specific heat is c = J/(kg °C). Heat must be added or removed during a phase change [gas-liquid (evporation or condensation), liquid-solid (melting or freezing), or gas-solid (sublimation)]. Because the temperature is constant during a phase change,
Q = mL,
where the latent heat L has the unit [LI = J/kg . The specific and latent heat for materials are measured experimentally. The specific heats are different for the different phases of the same substance and likewise, the latent heats are different for different phase transformations. Furthermore, the specific and latent heats are different for different substances.
Example: The best way to make hot chocolate is by putting steam into chilled milk. An Espresso machine produces vapor at 100°C and pressure P = 9.0 x 105 Pa [or 9 atm]. The barista puts msteam = 50.4 g [ V = 9.6 x 10-3 m3 or 9.6 L] of steam into the chilled milk. A 12-ounce cup of milk contains 0.36 kg of milk at the temperature 6°C. Find the temperature of the Hot Chocolate! Ignore the specific heat of the cup. Useful data: Specific heat of water Cwater = 4, 186 J/(kg •° C), Specific heat of milk Cmilk = 3, 890 J/(kg •° C) , and latent heat of vaporization of water Lwater = 22.6 x 105 J/kg.
Solution:We have for the heat given off by the vapor [and hot water] and the absorbed heat:
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# Johnson is on firm ground when he asserts that the early
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Johnson is on firm ground when he asserts that the early [#permalink]
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Johnson is on firm ground when he asserts that the early editors of Dickinson’s poetry often distorted her intentions. Yet Johnson’s own, more faithful, text is still guilty of its own forms of distortion. To standardize Dickinson’s often indecipherable handwritten punctuation by the use of the dash is to render permanent a casual mode of poetic phrasing that Dickinson surely never expected to see in print. It implies that Dickinson chose the dash as her typical mark of punctuation when, in fact, she apparently never made any definitive choice at all.
Which of the following best summarizes the author’s main point?
(A) Although Johnson is right in criticizing Dickinson’s early editors for their distortion of her work, his own text is guilty of equally serious distortions.
(B) Johnson’s use of the dash in his text of Dickinson’s poetry misleads readers about the poet’s intentions.
(C) Because Dickinson never expected her poetry to be published, virtually any attempt at editing it must run counter to her intentions.
(D) Although Johnson’s attempt to produce a more faithful text of Dickinson’s poetry is well-meaning, his study of the material lacks sufficient thoroughness.
(E) Dickinson’s editors, including Johnson, have failed to deal adequately with the problem of deciphering Dickinson’s handwritten manuscripts.
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08 Sep 2006, 19:53
Both editors and Jhonson failed in deciphering. So E.
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08 Sep 2006, 20:14
Yeah, E it is..
He proves that all the editors are wrong and then proves that Johnson also is wrong.
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08 Sep 2006, 21:11
ak_idc wrote:
Both editors and Jhonson failed in deciphering. So E.
I think its A.
You can infer E but its not the main point. Main points generally come from the conclusions. The conclusion is stated in first line.
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08 Sep 2006, 21:25
Why not D?
Subject here is Johnson's work. Author primarily is saying, though Johnson asserts other's work were distorted, Johnson's work was also distorted. I see only D conveying that message.
E is generalizing John's work with others, which is really not the point author trying to make.
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08 Sep 2006, 21:43
ps_dahiya wrote:
ak_idc wrote:
Both editors and Jhonson failed in deciphering. So E.
I think its A.
You can infer E but its not the main point. Main points generally come from the conclusions. The conclusion is stated in first line.
Thanks Dahiya. I agree with you.
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10 Sep 2006, 22:30
sorry guys...no one got it right (including me)
OA is B
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11 Sep 2006, 03:54
iced_tea wrote:
sorry guys...no one got it right (including me)
OA is B
Could you post the OE please?
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11 Sep 2006, 11:10
kripalkavi wrote:
iced_tea wrote:
sorry guys...no one got it right (including me)
OA is B
Could you post the OE please?
there is no OE - this was from CR 1000
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12 Sep 2006, 01:04
kripalkavi wrote:
iced_tea wrote:
sorry guys...no one got it right (including me)
OA is B
Could you post the OE please?
Well then, anyone care to explain this?? I was STUMPED on this. Looks like most of the others were as well. any chance of the OA being wrong?
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12 Sep 2006, 01:04
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# Johnson is on firm ground when he asserts that the early
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## Value of ln(e^2) | Simplify Natural log of e^2
The natural log of e^2 is denoted by ln(e2) and its value is equal to 2. That is, the value of ln(e^2) is given by ln(e2) = 2. ln(e2) Formula As ln(ek) = k, the formula of ln(e2) is given as follows: $\boxed{\ln e^k = k}$ Proof of ln(e2) = 2 Let us assume that … Read more
## Value of log 27 base 3 | Log27 3 Value
The value of log 27 base 3 is equal to 3, that is log27 3 = 3. In this post, we will learn how to find the value of log 27 when the base is 3. Note that log27 base 3 can be written mathematically as follows: log327. Find log27 base 3 Answer: The value … Read more
## Value of log 16 base 8 | Log 16 8 Value
The value of log 16 base 8 is equal to 4/3. Let us learn how to find the value of log 16 8, that is, the logarithm of 16 when the base is 8. What is log 16 base 8 To find the value of log 16 base 8, we will use the following formula: … Read more
## Value of log 125 base root 5
The value of log 125 base root 5 is equal to 6, that is, log√5125 = 6. In this post, we will learn how to find the logarithm of 125 when the base is √5. How to Find log125 Base Root 5 Question: What is log125 base√5? Answer: log125 base root 5 equals 6. Solution: … Read more
## Value of log 16 base root 2
The value of log 16 base root 2 is equal to 8, that is, log√216 = 8. In this post, we will find the value of the logarithm of 16 when the base is root 2. How to Find log16 Base Root 2 Question: What is log16 base root 2? Answer: log16 base root 2 … Read more
## Value of log 8 base 2
The value of log 8 base 2 is equal to 3, that is, log28 =3. In this post, we will find the value of the logarithm of 8 when the base is 2. We will now find the value of log 8 when the base is 2. How to Find log28 Question: What is log8 … Read more
## Value of log 16 base 4
The value of log 16 base 4 is equal to 2, that is, log416 =2. In this post, we will find the value of the logarithm of 16 when the base is 4. How to Find log416 Question: What is log16 base 4? Answer: The value of log416 is 2. Solution: Step 1: At first, … Read more
## Value of log 16 base 2
The value of log 16 with base 2 is equal to 4, that is, log216 =4. In this post, we will find the value of the logarithm of 16 when the base is 2. How do you Find log216 Question: What is log16 base 2? Answer: log216 is equal to 4. Solution: Step 1: At … Read more
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## How do atomic clocks prove time dilation?
These clocks are moving at different velocities because of their position on the Earth’s surface, and relativity makes precise predictions about the extent of time dilation they experience. For example, a clock closer to the equator should tick more slowly than one closer to the North Pole.
Are atomic clocks affected by time dilation?
JILA physicists have measured Albert Einstein’s theory of general relativity, or more specifically, the effect called time dilation, at the smallest scale ever, showing that two tiny atomic clocks, separated by just a millimeter or the width of a sharp pencil tip, tick at different rates.
### What is the theory of time dilation?
time dilation, in the theory of special relativity, the “slowing down” of a clock as determined by an observer who is in relative motion with respect to that clock.
Has time dilation been confirmed?
Physicists have verified a key prediction of Albert Einstein’s special theory of relativity with unprecedented accuracy. Experiments at a particle accelerator in Germany confirm that time moves slower for a moving clock than for a stationary one.
## How did the new atomic clock prove Einstein’s theory of relativity?
Because gravity is weak over small distances, it is hard to measure relativity on small scales. But atomic clocks, which count seconds by measuring the frequency of radiation emitted when electrons around an atom change energy states, can detect these minute gravitational effects.
When did Einstein time dilation?
1905
In the context of special relativity it was shown by Albert Einstein (1905) that this effect concerns the nature of time itself, and he was also the first to point out its reciprocity or symmetry.
### Why does time go faster when you go faster?
The T term, which is the stress-energy tensor, describes the mass, energy and momentum which causes spacetime to curve. The faster you go the bigger the T term becomes. This has the effect of making spacetime more curved. Think of it as stretching the time dimension which makes time pass more slowly.
Can we measure time dilation with an atomic clock?
Physicists have measured time dilation on the smallest scale ever using an atomic clock made of thousands of ultracold atoms formed into a stack of pancake-shaped blobs.
## What is time dilation in physics?
According to the theory of relativity, time dilation is a difference in the elapsed time measured by two observers, either due to a velocity difference relative to each other, or by being differently situated relative to a gravitational field.
Who discovered the time dilation effect?
In the context of special relativity it was shown by Albert Einstein (1905) that this effect concerns the nature of time itself, and he was also the first to point out its reciprocity or symmetry. Subsequently, Hermann Minkowski (1907) introduced the concept of proper time which further clarified the meaning of time dilation.
### What is special relativistic time dilation?
Special relativity indicates that, for an observer in an inertial frame of reference, a clock that is moving relative to them will be measured to tick slower than a clock that is at rest in their frame of reference. This case is sometimes called special relativistic time dilation.
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# CS-615 Assignment No 4 Solution & Discussion
Software Project Management
Assignment # 04
Spring 2012
Marks: 20
Due Date
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Assignment:
Problem Statement: Online Shopping Mall
Description:
Shopping Mall Stores, has been doing the business of fast food, detergents, cold drinks, uniform, sweets and much more for the last four years. They have their own position in business firms and well known for their quality.
The main objective of this website is to sell the products worldwide and provide information about Shopping Mall. It offers a range of products biscuits, medicine, burgers, paints, sweaters, shoes, soaps and milk etc. They have a complete team of experts for managing products, imports and exports. The objective of this website is to attract more customers who are interested in buying these quality products and to give an overview of the organization and its efficiency.
This website will provide a complete catalog of the products. It will include online credit card transaction, feedback of the customers and an interface for the administrator to manage products, customers etc.
Considering the above scenario,
Question 1)
COCOMO is a popular estimation technique and there are three different levels of COCOMO. Assume that the initial Effort required for the above scenario is 20.22; you are now required to perform following tasks with the help of Intermediate COCOMO.
(a) Identify four most important applicable cost driver Attributes, their Rating and Multiplying Factors (within the range of 0.9 and 1.4) for the above scenario. Marks: 10
(b) Calculate the EAF (effort adjustment factor) and Total Effort (in Person months). Marks: 10
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### Replies to This Discussion
please share solution of this. cs615 no 4
AOA plz help me and guide me to understand this assignment. any one help
calculate krny k liy jo attributes leny hen wo kon sy hon gy? plz tell me
Alright guys let discuss it together.
Today is last date and we have even no idea that what to do :(
http://en.wikipedia.org/wiki/COCOMO#Intermediate_COCOMOs here are the most important applicable cost driver Attributes but i m confused that how they been rated and also couldn't grasp the idea of Multiplying factors from the given info.
Here is also a formula to calculate EAF but so much confusion in all this.
Anyone there to clarify things.
Applicable cost driver attributes Rating Multiplying factors
CPLX High 1.2
TIME Very high 1.35
ACAP Low .95
MODP Average 1.00
ab ratings Shop mall ka liy kia hain or Multiplying factors kia hain?
2-----
(a) Total Effort (in Person months).
Default Value: 152 hours per month
– 19 days at 8 hours per day.
baqi kia hin yaar?
cost driver attributes r on page 235, select any 4 which you think are main cost drivers for awebsite development
then give ratings high, low, very high, average to the attributes. according to ratins give the multiplying factors such as for v high 1.35. low 0.9.
multiply all " multiplying factors" you will get EAF.
Hope ab kuch na kuch to assignmant ban he jaye ga.
kese ne bana dia ya nai
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https://www.doubtnut.com/question-answer/if-int01-et-1-t-dt-a-then-int01-et-1-t2dt-is-equal-to-437193026
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# If ∫10et1+tdt=a, then ∫10et(1+t)2dt is equal to:
Khareedo DN Pro and dekho sari videos bina kisi ad ki rukaavat ke!
Text Solution
A
a1+e2
B
a+1e2
C
a1e2
D
a+1+e2
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https://www.gradesaver.com/textbooks/math/calculus/university-calculus-early-transcendentals-3rd-edition/chapter-3-section-3-1-tangents-and-the-derivative-at-a-point-exercises-page-118/11
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## University Calculus: Early Transcendentals (3rd Edition)
The equation of the tangent line is $y=4x-3$.
The slope $m$ of the tangent line of the curve $f(x)$ at $A(a,b)$ is also the slope of the curve at that point, which is calculated by $$m=\lim_{h\to0}\frac{f(a+h)-f(a)}{h}$$ $$y=f(x)=x^2+1\hspace{1cm}A(2,5)$$ 1) Find the slope $m$ of the tangent: $$m=\lim_{h\to0}\frac{f(a+h)-f(a)}{h}$$ Here $a=2$ and $f(a)=b=5$ $$m=\lim_{h\to0}\frac{f(2+h)-5}{h}=\lim_{h\to0}\frac{(2+h)^2+1-5}{h}$$ $$m=\lim_{h\to0}\frac{4+4h+h^2+1-5}{h}=\lim_{h\to0}\frac{4h+h^2}{h}$$ $$m=\lim_{h\to0}(4+h)$$ $$m=4+0=4$$ 2) Find the equation of the tangent line at $A(2,5)$: The tangent line would have this form: $$y=4x+m$$ Substitute $A(2,5)$ here to find $m$: $$4\times2+m=5$$ $$8+m=5$$ $$m=-3$$ So the equation of the tangent line is $y=4x-3$.
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Bananas plantation
Ashok Rao planted bananas on 2/7 th of his field on his 21 acers. What is the area of the bananas plantation?
B = 6 a
Step-by-step explanation:
Did you find an error or inaccuracy? Feel free to write us. Thank you!
Tips to related online calculators
Need help to calculate sum, simplify or multiply fractions? Try our fraction calculator.
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Highlighted
New Contributor
# Help with Excel using IF and AND and OR and NOT functions
Hi, I'm trying to write a formula that incorporates the IF function and uses the OR, AND and NOT features.
I want the formula to read:
IF cell G5="DS" or "DT" AND cell AF5 does not equal "FT10" or "FC10" or "TXTX" or "RSTK", then return the negative value in cell S5 otherwise, return 0.
Can anyone help with this?
thank you
11 Replies
Highlighted
# Re: Help with Excel using IF and AND and OR and NOT functions
That's like
``=IF(AND(OR(G5="DS",G5="DT"),OR(AF5<>"FT10",AF5<>"FC10",AF5<>"TXTX",AF5<>"RSTK")),-S5,0)``
if translate your text into formula
Highlighted
# Re: Help with Excel using IF and AND and OR and NOT functions
Thank you so much for your help, it works perfectly!
Highlighted
Highlighted
# Re: Help with Excel using IF and AND and OR and NOT functions
I'm so sorry, I spoke too soon, the formula isn't working. It seems to be ignoring the second part of the equation with the <>"FT10","FC10", etc...
I've attached a sample with the formula in column Z. All highlighted cells should be 0, yet they're returning -S5 value.
I may not have explained what I want to see very well. The highlighted cells are either DS or DT however, they have FT10, FC10, TXTX or RSTK in column AF, so I want them to be 0.
Highlighted
# Re: Help with Excel using IF and AND and OR and NOT functions
The second OR should be replaced with AND in your formula, try this...
=IF(AND(OR(G5="DS",G5="DT"),AND(AF5<>"FT10",AF5<>"FC10",AF5<>"TXTX",AF5<>"RSTK")),-S5,0)
Highlighted
# Re: Help with Excel using IF and AND and OR and NOT functions
Or simply this...
=IF(AND(OR(G5="DS",G5="DT"),AF5<>"FT10",AF5<>"FC10",AF5<>"TXTX",AF5<>"RSTK"),-S5,0)
Highlighted
# Re: Help with Excel using IF and AND and OR and NOT functions
Just the boolean logic.
``=OR(G5="DS",G5="DT")*AND(AF5<>"FT10",AF5<>"FC10",AF5<>"TXTX",AF5<>"RSTK")*S5``
# Re: Help with Excel using IF and AND and OR and NOT functions
It needs only a small tweak...
=OR(G9="DS",G9="DT")*AND(AF9<>"FT10",AF9<>"FC10",AF9<>"TXTX",AF9<>"RSTK")*-S9
Highlighted
# Re: Help with Excel using IF and AND and OR and NOT functions
Yes, thank you for the updated formula, that did the trick!
Highlighted
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You are on page 1of 16
Content
CHAPTER #
DETAIL
Chapter 10 Simple Harmonic Motion and Waves
Sound
PAGE #
2
Chapter
11
Chapter
12
Geometrical Optics
Chapter
13
Electrostatics
Chapter
14
Current Electricity
Chapter
15
Electromagnetism
10
Chapter
16
Basic Electronic
12
Chapter
17
14
Chapter
18
15
## Written By Mr. S. M. Ausaf Ali Gillani
Cell No. 0303-2065858
Unit-10: Simple Harmonic Motion And Waves
CONCEPTUAL QUESTIONS
10.1
Ans.
If the length of a simple pendulum is doubled what will be the change in its time period?
As we know
T=
When L = 2L,
T =?
Therefore,
T =
. (i)
Putting L = 2L
T =
T =
Using eq. (i)
(Ans)
This equation shows that if the length of pendulum is doubled, then time period increases four times.
10.2 A ball is dropped from a certain height onto the floor and keeps bouncing. Is the motion of the
ball simple harmonic? Explain.
Ans.
No, the motion of a bouncing ball is not simple harmonic motion because
(i)
Acceleration is not directly proportional to displacement.
(ii)
Acceleration is not always directed toward mean position.
10.3 A student performed two experiments with a simple pendulum. He / She used two bobs of
different masses by keeping other parameters constant. To his / her astonishment the time period of
the pendulum did not change! Why?
Ans. We know that time period T of a simple pendulum of length / is given by the following equation:
This equation shows the relation of time period with other factors. It shows that time period of pendulum is
independent of mass of bob, but depends on the length of the thread. This is the reason that time period of two
pendulums of bobs of different masses do not change.
10.4 What types of waves do not require any material medium for their propagation?
Ans. Electromagnetic waves do not require any material medium for their propagation. Examples of such
waves are light waves, heart waves, etc.
10.5 Plane waves in the ripple tank undergo refraction when they move from deep to shallow water.
What change occurs in the speed of the waves?
Ans. We know that the wave speed (v) and wavelength () are related by the following equation:
v=f
When also know that when water waves enter the region of shallow water their wavelength decreases but
frequency remains same. So the above equation becomes;
v
This equation shows that wave speed is directly proportional to wavelength. It means of wavelength decreases,
waves speed also decreases and vice versa. Thus, in shallow region the wave speed will decrease, while in deep
water the wave speed will increase.
## Written By Mr. S. M. Ausaf Ali Gillani
Cell No. 0303-2065858
Unit-11: Sound
CONCEPTUAL QUESTIONS
11.1 Why two tin cans with a sting stretched between them could be batter way to communicate then
merely shouting through the air?
Ans. When we communicate via two tin cans connected though a string, then our sounds is carried by a string
which is solid. is 15 time better conductor of sound then air.
11.2 We can recognize persons speaking with the same loudness from their voice. How is this possible?
Ans. We can recognize persons speaking with the same loudness. This is due to the difference in the quality of
their sounds.
11.3 You can listen to your friend round a corner, but you cannot watch him/her. Why?
Ans. Like light and other waves, sounds waves also exhibit the phenomenon of diffraction. Diffraction of sounds
waves is the vending or spreading of sound waves around the sharp edges or corners of obstacle. This is the
reason we can listen our friends rounds a corner although we cannot watch them.
11.4 Why must the volume of a stereo in a room with wall-to-wall carpet be tuned higher then in a room
with wooden floor.
Ans. The carpet is soft and absorbs the sound wave. On the other hand wooden floor is hard and reflect the
sound waves instead of absorbing them. So we have to keep volume of stereo high in the room with wall to wall
carpet.
11.5 A student says that the two terms speed and frequency of the wave refer to the same thing. What is
Ans. Speed is the distance covered by the waves in unit time but frequency is the number of waves passing
through a point in unit time. So, speed and frequency are two different quantities although time factor is
common in both.
11.6 Two people are listening to the same music at the same distance. They disagree on its loudness.
Explain how this could happen?
Ans. Loudness also depends upon the physical condition of the listener. A sound appears louder to a person
with sensitive or normal ear than to a man with defective ears. Thus is the reason that two people disagree with
the loudness of the sound.
11.7 Is there any difference between echo and reflection of sound? Explain.
Ans. Reflection is just the bouncing of the sound after striking from a hard or denser surface. Echo is also the
bouncing of sound from the hard or denser surface. But it must also satisfy the following two conditions.
