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http://bagskart.com/how-to-describe-the-sound-of-waves.html | 1,553,197,977,000,000,000 | text/html | crawl-data/CC-MAIN-2019-13/segments/1552912202572.29/warc/CC-MAIN-20190321193403-20190321215403-00342.warc.gz | 20,404,144 | 4,099 | # How to describe the sound of waves. The Sound of Waves Essay Questions 2018-12-22
How to describe the sound of waves Rating: 8,9/10 1167 reviews
This will give you the frequency of the waves. The Speed of Sound The speed of sound varies greatly depending upon the medium it is traveling through. Figure 3: A view of a Slinky ® at a particular moment in time. The greater the density of a medium, the slower the speed of sound. It is often a meeting place for the characters.
Next
## Sound
We'll talk about what these mean in terms of the sound waves we've learned about so far in this chapter. A higher frequency sound is perceived as a higher note, like a flute or violin playing a top note. The places where the spring squeezes together are called compressions. You can help Wikipedia by reading , then simplifying the article. Imagine a Slinky ®, a toy that consists solely of a long, loosely coiled piece of metal or plastic. All media have three properties which affect the behavior of sound propagation: 1. Only the characters of Chiyoko, who is studying at a Tokyo university; Yasuo, who often runs errands for the Co-operative; and Terukichi, who is a wealthy businessman, regularly leave the island.
Next
## US Physics Sound waves Flashcards
Sure, we know it refers to the frequency of the wave. The hand is raised, moved to the left, and then back to the far right and finally returns to its original position. She is thoughtful, sincere, funny, and sometimes shy. Let's start by recalling a few things about sound waves. Waves and wavelike phenomena are everywhere! What are Sound Waves Sound waves are mechanical.
Next
## Pitch and Volume in Sound Waves
I know, tough life right? Switch to the Two Source Interference tab or the Interference by Reflection tab to experiment with interference and reflection. The amplitude of a sound wave decreases with distance from its source, because the energy of the wave is spread over a larger and larger area. That's in stark contrast to a scream or a ringing phone suddenly piercing a silence, reaching peak loudness almost instantly. Despite the fact that they are kept apart by her father, Terukichi, Shinji continues to pursue her. Waves do not carry matter.
Next
## Pitch and Volume in Sound Waves
Amplitude is the height of the wave itself, but intensity is a measure of how much energy the wave contains. Students rotate through various wave stations in which they record what the waves look like and predict what type of wave is represented at each station. The energy is passed from water molecule to water molecule. Sound waves travel through the air to our ears, where we process the disturbances and interpret them. In a transverse wave, the amplitude can be seen as the height of the crests. The shows how sound intensity becomes smaller, farther from the source.
Next
## The Sound of Waves Essay Questions
Thus, the wavelength is commonly measured as the distance from one compression to the next adjacent compression or the distance from one rarefaction to the next adjacent rarefaction. Finally, we are familiar with microwaves and visible light waves. Over time, the microphone experiences ups and downs in pressure, which we can illustrate as an 'up-and-down' wave like this: The up-and-down wave shows the changes in air pressure that the microphone receives. Sound is really a pressure wave, composed of compressions and rarefactions in the molecules that make up the medium. However, Mishima is clearly not a misogynist. Molecules hitting each other doesn't sound very. Wavelength λ is the distance in metres from any point on the wave to an exactly similar point.
Next
## Sound is a Pressure Wave
We study the physics of waves because it provides a rich glimpse into the physical world that we seek to understand and describe as students of physics. Is there a way to see the parameters that are related to time? And, this tone here please see 05:19 in the video above has a frequency of 440 Hz. As the wave moves along the slinky, each individual coil is seen to move out of place and then return to its original position. Echolocation is the use of reflected sound waves to locate and identify objects. Most inhabitants get their living from the sea, such as the diving women and the fishermen. However, electromagnetic waves have electric and magnetic parts.
Next
## Word for the noise caused by sea waves striking at beach?
These compressions and rarefactions result because sound a. Just as a transverse wave alternates between peaks and troughs, a longitudinal wave alternates between compression and rarefaction. Similarly, a change in air temperature could also change the tuning of the instrument. She fears the day when her sons will leave her but encourages them to take advantage of opportunities. A diagram showing the amplitude of a wave. The representation of sound by a sine wave is merely an attempt to illustrate the sinusoidal nature of the pressure-time fluctuations. Let's talk about the properties that have the biggest impact on how a sound sounds, the properties that affect how you perceive the sound in your brain.
Next | 1,068 | 5,146 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.78125 | 3 | CC-MAIN-2019-13 | latest | en | 0.940812 |
https://uk.mathworks.com/matlabcentral/cody/problems/1835-matrix-to-column-conversion/solutions/2894093 | 1,603,596,075,000,000,000 | text/html | crawl-data/CC-MAIN-2020-45/segments/1603107885126.36/warc/CC-MAIN-20201025012538-20201025042538-00534.warc.gz | 583,101,743 | 17,179 | Cody
# Problem 1835. Matrix to column conversion
Solution 2894093
Submitted on 31 Aug 2020 by Mohamed Askar A M
This solution is locked. To view this solution, you need to provide a solution of the same size or smaller.
### Test Suite
Test Status Code Input and Output
1 Pass
x = [10 20 30;40 50 60]; y_correct = [10; 40;20; 50; 30; 60;] assert(isequal(Mat2Vector(x),y_correct))
y_correct = 10 40 20 50 30 60
2 Pass
x=[-2 -4 -6; -1 -3 -5; -10 -20 0] y_correct = [-2; -1;-10; -4; -3;-20; -6;-5;0] assert(isequal(Mat2Vector(x),y_correct))
x = -2 -4 -6 -1 -3 -5 -10 -20 0 y_correct = -2 -1 -10 -4 -3 -20 -6 -5 0
3 Pass
x=[1 2 3 4 5; 6 7 8 9 10]; x(:,:,2) = [10 20 30 40 50;60 70 80 90 100]; y_correct = [1;6;2;7;3;8;4;9;5;10;10;60;20;70;30;80;40;90;50;100] assert(isequal(Mat2Vector(x),y_correct))
y_correct = 1 6 2 7 3 8 4 9 5 10 10 60 20 70 30 80 40 90 50 100
### Community Treasure Hunt
Find the treasures in MATLAB Central and discover how the community can help you!
Start Hunting! | 421 | 1,002 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.296875 | 3 | CC-MAIN-2020-45 | latest | en | 0.466384 |
https://adamtownsend.com/teaching/math1403/ | 1,725,928,556,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651164.37/warc/CC-MAIN-20240909233606-20240910023606-00586.warc.gz | 61,518,578 | 10,153 | # Mathematical Methods for Arts and Sciences
This page corresponds to the UCL first year mathematics-for-BASc course MATH1403, Mathematical Methods for Arts and Sciences, which I had the pleasure of teaching in the autumns of 2012, 2013 and 2014.
Since 2015, the course has been renumbered MATH0012 and is taught by the amazing Dr Luciano Rila.
### Course aims and objectives
The aim of this course is to bring students from a background of diverse A-level (and similar) syllabuses to a uniform level of confidence and competence in basic calculus, a subject which is of basic importance not only in most areas of mathematics, but also in science in general.
It is designed for BASc students, and covers topics with an eye kept on both the other first-year modules and the options available further down students’ chosen pathways.
The course covers complex numbers, standard functions of a real variable, methods of integration and an introduction to ordinary differential equations, as well as introductions to partial differentiation and Fourier series.
Each topic is given a formal treatment and illustrated by examples of varying degrees of difficulty. It is intended that the approach to the subject matter should also stimulate those with an extensive A-level background.
It is a demanding course, intending to bring students to a level where they are able to join courses offered by departments in the MAPS faculty with the rest of that department’s cohort.
### Syllabus
As it stood when I taught it, the course content was:
1. Differentiation: from first principles, revision of material from A-level, hyperbolic functions, partial differentiation, Taylor series.
2. Integration: from first principles, partial fractions, integration by substitution, integration by parts, integration by reduction formulae, improper integrals.
3. Complex numbers: history and motivation, Argand diagram, exponential representation (feat. Euler’s identity), roots of complex numbers, complex logarithms.
4. Differential equations: linear and nonlinear first order ordinary differential equations, linear second order ordinary differential equations with constant coefficients (complementary function and particular integral).
5. Fourier series: history and motivation, periodic functions, formula for coefficients. | 448 | 2,316 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.359375 | 3 | CC-MAIN-2024-38 | latest | en | 0.926506 |
https://ashwinnarayan.blogspot.com/2009/12/few-clarifications.html | 1,552,935,022,000,000,000 | text/html | crawl-data/CC-MAIN-2019-13/segments/1552912201521.60/warc/CC-MAIN-20190318172016-20190318194016-00087.warc.gz | 408,515,785 | 17,926 | ## Sunday, 13 December 2009
### A Few Clarifications.
In my entry before the last there was a lot going on behind the scenes which I didn't explain. For the benefit of my scientifically inclined readers I am going to explain the the chain of reasoning I went through to arrive at the final answer and why my answer was as accurate as it was. One of my friends had sent me an email with an inquiry of how I reasoned it out. Here I present my reply. I hope it clears all doubts.
To do this calculation I had to make an assumption.
First of all, I had to assume that the earth is tilted as far as possible away from the sun. Since It is December Which is winter time in the northern hemisphere, this is a pretty good approximation. But I couldn't be sure. However something else partially cancels this effect(namely, the latitude of my position).
I reasoned that since it was only the 8th of December, the earth could not have reached this maximum position(In actual fact, maximum is reached on December 22). So the angle that I calculate must be smaller than 23.45 degrees. I the checked the location of the city I stay in and I found out that it was on the 5 degree North latitude. So I reasoned that even if the angle would be smaller this smaller angle I get would be larger than the original tilt by five degrees (Since I'm 5 degrees above the equator). So if the earth was not at this maximum position, my angle would be made larger by roughly 5 degrees and my answer would therefore be closer to the correct answer.
And most importantly I made this calculation at exactly 12 noon, a time when the sun should have been directly above my head making an angle of 90 degrees. If I made the calculation at this time, then any deviation suffered by the sun from normal must be the tilt of the earth.
So I have taken into account the Latitude (5 degrees greater), and the time of the day. I do not need to worry about the longitude because all places on the same longitude will experience midday at exactly the same time. I think that covers everything. | 456 | 2,058 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.234375 | 3 | CC-MAIN-2019-13 | latest | en | 0.974795 |
https://coil32.net/online-calculators/ferrite-rod-calculator.html | 1,568,542,336,000,000,000 | text/html | crawl-data/CC-MAIN-2019-39/segments/1568514571027.62/warc/CC-MAIN-20190915093509-20190915115509-00473.warc.gz | 425,331,551 | 16,124 | Ferrite Rod Coil Calculator - 5.0 out of 5 based on 5 votes
## Coil on a ferrite rod.
Calculating limitations:
• The winding pitch cannot exceed the doubled wire diameter;
• Coil diameter cannot be greater than the doubled diameter of the rod ;
• Winding length should be less than 3/4 length of the rod;
• When the coil is shifting it should not reach the edge of the core 1/8 of its length;
• The initial magnetic permeability of the ferrite should be greater than 100;
Calculator has been recreated at 2017-12-5, please refresh the browser cache. You can download the cross-platform app Coil64 to calculate an inductance coil on a ferrite rod offline.
ENTER THE INPUT DATA:
Select units: mm/cmmil/inch AWG → 000000000012345678910111213141516171819202122232425262728293031323334353637383940 SWG → 7/06/05/04/03/02/001234567891011121314151617181920212223242526272829303132333435363738394041424344454647484950
L = mHμHnH – Required inductance
Ferrite rod parameters:
lf = – Length of the rod df = – Diameter of the rod µ = – Initial magnetic permeability
Coil parameters:
dc = – Diameter of the coil-former s = – Shift from the rod center dw = – Wire diameter p = – Winding pitch
RESULT:
N = – Number of turns µeff = – Effective magnetic permeability of the rod lc = – Length of the winding
The calculator is based on the article "The-Inductance-of-Ferrite-Rod-Antennas-issue-3.pdf" by G3RBJ.
Сomments from anonymous guests are enabled with moderation.
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Meter can measure 0.00pF to 100.00mF capacitance, 0.000uH to 100.00H inductance and 0.00? to 10.000M? resistance. Very suitable for small value capacitor and inductor measurement. | 621 | 2,214 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.703125 | 3 | CC-MAIN-2019-39 | latest | en | 0.750673 |
https://thebestpaperwriters.com/answer-in-trigonometry-for-ritika-266241-4/ | 1,670,200,294,000,000,000 | text/html | crawl-data/CC-MAIN-2022-49/segments/1669446711001.28/warc/CC-MAIN-20221205000525-20221205030525-00790.warc.gz | 590,349,504 | 27,585 | # Answer in Trigonometry for Ritika #266241
A 40 foot Flag pole stands on the top of the hill. To measure the height of the hill a survey or standing at the base of the hill finds a measure of the angle of elevation of the top and bottom of the flag got to be 49.7 and 39.3 respectively. Find the height of the hill to the bottom of the nearest foot
Let h “=” Height of the hill
And “h_o=” Horizontal distance of Surveyor, S from the foot of the hill.
Tan “49.7=frac{40+h}{h_o} implies h_o=frac{40+h}{Tan49.7}”
Tan “39.3=frac{h}{h_o}implies>h_o=frac{h}{Tan 39.3}”
“frac{40+h}{Tan49.7}=frac{h}{Tan39.3}”
“40” tan “39.3+h>” tan “39.3=h” tan “49.7”
“40” tan “39.3=h(“ tan “49.7-“ tan “39.3)”
“h=frac{40> tan>39.3}{tan>49.7>->tan>39.3}”
“=90.775ft”
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# Answer in Trigonometry for Ritika #266241
A 40 foot Flag pole stands on the top of the hill. To measure the height of the hill a survey or standing at the base of the hill finds a measure of the angle of elevation of the top and bottom of the flag got to be 49.7 and 39.3 respectively. Find the height of the hill to the bottom of the nearest foot
Let h “=” Height of the hill
And “h_o=” Horizontal distance of Surveyor, S from the foot of the hill.
Tan “49.7=frac{40+h}{h_o} implies h_o=frac{40+h}{Tan49.7}”
Tan “39.3=frac{h}{h_o}implies>h_o=frac{h}{Tan 39.3}”
“frac{40+h}{Tan49.7}=frac{h}{Tan39.3}”
“40” tan “39.3+h>” tan “39.3=h” tan “49.7”
“40” tan “39.3=h(“ tan “49.7-“ tan “39.3)”
“h=frac{40> tan>39.3}{tan>49.7>->tan>39.3}”
“=90.775ft”
Calculate the price
Pages (550 words)
\$0.00
*Price with a welcome 15% discount applied.
Pro tip: If you want to save more money and pay the lowest price, you need to set a more extended deadline.
We know how difficult it is to be a student these days. That's why our prices are one of the most affordable on the market, and there are no hidden fees.
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# Answer in Trigonometry for Ritika #266241
A 40 foot Flag pole stands on the top of the hill. To measure the height of the hill a survey or standing at the base of the hill finds a measure of the angle of elevation of the top and bottom of the flag got to be 49.7 and 39.3 respectively. Find the height of the hill to the bottom of the nearest foot
Let h “=” Height of the hill
And “h_o=” Horizontal distance of Surveyor, S from the foot of the hill.
Tan “49.7=frac{40+h}{h_o} implies h_o=frac{40+h}{Tan49.7}”
Tan “39.3=frac{h}{h_o}implies>h_o=frac{h}{Tan 39.3}”
“frac{40+h}{Tan49.7}=frac{h}{Tan39.3}”
“40” tan “39.3+h>” tan “39.3=h” tan “49.7”
“40” tan “39.3=h(“ tan “49.7-“ tan “39.3)”
“h=frac{40> tan>39.3}{tan>49.7>->tan>39.3}”
“=90.775ft”
Calculate the price
Pages (550 words)
\$0.00
*Price with a welcome 15% discount applied.
Pro tip: If you want to save more money and pay the lowest price, you need to set a more extended deadline.
We know how difficult it is to be a student these days. That's why our prices are one of the most affordable on the market, and there are no hidden fees.
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How it works
Receive a 100% original paper that will pass Turnitin from a top essay writing service
step 1
Fill out the order form and provide paper details. You can even attach screenshots or add additional instructions later. If something is not clear or missing, the writer will contact you for clarification.
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How to get the most out of your experience with TheBestPaperWriters
One writer throughout the entire course
If you like the writer, you can hire them again. Just copy & paste their ID on the order form ("Preferred Writer's ID" field). This way, your vocabulary will be uniform, and the writer will be aware of your needs.
The same paper from different writers
You can order essay or any other work from two different writers to choose the best one or give another version to a friend. This can be done through the add-on "Same paper from another writer."
Copy of sources used by the writer
Our college essay writers work with ScienceDirect and other databases. They can send you articles or materials used in PDF or through screenshots. Just tick the "Copy of sources" field on the order form.
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Customer 452441, September 23rd, 2022
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Customer 452453, October 26th, 2022
English 101
Very good job. I actually got an A
Customer 452443, September 25th, 2022
Anthropology
excellent loved the services
Customer 452443, September 23rd, 2022
Job well done. Finish paper faster than expected. Thank you!
Customer 452451, October 3rd, 2022
Theology
Job well done and completed in a timely fashioned!
Customer 452451, November 18th, 2022
Anthropology
Excellent services will definitely come back
Customer 452441, September 23rd, 2022
Thank you!
Customer 452451, November 27th, 2022
Nursing
The paper was EXCELLENT. Thank you
Customer 452449, September 23rd, 2022
11,595
Customer reviews in total
96%
Current satisfaction rate
3 pages
Average paper length
37%
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# Answer in Trigonometry for Ritika #266241
A 40 foot Flag pole stands on the top of the hill. To measure the height of the hill a survey or standing at the base of the hill finds a measure of the angle of elevation of the top and bottom of the flag got to be 49.7 and 39.3 respectively. Find the height of the hill to the bottom of the nearest foot
Let h “=” Height of the hill
And “h_o=” Horizontal distance of Surveyor, S from the foot of the hill.
Tan “49.7=frac{40+h}{h_o} implies h_o=frac{40+h}{Tan49.7}”
Tan “39.3=frac{h}{h_o}implies>h_o=frac{h}{Tan 39.3}”
“frac{40+h}{Tan49.7}=frac{h}{Tan39.3}”
“40” tan “39.3+h>” tan “39.3=h” tan “49.7”
“40” tan “39.3=h(“ tan “49.7-“ tan “39.3)”
“h=frac{40> tan>39.3}{tan>49.7>->tan>39.3}”
“=90.775ft”
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Customers referred by a friend | 3,712 | 13,990 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.171875 | 3 | CC-MAIN-2022-49 | latest | en | 0.861158 |
http://www.rawzen.org/index.php/books/an-introduction-to-mathematics-with-applns-to-science-and-agriculture | 1,524,441,279,000,000,000 | text/html | crawl-data/CC-MAIN-2018-17/segments/1524125945668.34/warc/CC-MAIN-20180422232447-20180423012447-00062.warc.gz | 508,666,050 | 9,002 | # Download An Introduction To Mathematics - With Applns to Science and by I. Miller PDF
By I. Miller
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Extra resources for An Introduction To Mathematics - With Applns to Science and Agriculture
Sample text
When or is zero, the graph is a line parallel to the X-axis A B or to the y-aris respectively. Thus, the equation y 3 = gives a And the equation line parallel to the X-axis, and 3 units above it. AN INTRODUCTION TO MATHEMATICS 40 x 2 = gives a line parallel to the 7-axis, [CHAP. and 2 units to the VI right of that axis. Exercises and Problems Obtain the graphs of the following equations: 1. x 2y - 6 = 0. + Solution. Solve the equation for y, thus getting y = x 3 -. This expresses y as a function of x.
Cream, whole milk and skim milk powder. 73% solids. 100% solids. solids. solids. Solution. Let x y z = = = no. of no. of no. of pounds of cream, pounds of milk, pounds of skim milk powder. 063s 12, 10, 100. Or (1) (2) (3) (4) (5) + y = 376, 630z + S73y + 100002 = 84000, x + y + z = 77. 9370z + 91272/ = 686000, (3) - (2) 10s + y = 376. 74 pounds of milk. it from (4). SYSTEMS OP LINEAR EQUATIONS ART. 53 pounds of cream. 73 pounds of milk powder. 53) Suppose skim milk powder two unknowns which tions in (1) (2) (3) is not added.
This relation can not be AN INTRODUCTION TO MATHEMATICS 26 [CHAP. V Exercises 1. Does there exist a, functional relation Can tude and radius of base of a cylinder? by an 2. algebraic equation? What If so, what is among the volume, this relation alti- be expressed the equation? functional relation exists between the Fahrenheit and centigrade temperatures? 29. Formulas taken from geometry. Most of the formulas of mensuration are algebraic equations expressing functional relations. following is a list of useful common formulas: Area A of a rectangle of sides a and 6. | 712 | 2,783 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.90625 | 4 | CC-MAIN-2018-17 | latest | en | 0.884818 |
https://www.infocomm.ky/what-is-ema/ | 1,717,019,071,000,000,000 | text/html | crawl-data/CC-MAIN-2024-22/segments/1715971059408.76/warc/CC-MAIN-20240529200239-20240529230239-00152.warc.gz | 707,914,247 | 12,260 | # What is EMA?
How to Use Exponential Moving Average With Formula. An exponential moving average (EMA) is a type of moving average that places a greater weight on recent prices to make it more responsive to new information. The exponential moving average is also referred to as the exponentially weighted moving average.
The formula for an EMA is:
EMA = Price(t) * k + EMA(y) * (1 – k)
where:
t = the current period
k = the smoothing constant
y = the previous period
EMA = the exponential moving average value
The smoothing constant (k) is a weighting factor that determines the amount of weight given to the most recent price. The value of k ranges from 0 to 1.
A value of 0 would mean that the EMA would be equal to the price of the security at the beginning of the period. A value of 1 would mean that the EMA would be equal to the price of the security at the end of the period.
Most technical analysts use a smoothing constant of 0.5, which would give equal weight to the most recent price and the EMA of the previous period.
The EMA is a popular technical indicator that is used by many traders to make decisions about when to buy and sell a security. What is EMA in deep learning? EMA is an acronym for Exponential Moving Average. It is a type of moving average that places a greater weight on recent data points. The EMA is used in technical analysis as a trend-following indicator or to gauge the strength of a trend.
EMA = Price(t) * k + EMA(y), where
t = today,
y = yesterday,
k = 2 / (N + 1), where N is the number of days in the EMA
EMA can be used with any time frame, but is most commonly used with daily, weekly, and monthly charts. How do you do simple moving averages? A moving average is a calculation that takes the average price of a security over a specific period of time. The time period can be as short as a few days or as long as several years. Generally, the longer the time period used in the moving average calculation, the smoother the moving average line.
There are different types of moving averages, but the most common is the simple moving average (SMA). To calculate a simple moving average, you simply take the average of a security's price over a specific time period.
For example, let's say you wanted to calculate the 50-day moving average of a stock. You would take the closing price of the stock for each of the past 50 days and then calculate the average.
Moving averages are often used to identify trends in securities prices. A security's price is generally considered to be in an up trend when the security's price is above its moving average. Similarly, a security's price is generally considered to be in a down trend when the security's price is below its moving average.
Moving averages can also be used to generate buy and sell signals. For example, some traders may choose to buy a security when the security's price crosses above its 200-day moving average. Conversely, some traders may choose to sell a security when the security's price crosses below its 200-day moving average.
There are a number of different moving averages that can be used in technical analysis. Some of the most common moving averages include the 50-day moving average, the 100-day moving average, and the 200-day moving average.
#### Which EMA should I use for day trading?
The most popular moving averages for day trading are the 10-period and 20-period moving averages. However, the 10-period moving average may be too volatile for some traders, while the 20-period moving average may be too slow.
The best moving average for day trading depends on the trader's individual preferences and style. Some traders may prefer a faster moving average, such as the 8-period moving average, while others may prefer a slower moving average, such as the 30-period moving average.
The best way to determine which moving average is best for day trading is to test different moving averages on historical data and see which one produces the best results.
#### How do you calculate EMA in Excel?
To calculate an Exponential Moving Average (EMA), you first need to calculate the Simple Moving Average (SMA) for a given period.
The EMA is then calculated by taking the weighting factor (2/(n+1)), where n is the number of periods in the SMA, and multiplying it by the difference between the current closing price and the previous EMA, and adding this to the previous EMA.
For example, if the SMA for a given period is calculated to be 10, and the current closing price is 12, the EMA would be calculated as:
(2/(10+1)) * (12-10) + 10 = 11.2.
### Why is 200 EMA important?
The 200 EMA is a very popular indicator used by many traders across different markets. The reason why it is so popular is because it is a very versatile indicator that can be used for a variety of purposes.
One of the most common uses of the 200 EMA is to help traders identify the overall trend of the market. This is because the 200 EMA is a moving average, which means that it smooths out the price action and makes it easier to see the underlying trend.
Another common use of the 200 EMA is to help traders find potential support and resistance levels. This is because the 200 EMA often acts as a level of support or resistance itself, or it can help to identify other potential support and resistance levels.
The 200 EMA can also be used as a dynamic stop loss. This means that traders can place their stop loss below the 200 EMA when they are long, and above the 200 EMA when they are short. This can help to protect their profits and limit their losses.
Overall, the 200 EMA is a very popular and versatile indicator that can be used for a variety of purposes. It is especially useful for identifying the overall trend of the market and for finding potential support and resistance levels. | 1,272 | 5,814 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.390625 | 3 | CC-MAIN-2024-22 | latest | en | 0.950618 |
https://discusstest.codechef.com/t/help-me-to-debug-the-catch/6766 | 1,627,276,852,000,000,000 | text/html | crawl-data/CC-MAIN-2021-31/segments/1627046152000.25/warc/CC-MAIN-20210726031942-20210726061942-00588.warc.gz | 225,417,544 | 4,581 | # Help me to debug the catch
for the problem http://www.codechef.com/problems/MOU1H , i designed a code based on Suffix array with LCP but i don’t know why one code http://www.codechef.com/viewsolution/4557076 is accepted and another code http://www.codechef.com/viewsolution/4557071 is gave SIGSEGV error.
In accepted code i declare extra array B[100010] at line 9 but in second code i comment this array
and in both code i don’t use this array … you can change array name at line 9 as you want but if you comment the array then its shows runtime error.
same problem i also face on spoj
Hi maheiitr,
I modified the C array and resized it to 10^5, then it got AC.
http://www.codechef.com/viewsolution/4560839
``````- int T,x,y,n,A[100003],SA[100003],RA[100003],temp[100003],C[510];
- int B[100003];
+ int T,x,y,n,A[100003],SA[100003],RA[100003],temp[100003],C[100003];
+
``````
It is because the RA[] values can be up to 10^5, but your old array was just ~500 big. In your old code, I suspect, that the C array lies just behind the B array in the memory. That’s why, if you access for example C[510], it will actually be B[0]. It is just a typical effect of the C++ language, where access out of memory is hard to catch
``````--------C-----------------------B------------------
| ~~~~~500~~~~~~|~~~~~~~~~~~~~10^5~~~~~~~~~~~~~~~~|
---------------------------------------------------``````
1 Like
but why we go beyond the bound of C array ,its mention in qn that diff b/w two adj values is [-100,100] so maximum we can use C array upto 300 but i took 510 size that’s enough for qn requirement
RA[] value goes upto 300 not 10^5
It goes up to 10^5 because the each of the suffixes must have a different ranking. Otherwise, how are you going to differ each entry of the suffix array? You compare with the RA[]'s, which can go up to 10^5.
1 Like
oh thanx buddy for pointing out my mistake
// | 520 | 1,898 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.65625 | 3 | CC-MAIN-2021-31 | latest | en | 0.810041 |
https://nzmaths.co.nz/resource/beat-yourself-down | 1,529,541,702,000,000,000 | text/html | crawl-data/CC-MAIN-2018-26/segments/1529267863980.55/warc/CC-MAIN-20180621001211-20180621021211-00026.warc.gz | 687,701,190 | 10,693 | Te Kete Ipurangi
Communities
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# Beat Yourself Down
Purpose:
This is a level 2 number activity from the Figure It Out series. It relates to Stage 5 of the Number Framework.
Achievement Objectives:
Achievement Objective: NA2-3: Know the basic addition and subtraction facts.
AO elaboration and other teaching resources
Specific Learning Outcomes:
know subtraction facts
Required Resource Materials:
FIO, Level 3, Basic Facts, Animal Antics, pages 2-3
stopwatch
Activity:
Timed self-testing activities are an excellent way for students to work out which facts they can recall with speed and which they cannot. Students should record the facts that they do not know for future learning.
The following strategies can help students learn addition facts:
• Do you know another fact close to this one (the unknown)? For example, you don’t know 4 + 7, but you do know 4 + 4. How could you get from (known fact) to find the answer to (unknown fact)?
• Picture what the numbers look like in tens frames.Can you make a full 10, with some over? Draw a picture of this in your book.
• What other new facts will you be able to work out from (unknown fact)? For example, 4 + 7 = 11, so 5 + 7 = 12, 4 + 8 = 12, 3 + 7 = 10, 4 + 6 = 10, and 11 – 4 = 7, 11 – 7 = 4, etc.
Encourage students to keep records of the number of correct answers and the time spent on each section. This encourages self-competition and can motivate students to learn and rapidly recall the basic facts. Results can then be graphed. (This connects to the statistics strand.)
The activity needs a timed penalty for each error, otherwise there is no incentive for the student to get the correct answer.
A possible penalty system could be:
Students can highlight and record those facts they have incorrect and focus on learning these.
A class collection of sheets of calculations focusing on one particular family of facts could be developed as in the example for the seven times table below.
The sheets could be used in the following way:
• Students (and possibly the teacher) have a timed start and sprint through the facts sheet, writing their answers in the spaces provided.
• As the students finish, their time is called out, they record it, and then they turn the sheet over and continue quietly with another task until the cut-off time. This could be 5 minutes or whatever is appropriate for the speed of students in the class.
• Students use a copy of the same sheet for 3 consecutive days and observe their improvements.
• Students can concentrate on a particular multiplication table and present the facts in various forms. | 593 | 2,610 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.21875 | 4 | CC-MAIN-2018-26 | longest | en | 0.934691 |
https://grokbase.com/t/perl/ai/027ge6vp0x/prolog-in-perl | 1,621,314,974,000,000,000 | text/html | crawl-data/CC-MAIN-2021-21/segments/1620243989820.78/warc/CC-MAIN-20210518033148-20210518063148-00213.warc.gz | 299,546,432 | 13,013 | FAQ
If anyone is interested, I'm working on (yet another) project to implement a Prolog-like syntax in
I know there are a few attempts that have been made at this, but for various reasons (usually lack
of rich data structures), I have not felt that I could build on those previous attempts, though I
confess that Prolog::Alpha is rather interesting to me.
The nature of the above post is to nail down the underlying data structure before I go willy-nilly
coding something and find myself coded into a corner.
Cheers,
Curtis "Ovid" Poe
=====
"Ovid" on http://www.perlmonks.org/
Someone asked me how to count to 10 in Perl:
push@A,\$_ for reverse q.e...q.n.;for(@A){\$_=unpack(q|c|,\$_);@a=split//;
shift@a;shift@a if \$a[\$[]eq\$[;\$_=join q||,@a};print \$_,\$/for reverse @A
__________________________________________________
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## Search Discussions
• at Jul 16, 2002 at 7:36 pm ⇧
This is a follow up to my previous email re: http://www.perlmonks.org/index.pl?node_id=181980.
Since I'm trying to create "Perlog", a Prolog-like implementation in Perl, I've run across an
issue which could cause some problems. Specifically, are variadic (varying number of arguments)
predicates allowed in Prolog? In other words, can someone do this:
foo( bar, baz ).
foo( bar, quux, camel ).
I think I have the data structure issue figured out, but if I have to allow for the above syntax,
I'm going to have problems auto-generating code.
I'm *assuming* that anything approaching variadic predicates would be handled with lists, thereby
avoiding the problem:
foo( bar, [ baz ] ).
foo( bar, [ quux, camel ] ).
If variadic predicates are allowed, what would they be used for? If I can safely exclude them
from the Perl implementation, this would make life much easier.
Cheers,
Curtis "Ovid" Poe
=====
"Ovid" on http://www.perlmonks.org/
Someone asked me how to count to 10 in Perl:
push@A,\$_ for reverse q.e...q.n.;for(@A){\$_=unpack(q|c|,\$_);@a=split//;
shift@a;shift@a if \$a[\$[]eq\$[;\$_=join q||,@a};print \$_,\$/for reverse @A
__________________________________________________
Do You Yahoo!?
Yahoo! Autos - Get free new car price quotes
http://autos.yahoo.com
• at Jul 17, 2002 at 10:46 am ⇧
Ovid writes:
Since I'm trying to create "Perlog", a Prolog-like implementation
in Perl, I've run across an issue which could cause some problems.
Specifically, are variadic (varying number of arguments) predicates
allowed in Prolog?
While I always have done some (simple) Prolog, unfortunately it got
rusty. It seems to be better to ask such a question on a Prolog
list. Anyway, I have never used variadic variables and I would be
very surprised if the are allowed in Prolog.
In other words, can someone do this:
foo( bar, baz ).
foo( bar, quux, camel ).
Yes this is allowed in Prolog. But, this are two DIFFERENT predicates
like "@bar" is different from "%bar". Inside Prolog remembers them as
foo/2 or foo/3.
Perl. Try to implement logical programming in Perl. Just a matter
of reprogramming your mind;-) If you stop to think "it has to be
like Prolog" things get easier. BTW, appart from Prolog logic-based
languages like Mercury have there appeal as well.
If you decide that giving two predicates the same name is not allowed,
go ahead. Just few yourself as a language designer and not only as
Prolog implementor.
Andreas Marcel
• at Jul 17, 2002 at 4:40 pm ⇧
At 21:35 16/07/2002, Ovid wrote:
This is a follow up to my previous email
re: http://www.perlmonks.org/index.pl?node_id=181980.
Since I'm trying to create "Perlog", a Prolog-like implementation in Perl,
I've run across an
issue which could cause some problems. Specifically, are variadic
(varying number of arguments)
predicates allowed in Prolog? In other words, can someone do this:
foo( bar, baz ).
foo( bar, quux, camel ).
Yes. they're essential. Your two predicates would
be foo/2 and foo/3.
...
If variadic predicates are allowed, what would they be used for? If I can
safely exclude them
from the Perl implementation, this would make life much easier.
You certainly cannot exclude them from any implimentation
of PROLOG and call it PROLOG - for examples of use, see any
number of textbooks. One thought is a routine that calls
itself with an argument: if there is no argument, it's the
first call. Agh, not clear, sorry, but I've had a very
busy weekend, and am still a tad drunk (just married).
Lee
• at Jul 17, 2002 at 5:28 pm ⇧
--- Lee Goddard wrote:
At 21:35 16/07/2002, Ovid wrote:
In other words, can someone do this:
foo( bar, baz ).
foo( bar, quux, camel ).
Yes. they're essential. Your two predicates would
be foo/2 and foo/3.
Aah. Thanks.
You certainly cannot exclude them from any implimentation
of PROLOG and call it PROLOG - for examples of use, see any
number of textbooks. One thought is a routine that calls
itself with an argument: if there is no argument, it's the
first call. Agh, not clear, sorry, but I've had a very
busy weekend, and am still a tad drunk (just married).
Congratulations! You're a brave man. Not about getting married, but about sending email while
drunk. I've had to apologize on more than one occassion for that (though I got a date out of it
once :)
Yes I have. Unfortunately, they do not support rich enough data structures. Currently, none of
them appear to support lists and I don't think they allow facts as arguments to other facts.
Mathematical operations are out the window with them. Language::Prolog *might* be extensible
enough, but I decided not to go that route for a couple of reasons.
1. I don't really want to reimplement Prolog. I want to use a Prolog model to create Perl
programs. For example, returning "no" on false is useless to most Perl programmers. The logic of
Prolog is so straightforward, though, that I thought it would be a good model.
2. The other reason is fairly simple: I'm hardly a Prolog expert. I've worked with quite a few
programming languages, but all of them have been imperative or object oriented. Prolog was my
only excursion into Logic programming and my functional programming knowledge is pretty limited.
There are many who are more qualified than I to write AI::Perlog, but no one seems to be putting
any time towards it. It's kind of like my online CGI programming course. No on seemed to want to
write a *good* CGI course (online, that it), so I concluded that if I wanted it done, I had to do
it myself.
I have work started on an AI::Perlog distro, but presently I can only add facts. When I can start
adding simple rules and support a variety of data types, I'll release an Alpha, but I'm pretty
booked up for the next week or so, so don't hold your breath!
I also expect to throw away several versions (I've already tossed one) while learning this, so
this could be a long process.
Cheers,
Curtis "Ovid" Poe
=====
"Ovid" on http://www.perlmonks.org/
Someone asked me how to count to 10 in Perl:
push@A,\$_ for reverse q.e...q.n.;for(@A){\$_=unpack(q|c|,\$_);@a=split//;
shift@a;shift@a if \$a[\$[]eq\$[;\$_=join q||,@a};print \$_,\$/for reverse @A
__________________________________________________
Do You Yahoo!?
Yahoo! Autos - Get free new car price quotes
http://autos.yahoo.com
• at Jul 17, 2002 at 7:09 pm ⇧
At 19:28 17/07/2002, Ovid wrote:
There are many who are more qualified than I to write AI::Perlog, but no
one seems to be putting
any time towards it.
Maybe Language::Perlog would be a better namespace?
Easier for people to find? (But then Perlog is a
not-easy-to-find name, I guess).
I also expect to throw away several versions (I've already tossed one)
while learning this, so
this could be a long process.
Hey, well keep us posted - it sounds interesting.
I learnt PROLOG on my MSc course at Uni, and
enjoyed it alot -- sadly rarely use it since I'm
working in the boring Internet field atm. The
best book I found was Bratko:
Prolog Programming for Artificial Intelligence (Ivan Bratko)
http://www.amazon.co.uk/exec/obidos/ASIN/0201403757/ref=sr_aps_books_1_1/202-2061866-6899823
Good luck
lee (now slightly more hungover)
• at Aug 19, 2002 at 5:37 pm ⇧
For those who may be curious, some of the initial work on AI::Perlog is coming along nicely.
The code in http://www.perlmonks.org/index.pl?node_id=191060 basically implements the following
Prolog program.
steals(PERP, STUFF) :-
thief(PERP),
valuable(STUFF),
owns(VICTIM,STUFF),
not(knows(PERP,VICTIM)).
valuable(gold).
valuable(rubies).
owns(merlyn,gold).
owns(ovid,rubies).
We only have the ability to add basic facts, do boolean queries and simple unification (it can't
yet unify across more than one predicate).
To do:
1. Implement lists.
\$pg->add_fact( owns => 'Ovid', [qw/foo bar baz/] );
2. Embeddeding facts in other facts.
\$pg->add_fact( owns => 'Ovid', book( 'Learning Perl' ) );
3. Easy-to-create rules.
Haven't determined the syntax yet.
4. Unification across multiple predicates
I can't list a sample in Perl until I get the syntax for 3 down.
If anyone's interested in helping, let me know.
Also, the API is going to change (probably). All user-defined predicates will have to start with
a lower case letter. This means that I can simply designate upper case predicates as reserved
rather than trying to make the user memorize a bunch of built-ins such as 'head', 'tail',
that I listed above), so you'll have to rely on code samples that I've posted and the test suite
that's included.
Cheers,
Curtis "Ovid" Poe
=====
"Ovid" on http://www.perlmonks.org/
Someone asked me how to count to 10 in Perl:
push@A,\$_ for reverse q.e...q.n.;for(@A){\$_=unpack(q|c|,\$_);@a=split//;
shift@a;shift@a if \$a[\$[]eq\$[;\$_=join q||,@a};print \$_,\$/for reverse @A
__________________________________________________
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• Difficulty Level : Medium
• Last Updated : 21 Sep, 2021
The primary goal of a compiler is to reduce the cost of compilation and to make debugging produce the expected results. Not all optimizations are controlled directly by a flag, sometimes we need to explicitly declare flags to produce optimizations. By default optimizations are suppressed. To use suppressed optimizations we will use pragmas
Example for unoptimized program: Let us consider an example to calculate Prime Numbers up to 10000000.
Below is the code with no optimization:
## C++
`// C++ program to calculate the Prime``// Numbers upto 10000000 using Sieve``// of Eratosthenes with NO optimization` `#include ``#include ``#include ``#define N 10000005``using` `namespace` `std;` `// Boolean array for Prime Number``vector<``bool``> prime(N, ``true``);` `// Sieve implemented to find Prime``// Number``void` `sieveOfEratosthenes()``{`` ``for` `(``int` `i = 2; i <= ``sqrt``(N); ++i) {`` ``if` `(prime[i]) {`` ``for` `(``int` `j = i * i; j <= N; j += i) {`` ``prime[j] = ``false``;`` ``}`` ``}`` ``}``}` `// Driver Code``int` `main()``{`` ``// Initialise clock to calculate`` ``// time required to execute without`` ``// optimization`` ``clock_t` `start, end;` ` ``// Start clock`` ``start = ``clock``();` ` ``// Function call to find Prime Numbers`` ``sieveOfEratosthenes();` ` ``// End clock`` ``end = ``clock``();` ` ``// Calculate the time difference`` ``double` `time_taken`` ``= ``double``(end - start)`` ``/ ``double``(CLOCKS_PER_SEC);` ` ``// Print the Calculated execution time`` ``cout << ``"Execution time: "` `<< time_taken`` ``<< ``" secs"``;` ` ``return` `0;``}`
Output:
`Execution time: 0.592183 secs`
Following are the Optimization:
1. O1: Optimizing compilation at O1 includes more time and memory to break down larger functions. The compiler makes an attempt to reduce both code and execution time. At O1 hardly any optimizations produce great results, but O1 is a setback for an attempt for better optimizations.
Below is the implementation of previous program with O1 optimization:
## C++
`// C++ program to calculate the Prime``// Numbers upto 10000000 using Sieve``// of Eratosthenes with O1 optimization` `// To see the working of controlled``// optimization "O1"``#pragma GCC optimize("O1")` `#include ``#include ``#include ``#define N 10000005``using` `namespace` `std;` `// Boolean array for Prime Number``vector<``bool``> prime(N, ``true``);` `// Sieve implemented to find Prime``// Number``void` `sieveOfEratosthenes()``{`` ``for` `(``int` `i = 2; i <= ``sqrt``(N); ++i) {`` ``if` `(prime[i]) {`` ``for` `(``int` `j = i * i; j <= N; j += i) {`` ``prime[j] = ``false``;`` ``}`` ``}`` ``}``}` `// Driver Code``int` `main()``{`` ``// Initialise clock to calculate`` ``// time required to execute without`` ``// optimization`` ``clock_t` `start, end;` ` ``// Start clock`` ``start = ``clock``();` ` ``// Function call to find Prime Numbers`` ``sieveOfEratosthenes();` ` ``// End clock`` ``end = ``clock``();` ` ``// Calculate the time difference`` ``double` `time_taken`` ``= ``double``(end - start)`` ``/ ``double``(CLOCKS_PER_SEC);` ` ``// Print the Calculated execution time`` ``cout << ``"Execution time: "` `<< time_taken`` ``<< ``" secs."``;` ` ``return` `0;``}`
Output:
`Execution time: 0.384945 secs.`
2. O2: Optimizing compilation at O2 optimize to a greater extent. As compared to O1, this option increases both compilation time and the performance of the generated code. O2 turns on all optimization flags specified by O1.
Below is the implementation of previous program with O2 optimization:
## C++
`// C++ program to calculate the Prime``// Numbers upto 10000000 using Sieve``// of Eratosthenes with O2 optimization` `// To see the working of controlled``// optimization "O2"``#pragma GCC optimize("O2")` `#include ``#include ``#include ``#define N 10000005``using` `namespace` `std;` `// Boolean array for Prime Number``vector<``bool``> prime(N, ``true``);` `// Sieve implemented to find Prime``// Number``void` `sieveOfEratosthenes()``{`` ``for` `(``int` `i = 2; i <= ``sqrt``(N); ++i) {`` ``if` `(prime[i]) {`` ``for` `(``int` `j = i * i; j <= N; j += i) {`` ``prime[j] = ``false``;`` ``}`` ``}`` ``}``}` `// Driver Code``int` `main()``{`` ``// Initialise clock to calculate`` ``// time required to execute without`` ``// optimization`` ``clock_t` `start, end;` ` ``// Start clock`` ``start = ``clock``();` ` ``// Function call to find Prime Numbers`` ``sieveOfEratosthenes();` ` ``// End clock`` ``end = ``clock``();` ` ``// Calculate the time difference`` ``double` `time_taken`` ``= ``double``(end - start)`` ``/ ``double``(CLOCKS_PER_SEC);` ` ``// Print the Calculated execution time`` ``cout << ``"Execution time: "` `<< time_taken`` ``<< ``" secs."``;` ` ``return` `0;``}`
Output:
`Execution time: 0.288337 secs.`
3. O3: All the optimizations at level O2 are specified by O3 and a list of other flags are also enabled. Few of the flags which are included in O3 are flop-interchange -flop-unroll-jam and -fpeel-loops.
Below is the implementation of previous program with O3 optimization:
## C++
`// C++ program to calculate the Prime``// Numbers upto 10000000 using Sieve``// of Eratosthenes with O3 optimization` `// To see the working of controlled``// optimization "O3"``#pragma GCC optimize("O3")` `#include ``#include ``#include ``#define N 10000005``using` `namespace` `std;` `// Boolean array for Prime Number``vector<``bool``> prime(N, ``true``);` `// Sieve implemented to find Prime``// Number``void` `sieveOfEratosthenes()``{`` ``for` `(``int` `i = 2; i <= ``sqrt``(N); ++i) {`` ``if` `(prime[i]) {`` ``for` `(``int` `j = i * i; j <= N; j += i) {`` ``prime[j] = ``false``;`` ``}`` ``}`` ``}``}` `// Driver Code``int` `main()``{`` ``// Initialise clock to calculate`` ``// time required to execute without`` ``// optimization`` ``clock_t` `start, end;` ` ``// Start clock`` ``start = ``clock``();` ` ``// Function call to find Prime Numbers`` ``sieveOfEratosthenes();` ` ``// End clock`` ``end = ``clock``();` ` ``// Calculate the time difference`` ``double` `time_taken`` ``= ``double``(end - start)`` ``/ ``double``(CLOCKS_PER_SEC);` ` ``// Print the Calculated execution time`` ``cout << ``"Execution time: "` `<< time_taken`` ``<< ``" secs."``;` ` ``return` `0;``}`
Output:
`Execution time: 0.580154 secs.`
4. Os: It is optimize for size. Os enables all O2 optimizations except the ones that have increased code size. It also enables -finline-functions, causes the compiler to tune for code size rather than execution speed and performs further optimizations designed to reduce code size.
Below is the implementation of previous program with Os optimization:
## C++
`// C++ program to calculate the Prime``// Numbers upto 10000000 using Sieve``// of Eratosthenes with Os optimization` `// To see the working of controlled``// optimization "Os"``#pragma GCC optimize("Os")` `#include ``#include ``#include ``#define N 10000005``using` `namespace` `std;` `// Boolean array for Prime Number``vector<``bool``> prime(N, ``true``);` `// Sieve implemented to find Prime``// Number``void` `sieveOfEratosthenes()``{`` ``for` `(``int` `i = 2; i <= ``sqrt``(N); ++i) {`` ``if` `(prime[i]) {`` ``for` `(``int` `j = i * i; j <= N; j += i) {`` ``prime[j] = ``false``;`` ``}`` ``}`` ``}``}` `// Driver Code``int` `main()``{`` ``// Initialise clock to calculate`` ``// time required to execute without`` ``// optimization`` ``clock_t` `start, end;` ` ``// Start clock`` ``start = ``clock``();` ` ``// Function call to find Prime Numbers`` ``sieveOfEratosthenes();` ` ``// End clock`` ``end = ``clock``();` ` ``// Calculate the time difference`` ``double` `time_taken`` ``= ``double``(end - start)`` ``/ ``double``(CLOCKS_PER_SEC);` ` ``// Print the Calculated execution time`` ``cout << ``"Execution time: "` `<< time_taken`` ``<< ``" secs."``;` ` ``return` `0;``}`
Output:
`Execution time: 0.317845 secs.`
5. Ofast: Ofast enables all O3 optimizations. It also has the number of enabled flags that produce super optimized results. Ofast combines optimizations produced by each of the above O levels. This optimization is usually preferred by a lot of competitive programmers and is hence recommended. In case more than one optimizations are declared the last declared one gets enabled.