(i): distance between listener and reflective surface should be atleast17m.
(ii): time difference between original sound and echo must be 0.1s.
11.8 Will two separate 520dB sounds together constitute a 100dB sounds? Explain.
Ans. Yes, two separate 50dB sounds together constitute a 100dB sound only when is constructive interface.
11.9 Why ultrasounds are useful in medical field?
Ans. Ultrasonic waves are made to enter in the human body through transmitters. These rays are reflected
differently from different organs, tissues or tumors, etc. The reflected waves are then amplified to form an
image of the internal organs of the body on the screen. Such an image helps in detection the defects in these
organs.
## Written By Mr. S. M. Ausaf Ali Gillani
Cell No. 0303-2065858
Unit-12: Geometrical Optics
CONCEPTUAL QUESTIONS
12.1A man raises his left hand in a plane mirror; the image facing him is raising his right hand. Explain
why?
Ans. Mirror image is always laterally inverted. So, if ma raises his left hand in a plane mirror, image will show
as he has raised his right hand.
12.2 In your own words, explain why light waves are refracted at a boundary between two materials.
Ans. The speed of light waves is different through the different mediums because of different densities of the
mediums. It is the characteristic of light waves that when they meet at the boundary of two mediums, their
speed and direction changes and they are refracted.
12.3 Explain why a fish under water appears to be at a different depth below the surface then it
actually is. Does it appear deeper or shallower?
Ans. When the light rays come out from the water (denser to rare medium) after striking on the body of fish,
they bend away from the normal. So for the observer the fish appears to be at less depth than the actual depth.
12.4 Why or why not concave mirrors are suitable for make up?
Ans. If the object is placed at a focal point, then its magnified and real image is formed. In this case it is suitable
for make up. But when the object is placed behind the focal point, then a clear image is not obtained. In this case
it is not suitable for make up.
12.5Why is the drivers side mirror in many cars is convex rather than plane or concave?
Ans. The convex mirrors are used in vehicles so that the drivers can see a wider rear view of the road behind
the vehicle. These mirrors give accurate pictures of the road and the position of the vehicles following him.
12.6 When an opticians testing room is small, he used a mirror to help him test the eye sight of his
patients. Explain why?
Ans. The image that patient see through the plane mirror is at double distance from his eyes because the
distance of t he object and the image formed behind the mirror is equal. So, by linear magnification of the lens,
the optician decides about the normality of the patients eye sight.
12.7 How does the thickness of lens effect its focal length?
Ans. Focal length of the lens depends upon the thickness of the lens. Lenses with large thickness have short
focal lengths and the lenses with less thickness have large focal lengths
12.8 Under what conditions will a converging lens form a virtual image?
Ans. When the object is between the lens (pole of the lens) and the focal point F, then the image of the object
would be virtual, larger and erect.
F
Object
## Written By Mr. S. M. Ausaf Ali Gillani
Cell No. 0303-2065858
12.9 Under what conditions will a converging lens from a real image that is same as the size of the
object?
Ans. When the object is placed at 2F of the converging lens then the real, inverted and the image of the same
size to the object is formed.
Object
2F
F
F
2F
Image
12.10 Why do we use refracting telescope with large objective lens if large focal length?
Ans. Refracting telescope is used to see distant objects. Thus, the large objective lens, with large focal length
helps to see the distant object clearly and easily.
## Written By Mr. S. M. Ausaf Ali Gillani
Cell No. 0303-2065858
Unit-13: Electrostatics
CONCEPTUAL QUESTIONS
13.1 An Electric field rod attracts pieces of paper. After a while these pieces fly away! Why?
Ans. The Rod bears induced charge pole due to which opposite charge pole induced on the paper. The paper
will stick to the rod due to attraction b/w two opposite charges. After a while the induced pole get neutralized
and paper will fall away.
13.2 How much negative charge has been removed from positive charged electroscope If it has a charge
of 7.5 X
C?
Ans. The amount of negative charge remove from the positively charged electroscope will be equal in
magnitude i.e. 7.5 X
C.
13.3 In what direction will a positively charged move in an electric field?
Ans. A positively charged particle move along the direction of electric field i.e. from positive terminal potential
to negative potential terminal.
18.4 Does each capacitor carry equal charge in series combination? Explain.
Ans. Yes, in series combination of capacitor, each capacitor carries equal charge.
Explanation: If the battery supplies charge +Q to the left plate of the parallel plate capacitor , then due to
electrostatic induction Q charge is induced on its right plate and +Q charge on left plate of the capacitor and
so on. It shows on diagram given below:
+q
-q
+q -q
+
+
K
Mathematically:
6V
Q=
## Written By Mr. S. M. Ausaf Ali Gillani
Cell No. 0303-2065858
13.5Each capacitor in parallel combination has equal potential difference b/w its two plates. Justify the
statement.
Ans. In parallel combination of capacitor, on plate of each capacitor is directly connected with the positive
terminal of battery and the other with the negative terminal of the battery, so each capacitor has equal
potential difference between its plates. It is shown in the diagram on next page:
+
K
12V
13.6 Is the presence of charge necessary for the existence of electrostatic potential?
Ans. We Know that,
Where,
Q=CV
Q=Charge, V=potential difference, C=capacitance
This equation shows that potential difference is directly proportion to the quantity of charge. Thus, presence of
charge is necessary for the existence of electrostatic potential.
13.7 Rubber tires get charged from friction with the road. What is the polarity of charge?
Ans. The rubber and road will get opposite charges.
13.8 Perhaps you have seen a gasoline truck trailing a metal chain beneath it. What purpose does the
chain serve?
Ans. Due to air friction, charge is induced on the body of gasoline truck. The metal chain trailing beneath the
truck serves to release electrostatic charge to the ground.
13.9 If a high-voltage power line fell across your car while you were in the car, why should you not come
out of the car?
Ans. If a high-voltage power line falls across your car, you should not come out. Because if you will come out,
your body will become a conductor and current will start flow through your body, which would be dangerous.
13.10 Explain why a glass rod can be charged by rubbing when held by hand but an iron rod cannot be
charged by rubbing, if held by hand?
Ans. A glass rod being non-conductor can hold the electric charges in it. But iron is a conductor which cannot
hold charges in it.
## Written By Mr. S. M. Ausaf Ali Gillani
Cell No. 0303-2065858
Unit-14: Current Electricity
CONCEPTUAL QUESTIONS
14.1 Why in conductors charge is transferred by free electrons rather than by positive charges?
Ans. In conductors charge is transferred by free electrons because they can travel inside the conductor in a
specific direction when an external electric potential is applied. On the other hand positive charges (protons)
are enclosed within the nucleus and are not free to move.
14.2 What is he difference between a cell and a battery?
Ans.
## Cell: A cell is a single unit at the base voltage.
Battery: A battery can be a single cell or multiple cells connected together in series or parallel to make the
voltage/current rating as required.
14.3 Can current flow in a circuit without potential difference?
Ans. In any circuit current flows from higher potential to lower potential. It means potential difference is
responsible for the flow of current in any circuit. If there is no potential difference then current will not flow.
14.4 Two points on an object are at different electric potentials. Does charge necessarily flow between
them?
Ans. Two points of an objective are at different necessarily will flow between them because the condition that
in any circuit current floes from higher potential to lower potential is satisfied.
14.5 In an order to measure current in a circuit why ammeter is always connected in series?
Ans. In order to measure the current in the circuit the ammeter is always connected in the series, so that the
current flowing through the circuit also flows through the ammeter.
14.6 In order to measure voltage in a circuit voltmeter is always connected in parallel. Discuss.
Ans. Voltmeter is always connected in parallel to the circuit to setup same voltage across the terminals of the
voltmeter.
14.7 How many watt-hours are there in1000 joules?
Ans. We know that.
1 kWh = 3.6
1 Wh
1Wh
1J
1J
= 3.6
J
= 0.000278 Wh
= 0.27 Wh
## Written By Mr. S. M. Ausaf Ali Gillani
Cell No. 0303-2065858
in series or parallel?
Ans. Head light glow with equal intensity I.e. they set equal voltage. Equal voltage can only be supplied to each
resistor when they are connected in parallel circuit .Thus; head light of automobiles are connected in parallel.
14.9 A certain flash-light can use a 10 ohm bulb or a 5 ohm bulb. Which bulb will discharge the battery
first?
Ans.
(i): Both bulbs get equal brightness because brightness of the bulb depends upon the voltage of the
battery.
(ii): We also know that
v= IR
This equation shows that bulb with greater resistance i.e. 10 ohm will discharge the battery first.
14.10It is impracticable to connect an electric bulb and an electric heater in series. Why?
Ans. In series combination, same current passes through each resistor. Thus, when a heater and a bulb are
connected in series, the teater will draw more current than needed by the bulb. That is why a heater and
electric bulb are not connected in series.
14.11Does a fuse in a circuit controls, the potential difference or the current?
Ans. Fuse is a current controlling device. Thus, It will control electric current in the circuit rather then the
potential difference.
## Written By Mr. S. M. Ausaf Ali Gillani
Cell No. 0303-2065858
Unit-15: Electromagnetism
CONCEPTUAL QUESTIONS
15.1 Suppose someone handed you three similar iron bars and told you one was not magnet but the
other two were. How would you find the iron bar that was not magnet?
Ans. The two iron bars which feel repulsion/attraction b/w their two ends are magnet.
The bar which is only attracted by the other bars is not a bar magnet.
15.2 Suppose you have a coil of wire and a bar magnet. Describe how you could use them to generate an
electric current?
Ans. Take a rectangular coil of wire and connect its two ends with galvanometer. Now hold the coil
stationary/move it parallel to the magnetic field of a strong bar magnet. Now move the bar magnet towards the
coil and the away from the coil. When the magnet is moved towards the coil, the needle of the galvanometer
deflects towards right, indicate that a current is being induced in the coil.
15.3 Which device is used for converting electrical energy into mechanical energy?
Ans. Electrical motor is a device which is used to convert electrical energy into mechanical energy.
15.4 Suppose we hang a loop of wire so that it can swing easily. If we now put a magnet into the coil, the
coil will start swinging. Which way it swing relative to the magnet and why?
Ans. When a bar magnet is put into a coil, the flux will increase. According to faradays law, it will oppose the
change. So, same pole will be produced. Hence, there is force of repulsion due to which the coil swings.
15.5A conductor wire generates a voltage while moving through a magnetic field. In what direction
should the wire be moved, relative to the field to generate the maximum voltage?
Ans. The conductor wire and magnetic field should be perpendicular to each other to produce maximum
voltage.
15.6 What is difference b/w a generator and a motor?
Ans. Generator converts mechanical energy into electrical energy while a motor convert electrical energy into
mechanical energy.
15.7 What reverses the direction of electrical current in the armature coil of D.C Motor?
Ans. The split ring and brushes system in used to reverse the direction of the current of the electric current in
the D.C motor.
When brushes shift from first half ring to second half ring, the coil will connect to oppose terminals of the
battery. In this way the direction of the electric current reversed.
## Written By Mr. S. M. Ausaf Ali Gillani
Cell No. 0303-2065858
10
15.8 A wire lying perpendicular to an external magnetic field carries of a current in the direction shown
in the diagram below. In what direction will the wire move due to the magnetic force?
S
I
Ans. According to Flemmings Left Hand Rule, the conductor will move to downwards direction.
15.9 Can a transformer operate on direct current?
Ans. Transformer is used to increase or decrease A.C. voltage. Therefore, a transformer cannot be operates on
D.C Current.
## Written By Mr. S. M. Ausaf Ali Gillani
Cell No. 0303-2065858
11
Unit-16: Basic Electronics
CONCEPTUAL QUESTIONS
16.1 Name two factors which can enhance thermionic emission.
Ans. Thermionic emission can be the enhanced by:
(i): increasing strength of the battery and voltage.
(ii): by creating vacuum.
(iii): by increasing temperature
16.2 Give three reasons to support the evidence that cathode rays are negatively charged electrons.
Ans. Cathode rays are considered as negatively charged because.
(i): these are produced from cathode and travel towards anode.
(ii): these rays are deflected towards the positive pole of electric field.
(iii): these rays are repelled by the negative pole of the electric filed.
16.3 When electrons pass through two parallel plates having opposite charges are deflected towards
the positively charged plate .What important characteristic of the electron can be inferred form this?
Ans. When electrons on passing through two parallel plates are deflected towards positively charged plate it
can be inferred that they are negatively charged particles. Because we know that like charges repel each other
and unlike charges attract each other.
16.4 When a moving electron enters the magnetic field, if is deflected from its straight path. Name two
factors which can enhance electron deflection.
Ans. When a moving electron enters a magnetic field, it is deflected from its straight line path. Following factors
enhance their deflection.
(i): the strength of magnetic field
(ii): speed of electrons
16.5 In what ways is an oscilloscope a voltmeter?
Ans. The cathode ray oscilloscope is used to display the magnitude of varying electric current or electric
potential. It is also the function of galvanometer, whose deflection varies with the change of potential.
16.6 Who can you compare the logic operation X=A.B with usual operation of multiplication?
Ans. The logic operation X=A.B will show following results by the varying input of A and B
X= 0.1 = 0
And
X=1.1 = 1
Similarly, in multiplication, we get
If
X=01=0
And
X==11=1
So both operations are same almost.
16.7 NAND gate is the reciprocal of AND gate .Discuss
Ans. NAND gate is formed when AND and NOT gate are connected one after the other. If And gate give = 0
output, then NAND gate will give = 1 output. So we can say NAND gate is reciprocal of AND gate.
## Written By Mr. S. M. Ausaf Ali Gillani
Cell No. 0303-2065858
12
16.8 Show that the circuit given as below acts as OR gate.
A
## Ans. For OR gate, the Boolean expression is
X = A+B
How, if
A = 1,
B=1
Then
X = A+B = = 1 + 1 = 1
Or
X=1
And
X=0
In the above given circuit, NOR gate is followed by NOT gate.
16.9 Show that the circuit given as below acts as AND gate.
A
Y
B
Ans. For AND gate
Or
A=1
B=1
A=0
B=0
Y=A+B
## The given circuit gives sate 1 with input A = 1 and B = 1.
So, it acts as an AND gate.
## Written By Mr. S. M. Ausaf Ali Gillani
Cell No. 0303-2065858
13
Unit-17: Information Technology
CONCEPTUAL QUESTIONS
17.1Why optical fiber is more use full tool for the communication process?
Ans. Waves of visible light has much higher frequency than that of radio waves. This means, rate of sending
information with light beam is greater than that with radio waves or micro waves.
17.2 Which is more reliable floppy disk or a hard disk?
Ans. Hard disk is more reliable than floppy disk because it can store data in Gaga bytes while floppy disk can
store up to 3 Mega Bytes. And data is more save in Hard disk than floppy disk.
17.3 What are difference b/w RAM and Rom memories?
Ans. RAM: Ram stands for Random Access Memory. It works only when computer is on. It brings data from
the hard disk, and do processing. So, we can say that the data which is processed is kept by RAM.
ROM: ROM stands for Read Only Memory. It is reliable storage device. It is based on Laser Technology.
It is read-only device. It means we can only read data from it but cannot write to it.
## Written By Mr. S. M. Ausaf Ali Gillani
Cell No. 0303-2065858
14
Unit-18: Atomic and Nuclear Physics
CONCEPTUAL QUESTIONS
18.1 Is it possible for an element to have different types of atoms? Explain
Ans. All atoms of an element have same atomic no. Z. However, some atoms of an element (Isotopes) have
different atomic mass no. A. Thus, it is not possible for an element to have different types of atoms.
18.2 What nuclear reaction would release more energy, the fission reaction or the fussion reaction?
Explain.
Ans. There always a fission reaction which is required to start a fussion reaction. Fussion reaction releases
many times more heat energy than fission reaction. Fussion reaction is the source of heat energy on the planets
and sun.
18.3 Which has more penetrating power, alpha particle or gamma particle?
Ans. Gamma rays have hundreds times greater penetrating power than alpha particles. Gamma rays has high
energy and low mass, due to which these can penetrate into concrete walls
Ans. Natural Radioactivity: Spontaneous emission of radiations by unstable nuclei is called natural
Artificial Radioactivity: Stable nuclei are converted into unstable to emit radiations by the bombardment
of alpha particles or neutrons, etc. is called artificial radioactivity
18.5How long would you likely have to wait to watch any sample radioactive atoms completely decay?
Ans. A radioactive substance never under goes a complete radioactive decay. The substance becomes half after
completing its Half-Life period. Hence some amount of the substance always remains as and does not under go
complete decay.
18.6 Which type of natural radioactivity leaves the number of protons and the number of neutrons in
the nucleus unchanged?
Ans. Gamma decay leaves the number of protons and neutrons unchanged. For example,
## During this decay,
decay.
are emitted at the same moment as either an alpha or a beta particle may
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Cell No. 0303-2065858
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18.7 How much of a 1g sample of pure radioactive mater would be left after four half-lives?
Ans.
Total amount = 1g
After 1st half-life = g =0.50g
After 2nd half-life =
g =0.25g
g =0.125g
## After 4th half-life =
g =0.063g
So, 0.063g sample of a radioactive element will be left after 4 half lives.
18.8 Tritium is radioactive isotope of Hydrogen. If decays by emitting an electron. What is the
daughter nucleus?
Ans. In beta-decay, the parent nuclide has its proton number Z increase by 1 but its mass number A remains
the same.
Thus, after beta-decay Tritium
## will be converted into
18.9 What information about the structure of the nitrogen atom can be obtained from its nuclide
what way atom in
is different from atom in
Ans.
is a stable isotope of nitrogen. It shows that nitrogen has 7 protons, 7 neutrons and 7 electrons.
the unstable radioisotope of nitrogen while
is stable atom.
Also
## Written By Mr. S. M. Ausaf Ali Gillani
Cell No. 0303-2065858
In
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Loan modification NPV calculation
by Jackie Nguyen
(Orange, CA, US)
My loan modification was declined due to NEGATIVE NET PRESENT VALUE. I do not understand nor anyone from Wells Fargo can explain to me how the Treasury Department come up with this result and decline my loan mod application. Wells Fargo is prepared to give me a loan mod at 3.5% interest rate, but when they submitted to the Treasury, the Government declined it due to the reason above. Can you help me to understand what number or criteria used to do this?
Jackie Nguyen
It is hard to give you an exact answer because you gave me very few numbers. The following are some reason that you might have gotten a negative npv:
a. The max payment that the bank can give you is 31% of your gross income. If that amount is to low to permit the bank to have a reasonable interest rate (for them), then it will be a negative npv.
b. It may be considered a negative npv if the appraised price of the home is high enough that a sale will yield enough to almost pay off the loan without a significant loss to the bank or the homeowner.
c. Other debt service may reduce the amount available for the modified loan payment as discussed above in a.
You have up to 30 days to protest the negative npv. Your best grounds would be to find some error in the inputs to the calculation. Ask the bank for the details.
NPV For A Project With Multiple Cash Outlays
Is it possible to apply NPV to a project with cash outlays over the first two years and incremental cash flows begin in year three?
Comments for NPV For A Project With Multiple Cash Outlays
Feb 13, 2010 Project Cash Flow Analysis by: Dee Reavis Yes, it is certainly possible to do NPV analysis with multiple year investments. It is all a matter of watching the sign of the dollar amounts inputted.If you entered your initial investment amount as a negative, then you would enter your investment amount during the 1st, 2nd or 3rd year as a negative as well. Your incremental cash flow in ensuing years would be entered as positives. You can try this out at NPV Calculator go.PV
NPV Calculation
by Anonymous
In an instance where cash flows are zero for a number of years are there any special considerations?
Example:
Initial Outlay (100,000)
Year 1 0
Year 2 0
Year 3 0
Year 4 0
Year 5 200,000
Excel returns an answer of 18,690.27 but I'm think that its wrong any advice.
There are no special considerations for this NPV calculation.
You did not provide a discount interest rate, but a small calculation yields 11%.
If you put your numbers into my NPV Calculator calc you will get the same answer after rounding.
Now if you don't trust electronic answers we can try the pre-computer method.
The formula for the NPV calculation would be:
NPV = -Po + P5/(1+i)^5
= -100k + 200k / (1.11^5)
= -100k + 200k / 1.685058155
= 18,690.27
You can go here to use a NPV Calculator calc.
Dee Reavis
NPV for cash flows that last forever
by Mario
(Raleigh, NC)
How do you calculate NPV for cash flows that "last forever"?
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What happens to the Frenet-Serret frame when $\kappa=0$?
I was considering the following question for 3D curves: Does zero curvature imply zero torsion?
I think it's reasonable, because zero curvature implies the curve is a straight line, which lies in a plane, making the torsion zero.
However, as I checked the definitions, the Frenet-Serret frame is not even defined if $\kappa=0$ (even a single point with zero curvature seems problematic). What is the procedure if the curvature vanishes at a point? Does it mean trouble? What happens to the FS frame?
Thank you
-
If you have zero curvature for an open interval of the parameter, you just have a straight line, and you can assign constant $T,N,B$ if convenient, although the $N$ is a choice.
For isolated zero curvature, there is a problem. Here is a $C^\infty$ example: For $t=0,$ let $\gamma(t) = (0,0,0).$ For $t>0,$ let $\gamma(t) = (t,e^{-1/t},0).$ For $t<0,$ let $\gamma(t) = (t,0, e^{1/t}).$ If you prefer, you can just use $-1/t^2$ for both positive and negative $t$ exponents. Here, the field $N$ changes discontinuously at $t=0,$ not much to be done about it.
For $C^\omega$ I think you can work something out using the first nonvanishing derivatives, not sure.
More simply, $\gamma(t) = (t,t^3,0)$ has $N \to (0,1,0)$ and $B = (0,0,1)$ as $t \to 0+$ while $N \to (0,-1,0)$ and $B = (0,0,-1)$ as $t \to 0-$. – Robert Israel Mar 24 '13 at 20:46
So if I have a straight line, does $\tau$ even exists? – user1337 Mar 26 '13 at 18:14
@MichaelTouitou, yes, then you have $\tau = 0.$ You choose a constant $N,$ then $B = T \times N$ is also constant. To get the derivative formulas you get $\kappa = 0$ and $\tau = 0.$ – Will Jagy Mar 26 '13 at 18:19
So is this fixable if the sign of $\kappa$ is allowed to swap sign after such a point? At least for @RobertIsrael's example one can directly see that this would work, since $\kappa\to-\kappa$ would imply $N\to -N$ and $B = T\times N\to T\times -N = -B$ – Tobias Kienzler Jun 17 '13 at 14:21
@TobiasKienzler, if you want to break up a curve into pieces with nonzero curvature in the middle and zero at the endpoints, that is fine. You just can no longer write some things as single formulas any more. My example lacks the symmetry of Robert's example: $N$ changes discontinuously by a right angle, that is $90^\circ.$ In Robert's example that change is by $180 ^\circ,$ so there is the appearance that negating $\kappa$ would somehow fix things. – Will Jagy Jun 17 '13 at 18:06
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# MCAT Physical : Le Chatelier's Principle and Common Ion Effect
## Example Questions
← Previous 1 3
### Example Question #1 : Le Chatelier's Principle And Common Ion Effect
If the reactants and/or products in a chemical reaction are gases, the reaction rate can be determined by measuring the change of pressure as the reaction proceeds. Consider the following reaction and pressure vs. reaction rate data below.
Trial PXY(torr) PZ(torr) Rate (torr/s) 1 100 200 0.16 2 200 200 0.32 3 200 100 0.04 4 200 150 0.14
If the volume of the container were reduced, what would happen to the rate of the reaction?
Increase
Stay the same
It depends on the pressure
Decrease
Increase
Explanation:
Reducing the volume of the container increases pressure. This results in a higher frequency of gas particle collisions, thereby increasing the rate of the reaction.
### Example Question #1 : Le Chatelier's Principle And Common Ion Effect
Consider the following equation for the production of ammonia gas from hydrogen gas and nitrogen gas.
If the volume of the vessel containing hydrogen and nitrogen is decreased, the production of ammonia __________.
is favored
is not affected
depends on original volume
is disfavored
is favored
Explanation:
Since decreasing the volume of the container has the effect of increasing pressure, equilibrium is shifted to the right. An increase in pressure has the result of favoring the side of the reaction with fewer moles of gas. (According to the balanced equation, there are 4 moles on the reactant side as opposed to 2 moles on the product side).
### Example Question #1 : Le Chatelier's Principle And Common Ion Effect
Barium fluoride dissolves in solution according to the following equation.
Enough BaF2 is added to create a saturated liter of aqueous solution.
Suppose that 1M NaF is added to the solution, such that it does not change the volume of the solution. What would you expect to change as a result of the addition of NaF?
The solubility of BaFwill decrease.
The pH of the solution will decrease.
The solubility product constant will decrease.
More BaF2 will dissolve.
The solubility of BaFwill decrease.
Explanation:
By adding NaF to the equation, 1M of F- ions are added to the solution. Thinking in terms of Le Chatlier's principle, the addition of a compound on one side of the equation will cause a shift to the other side of the reaction.
It DOES NOT affect the solubility product constant. Since there is an addition to the products side of the reaction, there will be a shift to the left, and more salt (reactant) will be precipitated. As a result, the solubility of the salt has decreased, because of the addition of NaF. This is known as the common ion effect.
### Example Question #1 : Le Chatelier's Principle And Common Ion Effect
The Haber-Bosch process, or simply the Haber process, is a common industrial reaction that generates ammonia from nitrogen and hydrogen gas. A worker in a company generates ammonia from the Haber process. He then dissociates the gaseous ammonia in water to produce an aqueous solution. Since ammonia is a base, it will accept a proton from water, generating and ammonium ion products. The two reactions involved are:
The worker could do which of the following to shift the equilibrium towards hydroxide () ions?
III only
I and II
I and III
I only
I and III
Explanation:
You need to understand Le Chatelier’s principle to solve this question. Le Chatelier’s principle states that the addition of excess molecules to one side of a reaction will shift the equilibrium toward the other side. This shift makes sure that the reaction remains at equilibrium.
If you add hydrogen gas, reaction 1 will shift to the right and will produce more ammonia. Since more ammonia is produced, reaction 2 will shift to the right to produce more ammonium ions and hydroxide ions. Statement I is correct.
Adding to the solution will increase the concentration of hydroxide ions. This means that the equilibrium of reaction 2 will shift to the left, away from hydroxide ions. While the overall hydroxide ion concentration may increase due to the addition of the base, the equilibrium for the reaction will shift away from the hydroxide ions, making statement II incorrect.
Finally, adding will generate ions. These ions will react with the ions and form water, which will decrease the overall concentration of hydroxide ions. The equilibrium of reaction 2 will shift to the right to produce more ammonium and hydroxide ions. Statement III is correct.
### Example Question #5 : Le Chatelier's Principle And Common Ion Effect
The Haber-Bosch process, or simply the Haber process, is a common industrial reaction that generates ammonia from nitrogen and hydrogen gas. A worker in a company generates ammonia from the Haber process. He then dissociates the gaseous ammonia in water to produce an aqueous solution. Since ammonia is a base, it will accept a proton from water, generating and ammonium ion products. The two reactions involved are:
What will happen if the worker increases the pH?
The amount of ammonium ions will increase
The equilibrium of reaction 2 will shift to the left
Changing the pH will have no effect
The amount of ammonia will stay constant
The equilibrium of reaction 2 will shift to the left
Explanation:
Increasing the pH is equivalent to decreasing hydrogen ion concentration or increasing hydroxide ion concentration. This increase in hydroxide ion concentration will shift the equilibrium of reaction 2 to the left, producing more ammonia. This is a fundamental point of Le Chatelier's principle.
### Example Question #1 : Le Chatelier's Principle And Common Ion Effect
Two solutions of the same ionic compound are prepared. One solution uses a pure water solvent, while the other uses a solution of dilute sodium chloride. Equal amounts of the ionic compound are added to each solvent. A student observes that a precipitate forms in the solution that used brine as a solvent, but not in the aqueous solution.
What is the most likely cause of this phenomenon?
Le Chatelier’s principle
A dissociation reaction occurred
Common-ion effect
The solution is saturated
Common-ion effect
Explanation:
This phenomenon is called the common-ion effect. When a compound dissolves in water it dissociates into ions. Increasing the concentration of one of these ions will shift the equilibrium towards the compound, thereby making it hard for the compound to dissolve in water (decreases solubility of compound). The ionic compound may have been something like silver chloride, which has a low solubility in water. A small amount may dissolve in aqueous solution, but the preexistence of chloride ions in the solvent would reduce the already low solubility and generate a precipitate.
Increasing chloride ion concentration shifts equilibrium to the left. While this phenomenon is directly linked to Le Chatelier's principle, the direct term is the common-ion effect.
A dissociation reaction does occur, but that does not explain the formation of the precipitate in only one solution. Also, since equal amounts of the ionic compounds are added to each solvent, we cannot make any conclusions about saturation.
### Example Question #1 : Le Chatelier's Principle And Common Ion Effect
Calcium carbonate dissolves in water based on the following reaction:
Which of the following will decrease the solubility of the salt?
Remove calcium ions from the solution
Add calcium chloride to the solution
Add more water to the solution
Add calcium chloride to the solution
Explanation:
When thinking about the solubility of a salt, it helps to use Le Chatelier's principle. The solubility of a salt is dependent on the amount of ions that are created by the precipitate in solution. As a result, we decrease the solubility by increasing the amount of ions from the salt in solution.
In this case, increasing the amount of calcium or carbonate ions will shift the reaction to the left, decreasing solubility.
The common-ion effect tells us that when an ion made by the salt is increased by another substance, the solubility of the salt will decrease. Calcium chloride will dissolve completely in solution, and will increase the amount of calcium ions. This will shift the reaction to the left, thus reducing the solubility of the precipitate.
### Example Question #1 : Le Chatelier's Principle And Common Ion Effect
Consider the reaction reaction below.
A student allows the system to reach equilibrium and then removes two moles of hydrogen gas. Which of the following will be a result?
The reaction will shift to the side with fewer total moles of gas
The reaction will first shift toward the products, then toward the reactants
More NH3 will be produced
No change will occur
The amount of N2 in the reaction vessel will increase
The amount of N2 in the reaction vessel will increase
Explanation:
According to Le Chatelier's principle, when a system at equilibrium is disturbed, the system will react to restore equilibrium. In other words, it will seek to undo the stress. Here, if hydrogen gas is removed, the reaction will shift toward the reactants to re-form it. In the process, more nitrogen will be produced.
### Example Question #9 : Le Chatelier's Principle And Common Ion Effect
Carbonic anhydrase is an important enzyme that allows CO2 and H2O to be converted into H2CO3. In addition to allowing CO2 to be dissolved into the blood and transported to the lungs for exhalation, the products of the carbonic anhydrase reaction, H2CO3 and a related compound HCO3-, also serve to control the pH of the blood to prevent acidosis or alkalosis. The carbonic anhydrase reaction and acid-base reaction are presented below.
CO2 + H2O H2CO3
H2CO3 HCO3- + H+
The addition of H2CO3 would __________ the concentration of HCO3-.
decrease
increase
not affect
increase
Explanation:
This is a Le Chatlier shift problem. When the equilibrium of a chemical reaction is disturbed, the reaction shifts to the side to minimize the change. Here, increasing H2CO3 would shift the reaction to the right to minimize the addition of the acid. Shifting the reaction to the right would thus increase the concentration of HCO3-.
### Example Question #1 : Le Chatelier's Principle And Common Ion Effect
Carbonic anhydrase is an important enzyme that allows CO2 and H2O to be converted into H2CO3. In addition to allowing CO2 to be dissolved into the blood and transported to the lungs for exhalation, the products of the carbonic anhydrase reaction, H2CO3 and a related compound HCO3-, also serve to control the pH of the blood to prevent acidosis or alkalosis. The carbonic anhydrase reaction and acid-base reaction are presented below.
CO2 + H2O H2CO3
H2CO3 HCO3- + H+
How would the addition of pure H2O shift the carbonic anhydrase reaction?
No change
Leftward shift
Rightward shift
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##### 4.12.19 $$\left (1-x^2 y(x)\right ) y'(x)+x y(x)^2-1=0$$
ODE
$\left (1-x^2 y(x)\right ) y'(x)+x y(x)^2-1=0$ ODE Classification
[_rational, [_Abel, 2nd type, class B]]
Book solution method
Homogeneous equation, special
Mathematica
cpu = 10.9911 (sec), leaf count = 501
$\left \{\left \{y(x)\to \frac {\sqrt [3]{-(1-6 c_1){}^2 x^3+\sqrt {(-1+6 c_1){}^3 \left (6 c_1 x^6+(2-12 c_1) x^3-1+6 c_1\right )}+1+36 c_1{}^2-12 c_1}}{-1+6 c_1}-\frac {x^2}{\sqrt [3]{-(1-6 c_1){}^2 x^3+\sqrt {(-1+6 c_1){}^3 \left (6 c_1 x^6+(2-12 c_1) x^3-1+6 c_1\right )}+1+36 c_1{}^2-12 c_1}}+x\right \},\left \{y(x)\to \frac {i \left (\sqrt {3}+i\right ) \sqrt [3]{-(1-6 c_1){}^2 x^3+\sqrt {(-1+6 c_1){}^3 \left (6 c_1 x^6+(2-12 c_1) x^3-1+6 c_1\right )}+1+36 c_1{}^2-12 c_1}}{-2+12 c_1}+\frac {\left (1+i \sqrt {3}\right ) x^2}{2 \sqrt [3]{-(1-6 c_1){}^2 x^3+\sqrt {(-1+6 c_1){}^3 \left (6 c_1 x^6+(2-12 c_1) x^3-1+6 c_1\right )}+1+36 c_1{}^2-12 c_1}}+x\right \},\left \{y(x)\to -\frac {i \left (\sqrt {3}-i\right ) \sqrt [3]{-(1-6 c_1){}^2 x^3+\sqrt {(-1+6 c_1){}^3 \left (6 c_1 x^6+(2-12 c_1) x^3-1+6 c_1\right )}+1+36 c_1{}^2-12 c_1}}{-2+12 c_1}+\frac {\left (1-i \sqrt {3}\right ) x^2}{2 \sqrt [3]{-(1-6 c_1){}^2 x^3+\sqrt {(-1+6 c_1){}^3 \left (6 c_1 x^6+(2-12 c_1) x^3-1+6 c_1\right )}+1+36 c_1{}^2-12 c_1}}+x\right \}\right \}$
Maple
cpu = 0.74 (sec), leaf count = 1583
$\left [y \left (x \right ) = -\frac {63 x^{3}-\frac {63 x^{2} \left (\textit {\_C1} \left (-1+4 \sqrt {-\frac {5 \left (x^{6}-2 x^{3}+1\right )}{\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80}}\right ) \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )^{2}\right )^{\frac {1}{3}}}{\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80}-\frac {63 \textit {\_C1} \,x^{4}}{\left (\textit {\_C1} \left (-1+4 \sqrt {-\frac {5 \left (x^{6}-2 x^{3}+1\right )}{\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80}}\right ) \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )^{2}\right )^{\frac {1}{3}}}}{4 x^{2} \left (\frac {63 x^{2} \left (\textit {\_C1} \left (-1+4 \sqrt {-\frac {5 \left (x^{6}-2 x^{3}+1\right )}{\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80}}\right ) \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )^{2}\right )^{\frac {1}{3}}}{4 \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )}+\frac {63 \textit {\_C1} \,x^{4}}{4 \left (\textit {\_C1} \left (-1+4 \sqrt {-\frac {5 \left (x^{6}-2 x^{3}+1\right )}{\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80}}\right ) \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )^{2}\right )^{\frac {1}{3}}}-\frac {63}{4}\right )}, y \left (x \right ) = -\frac {63 x^{3}+\frac {63 x^{2} \left (\textit {\_C1} \left (-1+4 \sqrt {-\frac {5 \left (x^{6}-2 x^{3}+1\right )}{\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80}}\right ) \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )^{2}\right )^{\frac {1}{3}}}{2 \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )}+\frac {63 \textit {\_C1} \,x^{4}}{2 \left (\textit {\_C1} \left (-1+4 \sqrt {-\frac {5 \left (x^{6}-2 x^{3}+1\right )}{\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80}}\right ) \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )^{2}\right )^{\frac {1}{3}}}-2 i \sqrt {3}\, \left (\frac {63 x^{2} \left (\textit {\_C1} \left (-1+4 \sqrt {-\frac {5 \left (x^{6}-2 x^{3}+1\right )}{\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80}}\right ) \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )^{2}\right )^{\frac {1}{3}}}{4 \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )}-\frac {63 \textit {\_C1} \,x^{4}}{4 \left (\textit {\_C1} \left (-1+4 \sqrt {-\frac {5 \left (x^{6}-2 x^{3}+1\right )}{\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80}}\right ) \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )^{2}\right )^{\frac {1}{3}}}\right )}{4 x^{2} \left (-\frac {63 x^{2} \left (\textit {\_C1} \left (-1+4 \sqrt {-\frac {5 \left (x^{6}-2 x^{3}+1\right )}{\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80}}\right ) \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )^{2}\right )^{\frac {1}{3}}}{8 \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )}-\frac {63 \textit {\_C1} \,x^{4}}{8 \left (\textit {\_C1} \left (-1+4 \sqrt {-\frac {5 \left (x^{6}-2 x^{3}+1\right )}{\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80}}\right ) \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )^{2}\right )^{\frac {1}{3}}}-\frac {63}{4}+\frac {i \sqrt {3}\, \left (\frac {63 x^{2} \left (\textit {\_C1} \left (-1+4 \sqrt {-\frac {5 \left (x^{6}-2 x^{3}+1\right )}{\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80}}\right ) \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )^{2}\right )^{\frac {1}{3}}}{4 \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )}-\frac {63 \textit {\_C1} \,x^{4}}{4 \left (\textit {\_C1} \left (-1+4 \sqrt {-\frac {5 \left (x^{6}-2 x^{3}+1\right )}{\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80}}\right ) \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )^{2}\right )^{\frac {1}{3}}}\right )}{2}\right )}, y \left (x \right ) = -\frac {63 x^{3}+\frac {63 x^{2} \left (\textit {\_C1} \left (-1+4 \sqrt {-\frac {5 \left (x^{6}-2 x^{3}+1\right )}{\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80}}\right ) \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )^{2}\right )^{\frac {1}{3}}}{2 \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )}+\frac {63 \textit {\_C1} \,x^{4}}{2 \left (\textit {\_C1} \left (-1+4 \sqrt {-\frac {5 \left (x^{6}-2 x^{3}+1\right )}{\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80}}\right ) \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )^{2}\right )^{\frac {1}{3}}}+2 i \sqrt {3}\, \left (\frac {63 x^{2} \left (\textit {\_C1} \left (-1+4 \sqrt {-\frac {5 \left (x^{6}-2 x^{3}+1\right )}{\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80}}\right ) \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )^{2}\right )^{\frac {1}{3}}}{4 \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )}-\frac {63 \textit {\_C1} \,x^{4}}{4 \left (\textit {\_C1} \left (-1+4 \sqrt {-\frac {5 \left (x^{6}-2 x^{3}+1\right )}{\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80}}\right ) \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )^{2}\right )^{\frac {1}{3}}}\right )}{4 x^{2} \left (-\frac {63 x^{2} \left (\textit {\_C1} \left (-1+4 \sqrt {-\frac {5 \left (x^{6}-2 x^{3}+1\right )}{\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80}}\right ) \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )^{2}\right )^{\frac {1}{3}}}{8 \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )}-\frac {63 \textit {\_C1} \,x^{4}}{8 \left (\textit {\_C1} \left (-1+4 \sqrt {-\frac {5 \left (x^{6}-2 x^{3}+1\right )}{\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80}}\right ) \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )^{2}\right )^{\frac {1}{3}}}-\frac {63}{4}-\frac {i \sqrt {3}\, \left (\frac {63 x^{2} \left (\textit {\_C1} \left (-1+4 \sqrt {-\frac {5 \left (x^{6}-2 x^{3}+1\right )}{\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80}}\right ) \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )^{2}\right )^{\frac {1}{3}}}{4 \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )}-\frac {63 \textit {\_C1} \,x^{4}}{4 \left (\textit {\_C1} \left (-1+4 \sqrt {-\frac {5 \left (x^{6}-2 x^{3}+1\right )}{\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80}}\right ) \left (\textit {\_C1} \,x^{6}-80 x^{6}+160 x^{3}-80\right )^{2}\right )^{\frac {1}{3}}}\right )}{2}\right )}\right ]$ Mathematica raw input