Below is the implementation of previous program with Ofast optimization:
## C++
`// C++ program to calculate the Prime``// Numbers upto 10000000 using Sieve``// of Eratosthenes with Ofast optimization` `// To see the working of controlled``// optimization "Ofast"``#pragma GCC optimize("Ofast")` `#include ``#include ``#include ``#define N 10000005``using` `namespace` `std;` `// Boolean array for Prime Number``vector<``bool``> prime(N, ``true``);` `// Sieve implemented to find Prime``// Number``void` `sieveOfEratosthenes()``{`` ``for` `(``int` `i = 2; i <= ``sqrt``(N); ++i) {`` ``if` `(prime[i]) {`` ``for` `(``int` `j = i * i; j <= N; j += i) {`` ``prime[j] = ``false``;`` ``}`` ``}`` ``}``}` `// Driver Code``int` `main()``{`` ``// Initialise clock to calculate`` ``// time required to execute without`` ``// optimization`` ``clock_t` `start, end;` ` ``// Start clock`` ``start = ``clock``();` ` ``// Function call to find Prime Numbers`` ``sieveOfEratosthenes();` ` ``// End clock`` ``end = ``clock``();` ` ``// Calculate the time difference`` ``double` `time_taken`` ``= ``double``(end - start)`` ``/ ``double``(CLOCKS_PER_SEC);` ` ``// Print the Calculated execution time`` ``cout << ``"Execution time: "` `<< time_taken`` ``<< ``" secs."``;` ` ``return` `0;``}`
Output:
`Execution time: 0.303287 secs.`
To further achieve optimizations at architecture level we can use targets with pragmas. These optimizations can produce surprising results. However it is recommended to use target with any of the optimizations specified above.
Below is the implementation of previous program with Target
## C++14
`// C++ program to calculate the Prime``// Numbers upto 10000000 using Sieve``// of Eratosthenes with Ofast optimization along with target optimizations` `// To see the working of controlled``// optimization "Ofast"``#pragma GCC optimize("Ofast")``#pragma GCC target("avx,avx2,fma")` `#include ``#include ``#include ``#define N 10000005``using` `namespace` `std;` `// Boolean array for Prime Number``vector<``bool``> prime(N, ``true``);` `// Sieve implemented to find Prime``// Number``void` `sieveOfEratosthenes()``{`` ``for` `(``int` `i = 2; i <= ``sqrt``(N); ++i) {`` ``if` `(prime[i]) {`` ``for` `(``int` `j = i * i; j <= N; j += i) {`` ``prime[j] = ``false``;`` ``}`` ``}`` ``}``}` `// Driver Code``int` `main()``{`` ``// Initialise clock to calculate`` ``// time required to execute without`` ``// optimization`` ``clock_t` `start, end;` ` ``// Start clock`` ``start = ``clock``();` ` ``// Function call to find Prime Numbers`` ``sieveOfEratosthenes();` ` ``// End clock`` ``end = ``clock``();` ` ``// Calculate the time difference`` ``double` `time_taken`` ``= ``double``(end - start)`` ``/ ``double``(CLOCKS_PER_SEC);` ` ``// Print the Calculated execution time`` ``cout << ``"Execution time: "` `<< time_taken`` ``<< ``" secs."``;` ` ``return` `0;``}`
Output:
`Execution time: 0.292147 secs.`
My Personal Notes arrow_drop_up | 3,773 | 12,227 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.625 | 3 | CC-MAIN-2022-49 | latest | en | 0.640665 |
http://www.conversion-website.com/speed/foot-per-hour-to-kilometer-per-minute.html | 1,620,545,885,000,000,000 | text/html | crawl-data/CC-MAIN-2021-21/segments/1620243988961.17/warc/CC-MAIN-20210509062621-20210509092621-00048.warc.gz | 70,789,828 | 4,595 | # Feet per hour to kilometers per minute (ft/h to km/min)
## Convert feet per hour to kilometers per minute
Feet per hour to kilometers per minute converter on this page calculates how many kilometers per minute are in 'X' feet per hour (where 'X' is the number of feet per hour to convert to kilometers per minute). In order to convert a value from feet per hour to kilometers per minute (from ft/h to km/min) simply type the number of ft/h to be converted to km/min and then click on the 'convert' button.
## Feet per hour to kilometers per minute conversion factor
1 foot per hour is equal to 5.080000001999E-6 kilometers per minute
## Feet per hour to kilometers per minute conversion formula
Speed(km/min) = Speed (ft/h) × 5.080000001999E-6
Example: How many kilometers per minute are in 450 feet per hour?
Speed(km/min) = 450 ( ft/h ) × 5.080000001999E-6 ( km/min / ft/h )
Speed(km/min) = 0.0022860000008995 km/min or
450 ft/h = 0.0022860000008995 km/min
450 feet per hour equals 0.0022860000008995 kilometers per minute
## Feet per hour to kilometers per minute conversion table
feet per hour (ft/h)kilometers per minute (km/min)
126.0960000023988E-5
147.1120000027986E-5
168.1280000031984E-5
189.1440000035982E-5
200.00010160000003998
220.00011176000004398
240.00012192000004798
260.00013208000005197
280.00014224000005597
300.00015240000005997
320.00016256000006397
340.00017272000006797
360.00018288000007196
380.00019304000007596
400.00020320000007996
420.00021336000008396
440.00022352000008796
460.00023368000009195
480.00024384000009595
500.00025400000009995
feet per hour (ft/h)kilometers per minute (km/min)
2000.0010160000003998
2500.0012700000004997
3000.0015240000005997
3500.0017780000006996
4000.0020320000007996
4500.0022860000008995
5000.0025400000009995
5500.0027940000010994
6000.0030480000011994
6500.0033020000012993
7000.0035560000013993
7500.0038100000014992
8000.0040640000015992
8500.0043180000016991
9000.0045720000017991
9500.004826000001899
10000.005080000001999
10500.0053340000020989
11000.0055880000021989
11500.0058420000022988
Versions of the feet per hour to kilometers per minute conversion table. To create a feet per hour to kilometers per minute conversion table for different values, click on the "Create a customized speed conversion table" button.
## Related speed conversions
Back to feet per hour to kilometers per minute conversion
TableFormulaFactorConverterTop | 772 | 2,429 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.25 | 3 | CC-MAIN-2021-21 | longest | en | 0.370083 |
https://www.hackmath.net/en/word-math-problems/arccosine?tag_id=118 | 1,638,380,932,000,000,000 | text/html | crawl-data/CC-MAIN-2021-49/segments/1637964360881.12/warc/CC-MAIN-20211201173718-20211201203718-00146.warc.gz | 858,978,558 | 9,160 | # Arccosine + The Law of Cosines - math problems
#### Number of problems found: 8
• Two forces 3
Two forces of magnitude 8 Newtons and 15 Newtons respectively act at a point. If the resultant force is 17 Newtons, find the angle between the forces.
• Space vectors 3D
The vectors u = (1; 3; -4), v = (0; 1; 1) are given. Find the size of these vectors, calculate the angle of the vectors, the distance between the vectors.
• The angle of view
Determine the angle of view at which the observer sees a rod 16 m long when it is 18 m from one end and 27 m from the other.
• Circular railway
The railway connects in a circular arc the points A, B, and C, whose distances are | AB | = 30 km, AC = 95 km, BC | = 70 km. How long will the track from A to C?
• Calculate 2
Calculate the largest angle of the triangle whose side are 5.2cm, 3.6cm, and 2.1cm
• Four sides of trapezoid
In the trapezoid ABCD is |AB| = 73.6 mm; |BC| = 57 mm; |CD| = 60 mm; |AD| = 58.6 mm. Calculate the size of its interior angles.
• Triangle
Plane coordinates of vertices: K[11, -10] L[10, 12] M[1, 3] give Triangle KLM. Calculate its area and its interior angles.
• Greatest angle
Calculate the greatest triangle angle with sides 197, 208, 299.
We apologize, but in this category are not a lot of examples.
Do you have an exciting math question or word problem that you can't solve? Ask a question or post a math problem, and we can try to solve it.
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Cosine rule uses trigonometric SAS triangle calculator. Arccosine - math problems. The Law of Cosines - math problems. | 484 | 1,714 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.5 | 4 | CC-MAIN-2021-49 | latest | en | 0.894154 |
https://www.coursehero.com/file/3467237/independent-t-test/ | 1,493,499,433,000,000,000 | text/html | crawl-data/CC-MAIN-2017-17/segments/1492917123560.51/warc/CC-MAIN-20170423031203-00323-ip-10-145-167-34.ec2.internal.warc.gz | 882,996,150 | 70,653 | independent_t_test
# independent_t_test - Dr. King Psychological Statistics...
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Dr. King Psychological Statistics Hypothesis Testing Using Two Independent Samples - The Independent-Groups t-Test The Independent t-Test (also called the independent-measures or independent-groups or independent-samples t-test): The independent t-test is used to compare the means of two populations or of two treatment conditions. It is used when the experiment has one independent variable (IV) with two levels. Ideally, subjects are randomly assigned to the two groups (a true experimental design ), but they may also be self-selected or self-assigned or come pre-assigned "by nature" (a quasi-experimental design ). This between-subjects design is also called between groups, independent measures, or if subjects are randomly assigned a completely randomized design . The following assumptions must be met: 1) The samples should be selected by random sampling if inferences are to be made back to the populations. Without random sampling, random assignment is critical. Studies done without either random sampling or random assignment are of dubious value. 2) Each sample (group) consists of independent observations. 3) The two populations represented by the samples must be normally distributed. (Note: the independent t-test is robust to violations of this assumption provided the design is balanced and the groups are reasonably large.) 4) The two populations represented by the samples must have equal variances. This assumptions is called homogeneity of variance . (Note: there is a "work-around" called the unpooled variance t-test when this assumption fails. The version of the t-test presented here is called the pooled or pooled variance t-test .) The Dependent t-Test (also called the correlated-groups, correlated-samples, or related-samples t-test): The dependent t-test is used when you wish to compare the performances of a single sample of subjects that has been tested twice under two different levels of an IV. This creates a within-subjects or repeated-measures design . The dependent t-test is also used when scores in the two groups are correlated due to matching, a so-called matched-groups or matched-subjects design . The dependent t-test will be covered in detail in a future handout. It makes the
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## This note was uploaded on 05/22/2009 for the course DIP pp taught by Professor Pp during the Spring '09 term at A.T. Still University.
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# Dividing Decimals
Quick method: use Long Division without the decimal point,
then re-insert the decimal point in the answer.
## Dividing a Decimal Number by a Whole Number
To divide a decimal number by a whole number:
• Use Long Division (ignoring the decimal point)
• Then put the decimal point in the same spot as the dividend (the number being divided)
### Example: Divide 9.1 by 7
Ignore the decimal point and use Long Division:
13 7 )91 9 7 21 21 0
Put the decimal point in the answer directly above the decimal point in the dividend:
1.3 7 )9.1
## Dividing by a Decimal Number
But what if you want to divide by a Decimal Number?
The trick is to convert the number you are dividing by to a whole number first, by shifting the decimal point of both numbers to the right:
Now you are dividing by a whole number, and can continue as normal.
It is safe to do this if you remember to shift the decimal point of both numbers the same number of places.
### Example 2: Divide 5.39 by 1.1
You are not dividing by a whole number, so you need to move the decimal point so that you are dividing by a whole number:
move 1 5.39 53.9 1.1 11 move 1
You are now dividing by a whole number, so you can proceed:
Ignore the decimal point and use Long Division:
049 11 )539 5 0 53 44 99 99 0
Put the decimal point in the answer directly above the decimal point in the dividend:
04.9 11 )53.9 | 400 | 1,517 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.3125 | 4 | CC-MAIN-2019-09 | latest | en | 0.722711 |
http://www.yourinvestmentpropertymag.com.au/market-analysis/finding-the-next-boom--based-on-rental-yield-120718.aspx | 1,513,072,632,000,000,000 | text/html | crawl-data/CC-MAIN-2017-51/segments/1512948515313.13/warc/CC-MAIN-20171212095356-20171212115356-00113.warc.gz | 503,403,837 | 22,747 | # Finding the next boom – based on rental yield
By
Latest news:
First published 12/01/2012
Can rental yield be used as a tool for predicting future increases in values? According to Jeremy Sheppard, it can be a powerful way to find markets ready to grow, but cautions investors to keep a few things in mind.
Rental yield is a measure of how much cash an income generating asset produces each year as a percentage of that asset’s value. For real estate it is the rental income as a percentage of the property’s value.
There are two kinds of yields you’ll hear about: gross yield and net yield. The gross yield is most often quoted and is easily calculated. For example, if the rent charged to live in a property is \$300 per week and the value of the property is \$400,000 then the gross yield will be \$300 x 52 wks ÷ 400000 x 100 = 3.9%.
The net yield is much more important but not nearly as easy to calculate and therefore less often quoted. A very simple net yield calculation for an imaginary property is shown in table 1.
Simple net yield calculation
Note that mortgage interest and tax aren’t usually considered in the calculation of net yield. This is because these variables are largely up to the circumstances of the owner and aren’t directly related to the property itself. When selling a property, the current owner may know nothing about the potential buyer’s circumstances. So they advertise details about the property in isolation. You should however include mortgage interest and tax in your calculations of return on investment. You should also consider depreciation, land tax, stamp duty, mortgage insurance, etc.
In fact a comprehensive spread-sheet should be drawn up for every property you consider. If you’re not good with spread-sheets, perhaps you should re-consider whether investing is for you right now. I’d suggest investing in your education and coming back to investing when you can create a return on investment spread-sheet. It’s not that hard and there are plenty of free tutorials online.
All investing, regardless of whether it’s shares, property, foreign exchange, small business, whatever the vehicle, is dependent on 2 things: risk and return. If you can’t estimate both, even roughly, with an objective set of numbers, then investing is definitely not for you.
A high yield means good cash flow for investors improving their return on investment. Good cash flow makes it easier to get loans approved to purchase more property. That’s all good and well, but the reason why the yield is included as one of the variables that make up the DSR is because it is a pre-cursor of capital growth.
Which is easier, getting a lease or getting a mortgage? Clearly, it’s easier to get a lease. So it is easier to move if you’re a renter than if you’re an owner-occupier. This means tenants are more agile than owners. So when a location becomes attractive, renters are the first to make a move on it.
A location may become attractive because new businesses open in the area providing employment opportunities. Or perhaps a new train station is built, or perhaps other areas have simply become too expensive. Whatever the reason, it is the renters that are likely to get there first. They increase demand for rental accommodation and this places pressure on rents to go up. But since they don’t buy, the property prices aren’t under the same pressure – only the rents go up. This increases the yield.
Investors may notice that the yield in these attractive locations is higher than in other areas. This will attract them into the market once renters have had their influence.
If renters find a location attractive, it is rarely the case that owner-occupiers will not. Both demographics are human and look for similar qualities. So with renters demanding accommodation, investors buying and eventually owner-occupiers buying, prices are more likely to go up. But the lead indicator was the yield.
Note that yield may not always be a lead indicator of capital growth. Some investors focus purely on the yield without any consideration of how the yield got so high. It is possible that the yield rose not because of increasing rents, but because of falling property prices. A quick check of what rents and property prices were a year ago will protect you from this trap for novice investors.
It is possible to have high yields in locations dominated by renters but where owner-occupiers are reluctant to buy. An example of this is a location with a heavy concentration of housing commission homes. Mining towns are another example. People have to live there to work there, but they don’t want to be there forever, so they rent rather than buy. Once the yields get truly high, the majority of price pressure comes from investors in these locations rather than owner-occupiers.
In summary, a high yield represents a keen interest from renters compared to the interest from owner-occupiers. The question is: will that keen interest migrate to the minds of buyers as well? Quite often it does.
Where do you get Yield data?
The easiest place to get yield data is the back of the very magazine you’re reading. Gross yields are listed for all suburbs around Australia where data is sufficient. Keep in mind that the gross yield is calculated using median rents and median prices. So if either is suffering from statistical anomaly, the yield could need some validating.
You can validate the gross yield yourself by checking typical rents on a website like www.realestate.com.au. Be sure to un-tick, “Include surrounding areas” and also select a specific dwelling type: houses or units.
Multiply the typical weekly rent by 52 and divide that total by the typical value of property to get the gross yield. You’ll have to multiply by 100 to get the figure as a percentage.
Is the Yield reliable?
The gross yield is one of the most unreliable statistics commonly quoted about property markets. The reason why is because both variables needed to calculate it are highly susceptible to statistical anomaly. One statistical anomaly multiplied by another can result in an exponentially unrealistic figure. This is especially the case where there are multiple markets within a market, like where there are 2 house markets in the one suburb.
For example, there may be a suburb with old 2 bedroom single storey fibro houses worth \$200,000 that rent for \$200 per week. And the same suburb may have brand new 4 bedroom double storey full brick houses renting for \$400/wk. One month 3 houses sell: 2 of them are the old fibro houses and one is a new brick house. So the median is \$200,000.
The same month 3 leases are signed: 2 of them to rent the 4 bedroom brand new houses and one lease for a fibro. So the median rent for that month was \$400/wk. The yield for that month was therefore over 10%. That’s \$400/wk median rent versus \$200,000 median value.
But let’s say that next month more new houses sold than old houses. So the median rose to \$400,000. This is not 100% capital growth in one month – it’s a statistical anomaly. The same month, more fibros rented than new brick houses. So the median rent was only \$200/wk. This is not a 50% drop in rents – it’s a statistical anomaly. The yield for that month was therefore a little more than 2.5%. That’s \$200/wk median rent versus \$400,000 median value.
As mentioned in the previous section, you can always verify the gross yield yourself. Check out the type of properties being rented against those being sold.
Given how often the gross yield can get unrealistic, it really is important to validate this yourself before basing any investment decisions on it. You should also combine statistics to improve the overall accuracy of the demand to supply ratio within a suburb. If all the stats agree, there is more assurance that those figures are accurate. If one or two don’t fit in, perhaps they’re suffering from statistical anomalies.
How can investors use the Gross Yield?
Checking the gross yield can be another one of those quick statistics you research as part of your initial due diligence. You should use the yield to estimate cash flow and to calculate projected return on investment. The yield can also be used to predict potential for capital growth. But you need to make sure that the yield is not high due to falling property values, rather from rising rents.
It’s also important not to get carried away with chasing high yields. Many investors place too much emphasis on the yield without focusing on the big picture – total return versus risk. Just check out the side box. It compares a very high yielding investment with a low yielding investment. But the lower yield investment actually has a better overall return.
Cash flow is obviously an important part of investing. If you can’t service more debt, then you can’t acquire more property. But if you have good cash-flow and poor equity, you also can’t acquire more property. So a balance is needed and this balance may change depending on each investor’s circumstances.
Those investors on low incomes will need to address cash flow right from their 1st property. However, those investors paying a lot of tax can afford to focus more on capital growth.
Keep in mind that along with capital growth comes rental growth. The same drivers of demand and the same shortage of supply that cause property values to rise, are also working to increase rents. This is why many cash-flow crazy investors will often claim they get both high growth and high yield. The key is not finding high yield, but finding the imbalance between demand and supply that leads to increasing rents and increasing value.
Those investors who have large cash-flow positive portfolios usually have low loan to value ratios. This kind of equity comes from good growth not from good cash-flow. If you focus on growth, you’ll eventually get the cash-flow positive portfolio - and a bigger one.
What is a good figure for Gross Yield?
The DSR spreadsheet showed the Australia-wide average yield for the month ending June 2011 as 4.67% for all dwelling types. Units typically have a higher yield than houses. Units with a yield of around 5% are considered normal. Houses will be closer to 4.5%.
Once again, you should apply a quick sanity check to any statistic with some more online research and some common sense fundamental research. As I’ve explained earlier, it can be quite difficult getting an accurate figure for yield.
Conclusion
I am often asked to provide an appraisal for a location on behalf of our clients. The yield is just one of the statistics considered by the DSR which I use to quickly gauge if the market is ready to buy into for capital growth. With 15,000+ localities around Australia it makes short-listing the next hot spot so much easier.
Jeremy Sheppard is director of research for Redwerks and a keen property investor. He created the Demandto-Supply Ratio (DSR) and is the author of How to Find Property Hot Spots. Visit DSRscore.com.au
With interest rates at their lowest for more than 50 years, there are some great rates available. The best thing to do is to compare rates from all the lenders. Let us help take the leg work out of doing this - Compare Home Loans now
Top Suburbs : torrensville , narara , albion , coburg north , thebarton
• Roy says on 27/08/2016 10:11:38 AM
Thank you, this was well written and exactly what I needed. Keep it up!
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How soon would you like a mortgage? Select Right Away In a few months Later this year \$ Select No 1 2 3 4 5 6 7 8 9 10 more than 10 Select Yes No | 2,526 | 12,101 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.734375 | 3 | CC-MAIN-2017-51 | latest | en | 0.937936 |
https://community.appinventor.mit.edu/t/how-can-i-make-it-so-a-ball-goes-in-the-reverse-angle-when-its-hit/77269 | 1,713,767,382,000,000,000 | text/html | crawl-data/CC-MAIN-2024-18/segments/1712296818081.81/warc/CC-MAIN-20240422051258-20240422081258-00660.warc.gz | 160,000,053 | 4,409 | # How can i make it so a ball goes in the reverse angle when its hit?
as you see in the title, i tried doing set imgsprite heading to -45 but it doesnt work. help is appreciated
Figuring out your reciprocal bearing is easy:
• If your original bearing (angle??) is between 0 and 180, add 180
• If your bearing is between 181 and 359, subtract 180.
original heading is 45 then what you want as the 'reverse angle'??? may be 45 + 180 = 225 | 117 | 440 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.0625 | 3 | CC-MAIN-2024-18 | latest | en | 0.933451 |
https://www.mrexcel.com/board/threads/getting-the-sum-of-column-based-on-equal-dates.636499/ | 1,579,400,518,000,000,000 | text/html | crawl-data/CC-MAIN-2020-05/segments/1579250594101.10/warc/CC-MAIN-20200119010920-20200119034920-00406.warc.gz | 1,000,257,500 | 14,822 | # Getting the sum of column based on equal dates
#### msvb6109
##### New Member
Hello everybody. Monthly, I am making a report wherein I need to get the sum of a column based on specific dates. Attached is extracted sample of the data:
A B C
1 Value Date Amount Sub Total
2 01/04/2012 89,812.10
3 02/04/2012 147,543.00
4 02/04/2012 28,660.00
5 03/04/2012 79,950.92
6 03/04/2012 4,550.00
7 03/04/2012 145,770.00
What I am doing is to use the Sum function on the next column based on the date I need to add. For example, formula for c2 will be =sum(b2:b2), c3 will be blank since I needed to add b3 and b4, i.e., formula for c4 will be =sum(b3:b4), formula for c7 will be = sum(b5:b7).
Is there any way to expedite this process by wrting only one formula in column c that will be applicable to all? Thank you.
#### VoG
##### Legend
Maybe like this - formula in C2 copied down
Excel Workbook
ABC
1DateValueTotal
201/04/201289,812.10
302/04/2012147,543.00176,203.00
402/04/201228,660.00176,203.00
503/04/201279,950.92230,270.92
603/04/20124,550.00230,270.92
703/04/2012145,770.00230,270.92
Sheet6
#### VoG
##### Legend
Or maybe better
=IF(A2<>A3,SUMIF(A\$2:A\$10,A2,B\$2:B\$10),"")
#### msvb6109
##### New Member
Mr./Ms. VoG,
Thank you very much for your prompt reply. This partly solves my problem. However, I need the sub total to appear in column c once only for every date. Thus, for columns c3, c5 and c6, these should be = to zero/nil. Can you help me on this? Thank you again.
#### VoG
##### Legend
Yep - see the second formula that I posted
Excel Workbook
ABC
1DateValueTotal
201/04/201289,812.10
302/04/2012147,543.00
402/04/201228,660.00176,203.00
503/04/201279,950.92
603/04/20124,550.00
703/04/2012145,770.00230,270.92
Sheet6
#### msvb6109
##### New Member
That is exactly what I needed. This will save me a lot of time. Thank you very much.
Last edited:
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https://www.studypool.com/discuss/433723/5a-5b-5c-5d?free | 1,495,920,885,000,000,000 | text/html | crawl-data/CC-MAIN-2017-22/segments/1495463609061.61/warc/CC-MAIN-20170527210417-20170527230417-00474.warc.gz | 1,200,438,528 | 13,750 | ...........5a+5b+5c+5d
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5abcd
5a+bcd
5(a+b+c+d)
(5a)(5b)(5c)(5d)
Mar 17th, 2015
5(a+b+c+d)..........................................................
Mar 17th, 2015
...
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Mar 17th, 2015
May 27th, 2017
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check_circle | 142 | 424 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.59375 | 3 | CC-MAIN-2017-22 | longest | en | 0.726099 |
http://stackoverflow.com/questions/8361207/what-am-i-doing-wrong-c-arrays/8361235 | 1,430,666,919,000,000,000 | text/html | crawl-data/CC-MAIN-2015-18/segments/1430448955185.53/warc/CC-MAIN-20150501025555-00030-ip-10-235-10-82.ec2.internal.warc.gz | 188,354,063 | 19,087 | # What am I doing wrong (C arrays)?
I'm just a beginner at C.
I'm trying to make a simple program to arrange the user-entered digits in ascending order. I have figured out the solution but can't understand why my other code wouldn't work :(
``````-------------------------------------------------------------------------
working code:
-------------------------------------------------------------------------
#include <stdio.h>
int main()
{
int i,j,num[10];
printf("Enter 10 numbers\n");
for (i=0;i<10;i++)
{scanf("%d",&num[i]);}
for (i=0;i<9;i++)
{
for (j=i+1;j<10;j++)
{
if (num[i]>num[j])
{
num[i]+=num[j];
num[j]=num[i]-num[j];
num[i]=num[i]-num[j];
}
}
}
printf("The numbers in ascending order are:");
for (i=0;i<10;i++)
{
printf(" %d",num[i]);
}
return 0;
}
``````
``````-------------------------------------------------------------------------
code that won't work:
-------------------------------------------------------------------------
#include <stdio.h>
int main()
{
int i,j,num[10];
printf("Enter 10 numbers\n");
for (i=1;i<=10;i++)
{scanf("%d",&num[i]);}
for (i=1;i<10;i++)
{
for (j=i+1;j<=10;j++)
{
if (num[i]>num[j])
{
num[i]+=num[j];
num[j]=num[i]-num[j];
num[i]=num[i]-num[j];
}
}
}
printf("The numbers in ascending order are:");
for (i=1;i<=10;i++)
{
printf(" %d",num[i]);
}
return 0;
}
``````
In the latter program, numbers appear out of order, and there even are numbers that haven't been entered.
My question is, isn't it basically the same code? Just that in the latter program numbers would be stored from `num[1]` to `num[10]` instead of `num[0]` through `num[9]`?
Does it have something to do with array definitions?
-
The code you use to swap two values isn't a good idea. Swaps that rely on arithmetic tricks or XOR are prone to subtle bugs. Just use a temporary variable and turn on compiler optimizations. – Blastfurnace Dec 2 '11 at 21:12
``````for(i=0;i<9;i++) //**i<9**
for (j=i+1 ...)
``````
If i=8 then j=9 , everything is OK.
In second code snippet:
``````for(i=0;i<10;i++) //**i<10**
for (j=i+1 ...)
``````
If i=9 then j=10, so you try to access num[10] and it gives you error.
If you want to access num[10] then you must declare array int num[11] and then you can access num[10].
# Array Basics
int num[10]
• Capacity of array = 10
• Every element of this array are integer.
• First element index is 0. So If you want to access first element , num[0]
• Last element index is 9. So If you want to access last element, index must be length of array - 1 , so num[9]
• There are 10 elements in the array and they are :
• num[0] , num[1] , num[2] , num[3] , num[4] , num[5] , num[6] , num[7] , num[8] and num[9]
You can learn further at http://www.cplusplus.com/doc/tutorial/arrays/
-
In C, when you have `int num[10];`, your indexes need to go from 0 to 9, never to 10. So look over your code, if any `i` or `j` ends up with a value of 10 any time during the program run, that's bad news.
-
Indexes in C go start from 0. so when you declare an array of size 10, and you try to get element at index 10, you're actually getting the 11th element. Since you haven't defined the 11th element, the array will most likely get some random numbers from memory, which is why you are noticing numbers you have note entered.
Since you are new to programming, I would suggest taking the time now to really learn about how C manages memory, and how different data structures access the memory. It might be a little boring now, but you'll save yourself some headaches in the future, and you will start to build good habits and good practices, which will lead to writing good, optimal code
-
Not only will going beyond the array get random values, its quite possible that some other code is legitimately using that memory; writing to it can cause all kinds of trouble! – mah Dec 2 '11 at 19:05
In your non-working example, you have invalid memory accesses. For example, when i = 9 and j = 10, you access num[10], which is invalid memory.
-
Welcome to programming! I believe you are a bit confused about how arrays are indexed in C.
Arrays in most languages (including C) are known as zero-indexed arrays. This means the start of an array is always at position 0. So if you make int num[10], trying to access num[10] isn't actually a valid call at all, because the start is num[0]. Hence you can only access from num[0] to num[9].
It's an easy mistake to make, even though I've been programming for years sometimes when it's been a long night I'll still make silly array indexing issues.
-
In your `other code` example, you were doing this:
``````int num[10];
for(int i = 1; i <= 10; i++) {
//...
}
``````
That means you have an array with ten spaces `[0-9]`, and for the last part of your for loop, you were trying to access `num[10]` which doesn't exist.
Your working example goes from `0-9` and never tries to read `num[10]`, so it works.
Arrays in C, as in most languages, start with position 0 and count that as position one. So the last element of your array would be the size you entered when you declared the variable, minus one.
- | 1,375 | 5,097 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.71875 | 3 | CC-MAIN-2015-18 | latest | en | 0.617594 |
http://www.jiskha.com/members/profile/posts.cgi?name=Colby&page=5 | 1,386,494,286,000,000,000 | text/html | crawl-data/CC-MAIN-2013-48/segments/1386163059081/warc/CC-MAIN-20131204131739-00091-ip-10-33-133-15.ec2.internal.warc.gz | 393,385,952 | 2,908 | Sunday
December 8, 2013
# Posts by Colby
Total # Posts: 86
Law
you are absoulty right? thanks. But does moral exist when your younger when you don't know what's what?
Law
after studying the situation of Joe Nacchio, Mohandas Ghandi and Timothy McVeigh they all differ. I feel as though some indiviuduals can be identifed as exceptions. becuase of what tiggers them mentally.
Law
Does the moral judgement of some individuals worsen with age and education? Psychologist Lawarence Kohlberg clamis that moral judgement tends to improve with age and education. He identifies moral improvement as "progrssive internalization and generalization by an individ...
chemistry
Thank you! I wasn't sure where H^+ was on the activity series
chemistry
Hydrogen, H2(g), is above silver metal in the activity series of the metals. WIll the follwing reaction, Ag(s) + H+(aq) -> occur or not occur? why or why not?
algebra
26.8 over .01, I don't know what to do with this it is set up so it looks like a fraction, could this mean divide 26.8 by .01?
algebra
26.8 over .01 it says to evaluate each expression
Math
Find the volume of steel required to make the beam B=108cm2 Length is 80cm
algebra
i think i meant to put n+(-5)=-7/12
algebra
n+(-5)=n n=-7/12
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Members | 379 | 1,325 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.546875 | 3 | CC-MAIN-2013-48 | latest | en | 0.950633 |
https://www.physicsforums.com/threads/another-partial-differential-equation-problem.283755/ | 1,631,954,991,000,000,000 | text/html | crawl-data/CC-MAIN-2021-39/segments/1631780056348.59/warc/CC-MAIN-20210918062845-20210918092845-00401.warc.gz | 962,213,358 | 13,993 | # Another partial differential equation problem
## Homework Statement
Derived the general solution of the given equation by using an appropriate change of variables
5.) du/dt-2(du/dx)=2
## Homework Equations
du/dx=du/d(alpha)*d(alpha)/dx+du/d(beta)*d(beta)/dx
du/dt= du/d(alpha)*d(alpha)/dt+du/d(beta)*d(beta)/dt
## The Attempt at a Solution
not really sure how to determine du/d(alpha),d(alpha)/dx,d(beta)/dx ,d(alpha)/dt,d(beta)/dt
book says alpha=x+2t, beta=x
## Homework Statement
Derived the general solution of the given equation by using an appropriate change of variables
5.) du/dt-2(du/dx)=2
## Homework Equations
du/dx=du/d(alpha)*d(alpha)/dx+du/d(beta)*d(beta)/dx
du/dt= du/d(alpha)*d(alpha)/dt+du/d(beta)*d(beta)/dt
## The Attempt at a Solution
not really sure how to determine du/d(alpha),d(alpha)/dx,d(beta)/dx ,d(alpha)/dt,d(beta)/dt
book says alpha=x+2t, beta=x
$$\frac{\partial\alpha}{\partial x}=1,\frac{\partial\beta}{\partial x}=1 so $\frac{\partial u}{\partial x}=\frac{\partial u}{\partial\alpha}\frac{\partial\alpha}{\partial x}+\frac{\partial u}{\partial\beta}\frac{\partial\beta} {\partial x}=\frac{\partialu}{\partialx}=\frac{\partial u}{\partial\alpha}+\frac{\partial u}{\partial\beta}$$$
did that help?
$$\frac{\partial\alpha}{\partial x}=1,\frac{\partial\beta}{\partial x}=1 so $\frac{\partial u}{\partial x}=\frac{\partial u}{\partial\alpha}\frac{\partial\alpha}{\partial x}+\frac{\partial u}{\partial\beta}\frac{\partial\beta} {\partial x}=\frac{\partialu}{\partialx}=\frac{\partial u}{\partial\alpha}+\frac{\partial u}{\partial\beta}$$$
did that help?
I probably should have said in the back of the book, they give you alpha and beta. They don't give you the equations for alpha and beta in the problem. I don't understand how to determine alpha and beta. | 543 | 1,803 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.28125 | 4 | CC-MAIN-2021-39 | latest | en | 0.717934 |
https://ris-ai.com/house-budget-prediction | 1,701,644,732,000,000,000 | text/html | crawl-data/CC-MAIN-2023-50/segments/1700679100518.73/warc/CC-MAIN-20231203225036-20231204015036-00291.warc.gz | 559,722,967 | 16,637 | • For any query, contact us at
• +91-9872993883
• +91-8283824812
• info@ris-ai.com
# House Budget Prediction with Python
This article explores how to use Python and finance together via a practical example.The housing market is very important for the financial stability. House Budget Prediction with Python can help a user to predict his/her budget to buy a home on the basis of salary earned.
While doing prediction, we will keep in mind some important factors such as person age , income ,house price etc.
#### We firstly import necessary library for this project
In [1]:
import numpy as np
import pandas as pd
from sklearn.model_selection import train_test_split
from sklearn.linear_model import LinearRegression
import matplotlib.pyplot as plt
## House Budget Prediction with Python
#### Load the data from given CSV file
In [2]:
housing = pd.read_csv('housing.csv')
We take median_income and median_house_value column and divide them in two ration of 80 and 20% by giving test_size = 0.2 Which defines a and y trainset and x and y test_set
In [3]:
xtrain_set, xtest_set, ytrain_set, ytest_set = train_test_split(housing.median_income, housing.median_house_value, test_size=0.2)
#### Using lin_reg variable for linear regression call
In [4]:
lin_reg = LinearRegression()
By using LinearRegression we train our model to predict the model as we get xtrain_set value to be fit with ytrain_set value
In [5]:
lin_reg.fit(np.array(xtrain_set).reshape(-1,1), ytrain_set)
Out[5]:
LinearRegression(copy_X=True, fit_intercept=True, n_jobs=None, normalize=False)
### Here we take salary as an input to predict the price of the house
In [6]:
print("Enter Your Income")
salary=float(input("Income: "))
Enter Your Income
Income: 7.2574
#### Prediction of value using xtest and ytrain for salary entered
In [7]:
predictions = lin_reg.predict(np.array(salary).reshape(-1,1))
Here we get result of prediction of house price i.e. ytest_set on the bases of salary
In [8]:
print("you will buy home with approx rate of:" )
print(predictions)
you will buy home with approx rate of:
[348389.78708337]
Here we can check the difference between value which model predict and the ytest_set which is store in result variable
In [9]:
result = predictions-ytest_set
#### Visualization with histogram graph
In [10]:
plt.hist(result)
Out[10]:
(array([223., 105., 126., 246., 342., 579., 736., 800., 762., 209.]),
array([-151611.21291663, -103361.11291663, -55111.01291663,
-6860.91291663, 41389.18708337, 89639.28708337,
137889.38708337, 186139.48708337, 234389.58708337,
282639.68708337, 330889.78708337]),
<a list of 10 Patch objects>) | 702 | 2,655 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.15625 | 3 | CC-MAIN-2023-50 | latest | en | 0.744724 |
https://studylib.net/doc/25877274/phys12-c01-inclass | 1,726,769,461,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700652055.62/warc/CC-MAIN-20240919162032-20240919192032-00594.warc.gz | 492,431,614 | 11,253 | # Phys12-C01-inclass
```Grade 12 Physics
Summer 2020
Page 1 of 3
Handout: Kinematics In-Class Examples (Class 1)
Dr. Timothy Leung
1. Passengers in a high-speed elevator feel as though they are being pressed heavily against the floor
when the elevator starts moving up. After the elevator reaches its maximum speed, the feeling
disappears.
2. Given the definition of an inertial frame of reference, is Earth an inertial frame of reference?
3. Change the following graph to a position-time graph and an acceleration-time graph. Assume the
object’s displacement is initially zero.
𝑣 (m/s)
4
3
2
1
𝑡 (s)
0
0
1
2
3
4
5
6
7
8
9
10
11
12
13
Handout: Kinematics In-Class Examples (Class 1)
Page 2 of 3
4. While hiking in the wilderness, you come to a cliff overlooking a river. A topographical map shows
that the cliff is 291 m high and the river is 68.5 m wide at that point. You throw a rock directly
forward from the top of the cliff, giving the rock a horizontal velocity of 12.8 m/s.
(a) Did the rock make it across the river?
(b) With what velocity did the rock hit the ground or water?
5. A golfer hits the golf ball off the tee, giving it an initial velocity of 32.6 m/s at an angle of 65° with
the horizontal. The green where the golf ball lands is 6.30 m higher than the tee, as shown in the
illustration. Find the time interval when the golf ball was in the air, and the distance to the green.
Handout: Kinematics In-Class Examples (Class 1)
Page 3 of 3
6. You are playing tennis with a friend on tennis courts that are surrounded by a 4.8 m fence. You
opponent hits the ball over the fence and you offer to retrieve it. You find the ball at a distance of
12.4 m on the other side of the fence. You throw the ball at an angle of 55.0° with the horizontal,
giving it an initial velocity of 12.1 m/s. The ball is 1.05 m above the ground when you release it. Did
the ball go over the fence, hit the fence, or hit the ground before it reached the fence?
7. A player kicks a football for the opening kickoff. He gives the ball an initial velocity of 29 m/s at an
angle of 69° with the horizontal. Neglecting friction, determine the ball’s maximum height, hang
time and range?
``` | 631 | 2,182 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.921875 | 4 | CC-MAIN-2024-38 | latest | en | 0.910033 |
http://educ.jmu.edu/~waltondb/webapp/LinearTransform.html | 1,516,780,039,000,000,000 | text/html | crawl-data/CC-MAIN-2018-05/segments/1516084893530.89/warc/CC-MAIN-20180124070239-20180124090239-00429.warc.gz | 107,845,627 | 3,209 | # Explore Linear Transformations and Eigenvectors
In the graph below, you can control the output vectors for $$\mathbf e_1$$ (red) and for $$\mathbf e_2$$ (blue). These two vectors completely determine the linear transformation. You can then control the input vector $$\mathbf x$$ (purple), and the output vector $$T(\mathbf x)$$ is then updated. The ratio of lengths $$|T(\mathbf x)|/|\mathbf x|$$ and the angle between $$T(\mathbf x)$$ and the span of $$\mathbf x$$ are also computed.
$$A = \begin{bmatrix} 1.75 & 0.75 \\ 0.75 & 1.75 \end{bmatrix}$$
$$\mathbf x = \begin{bmatrix} 1 \\ 1 \end{bmatrix}$$
$$T(\mathbf x) = \begin{bmatrix} 2.5 \\ 2.5 \end{bmatrix}$$
$$\displaystyle \frac{|T(\mathbf x)|}{|\mathbf x|} = 2.5$$
Angle between span of $$\mathbf x$$ and $$T(\mathbf x)$$: 0 degrees."
## Discussion
The vector $$\mathbf x$$ is an eigenvector if $$T(\mathbf x)$$ is in the span of $$\mathbf x$$. This can be seen in the demo above if the angle between $$T(\mathbf x)$$ and the span of $$\mathbf x$$ is zero. When $$\mathbf x$$ is an eigenvector, we must have $$T(\mathbf x) = \lambda \mathbf x$$ for some scalar $$\lambda$$. That scalar is called the eigenvalue associated with the eigenvector $$\mathbf x$$. This can be seen in the demo above when you have found an eigenvector by computing the ratio of the lengths, but with a negative sign if the vectors are pointing in opposite directions.
Here are some example matrices $$A$$ to explore. Move the image vectors $$T(\mathbf e_1)$$ and $$T(\mathbf e_2)$$ to set the matrix (as close as possible). Then move the vector $$\mathbf x$$ to see if you can determine any eigenvectors and the corresponding eigenvalues for the matrices.
1. $$A = \begin{bmatrix} 1.75 & 0.75 \\ 0.75 & 1.75 \end{bmatrix}$$
2. $$A = \begin{bmatrix} 0 & 1 \\ 1 & 0 \end{bmatrix}$$
3. $$A = \begin{bmatrix} -1 & 1 \\ 1 & 1 \end{bmatrix}$$
4. $$A = \begin{bmatrix} 1 & -1 \\ 1 & 1 \end{bmatrix}$$
5. $$A = \begin{bmatrix} 1 & 0.5 \\ 2 & 1 \end{bmatrix}$$ | 677 | 1,992 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4 | 4 | CC-MAIN-2018-05 | latest | en | 0.710239 |
https://1st-in-babies.com/how-many-meters-is-5-7-update-new/ | 1,685,350,118,000,000,000 | text/html | crawl-data/CC-MAIN-2023-23/segments/1685224644817.32/warc/CC-MAIN-20230529074001-20230529104001-00255.warc.gz | 105,171,958 | 49,919 | How Many Meters Is 5 7? Update New
# How Many Meters Is 5 7? Update New
Let’s discuss the question: how many meters is 5 7. We summarize all relevant answers in section Q&A of website 1st-in-babies.com in category: Blog MMO. See more related questions in the comments below.
## How many meters is 5’7 feet?
Quick Lookup Feet To Metres Common Conversions
ft & in m
5′ 4″ 1.63
5′ 5″ 1.65
5′ 6″ 1.68
5′ 7″ 1.70
## What is 5ft 7 in Metres and CM?
5’7 = 170.18 cm
Convert 5 ft 7 to centimeters. Use the calculator above to calculate between feet and centimeters.
### 5 feet to meters?
5 feet to meters?
5 feet to meters?
## How much is 5.7 height?
Pauline Musters – at 23 inches (58 cm) tall, recognised by the Guinness Book of Records as the shortest woman ever recorded.
Human Height Conversion Table.
ft in inches centimeters
5’7” 67in 170.18cm
5’8” 68in 172.72cm
5’9” 69in 175.26cm
5’10” 70in 177.80cm
Feb 5, 2010
## What length is 5 foot 7?
Five feet seven inches (5’7″) is equal to 170.18 cm. This is because there are 30.48 cm in a foot.
5′ 7″ to cm.
Feet and inches Centimeters Meters
5 feet 7 inches 170.18 cm 1.7 m
5 feet 8 inches 172.72 cm 1.73 m
5 feet 9 inches 175.26 cm 1.75 m
5 feet 10 inches 177.8 cm 1.78 m
## What is considered to be short for a man?
For those who don’t know, the average height for men in the world is approx. 5ft 11 inches or 174 centimeters. So, if you are anywhere below this average height, then you are considered short. In fact, this average height for men has substantially increased for couples in recent decades.
## What is 5 foot 2 inches in Metres and Centimetres?
5’2 = 157.48 cm
Convert 5 ft 2 to centimeters.
## How many meters is 5 foot 11?
So, 5′ 11” is 1.8034 meters.
## How many inches is 5 7 feet?
The conversion factor I remember is that there are 2.54 centimeters in 1 inch, so first I would change the feet to inches. 5 12 = 60 so 5’7″ = 67″.
5’8 = 172.72 cm.
## How can I get taller?
Taking good care of yourself — eating well, exercising regularly, and getting plenty of rest — is the best way to stay healthy and help your body reach its natural potential. There’s no magic pill for increasing height. In fact, your genes are the major determinant of how tall you’ll be.
## How tall is 71 inches in height?
Height Comparison Charts
Feet, inches Inches Centimeters
5 feet 10 in 70 in 177.8 cm
5 feet 11 in 71 in 180.34 cm
6 feet 72 in 182.88 cm
6 feet 1 in 73 in 185.42 cm
## How do you calculate height in meters?
Since height is normally given in both feet and inches when these units are in play rather than using a decimal, the easiest way to convert height from feet to meters is to convert height entirely to inches and then divide by 39.37 to get meters. For example, 5 ft 10 in is 70″, and 70/39.37 = 1.778 m.
### ✅ How Many Feet In A Meter
✅ How Many Feet In A Meter
✅ How Many Feet In A Meter
## What is the height of Zendaya?
Zendaya, 25, is 5 ft 10 inches, while Holland, 25, is 5 ft 8 inches.
## How many cm is 5.1 height?
5 foot 1 inches to centimeters.
More Heights.
Ft and In CM
5’1.01 154.9654 cm
5’1.02 154.9908 cm
5’1.03 155.0162 cm
5’1.04 155.0416 cm
## How tall should I be if im 11?
They’re likely to stand somewhere between 4 and 5 feet tall at this age. Their weight will probably be somewhere between 70 and 100 pounds. But at this age, your daughter has likely entered puberty and is at the peak of a growth spurt.
## Can you get taller after 18?
Height is largely determined by genetics, and most people will not grow taller after age 18. However, proper nutrition during childhood and adolescence can help you maximize your height. If you are unhappy with your height, you may want to consider some simple strategies to look and feel your best.
## What is the peak age for a man?
When Do Men Reach Their Physical Peak? A study done by Robert Kail and John Cavanaugh and featured in the book, Human Development: A Life-Span View, stated that men reach their physical peak between their late 20s and early 30s.
## Is 5.2 short for a girl?
Originally Answered: Is 5’2 really short for a female? Yes, it is.
## What size is 2 meters in feet?
Meters to Feet table
Meters Feet
2 m 6.56 ft
3 m 9.84 ft
4 m 13.12 ft
5 m 16.40 ft
## How many meters is 5 5 feet?
Feet to meters chart
Feet & Inches Feet Meters
5 feet 5 inches 5.42 feet 1.65 m
5 feet 6 inches 5.5 feet 1.68 m
5 feet 7 inches 5.58 feet 1.7 m
5 feet 8 inches 5.67 feet 1.73 m
## Is 511 tall for a man?
In general, once a man reaches 5 feet 11 inches or higher, they are considered tall in the United States. … 5 feet 7 inches or smaller, they are considered short. 6 feet 3 inches, they are considered very tall.