DSolve[-1 + x*y[x]^2 + (1 - x^2*y[x])*y'[x] == 0,y[x],x]
Mathematica raw output
{{y[x] -> x - x^2/(1 - x^3*(1 - 6*C[1])^2 - 12*C[1] + 36*C[1]^2 + Sqrt[(-1 + 6*C
[1])^3*(-1 + x^3*(2 - 12*C[1]) + 6*C[1] + 6*x^6*C[1])])^(1/3) + (1 - x^3*(1 - 6*
C[1])^2 - 12*C[1] + 36*C[1]^2 + Sqrt[(-1 + 6*C[1])^3*(-1 + x^3*(2 - 12*C[1]) + 6
*C[1] + 6*x^6*C[1])])^(1/3)/(-1 + 6*C[1])}, {y[x] -> x + ((1 + I*Sqrt[3])*x^2)/(
2*(1 - x^3*(1 - 6*C[1])^2 - 12*C[1] + 36*C[1]^2 + Sqrt[(-1 + 6*C[1])^3*(-1 + x^3
*(2 - 12*C[1]) + 6*C[1] + 6*x^6*C[1])])^(1/3)) + (I*(I + Sqrt[3])*(1 - x^3*(1 -
6*C[1])^2 - 12*C[1] + 36*C[1]^2 + Sqrt[(-1 + 6*C[1])^3*(-1 + x^3*(2 - 12*C[1]) +
6*C[1] + 6*x^6*C[1])])^(1/3))/(-2 + 12*C[1])}, {y[x] -> x + ((1 - I*Sqrt[3])*x^
2)/(2*(1 - x^3*(1 - 6*C[1])^2 - 12*C[1] + 36*C[1]^2 + Sqrt[(-1 + 6*C[1])^3*(-1 +
x^3*(2 - 12*C[1]) + 6*C[1] + 6*x^6*C[1])])^(1/3)) - (I*(-I + Sqrt[3])*(1 - x^3*
(1 - 6*C[1])^2 - 12*C[1] + 36*C[1]^2 + Sqrt[(-1 + 6*C[1])^3*(-1 + x^3*(2 - 12*C[
1]) + 6*C[1] + 6*x^6*C[1])])^(1/3))/(-2 + 12*C[1])}}
Maple raw input
dsolve((1-x^2*y(x))*diff(y(x),x)-1+x*y(x)^2 = 0, y(x))
Maple raw output
[y(x) = -1/4*(63*x^3-63*x^2/(_C1*x^6-80*x^6+160*x^3-80)*(_C1*(-1+4*(-5*(x^6-2*x^
3+1)/(_C1*x^6-80*x^6+160*x^3-80))^(1/2))*(_C1*x^6-80*x^6+160*x^3-80)^2)^(1/3)-63
*_C1*x^4/(_C1*(-1+4*(-5*(x^6-2*x^3+1)/(_C1*x^6-80*x^6+160*x^3-80))^(1/2))*(_C1*x
^6-80*x^6+160*x^3-80)^2)^(1/3))/x^2/(63/4*x^2/(_C1*x^6-80*x^6+160*x^3-80)*(_C1*(
-1+4*(-5*(x^6-2*x^3+1)/(_C1*x^6-80*x^6+160*x^3-80))^(1/2))*(_C1*x^6-80*x^6+160*x
^3-80)^2)^(1/3)+63/4*_C1*x^4/(_C1*(-1+4*(-5*(x^6-2*x^3+1)/(_C1*x^6-80*x^6+160*x^
3-80))^(1/2))*(_C1*x^6-80*x^6+160*x^3-80)^2)^(1/3)-63/4), y(x) = -1/4*(63*x^3+63
/2*x^2/(_C1*x^6-80*x^6+160*x^3-80)*(_C1*(-1+4*(-5*(x^6-2*x^3+1)/(_C1*x^6-80*x^6+
160*x^3-80))^(1/2))*(_C1*x^6-80*x^6+160*x^3-80)^2)^(1/3)+63/2*_C1*x^4/(_C1*(-1+4
*(-5*(x^6-2*x^3+1)/(_C1*x^6-80*x^6+160*x^3-80))^(1/2))*(_C1*x^6-80*x^6+160*x^3-8
0)^2)^(1/3)-2*I*3^(1/2)*(63/4*x^2/(_C1*x^6-80*x^6+160*x^3-80)*(_C1*(-1+4*(-5*(x^
6-2*x^3+1)/(_C1*x^6-80*x^6+160*x^3-80))^(1/2))*(_C1*x^6-80*x^6+160*x^3-80)^2)^(1
/3)-63/4*_C1*x^4/(_C1*(-1+4*(-5*(x^6-2*x^3+1)/(_C1*x^6-80*x^6+160*x^3-80))^(1/2)
)*(_C1*x^6-80*x^6+160*x^3-80)^2)^(1/3)))/x^2/(-63/8*x^2/(_C1*x^6-80*x^6+160*x^3-
80)*(_C1*(-1+4*(-5*(x^6-2*x^3+1)/(_C1*x^6-80*x^6+160*x^3-80))^(1/2))*(_C1*x^6-80
*x^6+160*x^3-80)^2)^(1/3)-63/8*_C1*x^4/(_C1*(-1+4*(-5*(x^6-2*x^3+1)/(_C1*x^6-80*
x^6+160*x^3-80))^(1/2))*(_C1*x^6-80*x^6+160*x^3-80)^2)^(1/3)-63/4+1/2*I*3^(1/2)*
(63/4*x^2/(_C1*x^6-80*x^6+160*x^3-80)*(_C1*(-1+4*(-5*(x^6-2*x^3+1)/(_C1*x^6-80*x
^6+160*x^3-80))^(1/2))*(_C1*x^6-80*x^6+160*x^3-80)^2)^(1/3)-63/4*_C1*x^4/(_C1*(-
1+4*(-5*(x^6-2*x^3+1)/(_C1*x^6-80*x^6+160*x^3-80))^(1/2))*(_C1*x^6-80*x^6+160*x^
3-80)^2)^(1/3))), y(x) = -1/4*(63*x^3+63/2*x^2/(_C1*x^6-80*x^6+160*x^3-80)*(_C1*
(-1+4*(-5*(x^6-2*x^3+1)/(_C1*x^6-80*x^6+160*x^3-80))^(1/2))*(_C1*x^6-80*x^6+160*
x^3-80)^2)^(1/3)+63/2*_C1*x^4/(_C1*(-1+4*(-5*(x^6-2*x^3+1)/(_C1*x^6-80*x^6+160*x
^3-80))^(1/2))*(_C1*x^6-80*x^6+160*x^3-80)^2)^(1/3)+2*I*3^(1/2)*(63/4*x^2/(_C1*x
^6-80*x^6+160*x^3-80)*(_C1*(-1+4*(-5*(x^6-2*x^3+1)/(_C1*x^6-80*x^6+160*x^3-80))^
(1/2))*(_C1*x^6-80*x^6+160*x^3-80)^2)^(1/3)-63/4*_C1*x^4/(_C1*(-1+4*(-5*(x^6-2*x
^3+1)/(_C1*x^6-80*x^6+160*x^3-80))^(1/2))*(_C1*x^6-80*x^6+160*x^3-80)^2)^(1/3)))
/x^2/(-63/8*x^2/(_C1*x^6-80*x^6+160*x^3-80)*(_C1*(-1+4*(-5*(x^6-2*x^3+1)/(_C1*x^
6-80*x^6+160*x^3-80))^(1/2))*(_C1*x^6-80*x^6+160*x^3-80)^2)^(1/3)-63/8*_C1*x^4/(
_C1*(-1+4*(-5*(x^6-2*x^3+1)/(_C1*x^6-80*x^6+160*x^3-80))^(1/2))*(_C1*x^6-80*x^6+
160*x^3-80)^2)^(1/3)-63/4-1/2*I*3^(1/2)*(63/4*x^2/(_C1*x^6-80*x^6+160*x^3-80)*(_
C1*(-1+4*(-5*(x^6-2*x^3+1)/(_C1*x^6-80*x^6+160*x^3-80))^(1/2))*(_C1*x^6-80*x^6+1
60*x^3-80)^2)^(1/3)-63/4*_C1*x^4/(_C1*(-1+4*(-5*(x^6-2*x^3+1)/(_C1*x^6-80*x^6+16
0*x^3-80))^(1/2))*(_C1*x^6-80*x^6+160*x^3-80)^2)^(1/3)))]
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latest
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https://encyclopedia2.thefreedictionary.com/simple+algebra
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crawl-data/CC-MAIN-2021-49/segments/1637964363229.84/warc/CC-MAIN-20211206012231-20211206042231-00164.warc.gz
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# simple algebra
Also found in: Wikipedia.
## simple algebra
[′sim·pəl ¦al·jə·brə]
(mathematics)
An algebra over a field that is also a simple ring.
McGraw-Hill Dictionary of Scientific & Technical Terms, 6E, Copyright © 2003 by The McGraw-Hill Companies, Inc.
References in periodicals archive ?
Readers should be familiar with elements of statistical inference and probability, simple algebra, ordinary least squares, logistic regression, and Base SAS software.
The Prerequisites listed are: knowledge of simple algebra and elementary trigonometry.
Using minimal mathematics (simple algebra and basic concepts of probability), this text for advanced undergraduates in biology, anthropology, and ecology introduces the study of population genetics, focusing on human populations.
Keljik introduces the concepts of alternating-current (AC) and direct-current (DC) motors and the associated controls and maintenance of this equipment to students who have a basic understanding of electrical circuits and concepts and can use simple algebra to solve mathematical problems.
This introductory text simplifies Keynesian and neoclassical macroeconomics, and the authors aim to show that competing theories are logical constructs based on different premises using simple algebra and graphs rather than complicated math, and to detail the intellectual origins of key concepts and provide Indian examples.
In this context, a natural question arises: is it possible to obtain such criteria for the Witt group of a central simple algebra with involution ?
"A Geometric Analysis of the Platonic Solids and Other Semi-Regular Polyhedra" requires a knowledge of simple algebra and elementary trigonometry and the ability to appreciate nature's own logic.
"Using simple algebra I am able to plug in distances from the alleged coordinates to Daniel Boyer's crash coordinates with the time frame given by air traffic control," Ming said. "From my calculations, if the ignored air traffic control coordinates are correct, the jetliner flew roughly 230-250 miles within a time frame of 33 minutes, giving an average ground speech of about 460-470mph in this time frame and an exact distance from both coordinates.
Previous studies related to the assessment of students in the subject of mathematics indicates that Geometry teaching is much difficult than that of arithmetical procedures and simple Algebra (Duval, 1998).
To link this to the description in Lemma 4.1 we observe that since [C.sub.[eta]] [S] is by assumption a simple algebra, we have a category equivalence R-mod [congruent to] [C.sup.G'/S]-mod = [Vect.sub.G'/S].
1) We can show that not every central simple algebra over an infinite global field is almost trivial locally everywhere (over k(v)) (i.e., trivial outside a finite set of places).
The software can handle everything from simple algebra to more complex math, such as calculus.
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Computer Science Canada Tree
Author: Catalyst [ Sun Oct 05, 2003 1:48 am ]
Post subject: Tree
I was bored in compsci (whole class learning put/get ) the other day
so i made this
code: % Tree proc AddGradient (c1, c2, n : int) var clr : int var r1, g1, b1, r2, g2, b2, p, p0 : real RGB.GetColor (c1, r1, g1, b1) RGB.GetColor (c2, r2, g2, b2) const a := 50 for i : 1 .. n p := (i / n) * 100 p0 := 100 - p clr := RGB.AddColor ((((r1 * p) + (r2 * p0)) / 2) / a, (((g1 * p) + (g2 * p0)) / 2) / a, (((b1 * p) + (b2 * p0)) / 2) / a) end for end AddGradient AddGradient (114, 114, 220) AddGradient (2, 10, 35) type Point : record x, y : real end record var holdPoint : Point holdPoint.x := 0 holdPoint.y := 0 fcn RandReal : real result (Rand.Real * 2 - 1) * 10 end RandReal fcn AngleFrom (X, Y : real, dist, ang : real) : Point holdPoint.x := (cosd (ang) * dist) + X holdPoint.y := (sind (ang) * dist) + Y result holdPoint end AngleFrom var md : int := 150 var inc : real := 45 var reduc : real := 2 var numB : int := 3 proc MakeTree (X, Y : real, ang : real, dist : real) var test := AngleFrom (X, Y, dist, ang) if 511 - round (255 * dist / md) + 1 <= 511 - 36 then Draw.ThickLine (round (X), round (Y), round (test.x), round (test.y), round (dist / md * 25), 511 - round (255 * dist / md) + 1) else Draw.ThickLine (round (X), round (Y), round (test.x), round (test.y), round (dist / md * 10), 511 - round (255 * dist / md) + 1) end if if dist <= 10 then return end if for i : 0 .. numB MakeTree (test.x, test.y, RandReal + ang + (inc * ((i / numB) * 2 - 1)), dist / reduc + (dist / reduc * Rand.Real * Rand.Real)) end for end MakeTree MakeTree (maxx div 2, 0, 90 + Rand.Int (-15, 15), md)
Author: poly [ Sun Oct 05, 2003 12:31 pm ] Post subject: thats pretty sweet!
Author: JSBN [ Sun Oct 05, 2003 12:39 pm ] Post subject: damn. that's pretty sweet. wish i could do that.
Author: PaddyLong [ Sun Oct 05, 2003 1:27 pm ] Post subject: heh cool... what did your teacher and classmates think of that? or were they too busy making cheasy little put/get programs? 8)
Author: Tony [ Sun Oct 05, 2003 1:35 pm ]
Post subject:
code: var answer:string put "would you like to draw a tree?" get answer put "I don't yet know how to use IF statments" put "so I'll just assume you said yes" put "I don't yet know how to use graphics in turing" put "so just open M\$ Paint and draw a tree there"
Heh. Catalyst - Bring a pillow to class and/or install some C++ compiler & IDE. Just cuz you ended up in a class full of kids who got trouble using put/get, doesn't mean you have to waste your time.
Author: PaddyLong [ Sun Oct 05, 2003 1:37 pm ] Post subject: does your teacher actually like teach stuff in your compsci class? mine just put some tutorials he wrote into a directory and we would just do those at our own pace with assignments from each chapter along the way.
Author: Catalyst [ Sun Oct 05, 2003 6:03 pm ] Post subject: my teacher likes to have a powerpoint projector running as he explains the programs(if u could call them that) tony- ive got devc++ on my account but network restrictions wont let me compie
Author: rizzix [ Sun Oct 05, 2003 6:25 pm ] Post subject: whats Draw.ThickLine ? never seen that before.
Author: Catalyst [ Sun Oct 05, 2003 6:42 pm ] Post subject: its one of the newer functions from 4.0 it draws a thick line the syntax is the same is drawline but there is a thickness parameter b4 the color
Author: Tony [ Sun Oct 05, 2003 6:56 pm ] Post subject: I wouldn't be surpriced if that Draw.ThickLine is just a Draw.FillPolygon with points calculated from passed values. Turing is soo cheap - a bunch of build in functions are writen in turing itself and slow the program down.
Author: Catalyst [ Sun Oct 05, 2003 10:15 pm ] Post subject: i think the draw functions are actually just mapped from the windows gdi functions, but i might be wrong
Author: hackman [ Thu Oct 09, 2003 9:57 am ] Post subject: wish i could see that now. Im in class and my ghetto school has like v0.01, well actualy 3.1. Looks like im gona have to wait another 3 classes till i get home.
Author: hackman [ Thu Oct 09, 2003 3:13 pm ] Post subject: Home finaly! Thats sweet.
Author: LJ [ Sat Mar 06, 2004 9:06 pm ] Post subject: That's sick!
Author: the_short1 [ Sat Mar 06, 2004 10:16 pm ] Post subject: ummmm LJ.... when a topic is like over 1 year old.... w/e.... anyways... some kid in my compsci class had this going and he said he got it on compsci.... sweet.... now i know its the infamous Catalyst its REALY cool if you add a loop to the Draw tree function....and it randomizes the location each time... i made a reedit but its at school...
Author: Jodo Yodo [ Sat Mar 06, 2004 10:26 pm ] Post subject: Wow, that's a sweet tree.
Author: programer007 [ Sun Mar 07, 2004 4:51 pm ] Post subject: that a Nice tree.... whats the Gradient command all about..... and when do you get to learn all those advanced functions in class??? gr.10?? or 11? or 12?
Author: Catalyst [ Sun Mar 07, 2004 5:28 pm ] Post subject: the AddGradient command just make a smooth blend from color1 to color2 in a certain number of steps and you dont learn these functions in class
Author: jonos [ Sun Mar 07, 2004 6:38 pm ] Post subject: it doesn't work unless i change the colour for the Draw.ThickLine, it says it can't make a colour over 290
Author: Catalyst [ Sun Mar 07, 2004 7:00 pm ]
Post subject:
well turing is buggy so what works in one version doesnt always work in the next
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## 255015200000000
255,015,200,000,000 (two hundred fifty-five trillion fifteen billion two hundred million) is an even fifteen-digits composite number following 255015199999999 and preceding 255015200000001. In scientific notation, it is written as 2.550152 × 1014. The sum of its digits is 20. It has a total of 21 prime factors and 432 positive divisors. There are 92,729,600,000,000 positive integers (up to 255015200000000) that are relatively prime to 255015200000000.
## Basic properties
• Is Prime? No
• Number parity Even
• Number length 15
• Sum of Digits 20
• Digital Root 2
## Name
Short name 255 trillion 15 billion 200 million two hundred fifty-five trillion fifteen billion two hundred million
## Notation
Scientific notation 2.550152 × 1014 255.0152 × 1012
## Prime Factorization of 255015200000000
Prime Factorization 211 × 58 × 11 × 28979
Composite number
Distinct Factors Total Factors Radical ω(n) 4 Total number of distinct prime factors Ω(n) 21 Total number of prime factors rad(n) 3187690 Product of the distinct prime numbers λ(n) -1 Returns the parity of Ω(n), such that λ(n) = (-1)Ω(n) μ(n) 0 Returns: 1, if n has an even number of prime factors (and is square free) −1, if n has an odd number of prime factors (and is square free) 0, if n has a squared prime factor Λ(n) 0 Returns log(p) if n is a power pk of any prime p (for any k >= 1), else returns 0
The prime factorization of 255,015,200,000,000 is 211 × 58 × 11 × 28979. Since it has a total of 21 prime factors, 255,015,200,000,000 is a composite number.
## Divisors of 255015200000000
432 divisors
Even divisors 396 36 18 18
Total Divisors Sum of Divisors Aliquot Sum τ(n) 432 Total number of the positive divisors of n σ(n) 6.9535e+14 Sum of all the positive divisors of n s(n) 4.40335e+14 Sum of the proper positive divisors of n A(n) 1.60961e+12 Returns the sum of divisors (σ(n)) divided by the total number of divisors (τ(n)) G(n) 1.59692e+07 Returns the nth root of the product of n divisors H(n) 158.433 Returns the total number of divisors (τ(n)) divided by the sum of the reciprocal of each divisors
The number 255,015,200,000,000 can be divided by 432 positive divisors (out of which 396 are even, and 36 are odd). The sum of these divisors (counting 255,015,200,000,000) is 695,349,839,293,200, the average is 1,609,606,109,475.
## Other Arithmetic Functions (n = 255015200000000)
1 φ(n) n
Euler Totient Carmichael Lambda Prime Pi φ(n) 92729600000000 Total number of positive integers not greater than n that are coprime to n λ(n) 1159120000000 Smallest positive number such that aλ(n) ≡ 1 (mod n) for all a coprime to n π(n) ≈ 7932922111517 Total number of primes less than or equal to n r2(n) 0 The number of ways n can be represented as the sum of 2 squares
There are 92,729,600,000,000 positive integers (less than 255,015,200,000,000) that are coprime with 255,015,200,000,000. And there are approximately 7,932,922,111,517 prime numbers less than or equal to 255,015,200,000,000.
## Divisibility of 255015200000000
m n mod m 2 3 4 5 6 7 8 9 0 2 0 0 2 6 0 2
The number 255,015,200,000,000 is divisible by 2, 4, 5 and 8.
• Arithmetic
• Abundant
• Polite
• Practical
• Frugal
## Base conversion (255015200000000)
Base System Value
2 Binary 111001111110111101011010011010001000100000000000
3 Ternary 1020102221012210202101110020102
4 Quaternary 321332331122122020200000
5 Quinary 231411132112200000000
6 Senary 2302212210544101532
8 Octal 7176753232104000
10 Decimal 255015200000000
12 Duodecimal 247277a26048a8
20 Vigesimal 14i1aca00000
36 Base36 2ie8d5s6bk
## Basic calculations (n = 255015200000000)
### Multiplication
n×i
n×2 510030400000000 765045600000000 1020060800000000 1275076000000000
### Division
ni
n⁄2 1.27508e+14 8.50051e+13 6.37538e+13 5.1003e+13
### Exponentiation
ni
n2 65032752231040000000000000000 16584340316749111808000000000000000000000000 4229258862743838097539481600000000000000000000000000000000 1078525294734392421211650408120320000000000000000000000000000000000000000
### Nth Root
i√n
2√n 1.59692e+07 63414.5 3996.15 760.875
## 255015200000000 as geometric shapes
### Circle
Diameter 5.1003e+14 1.60231e+15 2.04306e+29
### Sphere
Volume 6.94683e+43 8.17226e+29 1.60231e+15
### Square
Length = n
Perimeter 1.02006e+15 6.50328e+28 3.60646e+14
### Cube
Length = n
Surface area 3.90197e+29 1.65843e+43 4.41699e+14
### Equilateral Triangle
Length = n
Perimeter 7.65046e+14 2.816e+28 2.2085e+14
### Triangular Pyramid
Length = n
Surface area 1.1264e+29 1.95448e+42 2.08219e+14
## Cryptographic Hash Functions
md5 03343ccab1534958878ff04ce8f902c1 a2661f7c939ae276f34b561fe1b9320219f4a84a 401663e9866737fa7fecbc000cda402ae76b1c8584ffd106705a0acfc6a40e3f f52e6bb316e6b63e727fa0f91f6b93a913c12882007908f50995e256ce081e273ae99a9c49c68d501abf6c9d2d113038dfd24e19cb292720b40d65b6269f7e7e d534f3fb9e81e0a42692700431914ebec8e288c5
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• 551K Members
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Highlighted
New Contributor
# Formula Help
I need help writing a formula, please.
I have my cell "=" referenced to a cell on another sheet. I need the total of that number to be multiplied by .3005. How do I write this formula? I keep getting an error, sigh.
This is my current formula. I need the cell to total this below *.3005.
='[Copy of Dec 18 Payroll Cost Summary 2018.xlsx]December'!\$I\$11
3 Replies
# Re: Formula Help
Hi
`='[Copy of Dec 18 Payroll Cost Summary 2018.xlsx]December'!\$I\$11*0.3005`
Highlighted
# Re: Formula Help
Thank you for the response....I need my cell to be the sum of the original number *.3005.
When I use ='[Copy of Dec 18 Payroll Cost Summary 2018.xlsx]December'!\$I\$11*0.3005 - it gives me the sum of the original # multiplied by .3005.
Sorry if I am asking this in a confusing way....I'm brain fried today. : )
Highlighted
# Re: Formula Help
Second guess.
`='[Copy of Dec 18 Payroll Cost Summary 2018.xlsx]December'!\$I\$11*(1+0.3005)`
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# Use Quantitative data in a sentence
1. Quantitative data is, quite simply, information that can be quantified. It can be counted or measured, and given a numerical value—such as length in centimeters or revenue in dollars
Quantitative, Quite, Quantified
2. Quantitative data tends to be structured in nature and is suitable …
Quantitative
3. Quantitative data: Definition Quantitative data is defined as the value of data in the form of counts or numbers where each data-set has an unique numerical value associated …
Quantitative
4. Quantitative data is the type of data whose value is measured in the form of numbers or counts, with a unique numerical value associated with each data set. Also known as numerical data, Quantitative data further describes numeric variables (e.g.
Quantitative
5. In statistics, Quantitative data is numerical and acquired through counting or measuring and contrasted with qualitative data sets, which describe attributes of objects but do not contain numbers. There are a variety of ways that Quantitative data arises in statistics
Quantitative, Qualitative
6. Each of the following is an example of Quantitative data:
Quantitative
7. Now, Quantitative data are data that take on numerical values, and that is why Quantitative data is also referred to as numerical data. For example, suppose I were to ask you your height, age, grade point average, or the the amount of time you study each day, I would be asking you to identify a numerical or countable value or variable.
Quantitative
8. There are two types of data. Qualitative data is descriptive information about characteristics that are difficult to define or measure or cannot be expressed numerically. Quantitative data is numerical information that can be measured or counted.
Qualitative, Quantitative
9. With current technologies, it is possible for almost anyone to distill Quantitative data into text, or more visually, into a table or chart
Quantitative
10. What is Quantitative data? Contrary to qualitative data, Quantitative data is statistical and is typically structured in nature – meaning it is more rigid and defined
Quantitative, Qualitative
11. Discrete Quantitative data takes on fixed numerical values and cannot be broken down further
Quantitative
12. Continuous Quantitative data can be placed on a continuum and infinitely broken down into smaller units
Quantitative
13. Quantitative data stands in contrast to qualitative data, which is descriptive data
Quantitative, Qualitative
14. Quantitative data analysis is one of those things that often strikes fear into students when they reach the research stage of their degree.It’s totally understandable – Quantitative data analysis is a complex topic, full of daunting lingo like medians, modes, correlation and covariance.Suddenly we’re all wishing we’d paid a little more attention in math class.
Quantitative
15. Quantitative data is a bit like a countable noun
Quantitative
16. Here are some example of Quantitative data: A jug of milk holds one gallon
Quantitative
17. Quantitative data are used when a researcher is trying to quantify a problem, or address the "what" or "how many" aspects of a research question
Quantitative, Quantify, Quot, Question
18. Quantitative data is the language of science
Quantitative
19. Quantitative data depends on the fact that you can put everything in terms of numbers.
Quantitative
20. Of Quantitative data analysis required at the university and research level
Quantitative
21. Quantitative data is a type of data that deals with measurable information
Quantitative
22. All data that is quantifiable, verifiable, and amenable to statistical manipulation classifies as Quantitative data.
Quantifiable, Quantitative
23. Quantitative data, as the name suggests is one which deals with quantity or numbers
Quantitative, Quantity
24. It refers to the data which computes the values and counts and can be expressed in numerical terms is called Quantitative data
Quantitative
25. Quantitative data may be used in computation and statistical test.
Quantitative
26. Quantitative data is data that can be expressed and analyzed numerically
Quantitative
27. Quantitative data: "Quantitative data differs fundamentally from qualitative data ." Related Psychology Terms
Quantitative, Quot, Qualitative
28. Illustrated definition of Quantitative data: Data that can be: counted (called discrete data) or measured (called continuous data)
Quantitative
29. Quantitative data is any data that is in numerical form such as statistics, percentages, etc
Quantitative
30. Quantitative data is often contrasted to qualitative data
Quantitative, Qualitative
31. However, qualitative and Quantitative data can both be used to investigate the same research question and reach the same
Qualitative, Quantitative, Question
32. The main difference between qualitative and Quantitative data is that qualitative data is descriptive, while Quantitative data is numerical
Qualitative, Quantitative
33. Usually, statistical analysis is easier with Quantitative data than qualitative data
Quantitative, Qualitative
34. Quantitative data is easier to measure and study than qualitative data since numeric values are easier to analyze
Quantitative, Qualitative
35. The advantages of Quantitative data is that it can be objectively measured and presented and it explains the observed phenomena more accurately since numerical values are obtained through systematic process of observation and
Quantitative
36. Quantitative data can also allow you to be more precise with particular statements
Quantitative
37. Quantitative data Analysis: Meaning, Steps, and Types
Quantitative
38. Quantitative data analysis ends with easy to understand and quantifiable results
Quantitative, Quantifiable
39. But before starting the analysis you have to define the level of measurement involved in the Quantitative data.
Quantitative
40. Definition: Quantitative data is data expressing a certain quantity, amount or range
Quantitative, Quantity
41. Quantitative data is any quantifiable information that can be used for mathematical calculation or statistical analysis
Quantitative, Quantifiable
42. Quantitative data is used to answer questions like how many?
Quantitative, Questions
43. Quantitative data is any data that is in numerical form
Quantitative
44. The following are common types of Quantitative data.
Quantitative
45. Quantitative data are much easier to analyze than qualitative data, which are descriptive and open to inte
Quantitative, Qualitative
46. Quantitative data is a set of numbers collected from a group of people and involves statistical analysis.For example if you conduct a satisfaction survey from participants and ask them to rate their experience on a scale of 1 to 5.
Quantitative
47. Quantitative data collection methods are much more structured than Qualitative data collection methods
Quantitative, Qualitative
48. Quantitative data collection methods include various forms of surveys – online surveys, paper surveys , mobile surveys and kiosk surveys, face-to-face interviews, telephone interviews, longitudinal studies, website interceptors, online
Quantitative
49. Quantitative data is data that can be measured numerically
Quantitative
50. Whereas Quantitative data is important in determining the particular frequency of traits or characteristics, the sizes, and dimensions of objects, and that sort of information about a given topic, qualitative data like the color of hair or skin of employees in a company or the healthiness of a pet's coat can be important in statistical analysis, especially when paired with Quantitative data about these …
Quantitative, Qualitative
51. Identify how to display Quantitative data through tables, as well as best practices you should follow; Explore other graphical representations of the data and determine which method is the best choice for the data on hand; Practice building these visualizations to further your understanding of them
Quantitative
52. Quantitative data collection methods are much more structured; they include various forms of surveys – online surveys, paper surveys, mobile surveys and kiosk surveys, face-to-face interviews, telephone interviews, longitudinal studies, website interceptors, online polls, and systematic observations
Quantitative
53. However, Quantitative data can also be put into categories—more on this later
Quantitative
54. Quantitative data synonyms, Quantitative data pronunciation, Quantitative data translation, English dictionary definition of Quantitative data
Quantitative
55. Regarding the use of Quantitative data from surveys, it is a long and well-established tradition in the social sciences of using surveys to document and to produce knowledge about social phenomena.
Quantitative
56. Quantitative data is excellent at providing answers to what, who and when questions
Quantitative, Questions
57. Combining thise research method with Quantitative data provides more context to …
Quantitative
58. Qualitative and Quantitative data
Qualitative, Quantitative
59. Examples of Quantitative data are scores on achievement tests,number of hours of study, or weight of a subject
Quantitative
## Dictionary
QUANTITATIVE DATA
### What are the different types of quantitative data?
There are two types of quantitative data, which is also referred to as numeric data: continuous and discrete. As a general rule, counts are discrete and measurements are continuous.
### What does a quantitative data consist of?
Quantitative data is defined as the value of data in the form of counts or numbers where each data -set has an unique numerical value associated with it.
### Which data can be measured quantitatively?
Quantitative data is data that can be measured numerically. Things that can be measured precisely -- rather than through interpretation -- such as the number of attendees at an event, the temperature in a given location, or a person's height in inches can be considered quantitative data.
### What is quantitative data in science?
Quantitative data is the language of science. It uses mathematical models, theories, and hypotheses. Thanks to this type of data, we know things like the distance between the sun and the moon, and why we have seasons, days, and nights. Quantitative data depends on the fact that you can put everything in terms of numbers.
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# efficiency of an algorithm
Sujitha
efficiency of an algorithm
0 Answer(s) 4 years and 8 months ago
Posted in : Development process
how can we calculate the best or worst case efficiency of an algorithm?
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List of Version of cn.featherfly>featherfly-algorithm dependency
Maven Dependency featherfly-algorithm >> 1.0.1
You should include the dependency code given in this page to add Maven Dependency of cn.featherfly >> featherfly-algorithm version1.0.1 in your project
Maven Dependency featherfly-algorithm >> 1.0.2
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How to write a rsa algorithm using thread
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How is injector duty cycle calculated?
How is injector duty cycle calculated?
If an injector is powered for 15 ms. at 6000 RPM, then the duty cycle is 75% (15 ms/20 ms). One way to simplify this process is to multiply IPW by 5.33, then divide RPM by that number. So in this example, 15 x 5.33 = 80, and 6000 / 80 = 75%.
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Injection timing, also called spill timing, is the moment when diesel fuel enters the cylinder during the combustion phase. The timing of the pump determines when it will inject fuel into the cylinder as the piston reaches the BTDC point.
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Abstract. The late-injection strategy (close after main-injection) of common-rail diesel engine is capable of enhancing combustion turbulence and reducing particulate matter (PM) emissions.
How is ignition delay calculated?
(2), the ignition delay has been expressed as usually [15] in terms of pressure and temperature:(3) τ ( T , p ) = Ap – n exp E a RT where Ea is the activation energy, R is the universal gas constant (8.314 J/mol K), A and n are parameters that are adjusted for each fuel and equivalence ratio, and for the range of …
What is max duty cycle?
In a welding power supply, the maximum duty cycle is defined as the percentage of time in a 10-minute period that it can be operated continuously before overheating.
What is Max duty cycle for fuel injectors?
It is usually not recommended to run an injector at more than 80% duty cycle under actual driving conditions. This 80% duty cycle operating limit is taken into account to make sure the injector will be large enough to feed the engine under actual operating conditions and will not starve the engine for fuel.
Why is checking injection timing is important?
Injection timing is an important engine parameter, which significantly affects the odorous emissions. If injection starts earlier, the initial air temperature and pressure are lower so the ignition delay would increase.
What is injection duration?
Injection duration is the period of time during which fuel enters the combustion chamber from the injector. It is the difference between EOI and SOI and is related to injection quantity. Injection pattern. The rate of injection of fuel often varies during the injection duration period.
A timing advance is the number of degrees BTDC that ignition occurs. Usually the location is measured in degrees. For example, 10 degrees BTDC is when the crankshaft is 10 degrees before the piston is at its highest point in the cycle.
What is the maximum injection mold injection pressure?
Ri = Maximum injection (plastic) pressure ÷ maximum hydraulic pressure for the injection unit. From the machine specifications, we find that the maximum injection or plastic pressure possible is (for the sake of example) 26,500 psi.
What is the maximum volume of intramuscular injection?
Maximum vol- umes have been proposed across the various IM sites for adult patients3,12-16 (Table 1). Overall, 5 mL has been cited for adults as the maximum volume for a single IM injection, with lower maximums proposed for adult patients with less- developed or small muscle mass. 3,13,14 iNTRAMUsCUlAR iNJECTiONs.
How do you calculate hydraulic pressure in injection molding?
From the machine’s controller we find that the maximum hydraulic pressure we can set for the injection cylinder is 2250 psi. So: Ri = 26,500 psi/2250 psi = 11.78:1. To calculate the plastic pressure for backpressure during screw rotation with a machine setting of 75 psi hydraulic, multiply the hydraulic pressure times the intensification ratio.
What are the fundamentals of injection-time scan?
The fundamentals of the injection-time scan method are quite sound and apply logical methodologies. The process is focused on the quality of the molded part as influenced by the melt conditions within the mold cavity. The currently practiced RV test method is incapable of isolating and evaluating rheological conditions within the cavity.
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# Sum and Sum Againwith Raku and Perl
by Arne Sommer
[182] Published 8. May 2022.
This is my response to the Perl Weekly Challenge #163.
## Challenge #163.1: Sum Bitwise Operator
You are given a list of positive numbers, `@n`.
Write script to calculate the sum of bitwise & operator for all unique pairs.
Example 1: ```Input: @n = (1, 2, 3) Output: 3 Since (1 & 2) + (2 & 3) + (1 & 3) => 0 + 2 + 1 => 3. ``` Example 2: ```Input: @n = (2, 3, 4) Output: 2 Since (2 & 3) + (2 & 4) + (3 & 4) => 2 + 0 + 0 => 2. ```
I do believe that «Positive numbers» should be read as «Postive integers».
File: sbo ```#! /usr/bin/env raku unit sub MAIN (*@values where @values.elems > 0 && all(@values) ~~ /^<[1..9]><[0..9]>*\$/, # [1] :v(:\$verbose)); if \$verbose { say ": Combinations: { @values.combinations(2) .map({ "(" ~ \$_[0] ~ "," ~ \$_[1] ~ ")" } ) }"; say ": Mapped to: { @values.combinations(2).map({ \$_[0] ~& \$_[1]} ) }"; } say @values.combinations(2).map({ \$_[0] ~& \$_[1]} ).sum; # [2] ```
[1] Note the regex to ensure a postivie integer, without a leading zero.
[2] We use `combinations(2)` to get all the unique combinations of length 2. Then we use `map` to bitwise AND (the `~&` operator) the two values together, and finaly we use `.sum` to add the values together.
See docs.raku.org/routine/combinations for more information about `combinations`.
See docs.raku.org/language/operators#index-entry-Numeric_bitwise_AND_operator for more information about the numeric bitwise AND operator `~&`.
Running it:
```\$ ./sbo 1 2 3 3 \$ ./sbo 2 3 4 2 ```
With verbose mode:
```\$ ./sbo -v 1 2 3 : Combinations: (1,2) (1,3) (2,3) : Mapped to: 0 1 2 3 \$ ./sbo -v 2 3 4 : Combinations: (2,3) (2,4) (3,4) : Mapped to: 2 0 0 2 ```
### A Perl Version
This is straight forward translation of the Raku version, using modules to get `all`, `sum` and `combinations`.
File: sbo-perl ```#! /usr/bin/env perl use strict; use warnings; use feature 'say'; use Getopt::Long; use Perl6::Junction 'all'; use List::Util qw(sum); use Algorithm::Combinatorics qw(combinations); my \$verbose = 0; GetOptions("verbose" => \\$verbose); my @values = @ARGV; die "Please specify a list of positve integers" unless @values; die "Integers only" unless qr/^[1-9][0-9]*\$/ == all(@values); my \$sum = 0; for my \$pair (combinations(\@values, 2)) { my \$and = \$pair->[0] & \$pair->[1]; \$sum += \$and; say ": Pair: \$pair->[0], \$pair->[1] (-> \$and)" if \$verbose; } say \$sum; ```
Running it gives the same result as the Raku version, except for a slightly different verbose output:
```\$ ./sbo-perl -v 1 2 3 : Pair: 1, 2 (-> 0) : Pair: 1, 3 (-> 1) : Pair: 2, 3 (-> 2) 3 \$ ./sbo-perl -v 2 3 4 : Pair: 2, 3 (-> 2) : Pair: 2, 4 (-> 0) : Pair: 3, 4 (-> 0) 2 ```
## Challenge #163.2: Summations
You are given a list of positive numbers, `@n`.
Write a script to find out the summations as described below.
Example 1: ```Input: @n = (1, 2, 3, 4, 5) Output: 42 1 2 3 4 5 2 5 9 14 5 14 28 14 42 42 The nth Row starts with the second element of the (n-1)th row. The following element is sum of all elements except first element of previous row. You stop once you have just one element in the row. ``` Example 2: ```Input: @n = (1, 3, 5, 7, 9) Output: 70 1 3 5 7 9 3 8 15 24 8 23 47 23 70 70 ```
I do believe that «Positive numbers» should be read as «Postive integers», as in the first part of the challenge.
File: summations ```#! /usr/bin/env raku unit sub MAIN (*@values where @values.elems > 0 && all(@values) ~~ /^<[1..9]><[0..9]>*\$/, :v(:\$verbose)); while @values.elems > 1 # [1] { say ": @values[]" if \$verbose; @values = next-row(@values); # [2] } say @values[0]; # [3] sub next-row (@values) { my @new; for (1 .. @values.elems -1) -> \$index # [4] { @new.push: @values[1..\$index].sum; # [5] } return @new; # [6] } ```
[1] As long as there are more than 1 element in the array,
[2] Transform the array to the next version (with one element less).
[3] Print the remaining element.
[4] For each index in the incoming array (except zero),
[5] Get the sum of all the elements from index 1 to the current index, and add that to the new list.
[6] Return the new list.
Running it:
```\$ ./summations 1 2 3 4 5 42 \$ ./summations 1 3 5 7 9 70 ```
With verbose mode:
```\$ ./summations -v 1 2 3 4 5 : 1 2 3 4 5 : 2 5 9 14 : 5 14 28 : 14 42 42 \$ ./summations -v 1 3 5 7 9 : 1 3 5 7 9 : 3 8 15 24 : 8 23 47 : 23 70 70 ```
### Perl
This is a straight forward translation of the Raku version.
File: summations-perl ```#! /usr/bin/env perl use strict; use warnings; use feature 'say'; use Getopt::Long; use Perl6::Junction 'all'; use List::Util qw(sum); use feature 'signatures'; no warnings qw(experimental::signatures); my \$verbose = 0; GetOptions("verbose" => \\$verbose); my @values = @ARGV; die "Please specify a list of positve integers" unless @values; die "Integers only" unless qr/^[1-9][0-9]*\$/ == all(@values); while (@values > 1) { say ": @values" if \$verbose; @values = next_row(@values); } say \$values[0]; sub next_row (@values) { my @new; for my \$index (1 .. @values -1) { push(@new, sum(@values[1..\$index])); } return @new; } ```
Running it gives the same result as the Raku version:
```\$ ./summations-perl 1 2 3 4 5 42 \$ ./summations-perl -v 1 3 5 7 9 70 ```
With verbose mode:
```\$ ./summations-perl -v 1 2 3 4 5 : 1 2 3 4 5 : 2 5 9 14 : 5 14 28 : 14 42 42 \$ ./summations-perl -v 1 3 5 7 9 : 1 3 5 7 9 : 3 8 15 24 : 8 23 47 : 23 70 70 ```
And that's it.
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# Ounces (fluid, US customary) to cords (firewood
This free conversion calculator will convert ounces (fluid, US customary) to cords (firewood, i.e. fl oz (US) to cord. Correct conversion between different measurement scales.
Convert
The formula is $$V_{\text{cord}} = \frac{77}{9437184} V_{\text{fl oz (US)}}$$$, where $$V_{\text{fl oz (US)}} = 15$$$.
Therefore, $$V_{\text{cord}} = \frac{385}{3145728}$$$. Answer: $$15 \text{fl oz (US)} = \frac{385}{3145728} \text{cord}\approx 0.000122388203938802 \text{cord}.$$$
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That constraint is what makes the problem more or less difficult. More leading zeroes means fewer possible solutions, and more time required to solve the problem. Every 2,016 blocks (roughly two weeks), that difficulty is reset. If it took miners less than 10 minutes on average to solve those 2,016 blocks, then the difficulty is automatically increased. If it took longer, then the difficulty is decreased.