### How to convert meter(m) to feet(ft) and feet to meter / feet to meter and meter to feet conversion
How to convert meter(m) to feet(ft) and feet to meter / feet to meter and meter to feet conversion
How to convert meter(m) to feet(ft) and feet to meter / feet to meter and meter to feet conversion
## Is there a 5ft 12?
Not in the real world, if you want to make sense. You wouldn’t describe yourself as being 4 feet 24 inches tall, or 3 feet 36 inches tall. A foot is 12 inches. You can’t be 5 feet 12 inches, because you’re 6 feet.
## How do you write 5 feet 10 inches?
Inches can be represented using “in.” or with a double apostrophe (″). As an example, five feet, ten inches could be written as 5 ft. 10 in or 5′10″.
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Issue in the calculation of electron self energy
Author Message
Joined: Wed May 09, 2018 11:04 am
Posts: 8
Issue in the calculation of electron self energy
Dear Experts,
I am running epw calculation for[b] electronselfenrgy. It stop in between with the error
""At line 294 of file readmat_shuffle2.f90 (unit = 81, file = '../phonons/save/si.dyn_q8')
Fortran runtime error: Bad integer for item 1 in list input ""
I have used 7,7,1 q-points in ph_calculation. But epw calculation stops at :
===================================================================
irreducible q point # 8
===================================================================
Symmetries of small group of q: 1
Number of q in the star = 12
List of q in the star:
1 0.142857143 -0.412393050 0.000000000
2 0.142857143 0.412393050 0.000000000
3 0.285714286 0.329914440 0.000000000
4 -0.428571429 0.082478610 0.000000000
5 -0.428571429 -0.082478610 0.000000000
6 0.428571429 0.082478610 0.000000000
7 -0.142857143 0.412393050 0.000000000
8 -0.142857143 -0.412393050 0.000000000
9 -0.285714286 -0.329914440 0.000000000
10 0.428571429 -0.082478610 0.000000000
11 -0.285714286 0.329914440 0.000000000
12 0.285714286 -0.329914440 0.000000000
In irreducible q point #8 , there are number of q in the star = 12, and that is yet to be solved. Before this, in irreducible q point #7 it has solve upto :
Dyn mat calculated from ifcs
q( 38 ) = ( 0.1428571 0.5773503 0.0000000 )
q( 39 ) = ( -0.5714286 -0.1649572 0.0000000 )
q( 40 ) = ( 0.4285714 -0.4123930 0.0000000 )
q( 41 ) = ( -0.4285714 -0.4123930 0.0000000 )
q( 42 ) = ( -0.1428571 -0.5773503 0.0000000 )
q( 43 ) = ( -0.4285714 0.4123930 0.0000000 ).
The total q-points goes to 43+12=55 which is a higher number than 49.
Tue Dec 03, 2019 10:56 am
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Jump to: Select a forum ------------------ General discussion Theory Electron-phonon Superconductivity Compilation Running the code | 805 | 2,350 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.8125 | 3 | CC-MAIN-2019-51 | latest | en | 0.692662 |
https://short-facts.com/how-does-data-prove-or-disprove-a-hypothesis/ | 1,709,245,699,000,000,000 | text/html | crawl-data/CC-MAIN-2024-10/segments/1707947474853.43/warc/CC-MAIN-20240229202522-20240229232522-00339.warc.gz | 499,136,165 | 41,703 | # How does data prove or disprove a hypothesis?
## How does data prove or disprove a hypothesis?
The proof lies in being able to disprove A hypothesis or model is called falsifiable if it is possible to conceive of an experimental observation that disproves the idea in question. That is, one of the possible outcomes of the designed experiment must be an answer, that if obtained, would disprove the hypothesis.
### Can data prove a hypothesis?
A hypothesis is nothing more than a question based on a particular observation that you will then set out to prove. For a question to be a hypothesis, it must be provable using actual data. For instance, you can prove if altering a headline will increase conversions by up to 20%.
How does an experiment affect a hypothesis?
When conducting scientific experiments, researchers develop hypotheses to guide experimental design. A hypothesis is a suggested explanation that is both testable and falsifiable. You must be able to test your hypothesis, and it must be possible to prove your hypothesis true or false.
Why is it important to prove a hypothesis?
According to the San Jose State University Statistics Department, hypothesis testing is one of the most important concepts in statistics because it is how you decide if something really happened, or if certain treatments have positive effects, or if groups differ from each other or if one variable predicts another.
## What is hypothesis example?
Examples of Hypothesis:
• If I replace the battery in my car, then my car will get better gas mileage.
• If I eat more vegetables, then I will lose weight faster.
• If I add fertilizer to my garden, then my plants will grow faster.
• If I brush my teeth every day, then I will not develop cavities.
### How do you form and test a hypothesis?
Five Steps in Hypothesis Testing:
1. Specify the Null Hypothesis.
2. Specify the Alternative Hypothesis.
3. Set the Significance Level (a)
4. Calculate the Test Statistic and Corresponding P-Value.
5. Drawing a Conclusion.
How do we write a hypothesis?
How to Formulate an Effective Research Hypothesis
1. State the problem that you are trying to solve. Make sure that the hypothesis clearly defines the topic and the focus of the experiment.
2. Try to write the hypothesis as an if-then statement.
3. Define the variables.
What is a good hypothesis example?
Here’s an example of a hypothesis: If you increase the duration of light, (then) corn plants will grow more each day. The hypothesis establishes two variables, length of light exposure, and the rate of plant growth. An experiment could be designed to test whether the rate of growth depends on the duration of light.
## How do you write a hypothesis for an experiment?
However, there are some important things to consider when building a compelling hypothesis.
1. State the problem that you are trying to solve. Make sure that the hypothesis clearly defines the topic and the focus of the experiment.
2. Try to write the hypothesis as an if-then statement.
3. Define the variables.
### What makes a good hypothesis?
A good hypothesis posits an expected relationship between variables and clearly states a relationship between variables. A hypothesis should be brief and to the point. You want the research hypothesis to describe the relationship between variables and to be as direct and explicit as possible.
Which is the best example of a hypothesis?
What are three things a good hypothesis must do?
A hypothesis is a prediction you create prior to running an experiment. The common format is: If [cause], then [effect], because [rationale]. In the world of experience optimization, strong hypotheses consist of three distinct parts: a definition of the problem, a proposed solution, and a result. | 761 | 3,775 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.96875 | 4 | CC-MAIN-2024-10 | latest | en | 0.884983 |
https://zims-en.kiwix.campusafrica.gos.orange.com/wikipedia_en_all_nopic/A/Global_analytic_function | 1,620,685,549,000,000,000 | text/html | crawl-data/CC-MAIN-2021-21/segments/1620243989749.3/warc/CC-MAIN-20210510204511-20210510234511-00149.warc.gz | 1,174,947,316 | 4,065 | # Global analytic function
In the mathematical field of complex analysis, a global analytic function is a generalization of the notion of an analytic function which allows for functions to have multiple branches. Global analytic functions arise naturally in considering the possible analytic continuations of an analytic function, since analytic continuations may have a non-trivial monodromy. They are one foundation for the theory of Riemann surfaces.
## Definition
The following definition is in Ahlfors (1979), but also found in Weyl or perhaps Weierstrass. An analytic function in an open set U is called a function element. Two function elements (f1, U1) and (f2, U2) are said to be analytic continuations of one another if U1 U2 ≠ ∅ and f1 = f2 on this intersection. A chain of analytic continuations is a finite sequence of function elements (f1, U1), …, (fn,Un) such that each consecutive pair are analytic continuations of one another; i.e., (fi+1, Ui+1) is an analytic continuation of (fi, Ui) for i = 1, 2, …, n 1.
A global analytic function is a family f of function elements such that, for any (f,U) and (g,V) belonging to f, there is a chain of analytic continuations in f beginning at (f,U) and finishing at (g,V).
A complete global analytic function is a global analytic function f which contains every analytic continuation of each of its elements.
### Sheaf-theoretic definition
Using ideas from sheaf theory, the definition can be streamlined. In these terms, a complete global analytic function is a path connected sheaf of germs of analytic functions which is maximal in the sense that it is not contained (as an etale space) within any other path connected sheaf of germs of analytic functions.
## References
• Ahlfors, Lars (1979), Complex analysis (3rd ed.), McGraw Hill, ISBN 978-0-07-000657-7 | 441 | 1,830 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.9375 | 3 | CC-MAIN-2021-21 | latest | en | 0.849994 |
https://www.techrepublic.com/article/how-to-measure-system-availability-targets/ | 1,726,310,023,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651579.22/warc/CC-MAIN-20240914093425-20240914123425-00613.warc.gz | 946,338,805 | 106,813 | To accurately measure system availability as experienced by end users, you must first thoroughly understand the system’s configuration. This includes all the components and resources used by the application, both local and remote; and the hardware and software components required to access those resources. The next step is to monitor all these components for outages, then calculate end-to-end availability. Here’s how to do these calculations.
Quantifying availability targets
To quantify the amount of availability achieved, you have to perform some calculations:
Committed hours of availability (A)
This is usually measured in terms of number of hours per month, or any other period suitable to your organization.
Example: 24 hours a day, 7 days a week = 24 hours per day x 7 days x 4.33 weeks per month (average) = approximately 720 hours per month
Outage hours (B)
This is the number of hours of outage during the committed hours of availability. If high availability level is desired, consider only the unplanned outages. For continuous operations, consider only the scheduled outages. For continuous availability, you should consider all outages.
Example: 9 hours of outage due to hard disk crash, 15 hours of outage for preventive maintenance
Next you can calculate the amount of availability achieved as follows:
Achieved availability = ((A-B)/A)*100 percent
For the statistics in the examples above, here’s each calculation:
• High availability = ((720-9)/720)*100 percent = 97.92 percent availability
• Continuous operations = ((720-15)/720)*100 percent = 98.75 percent availability
• Continuous availability = ((720-24)/720)*100 percent = 96.67 percent availability
When negotiating an availability target with users, make them aware of the target’s implications. Table A shows availability targets versus hours of outage allowed for a continuous availability level requirement.
Table A
Continuous availability target Hours of outage allowed per month 99.99% 0.07 hours 99.9% 0.7 hours 99.5% 3.6 hours 99.0% 7.2 hours 98.6% 10.0 hours 98.0% 14.4 hours
It is important to recognize that numbers like these can be difficult to achieve, since time is needed to recover from outages. The length of recovery time correlates with the following factors:
Complexity of the system: The more complicated the system, the longer it takes to restart it. Hence, outages that require system shutdown and restart can dramatically affect your ability to meet a challenging availability target. For example, applications running on a large server can take up to an hour just to restart when the system has been shut down normally, longer still, if the system was terminated abnormally and data files must be recovered.
Severity of the problem: Usually, the greater the severity of the problem, the more time is needed to fully resolve the problem, including restoring lost data or work done.
Availability of support personnel: Let’s say that the outage occurs after office hours. A support person who is called in after hours could easily take an hour or two simply to arrive to diagnose the problem. You must allow for this possibility.
Other factors: Many other factors can prevent the immediate resolution of an outage. Sometimes an application may have an extended outage simply because the system can’t be put offline while applications are running. Other cases may involve the lack of replacement hardware by the system supplier, or even lack of support staff. I have seen many availability targets missed simply because a system supplier could not give due attention to the problem and no backup system supplier existed.
Be aware, you won’t get precise measurements for every user’s availability experience. That’s not realistic. Just recognize that users do have availability requirements to which you must pay attention. Don’t get too dependent on technical measurements for rating your performance. In the end, what matters most is that users are happy with the service that the IT organization provides.
The Harris Kern Enterprise Computing Institute is a consortium of publications—books, reference guides, tools, articles—developed through a unique conglomerate of leading industry experts responsible for the design and implementation of “world-class” IT organizations.
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Learn the latest news and best practices about data science, big data analytics, artificial intelligence, data security, and more. Delivered Mondays and Thursdays | 952 | 4,727 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.75 | 4 | CC-MAIN-2024-38 | latest | en | 0.886049 |
https://webot.org/info/en/?search=NAND_gate | 1,670,079,032,000,000,000 | text/html | crawl-data/CC-MAIN-2022-49/segments/1669446710933.89/warc/CC-MAIN-20221203143925-20221203173925-00262.warc.gz | 632,076,201 | 11,925 | # NAND gate Information
https://en.wikipedia.org/wiki/NAND_gate
Input Output A B A NAND B 0 0 1 0 1 1 1 0 1 1 1 0
The TTL 7400 chip, containing four NANDs. The two additional pins supply power (+5 V) and connect the ground
In digital electronics, a NAND gate (NOT-AND) is a logic gate which produces an output which is false only if all its inputs are true; thus its output is complement to that of an AND gate. A LOW (0) output results only if all the inputs to the gate are HIGH (1); if any input is LOW (0), a HIGH (1) output results. A NAND gate is made using transistors and junction diodes. By De Morgan's laws, a two-input NAND gate's logic may be expressed as A • B=A+B, making a NAND gate equivalent to inverters followed by an OR gate.
The NAND gate is significant because any boolean function can be implemented by using a combination of NAND gates. This property is called functional completeness. It shares this property with the NOR gate. Digital systems employing certain logic circuits take advantage of NAND's functional completeness.
The function NAND(a1, a2, ..., an) is logically equivalent to NOT(a1 AND a2 AND ... AND an).
One way of expressing A NAND B is ${\displaystyle {\overline {A\land B}}}$, where the symbol ${\displaystyle {\land }}$ signifies AND and the bar signifies the negation of the expression under it: in essence, simply ${\displaystyle {\displaystyle \neg (A\land B)}}$.
NAND gates with two or more inputs are available as integrated circuits in transistor-transistor logic, CMOS, and other logic families.
## Symbols
There are three symbols for NAND gates: the MIL/ ANSI symbol, the IEC symbol and the deprecated DIN symbol sometimes found on old schematics. For more information see logic gate symbols. The ANSI symbol for the NAND gate is a standard AND gate with an inversion bubble connected.
MIL/ANSI Symbol IEC Symbol DIN Symbol
## Hardware description and pinout
NAND gates are basic logic gates, and as such they are recognised in TTL and CMOS ICs.
Diagram of the NAND gates in a CMOS type 4011 integrated circuit.
### CMOS version
The standard, 4000 series, CMOS IC is the 4011, which includes four independent, two-input, NAND gates.
#### Availability
These devices are available from most semiconductor manufacturers such as Fairchild Semiconductor, Philips or Texas Instruments. These are usually available in both through-hole DIL and SOIC format. Datasheets are readily available in most datasheet databases.
The standard 2-, 3-, 4- and 8-input NAND gates are available:
• CMOS
• 4011: Quad 2-input NAND gate
• 4023: Triple 3-input NAND gate
• 4012: Dual 4-input NAND gate
• 4068: Mono 8-input NAND gate
• TTL
• 7400: Quad 2-input NAND gate
• 7410: Triple 3-input NAND gate
• 7420: Dual 4-input NAND gate
• 7430: Mono 8-input NAND gate
## Implementations
NMOS NAND gate PMOS NAND gate CMOS NAND gate TTL NAND gate The physical layout of a CMOS NAND Die of a 74AHC00D quad 2-input NAND gate manufactured by NXP Semiconductors Silicon implementation of 4 NAND gates in an integrated circuit
## Functional completeness
The NAND gate has the property of functional completeness, which it shares with the NOR gate. That is, any other logic function (AND, OR, etc.) can be implemented using only NAND gates. [1] An entire processor can be created using NAND gates alone. In TTL ICs using multiple-emitter transistors, it also requires fewer transistors than a NOR gate.
As NOR gates are also functionally complete, if no specific NAND gates are available, one can be made from NOR gates using NOR logic. [1]
Desired gate NOR Construction | 879 | 3,614 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 16, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.734375 | 3 | CC-MAIN-2022-49 | latest | en | 0.850628 |
http://gysagiqevuzyxyni.billsimas.com/321-graphic-organizer-1643816438.html | 1,548,166,365,000,000,000 | text/html | crawl-data/CC-MAIN-2019-04/segments/1547583857913.57/warc/CC-MAIN-20190122140606-20190122162606-00212.warc.gz | 96,330,462 | 4,634 | # 321 graphic organizer
Receive free lesson plans, printables, and worksheets by email: Students do not begin writing a response until some 321 graphic organizer or ideas are in all five areas. Each time they were very professional and I was more than pleased with the work business cards, automotive decals and magnets.
As in the four square writing method, the students then organize and edit their thoughts by writing their solution in the traditional linear response, using connecting phrases and adding details and relationships. Summary As our work suggests, effective reading and writing strategies like graphic organizers may have crossover effects in mathematics for students of all ability levels.
The four corners and a diamond graphic organizer helps each type of student produce a more complete response in each of the three categories and, thus, receive a higher score.
Time Line Generators - This generator can be used to make time lines of up to 14 events 321 graphic organizer your choice. The teachers found the use of graphic organizers in mathematical problem solving to be very efficient and effective for all levels of students.
This graphic organizer was modified from the four squares writing graphic organizer described by Gould and Gould Your Email Address Graphic Organizers Maker The teacher tools below will allow you to make graphic organizers by filling out a simple form.
Leave me a comment in the box below. What we know about mathematics teaching and learning.
This work shows a misunderstanding of the problem, limited strategy, and no explanation. Did you first think to discuss in your solution why you are not just adding four with every square? Principles and standards for school mathematics. Our four corners and a diamond graphic organizer has five areas: The graphic organizer helped students coordinate various parts of mathematical problem solving: We found that four corners and a diamond, when properly used, was an extremely useful instructional method in the middle grades mathematics classroom.
Includes a vast array of K math concepts. In their small-group discussions, students identify relationships between the areas in the graphic organizer and among the various solutions. Something that you have found to be effective with kids? The "lights" in their eyes just seem to burn more brightly.
Sample 5 is the post-test work of a higher-ability student. Establishing classroom routines, providing warm up activities, structuring instructional time, the "Going to the Movies" approach, setting expectations, and.
The steps for the open response write-up are as follows: The options are unlimited without being overwhelming! Obviously, the four corners and a diamond graphic organizer is designed to help students understand the problem, devise a plan, carry out the plan, and look back Polya, Great Tips for Enhancing Effectiveness Ideas for first year teachers: Allowing students to first use their own thinking—and then reflect, revise, and re-organize their knowledge, strategies, and communication—helps them improve their problem-solving abilities.
The four square writing method is a formulaic writing approach, originally designed to teach essay writing to children in a five paragraph, step-by-step approach. We also offer larger-scale signs such as monument signs, building signs, channel letters, and more!
Strategies and Methods Tools Motivating Students: KWL Generator - Getting students to reflect on their learning is a difficult task. First Day of School: It also shows that completing a problem-solving response has several different, but related, aspects.The graphic organizer generators below will allow you to make graphic organizers by filling out a simple form.
The materials are made instantly and can be printed directly from your computer. Then complete the graphic organizer on page Historians still consider the decision to buy the Louisiana Territory an important turning point in American history.
Adapting a graphic organizer for mathematical problem solving. Figure 1: Four Corners and a diamond mathematics graphic organizer.
Figure 1 depicts the four corners and a diamond graphic organizer. This graphic organizer was modified from the four squares writing graphic organizer described by Gould and Gould ().
The four square writing. This graphic organizer was developed to aid with the Common Core Reading Informational standards. Each individual page was developed to be used as a letter size or to be enlarged as a poster for large group participation. There are four different color4/5(12).
Graphic Organizers A graphic organizer is an instructional tool used to illustrate a student or class's prior knowledge about a topic or section of text; specific examples include the K-W-L-H Technique and the Anticipation/Reaction Guide. Literary Element (page ) Author’s Purpose Only Daughter SANDRA CISNEROS An author’s purpose is the author’s reason for writing.
What does the author want Active Reading Graphic Organizer Cisneros’s beliefs about who she is and what she can be are a product of many in-fluences.
Only some of them are directly stated in this essay.
321 graphic organizer
Rated 4/5 based on 6 review | 968 | 5,217 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.953125 | 3 | CC-MAIN-2019-04 | latest | en | 0.951107 |
https://www.selfgrowth.com/articles/salient-features-of-teaching-geometry-0 | 1,580,127,348,000,000,000 | text/html | crawl-data/CC-MAIN-2020-05/segments/1579251700675.78/warc/CC-MAIN-20200127112805-20200127142805-00274.warc.gz | 1,070,980,217 | 14,043 | Geometry can be taught in an informal manner. The formal method of teaching geometry tends to limit the ability to reason out spatially. According to the Van Hiele method there are five levels of understanding that culminate in geometric thinking. It would be as well to begin by defining geometric thinking before discussing the salient features of teaching Geometry. Geometric thinking is a field of Mathematics where visual thinking dominates. In order to practice it the student has to progress past various levels. It is the tutor’s duty to guide the student along the various zones. Geometric teaching must enable what are known as ‘geometric experiences’. The various five levels that lead to geometric thinking are ‘Visualization’, ‘Analysis’, ‘Informal Deduction’, ‘Deduction’ and ‘Rigour’.
In the first level of ‘visualization’ learners tend to think in images, shapes and patterns. At this stage the tutor guides students to identify shapes, categorize them by sorting them, manipulate shapes in terms of personal identifications, differentiate sizes and shapes based on visual criteria and build, draw, collate and separate shapes. In the second level of ‘analysis’, learners identify properties of shapes and the tutor needs to help them to build vocabulary concerning these properties. Students at this level would be able to describe relationships between shapes and properties.
In the third level, ‘Informal Deduction’ learners tend to recognize relationships between shapes and properties and the aim at this level is to construct logical arguments using their properties. The tutor guides the students to start solving problems which involve dealing with properties of shapes. This will involve using informal deductive language such as “if then”, “what if” etc. It will involve understanding the verbal notion of “converse” as in “the converse is true”. The fourth and the fifth levels are ‘Deduction’ and ‘Rigour’ respectively and they constitute the higher order geometric experiences. In the fourth level of ‘deduction’ the tutor should guide the students to construct proofs with postulates and axioms. The fifth level, ‘Rigour’ is the highest level of thinking in the Van Hiele hierarchy. Here the tutor must guide the students to work with different geometric models which employ more complicated systems of Geometry. Typically if the foundation is not strong and the student ends up dealing with higher level Geometry there will be a tendency to misinterpret concepts and the online tutor can step in and help them find their way out of the geometric maze. Online tutoring can give you the magic wand to play with shapes and patterns.
Author's Bio:
Best way to learn and score good marks in the exams using a good online tutoring service with the help of an expert online math tutor. | 543 | 2,813 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.578125 | 4 | CC-MAIN-2020-05 | longest | en | 0.943949 |
http://tancet-mba.blogspot.com/2010/01/speed-time-distance-tancet-math.html | 1,553,366,065,000,000,000 | text/html | crawl-data/CC-MAIN-2019-13/segments/1552912202924.93/warc/CC-MAIN-20190323181713-20190323203713-00026.warc.gz | 198,395,236 | 14,476 | ## Tuesday, January 19, 2010
### Speed Time Distance : TANCET Math
Speed, Time and Distance is an interesting topic from which you could expect to get one question in the math section and probably a question in the data sufficiency section of the TANCET MBA test.
The concept is extremely simple : Distance = Speed * Time
The place where you need to be careful is to make sure that the units that you use for the different quantities have integrity i.e., if the unit for speed used is km/hr, then you should use hour as the unit for time.
Here is a simple question in speed time distance.
Question
Traveling at 4/5ths of her usual speed, Sonal reached office 20 minutes late. How long did she take today?
1. 60 minutes
2. 80 minutes
3. 100 minutes
4. 64 minutes
5. 96 minutes
She travels at 4/5th of her usual speed.
Let her usual speed be 's' km/min. So, today she travels at 4/5s.
Let the usual time she takes be 't' minutes. So, today she will take (t + 20) minutes.
As the distance traveled in both the cases is the same, we can equate them
i.e., st = 4/5s (t + 20)
dividing both sides by 's' we get t = 4/5(t + 20)
or 5t = 4t + 80
or t = 80 minutes.
t is the usual time take.
The time taken today is t + 20 = 100 minutes.
Note: 1. We used km/min as the unit for speed as the unit of time given in the question is in minutes.
2. we did not stop at finding the value of 't'. The question was about finding the time taken today = t + 20.
You can get additional questions on speed time and distance at this link. | 420 | 1,520 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.28125 | 4 | CC-MAIN-2019-13 | latest | en | 0.943427 |
https://www.exaton.hu/qn573/c5fe24-atomic-mass-of-boron | 1,624,129,876,000,000,000 | text/html | crawl-data/CC-MAIN-2021-25/segments/1623487649688.44/warc/CC-MAIN-20210619172612-20210619202612-00196.warc.gz | 688,594,718 | 7,589 | What is the %age of each isotope in boron? For example, the element boron is composed of two isotopes: About 19.9% of all boron atoms are 10 B with a mass of 10.0129 amu, and the remaining 80.1% are 11 B with a mass of 11.0093 amu. ChEBI A trace element with the atomic symbol B, atomic number 5, and atomic weight [10.806; 10.821]. The atomic mass of boron is 10.81 amu. Calculate the atomic weight of boron. Calculation of average atomic mass: The atomic attoms fo the two stbale isopes of boron, and , are and , respectively, Calculate the average atomic mass of boron. Neon has three naturally occurring isotopes. The reason behind no atom of boron exhibiting this value is to be explained. If the formula used in calculating molar mass is the molecular formula, the formula weight computed is the molecular weight. (check your answer with the simulation) [121][122], Amorphous boron is used as a melting point depressant in nickel-chromium braze alloys. Boron has an average atomic mass of 10.81. This is a failry common question and stomps many students. A simple average of 10 and 11 is, of course, 10.5. There are 13 radioisotopes that have been discovered, with mass numbers from 7 to 21, all with short half-lives, the longest being that of 8 B, with a half-life of only 770 milliseconds (ms) and 12 B with a half-life of 20.2 ms. All other isotopes have half-lives shorter than 17.35 ms. The element boron consists of two isotopes, 10 5 B and 11 5 B. Note that this is the value listed in the periodic table for the atomic mass of boron. The atomic mass is useful in chemistry when it is paired with the mole concept: the atomic mass of an element, measured in amu, is the same as the mass in grams of one mole of an element. The question states: 19.7% of boron-10. Let the percentage of boron isotope with atomic weights 10.01 be x% and that of atomic weight 11.01 be (100-x)%. Boron is the first and lightest element of group 13 in the periodic table. Boron-11 has a mass of 11.01 amu. The A r of boron is 10.81 and consists of only two isotopes, boron-10 and boron-11. Their masses, based on the carbon scale, are 10.01 and 11.01, respectively. Boron is used in pyrotechnics and flares to produce a green color. One isotope of boron has a mass of 10.012938 and a relative abundance of 19.80 percent. The average atomic mass of boron in "amu" is a weighted average of its two given 10B and 11B isotope masses. 86% (484 ratings) Problem Details. (1 u is equal to 1/12 the mass of one atom of carbon-12) Molar mass (molar weight) is the mass of one mole of a substance and is expressed in g/mol. That uncertainty increased in 1995 when the Commission decided to include the isotopic composition of boron in seawater. Boron carbide (B 4 C) Boron nitride (BN) Boron tribromide (BBr 3) Boron trichloride (BCl 3) Boron trifluoride (BF 3) Boron trioxide (B 2 O 3) Interesting facts: It does not occur freely in nature in its elemental form. Compared with most other standard atomic weights, the tabulated value for boron is relatively uncertain. Carbon-12 atom is taken to be the standard.The atomic masses of all other elements are determined by comparing the mass of their atom with the mass of a … And 10.81 u is a lot closer to 11u than it is to 10u, so there must be more of boron-11. Sources, facts, uses, scarcity (SRI), podcasts, alchemical symbols, videos and images. The formula weight is simply the weight in atomic mass units of all the atoms in a given formula. A naturally occurring sample of the element boron has a relative atomic mass of 10.8 In this sample, boron exists as two isotopes. The relative atomic mass of boron was obtained accurately in the past from chemical analysis of reacting masses but now mass spectrometers can sort out all of the isotopes present and their relative abundance. Notice the effect of the "weighted" average. boron occurs in nature in form of two isotopes having atomic masses 10 and 11.what are the percentage abundances of these isotopes in a sample boron having averag atomic mass 10.8.please explain. In this study, the bottom-up synthesis of an atomic boron network possessing a completely planar skeleton was achieved from KBH4. In a sample of neon, $$90.92\%$$ of the atoms are $$\ce{Ne}$$-20, which is an isotope of neon with 10 neutrons and a mass of $$19.99 \: \text{amu}$$. Caesium has physical and chemical properties similar to those of rubidium and potassium. Atomic Mass of Boron. Interpretation: The atomic mass value of boron in stated in the periodic table is given. Potassium cations … 10.8 is the relative atomic mass of boron. The answer is 20%. The atomic masses of Boron-10 and Boron-11 are 10.012938 and 11.009305 amu, respectively. The equation continues on[….] Boron has two isotopes: Boron-10 has a mass of. Molecular mass (molecular weight) is the mass of one molecule of a substance and is expressed in the unified atomic mass units (u). 80.3% of boron-11. The borophene-analog was stabilized by oxygen atoms positioned on the same plane, providing holes and the anionic state of the layer. Thanks in advance. based on the number of isotopes in the problem. The average atomic mass of an element is actually a weighted average atomic mass, taking into account the percent abundance of the naturally occurring isotopes of the element. The mass of an average boron atom, and thus boron's atomic mass, is $$10.8 \: \text{amu}$$. Although the atomic number of boron is 10, its atomic mass is nearer to 11 than to 10, reflecting the fact that the heavier isotope is more abundant than the lighter isotope. Borophene and the analogs are attractive 2D-materials showing unique mechanical and electronic properties. Boron has also been used in some rockets as an ignition source. Calculate the natural abundances of these two isotopes. It is represented by the symbol B and atomic number is 5. 10.01 amu. An important corollary to the existence of isotopes should be emphasized at this point. Example $$\PageIndex{1}$$: Atomic Weight of Neon. The atomic mass or relative isotopic mass refers to the mass of a single particle, and therefore is tied to a certain specific isotope of an element. The other isotope has a relative abundance of 80.20 percent. The mass of an average boron atom, and thus boron's atomic mass, is $$10.8 \: \text{amu}$$. It is found in borax, boric acid, colemanite, kernite, ulexite and borates. Thus, since the atomic mass of iron is 55.847 amu, one mole of iron atoms would weigh 55.847 grams. Weights of atoms and isotopes are from NIST article. Boron-11 The atomic mass of boron is 10.81 u. Example 1 The natural abundance for boron isotopes is: 19.9% 10 B (10.013 amu) and 80.1% 11 B (11.009amu). [25] Atomic mass of Boron is 10.811 u. Calculate the percentage abundance of 10B in this naturally occurring sample of boron. In this example, we calculate atomic abundance from atomic mass. This should be confirmed by consulting the Periodic Table of the Elements. If the formula used in calculating molar mass is the molecular formula, the formula weight computed is the molecular weight. Its valency is 3. it has 3 valence electrons. Our answer of 10.8 allows for the fact that there are a lot more of the heavier isotope of boron - and so the "weighted" average ought to be closer to that. But which Natural Abundance should be used? The average atomic mass for boron is calculated to be: boron average mass = (0.199 × 10.0129 amu) + (0.801 × 11.0093 amu) = 1.99 amu + 8.82 amu = 10.81 amu Average atomic mass of boron is 10.81. Boron-10, one of the naturally occurring isotopes of boron, is a good absorber of neutrons and is used in the control rods of nuclear reactors, as a radiation shield and as a neutron detector. Atomic Mass Number Of Boron.The Atomic Mass Number Of Boron Is 10.81 Its Atomic number is 5. This is a list of chemical elements, sorted by atomic mass (or most stable isotope) and color coded according to type of element.Each element's atomic number, name, element symbol, and group and period numbers on the periodic table are given. Mass numbers of typical isotopes of Boron are 10; 11. One Atomic Unit is defined as exactly one-twelfth the mass of an atom of carbon-12. Use this information to calculate the relative atomic mass of boron. It is sometimes found in volcanic spring waters. In 1985, the "g" annotation was added to reflect the occurrence of materials with anomalous isotopic compositions. The average atomic mass of boron is 10.811 amu. The average atomic mass of boron is 10.811 amu. FREE Expert Solution Show answer. The atomic mass is the mass of an atom. Element Boron (B), Group 13, Atomic Number 5, p-block, Mass 10.81. Naturally occurring boron consists of two isotopes: ^10B (19.9%) with an isotopic mass of 10.0129 amu and ^11B (80.1%) with an isotopic mass of 11.00931 amu. Boron-11 is the stable isotope of boron with relative atomic mass 11.009306, 80.1 atom percent natural abundance and nuclear spin 3/2. Concept introduction: The atomic mass of an element having isotopes is determined by taking an average of the atomic masses of the major isotopes of the element. Average atomic mass of boron is 1 0 ⋅ 3 Reason Boron has two isotopes B 1 0 and B 1 1 whose percentage abundances are 1 9 ⋅ 6 % and 8 0 ⋅ 4 % respectively. Boron (5 B) naturally occurs as isotopes 10 B and 11 B, the latter of which makes up about 80% of natural boron. The formula weight is simply the weight in atomic mass units of all the atoms in a given formula. It has 5 p neutrons , 6 neutrons and 5 electrons. Atomic Mass unit = the mass of a carbon – 12 atom. This is useful because 11B is largely immune to radiation damage. The atomic mass is the mass of an atom.
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Abundance from atomic mass of 10.012938 and a relative abundance of 80.20.. And the anionic state of the layer is, of course, 10.5 most other standard weights., videos and images as a melting point depressant in nickel-chromium braze alloys flares to a... Weighted '' average isotopes should be confirmed by consulting the periodic table iron atoms weigh! Boron in seawater consists of only two isotopes: Boron-10 has a mass of boron in seawater the of... 10.01 be x % and that of atomic weight [ 10.806 ; ]! Most other standard atomic weights 10.01 be x % and that of atomic weight 11.01 be ( )! Valence electrons this naturally occurring sample of boron is 10.81 and consists only! Weight of Neon one-twelfth the mass of boron other isotope has a mass of boron number... Simple average of its two given 10B and 11B isotope masses stomps many students value is be. Largely immune to radiation damage example, we calculate atomic abundance from atomic mass units of all atoms... Materials with anomalous isotopic compositions weight is simply the weight in atomic mass number of Boron.The mass! Completely planar skeleton was achieved from KBH4 amu, respectively Boron.The atomic.. A naturally occurring sample of the weighted '' average p-block, mass 10.81 number is 5 weigh grams. Of the element boron has two isotopes, Boron-10 and boron-11 are 10.012938 and a abundance. 11 5 B amu, respectively of Neon 10.8 in this example, we calculate atomic abundance from mass. In pyrotechnics and flares to produce a green color borophene-analog was stabilized by oxygen atoms positioned on the carbon,!
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This printable has 20 task cards that challenge students to find equivalent fractions while using pattern blocks. These task cards mainly focus on halves, thirds, and fourths. A few sixths and twelfths are worked on though. There is one bonus task card that further expands knowledge. Get a sample
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Introduce the idea of equivalent fractions with this guided exploration using pattern blocks. Students are asked to explore, construct meaning, and generalize to novel situations about equivalent fractions.
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This common core fraction activity goes well with the following 4th grade common core standards: M4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fraction
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This game is used to help students build conceptual understanding of fractions and equivalent fractions using pattern blocks (hexagon, trapezoid, rhombus, triangle). The game set includes a directions sheet, score card, and three differentiated sets of task cards to use with the game. The cards ca
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I created this Fractions Math Unit to use while teaching my students the concept of fractions. This 103 page packet covers an array of topics related to fractions and is all that you will need to help your students master this difficult concept. This complete Fractions Math Unit includes the follo
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This lesson plan bundle includes three days of detailed lesson plans and printable materials. For these lessons your students will need a math notebook/journal, pattern blocks and/or fraction bars. *Interactive Notebook = INB Day 1: Equivalent Fractions (Visuals) Lesson Plan Math Investigation Tic
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Pattern Blocks for older students?! You bet!!! Cultivate a deep understanding of fractions with this engaging, hands-on resource that your students will LOVE! There are 36 different cards in this set, and each one presents a unique, non-routine task using pattern blocks. Your students will utili
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Fractions don't have to be confusing and difficult. These 30 equivalent fraction task cards will have your students completely engaged and challenged as they create pattern block pictures equal to a given fraction amount. AMAZINGLY EFFECTIVE!For a quick video peek inside, click the link below.Equiva
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FREE Equivalent Fraction Task Cards Hands-On Understanding fractions doesn't have to be confusing and frustrating. These free Fraction Task Cards are hands-on tasks and are not only fun and engaging, but the activities help students gain fraction understandings independently! This freebie is part
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Do you need a way to have your students understand fractions and equivalent fraction concepts? This Common Core Aligned Lapbook should help. 4th Grade Common Core Standards Addressed: 4.NF.1- Explain why a fraction a/b is equivalent to a fraction nxa/nxb by using visual fraction models. Use this
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This activity includes 15 Cognitive Guided Instruction word problems asking students to share a whole equally. Students will progress from equally sharing one, to equally sharing a set. The final set of problems ask students to share a set in fractional part. Question #5 asks student the follo
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Fractions don't have to be confusing and difficult. These equivalent fraction task cards will have your students completely engaged and challenged as they create pattern block pictures equal to a given fraction amount. Students challenge themselves as they dig deep into fraction concepts and unders
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Pattern Blocks and Fractions Task Cards "If This is One Whole...., How Much is This....?" Students use pattern blocks to explore relationships between pattern block pieces. Given the shape that constitutes one whole, students determine the value of a different set of blocks. These task cards are gr
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Hello teachers! Students LOVE this hands-on activity that introduces them to writing equations with variables and prepares them for adding and subtracting fractions. This game addresses so many Common Core standards! ***You can also buy this activity as part of a bundle here. Every time I have do
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This resource includes 4 tasks that help build knowledge of adding and subtracting fractions. Task 1 introduces the pattern blocks as fractions. Task 2 requires the student to model improper fractions and the equivalent mixed number with pattern blocks. In Task 3, students should model the additi
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Teacher will need to have access to Pattern Blocks to enable students to do this activity. Students will use the Pattern Blocks to find equivalent fractions.
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This activity addresses the student expectation TEK 3.3F, a readiness standard, in which students are required to represent equivalent fractions with denominators of 2,3,4,6 and 8 using a variety of objects, and pictorial models, including number lines. 10 task cards are included that would fit per
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Use this simple worksheet to allow students to explore finding equivalent fractions in conjunction with expanded pattern blocks. It aligns with Common Core standards in 3rd, 4th, and 5th grade.
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This resource gives teachers a step by step way of developing fraction sense using pattern blocks. The resource helps develop the following: 1) Equivalent Fractions 2) Improper Fractions and Mixed Numbersx 3) Fractions in Simplest Form 4) Comparing Fractions 5) Adding and Subtracting Frac
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Get 10 Activities and Games designed to help you teach equivalent fractions and allow your students fun, hands-on practice. These activities focus on modeling fractions so children can see how they are equivalent. Number lines, visual models, and manipulatives such as pattern blocks are used. 1. In
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This unit was designed to make learning fractions fun and visually appealing. There are six different activities to bolster comparing and ordering fractions as well as naming equivalent fractions. I'm also including fraction card (for comparison and ordering), pattern block, and equivalent fractio
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Pattern blocks provide an excellent way to introduce the basic ideas of fractions, a topic often considered to be difficult. This unit starts by introducing simple fractions then moves on to equivalent fractions, addition and subtraction including improper fractions and mixed numbers. Finally studen
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This low-prep, easy to follow math lesson will help your students to develop a deep conceptual understanding of equivalent fractions by using hands-on problem solving, questioning, and purposeful talk. Aligned to Ontario Grade 4 Expectation Demonstrate and explain the relationship between equivale
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COLOR VERSION; FOR BLACK AND WHITE VERSION USE LINK https://www.teacherspayteachers.com/Product/EQUIVALENT-FRACTIONS-INTERACTIVE-NOTEBOOK-3982720 Introduce or review equivalent fractions with this engaging interactive notebook. Students will create, sort, and classify fractions based on their equiv
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http://marty-green.blogspot.com/2012/06/fifth-degree-part-iv.html | 1,632,570,563,000,000,000 | text/html | crawl-data/CC-MAIN-2021-39/segments/1631780057622.15/warc/CC-MAIN-20210925112158-20210925142158-00626.warc.gz | 34,006,616 | 24,930 | ## Friday, June 22, 2012
### The Fifth Degree: Part IV
I've been reading over what I posted yesterday about the cubic, where I identified a certain combination of the roots alpha, beta and gamma as the square root of a rational number:
Now I'm not all that happy with the way I explained this. All those terms in alpha-squared-beta, etc....those six functions really define everything about the structure of the algebraic field formed by adjoining alpha, beta, and gamma to the rationals. The field structure derives from the indistinguishability of the three roots. With respect to the rational numbers, the three roots are in general indistinguishable with respect to re-shuffling. This means that if two people evaluate any expression in alpha, beta and gamma, it doesn't matter if they make different choices for which one is which...the result, expressed in terms of rational numbers, will be the same either way.
Actually, this isn't always true. It's clearly not true for a cubic which factors, where one of the roots is rational and the others aren't. Even some irreducible cubics have roots that cannot always be shuffled indiscriminately. (These are cases where the roots have a cyclic relationship.) But in the most general case, the three roots can be freely interchanged with each other.
Let's look at the implications of this for our six terms in alpha-squared-beta, etc. Any re-shuffling of alpha, beta and gamma will result in a re-shuffling of our alpha-squared betas etc. For example, if we swap beta and gamma, then alpha-squared-beta becomes alpha-squared-gamma. But there is one interesting function in our alpha-squared-betas that has an interesting property. Consider:
If you start swapping alphas and betas with each other, you notice a peculiar thing. There are only two possible outcomes. Either you end up with theta unchanged, or you end up with what I'll call theta-prime:
Try it if you don't believe me. Any operation whereby you switch the alphas, betas and gammas with each other can only have one of two outcomes on the thetas: either they stay where they are, or they trade places with each other. And that means our thetas are the roots of a quadratic equation.
Furthermore, it's easy to see that they are the roots of a quadratic. Just take their sum and their product. Our thetas are not quite symmetric functions in alpha, beta and gamma. They are just a bit unsymmetric. But their sum and product are both symmetric functions, and as such, must have rational values. (As I pointed out last time, this property is inherited from the elementary symmetric functions in alpha, beta and gamma, which are just the coefficients of the cubic equation.)
When I tried to explain this yesterday, I basically started from the position that the difference of the thetas is the square root of a rational. Well, that's true for the roots of any quadratic equation, but I don't think it was the best way to make my point...not when I get around to generalizing the argument to equations of higher degree.
What do we really gain by the existence of the thetas? The huge consequence, the thing that Galois recognized, is this: that we have the field of rational numbers, and we have the field of algebraic numbers formed by adjoining the roots of the cubic to the rationals: these are the fields that we already knew about. But now we have a third field, intermediate between these two fields, which is formed by adjoining an ordinary square root to the rationals. And this intermediate field is the stepping stone which helps us reach our ultimate destination, the field which is known as the "splitting field" of the cubic.
Now, I took a course in this stuff many decades ago, and I distinctly remember that we supposedly reach the splitting field by adjoining nth roots of an element of each successive field. So having reached this intermediate field, you'd think we simply adjoin the cube root of some element and this generates the destination field.
Incredibly, it doesn't seem to work that way. We are, for the sake of argument, sitting in the field formed by adjoining the square root of seven to the rationals. Now take a typical element of this field, such as twelve take-away four root seven, and cube root it. Adjoin this number to the field we already had: this gives us:
where we've created this extension field first by adjoining the square root of an ordinary element of our starting field, the rationals; and then by adjoining the cube root of a typical element in the secondary field. And yet: this is not the splitting field of a cubic. We have to adjoin one more element: the conjugate of the last element we adjoined. It's not enough to tack on one without the other. We have to make both choices of the square root:
And needless to say, it wasn't enough to adjoin just one of the cube roots: we have to adjoin all three cube roots of each of the two conjugates.
Is this new field the splitting field of our cubic? Actually, no. It's a bigger field than our splitting field. It includes elements that are not part of the true splitting field, the field formed by the algebraic closure of alpha, beta, and gamma with the rationals. This field, the true splitting field, doesn't include our two conjugate cube root terms. Our alpha, beta and gamma are composed of the sums, suitably chosen, of those conjugate cube roots.
Furthermore, the whole ball of wax only works in the special circumstance that the product of our two conjugates happens to be a perfect cube. In the example I've chosen, we evaluate the product as 144 - 16*7 = 32....not a perfect cube. So this doesn't happen to be the splitting field of any cubic equation with rational coefficients.
It's all very peculiar. | 1,233 | 5,738 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.71875 | 4 | CC-MAIN-2021-39 | latest | en | 0.936758 |
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A184484 Lower s-Wythoff sequence, where s(n)=3n-2. Complement of A184485. 3
%I
%S 1,3,4,5,6,8,9,10,12,13,14,16,17,18,20,21,22,23,25,26,27,29,30,31,33,
%T 34,35,36,38,39,40,42,43,44,46,47,48,49,51,52,53,55,56,57,59,60,61,62,
%U 64,65,66,68,69,70,72,73,74,76,77,78,79,81,82,83,85,86,87,89,90,91,92,94,95,96,98,99,100,102,103,104,105,107,108,109,111,112,113,115,116,117,119,120,121,122,124,125,126,128,129,130,132,133,134,135,137,138,139,141,142,143,145,146,147,148,150,151,152,154,155,156
%N Lower s-Wythoff sequence, where s(n)=3n-2. Complement of A184485.
%t k=3; r=2; d=Sqrt[4+k^2];
%t a[n_]:=Floor[(1/2)(d+2-k)(n+r/(d+2))];
%t b[n_]:=Floor[(1/2)(d+2+k)(n-r/(d+2))];
%t Table[a[n],{n,120}]
%t Table[b[n],{n,120}]
%Y Cf. A184117, A184485.
%K nonn
%O 1,2
%A _Clark Kimberling_, Jan 15 2011
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# 'sticks of butter'what are these? i.e. how much does a stick weigh? Answered
I am wanting to make some cookies (American recipe) and it calls for 'two sticks of butter' - I need to know what this equates to in grams (or ounces I guess for Americans).
cheers
Lesley from NZ
Tags:
## Discussions
28g = 1 oz.
4oz. =112g
1 LB of butter is divided into 4 "sticks"
1/4 LB each (4oz)
115g, Hope this helps you Lesley! | 130 | 436 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.90625 | 3 | CC-MAIN-2018-34 | latest | en | 0.923495 |
http://bxtmaturewm.sbh-online.xyz/graphing-duration-recording-sheets.html | 1,571,848,763,000,000,000 | text/html | crawl-data/CC-MAIN-2019-43/segments/1570987834649.58/warc/CC-MAIN-20191023150047-20191023173547-00159.warc.gz | 34,654,150 | 4,515 | # Graphing duration recording sheets
Sheets graphing
## Graphing duration recording sheets
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# 2_Interpolation_week3-4 - Interpolation Hector D Ceniceros...