The process of mining bitcoins works like a lottery. Bitcoin miners are competing to produce hashes—alphanumeric strings of a fixed length that are calculated from data of an arbitrary length. They’re producing the hashes from a combination of three pieces of data: new blocks of Bitcoin transactions; the last block on the blockchain; and a random number. These are collectively referred to as the “block header” for the current block. Each time miners perform the hash function on the block header with a new random number, they get a new result. To win the lottery, a miner must find a hash that begins with a certain number of zeroes. Just how many zeroes are required is a shifting parameter determined by how much computing power is attached to the Bitcoin network. Every two weeks, on average, the mining software automatically readjusts the number of leading zeros needed—the difficulty level—by looking at how fast new blocks of Bitcoin transactions were added. The algorithm is aiming for a latency of 10 minutes between blocks. When miners boost the computing power on the network, they temporarily increase the rate of block creation. The network senses the change and then ratchets up the difficulty level. When a miner’s computer finds a winning hash, it broadcasts the block header to its next peers in the Bitcoin network, which check it and then propagate it further.
In the process of mining, each Bitcoin miner is competing with all the other miners on the network to be the first one to correctly assemble the outstanding transactions into a block by solving those specialized math puzzles. In exchange for validating the transactions and solving these problems. Miners also hold the strength and security of the Bitcoin network. This is very important for security because in order to attack the network, an attacker would need to have over half of the total computational power of the network. This attack is referred to as the 51% attack. The more decentralized the miners mining Bitcoin, the more difficult and expensive it becomes to perform this attack.
The first set of data you will want to use for discovering if Bitcoin mining can be profitable for you or not is the following but not limited to: cost of Bitcoin ASIC miner(s), cost of electricity to power miner (how much you are charged per kwh), cost of equipment to run the miner(s), cost of PSU (power supply unit), cost of network gear, cost of internet access, costs of other supporting gear like shelving, racks, cables, etc., cost of building or data center if applicable. Continue Reading ➞
Claiming to be the "world's most popular digital wallet," Blockchain.info boasts more than 24 million wallets and has supported more than 100 million transactions. Security is a top priority, and with many longtime cryptocurrency enthusiasts comfortably keeping their spoils there for years, even as Mt. Gox and Bitfinex were breached, it would have to be.
### For years, few residents really grasped how appealing their region was to miners, who mainly did their esoteric calculations quietly tucked away in warehouses and basements. But those days are gone. Over the past two years, and especially during 2017, when the price of a single bitcoin jumped from \$1,000 to more than \$19,000, the region has taken on the vibe of a boomtown. Across the three rural counties of the Mid-Columbia Basin—Chelan, Douglas and Grant—orchards and farm fields now share the rolling landscape with mines of every size, from industrial-scale facilities to repurposed warehouses to cargo containers and even backyard sheds. Outsiders are so eager to turn the basin’s power into cryptocurrency that this winter, several would-be miners from Asia flew their private jet into the local airport, took a rental car to one of the local dams, and, according to a utility official, politely informed staff at the dam visitors center, “We want to see the dam master because we want to buy some electricity.”
Bitcoin is a type of cryptocurrency: Balances are kept using public and private "keys," which are long strings of numbers and letters linked through the mathematical encryption algorithm that was used to create them. The public key (comparable to a bank account number) serves as the address which is published to the world and to which others may send bitcoins. The private key (comparable to an ATM PIN) is meant to be a guarded secret, and only used to authorize Bitcoin transmissions.
Bitcoins can be accepted as a means of payment for products sold or services provided. If you have a brick and mortar store, just display a sign saying “Bitcoin Accepted Here” and many of your customers may well take you up on it; the transactions can be handled with the requisite hardware terminal or wallet address through QR codes and touch screen apps. An online business can easily accept bitcoins by just adding this payment option to the others it offers, like credit cards, PayPal, etc. Online payments will require a Bitcoin merchant tool (an external processor like Coinbase or BitPay).
Bitcoin mining is intentionally designed to be resource-intensive and difficult so that the number of blocks found each day by miners remains steady. Individual blocks must contain a proof of work to be considered valid. This proof of work is verified by other Bitcoin nodes each time they receive a block. Bitcoin uses the hashcash proof-of-work function.
Bitcoin is one of the first digital currencies to use peer-to-peer technology to facilitate instant payments. The independent individuals and companies who own the governing computing power and participate in the Bitcoin network, also known as "miners," are motivated by rewards (the release of new bitcoin) and transaction fees paid in bitcoin. These miners can be thought of as the decentralized authority enforcing the credibility of the Bitcoin network. New bitcoin is being released to the miners at a fixed, but periodically declining rate, such that the total supply of bitcoins approaches 21 million. One bitcoin is divisible to eight decimal places (100 millionth 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.
But here, Carlson and his fellow would-be crypto tycoons confronted the bizarre, engineered obstinacy of bitcoin, which is designed to make life harder for miners as time goes by. For one, the currency’s mysterious creator (or creators), known as “Satoshi Nakamoto,” programmed the network to periodically—every 210,000 blocks, or once every four years or so—halve the number of bitcoins rewarded for each mined block. The first drop, from 50 coins to 25, came on November 28, 2012, which the faithful call “Halving Day.” (It has since halved again, to 12.5, and is expected to drop to 6.25 in June 2020.)
Miners found other advantages. The cool winters and dry air helped reduce the need for costly air conditioning to prevent their churning servers from overheating. As a bonus, the region was already equipped with some of the nation’s fastest high-speed internet, thanks to the massive fiber backbone the data centers had installed. All in all, recalls Miehe, the basin was bitcoin’s “killer app.”
Nigel Dodd argues in The Social Life of Bitcoin that the essence of the bitcoin ideology is to remove money from social, as well as governmental, control.[124] Dodd quotes a YouTube video, with Roger Ver, Jeff Berwick, Charlie Shrem, Andreas Antonopoulos, Gavin Wood, Trace Meyer and other proponents of bitcoin reading The Declaration of Bitcoin's Independence. The declaration includes a message of crypto-anarchism with the words: "Bitcoin is inherently anti-establishment, anti-system, and anti-state. Bitcoin undermines governments and disrupts institutions because bitcoin is fundamentally humanitarian."[124][123]
Desktop wallets are installed on a desktop computer and provide the user with complete control over the wallet. Desktop wallets enable the user to create a Bitcoin address for sending and receiving the Bitcoins. They also allow the user to store a private key. A few known desktop wallets are Bitcoin Core, MultiBit, Armory, Hive OS X, Electrum, etc.
Unfortunately, “participating” in Bitcoin mining isn’t the same thing as actually making money from it. The new ASIC chips on the market today are specifically designed for mining Bitcoin. They’re really good at Bitcoin mining, and every time someone adds a new ASIC-powered computer to the Bitcoin network, it makes Bitcoin mining that much more difficult.
```Price fluctuations, which have been common in Bitcoin since the day it was created eight years ago, saddle miners with risk and uncertainty. And that burden is shared by chip manufacturers, especially ones like Bitmain, which invest the time and money in a full custom design. According to Nishant Sharma, the international marketing manager at Bitmain, when the price of bitcoin was breaking records this spring, sales of S9 rigs doubled. But again, that is not a trend the company can afford to bet on.
```
There will be stepwise refinement of the ASIC products and increases in efficiency, but nothing will offer the 50x to 100x increase in hashing power or 7x reduction in power usage that moves from previous technologies offered. This makes power consumption on an ASIC device the single most important factor of any ASIC product, as the expected useful lifetime of an ASIC mining device is longer than the entire history of bitcoin mining.
News drives attention, and attention drives understanding. While many people have flocked to cryptocurrencies purely in search of financial gain, there are a ton of people that are simply curious. Some peoples are sticking around and trying to understand what cryptos are all about. While more users increases Bitcoin’s network effect, more people forming in-depth understandings of cryptos also strengthen the active Bitcoin community.
With the Antminers needing to stay below 38 °C, Mongolia is not the ideal location for a mining facility. It had been above 40 °C for several days when I visited in July. And in the winter, it can fall to –20 °C, cold enough for Bitmain to add insulation to the facilities. Dust is a problem as well, which is why the interior of every warehouse I walk through is veiled in a fine fabric filter.
Though transaction fees are optional, miners can choose which transactions to process and prioritize those that pay higher fees.[67] Miners may choose transactions based on the fee paid relative to their storage size, not the absolute amount of money paid as a fee. These fees are generally measured in satoshis per byte (sat/b). The size of transactions is dependent on the number of inputs used to create the transaction, and the number of outputs.[3]:ch. 8
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# The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION COURSE II. Wednesday, August 16, :30 to 11:30 a.m.
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2 Part I Answer 30 questions from this part. Each correct answer will receive credits. No partial credit will be allowed. Write your answers in the spaces provided on the separate answer sheet. Where applicable, answers may be left in terms of π or in radical form. [60] 1 In the accompanying diagram, line a is parallel to line b and line c is a transversal. If m 1 = x and m = 5x 54, what is the value of x? 1 Find the value of M (E T) in the system defined below. c a b M E T S M T S M E E S M E T T M E T S S E T S M 6 In ABC, the midpoint of AC is R, the midpoint of CB is S, and the midpoint of AB is T. If AC = 3, CB = 4, and AB = 5, what is the perimeter of RST? 7 Solve this system of equations for the positive value of y. x = y x + y = 8 8 The lengths of the sides of a triangle are 7, 8, and 10. If the length of the longest side of a similar triangle is 5, what is the length of the shortest side of this triangle? 9 In the accompanying diagram, altitude CD is drawn to the hypotenuse of right triangle ABC. If AD = 9 and AB = 13, find CD. C 3 In REC, m E = 55 and m R = 65. Which side of REC is the shortest? 4 In the accompanying diagram of ABC, AB is extended through B to D. If m CBD = 3x + 0, m A = x, and m ACB = x + 60, find x. C (x + 60) x (3x + 0) A B D 5 If operation apple is defined as a apple b = a + 3, b 0, b find the value of 3 apple 6. A 9 10 If a dilation maps ( 3,) to (x,8), what is the value of x? 11 The coordinates of the turning point of the graph of the equation y = x 4x + 6 are (1,k). What is the value of k? 1 If the number of degrees in a base angle of an isosceles triangle is four times the number of degrees in the vertex angle, what is the number of degrees in a base angle of the triangle? 13 D B Math. Course II Aug. 00 []
3 13 What is the midpoint of the line segment whose endpoints are (7, 4) and ( 3, )? Directions (14 34): For each question chosen, write on the separate answer sheet the numeral preceding the word or expression that best completes the statement or answers the question. 14 Which law of logic is represented in this argument? 19 The distance between coordinates D( 4, 3) and E(5,9) is (1) 37 (3) 1 () 63 (4) 15 0 In the accompanying diagram of ABD, C is a point on AD, BC is drawn, m A = 65, m BCD = 135, and m CBD = 0. B 0 ~a Æ b ~a \b (1) DeMorgan s Law () Law of Detachment (3) Law of Disjunctive Inference (4) Law of Contrapositive 15 If the point (5,1) is reflected in the y-axis, the image is (1) ( 5,1) (3) (5,1) () ( 5, 1) (4) (5, 1) 16 What is the total number of different eight-letter permutations that can be formed from the letters in the word LOLLIPOP? (1) 8! (3) 8! 3!! 3!!! () 8! (4) 8! 7! 17 Given the conditional statement p Æ q, which statement is true? (1) The inverse is p Æ ~q. () The converse is q Æ p. (3) The contrapositive is ~p Æ ~q. (4) The inverse of the converse is ~q Æ p A C D Which statement must be true? (1) BC ^ AD (3) BD () CD (4) AB ^ BD 1 Which set may be the lengths of the sides of an isosceles triangle? (1) {1,1,} (3) {5,1,13} () {3,3,8} (4) {4,4,6} Which statement is true about all parallelograms? (1) The diagonals are congruent. () The area is the product of two adjacent sides. (3) The opposite angles are congruent. (4) The diagonals are perpendicular to each other. 3 The solution set of 10x 48x + 3 = 0 is 4 (1) { 8,4} (3) {4, } 4 () {4, } (4) { 4, } Which statement is the negation of I work or I do not have money? (1) I do not work or I have money. () I do not work and I have money. (3) I do not work and I do not have money. (4) I work and I have money. 4 The sum of + x y is (1) x + y (3) () x 4 + y (4) 4 xy y x xy + Math. Course II Aug. 00 [3] [OVER]
4 5 Which expression is equal to 15? (1) 6 C 4 (3) 15 C 15 () 6 P 4 (4) 6 P 6 If a side of a square has length 14, the length of a diagonal of the square is (1) 14 (3) 14 () 14 (4) 8 7 If the slope of a straight line is 0, the graph of this line may pass through Quadrants (1) I and II (3) I and IV () I and III (4) II and IV 8 In ABC, m A = 5 and m C = 90. Which ratio represents tan 65? (1) AC (3) AB AB () AC BC (4) AC BC AC 9 What is the equation of a circle whose center is (, 3) and whose radius is 4? (1) (x +) + (y 3) = 4 () (x ) + (y +3) = (3) (x +) + (y 3) = 16 (4) (x ) + (y +3) = Which equation represents a line parallel to the line whose equation is y = 3x + 6? (1) 3y = x + 6 (3) y = x () y = 3x + 6 (4) y = 3 x 4 31 Lines and m are parallel lines 8 centimeters apart, and point P is on line m. What is the total number of points that are equidistant from lines and m and 5 centimeters from P? (1) 1 (3) 0 () (4) 4 3 The perimeter of a rhombus is 60. If the length of its longer diagonal measures 4, the length of the shorter diagonal is (1) 9 (3) 18 () 15 (4) 0 33 The lengths of the bases of an isosceles trapezoid are 6 centimeters and 1 centimeters. If the length of each leg is 5 centimeters, what is the area of the trapezoid? (1) 18 cm (3) 45 cm () 36 cm (4) 90 cm 34 If each interior angle of a regular polygon measures 135, the polygon must be (1) an octagon (3) a hexagon () a decagon (4) a pentagon Directions (35): Leave all construction lines on the answer sheet. 35 On the answer sheet, construct the perpendicular bisector of segment XY. Math. Course II Aug. 00 [4]
5 Answers to the following questions are to be written on paper provided by the school. Part II Answer three questions from this part. Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs, charts, etc. Calculations that may be obtained by mental arithmetic or the calculator do not need to be shown. [30] 36 Find the area of pentagon CANDY with vertices C( 6,8), A(3,8), N(6, ), D( 4, 1), and Y( 7,4). [10] 37 Answer a, b, and c for all values of x for which these expressions are defined. a Simplify: 4x 9 4x 8 [4] x x 6 x 3 b Express as a single fraction in lowest terms: 1 + x x + x + 4 [3] c Solve for x: x x = [3] a Draw the locus of points 6 units from the origin and label it with its equation. [3] b Draw the locus of points 6 units from the x-axis and label it with its equations. [3] c Following the rule (x, y) Æ (x + 6, y), graph the transformation of the locus in part a, and label the graph with its equation. [4] 39 a Draw and label the graph of the equation y = x 8x + 1, including all values of x such that 1 x 5. [6] b Using an algebraic method, find the roots of x 8x + 1 = 0 to the nearest tenth. [4] 40 A jar contains yellow marbles, red marbles, and blue marbles. The number of red marbles is three less than twice the number of blue marbles. The number of yellow marbles is one more than seven times the number of blue marbles. The probability of selecting a yellow marble is 3. a Find the number of marbles of each color in the jar. [5] b Three marbles are taken from the jar without replacement. (1) What is the total number of different threemarble selections that can be made? [] () What is the probability that the three marbles selected will be one of each color? [3] 4 Math. Course II Aug. 00 [5] [OVER]
6 Answers to the following questions are to be written on paper provided by the school. Part III Answer one question from this part. Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs, charts, etc. Calculations that may be obtained by mental arithmetic or the calculator do not need to be shown. [10] 41 Given: Jim drives a car or Jim takes a bus. If Jim takes a bus, then Jim carries his bus pass. Jim does not carry his bus pass. If Jim drives a car, then Jim buys gasoline. If Jim buys gasoline, then Jim has a job. Let C represent: Jim drives a car. Let B represent: Jim takes a bus. Let P represent: Jim carries his bus pass. Let G represent: Jim buys gasoline. Let J represent: Jim has a job. 4 Quadrilateral QUAD has coordinates Q( a,0), U(3a,0), A(a,a), and D(0,a). Using coordinate geometry, prove that quadrilateral QUAD is an isosceles trapezoid. [10] Prove: Jim has a job. [10] Math. Course II Aug. 00 [6]
7 Tear Here Tear Here The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION SEQUENTIAL MATH COURSE II Wednesday, August 16, 000 8:30 to 11:30 a.m., only ANSWER SHEET Part I Score Part II Score Part III Score Total Score Rater s Initials: Pupil Sex: Male Female Grade Teacher School Your answers to Part I should be recorded on this answer sheet. Part I Answer 30 questions from this part Answer question 35 on the other side of this sheet. Math. Course II Aug. 00 [7] [OVER]
8 35 Tear Here Y X Your answers for Part II and Part III should be placed on paper provided by the school. The declaration below should be signed when you have completed the examination. I do hereby affirm, at the close of this examination, that I had no unlawful knowledge of the questions or answers prior to the examination and that I have neither given nor received assistance in answering any of the questions during the examination. Signature Tear Here Math. Course II Aug. 00 [8]
9 FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION THREE-YEAR SEQUENCE FOR HIGH SCHOOL MATHEMATICS COURSE II Wednesday, August 16, 000 8:30 to 11:30 a.m., only SCORING KEY Use only red ink or red pencil in rating Regents papers. Do not attempt to correct the student s work by making insertions or changes of any kind. Use checkmarks to indicate student errors. Unless otherwise specified, mathematically correct variations in the answers will be allowed. Units need not be given when the wording of the questions allows such omissions. Part I Allow a total of 60 credits, credits for each of 30 of the following. [If more than 30 are answered, only the first 30 answered should be considered.] Allow no partial credit. For questions 14 34, allow credit if the student has written the correct answer instead of the numeral 1,, 3, or 4. (1) 18 (11) 4 (1) 4 (31) () S (1) 80 () 3 (3) 3 (3) RC (13) (, 3) (3) 3 (33) (4) 40 (14) (4) 4 (34) 1 (5) 3 1 (15) 1 (5) 1 (35) construction (6) 6 (16) 3 (6) 3 (7) (17) (7) 1 (8) 17.5 (18) (8) (9) 6 (19) 4 (9) 4 (10) 1 (0) 4 (30) 4 [OVER]
10 SEQUENTIAL MATH COURSE II concluded Part II Please refer to the Department s publication Guide for Rating Regents Examinations in Mathematics, 1996 Edition. Care should be exercised in making deductions as to whether the error is purely a mechanical one or due to a violation of some principle. A mechanical error generally should receive a deduction of 10 percent, while an error due to a violation of some cardinal principle should receive a deduction ranging from 30 percent to 50 percent, depending on the relative importance of the principle in the solution of the problem. (36) 97.5 [10] (37) a 4 [4] b 1 [3] c 6 [3] (38) ax + y = 36 [3] by= 6, y = 6 [3] c(x 6) + y = 36 [4] (39) b 0.1, 3.9 [4] (40) a 5 blue marbles 7 red marbles [5] 36 yellow marbles b (1) 17,96 [] () , 96 [3] As a reminder... Regents examinations based on the Sequential Mathematics, Course II, syllabus will not be offered after January 003. Regents examinations based on the Sequential Mathematics, Course I, syllabus will not be offered after January 00.
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How To Calculate The Radiators | Apartment And Villa
Apartment And Villa
Comfortable room temperature is largely achieved your goal of total power radiator sections. Regardless of the type of radiators, their main characteristic is a power. Based on the size of the battery is selected from this indicator. There are several options how to determine the number of sections, you can contact the experts of Heating, and can do the calculation yourself. This will require a few simple measurements and apply ratios, which are calculated based on their specific conditions.
You will need:
1. Roulette; 2. calculator.
Instruction how to calculate the radiators
Step 1:
Determine the floor area in square meters. To do this, multiply the length by the width of the room. All measurements are made in meters. To measure the accuracy of the calculations and the height of the ceiling. After obtaining the necessary mark all numbers that affects the heat loss - the number of doors and windows, the location of the apartments, winter ambient temperature. You also need to find out the temperature of the coolant.
Step 2:
You choose the type of heating radiators and figure out the power of a single section. To determine the number of sections take the average standard value for the average climatic bands of 1000 watts per 1 sq.m. This indicator is designed for rooms with a ceiling height of 3m, one wooden window and one door at a coolant temperature of 70 degrees. The resulting figure of adapting to the specific conditions.