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Interpolation * Hector D. Ceniceros 1 Approximation Theory Given f C [ a, b ], we would like to find a “good” approximation to it by “simpler functions”, i.e. functions in a given class (or family) Φ. For example,Φ = P n = { all polynomials of degree n } . A natural problem is that of finding the best approximation to f by func- tions in Φ. But how do we measure the accuracy of any approximation? that is, what norm 1 do we use? We have several choices for norms of functions. The most commonly used are: 1. The max or infinity norm: k f k = sup x [ a,b ] | f ( x ) | . 2. The 2-norm: k f k 2 = ( R b a f 2 ( x ) dx ) 1 2 . 3. The p-norm: k f k p = ( R b a f p ( x ) dx ) 1 p . Later, we will need to consider weighted norms: for some positive function ω ( x ) in [ a, b ] (it could be zero on a finite number of points) we define k f k ω, 2 = Z b a ω ( x ) f 2 ( x ) dx 1 2 . (1) * These are lecture notes for Math 104 A. These notes and all course materials are protected by United States Federal Copyright Law, the California Civil Code. The UC Policy 102.23 expressly prohibits students (and all other persons) from recording lectures or discussions and from distributing or selling lectures notes and all other course materials without the prior written permission of the instructor. 1 A norm k · k is a real valued function on a vector space such that (1) k f k > 0 , f 6≡ 0, (2) k λf k = | λ |k f k for any λ scalar, and (3) k f + g k ≤ k f k + k g k . 1
Then, by best approximation in Φ we mean a function p Φ such that k f - p k ≤ k f - q k , q Φ . Computationally, it is often more efficient to seek not the best approximation but one that is sufficiently accurate and fast converging to f . The central building block for this approximation is the problem of interpolation. 2 Interpolation Let us focus on the case of approximating a given function by a polynomial of degree at most n . Then the interpolation problem can be stated as follows: Given n +1 distinct points, x 0 , x 1 , ..., x n called nodes and corresponding values f ( x 0 ) , f ( x 1 ) , ..., f ( x n ), find a polynomial of degree at most n , P n ( x ), which satisfies (the interpolation property) P n ( x 0 ) = f ( x 0 ) P n ( x 1 ) = f ( x 1 ) . . . P n ( x n ) = f ( x n ) . Let us represent such polynomial as P n ( x ) = a 0 + a 1 x + · · · + a n x n . Then, the interpolation property means P n ( x 0 ) = f ( x 0 ) , P n ( x 1 ) = f ( x 1 ) , · · · , P n ( x n ) = f ( x n ) , which implies a 0 + a 1 x 0 + · · · + a n x n 0 = f ( x 0 ) a 0 + a 1 x 1 + · · · + a n x n 1 = f ( x 1 ) . . . a 0 + a 1 x n + · · · + a n x n n = f ( x n ) . This is a linear system of n +1 equations in n +1 unknowns (the polynomial coefficients a 0 , a 1 , . . . , a n ). In matrix form: 1 x 0 x 2 0 · · · x n 0 1 x 1 x 2 1 · · · x n 1 . . . 1 x n x 2 n · · · x n n a 0 a 1 . . . a n = f ( x 0 ) f ( x 1 ) . . . f ( x n ) (2) 2
Does this linear system have a solution? Is this solution unique? The answer is yes to both. Here is a simple proof. Take f 0, then P n ( x j ) = 0,for j = 0 , 1 , ..., n but P n is a polynomial of degree n , it cannot have n + 1 zeros unless P n ( x ) 0, which implies a 0 = a 1 = · · · = a n = 0. That is, the homogenous problem associated with (2) has only the trivial solution. | 1,155 | 3,603 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.609375 | 4 | CC-MAIN-2021-31 | latest | en | 0.871261 |
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# I need help...i dont know how to put in exponents, negative exponents and i dont know how to put in fractions
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• Texas Instru... Master
For negative numbers (not just exponents), make sure you use the (-) key just to the right of the decimal point key, not the - key for subtraction.
For what follows I'm going to assume you have at least version 2.53 of the operating system for the 84Plus. If you have an older version, I STRONGLY recommend you update it:
http://education.ti.com/educationportal/sites/US/productDetail/us_os_84plus.html
You can use the "n/d" command in the MATH/NUM menu to enter the division bar. For example, to enter 1/2, press 1 MATH right-arrow ALPHA [D] 2 ENTER. If you just want the number, you can also enter it as 1 / 2.
You can convert a decimal number to a fraction using the >Frac command in the MATH menu. For example, to convert 0.2 to a fraction, press . 2 MATH 1 ENTER.
Posted on Mar 16, 2011
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## Related Questions:
### How to use 2 to power of 60?
To enter an exponent different from 2, you can use the general power key [^], the one above the [+] key and below the [CLEAR] key in the rightmost column of keys.
If exponent is negative or a fraction, enclose it between parentheses. The negative sign to use is the change sign [(-)] located between [. dot] and [ENTER] keys.
Example: 2 to power 60 is typed in as follows [2] [^] 60 [ENTER]. The result should be 1.152921505E18
Jun 13, 2011 | Texas Instruments TI-84 Plus Calculator
### HOW CAN I GET AN EXPONENT FROM TI-84 EX: B
You cannot use a letter as an exponent, unless you stored a numerical value in memory B (EX: 3 [STO>] [ALPHA] B stores value 3 in B)
For any numerical value of exponent ( positive, negative, integer, fraction, what have you) you use the general power key, marked with a caret [^] under the [CLEAR] key.
Example: To enter 15 to power 5
Type in 15
Press [^] key
Type in the value of the exponent (5) and press [ENTER]
You get 759375 as result.
Feb 18, 2011 | Texas Instruments TI-84 Plus Calculator
### Want to know how to calculate a number raised to a power
Use the general power key marked with X to the y ( look for the image of a key on same line as Power in the screen capture)
You enter a number then press the power key and finally the exponent. If exponent is complicated (fraction, negative or other) enclose the exponent in parentheses.
You aslo have dedicated keys for certain powers and roots (square, square rooot, cube, cubic root)
Jun 09, 2010 | Casio FX-260 Calculator
### How do i put in 10 to the negative 14th power?
Hello Michelle,
Sorry, the answer was posted as a clarification request. Here it is again.
1. Use the key that appears on the sixth line in the picture. 10 [Y to the x] [(+/-)] 14 : the (+/-) is the change sign/ negation sign, not the regular minus sign. This key can be used to calculate the power with any exponent ( negative, positive, integer, fraction, decimal, ..) 2. The procedure above is not efficient since the calculator has a short cut to 10 to the power., the key labeled [EE}. With this key you enter 1.[EE] (+/-) 14
Hope it helps.
Nov 01, 2009 | Texas Instruments TI-30XA Calculator
### How to use negative exponents on a calculator?
Uh yes it will allow you to enter a negative exponent.... press the numbers you want then hit EXP button, then hit the +/- button and then the exponent. 60 % of the time, it works...... everytime.
Sep 20, 2009 | Texas Instruments TI-83 Plus Calculator
### To the power of a negative
Hello,
Use the small (-) sign sometimes labelled [(-)] or [+/-] and put the whole exponent netween parentheses 18 [y to the x] [(] [(-)] 3 [)] . On some calculators you enter the small - signe after the value of exponent,
18 [y t x] 3 (-) [Enter] should give you 1.7146E-4
In summary the small minus sign; the whole negative exponent between parentheses.
Hope it helps.
Sep 18, 2009 | Sharp EL-531VB Calculator
### I JUST GOT MY ti-8today and don't know how to use it
To do fractions, input like this:
(1/3)+(4/9)
Granted the answer is a decimal... But you should be able to convert that to a fraction using what you've learned in math class.
PI sign: Just press [2nd]and then[^]. And voila, instant π! Exponent:enter more complicated expressions involving exponents using parentheses and the negative sign.
Aug 16, 2009 | Texas Instruments TI-81 Calculator
### How do you square a fraction with a negative number like (3/4)^-2
Place both the base and the exponent in parentheses
(3/4)^(-2) then press enter. Your answer will be in decimal form at first 1.777...
Press MATH
Select the 1: Fraction option and it will convert your decimal value to the fraction answer of 16/9.
Negative exponents flip the fraction. For instance, (3/4)^(-1) = 4/3. So for (3/4)^(-2) you could just square the numerator and denominator separately to get 9/16, and then flip the fraction to account for the negative. That will give you 16/9.
Jul 24, 2009 | Texas Instruments TI-83 Plus Calculator
### Trying to enter Chemistry equations and it won't work...
the way i enter my equations is a bit different from what you're doing, i use the fraction button to do division problems, i just feel it makes it easier to read.
anyway, the fraction button is on the far left, 3rd button down (it looks like a white box on top of a line, and below the line is another empty box). press that, and you can type 1.0x10^-14 on the numerator.
it seems that you haven't discovered the EXPONENT button. that button is on the same row as the fraction button, it looks like an x with a white box next to it. press that once you've typed out "1.0x10", and then type -14. the negative button btw is below the fraction button, and looks like this: (-)
press the right arrow twice on the circle thingy at the top of all the keys, and that'll advance you to the denominator. type 2.0x10^-5, using that nifty exponent key. press the equal sign and it'll solve it for you, all in scientific notation (the answer is 5x10^-10). the problem with this calculator is, it won't expand that answer for you with all the decimals and everything, but if its chemistry that shouldn't be a problem.
also, you can certainly use the "x10^x" button on the very bottom of the keypad (its next to the decimal button). by using this key, you won't have to press the exponent button since you can just type in the exponent directly next to the 10.
as for that negative log of 5.6, just input the negative, the log button is right next to the exponent button, and your number and yeah....it's that easy :]
i hope you like this caculator, it has so many functions (have you seen the size of the manual??)
good luck on your chemistry test!
Jun 06, 2009 | Casio FX-115ES Scientific Calculator
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Replace each letter with a digit to make this addition correct.
### Tis Unique
##### Stage: 3 Challenge Level:
This addition sum uses all ten digits 0, 1, 2...9 exactly once. Find the sum and show that the one you give is the only possibility.
### Hot Pursuit
##### Stage: 3 Challenge Level:
The sum of the first 'n' natural numbers is a 3 digit number in which all the digits are the same. How many numbers have been summed?
### Card Trick 2
##### Stage: 3 Challenge Level:
Can you explain how this card trick works?
### Arrange the Digits
##### Stage: 3 Challenge Level:
Can you arrange the digits 1,2,3,4,5,6,7,8,9 into three 3-digit numbers such that their total is close to 1500?
### Alphabet Soup
##### Stage: 3 Challenge Level:
This challenge is to make up YOUR OWN alphanumeric. Each letter represents a digit and where the same letter appears more than once it must represent the same digit each time.
### Like Powers
##### Stage: 3 Challenge Level:
Investigate $1^n + 19^n + 20^n + 51^n + 57^n + 80^n + 82^n$ and $2^n + 12^n + 31^n + 40^n + 69^n + 71^n + 85^n$ for different values of n.
### I'm Eight
##### Stage: 1, 2, 3 and 4 Challenge Level:
Find a great variety of ways of asking questions which make 8.
### Number Tracks
##### Stage: 2 Challenge Level:
Ben’s class were making cutting up number tracks. First they cut them into twos and added up the numbers on each piece. What patterns could they see?
### The 24 Game
##### Stage: 2 Challenge Level:
There are over sixty different ways of making 24 by adding, subtracting, multiplying and dividing all four numbers 4, 6, 6 and 8 (using each number only once). How many can you find?
### Digit Sum
##### Stage: 3 Challenge Level:
What is the sum of all the digits in all the integers from one to one million?
### Adding and Subtracting Positive and Negative Numbers
##### Stage: 2, 3 and 4
How can we help students make sense of addition and subtraction of negative numbers?
### Napier's Bones
##### Stage: 2 Challenge Level:
The Scot, John Napier, invented these strips about 400 years ago to help calculate multiplication and division. Can you work out how to use Napier's bones to find the answer to these multiplications?
### Sam's Quick Sum
##### Stage: 2 Challenge Level:
What is the sum of all the three digit whole numbers?
### Magic Squares for Special Occasions
##### Stage: 3 and 4
This article explains how to make your own magic square to mark a special occasion with the special date of your choice on the top line.
### Fingers and Hands
##### Stage: 2 Challenge Level:
How would you count the number of fingers in these pictures?
##### Stage: 3 Challenge Level:
If you take a three by three square on a 1-10 addition square and multiply the diagonally opposite numbers together, what is the difference between these products. Why?
### Largest Number
##### Stage: 3 Challenge Level:
What is the largest number you can make using the three digits 2, 3 and 4 in any way you like, using any operations you like? You can only use each digit once.
### Four Goodness Sake
##### Stage: 2 Challenge Level:
Use 4 four times with simple operations so that you get the answer 12. Can you make 15, 16 and 17 too?
### The Deca Tree
##### Stage: 2 Challenge Level:
Find out what a Deca Tree is and then work out how many leaves there will be after the woodcutter has cut off a trunk, a branch, a twig and a leaf.
### The Clockmaker's Birthday Cake
##### Stage: 2 Challenge Level:
The clockmaker's wife cut up his birthday cake to look like a clock face. Can you work out who received each piece?
### Cows and Sheep
##### Stage: 2 Challenge Level:
Use your logical reasoning to work out how many cows and how many sheep there are in each field.
### Month Mania
##### Stage: 1 and 2 Challenge Level:
Can you design a new shape for the twenty-eight squares and arrange the numbers in a logical way? What patterns do you notice?
### Escape from the Castle
##### Stage: 2 Challenge Level:
Skippy and Anna are locked in a room in a large castle. The key to that room, and all the other rooms, is a number. The numbers are locked away in a problem. Can you help them to get out?
### Some Games That May Be Nice or Nasty for Two
##### Stage: 2 and 3 Challenge Level:
Some Games That May Be Nice or Nasty for an adult and child. Use your knowledge of place value to beat your oponent.
### Got it Article
##### Stage: 2 and 3
This article gives you a few ideas for understanding the Got It! game and how you might find a winning strategy.
### Make 37
##### Stage: 2 and 3 Challenge Level:
Four bags contain a large number of 1s, 3s, 5s and 7s. Pick any ten numbers from the bags above so that their total is 37.
### Pyramids
##### Stage: 3 Challenge Level:
What are the missing numbers in the pyramids?
### Calendar Capers
##### Stage: 3 Challenge Level:
Choose any three by three square of dates on a calendar page. Circle any number on the top row, put a line through the other numbers that are in the same row and column as your circled number. Repeat. . . .
### GOT IT Now
##### Stage: 2 and 3 Challenge Level:
For this challenge, you'll need to play Got It! Can you explain the strategy for winning this game with any target?
### Cunning Card Trick
##### Stage: 3 Challenge Level:
Delight your friends with this cunning trick! Can you explain how it works?
### Odds and Threes
##### Stage: 2 Challenge Level:
A game for 2 people using a pack of cards Turn over 2 cards and try to make an odd number or a multiple of 3.
### Rocco's Race
##### Stage: 2 Short Challenge Level:
Rocco ran in a 200 m race for his class. Use the information to find out how many runners there were in the race and what Rocco's finishing position was.
### Number Pyramids
##### Stage: 3 Challenge Level:
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
### Scoring with Dice
##### Stage: 2 Challenge Level:
I throw three dice and get 5, 3 and 2. Add the scores on the three dice. What do you get? Now multiply the scores. What do you notice?
### Dividing a Cake
##### Stage: 2 Challenge Level:
Annie cut this numbered cake into 3 pieces with 3 cuts so that the numbers on each piece added to the same total. Where were the cuts and what fraction of the whole cake was each piece?
### Clock Face
##### Stage: 2 Challenge Level:
Where can you draw a line on a clock face so that the numbers on both sides have the same total?
### Back to School
##### Stage: 2 Challenge Level:
Mr. Sunshine tells the children they will have 2 hours of homework. After several calculations, Harry says he hasn't got time to do this homework. Can you see where his reasoning is wrong?
### Oranges and Lemons
##### Stage: 2 Challenge Level:
On the table there is a pile of oranges and lemons that weighs exactly one kilogram. Using the information, can you work out how many lemons there are?
### Tug Harder!
##### Stage: 2 Challenge Level:
In this game, you can add, subtract, multiply or divide the numbers on the dice. Which will you do so that you get to the end of the number line first?
### Buckets of Thinking
##### Stage: 2 Challenge Level:
There are three buckets each of which holds a maximum of 5 litres. Use the clues to work out how much liquid there is in each bucket.
### Number Juggle
##### Stage: 2 Challenge Level:
Fill in the missing numbers so that adding each pair of corner numbers gives you the number between them (in the box).
### Magic Squares 4x4
##### Stage: 2 Challenge Level:
Fill in the numbers to make the sum of each row, column and diagonal equal to 34. For an extra challenge try the huge American Flag magic square.
### Clever Keys
##### Stage: 2 Short Challenge Level:
On a calculator, make 15 by using only the 2 key and any of the four operations keys. How many ways can you find to do it?
### A Numbered Route
##### Stage: 2 Challenge Level:
Can you draw a continuous line through 16 numbers on this grid so that the total of the numbers you pass through is as high as possible? | 2,339 | 9,570 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.765625 | 4 | CC-MAIN-2015-18 | longest | en | 0.838288 |
https://kr.mathworks.com/matlabcentral/cody/problems/1974-length-of-a-short-side/solutions/851905 | 1,586,410,375,000,000,000 | text/html | crawl-data/CC-MAIN-2020-16/segments/1585371829677.89/warc/CC-MAIN-20200409024535-20200409055035-00256.warc.gz | 554,555,935 | 15,611 | Cody
# Problem 1974. Length of a short side
Solution 851905
Submitted on 16 Mar 2016 by ShieldBow
This solution is locked. To view this solution, you need to provide a solution of the same size or smaller.
### Test Suite
Test Status Code Input and Output
1 Pass
b = 1; c = 2; a_correct = sqrt(3); tolerance = 1e-12; assert(abs(calculate_short_side(b,c)-a_correct)<tolerance);
2 Pass
b = 4; c = 5; a_correct = 3; tolerance = 1e-12; assert(abs(calculate_short_side(b,c)-a_correct)<tolerance);
3 Pass
b = 12; c = 13; a_correct = 5; tolerance = 1e-12; assert(abs(calculate_short_side(b,c)-a_correct)<tolerance);
4 Pass
b = 8; c = 10; a_correct = 6; tolerance = 1e-12; assert(abs(calculate_short_side(b,c)-a_correct)<tolerance); | 244 | 739 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.90625 | 3 | CC-MAIN-2020-16 | latest | en | 0.650515 |
https://lxxb.cstam.org.cn/cn/article/Y2021/I2/511 | 1,709,352,707,000,000,000 | text/html | crawl-data/CC-MAIN-2024-10/segments/1707947475727.3/warc/CC-MAIN-20240302020802-20240302050802-00453.warc.gz | 375,775,009 | 50,117 | EI、Scopus 收录
引用本文: 黄志来, 李新圆, 金栋平. 单框架控制力矩陀螺输出特性分析[J]. 力学学报, 2021, 53(2): 511-523.
Huang Zhilai, Li Xinyuan, Jin Dongping. OUTPUT CHARACTERISTIC ANALYSIS OF SINGLE GIMBAL CONTROL MOMENT GYROSCOPE[J]. Chinese Journal of Theoretical and Applied Mechanics, 2021, 53(2): 511-523.
Citation: Huang Zhilai, Li Xinyuan, Jin Dongping. OUTPUT CHARACTERISTIC ANALYSIS OF SINGLE GIMBAL CONTROL MOMENT GYROSCOPE[J]. Chinese Journal of Theoretical and Applied Mechanics, 2021, 53(2): 511-523.
## OUTPUT CHARACTERISTIC ANALYSIS OF SINGLE GIMBAL CONTROL MOMENT GYROSCOPE
• 摘要: 广泛用于航天领域的单框架控制力矩陀螺, 具有力矩放大效应的优点,其理论基础为有假设条件的力矩放大原理. 本文不局限于这些假设, 不限定工况,解析单框架控制力矩陀螺的输出特性. 考虑安装基座的运动,得到具有两维输入三维输出的单框架控制力矩陀螺力矩输出模型,提出将输出力矩分解为可调控与不可调控两部分. 为分析单框架控制力矩陀螺的输出特性,定义两个参数, 分别为输出输入力矩比和输出力矩利用率. 研究发现,单框架控制力矩陀螺不恒有力矩放大效应, 也不恒有高效的力矩利用率,两者与其状态密切相关. 最后,以含两个单框架控制力矩陀螺的航天器姿态机动任务为例,对非对角奇异鲁棒操纵控制和优化控制进行仿真,检验了单框架控制力矩陀螺输出特性对控制效果的影响. 同时,根据单框架控制力矩陀螺的三维输出特性, 借助一个单框架控制力矩陀螺的优化控制,实现了航天器的三轴姿态机动. 仿真结果显示, 在优化控制过程中,单框架控制力矩陀螺始终具有力矩放大效应和高效的力矩利用率.
Abstract: The single-gimbal control moment gyroscope (SCMG), which is widely used in aerospace field, has the advantage of torque amplification effect. It is based on the principle of torque amplification with some hypotheses. In this paper, the output characteristics of SCMG are analyzed without those hypotheses. By considering the motion of the mounting base, the output torque model of SCMG with a two-dimensional input and three-dimensional output is obtained, in which the adjustable and nonadjustable parts are identified. In order to analyze the output characteristics of SCMG, two parameters are defined. One is the ratio of the norms about the SCMG's output to input torque vectors. The other is the ratio of the norm about the SCMG's used and unused torque vector, which is to represent the utilization ratio of the SCMG's output torque. In all feasible regions, the results show that the characteristic parameters of torque output are is not always greater than 1, i.e., SCMG does not always has torque amplification effect and efficient torque utilization, which are closely related to the state of SCMG. Finally, for the spacecraft attitude maneuver task with two SCMGs, the simulation of non-diagonal singular robust control and optimal control is completed. It is found that the control effect is closely related to the output characteristic parameters which are determined by the system state. At the same time, the optimal control with a SCMG is used to realize the three-dimensional attitude maneuver of a spacecraft based on the three-dimensional output characteristics of SCMG. The simulation results show that the SCMG always has the torque amplification effect and the efficient torque utilization in the process of optimal control.
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分享至好友和朋友圈 | 945 | 2,780 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.609375 | 3 | CC-MAIN-2024-10 | latest | en | 0.493138 |
https://ysfine.com/einstein/einphil.html | 1,701,566,368,000,000,000 | text/html | crawl-data/CC-MAIN-2023-50/segments/1700679100476.94/warc/CC-MAIN-20231202235258-20231203025258-00588.warc.gz | 1,216,128,404 | 2,942 | # Einstein's Philosophy of Physics
Einstein starts as a Kantianist, but becomes a Hegelianist while doing physics.
• Kant. Many people wrote about Kant's influence on Einstein. Since I cannot read Kant's long sentences (sometimes, one sentence covering two pages), I went to the city where Kant spent the 80 years of his entire life. I then learned how Kant was influenced by his environment. I finally became aware of what Einstein inherited from Kant.
Two should become One.
• Einstein observed that Maxwell's electromagnetic theory and Newton's mechanics do not obey the same transformation law. He then developed a Lorentz-covariant mechanics.
• Hegel. Einstein observed that the energy-momentum relation takes different forms for slow and fast (and massless) particles. From those two contrasting formulas, he derived his energy momentum relation resulting in his celebrated E = mc2.
• Einstein thus combined both Kant and Hegel while carrying out these two history-making projects. The bridge between these Kant and Hegel is the ancient Chinese philosophy of Taoism.
• Thus, Einsteinism combines these three philosophical disciplines and tells us how to do physics.
• I was thus practicing Einsteinism when I was working on the following projects.
1. Massive and Massless Particles. Their internal space-time symmetries are different. Can we find one symmetry covering both?
2. The quark and parton models are applicable to slow and fast protons respectively. They appear to be quite different. Is it possible to construct one picture applicable to both?
3. This table summarizes what I said above. You may click here for a story.
Einstein's World Massive/Slow between Massless/Fast
Energy Momentum E=p2/2m Einstein's E=(m2 + p2)1/2 E=p
Helicity, Spin, Gauge S3 S1 S2 Wigner's Little Group Helicity Gauge Trans.
Hadrons, Bound States Gell-Mann's Quark Model One Lorentz-Covariant Entity Feynman's Parton Picture
I was fortunate enough to present an invited talk on this subjectat the the 32nd Congress of the Italian Society of Historians of Physics and Astronomy (Rome, Italy, September 2012).
copyright@2013 by Y. S. Kim, unless otherwise specified. | 476 | 2,176 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.75 | 3 | CC-MAIN-2023-50 | latest | en | 0.940998 |
https://admin.clutchprep.com/chemistry/practice-problems/36867/use-the-standard-reaction-enthalpies-given-below-to-determine-916-h-176-rxn-160--3 | 1,585,651,393,000,000,000 | text/html | crawl-data/CC-MAIN-2020-16/segments/1585370500426.22/warc/CC-MAIN-20200331084941-20200331114941-00086.warc.gz | 335,530,799 | 22,381 | Chemistry Practice Problems Hess's Law Practice Problems Solution: Use the standard reaction enthalpies given below t...
🤓 Based on our data, we think this question is relevant for Professor Hu's class at UNCG.
# Solution: Use the standard reaction enthalpies given below to determine ΔH°rxn for the following reaction: P4(g) + 10Cl2(g) → 4PCl5(s) ΔH°rxn = ? Given PCl5(s) → PCl3(g) + Cl2(g) ΔH°rxn = +157kJ P4(g) + 6Cl2(g) → 4PCl3(g) ΔH°rxn = -1207kJ A) -1835 kJ B) - 1364 kJ C) -1050 kJ D) -1786kJ E) -2100 kJ
###### Problem
Use the standard reaction enthalpies given below to determine ΔH°rxn for the following reaction:
P4(g) + 10Cl2(g) → 4PCl5(s) ΔH°rxn = ?
Given
PCl5(s) → PCl3(g) + Cl2(g) ΔH°rxn = +157kJ
P4(g) + 6Cl2(g) → 4PCl3(g) ΔH°rxn = -1207kJ
A) -1835 kJ
B) - 1364 kJ
C) -1050 kJ
D) -1786kJ
E) -2100 kJ
Hess's Law
Hess's Law
#### Q. S(s) + O2(g) → SO2 (g) ∆H = ‐296.8 kJ 2SO2 + O2 → 2SO3 ∆H = ‐198.4 kJ Write the equation for the formation of sulfur trioxide gas f...
Solved • Wed Jun 14 2017 13:35:24 GMT-0400 (EDT)
Hess's Law
#### Q. Coal gasification can be represented by the equation:2 C(s) + 2 H2O(g) → CH4(g) + CO2(g) ΔH = ?Use the following information to find ΔH for t...
Solved • Wed Oct 26 2016 13:40:55 GMT-0400 (EDT)
Hess's Law
#### Q. Use the following equations C (s) + O2 (g) → CO2 (g) ΔH o = 393.5 kJ H2 (g) + 1/2 O2 (g) → H2O (...
Solved • Wed Aug 24 2016 14:55:55 GMT-0400 (EDT)
Hess's Law
#### Q. The values for the enthalpy of reaction are given for two reactions below Mg(s) + Na 2CO3(s) → 2 Na(s) + MgCO 3(s) ΔH rxn = 317.1 kJ Mg...
Solved • Tue Aug 23 2016 16:02:48 GMT-0400 (EDT) | 728 | 1,833 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.6875 | 3 | CC-MAIN-2020-16 | latest | en | 0.397854 |
https://www.rockpapershotgun.com/wordle-answer-14-12-22 | 1,701,813,771,000,000,000 | text/html | crawl-data/CC-MAIN-2023-50/segments/1700679100568.68/warc/CC-MAIN-20231205204654-20231205234654-00381.warc.gz | 1,099,389,970 | 50,091 | If you click on a link and make a purchase we may receive a small commission. Read our editorial policy.
# Wordle answer (Wednesday 14 December 2022): Wordle word of the day #543 and hints
Hints and the answer to today's Wordle word
Looking for the Wordle answer for Wednesday 14 December 2022? Here's a behind-the-scenes RPS fact for you: I pretty much always write tomorrow's Wordle guide while drinking my mid-morning coffee. This has gone on for so long that the word "Wordle" now has a light synaesthetic taste of coffee to me, and it's hard for me to imagine someone completing the daily puzzle without a hot beverage close to hand. Are you enjoying a drink right now? If not, maybe you should get one! It's important to stay hydrated.
If you came here in search of clues to today's Wordle solution, you're in the right place, as I've put together a trio of them for you below. Or, if you just want to view today's answer, you're still in luck, since you can scroll down below the video to see the definition in full.
Looking for today's solution? Check out the Wordle hint and answer for Tuesday 5th December!
## Wordle December 14 hints
Need some help with the Wordle answer today? Here are some hints to help get you started:
• This word contains a non-consecutive double vowel.
• The fourth letter is "A".
• This word refers to something that is normal or ordinary.
## Wordle answer today December 14
It's time to reveal the answer to today's Wordle. The word is...
USUAL.
"Usual" is an adjective used to describe something habitual, typical, an everyday occurrence. It may even hint at something slightly boring, but I think it made for a pretty good Wordle solution, don't you? I hope it didn't trip you up! And now that you know the answer, be sure to keep it to yourself until the puzzle resets tomorrow!
## How to play Wordle
Wordle is a very straightforward word guessing game. The aim is to guess the correct five-letter word in just six guesses. With each guess, the individual letters of your chosen word will highlight green if they're in the correct place, or yellow if they're in the wrong place. If a letter doesn't appear in the solution word at all, it'll remain unhighlighted.
Using these clues you can start to narrow down the correct word by figuring out which letters are included in the word and in which positions they belong. Head over to the Wordle site to try it for yourself. Just remember: there's only one Wordle puzzle released per day, so if you want to play again, you'll have to wait until tomorrow.
## How did Wordle begin?
Wordle began life as a little family game created by software engineer Josh Wardle. He created the game so that he and his partner could play a fun little word game together during the pandemic, and they quickly realised that there was something quite special in this simple little guessing game. So after a bit of refinement, Wardle released it to the public on his website, Power Language.
The game was released in October 2021, and by the end of the year the game had two million daily players. It became a viral hit, thanks in large part to the ease with which players could share their results in a spoiler-free manner on Twitter and other social media sites. In January 2022, Wardle accepted an offer form the New York Times to acquire Wordle for a seven-figure sum. Well done, Mr Wardle. Well done indeed.
## Are any Wordle words not allowed?
You can type in pretty much any five-letter word in the English language and Wordle will accept it as a guess. However, the answer is picked each day from a much smaller list of more common five-letter words. There are still thousands of possible answers, of course, but it means the answer will never be a word as obscure as, say, "THIOL", or "CAIRD", or "MALIC" (yes, those are all real words).
There are very occasional words which the New York Times will choose not to publish as the day's Wordle answer, perhaps for reasons relating to recent news or politics. For example, shortly after news broke that Roe v Wade might be overturned in the United States, the NYT decided to change the March 30th word from "FETUS" to "SHINE", as the feeling was that the word "fetus" was too politically charged a word in the context of recent events.
The New York Times has also been careful never to allow what they consider to be rude words as the answer to a Wordle puzzle. But of course there's nothing stopping you from using even the dirtiest of words as guesses, as long as they're accepted words in the dictionary, and as long as you realise that they'll never end up being the answer.
## Is Wordle getting too easy for you?
If Wordle is starting to get too easy, there are a few ways you can make the game more challenging for yourself. The first choice is to turn on Hard Mode. You can do this on the Wordle site by clicking the cog icon in the top-right of the screen. Hard Mode means that any highlighted letters must be used in all future guesses. This stops you from using the common tactic of choosing two words like "OUNCE" and "PAINS" to test all five vowels early on.
You can take it up another notch by playing by what we call "Ultra-Hard" rules. This means that every guess you enter must potentially be the answer. If you were just playing on Hard Mode, and you typed "MOIST", and the "O" appeared yellow, then nothing would stop you from making "POLAR" as your next word, even though it couldn't possibly be the answer because you already know the "O" is in the wrong place. If you play by "Ultra-Hard" rules, that's not allowed. You must adhere to every clue, and make sure every single word you enter is potentially the answer.
If after all that Wordle is still too easy for you, then you could always try one of the many other Wordle-inspired games online that have cropped up over the past year. One of our favourites is Worldle, in which you must guess a country of the world based on its shape. There's also Waffle, which is about swapping letters in a completed grid to complete all the words; Moviedle, which shows you an entire movie in a tiny space of time and challenges you to guess the movie within six guesses; and Quordle, which tasks you with solving four Wordles at once with the same guesses.
If you need some help with future Wordles, be sure to check out our list of the best Wordle starting words for the greatest chance of success. You can also check out our archive of past Wordle answers to see which words have been chosen previously.
Use our Wordle Solver tool to help you figure out the answer to any Wordle in moments! Just pop your current guesses in the grid and watch the tool instantly give you all the potential answers.
Rock Paper Shotgun is the home of PC gaming | 1,510 | 6,755 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.546875 | 3 | CC-MAIN-2023-50 | latest | en | 0.955391 |
http://www.walkerweiss.com/a-traditional-loan-has-a-variable-interest-rate/ | 1,590,617,593,000,000,000 | text/html | crawl-data/CC-MAIN-2020-24/segments/1590347396163.18/warc/CC-MAIN-20200527204212-20200527234212-00434.warc.gz | 220,610,119 | 7,628 | # A Traditional Loan Has A Variable Interest Rate.
### Contents
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ARM Home Loan What Is 7 1 Arm · ARM Hybrids. A more specialized product, called a hybrid ARM, has become increasingly common. These have a fixed interest rate for a certain period before becoming eligible for annual adjustments. For example, a 5/1 hybrid ARM features a fixed interest rate for five years, then reverts to the traditional setup.Best 5/1 ARM Loans of 2019 | U.S. News – Mortgage loans come in many varieties. One is the adjustable-rate mortgage, commonly referred to as the ARM. Unlike a fixed-rate mortgage, in which the interest rate is locked in for the life of the loan, an ARM is a mortgage that has an interest rate that changes.What Is A 5 1 Arm Mortgage Define ARM home loan pdf Consumer Handbook on Adjustable-Rate Mortgages – Consumer Handbook on Adjustable-Rate Mortgages | 5 Is my income enough-or likely to rise enough-to cover higher mortgage payments if interest rates go up? Will I be taking on other sizable debts, such as a loan for a car or school tuition, in the near future? How long do I plan to own this home? (If you plan to sell1 A Define What 5 Arm Mortgage Is – Logancountywv – Definition of a 5/1 ARM Mortgage – Budgeting Money – A 5/1 ARM mortgage is a hybrid mortgage that combines fixed and adjustable mortgages into one loan. In a 5/1 ARM, the five indicates the number of years your interest rate will remain fixed.
Has A Traditional Rate. A Loan Variable Interest – The MBA Refinance Mortgage Index has reacted in a very muted manner to the lower interest rates this year. that various forms of adjustable-rate or variable-rate mortgages dominate in many. The interest rate is the cost of borrowing money for the principal loan amount. It can be variable or fixed.
^ | 876 | 4,126 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.984375 | 3 | CC-MAIN-2020-24 | latest | en | 0.949787 |
http://mathoverflow.net/questions/79934/analytic-continuation-of-ordinary-dirichlet-series | 1,469,716,318,000,000,000 | text/html | crawl-data/CC-MAIN-2016-30/segments/1469257828283.6/warc/CC-MAIN-20160723071028-00314-ip-10-185-27-174.ec2.internal.warc.gz | 167,852,253 | 15,121 | # Analytic continuation of ordinary Dirichlet series
Consider an ordinary Dirichlet series which is absolutely converge in some half plane Re s>c.
Question:Suppose it can be extended meromorphically to the whole complex plane with finite many poles.is it of finite order?If not,is it possible to construct a counterexample?
-
Well, a simple counter example is $$A(s)=\sum_{n=1}^\infty a_n n^{-s}= e^{\eta(s)},$$ where $$\eta(s)=\sum_{n=1}^\infty (-1)^{n-1} n^{-s}=(1-2^{1-s})\zeta(s).$$ This Dirichlet series is obviously meromorphic since it is in fact entire and it is also absolutely convergent on some half plane Re$(s)>c$. This entire function is not of finite order by the functional equation of the Riemann zeta-function and Stirling's formula.
Update: An even simpler example along the same lines is $$B(s)=\sum_{k=0}^\infty \frac{2^{-ks}}{k!} =e^{2^{-s}}.$$ This Dirichlet series is an entire function that is absolutely convergent in the full complex plane, so it is absolutely convergent for any half plane Re$(s)>c$. However we have that $B(-x)= e^{2^x}$, and thus it does not fulfill $B(-x)\ll e^{x^c}$ for any $c>0$ and it is not an entire function of finite order. If we would like to have a meromorphic function with some pole that has some abscissa of convergence we can consider $C(s)=\zeta(s)+B(s)$. This function is an ordinary Dirichlet series that is absolutely convergent if and only if Re$(s)>1$, has a pole at Re$(s)=1$ and meromorphic continuation to the entire complex plane, but it does not have finite order.
well an entire function is of finite order if $f(s) \ll e^{|s|^c}$ for some $c>0$. I am not quite sure about the meromorphic analogue, but in case the meromorphic function is entire they should surely coincide. Of course even if $f(s) \ll e^{|s|^c}$ is of finite order the exponential $e^{f(s)}$ of this function should not in general be of finite order (unless $f(s)$ is a polynomial). – Johan Andersson Nov 3 '11 at 18:41
@Paul: He considers $\exp(\eta(s))$, not $\eta(s)$. – GH from MO Nov 3 '11 at 18:42 | 580 | 2,049 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.15625 | 3 | CC-MAIN-2016-30 | latest | en | 0.8839 |
http://mathematica.stackexchange.com/questions/46307/complicated-numerical-integration-fem-application | 1,467,393,278,000,000,000 | text/html | crawl-data/CC-MAIN-2016-26/segments/1466783403508.34/warc/CC-MAIN-20160624155003-00030-ip-10-164-35-72.ec2.internal.warc.gz | 201,896,393 | 16,795 | # complicated Numerical Integration, FEM application
I am trying to calculate a 2d Integral which has another 2d integral in the integrands. here is the setup:
alpha = 1; sigma1 = 4; sigma2 = 1; phi = 0.5;
a = 0.5*(Cos[phi]/sigma1)^2 + 0.5*(Sin[phi]/sigma2)^2
b = 0.25*Sin[2*phi]*(-1*sigma1^-2 + sigma2^-2)
c = 0.5*(Sin[phi]/sigma1)^2 + 0.5*(Cos[phi]/sigma2)^2
A = alpha/(2*Pi*sigma1*sigma2)
t[x1_, y1_, x_, y_] := A*Exp[-1*(a*(x - x1)^2 + b*(x - x1)*(y - y1) + c*(y - y1)^2)]
B2[x1_, y1_, x_, y_] := HeavisideLambda[x - x1, y - y1]
trans:= NIntegrate[B2[x1, y1, xz, yz]*
NIntegrate[t[xz, yz, xp, yp]*(B2[x2, y2, xz, yz] - B2[x2, y2, xp, yp]),
{xp, x2 - 10*sigma1, x2 + 10*sigma1},
{yp, y2 - 10*sigma2, y2 + 10*sigma2}],
{xz, x1 - 1, x1 + 1}, {yz, y1 - 1, y1 + 1}]
trans[0,0,1,0]
trans[0,0,10,10]
trans[0,0,50,50]
I am trying to get numbers for trans[0,0,x,y] for different x,y, but I couldn't get any results yet. I tried analytic integration too (Integrate instead of NIntegrate) but it didn't help either.
I am quite new to Mathematica so I don't know what options in NIntegrate can help me here.
I have tried the same integral in Maple, there it works for some values of phi, and doesn't for others (so i'm sure the thing should some how work here too). for example, it works fine for phi=0, but for phi=0.5 it fails. For phi=Pi/4, it works but the results don't go to zero as x,y get far from zero (e.g. trans[0,0,50,50]), which is the expected behavior for this integral.
any ideas?
-
It looks like all your 4-arguments dependencies are actually only on the differences; for instance, look at your B2. Reducing the number of dimensions might help. – b.gatessucks Apr 17 '14 at 18:48
your definition trans:= does not create a function that takes four arguments. You should do trans[x1_,y1_..] (Its not immediately obvious what args should be) – george2079 Apr 17 '14 at 19:00
the other thing you need to take that inner integral and turn it into a function that takes only numeric arguments (eq inner[x2_?NumericQ, y2_?NumericQ, xz_?NumericQ, yz_?NumericQ] := NIntegrate[...] . Probably add ?NumericQ to the arguments of t and B2 as well – george2079 Apr 17 '14 at 19:15 | 778 | 2,186 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.265625 | 3 | CC-MAIN-2016-26 | latest | en | 0.810762 |
https://www.cs124.org/lessons/Fall2023/kotlin/022_morefunctions | 1,723,089,916,000,000,000 | text/html | crawl-data/CC-MAIN-2024-33/segments/1722640719674.40/warc/CC-MAIN-20240808031539-20240808061539-00357.warc.gz | 555,891,385 | 16,152 | KotlinJava
fun printIt(count: Int) {
println(count)
}
fun printIt(first: Int, second: Int) {
println(first + second)
}
printIt(10)
printIt(40, 50)
Our next lesson continues our exploration of functions. We’ll reinforce material covered in our last lesson, and go through some example of exactly what happens during function execution. We’ll also learn about overloading, when two methods share the same name. Let’s get started!
## Tracing Function ExecutionTracing Function Execution
While we’ve started to use and even write functions, we may be still a bit fuzzy about exactly what happens when a function runs. So let’s go through that slowly and carefully using a few examples.
fun completelyEven(values: IntArray): Boolean {
for (i in values.indices) {
if (values[i] % 2 != 0) {
return false
}
}
return true
}
println(completelyEven(intArrayOf(1, 9, 9)))
println(completelyEven(intArrayOf(2, 4, 8)))
Next, let’s think about what happens when one of our functions itself calls another function!
fun isEven(value: Int): Boolean {
// Finish me
}
fun completelyEven(values: IntArray): Boolean {
for (i in values.indices) {
// TODO: Use isEven function
if (values[i] % 2 != 0) {
return false
}
}
return true
}
println(completelyEven(intArrayOf(1, 9, 9)))
println(completelyEven(intArrayOf(2, 4, 8)))
## Common Algorithm PatternsCommon Algorithm Patterns
Computer scientists and programmers love patterns. Particularly in code. Frequently, once you’ve learned how to do one thing with code, you can modify that skeleton to solve other similar problems.
Let’s take a concrete example. The following code determines the count of the number of elements in an array. Note that this is not a good way to do this—it’s better to just use `array.size`. But we can modify this basic template to solve other problems. Let’s see how.
fun arrayLength(values: IntArray): Int {
var len = 0
for (i in values.indices) {
len++
}
return len
}
println(arrayLength(intArrayOf(1, 9, 9)))
Searching arrays produces another common pattern. It’s different from the example above, because we don’t necessarily need to complete the loop. Again, let’s walk through the basic template and then consider how to expand it.
fun arrayFindFour(values: IntArray): Boolean {
for (i in values.indices) {
if (values[i] == 4) {
return true
}
}
return false
}
Through the rest of our lessons we’ll continue to point out patterns that emerge in our programming. And ways to modify the basic pattern to produce more interesting designs!
Perhaps you noticed something unsettling about the example that starts this lesson:
fun printIt(count: Int) {
println(count)
}
fun printIt(first: Int, second: Int) {
println(first + second)
}
printIt(10)
printIt(40, 50)
Note only do we have two functions with the same name—`printIt`—but they both work! Distinguish this from variables, where we can never use the same name twice in the same scope:
// This (still) doesn't work
var first = 0
var first = '8'
Having multiple methods with the same name is known as method overloading. We don’t use this feature often, but you may see it in other Kotlin code that you work with.
When two methods have the same name Kotlin must be able to distinguish them from each other when they are used. So, if two methods have the same name, something must be different about them. The walkthrough below describes how Kotlin can tell them apart.
fun printIt(count: Int) {
println(count)
}
fun printIt(first: Int, second: Int) {
println(first + second)
}
printIt(10)
printIt(40, 50)
Created By: Geoffrey Challen
/ Version: 2020.9.0
Let's practice with function overloading. Write two versions of a function called `multiply`. The first should take two `Double` arguments and return their product (as a `Double`). The second should take three `Double` arguments and return their product (as a `Double`).
## `Unit` Return`Unit` Return
If you have been watching carefully, you’ve already seen something new in this lesson: methods without a return type! When you omit the return type of your Kotlin method declaration, Kotlin declares it to return a special type `Unit`. We don’t use `Unit` explicitly: we just omit the return type. Like this:
// Look, no return type!
fun printCount(count: Int) {
println("The count is \$count")
}
printCount(5)
printCount(8)
Functions that don’t return a value can still use `return` to complete their execution, but can’t `return` a value. The result of calling a `Unit` function can also not be used in an assignment or statement:
fun printCount(count: Int) {
println("The count is \$count")
}
printCount(5)
printCount(8)
## Practice: Array Is Doubled
Created By: Geoffrey Challen
/ Version: 2021.8.0
Write a method called `arrayIsDoubled` that takes two non-empty `Int` arrays (`IntArray`) and returns `true` if they are the same length and if every element of the second array is equal to the element of the first array in the same position, doubled.
So given `{1, 2, 4}` and `{2, 4, 8}`, you would return `true`, but given `{1, 2, 4}` and `{2, 4}` or `{1, 2, 4}` and `{2, 4, 8, 10}` you would return `false`.
We suggest you approach this problem by looking for a counterexample. First, examine the lengths of the two arrays. If they are different, you can return immediately! Otherwise, loop through each element of the array looking for one that is incorrect. As soon as you find one, you can return. And, once the loop concludes, you can also draw a conclusion.
## Homework: Array Is Reversed
Created By: Geoffrey Challen
/ Version: 2022.8.0
Write a method called `arrayIsReversed` that takes two non-empty `Int` arrays and returns `true` if the second array contains the same values as the first, but in the opposite order.
So given `{1, 2, 4}` and `{4, 2, 1}`, you would return `true`, but given `{1, 2, 4}` and `{4, 2}` or `{1, 2, 4}` and `{4, 2, 1, 0}` you would return `false`.
We suggest you approach this problem by looking for a counterexample. First, examine the lengths of the two arrays. If they are different, you can return immediately! Otherwise, loop through each element of the array looking for one that is incorrect. As soon as you find one, you can return. And, once the loop concludes, you can also draw a conclusion.
## More Practice
Need more practice? Head over to the practice page. | 1,563 | 6,314 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.640625 | 3 | CC-MAIN-2024-33 | latest | en | 0.709763 |
https://communities.sas.com/t5/SAS-IML-Software-and-Matrix/Search-for-multiple-references-across-two-matrices/m-p/370901 | 1,713,758,786,000,000,000 | text/html | crawl-data/CC-MAIN-2024-18/segments/1712296818072.58/warc/CC-MAIN-20240422020223-20240422050223-00005.warc.gz | 158,854,403 | 36,797 | Obsidian | Level 7
## Search for multiple references across two matrices
I came accross this post since I am confronted with a similar issue. I can easily transscript this to alphanumerical as well as having column 2 of matrix two containing the values I like to know.
proc iml;
one = {a, c, e, h};
two = {a aa, b bb, c cc, d dd, e ee, f ff, g gg, h hh};
idx = loc (element(two, one));
v = two(idx);
do i = 1 to ncol(idx);
n = idx;
newmat = two[loc(one=v),2];
end;
print newmat;
quit;
However, my real word looks different:
- 'one' contains strings, e.g.:
one = {hat, cap, bottle, bottleholder};
- 'two' contains even longer strings and multiple matches, e.g.:
two = {'mouse with glasses' '223 567', 'house with bottleholder in black' '345 987', 'baseballcap in blue' '678 912', 'pink baseballcap' 345 123', 'cap from plant material' '678 123' };
Now I would like to find in 'two' all the "number strings" connected to the "word strings" which match the strings in 'one', including "baseballcap ..." such that the result would look something like
newmat_result = {'hat' '' '' '', 'cap' '678 912' '345 123' '678 123', bottle '' '' '', bottleholder '345 987' '' ''};
I worked with regular expressions before, but those were handwritten and not extracted from one matrix to match another matrix.
After days of searching and trying, I hope that I find somebody with an idea to solve this issue.
Thank you for any pointers!
Regards from Germany
Gerit
1 ACCEPTED SOLUTION
Accepted Solutions
Super User
## Re: Search for multiple references across two matrices
If you have many key value need to match.
Try SQL's cartesian product .
``````data k;
input k : \$20.;
cards;
hat
cap
bottle
bottleholder
;
run;
data have;
input x \$40.;
cards;
'mouse with glasses' '223 567'
'house with bottleholder in black' '345 987'
'baseballcap in blue' '678 912'
'pink baseballcap' '345 123'
'cap from plant material' '678 123'
;
run;
proc sql;
select *
from have,k
where prxmatch(cats('/\b',k,'\b/i'),x);
run;``````
6 REPLIES 6
SAS Super FREQ
## Re: Search for multiple references across two matrices
I don't understand your rules for what is a match, but the general idea is to loop over the search terms in the ONE array and find all the matching terms in the strings in TWO[,1]. You can use regular expression or the FIND function to find the match. Hopefully the following snippet will get you started:
``````proc iml;
one = {hat, cap, bottle, bottleholder};
two = {'mouse with glasses' '223 567', 'house with bottleholder in black' '345 987',
'baseballcap in blue' '678 912', 'pink baseballcap' '345 123',
'cap from plant material' '678 123' };
target = two[,1];
do i = 1 to nrow(one);
s = find(target, one[i], 'it');
idx = loc(s>0);
if ncol(idx)>0 then do;
numbers = two[idx,2];
print (one[i]) numbers;
end;
end;``````
Obsidian | Level 7
## Re: Search for multiple references across two matrices
Thank you for your answer. Now I tried hard to extract the results into one matrix / data set which should look something like "newmat_result". I tried with producing a matrix each loop and save it and the latest try was to create a data set and append the information gained. With such a data set (newmat_result) I could merge it with the original (one) which subsequently needs to be worked on in a different programm. For this purpose I added ID-numbers (1 to 4 in this case).
Here is my slow progress on which I would really appreciate further help:
proc iml;
one = {'1' hat, '2' cap, '3' bottle, '4' bottleholder};
two = {'mouse with glasses' '223 567', 'house with bottleholder in black' '345 987',
'baseballcap in blue' '678 912', 'pink baseballcap' '345 123',
'cap from plant material' '678 123' };
target = two[,1];
goal = one || J(nrow(one),10,'.'); *Better, if it would generate the number of columns on its own.;
*create result ; *Doesn't work;
do i = 1 to nrow(one);
s = find(target, one[i,2], 'it');
idx = loc(s>0);
if ncol(idx)>0 then do;
numbers = T(two[idx,2]);
numb = (one[i,2]) || numbers;
cdim = ncol(numb);
rest = ncol(goal) - 1 - cdim;
cols = numb || J(1,rest,'.');
print cdim rest cols;
end;
*append from cols;*Doesn't work;
end;
*close result;*Doesn't work;
*print result;*Doesn't work;
newmat_result = {'hat' '' '' '', 'cap' '678 912' '345 123' '678 123', 'bottle' '' '' '', 'bottleholder' '345 987' '' ''};
print newmat_result;
quit;
Thank you again.
Super User
## Re: Search for multiple references across two matrices
It is better for Perl Regular Expression, no need of IML .
``````data have;
input x \$40.;
found=prxmatch('/\b(hat|cap|bottle|bottleholder)\b/i',x);
cards;
'mouse with glasses' '223 567'
'house with bottleholder in black' '345 987'
'baseballcap in blue' '678 912'
'pink baseballcap' '345 123'
'cap from plant material' '678 123'
;
run;``````
Obsidian | Level 7
## Re: Search for multiple references across two matrices
Thank you for your answer. It looks fancy to me. However, I have issues how to transfer this to my two matrices / data sets. At the moment I have 2.700+ words in matrix "one" and roughly 50.000 strings in matrix "two". I am not capable of transfering your code to my task:
- read regular expressions from matrix one, search them in matrix two
- if found transfer the entry in column 2 of matrix two to the regular expression from matrix one; none or multiple entries are possible
- result would be like
data result;
input id \$char2. term \$ foundCode1 \$char10. foundCode2 \$char10. foundCode3 \$char10.;
datalines;
1 hat
2 cap '678 912' '345 123' '678 123'
3 bottle
4 bottleholder '345 987'
;
run;
Is this possible?
Thank you again!
Super User
## Re: Search for multiple references across two matrices
If you have many key value need to match.
Try SQL's cartesian product .
``````data k;
input k : \$20.;
cards;
hat
cap
bottle
bottleholder
;
run;
data have;
input x \$40.;
cards;
'mouse with glasses' '223 567'
'house with bottleholder in black' '345 987'
'baseballcap in blue' '678 912'
'pink baseballcap' '345 123'
'cap from plant material' '678 123'
;
run;
proc sql;
select *
from have,k
where prxmatch(cats('/\b',k,'\b/i'),x);
run;``````
Obsidian | Level 7
## Re: Search for multiple references across two matrices
Thank your for the repeated help.
My final version builds on the following code. This gives me two lines per result. This has the nice spin-off that aside from the number code the text is included in the output which makes the following step of deleting non-relevant codes more easy.
data words;
input id \$char2. term \$20.;
cards;
1 hat
2 cap
3 bottle
4 bottleholder
;
run;
data strings;
length x \$ 40;
infile datalines delimiter=',';
input x \$ code \$;
datalines;
mouse with glasses,223 567
house with bottleholder in black,345 987
baseballcap in blue,678 912
pink baseballcap,345 123
cap from plant material,678 123
;
run;
proc sql;
create table interim as
select *
from strings,words
where prxmatch(cats('/',strip(term),'/i'),x);
run;
proc transpose data=interim out=tpinterim;
by id ;
var id code term x;
run;
data tpinterim;
merge tpinterim words;
by id;
run;
data result;
retain id term;
set tpinterim;
if _NAME_ = 'id' then delete;
if _NAME_ = 'term' then delete;
run;
From The DO Loop | 2,053 | 7,244 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.65625 | 3 | CC-MAIN-2024-18 | latest | en | 0.864692 |
https://www.jiskha.com/display.cgi?id=1342287531 | 1,500,952,086,000,000,000 | text/html | crawl-data/CC-MAIN-2017-30/segments/1500549424960.67/warc/CC-MAIN-20170725022300-20170725042300-00217.warc.gz | 809,103,221 | 3,637 | # logic
posted by .
the average height of members of the high school basketball team is six feet,three inches . jerry is on the high school basketball team, so jerry must be taller than six feet. the argument above is flawed because it confuses
• logic -
range with mean | 61 | 274 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.546875 | 3 | CC-MAIN-2017-30 | longest | en | 0.959386 |
https://cstheory.stackexchange.com/questions/33279/how-can-i-find-tight-asymptotic-bounds-for-this-half-history-recurrence-relation | 1,717,105,942,000,000,000 | text/html | crawl-data/CC-MAIN-2024-22/segments/1715971684053.99/warc/CC-MAIN-20240530210614-20240531000614-00031.warc.gz | 160,745,237 | 39,370 | # How can I find tight asymptotic bounds for this half-history recurrence relation?
The recurrence relation $\forall n\in\mathbb{N}\cup\{0\}$ is $T(n)=\Theta(n^2)+2\sum_{i=1}^{\lfloor\frac{n}{2}\rfloor}{T(i)}$, with base case of $T(0)=0$.
Fairly simple tree analysis shows that $T(n)\in\Omega(n^3)$ and $T(n)\in O(n^{\log_2{n}})$.
But I want to find $f(n)$ for which $T(n)\in\Theta(f(n))$, or at least tighter lower and upper bounds.
• Crossposting questions with such a small interval leads to duplicated effort from multiple communities. Please refer to the FAQ of each site for guidelines on crossposting. Dec 7, 2015 at 16:02
• Also cross-posted at mathoverflow.net/questions/225423/… — this violates our cross-posting policy. Dec 8, 2015 at 3:14
• Sorry, I didn't realize that. I removed this question from the other places. Dec 8, 2015 at 3:35
It is $n^{\Theta(\log n)}$, although I'm not sure exactly what the constant in the theta is. For the upper bound (the one you already have), note that, even without the $n^2$ term but with a base case of $1$ rather than $0$, this recurrence is dominated term-by-term by the recurrence $$U(n)=nU(\frac{n}{2}).$$ For the lower bound, note that it dominates the recurrence $$L(n)=\frac{n}{2}L(\frac{n}{4}).$$ | 378 | 1,260 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.34375 | 3 | CC-MAIN-2024-22 | latest | en | 0.885684 |
http://cboard.cprogramming.com/brief-history-cprogramming-com/38282-checkmate.html | 1,432,691,483,000,000,000 | text/html | crawl-data/CC-MAIN-2015-22/segments/1432207928865.24/warc/CC-MAIN-20150521113208-00281-ip-10-180-206-219.ec2.internal.warc.gz | 39,985,012 | 12,301 | # Checkmate!
This is a discussion on Checkmate! within the A Brief History of Cprogramming.com forums, part of the Community Boards category; How do you put 8 queens on a chessboard so that they won't capture each other?...
1. ## Checkmate!
How do you put 8 queens on a chessboard so that they won't capture each other?
2. Being on a programming forum and all, you could write a program that finds the answer for you...
Or look below:
3. Won't the top and bottom-most queens capture each other?
4. Put on 8 kings so they're busy?
Put 4 queens on opposite sides of the board and offset them 1 square to the side. At least using the already posted board, that works.
5. I don't think it's possible.
6. Golfinguy,
Do you mean having 4 queens on the same vertical line? Because that clearly won't work.
7. This one actually works. (There are 92 working solutions)
8. You could create a program to find the solution using backtracking.... Similar to solving a maze problem.. I have to use something like this when i start coding my chess games single player part..
9. Originally posted by minesweeper
Won't the top and bottom-most queens capture each other?
Gee, how could I miss that one???
And I thought I checked em all....
10. Originally posted by minesweeper
Golfinguy,
Do you mean having 4 queens on the same vertical line? Because that clearly won't work.
Never mind. I was thinking that 4 of the queens were on the same team.
11. And if you want how I calculated it, here ya go.
Warning
This code is uncommented, and basically contest-style code.
Code:
```#pragma warning( disable: 4530 )
#include <fstream>
using namespace std;
#define MAXSIZE 13
bool col[ MAXSIZE ];
bool updiag[ MAXSIZE * 2 ];
bool downdiag[ MAXSIZE * 2 ];
ifstream in("checker.in");
ofstream out("checker.out");
int n = 0;
int numoutputed = 0;
void outputsoln( int *row )
{
for( int i = 0; i < n; i++ ) {
if( i != 0 ) out<<" ";
out<<row[i] + 1;
}
out<<endl;
}
int calcnum( int i, int *row )
{
int sum = 0;
if( i == n ) {
outputsoln( row );
return 1;
}
for( int j = 0; j < n; j++ ) {
if( !col[ j ] && !updiag[ i + j ] && !downdiag[ i - j + n ] ) {
col[ j ] = true;
updiag[ i + j ] = true;
downdiag[ i - j + n ] = true;
row[i] = j;
sum += calcnum( i + 1, row );
col[ j ] = false;
updiag[ i + j ] = false;
downdiag[ i - j + n ] = false;
}
}
return sum;
}
int main( void )
{
int rows[ MAXSIZE ];
in>>n;
out<<calcnum( 0, rows )<<endl;
return 0;
}``` | 708 | 2,466 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.546875 | 3 | CC-MAIN-2015-22 | longest | en | 0.894699 |
https://questions.examside.com/past-years/gate/question/which-of-the-following-statement-are-true-when-the-cavitatio-gate-me-2015-set-3-marks-2-qmtzv9xs4q91ghcc.htm | 1,716,615,286,000,000,000 | text/html | crawl-data/CC-MAIN-2024-22/segments/1715971058773.28/warc/CC-MAIN-20240525035213-20240525065213-00526.warc.gz | 425,719,313 | 29,077 | 1
GATE ME 2015 Set 3
+2
-0.6
Which of the following statement are TRUE, when the cavitation parameter $$\sigma = 0?$$
(i) The local pressure is reduced to vapor pressure.
(ii) Cavitation starts
(iii) Boiling of liquid starts
(iv) Cavitations stops
A
$$(i), (ii)$$ and $$(iv)$$
B
only $$(ii)$$ and $$(iii)$$
C
only $$(i)$$ and $$(iii)$$
D
$$(i),(ii)$$ and $$(iii)$$
2
GATE ME 2014 Set 1
Numerical
+2
-0
In a simple concentric shaft-bearing arrangement, the lubricant flows in the $$2$$ $$mm$$ gap between the shaft and the bearing. The flow may be assumed to be a plane Couette flow with zero pressure gradient. The diameter of the shaft is $$100$$ $$mm$$ and its tangential speed is $$10$$ $$m/s.$$ The dynamic viscosity of the lubricant is $$0.1$$ $$kg/m.s.$$ The frictional resisting force (in newton) per $$100$$ $$mm$$ length of the bearing is ______________.
3
GATE ME 2010
+2
-0.6
A lightly loaded full journal bearing has a journal of $$50mm,$$ bush bore of $$50.50mm$$ and bush length of $$20mm.$$ if rotational speed of journal is $$1200rpm$$ and average viscosity of liquid lubricant is $$0.03$$ $$Pa$$- $$sec,$$ the power loss (in Watt) will be :
A
$$37$$
B
$$74$$
C
$$118$$
D
$$237$$
4
GATE ME 2008
+2
-0.6
A journal bearing has a shaft diameter of $$40$$ $$mm$$ and a length of $$40mm.$$ The shaft is rotating at $$20$$ $$rad/s$$ and the viscosity of the lubricant is $$20$$ $$mPa$$-$$s$$. The clearance is $$0.020$$ $$mm.$$ The loss of torque due to the viscosity of the lubricant is approximately:
A
$$0.040$$ $$Nm$$
B
$$0.252$$ $$Nm$$
C
$$0.400$$ $$Nm$$
D
$$0.652$$ $$Nm$$
GATE ME Subjects
EXAM MAP
Medical
NEET | 542 | 1,628 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.671875 | 3 | CC-MAIN-2024-22 | latest | en | 0.743099 |
https://www.difference.wiki/inertial-mass-vs-rest-mass/ | 1,718,324,533,000,000,000 | text/html | crawl-data/CC-MAIN-2024-26/segments/1718198861517.98/warc/CC-MAIN-20240613221354-20240614011354-00387.warc.gz | 678,129,830 | 23,999 | # Inertial Mass vs. Rest Mass: What's the Difference?
Edited by Aimie Carlson || By Janet White || Published on December 16, 2023
Inertial mass measures an object's resistance to acceleration, while rest mass is its mass measured when at rest and not moving relative to the observer.
## Key Differences
Inertial mass is a property of an object that quantifies how much it resists acceleration when a force is applied. Rest mass, alternatively, is the mass of an object when it is not in motion relative to the observer. Both concepts are fundamental in physics but serve different purposes in understanding motion and energy.
Inertial mass is key in Newton's second law of motion, where force equals mass times acceleration (F=ma). This mass determines how much an object will accelerate under a given force. Rest mass, however, is significant in Einstein's theory of relativity, representing the intrinsic mass of an object irrespective of its energy or motion.
The concept of inertial mass is crucial in classical mechanics, where it helps in calculating the momentum and kinetic energy of moving objects. Rest mass, on the other hand, is vital in understanding the equivalence of mass and energy, as expressed in Einstein's famous equation E=mc².
Inertial mass does not change regardless of an object's speed or location in the universe. Rest mass, in contrast, is particularly important in relativistic physics, where it remains constant even as an object approaches the speed of light, unlike relativistic mass, which increases.
Inertial mass relates to how an object moves in space under the influence of forces, while rest mass is a fundamental property of matter, central to understanding the energy content of an object at rest.
## Comparison Chart
### Definition
Resistance to acceleration by a force.
Mass of an object when at rest.
### Role in Physics
Central in Newtonian mechanics.
Key in the theory of relativity.
### Variation with Speed
Constant at any speed.
Constant, even near the speed of light.
### Relation to Energy
Determines kinetic energy in motion.
Integral to the mass-energy equivalence.
### Importance in Equations
Used in F=ma (force equals mass times acceleration).
Used in E=mc² (energy equals mass times the speed of light squared).
## Inertial Mass and Rest Mass Definitions
#### Inertial Mass
The measure of an object's resistance to changes in velocity.
A truck has a greater inertial mass than a bicycle, requiring more force to achieve the same acceleration.
#### Rest Mass
A fundamental property of matter in its most inert state.
The rest mass of a stationary spaceship is used to calculate the energy required for its propulsion.
#### Inertial Mass
The mass determining an object's response to an applied force.
The greater inertial mass of a freight train compared to a car means more force is needed to move the train at the same rate.
#### Rest Mass
The constant mass of an object, unaffected by its motion relative to an observer.
In a laboratory, the rest mass of a chemical compound is measured to determine its molecular weight.
#### Inertial Mass
The physical property dictating how much an object resists being accelerated.
In space, an astronaut experiences less inertial mass effect, making movements easier than on Earth.
#### Rest Mass
The measure of the amount of matter in an object, disregarding its energy content.
A physicist calculates the rest mass of a particle to understand its properties in a static state.
#### Inertial Mass
A quantitative measure of an object's tendency to maintain its state of rest or uniform motion.
A bowling ball, due to its higher inertial mass, continues to move forward steadily even after hitting pins.
#### Rest Mass
The intrinsic mass of an object, independent of its energy or motion.
The rest mass of a proton remains unchanged, whether it's in a stationary atom or in a high-speed particle accelerator.
#### Inertial Mass
A factor in determining how much force is needed to alter an object's motion.
Heavy machinery, with high inertial mass, requires powerful engines to change speed rapidly.
#### Rest Mass
The mass of a particle as measured when the particle is at rest.
The rest mass of an electron is a constant value, essential in calculations in particle physics.
## FAQs
#### What does rest mass refer to?
Rest mass is the mass of an object measured when it is at rest relative to an observer.
#### How does inertial mass affect motion?
Inertial mass determines how much an object will accelerate under a given force.
#### Can inertial mass change with speed?
No, inertial mass remains constant regardless of an object’s speed.
#### Why is rest mass important in physics?
Rest mass is crucial in understanding the intrinsic mass of an object, especially in the theory of relativity.
#### How is rest mass measured?
Rest mass is measured by determining the mass of an object when it is not moving relative to the observer.
#### Is rest mass constant?
Yes, rest mass is a constant value for an object, regardless of its motion or energy.
#### What is inertial mass?
Inertial mass is a measure of how much an object resists acceleration when a force is applied.
#### Does inertial mass differ from gravitational mass?
Inertial mass is conceptually different from gravitational mass, but experimentally they are equivalent.
#### How does inertial mass relate to Newton's laws?
Inertial mass is a key factor in Newton's second law, relating force, mass, and acceleration.
#### Is rest mass the same as relativistic mass?
No, rest mass is constant, while relativistic mass increases with the velocity of the object.
#### Can rest mass be converted into energy?
Yes, according to E=mc², rest mass can be converted into energy.
#### What role does inertial mass play in everyday life?
Inertial mass affects how objects move and stop in daily activities, from driving a car to playing sports.
#### How does rest mass relate to the energy of an object?
Rest mass is directly related to the intrinsic energy content of an object, as per Einstein's equation.
#### Is inertial mass relevant in space travel?
Yes, inertial mass is crucial in calculating the forces required for spacecraft acceleration.
#### Does rest mass play a role in particle physics?
Absolutely, rest mass is essential in particle physics for understanding the properties of elementary particles.
#### Are inertial mass and rest mass related?
While conceptually different, both inertial and rest mass are fundamental measures of an object’s mass.
#### Is rest mass relevant in cosmology?
Yes, rest mass is important in cosmology, especially in understanding the mass of celestial bodies.
#### What happens to inertial mass at high speeds?
Inertial mass remains constant even at high speeds, according to classical mechanics.
#### Can we feel the effects of inertial mass?
Yes, the resistance we feel when trying to push or stop an object is due to its inertial mass.
#### How do inertial and rest mass contribute to our understanding of the universe?
Together, they provide a comprehensive view of mass, from the behavior of objects under force to the fundamental properties of matter in the universe. | 1,464 | 7,242 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.421875 | 3 | CC-MAIN-2024-26 | latest | en | 0.919811 |
https://physics.stackexchange.com/questions/112883/luminosity-distance-from-angular-diameter-distance/120134 | 1,566,041,361,000,000,000 | text/html | crawl-data/CC-MAIN-2019-35/segments/1566027312128.3/warc/CC-MAIN-20190817102624-20190817124624-00139.warc.gz | 565,479,266 | 30,821 | # Luminosity distance from angular diameter distance
Consider that I know the cosmological angular diameter distance at a given redshift :
$$D_{A}\left(z\right)=\frac{x_{object}}{\theta_{observer}}$$
Is there a general formula to compute the luminosity distance $D_{L}$ from $D_{A}$ without assuming an homogeneous cosmology ?
• So are you interested in some sort of general integration over the different epochs of the universe with metric perturbations accounted for and not the simple $D_L=(1+z)^2D_A$? – Jim May 15 '14 at 15:21
• @Jim I wonder whether the relation you point out is valid in a perturbed Universe. – Vincent May 15 '14 at 15:23
• Roughly speaking, it's about as valid as the unperturbed equations for $D_L$ and $D_A$ are individually. For $z<1$ these are great approximations. For $z>1$ they still hold and the data does follow the predictions, but perturbations have increasingly larger effects – Jim May 15 '14 at 15:29
• @Jim Ok, I will rephrase the problem the other way. Consider a completely perturbed Universe in which I know, for a particular object: $x_{object}$ and $\theta_{observer}$ (I know them numerically, I do not have any expressions of them). Is there a way to compute $D_{L}$ from that ? – Vincent May 15 '14 at 15:40
• I don't know it off-hand. There is definitely a way; you should look around at some observational cosmology papers. Failing that method, the next step would be to re-derive the equations for $D_L$and $D_A$ only start with a perturbed metric. A majority of the math would be easy, but it would get really hairy right at the end. – Jim May 15 '14 at 15:47
The Etherington theorem states that the relation $$D_L=(1+z)^2D_A$$ remains valid for any space-time. The theorem shows the relation without using Einstein equations nor the matter content of the Universe. It only depends on photon conservation, and in the fact that photons travel through null geodesics in a Riemannian geometry. | 499 | 1,948 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.0625 | 3 | CC-MAIN-2019-35 | latest | en | 0.905209 |
https://mathoverflow.net/questions/223687/coefficients-of-universal-schubert-polynomials | 1,600,761,074,000,000,000 | text/html | crawl-data/CC-MAIN-2020-40/segments/1600400204410.37/warc/CC-MAIN-20200922063158-20200922093158-00674.warc.gz | 489,136,254 | 27,701 | # Coefficients of universal Schubert polynomials
Let $e_i^j$ be the elementary symmetric polynomial in $x_1,x_2,\ldots,x_j$. Then the ordinary Schubert polynomial has an expansion of the form $$S_u(x)=\sum_{i_1,i_2,\ldots,i_n}{a^{i_1,i_2,\ldots,i_n}_ue_{i_1}^1\cdots e_{i_n}^n}$$ where the $a_u^{i_1,\ldots,i_n}$ are integers. We can interpret $i_1,\ldots,i_n$ as the code of a unique permutation, so we can rewrite this as $$S_u(x)=\sum_{v\in S_{\infty}}{a_{u}^ve_v}$$ Taking the inverse of the matrix $(a_u^v)$ gives us a matrix $(c_u^v)$ with nonnegative entries, and $$S_{uw_0}(x)=\sum_{v}{c_u^vx_v}$$ The coefficients $c_u^v$ are well understood (they can be expressed in terms of Bruhat paths, RC graphs, etc.). Somehow, though, the $a_u^v$ seem far more important. The universal Schubert polynomials and quantum Schubert polynomials use these coefficients in their definition, replacing the elementary monomials with something else. Have the $a_u^v$ been studied in and of themselves?
• The following paper seems relevant: ac.els-cdn.com/S0001870898917303/… – Suvrit Nov 16 '15 at 4:08
• @Suvrit That it most certainly is, thanks. – Matt Samuel Nov 17 '15 at 4:05
• I found a "positive" (non-cancellative) formula for $a_u^v$ when $u$ is a simple cycle (more generally, it's a "Pieri formula" for the product $x_i^kS_w(x)$). – Matt Samuel Nov 19 '15 at 4:24 | 450 | 1,366 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.234375 | 3 | CC-MAIN-2020-40 | longest | en | 0.821244 |
https://brilliant.org/practice/calculus-of-motion/ | 1,569,060,321,000,000,000 | text/html | crawl-data/CC-MAIN-2019-39/segments/1568514574377.11/warc/CC-MAIN-20190921084226-20190921110226-00260.warc.gz | 423,258,191 | 32,234 | ### Vector Calculus
Calculus originated as a mathematical way of studying change. Motion is the most natural sort of change, so it makes sense to start our journey there.
In 1D, we can find physical quantities like velocity and acceleration through differentiation of $x(t),$ the position along the $x$-axis at time $t.$ Life becomes more interesting when things move in more than one dimension.
In $\mathbb{R}^n,$ we need $n$ functions (representing the coordinates of the moving object) bundled together into an ordered list $\vec{x}(t) = \big\langle x(t) , y(t), \dots \big\rangle$ called a vector. Velocity and acceleration are tied to the derivatives of these functions, as we'll see.
Beginning here shows us why melding vectors with calculus is so useful. No prior physics experience is needed, but an interest in mechanics would make this quiz much more enjoyable!
# Calculus of Motion
We first apply vectors in multivariable calculus to the problem of describing a line $L$ in $\mathbb{R}^n.$ Assuming $L$ goes through $p = (a,b,c)$ and is parallel to $\vec{v} = \langle v_{x},v_{y},v_{z} \rangle,$ we found $\vec{x}(t) = \vec{p} + t \vec{v}$ for the position vectors of points on the line.
If we think of $t$ as time, $\vec{x}(t)$ (the red arrow below with base at the origin and tip on the line) describes the position of an object moving along $L.$
In the visualization above, you have control over the direction of $\vec{v}$ via angles $\theta$ and $\phi$, $\vec{v}$'s length $l = \| \vec{v} \|,$ and the point $p.$
Experiment with the sliders and determine what quantity is most closely associated with the object's speed along the line.
# Calculus of Motion
For linear motion in $\mathbb{R}^3,$ we can explicitly find $x(t), y(t),$ and $z(t):$ $\vec{x}(t) = \vec{p} + t \vec{v} = \langle \underbrace{x_{0} + t v_{x}}_{x(t)}, \underbrace{y_{0} + t v_{y}}_{y(t)}, \underbrace{z_{0} + t v_{z}}_{z(t)} \rangle.$ The rate of change of the object's motion in the $x$-direction is $x'(t);$ similar statements hold for $y'(t)$ and $z'(t).$ Bundling these derivatives together into the vector $\vec{v}(t) = \vec{x}'(t) = \big\langle x'(t), y'(t), z'(t) \big\rangle$ gives us complete information about the velocity of the object through space.
For example, we'll learn in Vector-valued Functions that the speed is just the magnitude of velocity $\| \vec{v}(t) \|.$
If an object moves along the line $\big\langle x(t) ,\ y(t) , \ z(t) \big\rangle = \langle 0, 2, -3 \rangle + t \langle 1, -2, 2 \rangle,$ compute its speed and enter your answer as an integer on the right.
# Calculus of Motion
Similar logic applies when an object travels along a line with non-constant speed. In the visualization below, you once more have control over the direction of the line $($now called $\hat{u} )$ and the position of a point $p = (a,b,c)$ on $L.$
Now, however, instead of $\vec{p} + t \vec{v}$ the position vector (red above) is given by $\vec{x}(t) = \vec{p} + \textcolor{#D61F06}{3 \sin( 2 \pi t) } \hat{u}.$ Compute the object's speed, which is the magnitude of $\vec{x}'(t) = \vec{v}(t) = \big\langle x'(t), y'(t), z'(t) \big\rangle.$
# Calculus of Motion
In addition to the position vector $\vec{x}(t),$ it's often useful to display both the velocity $\vec{v}(t) = \vec{x}'(t)$ and acceleration $\vec{a}(t) = \vec{v}'(t) = \vec{x}''(t).$
These vectors, however, are usually drawn attached to the object itself, not the origin. The velocity vector always points in the direction of motion, but the same isn't true for acceleration.
Use the visualization and/or the derivative definitions to determine which of the two vectors $\vec{u}_{1}(t)$ (purple) and $\vec{u}_{2}(t)$ (green) is the acceleration for $\vec{x}(t) = \big\langle -1+\cos(t) ,1, \cos(t) \big\rangle .$
# Calculus of Motion
Vectors also help us quantify nonlinear motion in the plane. Position vectors are formed by bundling $x(t)$ and $y(t)$ together into the ordered list $\big\langle x(t), y(t) \big\rangle;$ velocity and acceleration vectors come from taking the first and second derivatives.
There's a great deal about vectors and motion we still have to learn but, to close out this quiz, let's start unraveling nonlinear motion in 2D.
Planet X orbits along a circle under the influence of gravity. If the circle has radius $r$ and is centered at the origin where the star sits, what's one possible position vector of the planet?
Hint: $\sin^2( t) + \cos^2( t) = 1$ for all real $t.$
# Calculus of Motion
As Planet X orbits around its home star, it follows the position vector $\big\langle x(t) , y(t) \big\rangle = \big\langle r \cos( t) , r \sin(t) \big\rangle.$ The visualization below shows three arrows representing the position of Planet X, its velocity, and its acceleration. Note that the red and blue vectors overlap; the blue one points towards the origin from the circle, while the red one points from the origin to the circle.
Which one corresponds to Planet X's acceleration $\big\langle x''(t) , y''(t) \big\rangle ?$
# Calculus of Motion
Now that we have some experience with 2D nonlinear motion, let's make the jump to 3D. Here's a visualization showing motion along a curve in 3D called a helix.
Here, $b$ measures the helix's vertical spacing. Taking $b = 0$ gives us circular motion in the plane much like Planet X's. When $b > 0,$ the particle moves with constant speed parallel to the $z$-axis while also simultaneously circulating around it.
Which vector represents the acceleration?
# Calculus of Motion
In the last quiz, we introduced vector fields $\vec{V}(\vec{x})$ where the number of components of the input matched that of the output. This quiz, however, showed how very versatile vectors truly are: here, we worked with vectors $\vec{x}(t), \vec{v}(t),$ and $\vec{a}(t)$ depending only on a single variable $t.$
We'll explore the calculus of both kinds of vector functions (and others) in greater depth in Vector-valued Functions. There we'll apply our knowledge to save a magic harp from the clutches of a vile giant!
The next two quizzes go beyond motion and give a glimpse of how calculus can be synthesized together with the vector concept to produce new types of integrals and derivatives.
# Calculus of Motion
× | 1,692 | 6,257 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 95, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.625 | 5 | CC-MAIN-2019-39 | latest | en | 0.851058 |
http://jdsmathnotes.com/jdprecalculus/jdseqx/arithseq.htm | 1,596,918,707,000,000,000 | text/html | crawl-data/CC-MAIN-2020-34/segments/1596439738351.71/warc/CC-MAIN-20200808194923-20200808224923-00459.warc.gz | 55,753,525 | 6,309 | Home Arithmetic Sequences Geometric Sequences Arithmetic Series Geometric Series Sigma Notation Mathematical Induction Review&Test
UNIT 10 : SEQUENCES AND SERIES
LESSON 1: ARITHMETIC SEQUENCES
Arithmetic Sequences:
A sequence such as –2, 3, 8, 13, … is called an Arithmetic Sequence. These sequences have the following properties.
· Terms are denoted as t1 , t2 , t3 , referring to term1, term 2, term 3 …
· The difference between successive terms is constant. ie t2 – t1 = t3 – t2 = t4 – t3 etc
· This difference is called the common difference and denoted using the letter d. Here d = 5.
· The first term is denoted using the letter a. Here a = -2.
· Successive terms are found by adding the common difference, d, to the preceding term. Hence t5 = 13 + 5 = 18 etc.
· The formula for the general term or nth term is tn = a + (n – 1)d
· Arithmetic sequences are linear functions with domain the natural numbers N = {1, 2, 3, 4, 5, …}
Example 1:
For the arithmetic sequence above, find t7, t11 and the general term tn.
Solution:
a = -2 d = 5 n = 7, 11, n
Example 2: Finding specific terms and the General (nth) Term.
Given the sequence –3, -7, -11, -15, …
a) Show that the sequence is arithmetic.
b) Find t7, t11 and the general term tn.
Solution:
a = - 3 d = - 4 n = 7, 11, n
Example 3: Finding the Number of Terms in a Given Sequence.
Given the sequence 4, 1, -2, …, -65. Find the number of terms in the sequence.
Solution:
Let the last term be tn.
a = 4 d = - 3 n = ? tn = - 65
Example 4: Solving a Sequence given two terms.
The fourth and seventh terms of an arithmetic sequence are 8 and 17 respectively. Find a, d and tn
Solution: | 513 | 1,733 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.84375 | 5 | CC-MAIN-2020-34 | latest | en | 0.819778 |
https://bmcmedresmethodol.biomedcentral.com/articles/10.1186/s12874-021-01388-6/tables/3 | 1,660,269,220,000,000,000 | text/html | crawl-data/CC-MAIN-2022-33/segments/1659882571538.36/warc/CC-MAIN-20220812014923-20220812044923-00210.warc.gz | 153,342,050 | 47,664 | # Table 3 Rating of statistical tests
Outcome Levels Comparator datasets P Rating of tests relative to each other
CPH
TT CAT CPH MT CSB CSO CSF
Stroke 3 56 < 0.0001 2 4 3 7 9 10 1 5 13 12 6 11 8 14 15
4 23 < 0.0001 2 3 1 6 10 12 4 5 11 13 7 8 9 14 15
5 16 0.0002 2 3 1 6 8 12 4 5 11 13 7 10 9 14 15
8 12 0.0115 3 2 1 7 8 10 4 5 13 14 6 9 11 12 15
Stroke/TIA 4 35 < 0.0001 1 3 5 2 4 8 10 12 7 6 11 9 13 14 15
5 17 < 0.0001 1 3 9 7 2 4 10 11 6 5 12 8 13 14 15
6 13 < 0.0001 1 2 9 3 6 4 10 11 7 8 12 5 13 14 15
9 12 < 0.0001 1 2 7 3 4 6 11 10 8 9 12 5 14 13 15
MI 3 47 0.010 1 6 12 5 2 7 8 11 4 3 10 14 13 9 15
Bleeding 3 32 < 0.0001 4 9 3 11 7 1 8 6 5 2 10 15 14 14 13
4 26 0.035 3 7 5 8 2 1 10 9 6 4 11 13 14 12 15
5 13 0.032 6 8 5 3 2 1 11 7 4 10 12 15 14 9 13
Vascular 3 47 < 0.0001 2 3 5 6 10 8 1 4 11 12 7 13 9 14 15
1. The numbers in bold represent the tests that are the most efficient and do not differ statistically from one another. The P-value is from the results of the Friedman ANOVA. The order of the rating of test is based on the mean rank calculated by the Duncan’s multiple range test; the most efficient test (i.e. the test with the smallest mean rank) is rated the best with a score of 1 and the least efficient with a score of 15
2. Abbreviations
3. Adj.: adjusted; BLR: binary logistic regression; BS: bootstrapping; CAT: Cochran-Armitage trend test; CPH: Cox proportional hazards; CSB: Chi-square binary event outcome; CSF: Chi-square binary fatal event outcome; CSO: Chi-square ordinal event outcome; MLR: multiple linear regression; MT: median test; MWU: Mann-Whitney U test; OLR: ordinal logistic regression; TT: t-test; Vascular: combination of stroke and MI; WR: win ratio test
4. Defined in Supplementary Table 4. | 804 | 1,741 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.640625 | 3 | CC-MAIN-2022-33 | latest | en | 0.615739 |
https://mathematicscentre.com/taskcentre/logo.htm | 1,695,387,295,000,000,000 | text/html | crawl-data/CC-MAIN-2023-40/segments/1695233506399.24/warc/CC-MAIN-20230922102329-20230922132329-00546.warc.gz | 433,694,887 | 3,352 | ## Story of the Logo
We are indebted to the Mathematical Association of Victoria for keeping this history on their site from 1998 until 2008.
Can there be a more European task than Task 166, Sphinx? It derives from the puzzle area of mathematics. These types of puzzles were prominent in the late nineteenth century when many people had sufficient spare time to use mathematics as a recreation. Its title refers to classic Western history, which is sometimes misrepresented as the history of the human race, thereby potentially demeaning other much older and longer surviving cultures.
In the original form of the task, students were given four wooden pieces shaped as shown and challenged to arrange them into a larger 'Sphinx' shape. As it stands the task is a spatial challenge of moderate difficulty. At the teaching day in 1996 which initiated the project to trial the Northern Territory Aboriginal Kit in an urban Indigenous situation, two Year 5 Aboriginal and Torres Strait Islander students, Tyler and Michael from Norris Road School, accepted the challenge. They solved it quickly, but then, since all Task Centre tasks represent the tip of an iceberg, they were challenged to investigate further.
The solution of the task card problem shows that the base, height and side lengths of the new Sphinx are twice as long as the corresponding lengths in a single Sphinx shape. The boys' teacher pointed this out and asked them to relate this '2 times' information to the fact that the new Sphinx was made of four original ones.
Suppose we made the base as long as three original Sphinx shapes. If you could make a new, larger Sphinx how many original Sphinx shapes do you think you would need? If the '3 times' Sphinx could be made, would all the side lengths be three times longer than the original?
Weeks later their solution to this quite difficult task was delivered to the project organisers. Their solution can be found at this link, but to appreciate the boys' effort, the reader should first try the original puzzle and then this extension - for several days!
Significantly the boys had claimed their solution by superimposing a drawing of the Aboriginal flag on their nine piece solution as in the logo. This act of leadership stands as testimony to:
• positive personal qualities such as interest, perseverance and tenacity
• command of mathematical content - in this case pattern, spatial and measurement concepts and skills
• a high level of mathematical reasoning
• a sense of community
It also pointed the way for other students and teachers to explore further. For example:
• Was the boys' solution the only '3 times' solution?
• If there is a '2 times' solution and a '3 times' solution, could there be a '4 times' solution (easy) or a '5 times' solution?
Can there be a more appropriate logo to support Aboriginal and Torres Strait learners who are taking on the challenge of western mathematics?
Historic Note Michael & Tyler's drawing was originally used in the logo of the Mathematics Task Centre Project in this form...
...and since 2010 it has been the central element of the Mathematics Centre logo in this form.
More Classroom Stories | 630 | 3,176 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.109375 | 3 | CC-MAIN-2023-40 | latest | en | 0.971034 |
https://www.teacherspayteachers.com/Product/The-Number-System-Posters-for-All-8NS-Standards-2080181 | 1,516,497,044,000,000,000 | text/html | crawl-data/CC-MAIN-2018-05/segments/1516084889798.67/warc/CC-MAIN-20180121001412-20180121021412-00517.warc.gz | 1,008,124,078 | 17,349 | Total:
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The Number System - Posters for All 8.NS Standards
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Number System– Math 8 – Posters for All Standards
................................................................................................................................
Are you looking for a way to display the 8th grade number system standards? Try these FREE posters.
................................................................................................................................
CONTENTS:
• 8.NS.A.1 Poster
• 8.NS.A.2 Poster
................................................................................................................................
HOW CAN YOU USE THIS RESOURCE?
• Option 1: Hang in classroom.
• Option 2: Put in a binder for quick reference for you and/or your students.
................................................................................................................................
Check Out Some Related Activities:
Approximating Square Roots to the Nearest Whole Number – Two Matching Puzzles – 8.NS.A.2
CCSS 8.NS.A.1 and 8.NS.A.2 Irrational and Rational Number Stations
Squares and square Roots – Two Triangle Matching Puzzles
................................................................................................................................
COMMON CORE STANDARDS: 8th Grade Number System
• Know that there are numbers that are not rational, and approximate them by rational numbers.
CCSS.MATH.CONTENT.8.NS.A.1
• Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.
CCSS.MATH.CONTENT.8.NS.A.2
• Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.
................................................................................................................................
Check out some station activities:
Area of Polygons (CCSS 6.G.1)
Integer Operations
Slope of a Line Middle School Math Stations
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Teachers Pay Teachers is an online marketplace where teachers buy and sell original educational materials. | 724 | 3,999 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.46875 | 4 | CC-MAIN-2018-05 | latest | en | 0.649256 |
https://physics.com.hk/2019/08/17/literal-numbers/ | 1,686,197,674,000,000,000 | text/html | crawl-data/CC-MAIN-2023-23/segments/1685224654097.42/warc/CC-MAIN-20230608035801-20230608065801-00038.warc.gz | 517,556,105 | 15,051 | # Literal numbers
All primitive mathematical procedures are extended to be generic over
symbolic arguments. When given symbolic arguments, these procedures
construct a symbolic representation of the required answer. There are
primitive literal numbers. We can make a literal number that is
represented as an expression by the symbol “a” as follows:
```(literal-number 'a) ==> (*number* (expression a))
```
The literal number is an object that has the type of a number, but its
representation as an expression is the symbol “a”.
```(type (literal-number 'a)) ==> *number*
(expression (literal-number 'a)) ==> a
```
— SCMUTILS Reference Manual
.
.
2019.08.17 Saturday ACHK | 159 | 701 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.265625 | 3 | CC-MAIN-2023-23 | latest | en | 0.85223 |
https://studydaddy.com/question/how-do-you-find-the-recursive-formula-that-describes-the-sequence-3-7-15-31-63-1 | 1,556,052,440,000,000,000 | text/html | crawl-data/CC-MAIN-2019-18/segments/1555578613603.65/warc/CC-MAIN-20190423194825-20190423220825-00251.warc.gz | 555,947,667 | 9,422 | Waiting for answer This question has not been answered yet. You can hire a professional tutor to get the answer.
QUESTION
# How do you find the recursive formula that describes the sequence 3,7,15,31,63,127.?
Look at the sequence of differences, finding that it is a geometric sequence with common ratio 2 and hence derive the recursive formula:
a_1 = 3 a_(n+1) = 2a_n + 1
Write out the original sequence:
3,7,15,31,63,127
Write out the sequence of differences of that sequence:
4,8,16,32,64
This is a geometric sequence with common ratio 2.
Try subtracting it from the original sequence to find:
-1,-1,-1,-1,-1
So we can deduce the recursive rule:
a_1 = 3 a_(n+1) = 2(a_n + 1) - 1 = 2a_n+1
A direct expression for a_n is:
a_n = 2^(n+1)-1
LEARN MORE EFFECTIVELY AND GET BETTER GRADES! | 243 | 800 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.09375 | 4 | CC-MAIN-2019-18 | longest | en | 0.91151 |
http://www.th7.cn/Program/c/201612/1030614.shtml | 1,524,194,481,000,000,000 | text/html | crawl-data/CC-MAIN-2018-17/segments/1524125937113.3/warc/CC-MAIN-20180420022906-20180420042906-00266.warc.gz | 532,959,257 | 13,239 | # poj1269——Intersecting Lines（判断线段交点）
2016-12-03 08:18:46来源:CSDN作者:blue_skyrim人点击
Description
We all know that a pair of distinct points on a plane defines a line and that a pair of lines on a plane will intersect in one of three ways: 1) no intersection because they are parallel, 2) intersect in a line because they are on top of one another (i.e. they are the same line), 3) intersect in a point. In this problem you will use your algebraic knowledge to create a program that determines how and where two lines intersect.
Your program will repeatedly read in four points that define two lines in the x-y plane and determine how and where the lines intersect. All numbers required by this problem will be reasonable, say between -1000 and 1000.
Input
The first line contains an integer N between 1 and 10 describing how many pairs of lines are represented. The next N lines will each contain eight integers. These integers represent the coordinates of four points on the plane in the order x1y1x2y2x3y3x4y4. Thus each of these input lines represents two lines on the plane: the line through (x1,y1) and (x2,y2) and the line through (x3,y3) and (x4,y4). The point (x1,y1) is always distinct from (x2,y2). Likewise with (x3,y3) and (x4,y4).
Output
There should be N+2 lines of output. The first line of output should read INTERSECTING LINES OUTPUT. There will then be one line of output for each pair of planar lines represented by a line of input, describing how the lines intersect: none, line, or point. If the intersection is a point then your program should output the x and y coordinates of the point, correct to two decimal places. The final line of output should read “END OF OUTPUT”.
Sample Input
5
0 0 4 4 0 4 4 0
5 0 7 6 1 0 2 3
5 0 7 6 3 -6 4 -3
2 0 2 27 1 5 18 5
0 3 4 0 1 2 2 5
Sample Output
INTERSECTING LINES OUTPUT
POINT 2.00 2.00
NONE
LINE
POINT 2.00 5.00
POINT 1.07 2.20
END OF OUTPUT
(p1-p0)X(p2-p0)=0
(p3-p0)X(p2-p0)=0
(y1-y2)x0+(x2-x1)y0+x1y2-x2y1=0
(y3-y4)x0+(x4-x3)y0+x3y4-x4y3=0
a1x+b1y+c1=0;
a2x+b2y+c2=0
x=(c1*b2-c2*b1)/(a2*b1-a1*b2);
y=(a2*c1-a1*c2)/(a1*b2-a2*b1);
``#include <iostream>#include <cstring>#include <string>#include <vector>#include <queue>#include <cstdio>#include <set>#include <cmath>#include <map>#include <algorithm>#define INF 0x3f3f3f3f#define MAXN 5010#define Mod 10001using namespace std;struct Line{ double x1,y1,x2,y2;};Line a,b;double x,y;void inter(){ double a1=a.y1-a.y2,b1=a.x2-a.x1,c1=a.x1*a.y2-a.x2*a.y1; double a2=b.y1-b.y2,b2=b.x2-b.x1,c2=b.x1*b.y2-b.x2*b.y1; x=(c1*b2-c2*b1)/(a2*b1-a1*b2); y=(a2*c1-a1*c2)/(a1*b2-a2*b1);}int main(){ int n; printf("INTERSECTING LINES OUTPUT/n"); scanf("%d",&n); while(n--) { scanf("%lf%lf%lf%lf%lf%lf%lf%lf",&a.x1,&a.y1,&a.x2,&a.y2,&b.x1,&b.y1,&b.x2,&b.y2); if((a.x1-a.x2)*(b.y1-b.y2)-(a.y1-a.y2)*(b.x1-b.x2)==0) //平行 { if((a.x2-a.x1)*(b.y1-a.y1)-(a.y2-a.y1)*(b.x1-a.x1)==0) //共线 printf("LINE/n"); else printf("NONE/n"); } else { inter(); printf("POINT %.2lf %.2lf/n",x,y); } } printf("END OF OUTPUT/n"); return 0;}`` | 1,120 | 3,190 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.03125 | 3 | CC-MAIN-2018-17 | latest | en | 0.846715 |
https://www.ehow.com/how_7162612_build-outdoor-steps-steep-incline.html | 1,721,690,220,000,000,000 | text/html | crawl-data/CC-MAIN-2024-30/segments/1720763517927.60/warc/CC-MAIN-20240722220957-20240723010957-00794.warc.gz | 643,657,378 | 57,162 | # How to Build Outdoor Steps on a Steep Incline
#### Things You'll Need
• Gloves
• Level
• Shovel
• String line
• Stakes
• Spray paint
• Dolley
Incorporating landings into your steep incline will help with the climb.
Attempting to incorporate a steep incline into a cohesive outdoor landscaping plan is challenging to even the most experienced landscaper. Proper drainage is important, and you may need to build a retaining wall to prevent erosion of the hill. If you incorporate terraces along the way, your efforts will pay off in more usable space. If a terrace is not an option, try to zig-zag the path for easier climbing, or wind the path, using long shallow steps with landings, to build breaks into the steep hike up the incline.
## Step 1
Outline the area where the path will go with spray paint. Drive a stake at the top and bottom of the site. The stake at the bottom of the hill must be tall enough that a string or tape measure can be strung horizontally between it and the stake at the top of the hill.
Video of the Day
If your bottom stake is too short, do this step in stages. All you want to obtain is the linear distance from the top of the hill to the bottom. If done in stages, also measure the distance from string to ground on the lower stake. Write this down because you will add these distances together.
## Step 2
Measure from the top landing to the bottom along the horizontal line to calculate the length of the hillside. Subtract two feet from this measurement. This is the run. Measure the distance from the string to ground. This is the rise.
For example, let's say your staircase has a hillside length of 28 feet and a vertical drop of 15 feet. The run would then be 26 feet and the rise would equal 15 feet.
## Step 3
Divide the total rise by up to 8 inches to figure out the number of steps you need. Risers can range from 4 to 8 inches in height. Steep slopes require taller risers and shorter treads. Keep all risers the same height.
Using the example from Step 2, convert the rise, or 15 feet, into inches (15x12= 174 inches) and divide by 8 to get the correct number of steps, in this case 21.75. Round the number up to 22. The tread, or landing of each step is measured by dividing the number of steps into the amount of run. In this example, convert the 26-foot run into inches (26x12= 312) and divide by 22. Each of the 22 steps would have a tread of 14 1/5 inches, which can be rounded to 14 inches. Mark each step on the run with spray paint.