Step 3:
Odds increase the power applied in the following cases: 1. If the apartment is a corner or in the room of 2 or more windows, the coefficient of 1.8 is added. 2. When the ceiling above 3 m power is increased by a factor equal to the ratio of height to the actual normative. For example, amount to 1.16 (3.5: 3 = 1.16) with a ceiling height of 3.5 m ratio. 3. For coolant temperatures below 10 degrees degrees for every add about 17%. 4. If you are connecting the lower radiator (hot water flows from the bottom), enter an additional multiplying factor - an average of 8%. 5. At lower values of winter temperatures the number of sections is increased from 1.5 to 2 times.
Step 4:
The coefficients derating apply: 1. If you have plastic double-glazed windows - up to 20%. 2. When the ceiling height of less than 3 m. The reduction factor is calculated as well as increase. 3. At a higher temperature coolant every 10 degrees save 15-17% capacity.
Step 5:
The resulting figure divide by the power of the radiator and getting the right amount of sections. If the connection is lower radiator (hot water flows from the bottom), then enter an additional multiplying factor - an average of 8%. In any case, if the supply (input-output) coolant is on the one hand, the installation of more than 10 sections of the radiator will not bring additional heat due to poor warm-distant sections.
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# Questions tagged [prediction]
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67 views
### Proper Data Partitioning For Building a Forecasting Model
Goal: A team and I are looking to build a model that performs a predictive action for the state of the market on day T + n, using the data at hand on day ...
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63 views
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91 views
### time series data modeling for deep learning
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2k views
### Can the futures market's open interest predict commodity, treasury, and equity returns?
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27 views
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74 views
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28 views
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41 views
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189 views
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55 views
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553 views
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1k views
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100 views
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71 views
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66 views
### Why can the t-bill rate forecast stock returns?
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280 views
### Good criteria to sort state-space $\beta_{t}$ according to Kalman filter output
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2k views
### Tools/R code for predicting Dragon-Kings
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2k views
### ARMA+GARCH prediction with package rugarch (R)
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308 views
### Does predictability in a VAR process imply mean reversion or momentum?
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170 views
### Should there be a relation between stocks when used as input data for integrating Technical Analysis with Machine Learning?
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190 views
### Implementing Hanson`s LMSR with Limit Orderbooks
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52 views
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207 views
### Are returns predictable, Campbell and Shiller (1988)
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229 views
### Working with time series with different resolutions
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444 views
### Quant teams predicting the World Cup
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181 views
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153 views
### Fractal market hypothesis testing
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8k views
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385 views
### What is the stambaugh bias? Why is it important for predictability regressions?
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999 views
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300 views
### Interpret predictions weekly and monthly stock price returns [closed]
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This is an archived post. You won't be able to vote or comment.
[–] 381 points382 points (15 children)
John Tyler, the tenth President of the United States, was born in 1790. He has two living grandsons.
[–] 114 points115 points (3 children)
Because I won't be the only one..
John Tyler, born 1790 fathered Lyon Gardiner Tyler in 1853, who fathered two sons with his second wife in 1924 and 1928, Lyon Gardiner Tyler Jr. and Harrison Ruffin Tyler.
http://www.sherwoodforest.org/Genealogy.html
[–] 92 points93 points (2 children)
He had kids in his 70's? Damn.
[–] 13 points14 points (0 children)
So did Charlie Chaplin.
[–] 52 points53 points (1 child)
Holy shit.....
[–] 31 points32 points (0 children)
How the fuck...
[–] 190 points191 points (57 children)
A lot of weird statistics, like how 13 people (allegedly) die every year by having vending machines fall on them. Who are these people and what are their stories? And also the birthday problem, which states that in a room with 23 people, the probability of two people having the same birthday is 50%. If anyone could explain that to me like I'm a dyscalculic idiot (which, to be honest, I kind of am) I would really appreciate it because it breaks my brain.
[–] 182 points183 points (38 children)
For the birthday problem..... it works better to think of the reverse.... what are the chances that NO ONE shares the same birthday? If there's two people... then the chances are 364/365 (99.7%) because the second person's birthday could be anywhere in the year. If there are three people, then it becomes (364/365)*(363/365) since for the third person (99.2%), now there are only 363 available days. For 4 people, the chance none share a birthday drops to 98.3% (you multiply by 362/265). If you keep doing this, 23 people is the point at which the chance that none of them share a birthday drops below 50%. If "no one shares a birthday" isn't true, then it means at least some do.
Hope that's clear... I'm writing this all late at night.
[–] 25 points26 points (4 children)
Mostly they are people trying to get free things out of the vending machine, plus a percentage of people whose money was eaten and so are just trying to get what they paid for, plus drunk people just wanting to fiddle with, flip, or throw the machine off a roof, etc.
That Wikipedia article on the birthday problem seems pretty awful, but its explanations are extensive.
[–] 6 points7 points (3 children)
Rock a machine that costs 2 grand for a 75 cent candy bar.
[–] 17 points18 points (1 child)
The birthday one is pretty simple though I admit denies conventional logic at first glance. Think of it like this - It's not that chance that one person will share their Birthday with somebody else but that any two people will share there birthday with any of the others. Does that help?
[–] 248 points249 points (22 children)
If you take all the blood vessels in a human body and line them up they end to end they would be 25,000 miles long... I just... No.
[–] 362 points363 points (6 children)
The person would also die.
[–] 118 points119 points (0 children)
Get the fuck outta here.. :O
[–] 62 points63 points (1 child)
This kills the human.
[–] 24 points25 points (0 children)
yeah, I've heard that too! That one is hard for me too.
[–] 47 points48 points (23 children)
Smell. I know other people can do it, I know smells are all around me, but having been born without a sense of smell I just don't get it.
I don't get the rules. I don't understand how you can smell something so faint as someone walking through a room three hours ago with perfume, but people in the kitchen cannot smell burning onions until I take the lid off the pan.
[–] 9 points10 points (5 children)
Can you taste? Basically smell is a way of "tasting" tiny particles in the air of what you're smelling. Some things taste/smell stronger than others, especially if you recognise them (like a perfume someone uses a lot). Also, the more particles, the easier it is to smell. A tight lid on a pot would keep particles in, so less smell. If you take the lid off, there's a sudden increase which is easy to detect. This is also why people open windows to get rid of smells -> new air coming in will carry some particles away and dilute the air currently in the room.
That's the gist of it anyway. Smelling is basically an air-based particle detection system.
[–] 44 points45 points (3 children)
That people were able to survive without the technological advances and medicine we have today (which really explains the exponential population growth)...even the little things, like warm showers.
[–] 118 points119 points (35 children)
Exactly how other people see with two eyes.
I was born completely blind in one eye, I don't see darkness or anything it's just nothing. Obviously I have always known I was blind in one eye but it didn't really occur to me until a few years ago that other people saw differently to me.
It completely blows my mind that I only have half the field of vision of most people and it doesn't bother me. I hear people talking about adjusting to the loss of an eye , how scary it was to have only half their former vision and all the problems that came with it with perception of depth etc.
Then I saw some flash thingy that showed the difference in ones field of vision after losing an eye and it just blew my mind that I see half of what everyone else sees.
[–] 43 points44 points (5 children)
I dont think you are losing half. If you cover up just one eye, you still see about 75%
[–] 20 points21 points (2 children)
You are forgetting depth perception.
[–] 7 points8 points (1 child)
Which isn't gone, just reduced; we get a lot of cues from shadows and movement.
[–] 76 points77 points (13 children)
That life will go on when I'm dead.
[–] 30 points31 points (11 children)
[–] 127 points128 points (17 children)
I sometimes find it hard to believe that not everybody similar to myself thinks exactly the way I do
[–] 71 points72 points (9 children)
You are a unique individual, just like everyone else.
[–] 87 points88 points (23 children)
The fact that we've sent a man to the moon still gets me every time.
[–] 79 points80 points (18 children)
24 men. 12 actually got to walk on it.
[–] 132 points133 points (17 children)
Shittiest job ever: Go to the moon, DON'T get out of the shuttle lunar module. Like going to an amusement park with your family and they leave you in the car in the parking lot. Except only 24 people in the history of mankind have ever even been to that amusement park...
[–] 62 points63 points (4 children)
Shit, getting to go fly around the moon still seems like a pretty awesome job to me. I'd take that shit in a heartbeat.
[–] 41 points42 points (2 children)
The fact that we did it less that 70 years after barely figuring out how to just get people off the ground, let alone the planet.
[–] 14 points15 points (1 child)
Also similar to how we went from using musket rifles to dropping atomic bombs in about 100 years.
[–] 132 points133 points (53 children)
On a perfectly flat plain, a bullet dropped and a bullet shot will both hit the ground at the same time....
[–] 7 points8 points (4 children)
Myth busters tested this. Can't remember the outcome though.
[–] 7 points8 points (3 children)
Confirmed.
[–] 130 points131 points (34 children)
That the power of observation can change the outcome of an experiment. That's just not logical, but it has happened.
[–] 35 points36 points (6 children)
Not a physicist so this is an educated layman's understanding... My understanding is that this doesn't refer to observation by a sentient or conscious entity. All this means is that particles which behave probabilistically settle down into a single state. Imagine it like checking your car's tires. You can look at the tire and sort of gauge how high you think the pressure might be, but when you measure it you are both changing the outcome (by releasing a certain amount of air) and turning the probabilities of various pressures into a single, documented outcome. It's not a perfect analogy, I know, but still.
[–] 76 points77 points (10 children)
Fun fact: Mantises, when observed by cameras, rather than hulking apes in bright white coats looming over them, almost never engage in any kind of cannibalism during their mating ritual. That's right, the sheer and simple power of observation is enough to cause them to bite the freaking head off of their mate.
[–] 58 points59 points (0 children)
This is why I cut back on the voyeurism
[–] 43 points44 points (4 children)
It's not YOU looking that magically changes it, it's particles interfering with them that does it.
[–] 60 points61 points (21 children)
The density of a black hole is so great that for the earth to be that dense, it would have to be compressed to the size of a marble.
It just is unfathomable to me that so much could be compressed into such a small volume.
[–] 4 points5 points (8 children)
I can't even picture this...
[–] 14 points15 points (6 children)
Just imagine a marble painted like a globe
[–] 11 points12 points (2 children)
That would be really neat marble.
[–] 27 points28 points (5 children)
That THIS F*CKING PICTURE is NOT photoshoped.
[–] 49 points50 points (8 children)
Space.
[–] 142 points143 points (31 children)
That the world exists. I've gotten lost so many times in just thought. How can I be sure you are not just a figment of my imagination
[–] 418 points419 points (83 children)
People born blind don't see darkness, they see nothing. It would be like if you or I tried to see with our elbow.
[–] 612 points613 points (25 children)
I just tried to see with my elbow.
I don't know what I was expecting.
[–] 134 points135 points (21 children)
Exactly how did you attempt this?
[–] 219 points220 points (8 children)
I rubbed my elbow on a few Objects then realised this is not how eyes work ;_;
[–] 298 points299 points (6 children)
YOU ARE NOT THE MAN WHO WAS ASKED!
IMPOSTER!!
[–] 37 points38 points (2 children)
Oh sorry, I thought this question was open to anyone to answer.
[–] 228 points229 points (15 children)
Oh god I finally understand what this is trying to say! People kept phrasing it as "through your elbow" so I would put my arm over my eyes and just be like "so yea It's still dark, there is an arm over my eyes"
....I might be the slowest panda.
[–] 86 points87 points (3 children)
You are indeed the slowest panda ever.
[–] 29 points30 points (1 child)
Do you need sleep?
[–] 35 points36 points (7 children)
This should read "People born without eyesight" if you're being precise.
Most people classified as "blind" do have some eyesight, it's just insufficient. Also, most deaf people can hear.
[–] 10 points11 points (0 children)
This is completely impossible for me to comprehend. I can sort of almost understand it when I close one eye but keep the other open. Half of my vision doesn't suddenly become dark on one side by closing one eye. I just don't see anything out of that eye, and instead I see out of the other eye. Then I close both eyes and I just see black. But this is apparently not what blind people see. I've sat here for five minutes closing one eye, thinking "this eye sees nothing," then closing both eyes and trying to achieve the same result. No matter how hard I try, I can't understand "seeing nothing."
You've successfully boggled my mind.
[–] 179 points180 points (8 children)
That a group of squids is not called a squad.
[–] 8 points9 points (1 child)
Squids seem like lone wolves to me.
[–] 319 points320 points (63 children)
No matter what you actually believe, you go into death never TRULY knowing what comes next.
[–] 149 points150 points (7 children)
Checkmate atheists. Oh wait...
[–] 240 points241 points (6 children)
Stalemate, Atheists.
[–] 8 points9 points (3 children)
[–] 15 points16 points (0 children)
Next you go back to what you were doing before... Nothing
[–] 36 points37 points (6 children)
The atomic bomb. I can watch all the footage and read all the stories, but I still have a hard time believing it actually exists. I know it does, not denying it, but for some reason it seems my reality rejects it.
[–] 5 points6 points (0 children)
Fear is a powerful drug.
[–] 79 points80 points (19 children)
The fact that the water in my hand was once dinosaur piss.
[–] 40 points41 points (15 children)
Or not.
[–] 30 points31 points (14 children)
It's completely possible though.
[–] 26 points27 points (10 children)
Yep, that was my point. I just meant that it might or might not have been dinosaur piss.
[–] 17 points18 points (2 children)
That you can get mono from sharing a glass. Really? Easier than getting a cold?
[–] 160 points161 points (17 children)
That people will hate each other, fight each other, kill each other, solely because they were born on opposite sides of an imaginary line that they themselves drew, for the "pride of their country".
[–] 61 points62 points (11 children)
What you are really having trouble with is scale. Forget the idea of country for a second, you are now just a person in a wood. In the middle of the wood is the food for you to survive, but only enough for one person. Now imagine stranded in the wood is another person. Only one of you will live so now you have to fight over this food. Now expand it, only enough food for you and the ones you love, but another family/group of loved ones exist, will you fight for your loved ones to survive over the other? I think you would. Now just keep expanding until you get to a country. The concept of a nation state is not the problem, it is a natural normal thing. The problem is the idea that only enough exists for one side.
[–] 91 points92 points (30 children)
Jason Sudeikis is dating Olivia Wilde.
[–] 65 points66 points (18 children)
That dude is one of the funniest guys alive today, of course he managed to bag a 13.
[–] 42 points43 points (15 children)
Note to self: Become one of the funniest guys alive
[–] 53 points54 points (1 child)
HAHA Hilarious!
[–] 25 points26 points (7 children)
If this actually helped, Louis CK would be tappin' J-Lo and Billy Connolly would be the dude in the Playboy mansion.
[–] 3 points4 points (1 child)
Louis CK isn't a universally funny guy. He's got a niche market, but he fills it well.
[–] 17 points18 points (0 children)
Well, how about that. Good for him.
[–] 28 points29 points (7 children)
That the seasons are opposite if I go far enough south.
[–] 11 points12 points (1 child)
"Far enough" = the equator.
[–] 165 points166 points (37 children)
Im grown up now, and have responsibilities. Uh like 4 years ago I wasnt even aloud to drive, and now I live on my own and fend for myself. What the fuck, something obviously got messed up.
[–] 39 points40 points (1 child)
I own a washer and dryer. This messes with my brain on a level I can't even begin to explain.
[–] 7 points8 points (0 children)
One day a few years ago when I first moved into my own place, I found a \$20 bill in an old coat pocket. I got super excited and thought, "Yes! Now I can finally buy bowls and plates!"
That was the day my youth died.
[–] 27 points28 points (1 child)
I seriously can't believe there are people in my life that I've known for close to 10 years, and that I'm about to have my own place and pay my own rent and what not.
This scares me and even though she is a little bit crazy, I wanna go back to when my mom was taking care of me.
When the fuck did I get old? I don't like this...
[–] 128 points129 points (24 children)
Haha yeah. I just turned 21 at the beginning of November and I'm just thinking... Who the fuck trusts ME with unlimited access to alcohol?
[–] 68 points69 points (5 children)
"Drink responsibly" Yea ok Mr. Cuervo, I promise ill be good as I down 9 shots of tequila.
[–] 27 points28 points (11 children)
Here in Denmark, you can buy alcohol from age 16 (0-16,5%).
When you turn 18 you can drink anything you want.
The part about being 18 is quite recent, so many people don't care about it.
At least in the part of Denmark, people will start getting drunk regularly at parties at age 12-14.
[–] 47 points48 points (0 children)
*allowed
[–] 114 points115 points (2 children)
That it's really not butter.
[–] 90 points91 points (60 children)
Money use to be based on the amount of coin, or gold or actual physical currency that existed. In other words, it use to have actual worth. Then it became electronic and judged a lot on assets. A lot of money just happens to appear. In reality, is todays money actually worth anything or are we just led to believe it is?
[–] 84 points85 points (9 children)
Yes, our current financial system functions on implied worth. In order to avoid thinking that this is stupid, I just think of it as a way of indirect bartering. If I (hypothetically) had a job that paid \$10 an hour, then 6 hours of my services would be worth a brand new video game. The money proves I have traded something (either by working or selling something) of equal value to the goods or services I desire. By this logic, it doesn't even matter whether the money is physical or electronic, since it's simply acting as a voucher. It's basically a token system rather than direct trade.
[–] 53 points54 points (4 children)
So money is a coupon for whatever the fuck you want.
[–] 16 points17 points (2 children)
Except for love
[–] 68 points69 points (21 children)
Money is all based on "belief"
Gold is only actually valuable for electronics - otherwise it's just a chunk of metal that for 99% of history served no function other than "pretty".
Money has always had value only equal to what people "believe" it to have.
[–] 55 points56 points (13 children)
YES. Dear christ I am so tired of hearing about how great gold-backed currency is. The value of gold is just as imagined as the value of currency, it's just got a more restricted supply. Guess what, that's a not really a good thing.
[–] 23 points24 points (6 children)
Is gold worth anything? Like paper money, its value as a currency is constructed rather than based on anything "real". It was just agreed upon that it would represent wealth. Some cultures don't put too much value on gold.
[–] 23 points24 points (8 children)
Money is almost entirely imaginary.
The paper your money is made of has very little value but you are told that it means more so you and everyone else who uses it believes it does.
Hypothetically if everyone were to believe a currency had no value (For example if the US dollar degraded to nothing due to debt and such) it would actually have no value. An example of this is in Germany after World War 1 when the country was in so much debt that money was given to children to play with as it had such little value.
[–] 58 points59 points (23 children)
That Jello is made of disgusting ingredients. I love Jello but I can never eat it again after what I learned.
[–] 53 points54 points (18 children)
What, may I ask, is so disgusting about pork skin? 99% of all gelatin in north America comes from collagen sourced from pork skins.
What did you think it was?
[–] 10 points11 points (2 children)
Unicorn cum and rainbows.
[–] 6 points7 points (0 children)
Not pork skin?
[–] 56 points57 points (5 children)
That differential equations is not witchcraft
[–] 10 points11 points (1 child)
Differential equations are totally witchcraft. Anyone who says otherwise is a witch.
Pitchforks out, everyone!
[–] 5 points6 points (0 children)
Finding the Green's function for the d'Alembertian is as close to magic as it gets.
[–] 63 points64 points (36 children)
It's stupid, and personal, but my Android game is played by well over 500 people. I have a hard time believing it because in honesty I don't think it's that good, and 500 is well outside my circle of friends (even my extended circle of friends).
EDIT due to popular demand, people want a link. here it is. the paid version is half price for the christmas period. If you really hate adverts and cant afford it PM me and ill send you the free apk.
Ill also give everyone here a key to my next game (top down arena twin stick shooter), when Ive made my website more pretty.
[–] 22 points23 points (4 children)
Plug the game name, I'm curious about it.
[–] 35 points36 points (16 children)
That time is a dimension. I can't wrap my mind around it. How the fuck is time a physical dimension?
[–] 53 points54 points (12 children)
That we are "infinitely" small in an infinite space.
[–] 42 points43 points (23 children)
That six million Jews died in the holocaust. Thats so many.
[–] 28 points29 points (4 children)
Eleven million people died in the Holocaust. The non-Jews were mainly gypsies and homosexuals.
[–] 34 points35 points (5 children)
That we've reached the level we have, when most human beings seem like People Of Walmart to me. I have to assume that only a small minority of humans actually make anything useful happen or advance us in any way, and the vast majority are just along for the ride, with no idea of what's going on, how it works, or much else.
[–] 19 points20 points (2 children)
you need to travel. The majority of people are awesome.
[–] 14 points15 points (6 children)
There was a post not so long ago about the fact that everyone has probably had the same air breathed in their lungs as Julius Caesar.
[–] 55 points56 points (5 children)
Fucking magnets. How do they work?
[–] 114 points115 points (34 children)
That so many people are religious. In Belgium it seems like no one ever goes to church.
[–] 63 points64 points (25 children)
As long as there are still unanswered questions of man, religion will still exist.