## Step 4
Make a rough sketch of the site, including the number of steps and any retaining walls.
## Step 5
Notch out each riser location with your shovel, keeping the riser height the same for each step. Take into account the size of your step material when calculating the height.
## Step 6
Group steps three or four at a time with walking space in between on really steep inclines. You will need to compress the distance between your steps to accomodate the walking space. Reducing the distance between four steps by six inches, for example, will reduce the distance between steps to 8 inches for the first three steps and give you an additional 18 inches behind the fourth step.
## Step 7
Place steps into the notches, using a dolly if necessary to haul. Backfill each step with dirt and sod to prevent erosion.
#### Tip
Zig-zag steps not only make the climb easier, but they cut down on erosion.
Build some curves into your route for a more natural look.
Video of the Day
references | 819 | 3,505 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.28125 | 3 | CC-MAIN-2024-30 | latest | en | 0.902042 |
https://codeforces.com/problemset/problem/1427/H | 1,723,214,346,000,000,000 | text/html | crawl-data/CC-MAIN-2024-33/segments/1722640767846.53/warc/CC-MAIN-20240809142005-20240809172005-00346.warc.gz | 135,317,036 | 14,961 | H. Prison Break
time limit per test
4 seconds
memory limit per test
256 megabytes
input
standard input
output
standard output
A prisoner wants to escape from a prison. The prison is represented by the interior of the convex polygon with vertices $P_1, P_2, P_3, \ldots, P_{n+1}, P_{n+2}, P_{n+3}$. It holds $P_1=(0,0)$, $P_{n+1}=(0, h)$, $P_{n+2}=(-10^{18}, h)$ and $P_{n+3}=(-10^{18}, 0)$.
The prison walls $P_{n+1}P_{n+2}$, $P_{n+2}P_{n+3}$ and $P_{n+3}P_1$ are very high and the prisoner is not able to climb them. Hence his only chance is to reach a point on one of the walls $P_1P_2, P_2P_3,\dots, P_{n}P_{n+1}$ and escape from there. On the perimeter of the prison, there are two guards. The prisoner moves at speed $1$ while the guards move, remaining always on the perimeter of the prison, with speed $v$.
If the prisoner reaches a point of the perimeter where there is a guard, the guard kills the prisoner. If the prisoner reaches a point of the part of the perimeter he is able to climb and there is no guard there, he escapes immediately. Initially the prisoner is at the point $(-10^{17}, h/2)$ and the guards are at $P_1$.
Find the minimum speed $v$ such that the guards can guarantee that the prisoner will not escape (assuming that both the prisoner and the guards move optimally).
Notes:
• At any moment, the guards and the prisoner can see each other.
• The "climbing part" of the escape takes no time.
• You may assume that both the prisoner and the guards can change direction and velocity instantly and that they both have perfect reflexes (so they can react instantly to whatever the other one is doing).
• The two guards can plan ahead how to react to the prisoner movements.
Input
The first line of the input contains $n$ ($1 \le n \le 50$).
The following $n+1$ lines describe $P_1, P_2,\dots, P_{n+1}$. The $i$-th of such lines contain two integers $x_i$, $y_i$ ($0\le x_i, y_i\le 1,000$) — the coordinates of $P_i=(x_i, y_i)$.
It is guaranteed that $P_1=(0,0)$ and $x_{n+1}=0$. The polygon with vertices $P_1,P_2,\dots, P_{n+1}, P_{n+2}, P_{n+3}$ (where $P_{n+2}, P_{n+3}$ shall be constructed as described in the statement) is guaranteed to be convex and such that there is no line containing three of its vertices.
Output
Print a single real number, the minimum speed $v$ that allows the guards to guarantee that the prisoner will not escape. Your answer will be considered correct if its relative or absolute error does not exceed $10^{-6}$.
Examples
Input
2
0 0
223 464
0 749
Output
1
Input
3
0 0
2 2
2 4
0 6
Output
1.0823922
Input
4
0 0
7 3
7 4
5 7
0 8
Output
1.130309669
Input
5
0 0
562 248
460 610
281 702
206 723
0 746
Output
1.148649561
Input
7
0 0
412 36
745 180
747 184
746 268
611 359
213 441
0 450
Output
1.134745994 | 891 | 2,776 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.1875 | 3 | CC-MAIN-2024-33 | latest | en | 0.883528 |
https://encyclopedia2.thefreedictionary.com/gauss | 1,628,067,001,000,000,000 | text/html | crawl-data/CC-MAIN-2021-31/segments/1627046154798.45/warc/CC-MAIN-20210804080449-20210804110449-00310.warc.gz | 241,177,084 | 14,736 | # gauss
Also found in: Dictionary, Thesaurus, Medical, Financial, Acronyms, Wikipedia.
Related to gauss: Gauss elimination
## gauss
(gous) [for C. F. GaussGauss, Carl Friedrich
, born Johann Friederich Carl Gauss, 1777–1855, German mathematician, physicist, and astronomer. Gauss was educated at the Caroline College, Brunswick, and the Univ.
], abbr. G, unit of magnetic flux density (see flux, magneticflux, magnetic,
in physics, term used to describe the total amount of magnetic field in a given region. The term flux was chosen because the power of a magnet seems to "flow" out of the magnet at one pole and return at the other pole in a circulating pattern, as suggested
) equal to 0.0001 (10−4) weberweber
[for W. E. Weber], abbr. Wb, unit of magnetic flux in the mks system of weights and measures; 1 Wb is equal to 1 volt-second. The weber per square meter, called the tesla [for Nikola Tesla], abbr.
per square meter. Since this unit is derived from the cgs systemcgs system,
system of units of measurement based on the metric system and having the centimeter of length, the gram of mass, and the second of time as its fundamental units. Other cgs units are the dyne of force and the erg of work or energy.
of units rather than the mks systemmks system,
system of units of measurement based on the metric system and having the meter of length, the kilogram of mass, and the second of time as its fundamental units. Other mks units include the newton of force, the joule of work or energy, and the watt of power.
, it is largely obsolete. See electric and magnetic unitselectric and magnetic units,
units used to express the magnitudes of various quantities in electricity and magnetism. Three systems of such units, all based on the metric system, are commonly used.
.
## gauss
(gowss) Symbol: G. The c.g.s. (electromagnetic) unit of magnetic flux density. One gauss is equal to 10–4 tesla.
Collins Dictionary of Astronomy © Market House Books Ltd, 2006
The following article is from The Great Soviet Encyclopedia (1979). It might be outdated or ideologically biased.
## Gauss
a unit of magnetic induction in the cgs system of units (Gaussian and cgs emu). It was named in honor of K. Gauss. The abbreviation is G. A gauss is equal to the induction of a homogeneous magnetic field in which a linear conductor 1 cm long placed perpendicular to the induction vector of the field experiences a force of 1 dyne when a current equal to 1 unit of current in the cgs emu system flows through it. The gauss can also be defined as the magnetic induction for which a magnetic flux of 1 maxwell passes through a cross-sectional area of 1 sq cm normal to the lines of the induction. The relationship between the units of magnetic induction in the cgs system and the International System of Units (SI) is: 1 tesla (T) = 104 G. The kilogauss, which is equal to 1,000 G, is still used in practice. Until 1930 the gauss was also called the unit of magnetic field strength, equal to 79.577 amperes per meter. In 1930 the oersted was adopted by the International Technical Commission as the basic unit of magnetic field strength.
The Great Soviet Encyclopedia, 3rd Edition (1970-1979). © 2010 The Gale Group, Inc. All rights reserved.
## gauss
[gau̇s]
(electromagnetism)
Unit of magnetic induction in the electromagnetic and Gaussian systems of units, equal to 1 maxwell per square centimeter, or 10-4 weber per square meter. Also known as abtesla (abt).
McGraw-Hill Dictionary of Scientific & Technical Terms, 6E, Copyright © 2003 by The McGraw-Hill Companies, Inc.
## gauss
the cgs unit of magnetic flux density; the flux density that will induce an emf of 1 abvolt (10--8 volt) per centimetre in a wire moving across the field at a velocity of 1 centimetre per second. 1 gauss is equivalent to 10--4 tesla
## Gauss
Karl Friedrich . 1777--1855, German mathematician: developed the theory of numbers and applied mathematics to astronomy, electricity and magnetism, and geodesy
Collins Discovery Encyclopedia, 1st edition © HarperCollins Publishers 2005
(person)
## Gauss
(statistics)
Gaussian distribution.
See normal distribution.
## Gauss
(unit)
The unit of magnetic field strength. 1 gauss = 1 Maxwell / cm^2.
A good loudspeaker coil magnet flux density is of the order of 10000 gauss.
## Gauss
(language)
A powerful matrix programming language by Aptech Systems. Gauss is very popular with econometricians.
http://rhkoning.xs4all.nl/gauss/index.htm.
## gauss
A unit of measurement of magnetic intensity named after Karl F. Gauss (1777-1855), considered to be one of the greatest mathematicians of all time. See degauss.
Copyright © 1981-2019 by The Computer Language Company Inc. All Rights reserved. THIS DEFINITION IS FOR PERSONAL USE ONLY. All other reproduction is strictly prohibited without permission from the publisher.
References in periodicals archive ?
Gauss remarried a year later and had three more children but biographers say the mathematician was never quite the same without his first wife suffering from bouts of depression, so he grew to dominate his children.
* G1: the n-weight Gauss quadrature attains the maximal algebraic degree of exactness 2n - 1, i.e., it is exact for all polynomials of degree at most 2n - 1.
In this respect, it is apt that the platform which hosts Gauss PDF and Troll Thread is the multimedia-based Tumblr.
In this section, the mathematic simulations based on MATLAB/Simulink are conducted to prove the effectiveness of the Gauss pseudospectral method.
Initially used for Bloom effect, it can be generalized to closely match Gauss in appearance.
In the case of both optical notch filters the tendency is the same, but in the case of Gauss notch filter pulses amplitude is slightly higher.
These lemmas include integral error of the Gauss quadrature rules, estimates of the interpolation error, Lebesgue constant of the Legendre series, and finally the Gronwall inequality.
In this paper, quadrilateral cells and Gauss quadrature are used for the numerical integration.
[5] studied surfaces of revolution in a Euclidean 3-space [R.sup.3] such that their Gauss map G satisfies the condition
In January, Omega debuted the Seamaster Aqua Terra 15,000 Gauss. It uses only nonferrous materials in the coaxial caliber 8508 movement, eliminating the need for a Faraday cage altogether while remaining resistant up to 1.5 tesla (15,000 gauss).
First, we have to assume initial guess to start the Gauss Seidel Method.
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Open / Close | 1,538 | 6,512 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.3125 | 3 | CC-MAIN-2021-31 | latest | en | 0.909946 |
https://math.stackexchange.com/questions/1600316/creating-a-nested-sequence-of-compact-subsets-of-an-open-set-in-mathbbr | 1,571,203,492,000,000,000 | text/html | crawl-data/CC-MAIN-2019-43/segments/1570986664662.15/warc/CC-MAIN-20191016041344-20191016064844-00475.warc.gz | 598,873,174 | 32,185 | # Creating a nested sequence of compact subsets of an open set in $\mathbb{R}$
Take $U \subset \mathbb{R}$ be an open set. I want to show that there exists nested compact sets $C_1 \subset C_2 \subset \dots$ such that $\bigcup_{j=1}^{\infty} C_j = U$. I have a feeling that I need to resort to the fact that $U$ can be formed by an infinite union of open intervals $I_j$, i.e. $U = \bigcup_{j=1}^{\infty} I_j$. I have a feeling for each $i \in \mathbb{N}$, I can form nested compact sets
$$C_{i1} \subset C_{i2} \subset \dots$$
such that $\bigcup_{j=1}^{\infty} C_{ij} = I_i$. Then I can set
$$C_i = \bigcup_{j=1}^{\infty} C_{ji}.$$
However, I am not sure if an infinite union of compact sets can potentially be compact. Hence, I could use some help on moving through this problem. Potentially I can do something involving the infinite intersection of compact sets?
• An infinite union of compact sets can be compact, but it could also be non-compact. – Michael Albanese Jan 5 '16 at 1:43
What you're worried about can happen. Consider the open set $(0, \infty)\setminus\mathbb{N}$. It can be written as a the countable union of disjoint open intervals:
$$(0, \infty)\setminus\mathbb{N} = \bigcup_{n =1}^{\infty}(n-1, n).$$
Each open interval can be written as a union of nested compact sets:
$$(n - 1, n) = \bigcup_{k = 1}^{\infty}\left[n - 1 + \frac{1}{k + 1}, n - \frac{1}{k + 1}\right].$$
So, in your notation, we have $C_{nk} = \left[n - 1 + \dfrac{1}{k + 1}, n - \dfrac{1}{k + 1}\right]$. Then we have
$$C_k = \bigcup_{n = 1}^{\infty}C_{nk} = \left[\frac{1}{k}, 1 - \frac{1}{k}\right] \cup \left[1 + \frac{1}{k}, 2 - \frac{1}{k}\right] \cup \left[2 + \frac{1}{k}, 3 - \frac{1}{k}\right] \cup \dots$$
which is unbounded and hence not compact.
One way to rectify this issue, both for this example and in general, is to instead take $C_k = C_{1k}\cup\dots\cup C_{kk}$ which is compact as it is a finite union of compact sets. I'll leave it to you to check that it is nested and the union of the $C_k$ is the open set you desire.
You may use that $\mathbb R$ is $\sigma$-compact, that is, it is the union of countably many compact sets $K_n$ (e.g. $K_n=[-n,n]$). Also, every open set $U$ is $F_\sigma$, that is the union of countably many closed sets $F_i$. You may assume that $F_i$ is contained in $F_{i+1}$ (since you may replace $F_i$ with the union $F_1\cup F_2\cup\cdots\cup F_i$). Then $U$ is the increasing union of $K_n\cap F_n$.
One way to see that every open subset $U$ of the reals is $F_\sigma$, if $U=\mathbb R$ then it is the union of the $K_n=[-n,n]$. If $U\not=\mathbb R$, say $\emptyset\not=G=\mathbb R \setminus U$, then $G$ is closed and it is enough to show that $G$ is a $G_\delta$ set, that is, the intersection of countably many open sets. You could let $G_n$ to be the set of all points that are distance less than $\frac1n$ to $G$, then clearly $G_n$ is open and $G$ is the intersection of the $G_n$.
There are only countably many $C_{ij}$'s. Enumerate them $C^n$, $n\in\omega$. Now let $K_n=\bigcup _{k\leq n} C^k$ for $n\in\omega$. Then $K_n$ is compact and $U=\bigcup _{n\in \omega} K_n$. | 1,079 | 3,136 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.453125 | 3 | CC-MAIN-2019-43 | latest | en | 0.837768 |
https://tensorflow.google.cn/api_docs/python/tf/contrib/distributions/fill_triangular | 1,566,692,793,000,000,000 | text/html | crawl-data/CC-MAIN-2019-35/segments/1566027322160.92/warc/CC-MAIN-20190825000550-20190825022550-00202.warc.gz | 656,396,275 | 63,021 | TensorFlow 2.0 RC is available
# tf.contrib.distributions.fill_triangular
Creates a (batch of) triangular matrix from a vector of inputs.
``````tf.contrib.distributions.fill_triangular(
x,
upper=False,
name=None
)
``````
Created matrix can be lower- or upper-triangular. (It is more efficient to create the matrix as upper or lower, rather than transpose.)
Triangular matrix elements are filled in a clockwise spiral. See example, below.
If `x.get_shape()` is `[b1, b2, ..., bB, d]` then the output shape is `[b1, b2, ..., bB, n, n]` where `n` is such that `d = n(n+1)/2`, i.e., `n = int(np.sqrt(0.25 + 2. * m) - 0.5)`.
#### Example:
``````fill_triangular([1, 2, 3, 4, 5, 6])
# ==> [[4, 0, 0],
# [6, 5, 0],
# [3, 2, 1]]
fill_triangular([1, 2, 3, 4, 5, 6], upper=True)
# ==> [[1, 2, 3],
# [0, 5, 6],
# [0, 0, 4]]
``````
For comparison, a pure numpy version of this function can be found in `util_test.py`, function `_fill_triangular`.
#### Args:
• `x`: `Tensor` representing lower (or upper) triangular elements.
• `upper`: Python `bool` representing whether output matrix should be upper triangular (`True`) or lower triangular (`False`, default).
• `name`: Python `str`. The name to give this op.
#### Returns:
• `tril`: `Tensor` with lower (or upper) triangular elements filled from `x`.
#### Raises:
• `ValueError`: if `x` cannot be mapped to a triangular matrix. | 441 | 1,402 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.578125 | 3 | CC-MAIN-2019-35 | latest | en | 0.617161 |
http://www.lee-mac.com/substonce.html | 1,477,600,458,000,000,000 | text/html | crawl-data/CC-MAIN-2016-44/segments/1476988721392.72/warc/CC-MAIN-20161020183841-00271-ip-10-171-6-4.ec2.internal.warc.gz | 537,688,843 | 3,363 | # Subst Once
Function Syntax (LM:SubstOnce ) Current Version 1.0
Arguments
Symbol Type Description
a List or Atom Item to be substituted
b List or Atom Item to be replaced
l List List in which to make the substitution
Returns
Type Description
List Resultant list following the substitution
## Program Description
This subfunction will substitute the first occurrence of supplied item ('b') for a new item ('a') in a supplied list.
## Recursive Version
Select all
```;;---------------------=={ Subst Once }==---------------------;;
;; ;;
;; Substitutes the first occurrence of item 'b' for item 'a' ;;
;;------------------------------------------------------------;;
;;------------------------------------------------------------;;
;; Arguments: ;;
;; a - item to be substituted ;;
;; b - item to be replaced ;;
;; l - list in which to make the substitution ;;
;;------------------------------------------------------------;;
;; Returns: Resultant list following the substitution ;;
;;------------------------------------------------------------;;
(defun LM:SubstOnce ( a b l )
(if l
(if (equal b (car l))
(cons a (cdr l))
(cons (car l) (LM:SubstOnce a b (cdr l)))
)
)
)
```
## Iterative Version
Select all
```;;---------------------=={ Subst Once }==---------------------;;
;; ;;
;; Substitutes the first occurrence of item 'b' for item 'a' ;;
;;------------------------------------------------------------;;
;;------------------------------------------------------------;;
;; Arguments: ;;
;; a - item to be substituted ;;
;; b - item to be replaced ;;
;; l - list in which to make the substitution ;;
;;------------------------------------------------------------;;
;; Returns: Resultant list following the substitution ;;
;;------------------------------------------------------------;;
(defun LM:SubstOnce ( a b l )
(mapcar '(lambda ( x ) (if (equal b x) (setq x a a nil b nil)) x) l)
)
```
## Example Function Call
```_\$ (LM:SubstOnce 10 3 '(1 2 3 4 5 1 2 3 4 5))
(1 2 10 4 5 1 2 3 4 5)
```
textsize | 479 | 2,416 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.78125 | 3 | CC-MAIN-2016-44 | longest | en | 0.39376 |
http://perplexus.info/show.php?pid=8795 | 1,550,912,984,000,000,000 | text/html | crawl-data/CC-MAIN-2019-09/segments/1550249495888.71/warc/CC-MAIN-20190223082039-20190223104039-00217.warc.gz | 218,750,729 | 4,318 | All about flooble | fun stuff | Get a free chatterbox | Free JavaScript | Avatars
perplexus dot info
Collinear and Equal Angles (Posted on 2013-11-09)
Let Γ1 and Γ2 be arbitrary circles that intersect at points P and Q.
Prove or disprove that there exist points M and N such that
(1) M ∈ Γ1\{P,Q},
(2) N ∈ Γ2\{P,Q},
(3) M, N, and P are collinear, and
(4) ∠MQP = ∠NQP.
If they exist, prove or disprove that they can be constructed with
straightedge and compass.
Here is a link to Wolfram MathWorld:
Definition of Set Difference
See The Solution Submitted by Bractals Rating: 4.0000 (1 votes)
Subject Author Date See Harry's second post for "The Solution" Bractals 2013-11-17 20:05:39 re(2): Solution Harry 2013-11-17 18:08:26 re: Solution Bractals 2013-11-14 01:26:09 Solution Harry 2013-11-12 18:19:35 Specific case. Almost full solution Jer 2013-11-12 09:53:12
Search: Search body:
Forums (44) | 294 | 907 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.765625 | 3 | CC-MAIN-2019-09 | latest | en | 0.744575 |
https://chemistry.stackexchange.com/questions/49568/slips-system-of-bcc | 1,718,262,496,000,000,000 | text/html | crawl-data/CC-MAIN-2024-26/segments/1718198861342.74/warc/CC-MAIN-20240613060639-20240613090639-00550.warc.gz | 147,060,971 | 39,072 | Slips System of BCC
We have been taught that there are 48 slip Systems in BCC. I need the miller indices of each slip plane and direction.
Out of 48 I got miller indices of 12 systems of $$\{110\}\ \left<111\right>$$ and 12 systems of $$\{112\}\ \left<111\right>$$ , but I am not getting remaining 24 slip Systems of $$\{123\}\ \left<111\right>$$.
I don't know how to find all 24 planes of $$\{123\}$$ family of planes.If anyone know how to do it, it will be helpful
• This is simple enumeration of the possibilities. There are more because there are no repeats of indices that are equivalent. Commented Apr 16, 2016 at 15:40
How to find all 24 planes of $$\{123\}$$ family of planes?
For any of the $$\left<111\right>$$ directions, we have $$3!$$ i.e. $$6$$ $$\{123\}$$ slip planes. And we have $$4$$ $$\left<111\right>$$ slip directions for each plane. So in total $$6\times 4 = 24$$ slip systems. | 276 | 904 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 12, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.703125 | 4 | CC-MAIN-2024-26 | latest | en | 0.87467 |
http://www.beatthegmat.com/mba/2010/10/09/combined-rates-quant-question | 1,519,253,278,000,000,000 | text/html | crawl-data/CC-MAIN-2018-09/segments/1518891813818.15/warc/CC-MAIN-20180221222354-20180222002354-00189.warc.gz | 423,849,526 | 12,123 | # Combined Rates Quant Question
by on October 9th, 2010
Combined Rates questions can be daunting for anyone taking the GMAT.
Let’s take a look at this sample question and detailed solution. Challenge yourself by trying out the problem first before reviewing the solution.
Car X began traveling at an average speed of 35 miles per hour. After 72 minutes, car Y began traveling at an average speed of 49 miles per hour. When both cars had traveled the same distance, both cars stopped. How many miles did car X travel from the time car Y began traveling until both cars stopped?
(A) 105
(B) 120
(C) 140
(D) 147
(E) 168
## Solution:
Step 1 is to determine how far car X traveled during the 72 minutes before car Y has started. To do this, we first convert 72 minutes to 6/5 of an hour (that’s 72/60 simplified), in order to make sure our units match, as our speed is given in miles per hour. Since rate * time = distance, we know that car X traveled 35mph * 6/5 hours = 42 miles.
Step 2 we need to determine a relative rate. We do this in order to figure out how many miles car Y gains on car X each hour. To calculate this, subtract the rate of car X from the rate of car Y. 49mph – 35mph = 14mph, which is our relative rate in miles per hour, or the rate that Y gains on X per hour.
Step 3 take the distance car Y must gain on car X (that’s 42 miles, from step 1) and divide it by the number of miles car Y gains on X in an hour (that’s 14 mph from step 2) in order to find the number of hours it will take for both cars to travel the same distance: 42mi/14mph = 3 hours.
Finally, we are asked to find how far car X traveled after car Y starts. We use the time we calculated from step 3, which is 3 hours, and multiply it by car X’s rate (35mph). This gives us 3hrs * 35mph = 105 miles, which is choice (A) and the correct answer to this problem.
• Too easy !!
Did this one completely mentally and in just a little over 2 mins...Actual GMAT questions are a lot lot harder than above. Certainly not 'Advanced Math' level as per current GMAT trends.
• Hey Bret,
Good Question. While i was solving this i used a little different approach after step 1.
Once we know that X has traveled 42 miles after which Y starts, we can assume that X travels a further distance of 'a' miles such that the distance traveled by Y and X are same.
Now the time taken for X to travel 'a' and for Y to travel '42+a' are the same hence we can equate as follows:-
(42 + a) / 49 = a / 35
solving for a we will get a = 105.
This takes less than 30 secs to solve if we know the formula Distance = speed * time
Ishaan
• Excellent Ishaan...Thanks for sharing your logic...
• *confused* *help!*
"When both cars had traveled the same distance, both cars stopped."
How does this mean they both stopped @ once?
If car A & car B leave out at once... car A goes @ 100 kmph and stops after an hour (100 km) .. and car B goes @ 1 kmph and stops after 100 hours (100 km) ...
Is it coz it says "when....had..." ? wud it be different if it said "Both cars stopped after travelling the same distance" ??? .. watever tht distance might be...
• Hey rohit,
Its simple. Try to understand the concept this way.
Assume you and your kid brother are running a race, now since your brother is small, you will give him a headstart (I hope you will ). After sometime you will start running yourself.
Since you are faster than your brother, soon you will catch up to him. At that moment you stop the race. This way both of you have traveled the same distance.
the total time taken by your brother is actually the time taken by you as well as the time of headstart you gave him.
As per your query, car A and B start at the same time. But in the question, X has a headstart.
I hope you get it.
Ishaan | 972 | 3,776 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.65625 | 5 | CC-MAIN-2018-09 | latest | en | 0.953991 |
https://www.convertit.com/Go/WaveQuest/Measurement/Converter.ASP?From=BEF&To=currency | 1,695,626,412,000,000,000 | text/html | crawl-data/CC-MAIN-2023-40/segments/1695233506686.80/warc/CC-MAIN-20230925051501-20230925081501-00111.warc.gz | 808,744,183 | 3,832 | Riding the internet wave!
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Please read our Help Page and FAQ Page then post a message or send e-mail. Thanks! | 911 | 2,451 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.828125 | 3 | CC-MAIN-2023-40 | latest | en | 0.587526 |
https://socratic.org/questions/58126355b72cff3a1c234029 | 1,576,081,899,000,000,000 | text/html | crawl-data/CC-MAIN-2019-51/segments/1575540531974.7/warc/CC-MAIN-20191211160056-20191211184056-00206.warc.gz | 535,132,647 | 6,218 | # A 24.5*g mass of sulfuric acid is dissolved in enough water to make a solution of 100*mL volume. What is the concentration with respect to H_2SO_4?
Oct 27, 2016
$\text{Molarity}$ $=$ $\text{Moles of Solute"/"Volume of solution}$
#### Explanation:
$\text{Moles of sulfuric acid}$ $=$ $\frac{24.5 \cdot g}{98.08 \cdot g \cdot m o {l}^{-} 1}$
$\text{Concentration of sulfuric acid}$
$=$ $\frac{24.5 \cdot g}{98.08 \cdot g \cdot m o {l}^{-} 1} \times \frac{1}{100 \cdot c {m}^{3} \times {10}^{-} 3 \cdot L \cdot c {m}^{-} 3}$
$=$ ??mol*L^-1.
Note that this answer is dimensionally consistent. We require an answer with units of concentration, and we got one! This is why scientists place so much emphasis on units; it helps to get the calculations right.
What is the concentration with respect to ${H}_{3} {O}^{+}$? | 269 | 822 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 12, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.671875 | 4 | CC-MAIN-2019-51 | longest | en | 0.737921 |
http://wattsupwiththat.com/2009/04/29/what-is-normal-arctic-ice-extent/ | 1,454,743,007,000,000,000 | text/html | crawl-data/CC-MAIN-2016-07/segments/1454701146196.88/warc/CC-MAIN-20160205193906-00025-ip-10-236-182-209.ec2.internal.warc.gz | 240,127,514 | 64,980 | # What Is Normal Arctic Ice Extent?
Guest post by Steven Goddard
I have been noticing in recent weeks that NSIDC extent is much closer to their 1979-2000 mean than NANSEN is to their 1979-2007 mean. This is counter-intuitive, because the NANSEN mean should be relatively lower than NSIDC – as NANSEN’s mean includes the low extent years of the 2001-2007 period. Those low years should have the effect of lowering the mean, and as a result I would expect the NANSEN current extent to be equal to or above the 1979-2007 mean.
(For exclusive subsets A and, B where subset A has a mean value of 14 and subset B has a mean value less than 14, then the mean of the full set AB must also be less than 14.)
I overlaid the NANSEN graph on top of the NSIDC graph below, and it is easy to see how large the discrepancy is. In fact, the NSIDC mean sits at about one standard deviation below the NANSEN mean – which makes little sense given their base time periods. It should be the opposite way.
(Note – the NANSEN and NSIDC measuring systems are not identical, and I had to make a shift along the Y-axis to line them up. However, the X and Y scales are identical for both graphs in the overlay image.)
NANSEN and NSIDC combined
As mentioned above, one might expect that the current NANSEN extent would actually be above the 1979-2007 mean. But something odd happened with the NANSEN data on December 13, 2008. Overnight it lost about 500,000 km2 of ice, as Anthony captured in the blink comparator below.
Is it possible that there is still an error in the NANSEN data? The discrepancy in the offset from the mean vs. NSIDC is rather large – nearly large enough to place California inside. What are your thoughts?
I asked Dr. Walt Meier from NSIDC his opinion, and he replied (as always) courteously and promptly. His answers are below:
Nansen uses a different algorithm to calculate the sea ice extent. The algorithms differ in the way combine the raw data together to estimate extent. As long as one uses the same algorithm, the stories are all the same, but the details can differ, more so at certain times of year. When there is a diffuse, broken up ice edge and melt is starting is one such time.
I suspect the Bering Sea is probably the region resulting in most of the differences. While our algorithm shows the region has mostly “ice-covered” the ice cover there is very fragmented, broken-up, and thin.
….
The other thing that’s important to mention is that I was referring simply to discrepancy between how close the current lines are to climatology. However, there is also generally an “offset” between algorithm outputs – a bias or mean difference between the algorithms that is fairly consistent throughout the record. That is why NSIDC’s climatology is different than the Nansen climatology.
The important thing to remember is that there is a good consistent record from the passive microwave data as long as you consistently use the same algorithm and the same processing. But you can’t mix and match products.
## 126 thoughts on “What Is Normal Arctic Ice Extent?”
1. TERRY46 says:
As always if you don’t like the outcome just move the goal post.
2. Aron says:
Blatant lies:
http://www.guardian.co.uk/environment/2009/apr/28/climate-change-poles
“In the past four years, air temperatures have increased, sea ice has declined sharply, surface waters in the Arctic ocean have warmed and permafrost is in some areas rapidly thawing.”
Note the use of alarmist language “sharply” and “rapidly”
3. Mike Bryant says:
I appreciate the answer from Meier, but I am not sure it goes to the heart of the discrepancy. What am I missing?
Mike
Also, according to CT the Global Sea Ice Anomaly is now 765,000 sq. km. which is a large enough area to contain, Virginia, West Virginia, Louisiana, Mississippi, Ohio, Maine and Pennsylvania. Oh yeah Rhode Island and D. C. will fit in there too…
4. Aron says:
I posted this as a public note on Facebook:
“Read this article by the Guardian’s John Vidal (a man who enjoys lying so much that he probably has bought himself a golden throne to go with his ego)
http://www.guardian.co.uk/environment/2009/apr/28/climate-change-poles
Sounds frightening doesn’t it? Let’s take a look at just one sentence of it:
“In the past four years, air temperatures have increased, sea ice has declined sharply, surface waters in the Arctic ocean have warmed and permafrost is in some areas rapidly thawing.”
Notice the use of alarming language designed to create public hysteria. Now let’s take a look at how Arctic Ice is really doing according to the National Snow and Ice Data Center (NSIDC).
As you can see, arctic ice is in a very healthy state. It’s been growing yearly for the past few years and is almost back up to its long term average. So where did John Vidal get the idea that ” sea ice has declined sharply, surface waters in the Arctic ocean have warmed and permafrost is in some areas rapidly thawing”???
The Guardian lies every single day. It’s that simple. Their agenda is to force you to believe the world is going to end unless you change your ways and conform to their mind controlling, soul destroying socialism.
Stick your middle finger up to them. Go enjoy your lives and live the way YOU want to live.”
5. Paul James says:
“nearly large enough to place California inside”
YIKES !!!
Ring the alrm bells !!!!
Has any one told Mr Waxman that CA was moved North and then apparently melted ? Or did it evaporate ? I always have trouble keeping those two in order.
6. Paul says:
Just out of curiosity, why doesn’t NSIDC use the 1979-2007 average?
7. George E. Smith says:
Why would you accept just 15% coverage as full coverage. Maybe 85% sea ice would classify as coverage; but 15% ice coverage is open water to me.
George
8. ak says:
Shouldn’t the ice be above normal given the lull that the Sun has been in and the low(er) temperatures experienced across the region this past winter? It seems weird that given those factors it’s still below the average.
9. Mark T says:
It seems weird that given those factors it’s still below the average.
Do you mean “it seems weird that it hasn’t immediately rebounded to above normal conditions in just 1 year“?
Sounds a little weird, actually, when you put it in this context.
Mark
10. Cassanders says:
@ak
Recall that there are still heat stored in the sea. IF the “large” areas of young ice continues to thaw slower than the previous years, I would think it is reasonable to look for connections to sun and air temperature.
(But as I have stated earlier, I think the interannual variation between ice area minima is more sensitive to wind and currents than thawing, per se).
Cassanders
In Cod we trust
11. Following years will have to take into account the area covered with ice over Canada..:)
12. John Galt says:
We have only tracked Arctic sea ice extent for 30 years. How do we have enough of a sample to know?
It’s only 30 years. That’s a lot in human terms, but that’s a meaningless fraction of the number of years since just the last ice age.
13. TERRY46 says:
Off topic but I just saw on Fox news where Antarctic ice is starting to break up and they don’t know why it’s happening but for sure of course it’s due to the warming.I didn’t think Antarctic mattered any mores???
14. Dr.Meir: Nansen uses a different algorithm to calculate the sea ice extent. The algorithms differ in the way combine the raw data together to estimate extent.
Perhaps I am too fool to understand, but, why the need of an algorithm?
Why not just a picture?…You know, those images taken by a thing called a camera..
15. RBerteig says:
I’m sure the choice of 1979 to some recent year as the span to average for comparison is based mostly on the fact that we don’t have any satellite-based coverage or extent measurements from any earlier than 1979. But what is the basis for assuming that this particular 20+ year period is long enough to cover all of the natural variation in the ice pack?
Isn’t it possible that recent low excursions are simply part of the natural variation and not an issue at all?
If we don’t know if the reference period is “normal”, it isn’t particularly honest to call excursions from it “abnormal” after all.
16. The approaching minimum will make things easier. At Boulder, new age scientists will measure ice deep from below :)
17. John H says:
That is peculiar that the NANSEN mean is higher than the NSIDC mean.
Makes no sense.
It’s good to have Dr. Meier accessible and so responsive.
Perhaps he stops in here on occasion.
So I have a few questions for him.
1) Why couldn’t, and hasn’t, the NSIDC adapted it’s mean from their current 1979-2000 mean to a 1979-2007 mean?
2) Will the Dr. acknowledge that in doing so would reduce the NSIDC mean?
3) With 30 years of record why are none of the most recent 9 years included in computing the mean?
4) Wouldn’t removing any 9 year period from calculating the mean make that mean a poor representation and basis for comparison?
18. Ed Scott says:
Risking the wrath of persons intent on directing the forces of Nature against me, I venture to say that the normal extent of Arctic sea ice is whatever it is at the moment. Persons with skins thinner than my Early Girl tomatoes and whose theme song might be Cole Porter’s “I’ve Got You Under My Skin,” might find fault with that observation. But as has been said, nobody disagrees that Nature is the norm.
19. Steven Goddard says:
Good questions. In winter the Arctic is dark; covered with clouds, and the ice is fractured and interspersed with open water. Visible wavelength photography is out of the question, so satellites use microwave data and organisations like NSIDC calculate the extent (area of the sea with greater than 15% ice concentration.)
20. George E. Smith (14:19:31) :
Why would you accept just 15% coverage as full coverage. Maybe 85% sea ice would classify as coverage; but 15% ice coverage is open water to me.
===============================================
You can use any number if you apply it consistently, so use 50% or 92% or 27% it will make little to no difference over the entire time series.
Please note that at the ice edge ice must reach several centimeters thickness before becoming translucent and rise above the surface as nilas, also in rougher water frazil condense until pressure forms cakes of slush that get pushed together to produce pancake ice. So 15% Coverage does not mean 85% Ice Free, means pancake or non dark nilas covering 15% of the area.
21. Walter Dnes says:
> Mike Bryant (14:08:47) :
> Also, I wonder if Dr. Meier would comment on why these side
> by side graphs are using different comparison years… 2007
> in Arctic vs. 2008 in Antarctic?
I think it’s because those are the record years of interest in each hemisphere. 2007 was a record low year for the Arctic ice pack. 2008 was a record high year for the Antarctic ice pack (not widely covered by the MSM; it goes against their AGW religion).
I have a question for Anthony or anybody else. Where on the NSIDC website do you find plottable data for the mean and current (or other) year? Rather than rely on the cramped graph at the IARC-JAXA website, I have a nice spreadsheet graph at home of IARC-JAXA data that fills my 24″ 1920×1200 monitor. I’d like to be able to reproduce the NSIDC graphs at home. Direct URLs to the data please. I’ve tried plowing through http://nsidc.org/data/docs/noaa/g02135_seaice_index/index.html and I sea stuff about monthly data, dailiy image files, and shapefiles. I want daily text data. Help.
22. Jim Papsdorf says:
Fox News just reported on the “Unexpected Eisdicke” study Anthony posted yesterday-it was brief but they mentioned that an expected ice thickness of 2 meters turned out to be 4 meters. The Goracle has a problem handling this one !!!!!!
23. Harold Ambler says:
Speaking of ice, I’ve done some more reporting on Catlin and interviewed Kenn Borek Air v.p. of operations Sean Loutitt regarding the eventual removal of the currently underfed expedition team members.
Story here:
24. Mike Bryant says:
Walter,
You said that 2008 was a record high year for the Antarctic ice pack… Here is the graph from CT:
Maybe I’m looking at it wrong, but it appears that 2007 was the record high for SH ice…
Thanks,
Mike
25. Just Want Truth... says:
” But something odd happened with the NANSEN data on December 13, 2008 ”
Does anyone know the whereabouts of James Hansen on the date in question? ;) jk
26. Just Want Truth... says:
NANSEN — Hansen, rhyming,…. hmmm, something’s up there… ;)
27. Looking at the Sea ice graphs that Anthony kindly displays on the RHS of his webpage can anyone provide a reason behind the persistent annual small “blip” in June? This appears to suggest a small regular annual increase at a time when ice is melting fastest. Quite strange.
28. Tom in Florida says:
The notorious base line of 1979 – 2000 cannot be considered normal. It is just an arbitrary reference period with no foundation for anything. We really do not know what “normal” arctic sea ice coverage is.
29. Mike Bryant says:
Another thing that seems odd… CT has the SH Sea Ice Area at 1,227,000 sq. km. ABOVE the 1979-2000 mean, while NSIDC has the SH Sea Ice EXTENT just barely meeting the 1979-2000 average. Now I know that area and extent are different but isn’t that a pretty big difference?
On the Arctic Roos, I know it’s the Arctic and not the Antarctic… however even though the area and extent ARE very different numbers, they are still each about the same distance from the mean…
http://arctic-roos.org/observations/satellite-data/sea-ice/ice-area-and-extent-in-arctic
Mike
30. David S says:
“What Is Normal Arctic Ice Extent?”
The earth spent most of the last half million years in an ice age. By that standard “normal” would mean ice covering most of Canada and much of the northern US. Under “normal” conditions the place where I’m sitting right now would be under 1/2 mile of ice. I think I prefer the abnormal conditions of the Holocene.
31. OceanTwo says:
From a statistical standpoint, I don’t see a real problem with -2000 instead of -2007. The data in that region is fairly consistent with little variation. Since the point of contention is the recent history (the last decade), it’s nice to have a control signal outside the area in question.
In addition, if you move the end points for the 79-00 readings, the average stays fairly consistent (and flat). ‘choosing’ end points close to the 2007 minimum (or even specifically choosing a certain point) can distort the results drastically. Whenever a signal is comparing specific results to itself, you have to be very skeptical of the results and examine the comparison very carefully.
I’ve seen quite a few graphs of this ice coverage data [media bias supporting the ‘polar bears are dying’ standpoint] which don’t go much beyond 2007 – even though we have quite up-to-date daily data – disingenuous to say the least.
It’s pitiful that whenever the facts don’t fit the premise they are summarily dismissed (as the antarctic data has) on a whim. It wouldn’t surprise me to see that the sea ice coverage doesn’t matter; it’s now the volume that’s monumentally important (data which can be distorted or massaged and thrown out with a “don’t bother with the boring details, you wouldn’t understand it: our top scientists have assured us we are all going to die”)
32. Leon Brozyna says:
Out of curiosity, I went back to the original story as covered here by Anthony on 13 December:
http://wattsupwiththat.com/2008/12/13/something-is-rotten-in-norway-500000-sq-km-of-sea-ice-disappears-overnight/
NANSEN’s explanation, which was later added to the post, seems weak as it cites changes from 22 October when in fact they began 11 September. It may very well have been a small error that kept compounding, though NANSEN never said that explicitly, but ever since then I’ve been a bit dubious about NANSEN. Dr. Meier makes a good point when he says, “The important thing to remember is that there is a good consistent record from the passive microwave data as long as you consistently use the same algorithm and the same processing.”
Personally, my favored source is IARC-JAXA. The comparisons this September should be most interesting.
33. Heat or no heat the maximum winter ice extent has no real significance in my opinion as the arctic is constrained by landmass. An increase in the ice extent/area as opposed to the last few years at maximum melt in mid september is what we want to see. In view of the reported increase in ice thickness and changed weather/circulation patterns in the arctic as opposed to the 2007 season this looks increasingly likely in my view.
Saying that ( fingers crossed ) we dont want to see too much of a dip in temperatures in the coming years – not good for nature in general and certainly not for us human saps. The alarmists are not worth dying for just to make a point – not that we have any control over anything anyhow.
34. ak says:
Mark T said “Do you mean “it seems weird that it hasn’t immediately rebounded to above normal conditions in just 1 year“?
Sounds a little weird, actually, when you put it in this context.”
Shouldn’t be all that weird really. Snow melt in mountains can be lengthened by a strong winter and cooler spring, likewise snow melt can be quicker and earlier if the conditions are warmer over the winter and spring. In some mountainous areas, snow can last well into summer months specifically because it’s on the northern slope and away from direct sun.
True, sea ice can last up to a few seasons – it’s rare in mountains for that – so it’s not a perfect analogy, but given the homogenous nature of the Arctic sea ice compared to mountain ranges, the analogy doesn’t seem all that far-fetched and it seems like cooler winters and lower sun energy would have a more widespread effect across the whole…
How long would you postulate the “lag” be for a “rebound?”
@Cassanders, there must be meteorological and current data available to compare from year to year?
35. aurbo says:
Moving the goalposts. That’s what the media does and their information is provided by, or filtered through various so-called science organizations.
This past year we’ve been hearing about how Arctic ice is on a steady decline which will inevitably lead to an ice-free summer in the very near future. In fact, the decline in relation to recent years ended in 2007. It has been coming back rapidly this past winter and spring. So what does the media do now?
They either continue to report on the 2007 ice year, or, if they have been told by a flood of e-mails pointing to the current data which has the ice on this date above the previsous high for this date back to 2003, the previous highest in this time frame. (In fact, yesterday, Apr 28th, the extent of Arctic ice as reported by JAXA was 245,000 km² above 2003 and getting very close to the 1979-2000 mean).
So does the AGW crowd concede? You’ve got to be kidding! They simply move the goalposts. Now they say that it is the ice volume that counts and most of the present ice is 1-year ice and the Polar ice sheet is much thinner than normal. Thus the ice volume is a lot lower.
But now we have the real measurements obtained this month by the Alfred Wegener Institute for Polar and Marine Research (featured in an article on WUWT a day or two ago) that measured the ice thickness with a sophisticated electromagnetic sensing device attached to a revamped C54 (DC3) and towed about 20m above the ice. Their route crossed the Pole and they ran several legs in various directions from the Pole. (I know, all of the routes ran southward, but at different longitudes). What did they find?
The first reports said that the ice thickness at the North Pole was about twice the amount they expected to find. Since the volume varies as the cube of the thickness, what do the AGWers do now. They’ve already backed the goalposts up to the grandstands.
The answer is bait and switch. They’ll probably shift their reportage to the Catlin expedition. This is a highly publicized trek by 3 grossly unprepared publicity seekers whose equipment failed early-on and any data they may have collected will be of little, if any scientific value. Nevertheless, they will be lionized by the media, especially the BBC a co-sponsor, for their daring and acumen as they dutifully report in regard to the ice situation that “It’s worse than we thought”.
As a matter of fact, if the AGW community had an emblem, their motto would be “It’s worse than we thought”.
Reply: Small point of correction. If you vary only one axis of a solid, ie the thickness and not the width or length, (just z, not x or y) the volume change would be directly proportional or simply double, not proportional to the cube of the variance. ~ charles the moderator.
36. Leon Brozyna says:
BTW – Steve, perhaps you could do a post to explain to everyone how the adjustments are made by IARC-JAXA in June & October. There was an explanation in a comment awhile back on an earlier sea ice post but I guess not everyone reads the comments.
37. JeffK says:
MarcH said…
“Looking at the Sea ice graphs that Anthony kindly displays on the RHS of his webpage can anyone provide a reason behind the persistent annual small “blip” in June? This appears to suggest a small regular annual increase at a time when ice is melting fastest. Quite strange.”
I’m glad you have seen this too. I brought this up on a previous thread a month-or-so ago bit it was never explained. I ‘seriously’ doubt the ice is actually doing what the graph is supposed to say that it is. Can someone please address this issue?
Thanks,
Jeff
38. PMH says:
OceanTwo (16:57:38) said “From a statistical standpoint, I don’t see a real problem with -2000 instead of -2007.”
Although this argument may be correct and there may not be a “real problem”, the more words required to explain the data the more the data should be questioned.
39. Wondering Aloud says:
ak
We don’t know how much of an effect the quiet sun should have, Lief thinks not that much it seems, but, it sure wouldn’t be large this quick. Thermal inertia is huge and input change small.
40. steve says:
Hey Anthony,
I know this is completely off topic but I had a discussion a while ago with a guy called Foinavon (I think) about climate’s sensitivity to CO2. I think it was to do with Hansen having nailed the sensitivity/gain, g, to 3.
One of the papers I referenced was by John Christy and was, at the time, not published, hence Foinavon was not interested. Apparently this has now been published and is available to view at http://www.nsstc.uah.edu/atmos/christy_pubs.html.
It seems quite interesting as it purports to show that CO2’s forcing has no feedback. I.e. a doubling of CO2 leads to at most 1 degree C rise in temperature or that if there is a positive feedback mechanism it must be balanced currently by an existing negative feedback. The negative feedback cannot be due to aerosols, as the IPCC claims, because of Chylek(2007)
These results puts CO2’s forcing well below all existing models and well below any disaster scenario.
Cheers
Steve
41. aurbo says:
Re my prior comment:
Charles: You’re right, I should have kept the x and y axes constant leaving any change in the z axis directly proportional to the volume.hat was I thinking?
42. AnonyMoose says:
Notice that if you look at the values of the averages for now, they both are 14 million square kilometers. But the current values are quite different. If one value is presently larger, the average should also be larger unless what they’re measuring happens to be currently affected by the differences.
43. AnonyMoose says:
Incidentally, in our current glacial averages, “normal” extent might actually be around London or Manhattan. :-)
44. drmike86 says:
MarcH & JeffK
I believe the little blip on the chart was identified as a period when they change to a different filter on the satellite. It was on a previous thread.
Mike86
45. Robert Wood says:
Aron @14:12:47
Being as the Grauniad is a British rag, that should be “… stick your two fingers up to them”.
46. KipHansen says:
Steven,
Have I missed something here?
Has there been some reasonable explanation of the data differences as seen in the blink comparator or not?
Clearly NANSEN and NSIDC are different data sets and shouldn’t be expected to exactly track, but when a public data set changes that radically – someone has some explaining to do.
Has no explanation been forthcoming in the last four months?
47. WestHoustonGeo says:
Quoting:
“This is a bit off topic, but I thought you should see it. Re the assumptions of AGW Truth!!! Look at this drivel–especially the chart.
http://www.sciam.com/article.cfm?id=limits-on-greenhouse-gas-emissions
Commenting:
That sort of thing, my friend, is why I cancelled my Scientific American subscription after 30-some years of loyal readership. I encourage others to do likewise.
48. aurbo says:
Re the rapidity of ice melt. First, at this time of year, the ice melts from below.
The rate of melt depends on two major components. The temperature of the water and the speed of the ocean current across the base of the ice.
For the most part, the temperature itself is related to the rate of flow of the ocean beneath the ice which determines the advection of warmer waters either horizonatlly or is some cases vertically especially near the boundary layer. When the ocean current is high the melt rate increases, when the current subsides to near calm, the water adjacent to the base of the ice quickly comes to equibrium with the ice and melting proceeds very slowly. If the current increases, the surface layer of near freezing temperatures is mixed both horizontally and vertically and the rate of ice melt increases.
It’s all about the conditions of the ocean near and in contact with the ice.
As for the presence and extent of open water, there is nothing new about that. Open water near the Pole, even right at the Pole has been observed frequently in the past. Submarines have surfaced on many occasions at the Pole going back to the first such incidence back in 1958 with the first atomic submarine, the Nautilus. Wide leads and polynyas have been observed frequently near the North Pole even in the Winter.
Most importantly, historic records of undersea as well as surface vessels show that there is nothing unusual about the character of Arctic ice conditions for more than half a century.
49. Eric Chieflion says:
Mark Twain once said, or so I seem to remember,
“There are liars; damn liars; and statisticians.”
So when New York is covered with an ice sheet, will we be debating whether it is a mile thick or a kilometer?
I must add, however, that I respect Dr. Meier for his prompt, courteous response. Science is ever an evolutionary process, at least if scientists are willing to listen to well-thought out but contrary opinions. I seem to remember that the Einstein-Bohr debates ended with Einstein saying, “I cannot accept your position, but I cannot refute it.” Neither one thought the science settled. When Bohr died in his sleep (several years after Einstein), it was discovered that the night before he had been working in his study; on his blackboard were equations relating to his debates with Einstein. (Sorry, it’s been many years, and I don’t remember the references or have the time to look them up).
When science and politics meet, you get strange brews.
50. the1pag says:
Here’s an item from today’s “best of the web today” by the Wall Street Journal’s Jim Taranto:
<<<<<<<<<<<<<<<<<<<>>>>>>>>>>>>>>>>>>>>
Global Warming on the Rocks
Al Gore said Tuesday the world must act quickly to slow the melting of the world’s polar ice packs and glaciers before it reaches a critical rate for global warming.
But it turns out the world acted very quickly indeed, as Germany’s Radio Bremen reports (translation here):
The research aircraft “Polar 5” today concluded its Arctic expedition in Canada. During the flight, researchers measured the current ice thickness at the North Pole and in areas that have never before been surveyed. The result: The sea-ice in the surveyed areas is apparently thicker than scientists had suspected.
Normally, newly formed ice measures some two meters in thickness after two years. “Here, we measured ice thickness up to four meters,” said a spokesperson for Bremerhaven’s Alfred Wegener Institute for Polar and Marine Research.
Is it possible that global warming is neither a catastrophe waiting to happen nor a fraud but merely the result of confusion induced by the metric system?
Question– did they mean the “feet” thickness instead of “meters”? Looks like it’s getting thicker, anyhow.
Pag
51. bsneath says:
“But something odd happened with the NANSEN data on December 13, 2008. Overnight it lost about 500,000 km2 of ice,”
It is possible that there is an undetected error in the data that needs correcting. (I’m thinking Siberia…………….)
Whatever it is, it should be investigated, explained and corrected if necessary. I honestly would think that scientists involved would want to do this to protect and preserve their credibility. There are simply too many cracks forming in the AGW foundation to withstand the vibrations of many more “steamrollers”.
52. Bill Illis says:
I think they continue to use the 1979 to 2000 average because that period was chosen the last time they went through all the data thoroughly and checked each day.
In addition, there is some stability overall in this time period, some ups, some downs but reasonably close to an average. Starting in 2000, the extent started to go down and since they wanted to measure a decline due to global warming, they stayed with this average period.
The final, perhaps unfair, potential explanation is they don’t have enough time to thoroughly go through every day again and verify the data and they don’t have time to extend the data back to 1972 which is when the actual satellite data begins. Yes, I am not a fan.
Fortunately, it can be done.
So here is today’s Northern Hemisphere Sea Ice Extent versus the average from 1972 to 2009.
April 28th, 2009 – day 188 (due to the leap years) – is the 12th lowest sea ice extent (out of the 26 years).
It is 438,000 km^2 below the average for this date (but rapidly gaining).
Here is what the complete daily series since 1972 looks like.
53. Bill Illis says:
Sorry, that should be 418,000 km^2 below normal on April 28th – Day 118.
54. Squidly says:
George E. Smith (14:19:31) :
Why would you accept just 15% coverage as full coverage. Maybe 85% sea ice would classify as coverage; but 15% ice coverage is open water to me.
George
George, I have often wondered the same thing, but then it dawned on me, if they use 15% now, they can adjust that to 25% later and paint a worse picture, then 35%, 45%, 50%, … ratchet it up as they need to in order to keep the hysteria flowing, move them thar goal posts again. In 10-15 year time, they will be able to say that sea ice extent has disappeared completely, as they will then be using 125% coverage as a meter.
55. Squidly says:
ak (14:21:42) :
Shouldn’t the ice be above normal given the lull that the Sun has been in and the low(er) temperatures experienced across the region this past winter? It seems weird that given those factors it’s still below the average.
Not strange at all, in fact, this precisely explains why air temperature is not the primary driving force behind the Arctic sea ice extent, but rather ocean currents and air currents. In your question, you illustrate perfectly one reason why the AGW crowd is so blatantly wrong when assessing and predicting Arctic sea ice behavior (you know, evaporation and all).
56. Why don´t you send some of those Global Warmers/Changers to preach and reeducate Al-Qaida people. Their persuasive and pervasive speech will make change their minds or convince them it is useless to make any harm to America after they realize than their wildest terrorist goals have been already achieved and surpassed by them.
57. WestHoustonGeo (18:32:40):
Quoting:
“This is a bit off topic, but I thought you should see it. Re the assumptions of AGW Truth!!! Look at this drivel–especially the chart.
http://www.sciam.com/article.cfm?id=limits-on-greenhouse-gas-emissions”
Commenting:
That sort of thing, my friends, is why I canceled my Scientific American subscription after 30-some years of loyal readership. I encourage others to do likewise.
I cancelled my subscription to Scientific American five years ago due to the publication of an article about an ad infinitumechoed universe . Heh!
58. KimW says:
Report from the Arctic Council,
“I am deeply grateful to Nobel Peace Prize Laureate Al Gore for reporting to the Arctic Council today from yesterday’s conference on melting ice. His intervention and the presentations by leading scientists yesterday confirm that the ice is melting even faster than previously imagined, both in the Arctic and in other regions of the world. This makes it all the more urgent that we address the issue of climate change, and we will convey our sense of urgency to the UN Climate Change Conference in Copenhagen in December 2009,” said Mr Støre.”
Nice to see that they listen to a former politician with vested AGW interests rather than the scientific results. I think that Copenhagen 2009 will be a lovefest of AGW alarm – get committments and grants before the big freeze sets in.
59. Robert Rust says:
“ak (14:21:42) :
Shouldn’t the ice be above normal given the lull that the Sun has been in and the low(er) temperatures experienced across the region this past winter? It seems weird that given those factors it’s still below the average. ”
The warmist tell us that the sun plays no role whatsoever. I think many skeptics say the same thing, actually. So, I’ll be interesting to watch if the sun is now blamed for AGW taking a breather. Somehow – in their pretzel twisting ways – they’ll be able to see clearly how increased sun activity had no role in warming the planet – but it’s solely to blame when the planet’s temps take a dive.
60. Fluffy Clouds (Tim L) says:
Any one want to Bet that the 2009 line never passes the average line?
I bet it will do the magical drop like it did 12/11/2008?
61. Mike Bryant says:
Wow Bill Illis,
That was alot of work, and I appreciate it…
Mike
62. Um…y’all are missing the basic point. Someone needs to print-out a nice poster-size plot of the global ice exceeding the average for the last 30 years…I don’t care whose average (mean) you use…and ship a copy to the EPA, Al Gore and the IPCC and say: “..’splain this …how can the climate be warming if the ice keeps growing?”
63. Robert Austin says:
How ironic will it be if the Catlin expedition survives and completes its mission due to the Arctic ice being uncooperative and not melting from beneath its feet.
64. deepslope says:
Bill Illis (19:00:43) :
great data sets, thanks, Bill, for all that diligent work!
65. Len van Burgel says:
MarcH and Leon Brozynow:
Re the June uptick on JAXA ice extent graphs I posted this on two threads a week ago:
After speculating (wrongly) that it was an instrument sensor drift, I emailed JAXA and got this reply which I also posted on a previous topic (“leaving the icepack behind”)
Dear van Burgel,
Thank you for inquiring about our AMSR-E sea-ice monitor web.
You are right.
Current version of data processing makes an erroneous bias of
sea ice extent on June 1st and October 15th which are seen
in the graph of sea ice extent as a small peak on these dates.
The apparent bias arises due to a switching of some parameters
in the processing on both dates. The parameter switching is
needed because the surface of the Arctic sea-ice becomes
wet in summer due to the melting of ice which changes
satellite-observed signatures of sea-ice drastically.
We are planning to improve the processing to make the gap
much smoother in the coming year.
Sincerely,
Masahiro HORI
Japan Aerospace Exploration Agency (JAXA)
NANSEN’s Dr. Meier says, “The important thing to remember is that there is a good consistent record from the passive microwave data as long as you consistently use the same algorithm and the same processing.”
This responce doesn’t really address Mr Goddard’s central point.
If both organisations have been consistent they may well have different averages from different algorithms ( I will never hear that word in the same way again – Yuk!) but the NANSEN current figure should still be closer to their average than NSIDC is to theirs.
Or am I missing something?
67. Thanks Len van Burgel, I will look out for the “Blip” in June to see if there has been an improvement.
68. Antonio San says:
Bill, at a time of computers and significant data searching capabilities including good old summer students grind, chosing the 1979-2000 average is simply an undefendable position for a serious scientific department, especially when on other datasets, they are willing to use the climatology widely accepted arbitrary 30 y average. The fact that they do it on this particular dataset and it suits their well publicized bias – Mark Serreze at least is unapologetic about it- is even more unacceptable. If you could do it, they could and should. Period.
69. Frederick Michael says:
Fluffy Clouds (Tim L) (19:46:10) :
Any one want to Bet that the 2009 line never passes the average line?
I bet it will do the magical drop like it did 12/11/2008?
I’ll bet you it doesn’t do any magical drops.
70. Yes, thanks, Bill. Kudos* to thee!
Note: there is no such thing as a kudo. Kudos is a singular noun, like praise.
71. Robert Rust (19:38:20) :
“ak (14:21:42) :
Shouldn’t the ice be above normal given the lull that the Sun has been in and the low(er) temperatures experienced across the region this past winter? It seems weird that given those factors it’s still below the average. ”
The warmist tell us that the sun plays no role whatsoever. I think many skeptics say the same thing, actually. So, I’ll be interesting to watch if the sun is now blamed for AGW taking a breather. Somehow – in their pretzel twisting ways – they’ll be able to see clearly how increased sun activity had no role in warming the planet – but it’s solely to blame when the planet’s temps take a dive.
The atmosphere and the oceans are open systems and, as open systems, they have boundaries with external systems, i.e. the atmosphere and the oceans are not isolated systems. Centering on the atmosphere as a thermodynamic system, it’s a general rule that the interchange of energy and matter between the atmosphere and the external systems is always active and that the internal climatic components of the atmosphere respond -negative and positive feedbacks- to any change of the external systems, whether that change is minuscule or large. Deductions are considered from measurements of thermal processes, not from correlating graphs.
And I’m not considering our inability to work the heat storage by oceans out and our failure for obtaining consistent information on long term changes and small variations. So I think you’re right on your estimation about the biased AGW arguments.
Using the 1979 to 2000 period doesn’t make much of a difference – its just an average to compare against.
Is a 30 year period better? I would think that would only be true if it encompassed whatever the period is that encompasses a full cycle of arctic ice variability. Since we don’t know what that period is, 1979 to 2000, arbitrary as is clearly is, is as good any other.
For all we actually know, the cycle could be 40 years, or 20, or 60. My guess would be 60, based on the PDO. But that’s still a guess and irrelevant since we don’t have 60 years of data.
73. Leon Brozyna says:
Len van Burgel (20:35:20)
Thanks for reposting that response. This is one of those FAQ’s that will keep coming up from time to time as new readers come to WUWT. And will doubtless keep on coming up in the months ahead, probably most anytime there’s a discussion about sea ice.
74. An Inquirer says:
Yes, as Dr. Meier points out, it is poor science to “mix and match products” in making a graph. However, it is good science to check a variety of sources and approaches to see if your trend is robust over a number of analyses.
75. Mark says:
Why does the NSIDC continue to calculate the mean up to 2000? This makes the later trend lines look farther from it than if they calculated the mean up to 2008.
76. John F. Hultquist says:
Paul (14:16:49) : Just out of curiosity, why doesn’t NSIDC use the 1979-2007 average?
An international agreement has most countries reporting “normals” or averages using 30 years of data with the final year ending in “0”, such as 1990, 2000, 2010.
77. John F. Hultquist says:
Adolfo Giurfa (14:38:48) : why the need of an algorithm?
The camera is a sensor that records a “signature” in numbers based on the wavelengths reflecting off of the surfaces (note the plural). Something has to convert all those numbers into something recognizable and reportable as ice, water, tundra or whatever based on what you are taking a “picture” of. That something is an algorithm.
78. Before someone says that I’m rejecting correlation graphs, I must say that correlation graphs are useful instruments for identifying and interpreting variables because graphs are visual representations of real data. Unfortunately, if the databases or the algorithms have been flawed, the correlation graphs will be flawed also. The latter has been demonstrated many times here, in WUWT.
79. Richard111 says:
As the days, weeks, months, years go by they keep “adjusting” the data but the temperatures keep falling. What are they trying to achieve?
Just look at current NH snow cover. I forcast a cool summer and a colder winter than last year.
80. John F. Hultquist says:
Has anyone ever wondered about the choice of years for averages or normals of climatic variables? In case you have but haven’t found the answer, here is one:
“Climatologists define a climatic normal as the arithmetic average of a climate element such as temperature over a prescribed 30-year interval. The 30 year interval was selected by international agreement, based on the recommendations of the International Meteorological Conference in Warsaw in 1933. The 30 year interval is sufficiently long to filter out many of the short-term interannual fluctuations and anomalies, but sufficiently short so as to be used to reflect longer term climatic trends. Currently, the 30-year interval for calculating normals extends from 1971 to 2000.”
http://www.aos.wisc.edu/~sco/normals.html
81. vg says:
What the heck is going on? This was posted by S Goddard just last week
http://eva.nersc.no/vhost/arctic-roos.org/doc/observations/images/ssmi1_ice_area.png. Quoting this graph, he said that NH ice was back to normal limits 1SD. So is it now a fact that Norsex has again lowered the WHOLE 2008and 2009 graphs or increasecto make it appear that NH ice is still below normal the mean graph? (as I warned many time already and recorded here
. If this is so NORSEX must be a 100% junk site (NORSEX) because neither AMSR, CT, NSIDC or DIM have changed. It appears to be run by one person so check before you believe.
82. John F. Hultquist says:
If you go north of the Arctic Circle during the NH winter there is very little sunlight and for much of it none. So whether or not the Sun is in a “lull” would seem to make no difference. This lack of sunlight within the Arctic extends back in time for each and every year – so the average is not going to be directly effected. The Arctic basin is like a gigantic toilet bowl with rotation, tides, currents, and wind. When these things combine in certain ways the flush is on and the ice clears out and melts at lower latitudes. When rotation, tides and so on do not effectively clear the ice out, it stays and thickens and grows older. Just because Gore and Waxman and others think the ice melts/evaporates and exposes the tundra doesn’t mean we skeptics should.
An average is easily skewed by a few extreme values. Example, the average wealth of folks in King County, Washington State – Bill Gates and other Microsoft billionaires live there. Most folks are well below the average and have no hope of getting close. That’s why some things are better compared to a mode or a median. If you like playing with numbers look at each of the years of ice extent and see if some were not quite large. That would explain why the current year is still below average.
83. Just Want Truth... says:
Bill Illis (19:00:43) :
Thank you for the numbers and the graphs Bill. I didn’t know data was available back to 1972. We always hear 1979. I can see there isn’t much of a difference between the 70’s and now.
I liked reading your view on PDO yesterday too. You said you were hesitant to write about. I don’t know what anyone else thinks about it. But I just want truth. I was fine with reading what you had to say. It was interesting– did you like Columbo in the 70’s? ;)
84. Jack Green says:
[snip, while there are few limits on what you can say about Hansen, please be more respectful of Dr. Meier who contributes his time to posting here]. ~ charles the moderator
85. [blockquote]
Paul James:
“nearly large enough to place California inside”
YIKES !!!
Ring the alrm bells !!!!
Has any one told Mr Waxman that CA was moved North and then apparently melted ? Or did it evaporate ? I always have trouble keeping those two in order.
[/blockquote]
Well, that would explain why my condo is under water.
86. .
>>Heat or no heat the maximum winter ice extent has no real
>>significance in my opinion as the arctic is constrained by landmass.
But thickness and continuity may be a factor. If most ice is destroyed by wind and flushing, rather than melting, then the ice’s resistance to wind and tide may be a crucial factor.
If the ice is contiguous and strong, it may resist wind flushing. If it is weak, it may be flushed easily. So you might have a situation where the thickness reaches a ‘tipping point’ (sic) of weakness where great swathes of it is flushed out of the Arctic ocean (2007 and 2008), whereas if it was a little more contiguous and robust it would resist this (2009) and much much more ice will stay in the Arctic.
This would result in huge differences in summer ice extent, for only small changes in temperature.
Ralph
87. >>Question– did they mean the “feet” thickness instead of “meters”?
The Germans using ‘feet’? You do jest, surely?
No this was 4 meters thick – quite thick indeed.
Ralph
88. Jack Green says:
Sorry Charles the moderator but you should have just snipped out the Mx#!?r part and not the whole post. These Hansen/Gore alarmists are scaring people to gain power. Consider editing my post removing my mention of the nice guy Mx#!?r. It’s obvious with this Ice Extent manipulation that these groups are working the answer backwards to a conclusion that fits the story that CO2 the problem.
Reply: I considered that, but it would have required an editorial rewriting of your post to make sense and that is not really an option. ~ charles the moderator.
• charles the moderator says:
Jack Green:
Just so you won’t feel singled out, I’m going to bed, so any further comments may not be approved until one of our East Coast moderators comes online or one of our early morning old folks on the West Coast.
89. Robert Bateman says:
4) Wouldn’t removing any 9 year period from calculating the mean make that mean a poor representation and basis for comparison?
If the last 9 years have cooled, would it make sense to include them if the objective was to continue to parade the old data which effectively portrayed rapid warming?
It’s also a good way to hide the cyclic nature of the ice.
90. Richard Hobley says:
Perhaps the algorithm has an inbuilt routine to keep the extent out of the STD region. Was not doing it’s job – a quick tweak will soon fix that. Can’t have people thinking there is anything “normal” going on up there!!
91. Steven Goddard says:
vg,
NANSEN tracks both ice extent and area. They show area in the normal range, but not extent.
92. JamesG says:
On thing this does tell us is that soot landing in the Arctic isn’t apparently too significant. Dr. Meier was right on that point I admit. And Hansen is therefore wrong again alas: I had been thinking that was the one thing he managed to get right. But no! Clearly much of what is called climate science is mere guesswork.
93. John H. says:
>Nansen uses a different algorithm to calculate the sea ice extent.
Ok, am I missing something here? This is purported to be science, right?
If you change the algorithm for one year, you need to recalculate every year to get a new average. If you keep an average with an old algorithm for 27 years and begin a new algorithm then you can not even pretend the new years data will even be relevant to compare to any previous year.
I’m sorry, I’m just beside myself. I do not know how to comprehend this stupidity.
94. Bill Illis says:
So, here is today’s numbers.
Day 119 – April 29th, 2009 – 13,160,000 km^2 from Jaxa
– 12th out of 38 years.
– highest extent in 8 years.
– 2001 was the last year above 2009 and it is substantially above, won’t catch up for a long time.
– 2009 is above 1989 however, 20 years ago.
– 431,000 km^2 below the 1972 – 2009 Average (versus 428,000 yesterday).
– 481,000 km^2 below the 1979 – 2000 Average (NSIDC’s chart looks to be about half this number but I don’t know what they are using now – thanks for telling us. This number, however, is closer to the Cryosphere Today’s number and Nansen’s chart.)
– 82,000 km^2 below the Standard Deviation of the 1979-2000 Average.
95. Pamela Gray says:
Early morning old folks out West!?!?!?!?!?!? I resemble that remark.
96. Pamela Gray says:
I also agree about the PDO versus other oscillations regarding Arctic ice events. The PDO forms the lion’s share of on-shore weather pattern variation from West to East. With a shifted jet stream North, (and possibly more volatile and loopy), the PDO keeps me up to date on possible weather in coming months. As for Arctic ice events, it seems to me that the AMO couples more with Arctic ice events.
97. Steve M. says:
Why would you accept just 15% coverage as full coverage. Maybe 85% sea ice would classify as coverage; but 15% ice coverage is open water to me.
George
Considering that 85% of ice is below water, 15% coverage sounds reasonable. I wouldn’t want to captain the Titanic through and an ocean with 15% sea ice.
98. John F. Hultquist (22:18:51) :
I know it perfectly, but a massaging algorithm is the one to adjust reality to wishes. Chances are that they zip it as much as it is possible in order to not be blamed of deniers by the people who pay their salaries.
99. John G says:
I don’t understand Dr. Meier’s explanation. If the ice extent means calculated by NSIDC and NANSEN differ so much from what would be expected because the algorithms used and treatment of data differ between the two groups why does the current 2009 extent estimate to this point match perfectly? Is this just a freaky year in which the different algorithms etc. happen to produce the same results or am I missing something?
100. vg (22:53:23) :
What the heck is going on? This was posted by S Goddard just last week
http://eva.nersc.no/vhost/arctic-roos.org/doc/observations/images/ssmi1_ice_area.png. Quoting this graph, he said that NH ice was back to normal limits 1SD. So is it now a fact that Norsex has again lowered the WHOLE 2008and 2009 graphs or increasecto make it appear that NH ice is still below normal the mean graph? (as I warned many time already and recorded here
Unfortunately for your agenda it didn’t happen! What actually happened to the Nansen graph was that because of an error the data on their lower graph where it is plotted along with the mean was not correct, this was noticed because the upper graph (which should be exactly the same) was different. The error was corrected and the data plotted on the lower curve then matched the correct data that had always been on the site!
Ever wonder why Goddard only showed the plot that changed and not the other one? Another guy with an agenda.
Here’s the change in the actual data curve that should have accompanied the one shown by Goddard above:
101. ralph ellis (01:23:57) :
.
>>Heat or no heat the maximum winter ice extent has no real
>>significance in my opinion as the arctic is constrained by landmass.
But thickness and continuity may be a factor. If most ice is destroyed by wind and flushing, rather than melting, then the ice’s resistance to wind and tide may be a crucial factor.
If the ice is contiguous and strong, it may resist wind flushing. If it is weak, it may be flushed easily. So you might have a situation where the thickness reaches a ‘tipping point’ (sic) of weakness where great swathes of it is flushed out of the Arctic ocean (2007 and 2008), whereas if it was a little more contiguous and robust it would resist this (2009) and much much more ice will stay in the Arctic.
So far this year the outflow through the Fram has been strong, if anything stronger than at the same time in 2007.
Examples:
This is one reason why the current extent is not dropping very fast, there is so much ice flowing out into the Atlantic. If this is correct then the ice remaining in the Arctic is being weakened with significant consequences for later in the year.
102. Jack Green says:
Charles: I’m just picking on you. You guys do a great job. Dr Meier is a real pro and it’s nice to have his attention. At least he’s using the “peer review” that we all provide. Thanks. I’ll think before I post again. This Ice data “algorithm” language is just another “forcing function” adjustment factor.
103. Steven Goddard says:
Phil,
You are the one with the agenda, and you made no attempt to explain the point of this article, why is why the ratio of NANSEN current/mean is significantly lower than the ratio of NSIDC current/mean – when it should be the other way around.
You also missed the fact that in Anthony’s original article (linked to in this one) Stein Sandven at NANSEN gave an explanation for why they changed the graph. His explanation did not give any insight into the question I am raising in this article, and your accusatory nature and non-sequitur response also does nothing to shed any light.
104. Sergio da Roma says:
I generally observed a discrepancy between total sum of the artic ice regional area and the total area reported in the site “cryosphere today”. The summed areas are about 300000 or 400000 kmq wider in comparison to the official total area. Could somone explain me something about that?
105. JAN says:
vg (22:53:23):
“It appears to be run by one person, so check before you believe.”
[I would like to point you to this article I found today in the net pages of the biggest Norwegian dead trees daily; VG:
http://www.vg.no/nyheter/utenriks/klimatrusselen/artikkel.php?artid=542650
From the article (my translation):
“Climate Scientist: Ice Free Arctic by 2100
BERGEN (VG): The experienced climate scientist Ola M. Johannessen (70) was baffled when he calculated when the Arctic Ocean will be ice free year round.
“- It shows, if we put the numbers into that formula, that we are going to have an ice free Arctic – summer as well as winter – already in this century”, says Johannessen.
Now, it is not just any kind of formula the Research Director at the Nansen Center for Climate Research has developed.
He has compared the annual ice extent in the Arctic Ocean with the annual concentration of CO2 in the atmosphere.
AND THE RESULT IS FRIGHTENING:
“In the beginning of the century we have some natural variations we cannot account for. But the last five decades there is a very strong statistical correlation between the measured CO2 concentration and the actual measured ice extent.”
BAFFLED
“Yes, if we put the graphs of the ice extent and the CO2 content on top of each other – then the connection is apparently striking.”
“- I was certainly quite baffled when I saw it,” says Johannessen to VG.
His analysis shows that the increase in CO2 alone may account for as much as 90 per cent of the ice decline in the Arctic.
On this basis, he has simply been able to construe a formula which suggests how much a given increase in CO2 content in the air affect the ice extent. Thereby he can simply enter both values into the formula on his PC, and look at when this formula says there is no more ice left:
“- If we use my statistic formula, all ice will be gone, even in winter, when CO2 concentration in the atmosphere reaches 765 parts per million (ppm). Today the concentration is about 385, but 765 will most probably be reached by year 2100, if we don’t execute drastic cuts.”
Photo captures (top): “Arctic – without ice. If the shocking calculations of research veteran Ola M. Johannessen is correct, Arctic will be without ice by year 2100. Summer as winter.” (bottom): “WARMER: During the last ten years sea level has risen by about 3 centimeters.”
Anthony, I don’t know if this is the right thread, but I think this deserves some attention. It looks like we have another contender for the prize of the boldest ice prediction for the Arctic.
We have previously Dr. Serreze with his prediction of an ice free North Pole in the summer of 2008. Then we have big Al with his prediction of an ice free Arctic by 2013.
However, I think Johannessen is in a class of his own. Please notice, he not only predicts an ice free Arctic in summer, he predicts an ice free Arctic in WINTER.
It is conceivable that an ice free Arctic in summertime may occur if the atmosphere and the oceans warms by a few degrees C. This has probably also happened earlier in Holocene, according to archeological evidence. However, in the wintertime, there is bitter cold and darkness 24/7 all over the Arctic for the good part of 6 months. Thanks to the invaluable research efforts by the Catlin Arctic Survey team, we now know that temperatures in the Arctic, even in March/April, are between -25 and -40 degrees C. How is a doubling of CO2 concentration going to increase temperatures enough to avoid freezing of sea water in Arctic winter?
According to reasonably accepted science, a doubling of CO2 will increase temperatures by about 1.2 C, give or take a few tenths. Even if we accept the baseless and highly unlikely assumption of a climate sensitivity of 3, the temperature increase will not be more than 3.6 C. So how exactly is this temperature rise going to stop water from freezing in the Arctic during the 6 months of winter temperatures below -20 or -30 degrees?
What this exercise in statistical extrapolation shows, is how absurdly out of reality it is possible to end if you just extend short time trends to infinity.
Anyone who thinks he can up the predictions even more?
Do we have a winner?]
The article presents this guy as the Research Director at the Nansen Center, but whether he is responsible for the NORSEX graphs I don’t know.
What do you think, just another guy with an agenda?
106. geo says:
Looking at amsr-e, it strikes me that for a good while in May last year 2008 was better than even 2002 and 2003, but then tanked in August and September, in part no doubt due to the “first year ice” phenomenon.
Right now, 2009 is even better than 2008, 2002, and 2003. Right now.
I think it is going to be very interesting to see how it does in August and September this year. If the NSIDC (much maligned) claims about “second year ice” hold true, then I would expect the 2009 summer minimum to end up better than 2008 but not as good as 2005. On the other hand, if 2009 improves on the 2005 minimum that would be a real milestone worth a little chest-pounding and would be quite interesting to see what tack the AGWer’s would take in explaining it.
And if 2009 can beat 2003, then yippee and stfu about arctic ice in “crisis” for awhile.
But I’m somewhat conservative. I think second year ice does matter at least a little. Not as much as first year ice, but some. I think we’re going to end up well above 2008, and in the ballpark of the 2005 minimum, but I’m not willing to predict if it will be a little above or a little below.
107. zonko says:
Very interesting!
108. Juraj V. says:
JAN, this is utterly unbelievable. Whatta scientific method! I saw a graph relating global temperatures to Iceland population and its regression was R=0,98 maybe.
Recently I read pretty cool sentence: “mainstream science is on the verge of being overturned by the efforts of a group of dedicated amateurs” (The Australian Financial Review, April 23) – so lets roll!
109. vg says:
S Goddard my silly… should check myself LOL
110. JAN says:
Sorry, vg
No pun intended!
111. h.oldeboom says:
What is the scientific value of the Catlin expedition compared with the value of the very recent Alfred Wegener instite DC-3 fligt across the polar area? In a relatively short time the DC-3 did a huge amount of measurements compared with the restricted amount of measurements of Catlin and the surveyed distance/area of AW was much longer/bigger. The fact, the DC-3 measurements have been done in a very short time gives me the feeling, that these measurements gives at least a better idea of the general ice thichkness situation because Catlin needs to much time and in this long time too much natural changes can happen in the ice situation.
112. Vincentvoll says:
Conclusion’ cadre displaying the vindication of that’s proven.
113. geo says:
The scientific value of Catlin? Scientists got paid. You can’t have scientists without figuring out ways to get them paid. Grants got granted. Paper shufflers got to shuffle paper. Websites were hit and newspapers were sold. Heck, a grand old time was had by many!
Seriously, re that comparison it would be interesting to know the lead times on the two projects as to planning and approval. Probably the Catlin people had no idea of the other project.
114. Earle Williams says:
The Catlin expedition had the potential of being a very useful adjunct means to calibrate / verify the Wegener Institute airborne study. Any time you can ground tructh an airborne survey your greatly increase the confidence and value of the data collected from the air.
Imagine having a 300 km or greater transect of the ice thickness using ground penetrating radar. And this transect has been calibrated with numerous aurger measurements along the line. If you flew an airborne line along the exact same path as the surface transect you would have unimpeachable calibration data to supplement the interpretation of the EM results.
It seems that providing useful quantitative scientific data was not the primary mission of the Catlin expedition. That is truly unfortunate.
115. That’s interesting to see the 1979 – 2007 average. But it would be interesting to see the entire range of positions as a time series.
116. bill says:
h.oldeboom (13:17:59) :
What is the scientific value of the Catlin expedition compared with the value of the very recent Alfred Wegener instite DC-3 fligt across the polar area? In a relatively short time the DC-3 did a huge amount of measurements
The radar measurements are very inaccurate:
Top right corner of PDF gives comparison
Errors often 25cm and up to 1metre in the short comparison given. Would you trust this data?
117. Earle Williams says:
bill,
Neither of these instruments use radar. The graph you refer to compares thicknesses calculations for the airborne vs. the “ground based” electromagnetic conductivity instruments. There is no ice auger thickness to decide if one or both of the measurements are in error.
The size of the EM bird vs the ground based EM31 account for some of the observed difference. One is measure thickness over an approximately 2 m diameter circle whereas the other is measuring thickness over a 4 m diameter circle. Variance between the two instruments is to be expected.
The good correlation with EM31 does vouch for the methodology and instrumentation. If I were reviewing a report or publication I would insist on seeing several calibrations against ice of known thickness. The difference between the two instrument measurements suggests that there may variations in conductivity within the ice such as cracks or inclusions of brine or seawater.
118. Shouldn’t the ice be above normal given the lull that the Sun has been in and the low(er) temperatures experienced across the region this past winter? It seems weird that given those factors it’s still below the average.
Things take time to heat up and cool off. Big things take longer.
Heat transfer in a nut shell.
119. pkatt says:
Pardon me, but on cryosphere arent we seeing the same weird stretches of open water we were when the satelites were screwing up? How is it we can trust the data we are getting?
120. pkatt (16:56:10) :
Pardon me, but on cryosphere arent we seeing the same weird stretches of open water we were when the satelites were screwing up?
No. | 14,948 | 65,352 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.625 | 3 | CC-MAIN-2016-07 | latest | en | 0.955103 |
https://chaskabaseball.com/championships/your-question-how-is-baseball-gb-calculated.html | 1,628,126,225,000,000,000 | text/html | crawl-data/CC-MAIN-2021-31/segments/1627046155268.80/warc/CC-MAIN-20210805000836-20210805030836-00333.warc.gz | 176,517,239 | 19,788 | # Your question: How is baseball GB calculated?
Contents
Major League Baseball (MLB) defines games behind as “the average of the differences between the leading team wins and the trailing team wins, and the leading teams losses and the trailing team losses.” A games behind column almost always appears in MLB standings for each five-team division.
## What does GB mean in baseball?
Ground-ball Rate (GB%)
Ground-ball rate represents the percentage of balls hit into the field of play that are characterized as ground balls. Each ball that is hit into the field of play is characterized as a line drive, a fly ball, a ground ball or a pop-up.
## How do you calculate games behind in baseball?
To calculate how many games back one team is from the division leader, take the difference between the wins and losses of both teams. For example, if Team A has five wins and two losses, while Team B has two wins and five losses, Team B is three games behind Team A.
## What is GB in NBA stats?
“GB” determines how many games behind first place a team is. The next two are the records of the teams when playing at home, and when playing on the road. Many teams are much better when playing at home than they are on the road.
## How do MLB Standings Work 2020?
The top three seeds (Nos. 1-3) in each league will go to the three division winners (East, Central, West) in order of record. The next three seeds (Nos. 4-6) will go to the three teams that finish in second place in their division, in order of record.
## What does GB stand for?
GB is an abbreviation for gigabyte. A gigabyte is a measurement of data storage for computers, tablets, smartphones, gaming consoles, and other computing devices. In fact, most people have smart phones and have heard of the longer abbreviations for GB. You may be familiar with the slang for gigabytes: gigs!
## What does 500 mean in baseball?
500,” meaning to win as many games as you lose over a specified period of time—81–81 over a full 162-game season, for example. The . 500 is a simple fractional figure, indicating a win rate (or “winning percentage”) of . 500 out of 1.000—or 1 out of 2.
## What does GB mean in gaming?
In most North American sports, the phrase games behind or games back (often abbreviated GB) is a common way to reflect the gap between a leading team and another team in a sports league, conference, or division.
## What does game back mean?
Games back is a metric that attempts to show how far behind a team is, controlled for the number of games they have played. A team can be a certain number of games back from another team or from a position in the standings. In both scenarios, the target is moving.
## What is PCT baseball?
PCT: Winning Percentage. The number of wins divided by (Wins plus losses). ERA: Earned Run Average. The number of (ER – Earned Runs x 9) then divided by the number of Innings Pitched (IP). CG: Complete Games.
IT IS INTERESTING: How do you pitch underhand?
## What does C mean in basketball?
The center (C), also known as the five or pivot, usually plays near the baseline or close to the basket (the “low post”). They are usually the tallest players on the floor. The center usually scores “down low”, or “in the paint” (near the basket, in the key), but some can be good perimeter shooters.
## How do NBA tables work?
Each round features a best-of-seven series with a 2-2-1-1-1 format (two games at the top seed’s home court, two games at the lower seed’s home, then back and forth one game at a time). The winners of each Conference meet in the best-of-seven NBA Finals.
## What does PA mean in basketball?
In your league standings, you’ll notice that there are columns for Points For (PF) and Points Against (PA).
## Who won World Series 2020?
Los Angeles Dodgers
## How long is baseball season?
The regular season runs from late March/early April to late September/early October, followed by the postseason which can run to early November. The season begins with the official Opening Day, and, as of 2018, runs 26½ weeks through the last Sunday of September or first Sunday of October.
## How many games do you have to win in MLB playoffs?
In the eight seasons since MLB adopted the two-Wild-Card system, expanding its playoff field from eight to 10, 80 teams have qualified for the postseason. Their median win total was 93.5. In that time, 94 wins has meant punching a ticket to October, while 85 has been the threshold for getting a foot in the door.
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# 3.10: Assignment- Scatterplot
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In this exercise we will:
• Learn how to create a scatterplot.
• Use the scatterplot to examine the relationship between two quantitative variables.
• Learn how to create a labeled scatterplot.
• Use the labeled scatterplot to better understand the form of a relationship.
In this activity we explore the relationship between weight and height for 81 adults. We will use height as the explanatory variable. Weight is the response variable.
We will then label the men and women by adding the categorical variable gender to the scatterplot. We will see if separating the groups contributes to our understanding of the form of the relationship between height and weight.
## Instructions
Click on the link corresponding to your statistical package to see instructions for completing the activity, and then answer the questions below.
## Question 1:
Describe the relationship between the height and weight of the subjects. To describe the relationship write about the pattern (direction, form, and strength) and any deviations from the pattern (outliers).
So far we have studied the relationship between height and weight for all of the males and females together. It may be interesting to examine whether the relationship between height and weight is different for males and females. To visualize the effect of the third variable, gender, we will indicate in the scatterplot which observations are males and which are females.
## Instructions
Click on the link corresponding to your statistical package to see instructions for completing the activity, and then answer the questions below.
## Question 2:
Compare and contrast the relationship between height and weight for males and females. To compare and contrast the relationships by gender write about the pattern (direction, form, and strength) and any deviations from the pattern (outliers) for each group.
Discuss how the patterns for the two groups are similar and how they are different.
## Contributors and Attributions
CC licensed content, Shared previously
3.10: Assignment- Scatterplot is shared under a not declared license and was authored, remixed, and/or curated by LibreTexts.
• Was this article helpful? | 2,179 | 6,592 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.96875 | 3 | CC-MAIN-2024-38 | latest | en | 0.201739 |
https://blog.jing.do/4626 | 1,568,782,615,000,000,000 | text/html | crawl-data/CC-MAIN-2019-39/segments/1568514573184.25/warc/CC-MAIN-20190918044831-20190918070831-00416.warc.gz | 400,867,180 | 11,714 | Given a string, determine if a permutation of the string could form a palindrome.
For example,
`"code"` -> False, `"aab"` -> True, `"carerac"` -> True.
• 用一个set，放入char，重复（放不进去）拿出来，最后确认size，0或者1则是true，否则false
• 用一个boolean和hashset去跟踪
• 用一个array of int，放入，重复则index –，最后判断index的数字
```public class Solution {
public boolean canPermutePalindrome(String s) {
Set<Character> set=new HashSet<Character>();
for(int i=0; i<s.length(); ++i){
if (!set.contains(s.charAt(i)))
else
set.remove(s.charAt(i));
}
return set.size()==0 || set.size()==1;
}
}```
```public class Solution {
public boolean canPermutePalindrome(String s) {
HashMap<Character,Integer> map = new HashMap<>();
boolean res = false;
for(int i=0;i<s.length();i++){
if(map.get(s.charAt(i)) == null){
map.put(s.charAt(i), 1);
res = !res;
}
else{
if(map.get(s.charAt(i)) == 0){
map.put(s.charAt(i), 1);
res = !res;
}
else{
map.put(s.charAt(i), 0);
res = !res;
}
}
System.out.println("s:"+i+"res:"+res);
}
return res;
}
}```
```public class Solution {
public boolean canPermutePalindrome(String s) {
int[] check = new int[128];
int index = s.length();
for(int i=0;i<s.length();i++){
if(check[s.charAt(i) - 'a'] == 1){
check[s.charAt(i) - 'a'] =0;
index = index -2;
}
else{
check[s.charAt(i) - 'a'] = 1;
}
}
if(index ==1 || index == 0){
return true;
}
return false;
}
}```
[参与人数: 0 平均分: 0/5] | 443 | 1,342 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.171875 | 3 | CC-MAIN-2019-39 | latest | en | 0.135423 |
https://testbook.com/question-answer/a-cable-resists-external-loads-by-virtue-of--5fca194e012e872045e9bd26 | 1,631,866,631,000,000,000 | text/html | crawl-data/CC-MAIN-2021-39/segments/1631780055601.25/warc/CC-MAIN-20210917055515-20210917085515-00068.warc.gz | 599,510,154 | 29,933 | # A cable resists external loads by virtue of
This question was previously asked in
CGPSC Civil Official Paper 1 (Held on April 2014 - Shift 1)
View all CGPSC AE Papers >
1. bending
2. compression
3. compression and bending
4. torsion
5. tension
## Answer (Detailed Solution Below)
Option 5 : tension
Free
ST 1: Solid Mechanics
1014
20 Questions 40 Marks 20 Mins
## Detailed Solution
Explanation:
• The cable is defined as the structure in pure tension having the funicular shape of the load.
• The cables are considered to be perfectly flexible (no flexural stiffness) and inextensible.
• As they are flexible they do not resist shear force and bending moment. It is subjected to axial tension only and it is always acting tangential to the cable at any point along the length.
• If the weight of the cable is negligible as compared with the externally applied loads then its self weight is neglected in the analysis of cable. | 223 | 935 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.5625 | 3 | CC-MAIN-2021-39 | latest | en | 0.914704 |
https://getrevising.co.uk/revision-cards/p4_explaining_motion_11 | 1,519,406,656,000,000,000 | text/html | crawl-data/CC-MAIN-2018-09/segments/1518891814801.45/warc/CC-MAIN-20180223154626-20180223174626-00060.warc.gz | 678,617,224 | 13,324 | # P4 explaining motion
OCR 21st century science
HideShow resource information
## Interactions and forces
When two objects interact they both experience a force, this force is called an interation force and the two objects are an interation pair.
These two forces are equal in size but opposite in direction. Each acts on a different object.
Vehicles and people move by pushing back on something. This interation causes a forward force to act on them.
1 of 6
## Friction and Normal Reaction
Friction is an interaction between two objects that are sliding against each other.
The friction force matches the applied force that is making the objects slide when the object which is moving is moving at a steady pace.
When an object sits on a surface, it distorts it slightly. The springiness of the surface then causes a reaction force on the object matching it's downward push on the surface.
2 of 6
## Describing Motion
The average speed of a moving object is:
• Distance divided by time taken
The instantaneous speed of a moving object is its speed at a particular instant. To get a good estimate of the instantaneous speed of a moving object we must measure it's average speed over a very short period of time (or distance)
Velocity means speed in a particular direction.
The following graphs are useful for summarizing or analyzing the motion of an object:
• Distance-time graphs,
• Speed-time graphs,
• velocity-time graphs
3 of 6
## Forces and Motion
When a force acts on an object, it causes a change in it's momentum. Momentum is:
• Mass times velocity.
The change of momentum is equal to:
• Force times time for which it acts.
Many vehicle safety features work by making the time of an event (such as collision) longer so that the average force is less, for the same change of momentum.
4 of 6
## Laws of Motion
If the resulatant force acting on an object is zero, the momentum of the object does not change. If it is stationary it does not move. If it is moving, it will keep moving at a constant speed in a straight line.
If the resulatant force acting on an object is not zero, this will cause a change in it's momentum, in the direction of the resultant force.
5 of 6
## Work and Energy
Work is doen when a force makes an object move. The amount of work is force times distance.
When something does work, its energy decreases by that amount. If work is done on it, its energy increases by that amount.
Doing work on an object can increase its gravitational potential energy or its kinetic energy, its gravitational potential energy is increased if you lift it up and its kinetic energy is increased if you make it move faster.
Change in gravitational potential energy is weight times vertical height difference. Vhange in kinetic energy is 0.5 times mass times velocity squared.
When an object drops to a lower level, it loses gravitational potential energy. If frictioncan be ignored, it gains the same amount of kinetic energy.