[–] 24 points25 points (1 child)
and since there will always be questions there will always be religions
[–] 4 points5 points (1 child)
That isn't a good explanation since there are a lot of answered questions that people still turn to religion for.
[–] 29 points30 points (26 children)
Mankind (as en masse) can be incredibly cruel and evil to each other. It was once just like a story in a history book.
[–] 26 points27 points (23 children)
I also like to think we are the most compassionate species alive (bear with me lol) i don't think any other animal cares about anything that doesn't affect them directly? lions don't give a shit if the ice caps are melting, penguins don't give a fuck about polar bears going extinct (they are on opposite poles) but we do, we may be the cause of some of the problems but we are the only species that gives a shit.
[–] 8 points9 points (3 children)
Thank you for getting it... So many people get so hung up on the bad and forget to even just look for the good.
[–] 123 points124 points (94 children)
I have a hard time emotionally accepting evolution. For most of my life I've been told that it's evil, silly, stupid, a big conspiracy, flies in the face of evidence, etc. Then I did the research and found it overwhelming, and the evidence for creationism non-existent. I know evolution is a fact, but it still feels wrong.
[–] 124 points125 points (21 children)
Evolution is based on the observation of natural phenomena. It's like me telling you that I don't believe people get old as time progresses. You can "believe" in evolution and also believe in God, there's nothing wrong with that.
[–] 51 points52 points (8 children)
Many sects of Christianity accept evolution as fact and use the bible to fill in the holes of science and provide moral guidance.
[–] 57 points58 points (9 children)
The only people that think there is something "wrong" with believing in both doesn't really understand one or the other.
[–] 23 points24 points (2 children)
Or people who are angry at one of the two sides. But I guess with anger comes misunderstanding.
[–] 172 points173 points (29 children)
For me its the statistic that about 80% of people have met their future spouse by the time they have graduated college.
I'm in my Junior year of college and I seriously have no clue who it would be true if this applies to me. I'm single right now.
Edit: Lady Redditors, I'm single for you too! ;) and even though I don't like to publicly say it... I'm a good looking guy.
EDIT 2: As requested, Proof that I'm good looking. (I feel weird posting this, but fuck it).
[–] 46 points47 points (0 children)
I don't believe this at all.
[–] 80 points81 points (0 children)
That's really hard to believe in today's society..
[–] 73 points74 points (4 children)
this seems like it USED to be in true in the 70's and 80's perhaps.
[–] 17 points18 points (0 children)
Yeah I think its one of those that is a few years past due date. I was told a similar statistic when I got to high school. Nope.
[–] 19 points20 points (0 children)
This depends, the percentage is probably including ALL of the people that are currently / were once married (including those getting married, say, 50 years ago), but if you change your criteria to people getting married in the last 10 or 5 years, I'm pretty sure the numbers would be a lot smaller.
[–] 19 points20 points (0 children)
[–] 60 points61 points (40 children)
As requested: "proof that I'm good looking"
http://i.imgur.com/ZhiGE.jpg
[–] 35 points36 points (2 children)
Oh my...
[–] 14 points15 points (0 children)
This thread just got really creepy really fast
[–] 13 points14 points (0 children)
You have a damn good set of teeth.
[–] 194 points195 points (56 children)
The U.S. Gov't is in debt hundreds of trillions of dollars, and I don't even know who to.
[–] 312 points313 points (2 children)
The Nigerian prince.
[–] 53 points54 points (0 children)
damn, shouldn't have send ALL of our bank info..
[–] 157 points158 points (15 children)
The current debt is about 16 trillion. The majority is owed to US citizens and institutions.
[–] 39 points40 points (10 children)
If it's owed to US citizens, why are people constantly saying our children are going to be paying for it for generations and why the fuck do I have to pay taxes?
[–] 50 points51 points (9 children)
He's got a pretty good explanation of deficit and debt in the US today.
[–] 33 points34 points (0 children)
Jesus christ, that's like 15 minutes of explanation in 6:30. I need a cigarette after that.
[–] 12 points13 points (0 children)
And foreign countries / investors:
"As of July 2012, \$5.3 trillion or approximately 48% of the debt held by the public was owned by foreign investors, the largest of which were China and Japan at just over \$1.1 trillion each."
That means China/Japan combined own almost 20% of US public debt.
[–] 30 points31 points (2 children)
We are in debt to our future selves
[–] 20 points21 points (1 child)
A lot of it, is to its own citizens, in the form of govt. Bonds. A lot is to foreign countries, like Canada and China, also in the form of bonds. Then there's the banks...
[–] 75 points76 points (94 children)
That even before the big bang something has always existed, and it has never been created, no starting point, just always been there. I think its difficult for me to grasp that something didn't come from somewhere, rather, it just has always been.
We usually think in terms of time frames or age, but there are things that exist that have never began.
I'm confusing myself here, and I admit I am explaining this poorly. For me, my brain has difficulty trying to understand or imagine it. I should note that I'm not suggesting anything religious. Perhaps it is just the concept of infinity that I find so difficult.
[–] 27 points28 points (3 children)
That shaving doesn't make your hair thicker. I mean I can see how it's just an illusion, but I'm still doubtful.
[–] 17 points18 points (1 child)
Hmmm...if you start shaving at a young age, say, 13, and at that age your beard is very thin, you keep shaving every day until youre 20, and by that time your daily beard is much thicker because youre older. Wouldnt that create the illusion that shaving makes your facial hair thicker?
This might be worded poorly, but Im too lazy to proofread.
[–] 17 points18 points (3 children)
Emperor penguins are only 3 feet tall. The documentaries make them look 6 feet.
[–] 6 points7 points (3 children)
It's 2013 in a week. This year has went by incredibly fast, doesn't seem right.
[–] 55 points56 points (28 children)
That we're--statistically speaking--never more than 3-8 feet away from a spider.
[–] 30 points31 points (14 children)
I actually don't believe this is true, seeing as I can't think of a way to prove it.
[–] 10 points11 points (9 children)
It's statistical and based on the amount of land mass, number of humans and number of spiders.
[–] 9 points10 points (6 children)
How do you know how many spiders there are?
[–] 18 points19 points (0 children)
Their census, duh.
[–] 67 points68 points (1 child)
You cunt.
(Sorry... But I kind of hate you just a little bit.)
[–] 13 points14 points (0 children)
Dammit you just made me look around
[–] 11 points12 points (2 children)
Well nothing major, but I found out my choir instructor and my football coach went to the same high school (not local). Explains why they're so anal...
[–] 5 points6 points (0 children)
That I just dropped this fucking sandwich in my lap
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## Friday, June 20, 2008
### Cut My Right Brain
Dr. Jill Taylor was working in Harvard, department of Psychiatry. Her main research interest was the study of mental illnesses. A decade ago she experienced stroke, which lasted almost 4 hours, which she was able to 'study' in real time.
In an inspiring -yet controversial- video talk, Dr Taylor describes her stroke in stunning theatrical detail, and the way this changed her life. She also talks about some basic stuff over brain function. Well, for developers, the brain is basically a dual core processor, the right and the left hemispheres, which have strictly distinct functions. The right processor is heavily multi-threaded and its main function is to sense the world and collect data from any possible source. On the other hand, the left processor works sequentially and constantly polls the right section for info, and then organizes the huge amount of raw data that the right processor is collecting. The sense of time, individuality and logic (and also stress) seems to stem from that portion too.
The stroke hit the left hemisphere, leading to loss of time sense, a feeling of euphoria, and finally a state which Dr Taylor says resembles nirvana. Below is the video, which certainly is worth 20 minutes of your time!
[UPDATE The video seems not working..Until it gets fixed by TED.com just visit http://www.ted.com/talks/view/id/229]
## Monday, June 2, 2008
### Catalan Numbers, Dyck Words and Robots Climbing Stairs
Repeating is the very nature of recursion, so this article continues over from the previous post over recursion and stack usage. If you don't remember the initial problem here it is again:
"Imagine a robot(say Asimo) that climbs up stairs and has one very simple function step() which succeeds with a probability p and climbs up one stair, and fails with a probability q and climbs down one stair, with p>q and p+q=1. Write a function step_up() guaranteeing that the robot will climb up exactly one stair."
It is easy to create a quick and dirty recursive solution:
void step_up() {
if(!step())
{
step_up();
step_up();
}
}
While this solution is not the best (a better one is provided also in the previous post with the while version), it is most interesting to calculate the number of times that step_up() will be called, in other words to calculate how large the stack size will be.
There were two solutions available: To calculate it analytically or use a recursive technique to do it. With the recursive technique we can set: If X is the number of average calls to step_up() then X = p.1+q.(1+2.X) which yields X = 1 / (p-q) . Both easy and really smart!
However, going analytically is much more difficult but it is most amusing! As I said in the previous post, going the analytical way would mean trouble. Trying it myself I left it unfinished when facing a difficult combinatorics sub-problem. By a really weird coincidence, today I stumbled upon a number of interesting combinatorics tools which could help solve it analytically once and for all!. Here is how it goes.
First, it is clear that is impossible that the step_up() function will be executed an even number of times, for each failed execution two more executions occur. We should wonder: What is the probability that the function will enter 1 time? Clearly it is p. What is the probability of entering 3 times? This would mean failing the first time and succeeding the other 2 times, a total probability of q.p.p = q.p^2. If we want to calculate how many times the function will be executed 5 times we will have to count all possible 'combinations'. We will follow the encoding X1-X2-X3-...-Xn , if we would like to denote a case where the function is executed n times where Xi is either F or S, meaning failure or success at step i respectively.
With this notation we have:
step_up() enters 1 time: Cases: S Combinations:1
step_up() enters 3 times: Cases: F-S-S Combinations:1
step_up() enters 5 times: Cases: F-F-S-S-S, F-S-F-S-S Combinations: 2
step_up() enters 7 times:
Cases: F-F-F-S-S-S-S, F-F-S-F-S-S-S, F-F-S-S-F-S-S, F-S-F-F-S-S-S, F-S-F-S-F-S-S
Combinations: 5
Stop here. There is one important property of every X-X-X-X.. string with n elements, which is that for any initial substring the number of S's is not greater than of the F's. Why? Because if this was the case , the robot would climb up one stair sooner than n steps! Cool! Now, one more thing: It is easy to establish that the last element of the every string will be S, which actually means that the last step of the robot will be to the upwards direction. Ok, this is clear. So let's formulate again the problem.
We have a string with two possible letters, F and S, of length 2.n, in which we have n F's and n S's and for every initial substring the number of S's does not exceed the number of F's. Now we want to calculate the number of all valid combinations for this case. But how to do that? Well, here comes the so-called because what we described previously is what exactly how a Dyck word is defined! Now, there is this theorem that states that there exactly Cn Dyck words of length 2.n. What is Cn? But the of course!
What are the Catalan numbers?? There are defined with the following equation
$C_n = \frac{1}{n+1}{2n\choose n} = \frac{(2n)!}{(n+1)!\,n!} \qquad\mbox{ for }n\ge 0.$
and they occur very often in combinatorics problems. In our problem they calculate all possible 'configurations' in which the step_up() function will be called exactly (2.n+1) times (Remember that the last step is always up, this means the last call is always successful). This means that the average calls of step_up() is calculated by, Now the generating function of the Catalan numbers in the following equation
$c(x)=\sum_{n=0}^\infty C_n x^n.$
is given by the equation
$c(x) = \frac{1-\sqrt{1-4x}}{2x}$
Using these equations in combination with the derivative of c(x) for the case with the n coefficient it is easy to arrive to to X = 1 / (p-q)
Wow! Recursion, probabilities, encoding, Dyck words, Catalan numbers, generating functions, all combined to arrive analytically to the complexity of the recursive function step_up()!! Now, what you will prefer, depends on you: Either an elegant and smart solution or a rigorous, brute but educating analytical approach! Your call!
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# New to Qlik Sense
Discussion board where members can get started with Qlik Sense.
New Contributor II
## Count values based on Plan Start Date Range
Hello!
I'd greatly appreciate some help writing a formula within a KPI. My question is very similar to this one:
Our data source is a project management data base, and we want to know the count of charters that have Plan Start dates within the next 60 days (i.e. Charters that will be converting to Projects within the next 60 days).
How can I adjust the below formula to capture a count of charters with Project Plan Dates greater than Today, but less than 60 days from Today?
Count({<[Plan Start Date] = {"\$(='<' & Date(Today()))"}, [PCI Type] = {'CHARTER'}>} [PCI Type])
Thanks so much!
Kyle
1 Solution
Accepted Solutions
MVP
## Re: Count values based on Plan Start Date Range
Count( { 1 <[Plan Start Date] = {">\$(=Today(1))<\$(=Date(Today(1)+60))"}, [PCI Type] = {'CHARTER'}>} [Charter ID])
Notice that you will probably want to count the unique charters and I presume that you have some sort of ID for each charter. I have just named that field [Charter ID].
If you count like you suggested you will always get 1 as a count as you are counting the [PCI Type] and you filter out only one [PCI Type].
4 Replies
MVP
## Re: Count values based on Plan Start Date Range
Count( { 1 <[Plan Start Date] = {">\$(=Today(1))<\$(=Date(Today(1)+60))"}, [PCI Type] = {'CHARTER'}>} [Charter ID])
Notice that you will probably want to count the unique charters and I presume that you have some sort of ID for each charter. I have just named that field [Charter ID].
If you count like you suggested you will always get 1 as a count as you are counting the [PCI Type] and you filter out only one [PCI Type].
New Contributor II
## Re: Count values based on Plan Start Date Range
Thanks so much Petter! Your suggestion was nearly perfect - the only adjustment I had to make to get exactly what I was looking for was removing the 1 early in the expression. Here is my final result:
Count({ < [Plan Start Date] = {">\$(=Today(1))<\$(=Date(Today(1)+60))"}, [PCI Type] = {'CHARTER'}>} [PCI Type])
Thanks again!
MVP
## Re: Count values based on Plan Start Date Range
Happy to help Please mark the question as answered by tagging it as correct...
New Contributor
## Re: Count values based on Plan Start Date Range
Kindly Take a look on this link
Qlik Sense script error
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# Question: How Do You Write 5 Lakhs In Words?
## How do you say 50000?
How to write 50000 Number in Currency Spelling?AUD => fifty thousand Australian dollars.BGN => fifty thousand leva.BWP => fifty thousand pula.CAD => fifty thousand Canadian dollars.GBP => fifty thousand pounds sterling.CNY => fifty thousand Chinese yuan.CHF => fifty thousand Swiss francs.More items….
## How much is 1 lakhs?
A lakh (/læk, lɑːk/; abbreviated L; sometimes written Lac or Lacs) is a unit in the Indian numbering system equal to one hundred thousand (100,000; scientific notation: 105).
## How do you write 50 lakhs in numbers?
Go here for the next amount of lakh on our list that we have information about. Note: We found that some people call it 50 lakhs or 50 lac, but the correct way to say it is 50 lakh (lakh without the trailing “s”).
## How do you write 2.5 lakhs in words?
2,50,000 is the format of writing 2.5 lakhs in the Indian System of writing Numbers. However, in the International System, the same number is written as 250,000 (Two Hundred and Fifty Thousand).
## How do you write 100000 in English?
100,000 (one hundred thousand) is the natural number following 99,999 and preceding 100,001. In scientific notation, it is written as 105.
## How do you write 3 lakhs?
Commas In 6 -digit numbers For example, you would write 372672 as 3,72,672 3 , 72 , 672 to mean that the number has 3 lakhs, and it has 72 thousand.
## How many dollars is 5 lakhs?
Convert Indian Rupee to US DollarINRUSD1000 INR13.3281 USD5000 INR66.6404 USD10000 INR133.281 USD50000 INR666.404 USD7 more rows•Aug 20, 2020
## How many rupees is 2 cents?
2 CENTERCOIN is 0.191594 Indian Rupee. So, you’ve converted 2 CENTERCOIN to 0.191594 Indian Rupee.
## How do you write 5 lakhs?
Note: We found that some people call it 5 lakhs or 5 lac, but the correct way to say it is 5 lakh (lakh without the trailing “s”).
## How do you write 5 lakhs in a Cheque?
Writing the word Lakh is correct. However by practice writing Lac has become an acceptable word to represent Lakh.
## How do you say 150000 in words?
Convert 150,000 to (US) American English words. Number written in lowercase, UPPERCASE, Title Case, Sentence case.150,000 written in lowercase: one hundred fifty thousand.WRITTEN IN UPPERCASE: ONE HUNDRED FIFTY THOUSAND.Title Case: One Hundred Fifty Thousand.Sentence case: One hundred fifty thousand.
## How much is \$1 US in India?
Currency Table USD / INR (09/13/2020)USD\$ 1\$ 100INR73.487.35 k
## How do you write 2 lakhs in words?
Note: We found that some people call it 2 lakhs or 2 lac, but the correct way to say it is 2 lakh (lakh without the trailing “s”).
## How do you write 10 lakhs in numbers?
10 Lakhs = 1 Million = 1 followed by 6 Zeros = 1,000,000. Similarly here, 1 Crore = 10 Million = 1 followed by 7 Zeros = 10,000,000.
## How many zeros does 25 lakhs have?
As you can see, 25 lakh is the same as 2.5 million. How many zeros in 25 lakh? When we count the trailing zeros in 25 lakh above, we see that the answer is 5.
## How do you write 4 lakhs in words?
Note: We found that some people call it 4 lakhs or 4 lac, but the correct way to say it is 4 lakh (lakh without the trailing “s”).
## How do you write 7 lakhs?
Did you notice how the Indian number system from right to left starts with three digits followed by a comma, but then larger numbers are in intervals of 2 digits? Below it is displayed in intervals of 3 digits like they do in America. As you can see, 7 lakh is the same as 0.7 million.
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# Civil Engineering - Soil Mechanics and Foundation Engineering
Exercise : Soil Mechanics and Foundation Engineering - Section 1
31.
Stoke's law sates that the velocity at which a grain settles out of suspension, the other factors remaining constant, is dependent upon
shape of grain
weight of grain
size of grain
shape and size of grain
shape, size and weight of grain.
Explanation:
No answer description is available. Let's discuss.
32.
Pick up the correct statement from the following:
When water table is above the base of a footing, the dry weight m should be used for soil below water table
When water table is located somewhat below the base of a footing, the elastic wedge is partly of moist soil and partly of submerged soil, and a suitable reduction factor is used
When water table is just at the base of the footing, no reduction factor is used
None of these.
Explanation:
No answer description is available. Let's discuss.
33.
Pick up the correct statement from the following :
In soils, the flow index indicates variation in shear strength with water content
Liquid limit minus plastic limit, is known as plasticity index of the soil
Plastic limit minus shrinkage limit, is known as shrinkage index of the soil
The ratio of the plasticity index to the flow limit, is known as toughness index of the soil
All the above.
Explanation:
No answer description is available. Let's discuss.
34.
If S, L and R are the arc length, long chord and radius of the sliding circle then the perpendicular distance of the line of the resultant cohesive force, is given by
none of these.
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Degree Ceremony
What does Pythagoras' Theorem tell you about these angles: 90°, (45+x)° and (45-x)° in a triangle?
After Thought
Which is larger cos(sin x) or sin(cos x) ? Does this depend on x ?
Small Steps
Two problems about infinite processes where smaller and smaller steps are taken and you have to discover what happens in the limit.
Taking Trigonometry Series-ly
Part 1: Numerical
A mathematician friend mentioned to me that for small values of $x$ we might closely approximate $\sin(x)$ and $\cos(x)$ by cubic polynomials. Was she correct? To answer this question, use your calculator in degree mode to try to find the coefficients $a, \dots, h$ in the following suggested polynomial approximations: $\sin(x) = a +bx+cx^2+dx^3\quad\quad \cos(x) = e+fx+gx^2+hx^3\quad\quad -0.1\leq x\leq 0.1$ Do you find that there is a best answer to finding these coefficients? How do the coefficients change when you try out the problem in radian mode on the calculator? Can you find a good choice of the coefficients of a possible fourth order term? Don't forget that you already possibly know certain values of the trig functions which might give you a good starting point for a search for these functions.
Part 2: Using calculus
My mathematician friend now tells me that she thinks of trigonometrical functions in terms of solutions to differential equations, and not in terms of triangles. She says that $\sin(x)$ and $\cos(x)$ are both solutions to the second order differential equation: $\frac{d^2 f}{dx^2}+f =0\;.$ Using this approach, what values for the coefficients $a, \dots, g$ emerge for the polynomial approximations from the first part? Does this correspond to your degree or radians expression? Or something different?
If the polynomial approximation continued to an arbitrarily high order, what would the coefficients be?
If you find the approximation to the sixth power of $x$ you can now estimate trigonometrical values without using the $\sin$ or $\cos$ button on your calculator. Test the accuracy of your series for various values of $x$ between $0$ and $\pi$/2.
Discussion points: Do you think that your calculator stores values of sin and cos, or works them out on demand? Would your series provide an efficient way of evaluating the numerical values of sin(x) and cos(x)?
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