6 of 6 | 635 | 2,982 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.34375 | 4 | CC-MAIN-2018-09 | longest | en | 0.924976 |
https://cs-people.bu.edu/gaboardi/teaching/S21-CS591/assigns/ass2/Assignment2-answers.ec | 1,670,646,269,000,000,000 | text/plain | crawl-data/CC-MAIN-2022-49/segments/1669446711712.26/warc/CC-MAIN-20221210042021-20221210072021-00739.warc.gz | 233,512,608 | 2,682 | (* ASSIGNMENT 2 Due on Gradescope by 5pm on Friday, February 19 *) require import AllCore. (* NOTE: in the following Hoare Logic proofs, you may *not* use the tactics `auto` or `sp`, which we haven't covered in Lab or the slides yet. You *may* use `smt`. *) (* Any uses of the `smt` tactic in your proof must be solvable by *both* Alt-Ergo and Z3: *) prover quorum=2 ["Alt-Ergo" "Z3"]. (* QUESTION 1 (* 20 Points *) *) module Swap = { var x, y : int proc f() : unit = { var z : int; z <- x; x <- y; y <- z; } }. lemma swapping (_x _y : int) : hoare [Swap.f : Swap.x = _x /\ Swap.y = _y ==> Swap.x = _y /\ Swap.y = _x]. proof. (* BEGIN FILL IN *) proc. wp. skip. trivial. (* END FILL IN *) qed. lemma swapping' (_x _y : int) : hoare [Swap.f : Swap.x = _x /\ Swap.y = _y ==> Swap.x = _y /\ Swap.y = _x]. proof. (* BEGIN FILL IN *) proc; wp; skip; trivial. (* END FILL IN *) qed. (* QUESTION 2 (40 Points) *) module M = { var x, y, z : int proc f() : unit = { if (x < y) { z <- x - y; if (x <= y) { while (false) { } } } else { z <- y - x - 1; } } }. lemma M1 : hoare [M.f : true ==> M.z < 0]. proof. (* BEGIN FILL IN *) proc. if. seq 1 : (M.z < 0). wp; skip; smt(). if. while (true). skip; trivial. skip; trivial. skip; trivial. wp; skip; smt(). (* END FILL IN *) qed. lemma M1' : hoare [M.f : true ==> M.z < 0]. proof. (* BEGIN FILL IN *) proc. if. seq 1 : (M.z < 0). wp; skip; smt(). if. while (true); skip; trivial. skip; trivial. wp; skip; smt(). (* END FILL IN *) qed. lemma M2 : hoare [M.f : true ==> (M.x < M.y => M.z = M.x - M.y) /\ (M.y <= M.x => M.z + 1 = M.y - M.x)]. proof. (* BEGIN FILL IN *) proc. if. seq 1 : (M.x < M.y /\ M.z = M.x - M.y). wp; skip; trivial. if. while (true). skip; trivial. skip; smt(). skip; smt(). wp; skip; trivial. (* END FILL IN *) qed. (* QUESTION 3 (40 Points) *) require import List. (* This introduces a new type constructor, 'a list, which means that for any type t, t list is the type of finite lists of elements of type t. Lists are written [x1; x2; ...; xn]. E.g., *) op xs = [1; 3; 5; 7]. (* is the value of type int list consisting of the first four odd natural numbers. If x has type 'a and ys has type 'a list, then x :: ys is the value of type 'a list whose first element (head) is x, and whose remaining elements (its tail) are those of ys. (We pronounce :: "cons", for "construct".) E.g., *) op zs = 1 :: [3; 5; 7]. lemma eq_xs_zs : xs = zs. proof. by rewrite /xs /zs. qed. (* size : 'a list -> int returns the number of elements of a list. E.g., *) lemma size_ex : size zs = 4. proof. smt(). qed. (* If we have lists xs and ys of type 'a list, then xs ++ ys is the concatenation of xs and ys, i.e., the list consisting of the elements of xs followed by the elements of ys. E.g., *) op ws = xs ++ [9]. lemma ws_lem : ws = [1; 3; 5; 7; 9]. proof. smt(). qed. (* rcons : 'a list -> 'a -> 'a list ("reverse cons") takes xs : 'a list and y : 'a and returns xs ++ [y]. rcons is defined recursively, and you can see how this is done by doing print rcons. *) lemma rcons_ex : rcons ws 11 = ws ++ [11]. proof. (* search rcons (++). *) by rewrite -cats1. qed. (* nth : 'a -> 'a list -> int -> 'a takes def : 'a, xs : 'a list, and i : int, and returns (+) the ith element of xs (counting from 0), if 0 <= i < size xs; (+) the default element, def, if i < 0 \/ size xs <= i E.g., *) lemma nth_ex1 : nth (-2) ws 3 = 7. proof. smt(). qed. lemma nth_ex2 : nth (-2) ws (-1) = -2. proof. smt(). qed. lemma nth_ex3 : nth (-2) ws 5 = -2. proof. smt(). qed. (* take : 'a list -> int -> 'a list takes in a list xs and an integer n, and returns the list consisting of the first n elements of xs (it returns [] if n is negative, and returns xs if more then size xs elements are requested). E.g., *) lemma take_ex1 : take 3 ws = [1; 3; 5]. proof. by rewrite /ws /xs. qed. lemma take_ex2 : take (-1) ws = []. proof. trivial. qed. lemma take_ex3 : take 6 ws = [1; 3; 5; 7; 9]. proof. by rewrite /ws /xs. qed. (* drop : 'a list -> int -> 'a list takes in a list xs and an integer n, and returns the list consisting of what's left over if we remove the first n elements of xs (it returns [] if more than size xs elements are dropped, and returns xs if n is negative). E.g., *) lemma drop_ex1 : drop 3 ws = [7; 9]. proof. by rewrite /ws /xs. qed. lemma drop_ex2 : drop (-1) ws = ws. proof. trivial. qed. lemma drop_ex3 : drop 6 ws = []. proof. by rewrite /ws /xs. qed. (* rev : 'a list -> 'a list reverses a list. E.g., *) lemma rev_ex : rev ws = [9; 7; 5; 3; 1]. proof. by rewrite /ws /xs. qed. (* You can search for combinations of (::), (++), size, rcons, nth, take, drop and rev to find numerous useful lemmas, which you can tell smt to try to use or you can use directly via apply or rewrite. *) module Rev = { proc f(xs : int list) : int list = { var i : int; var ys : int list; i <- 0; ys <- []; while (i < size xs) { ys <- nth 0 xs i :: ys; i <- i + 1; } return ys; } }. lemma Rev_rev (_xs : int list) : hoare [Rev.f : xs = _xs ==> res = rev _xs]. proof. (* BEGIN FILL IN *) proc. seq 2 : (xs = _xs /\ i = 0 /\ ys = []). wp; skip; trivial. while (0 <= i /\ i <= size xs /\ ys = rev (take i xs)). wp; skip; progress. smt(). smt(). smt(take_nth rev_rcons). skip; progress. smt(size_ge0). smt(take0 rev_nil). smt(take_size). (* END FILL IN *) qed. lemma Rev_rev' (_xs : int list) : hoare [Rev.f : xs = _xs ==> res = rev _xs]. proof. (* BEGIN FILL IN *) proc. while (0 <= i /\ i <= size xs /\ ys = rev (take i xs)). wp; skip; progress. smt(). smt(). smt(take_nth rev_rcons). wp; skip; progress. smt(size_ge0). smt(take0 rev_nil). smt(take_size). (* END FILL IN *) qed. | 1,894 | 5,596 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.84375 | 3 | CC-MAIN-2022-49 | latest | en | 0.469472 |
https://iq.opengenus.org/selection-sort-in-c/ | 1,718,820,225,000,000,000 | text/html | crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00241.warc.gz | 273,781,195 | 18,863 | ×
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# Selection sort in C
#### C Programming Algorithms Sorting Algorithms
Open-Source Internship opportunity by OpenGenus for programmers. Apply now.
In this article at OpenGenus, we have explained selection sort and implemented a program on the same in C Programming Language.
• What is Selection sort?
• How selection sort works
• Approach to write the program
• Implementation
• Output
• Time complexity
• Drawbacks of selection sort
# What is Selection sort?
1. Selection sort is one of the most simple and easy sorting algorithms.
2. It works by first finding the smallest element and swapping it with the first element in the array.
3. Then the size of the array is reduced by 1 and the for the rest of the unsorted array step 2 is repeated.
4. Step 3 is repeated until the whole array is sorted.
# How selection sort works
• For example if we have the given array
• First we select the element at 0th index and compare it with other elements in the array.
• If an element smaller than the element at 0th index is found, then both of these elements are swapped. In the given example, element at 0th index is 5 and the smallest element of the array is 1, at 2nd index, so we swap these two.
• Orange here represents that elements that are to be swapped.
• Now element 1(element at 0th index) is sorted, so we reduce the array size by 1.
• Now element at 1st index is compared with other elements of the array.
• Here blue represents that, this part of the array is sorted andrest is the unsorted part.
• It is found that element at 1st index, that is 2 is the smallest element among the unsorted part of the array so it is not swapped with any other element and array size is again reduced.
• Now we compare the element at 2nd index with the rest of the unsorted array and it is found that element at 3rd index, that is 3 is smaller than element at 2nd index, that is 5.
• The elements in the orange box(that is the elements 5 and 3) are now swapped.
• Now elements at 3rd index is compared with rest of the unsorted part of the array.
• It is found that element at 5th index is the next smallest element in the unsorted part.
• So these two elements are swapped.
• Now next, element at 4th index is compared with the elements in the rest of the array and since only one element is left, elements at index 4 and 5 are compared.
• Since element at index 5 is less than element at index 4, they are swapped.
• We have gone through the entire array, and now it is sorted.
# Approach to write the program
Following is the approach to solve the problem:
• First we enter the main function.
• Here we declare the array and store the size of the array in variable n.
• Then we call the function selectionSort with the paraments being arr(the name of the array) and n(size of array).
• Now control goes to the function selectionSort.
• Here we run two loops. Outer one will run from 0 to less than n-1 and the inner one will run from i+1 to less than n and is used to find the smallest element in the array which is stored in variable min, then the function swap is called with the parameters being the address of element at min and j as it is a call by reference program.
• Now the two elements are swapped inside the function swap using a third variable.
If element at j is equal to element at min, then no swapping occurs.
• This continues throughout the length of the array until control reaches the end of the array.
• Once it reaches the end of the array, it means that the elements are now sorted.
• Now the sorted array is stored in a new array in a function print and the new array is printed when the function print is called in the main function.
# Implementation
Following is the implemention of the code in C programming language:
``````#include <stdio.h>
void swap(int *p, int *q)
{
int temp = *p;
*p = *q;
*q = temp;
}
void selectionSort(int arr[], int n)
{
int i, j, min;
for (i = 0; i < n-1; i++)
{
min= i;
for (j = i+1; j < n; j++)
if (arr[j] < arr[min])
min= j;
if(min!= i)
swap(&arr[min], &arr[i]);
}
}
void print(int arr[], int size)
{
int i;
for (i=0; i < size; i++)
printf("%d ", arr[i]);
printf("\n");
}
int main()
{
int arr[] = {5,2,1,3,6,4};
int n = sizeof(arr)/sizeof(arr[0]);
selectionSort(arr, n);
printf("Sorted array: \n");
print(arr, n);
return 0;
}
``````
# Output
Run the code as follows:
gcc code.c
./a.out
``````Following is the output of the program:
Sorted array:
1 2 3 4 5 6
``````
# Time complexity
• Since there are two nested loops, each one's time complexity being O(N), the overall time complexity is O(N)* O(N)= O(N^2)
# Drawbacks of selection sort
• Having a time complexity of O(N^2) in both best and worst case makes it unsuitable for large datasets/arrays.
• It cannot take the advantage of array being fully/ partially sorted as it will always check the entire array.
Selection sort in C | 1,223 | 4,875 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.984375 | 3 | CC-MAIN-2024-26 | latest | en | 0.922488 |
https://writingsgate.com/2022/04/28/sue-and-missy-make-pizza-and-soda-sue-takes-4-hours-to-brew-a-gallon-of-soda-and-2-hours-to-make-pizza-missy-takes-6-hours-to-brew-a-gallon-of-soda/ | 1,670,368,881,000,000,000 | text/html | crawl-data/CC-MAIN-2022-49/segments/1669446711121.31/warc/CC-MAIN-20221206225143-20221207015143-00780.warc.gz | 644,263,512 | 18,865 | Home » Sue and Missy make pizza and soda. Sue takes 4 hours to brew a gallon of soda and 2 hours to make pizza. Missy takes 6 hours to brew a gallon of soda…
# Sue and Missy make pizza and soda. Sue takes 4 hours to brew a gallon of soda and 2 hours to make pizza. Missy takes 6 hours to brew a gallon of soda…
Sue and Missy make pizza and soda. Sue takes 4 hours to brew a gallon of soda and 2 hours to make pizza. Missy takes 6 hours to brew a gallon of soda and 4 hours to make pizza.
Sues opportunity cost of making pizza is ________ of soda, and Missy’s opportunity cost of making pizza is ___________ of root beer.
___________ has an absolute advantage in making pizza and __________ has a comparative advantage in making pizza
If Sue and Missy trade food with each other ______ will trade away pizza in exchange for soda.
The price of pizza can be expressed in terms of gallons of soda. The highest price at which pizza can be traded that would make both Sue and Missy better off is ____________ of soda, and the lowest prices that makes Sue and Missy better off is __________ of soda per pizza.
Can you please show me the formula for these questions
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Thanks to our free revisions, there is no way for you to be unsatisfied. We will work on your paper until you are completely happy with the result. | 590 | 2,553 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.53125 | 3 | CC-MAIN-2022-49 | latest | en | 0.898232 |
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A080287 Successively larger gaps in Ulam numbers start at this Ulam number. 4
1, 4, 8, 18, 38, 87, 114, 155, 282, 751, 949, 1257, 1553, 1858, 2178, 4800, 5384, 18796, 37562, 64420, 252719, 933709, 289738117, 332250401, 667752899, 699497052, 966290117, 224582902442, 319654121875, 418843012121, 802386465583 (list; graph; refs; listen; history; text; internal format)
OFFSET 1,2 COMMENTS The gaps are in A080288. REFERENCES D. E. Knuth, The Art of Computer Programming, vol 4A, section 7.1.3, exercise 141. LINKS Philip Gibbs, Judson McCranie, The Ulam Numbers up to One Trillion, (2017). EXAMPLE 87 and 97 are successive Ulam numbers and this is the first gap of 10 or larger, so 87 is in the sequence. CROSSREFS Cf. A002858, A080288, A214603, A274522. Sequence in context: A190062 A228231 A175657 * A280155 A075310 A075797 Adjacent sequences: A080284 A080285 A080286 * A080288 A080289 A080290 KEYWORD nonn,more,hard AUTHOR Jud McCranie, Feb 12 2003 EXTENSIONS Added a(23) found by Don Knuth - Jud McCranie, Aug 22 2008 a(24) on Feb 29 2012; a(25) on Jul 20 2012; and a(26) on Jul 24 2012 by Jud McCranie a(27) found by Philip Gibbs, Sep 02 2015 a(28) found by Philip Gibbs and Jud McCranie, Sep 09 2015 a(29)-a(31) found by Philip Gibbs, Oct 2017 Missing term a(23) added by Jud McCranie, Oct 27 2017 STATUS approved
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Last modified January 19 20:29 EST 2019. Contains 319310 sequences. (Running on oeis4.) | 638 | 1,934 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.953125 | 3 | CC-MAIN-2019-04 | latest | en | 0.762445 |
https://sixsigmadsi.com/glossary/binomial-distribution/ | 1,726,711,570,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651944.55/warc/CC-MAIN-20240918233405-20240919023405-00253.warc.gz | 476,761,905 | 74,090 | 866-922-6566 [email protected]
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In probability theory and statistics, the binomial distribution with parameters n and p is the discrete probability distribution of the number of successes in a sequence of n independent experiments, each asking a yes–no question, and each with its own Boolean-valued outcomesuccess (with probability p) or failure (with probability q = 1 − p). A single success/failure experiment is also called a Bernoulli trial or Bernoulli experiment, and a sequence of outcomes is called a Bernoulli process; for a single trial, i.e., n = 1, the binomial distribution is a Bernoulli distribution. The binomial distribution is the basis for the popular binomial test of statistical significance.
The type of distribution is frequently used to model the number of successes in a sample of size n drawn with replacement from a population of size N. If the sampling is carried out without replacement, the draws are not independent and so the resulting distribution is a hypergeometric distribution, not a binomial one. However, for N much larger than n, the binomial distribution remains a good approximation, and is widely used.
A distribution usually used for determining confidence for proportions. If there are two possible outcomes, such as either “pass” or “fail” for product tests, or either “heads” or “tails” for coin tosses, then the binomial distribution might be used to estimate the probability of 5 passes and 1 fail in 6 product tests or 2 heads and 2 tails in 4 coin tosses.
In general, if the random variable X follows the binomial distribution with parameters n and p ∈ [0,1], we write X ~ B(np). The probability of getting exactly k successes in n independent Bernoulli trials is given by the probability mass function:
for k = 0, 1, 2, …, n, where
is the binomial coefficient, hence the name of the distribution. The formula can be understood as follows: k successes occur with probability pk and n − k failures occur with probability (1 − p)n − k. However, the k successes can occur anywhere among the n trials, and there are different ways of distributing k successes in a sequence of n trials.
#### References
Wikipedia. Binomial Distribution. https://en.wikipedia.org/wiki/Binomial_distribution | 559 | 2,256 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.640625 | 4 | CC-MAIN-2024-38 | latest | en | 0.728762 |
https://www.physicsforums.com/threads/polynomials-in-z-modulus-9.249331/ | 1,603,489,358,000,000,000 | text/html | crawl-data/CC-MAIN-2020-45/segments/1603107865665.7/warc/CC-MAIN-20201023204939-20201023234939-00413.warc.gz | 851,836,402 | 14,933 | # Polynomials in Z modulus 9
I'm trying to figure out how to prove that every polynomial in $\mathbb{Z}_9$ can be written as the product of two polynomials of positive degree (except for the constant polynomials [3] and [6]). This basically is just showing that the only possible irreducible polynomials in $\mathbb{Z}_9$ are the constant ones, [3] and [6], and that all the other constant polynomials can be written as the product of polynomials with degrees greater than 0, kind of like how [1] can be written as,
$$([3]x+[1])([6]x+[1])=[0]x^2+[3]x+[6]x+[1]=[1]$$
but I'm a bit lost on how to show it all, because it's not a field so the theorems I've been studying regarding irreducibility in polynomials don't apply to such a situation. Thanks, any help is greatly appreciated.
## Answers and Replies
Related Linear and Abstract Algebra News on Phys.org
fresh_42
Mentor
If ##f(x)\in \mathbb{Z}_9[x]## is irreducible, and we have a decomposition ##f(x)=f(x)\cdot 1=f(x)(3x+1)(6x+1)## then either ##f(x)(3x+1)\in \mathbb{Z}_9## or ##f(x)(6x+1)\in \mathbb{Z}_9##. In both cases we get ##3f(x) =3a## for an ##a\in \mathbb{Z}_9\,.## Thus ##3(f(x)-a) = 0## and ##9\,|\,3(f(x)-a)## which means ##3\,|\,(f(x)-a)## and ##f(x)=3n+a## for some ##n\in \mathbb{Z}##. Hence ##f(x)## is constant, i.e. all irreducible polynomials are constant. | 440 | 1,337 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.90625 | 4 | CC-MAIN-2020-45 | latest | en | 0.853601 |
http://sourceforge.net/p/libmesh/mailman/message/29502049/ | 1,408,675,297,000,000,000 | text/html | crawl-data/CC-MAIN-2014-35/segments/1408500822407.51/warc/CC-MAIN-20140820021342-00459-ip-10-180-136-8.ec2.internal.warc.gz | 192,891,104 | 7,334 | ## Re: [Libmesh-users] Reusing the same stiffness matrix with different force vectors?
Re: [Libmesh-users] Reusing the same stiffness matrix with different force vectors? From: David Knezevic - 2012-07-05 18:35:50 ```On 07/05/2012 02:34 PM, James J Ramsey wrote: > On Thu, Jul 5, 2012 at 1:34 PM, David Knezevic > wrote: >> The init() should be before the loop, it doesn't need to be called >> before each solve. > I wondered about that. When does init() need to be called, though? The > examples tend to put it almost right before the solve(), and it's not > clear what exactly it's initializing. It initializes the system, i.e. it sets up the degree-of-freedom numbering, the matrix sparsity pattern etc etc. These things don't change from one solve to the next. ```
[Libmesh-users] Reusing the same stiffness matrix with different force vectors? From: James J Ramsey - 2012-07-03 12:55:50 ```I noticed that the examples generally have the stiffness matrix and force vector assembled in some function that becomes an argument to the "attach_assemble_function" method. I have a possible application in mind that involves using the same stiffness matrix with different force vectors. Is there a way that I can do this without recalculating the stiffness matrix each time? ```
Re: [Libmesh-users] Reusing the same stiffness matrix with different force vectors? From: David Knezevic - 2012-07-03 14:16:23 ```System has a public boolean called "assemble_before_solve", which is true by default. Set that to false and then solve() won't call assemble, e.g. see LinearImplicitSystem::solve(). You'll have to make sure to call your assembly function yourself when appropriate though. David On 07/03/2012 08:55 AM, James J Ramsey wrote: > I noticed that the examples generally have the stiffness matrix and > force vector assembled in some function that becomes an argument to > the "attach_assemble_function" method. I have a possible application > in mind that involves using the same stiffness matrix with different > force vectors. Is there a way that I can do this without recalculating > the stiffness matrix each time? > > ------------------------------------------------------------------------------ > Live Security Virtual Conference > Exclusive live event will cover all the ways today's security and > threat landscape has changed and how IT managers can respond. Discussions > will include endpoint security, mobile security and the latest in malware > threats. http://www.accelacomm.com/jaw/sfrnl04242012/114/50122263/ > _______________________________________________ > Libmesh-users mailing list > Libmesh-users@... > https://lists.sourceforge.net/lists/listinfo/libmesh-users ```
Re: [Libmesh-users] Reusing the same stiffness matrix with different force vectors? From: David Knezevic - 2012-07-03 14:25:15 ```On 07/03/2012 10:16 AM, David Knezevic wrote: > System has a public boolean called "assemble_before_solve", which is > true by default. Set that to false and then solve() won't call assemble, > e.g. see LinearImplicitSystem::solve(). You'll have to make sure to call > your assembly function yourself when appropriate though. Or even easier is to put the stiffness matrix part of your assembly inside an "if" statement and use equation_systems.parameters to determine whether or not to do the matrix assembly. Also, if you're not changing the matrix, it's good to set "reuse_preconditioner(true)" in the System's linear_solver after the first solve. > > On 07/03/2012 08:55 AM, James J Ramsey wrote: >> I noticed that the examples generally have the stiffness matrix and >> force vector assembled in some function that becomes an argument to >> the "attach_assemble_function" method. I have a possible application >> in mind that involves using the same stiffness matrix with different >> force vectors. Is there a way that I can do this without recalculating >> the stiffness matrix each time? >> >> ------------------------------------------------------------------------------ >> Live Security Virtual Conference >> Exclusive live event will cover all the ways today's security and >> threat landscape has changed and how IT managers can respond. Discussions >> will include endpoint security, mobile security and the latest in malware >> threats. http://www.accelacomm.com/jaw/sfrnl04242012/114/50122263/ >> _______________________________________________ >> Libmesh-users mailing list >> Libmesh-users@... >> https://lists.sourceforge.net/lists/listinfo/libmesh-users > > > ------------------------------------------------------------------------------ > Live Security Virtual Conference > Exclusive live event will cover all the ways today's security and > threat landscape has changed and how IT managers can respond. Discussions > will include endpoint security, mobile security and the latest in malware > threats. http://www.accelacomm.com/jaw/sfrnl04242012/114/50122263/ > _______________________________________________ > Libmesh-users mailing list > Libmesh-users@... > https://lists.sourceforge.net/lists/listinfo/libmesh-users ```
Re: [Libmesh-users] Reusing the same stiffness matrix with different force vectors? From: James J Ramsey - 2012-07-05 16:18:27 ```On Tue, Jul 3, 2012 at 10:25 AM, David Knezevic wrote: > > On 07/03/2012 10:16 AM, David Knezevic wrote: > > Or even easier is to put the stiffness matrix part of your assembly > inside an "if" statement and use equation_systems.parameters to > determine whether or not to do the matrix assembly. So I gather I'd do something like this: // Misc. setup ... equation_systems.get_system("My system").attach_assemble_function(my_assemble_function); for (int vecNum = 0; vecNum < numVecs; vecNum++) { equation_systems.set("vecNum") = vecNum; equation_systems.init(); // Does this need to be inside the loop, right before the solve? equation_systems.get_system("My system").solve(); } ... void my_assemble_function(EquationSystems& es, const std::string& system_name) { // Misc. setup ... if es.parameters.get("vecNum") == 0 { // Code for assembling stiffness matrix } // Code for assembling force vector } For this to work, whatever stiffness matrix was created during the first call to my_assemble_function would have to persist until subsequent calls. Are you sure the stiffness matrix isn't destroyed by calls to init() or whatever other bookkeeping precedes the call to the assembly function? ```
Re: [Libmesh-users] Reusing the same stiffness matrix with different force vectors? From: David Knezevic - 2012-07-05 17:34:21 ```On 07/05/2012 11:51 AM, James J Ramsey wrote: > On Tue, Jul 3, 2012 at 10:25 AM, David Knezevic > wrote: >> On 07/03/2012 10:16 AM, David Knezevic wrote: >> >> Or even easier is to put the stiffness matrix part of your assembly >> inside an "if" statement and use equation_systems.parameters to >> determine whether or not to do the matrix assembly. > So I gather I'd do something like this: > > // Misc. setup ... > > equation_systems.get_system("My > system").attach_assemble_function(my_assemble_function); > > for (int vecNum = 0; vecNum < numVecs; vecNum++) { > equation_systems.set("vecNum") = vecNum; > equation_systems.init(); // Does this need to be inside the loop, > right before the solve? > equation_systems.get_system("My system").solve(); > } > The init() should be before the loop, it doesn't need to be called before each solve. > void my_assemble_function(EquationSystems& es, const std::string& system_name) { > // Misc. setup ... > > if es.parameters.get("vecNum") == 0 { > // Code for assembling stiffness matrix > } > > // Code for assembling force vector > } > > For this to work, whatever stiffness matrix was created during the > first call to my_assemble_function would have to persist until > subsequent calls. Are you sure the stiffness matrix isn't destroyed by > calls to init() or whatever other bookkeeping precedes the call to the > assembly function? If you move the init() before the loop it should work fine... David ```
Re: [Libmesh-users] Reusing the same stiffness matrix with different force vectors? From: James J Ramsey - 2012-07-05 18:34:26 ```On Thu, Jul 5, 2012 at 1:34 PM, David Knezevic wrote: > > The init() should be before the loop, it doesn't need to be called > before each solve. I wondered about that. When does init() need to be called, though? The examples tend to put it almost right before the solve(), and it's not clear what exactly it's initializing. ```
Re: [Libmesh-users] Reusing the same stiffness matrix with different force vectors? From: David Knezevic - 2012-07-05 18:35:50 ```On 07/05/2012 02:34 PM, James J Ramsey wrote: > On Thu, Jul 5, 2012 at 1:34 PM, David Knezevic > wrote: >> The init() should be before the loop, it doesn't need to be called >> before each solve. > I wondered about that. When does init() need to be called, though? The > examples tend to put it almost right before the solve(), and it's not > clear what exactly it's initializing. It initializes the system, i.e. it sets up the degree-of-freedom numbering, the matrix sparsity pattern etc etc. These things don't change from one solve to the next. ``` | 2,160 | 9,129 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.53125 | 3 | CC-MAIN-2014-35 | latest | en | 0.904544 |
http://www.yqcomputer.com/866_18232_1.htm | 1,656,310,010,000,000,000 | text/html | crawl-data/CC-MAIN-2022-27/segments/1656103328647.18/warc/CC-MAIN-20220627043200-20220627073200-00551.warc.gz | 121,069,829 | 3,284 | determine whether a field is numeric, alpha or alphanumeric
determine whether a field is numeric, alpha or alphanumeric
is their a function or way to determine whether a field, or variable
for that matter, is numeric, alpha or alphanumeric?
determine whether a field is numeric, alpha or alphanumeric
< XXXX@XXXXX.COM > wrote in comp.lang.perl.misc:
perldoc -q 'is a number' leads to "How do I determine whether a scalar
is a number/whole/integer/float?". Please check the FAQ before posting.
Anno
determine whether a field is numeric, alpha or alphanumeric
that finds out if a scaler is a number or not. i want to see if there
is a way to find out if its am alphanumeric, so contains both alphabets
and numbers and maybe punctuation
determine whether a field is numeric, alpha or alphanumeric
: that finds out if a scaler is a number or not. i want to see if there
: is a way to find out if its am alphanumeric, so contains both alphabets
: and numbers and maybe punctuation
So take the answer from the FAQ, apply two grams of brain power and call
again if your solution does not give the desired results.
P
determine whether a field is numeric, alpha or alphanumeric
damn this is a hostile group
determine whether a field is numeric, alpha or alphanumeric
Yes, there is a way.
Use regular expressions and the match operator.
perldoc perlrequick
perldoc perlretut
perldoc perlre
perldoc -f m
perldoc perlop
--
XXXX@XXXXX.COM Perl programming
Fort Worth, Texas
determine whether a field is numeric, alpha or alphanumeric
No, this is a group where people are expected to expend a little
of their own effort before asking hundreds of others to spend
effort on their behalf.
We help people fix Perl code, we don't generally write their
Perl code for them.
Take your best shot at solving your problem, and if it doesn't work,
--
XXXX@XXXXX.COM Perl programming
Fort Worth, Texas
determine whether a field is numeric, alpha or alphanumeric
i appreciate you pointing me in the right direction....
determine whether a field is numeric, alpha or alphanumeric
Who pointed you in the right direction?
Please quote some context in followups like everybody else does.
-- | 506 | 2,189 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.515625 | 3 | CC-MAIN-2022-27 | latest | en | 0.808022 |
https://www.airmilescalculator.com/distance/axt-to-ktd/ | 1,660,396,609,000,000,000 | text/html | crawl-data/CC-MAIN-2022-33/segments/1659882571950.76/warc/CC-MAIN-20220813111851-20220813141851-00475.warc.gz | 592,059,083 | 72,290 | Distance between Akita (AXT) and Kitadaitōjima (KTD)
Flight distance from Akita to Kitadaitōjima (Akita Airport – Kitadaito Airport) is 1074 miles / 1728 kilometers / 933 nautical miles. Estimated flight time is 2 hours 31 minutes.
Driving distance from Akita (AXT) to Kitadaitōjima (KTD) is 1772 miles / 2852 kilometers and travel time by car is about 232 hours 21 minutes.
1074
Miles
1728
Kilometers
933
Nautical miles
2 h 31 min
155 kg
How far is Kitadaitōjima from Akita?
There are several ways to calculate distances between Los Angeles and Chicago. Here are two common methods:
Vincenty's formula (applied above)
• 1073.519 miles
• 1727.661 kilometers
• 932.862 nautical miles
Vincenty's formula calculates the distance between latitude/longitude points on the earth’s surface, using an ellipsoidal model of the earth.
Haversine formula
• 1075.183 miles
• 1730.339 kilometers
• 934.309 nautical miles
The haversine formula calculates the distance between latitude/longitude points assuming a spherical earth (great-circle distance – the shortest distance between two points).
How long does it take to fly from Akita to Kitadaitōjima?
Estimated flight time from Akita Airport to Kitadaito Airport is 2 hours 31 minutes.
What is the time difference between Akita and Kitadaitōjima?
There is no time difference between Akita and Kitadaitōjima.
Flight carbon footprint between Akita Airport (AXT) and Kitadaito Airport (KTD)
On average flying from Akita to Kitadaitōjima generates about 155 kg of CO2 per passenger, 155 kilograms is equal to 342 pounds (lbs). The figures are estimates and include only the CO2 generated by burning jet fuel.
Map of flight path and driving directions from Akita to Kitadaitōjima
Shortest flight path between Akita Airport (AXT) and Kitadaito Airport (KTD).
Airport information
Origin Akita Airport
City: Akita
Country: Japan
IATA Code: AXT
ICAO Code: RJSK
Coordinates: 39°36′56″N, 140°13′8″E | 531 | 1,945 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.703125 | 3 | CC-MAIN-2022-33 | latest | en | 0.837959 |
https://gateoverflow.in/258/gate2003-66?show=96888 | 1,542,046,247,000,000,000 | text/html | crawl-data/CC-MAIN-2018-47/segments/1542039741016.16/warc/CC-MAIN-20181112172845-20181112194845-00204.warc.gz | 645,030,251 | 26,687 | 5.2k views
The cube root of a natural number $n$ is defined as the largest natural number $m$ such that $(m^3 \leq n)$ . The complexity of computing the cube root of $n$ ($n$ is represented by binary notation) is
1. $O(n)$ but not $O(n^{0.5})$
2. $O(n^{0.5})$ but not $O((\log n)^k)$ for any constant $k>0$
3. $O((\log n)^k)$ for some constant $k>0$, but not $O( (\log \log n)^m)$ for any constant $m>0$
4. $O( (\log \log n)^k )$ for some constant $k > 0.5$, but not $O( (\log \log n)^{0.5} )$
edited | 5.2k views
We can simply do a binary search in the array of natural numbers from $1..n$ and check if the cube of the number matches $n$ (i.e., check if $a[i] * a[i] * a[i] == n$). This check takes $O(\log n)$ time and in the worst case we need to do the search $O(\log n)$ times. So, in this way we can find the cube root in $O(\log^2 n)$. So, options (A) and (B) are wrong.
Now, a number is represented in binary using $\log n$ bit. Since each bit is important in finding the cube root, any cube root finding algorithm must examine each bit at least once. This ensures that complexity of cube root finding algorithm cannot be lower than $\log n$. (It must be $\Omega \left( \log n \right)$). So, (D) is also false and (C) is the correct answer.
edited by
0
Thanks.
+2
@Arjun sir. How is it logn^2. It should be logn only? 1...n we do binary search and each time we check a(i)*a(i)*a(i)=n or not and this is a constant time and it will be done logn times at max.Can you tell please how is it logn^2?
0
@air1
I think final complexity should be O(log3n)O(log3n)
EDIT: If we convert the binary to decimal in the beginning, then it will be O(logn)
Please explain how it becomes O(logn)?
+9
a == b? Usually we consider this as an $O(1)$ operation. But when $a$ is allowed to be arbitrarily large, this can take $O(\log a)$ as each bit needs to be checked. That is why the check is taking $O(\log n)$ in the given question.
+1
Sir in asymptotic analysis we dont bother about how long arithmetic operations take.It depends on h/w .
even when we check a==b in constant as you mentioned,there also a can be any large or small number and we need to check all bit,but we dont bother about that.I still did not get:(
+1
@Arjun sir, why do the binary search on the whole of n elements? Isn't it sufficient to do it only for the 1st n^1/3 elements? If so, then the time taken is also reduced to O(log n^1/3).
0
cant we do like this?
1) convert given binary representation of $n$ into decimal----$O(logn)$
2) then find $\left \lfloor n^{0.333} \right \rfloor$ --------------$O(1)$
total complexity $O(logn)$
@Arjun sir I have same doubt as above @rahul said.
Do we consider the underlying hardware complexity in asymptotic analysis of our algorithm?
0
i have the same doubt did u get the answer?
0
..
0
How did you get log^2(n) ? I got it we need log(n) for binary search, but why did you square it ?
Consider the below function:
int cuberoot(int n)
{
int crt;
for(int i =1; i<=n;i++)
{
if (i*i*i<=n) crt=i;
else return(crt);
}
}
The above function will return the cube root of value 'n' as defined in question.
Now if n = 64, the for loop will run 5 times(i=1,2,3,4,5) O(logn).
But if we take larger value say n= 8192(i.e.2^13) then the for loop will run 21 times which is (logn)^k , where k=1.1869
Therefore we can say that the complexity of computing cuberoot will O((logn)^k) but not O(loglogn).
edited
Consider the array of natural numbers .
00 01 10 11 100 101 110
Suppose we want to find the cube root of $6$ , $(n=6)$ to store in binary it takes 3-bits ($\left \lceil \log_2 n \right \rceil$)
take $m$ as middle element of the array. (here $m=3$)
step 1 : Find middle element $m$ [ will take $O(1)$ time ]
step 2 : Find cube of m [ will take $O(1)$ time ]
step 3 : Compare $m^{3} < n$ [ will take $\left \lceil \log_2 n \right \rceil$ time . We need to compare $\left \lceil \log_2 n \right \rceil$ bits because of binary representation ]
step 4 : If there is match or nothing in array is left we return m else if compared value is grater than $m$ we go left of $m$ else we go right of $m$ loop from step 1
Running Time Complexity Of the Algorithm
• $\log n$ -> Implementing Binary Search
• $( \log n )^{k}$ -> Comparing Each bit of the number represented in binary notation where k is the number of loop iterations
• So on best case it will take $O(\log n)$ and worst case $O(\log^{k+1} n)$
Example
Iteration 1
1. $m=3$
2. $3^{3}=9$
3. $9 \leq 6$ False we go LEFT of the array [this is compared as $1001\leq 110$]
Iteration 2
1. $m=1$
2. $1^{3}=1$
3. $1\leq 6$ True we go RIGHT of the array [this is compared as $01\leq 110$]
Iteration 3
1. $m=2$
2. $2^{3}=8$
3. $8\leq 6$ False we go LEFT of the array [this is compared as $1000\leq 110$]
4. Since sonthing in LEFT of the array we return $2$ as it is the nearest cube root
Here we took $O(\log ^{4} n)$
[ @arjun sir can u pls check this one ]
edited by
0
$k = \log n$ rt?
0
@arjun sir ,
Actually What i Thought about upperbound complexity $O(\log^{k+1} n)$ is that
• Outer Loop for implementing binary search will take $O( \log n)$ time
• inner loop for comparing each bit of $n$ for each iteration takes $O( \log n)$ each
Isn't the example correct ?
1. $O(\log n)$ for implementing binary search
2. $O(\log n)$ for comparing bits of 9 and 6
3. $O(\log n)$ for comparing bits of 1 and 6
4. $O(\log n)$ for comparing bits of 8 and 6
Here k = number of iterarions . The loop executes for $\log n$ time hence $k=\log n$
Correct me if wrong...
0
You can count k rt? Also why you taking power and not multiply for getting the time complexity?
0
Multiplying a number 3 time , is const operation That is why i took it as $O(1)$
0
But it varies with the input- not a constant.
0
See my answer now, there was a mistake which I corrected now.
+1
Got my mistake :)
This is wrong .
@arjun sir complexity will be always $O(\log^{2} n)$ ?
How does k counted ? will it affect the complexity ?
+4
yes, though I did not prove it. Complexity of multiplying 3 numbers of $\log n$ bits each. Normally we take this as $O(1)$ assuming CPU has a MUL instruction. For this question, we can assume such an instruction is not there.
0
Such a clear analysis. Thanx a lot sir.
0
While changing decimal to binary(in 1st case like 9 we will get so we r changing it to binary then comparing with desired binary no .) will not be considered in time complexity??
Just this doubt coming.
0
In question it is mentioned that (n is represented in binary notation).
BY USING LINEAR SEARCH:
algo(n)
{ for(i=1 to n^3)
if(i^3>n) return(i-1)
}
it takes n^(1/3) time
BY USING BINARY SEARCH:
(1)^3 (2)^3 3 (4)^3 5 6 7 (8)^3 9 10 11 12 13 14 15 (16)^3 ..........
it takes logn time
Here we need to find upper and perhaps lower bounds on the complexity of finding an integer cube root m of n. At least one upper bound is trivial, and rules out answers A and B: m can be found in O(log n) time using binary search.
Also note that the input size is O(log n) because the minimum number of bits needed to represent an arbitrary n in binary notation is proportional to log n. Because all bits of the number must be processed to solve the problem, θ(log n) is a lower bound on the time to solve the problem, and therefore the problem cannot be solved in time O((log log n)^w) [where w is some constant > 0] because that isn't O(log n). Thus, answer C applies.
1
2 | 2,294 | 7,449 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.859375 | 4 | CC-MAIN-2018-47 | longest | en | 0.859067 |
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# PSAT Prep: Help and Review
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### Overview
If you're struggling to get ready for the PSAT, let us help you with this fun review course. Our video lessons are an easy way to brush up on essential topics. Take the multiple-choice quizzes to gauge your comprehension of lesson topics so you know what you need to work on.
### Syllabus
• Ch 1. PSAT Prep - About the Test: Help and Review
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• Ch 3. PSAT Writing - About the Writing Section: Help and Review
• Ch 4. PSAT Writing - Grammar and Usage: Help and Review
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• Ch 18. PSAT Math - Data Analysis, Statistics and Probability: Help and Review
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# National First Bank offers you a home loan for the next 30 years. The interest rate...
National First Bank offers you a home loan for the next 30 years. The interest rate on the loan is 2.5% per annum. Required: a. If the bank says that you need to pay \$500 each week and the interest rate is compounded weekly, what is the amount of your home loan? b. What is your monthly payment if you wish to pay monthly instalments and the interest rate is compounding monthly?
EMI = P*i*(1+i)^n/[{(1+i)^n}-1]
Where,
EMI = 500
i= Interest Rate = 0.025/52 = 0.00048
n= Number of periods = 30*52 = 1560
Therefore,
500 = P*0.00048*(1+0.00048)^1560/[{(1+0.00048)^1560}-1]
500 = P*0.00048*2.11408/1.11408
500 = P*0.0009108
Therefore, Loan Amount = P = 500/0.0009108 = \$548938.55
b)
EMI = P*i*(1+i)^n/[{(1+i)^n}-1]
Where,
P = Principal = 548938.55
i= Interest Rate = 0.025/12 = 0.002083
n= Number of periods = 30*12 = 360
Therefore, EMI = 548938.55*0.002083*(1+0.002083)^360/[{(1+0.002083)^360}-1]
= 1143.439*(2.115096)/[2.115096-1] = 2418.483/1.115096 = \$2168.86
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Page 1 / 6
By the end of this section, you will be able to:
• Describe the physical meaning of the position-momentum uncertainty relation
• Explain the origins of the uncertainty principle in quantum theory
• Describe the physical meaning of the energy-time uncertainty relation
Heisenberg’s uncertainty principle is a key principle in quantum mechanics. Very roughly, it states that if we know everything about where a particle is located (the uncertainty of position is small), we know nothing about its momentum (the uncertainty of momentum is large), and vice versa. Versions of the uncertainty principle also exist for other quantities as well, such as energy and time. We discuss the momentum-position and energy-time uncertainty principles separately.
Momentum and position
To illustrate the momentum-position uncertainty principle, consider a free particle that moves along the x -direction. The particle moves with a constant velocity u and momentum $p=mu$ . According to de Broglie’s relations, $p=\hslash k$ and $E=\hslash \omega$ . As discussed in the previous section, the wave function for this particle is given by
${\psi }_{k}\left(x,t\right)=A\left[\text{cos}\left(\omega \text{ }t-k\text{ }x\right)-i\phantom{\rule{0.2em}{0ex}}\text{sin}\left(\omega \text{ }t-k\text{ }x\right)\right]=A{e}^{\text{−}i\left(\omega \text{ }t-k\text{ }x\right)}=A{e}^{\text{−}i\text{ }\omega \text{ }t}{e}^{i\text{ }k\text{ }x}$
and the probability density $|{\psi }_{k}\left(x,t\right){|}^{\text{ }2}={A}^{2}$ is uniform and independent of time. The particle is equally likely to be found anywhere along the x -axis but has definite values of wavelength and wave number, and therefore momentum. The uncertainty of position is infinite (we are completely uncertain about position) and the uncertainty of the momentum is zero (we are completely certain about momentum). This account of a free particle is consistent with Heisenberg’s uncertainty principle.
Similar statements can be made of localized particles. In quantum theory, a localized particle is modeled by a linear superposition of free-particle (or plane-wave) states called a wave packet . An example of a wave packet is shown in [link] . A wave packet contains many wavelengths and therefore by de Broglie’s relations many momenta—possible in quantum mechanics! This particle also has many values of position, although the particle is confined mostly to the interval $\text{Δ}x$ . The particle can be better localized $\left(\text{Δ}x$ can be decreased) if more plane-wave states of different wavelengths or momenta are added together in the right way $\left(\text{Δ}p$ is increased). According to Heisenberg, these uncertainties obey the following relation.
The heisenberg uncertainty principle
The product of the uncertainty in position of a particle and the uncertainty in its momentum can never be less than one-half of the reduced Planck constant:
$\text{Δ}x\text{ }\text{Δ}p\ge \hslash \text{/}2.$
This relation expresses Heisenberg’s uncertainty principle. It places limits on what we can know about a particle from simultaneous measurements of position and momentum. If $\text{Δ}x$ is large, $\phantom{\rule{0.2em}{0ex}}\text{Δ}p$ is small, and vice versa. [link] can be derived in a more advanced course in modern physics. Reflecting on this relation in his work The Physical Principles of the Quantum Theory , Heisenberg wrote “Any use of the words ‘position’ and ‘velocity’ with accuracy exceeding that given by [the relation] is just as meaningless as the use of words whose sense is not defined.”
total binding energy of ionic crystal at equilibrium is
How does, ray of light coming form focus, behaves in concave mirror after refraction?
Sushant
What is motion
Anything which changes itself with respect to time or surrounding
Sushant
good
Chemist
and what's time? is time everywhere same
Chemist
No
Sushant
how can u say that
Chemist
do u know about black hole
Chemist
Not so more
Sushant
DHEERAJ
Sushant
But ask anything changes itself with respect to time or surrounding A Not any harmful radiation
DHEERAJ
explain cavendish experiment to determine the value of gravitational concept.
For the question about the scuba instructor's head above the pool, how did you arrive at this answer? What is the process?
as a free falling object increases speed what is happening to the acceleration
of course g is constant
Alwielland
acceleration also inc
Usman
which paper will be subjective and which one objective
jay
normal distributiin of errors report
Dennis
normal distribution of errors
Dennis
photo electrons doesn't emmit when electrons are free to move on surface of metal why?
What would be the minimum work function of a metal have to be for visible light(400-700)nm to ejected photoelectrons?
give any fix value to wave length
Rafi
40 cm into change mm
40cm=40.0×10^-2m =400.0×10^-3m =400mm. that cap(^) I have used above is to the power.
Prema
i.e. 10to the power -2 in the first line and 10 to the power -3 in the the second line.
Prema
there is mistake in my first msg correction is 40cm=40.0×10^-2m =400.0×10^-3m =400mm. sorry for the mistake friends.
Prema
40cm=40.0×10^-2m =400.0×10^-3m =400mm.
Prema
this msg is out of mistake. sorry friends.
Prema
what is physics?
why we have physics
because is the study of mater and natural world
John
because physics is nature. it explains the laws of nature. some laws already discovered. some laws yet to be discovered.
Yoblaze
physics is the study of non living things if we added it with biology it becomes biophysics and bio is the study of living things tell me please what is this?
tahreem
physics is the study of matter,energy and their interactions
Buvanes
all living things are matter
Buvanes
why rolling friction is less than sliding friction
tahreem
thanks buvanas
tahreem
is this a physics forum
explain l-s coupling
how can we say dirac equation is also called a relativistic equation in one word
what is the electronic configration of Al | 1,499 | 6,037 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 11, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.40625 | 3 | CC-MAIN-2019-04 | latest | en | 0.837284 |
http://www.3dinosaurs.com/wordpress/index.php/free-number-skip-counting-printable/ | 1,606,722,157,000,000,000 | text/html | crawl-data/CC-MAIN-2020-50/segments/1606141211510.56/warc/CC-MAIN-20201130065516-20201130095516-00421.warc.gz | 96,185,123 | 14,519 | # No-Prep Number Skip Counting Worksheet
When you start learning number soon you start working on skip counting. This can be started as soon as Kindergarten or First Grade. I found that my girls have started to pick it up at different ages.
Over the years I have used several different skip counting printables but I wanted to add something different to use this summer. I wanted to have different things I could use with my girls.
We did several 100 board activities over the summer where we did the skip counting. I thought it would be great to have this on a printable.
There are two options for this skip counting printable: One has the skip counting numbers fill in on the 100 chart for the first 12 numbers and the second one leaves the 100 charts blank so that they can color in the numbers.
Here you can see how to use the Skip Counting with the Color in the numbers. As they say each number up top have them fill in the numbers in the 100 chart. This works well to put in sheet protectors and have them use dry erase markers to do. You can use them over and over that way.
The other way is to just have them say the numbers as they count along and you can do that with the big numbers on top or on the 100 chart. This is a fun way to introduce them to skip counting and a 100 chart.
What you will find in these printables:
• Numbers 2 to 10
• Skip Counting with 100 Chart Filled In
• Skip Counting with 100 Chart Blank
Here are some things we plan on using with these printables:
Here are some other Number and Math Printables:
Cassie – 3Dinosaurs.com
Cassie is a mom of three stomping, romping, and roaring girls. She blogs about fun art and craft activities and printables she makes. She includes the odd review of products every now and then. She also blogs about the places that she has taken the girls called trip reviews. She has a few free printable pack for kids ages 2 to 8 and always adding more. She loves to get comments and feedback and always looking for new things to try or do with her girls.
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### 18 Responses to No-Prep Number Skip Counting Worksheet
1. This looks like a great way to help little ones learn to count by different numbers. There are lots of ways you can use these great tools. Wonderful job.
• Cassie says:
I like having flexible things!
2. I love that you make skip counting visual!
• Cassie says:
I love having visual things the girls can use. Hands on is always fun!
3. Faith says:
Thank you so much for these! I have ‘find skip counting sheets or book’ on my list to do for my little one. These look great!!
• Cassie says:
4. Numbers are not my cup of tea but I will definitely show my daughter ! You have done a great job and found a fun way for kids to learn !!
5. These are awesome, thank you! Pinned!
6. These are perfect for my 6 year old! You make so many great printables 🙂
7. These are really wonderful. I love the layout you selected. I have pinned this post to the BHG board on Pinterest!
8. amber says:
Great printables. I am almost 100% certain I have used some of yours before in our homeschool. Which is super cool having found your blog again 🙂
9. I am definitely going to use these with my kids! Love your printables.
10. Stephanie says:
This is a great way to do skip counting for the visual and kinesthetic learner like my 8 yr old. However, the minute I tell my 6 yr old to say her even number, odd numbers, 5’s, or 10s…she off to the races!!! LOL she can’t sit down, she has to jump up and down to say them or twirl… anyway thanks for sharing, this looks awesome!
11. Renae says:
Thank you for linking up to the Kids Learning Printables Linky Party! I love these and definitely plan to use them. You’re being featured this week. Hope to see you link up again soon!
12. stephanie says:
Love this! Featuring it on the After School Linky! Pinning and Printing!
13. Ashley says:
Very clever way to help kids see what they are counting!
14. Ruth says:
Fabulous! Thank you so much for sharing these.
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