url stringlengths 6 1.61k | fetch_time int64 1,368,856,904B 1,726,893,854B | content_mime_type stringclasses 3
values | warc_filename stringlengths 108 138 | warc_record_offset int32 9.6k 1.74B | warc_record_length int32 664 793k | text stringlengths 45 1.04M | token_count int32 22 711k | char_count int32 45 1.04M | metadata stringlengths 439 443 | score float64 2.52 5.09 | int_score int64 3 5 | crawl stringclasses 93
values | snapshot_type stringclasses 2
values | language stringclasses 1
value | language_score float64 0.06 1 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
http://www.camelotlearning.com/math-curriculum/geometry-and-measurement | 1,568,852,174,000,000,000 | text/html | crawl-data/CC-MAIN-2019-39/segments/1568514573385.29/warc/CC-MAIN-20190918234431-20190919020431-00485.warc.gz | 238,090,794 | 5,136 | Place an order online now or call (800) 214-2404 for more information or to place a phone order. | Checkout
## Geometry and Measurement
### Measurement, number relationships, computation, perimeter, length, area, polygons, transformation, weights, symmetry, time
Students learn a variety of geometry and measurement concepts, using the language of geometry to identify and describe shapes, lines, and angles. Classifying two and three-dimensional figures based on the number of sides, length sides, and measure of angles is key to this Camelot Learning theme. Students use a protractor to accurately measure and construct angles and classify them as acute, obtuse, right or straight. Students manipulate nets in order to create three-dimensional models of various pyramids and prisms.
This theme has many opportunities for hands-on exploration to visualize transformation, symmetry, congruency, and identify shapes using pattern blocks and tangrams. Students use the vocabulary terms related to geometry and geometric figures to identify, classify, and describe various polygons.
Participants learn to estimate and find actual measurements using both customary and metric units. Using the scale, students determine distance by measuring the difference between two positions on a graph. Students also learn measurement skills needed to calculate weight and elapsed time.
This theme incorporates geometry and measurement while teaching the students to calculate the perimeter and area of a variety of figures using pictures, formulas, and counting skills. This unit emphasizes vocabulary and teaches life-long skills.
## Math Curriculum
A third-party research study of the Camelot Learning Math Intervention Curriculum showed substantial increases (3-fold) in students’ post-test under-standing of essential Math skills. We fully endorse this program as a “best practice” for improving student achievement.
Barbara Clark
Principal Hawthorne Elementary | 356 | 1,962 | {"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-2019-39 | longest | en | 0.885639 |
https://documents.pub/document/-the-duffing-equation-parametricplot-8xtdvtd.html | 1,670,263,889,000,000,000 | text/html | crawl-data/CC-MAIN-2022-49/segments/1669446711042.33/warc/CC-MAIN-20221205164659-20221205194659-00871.warc.gz | 239,742,022 | 28,705 | Home >Documents >The Duffing EquationParametricPlot @[email protected],[email protected]
# The Duffing EquationParametricPlot @[email protected],[email protected]
Date post:10-Jul-2020
Category:
View:3 times
Transcript:
• The Duffing Equation
Introduction
We have already seen that chaotic behavior can emerge in a system as simple as the logistic map. In that case the
"route to chaos" is called period-doubling. In practice one would like to understand the route to chaos in systems
described by partial differential equations, such as flow in a randomly stirred fluid. This is, however, very complicated
and difficult to treat either analytically or numerically. Here we consider an intermediate situation where the dynamics
is described by a single ordinary differential equation, called the Duffing equation.
In order to get chaos in such a simple system, we will need to add both a driving force and friction. First of all though
we just consider the basic equation without these extra features. The Duffing equation describes the motion of a
classical particle in a double well potential. We choose the units of length so that the minima are at x = ± 1, and the
units of energy so that the depth of each well is at -1/4. The potential is given by
V HxL = -x2
2+
x4
4
Let's plot this:
[email protected]"Global`*"D
PlotB-x2
2+x4
4, 8x, -2, 2
• sol1 = [email protected] 8v'@tD == [email protected] - [email protected]^3, x'@tD == [email protected], [email protected] == 1,[email protected] == 1
• [email protected]@tD, [email protected]< ê.sol2, 8t, 0, 100
• [email protected]@tD, [email protected]< ê.sol2, 8t, 150, 200
• [email protected]@tD, [email protected]< ê.sol2, 8t, 150, 154.46
• [email protected], 200D
-1.5 -1.0 -0.5 0.5 1.0x
-0.5
0.5
v
Note that the particle has moved through both of the wells. However, again, most of this complexity is due to an initial
transient. If we look at the behavior at later times, we take from 750 to 800, we see a much simpler curve:
[email protected], 800D
-1.0 -0.8 -0.6 -0.4x
-0.6
-0.4
-0.2
0.2
0.4
0.6
v
The particle settles down in the vicinity of the x = -1 minimum and, once it has done so, goes twice around x=-1, v=0
before retracing its path. In fact the period has doubled to 4p/w as can be checked by trial and error. Depending on
the exact value of d and the initial conditions the particle could, alternatively, have gone into a period doubled orbit
near the other minimum at x = +1.
Next let's increase the driving force to 0.338.
sol3 = solution @ 0.338, 2000 D;
6 duffing.nb
• [email protected], 2000D
-1.0 -0.8 -0.6 -0.4x
-0.6
-0.4
-0.2
0.2
0.4
0.6
v
The orbit now goes 4 times round the point x = 1 before repeating. One might expect that the period has doubled
again, and this is indeed the case. We have started a period doubling sequence of "bifurcations" that we first met in the
logistic map. Next we increase driving force to 0.35.
sol3 = solution @ 0.35, 3000D;
[email protected], 3000D
-1.5 -1.0 -0.5 0.5 1.0 1.5x
-0.5
0.5
1.0
v
Now there is no sign of the data settling down to a periodic orbit. The motion is chaotic. A more detailed study shows
that a period doubling transition to chaos occurs just as in the logistic map. Furthermore, the value of the Feigenbaum
constant d is the same as in the logistic map, even though the models are completely different. This is expected from
the claimed “universality” of the Feigenbaum constant.
duffing.nb 7
• Poincaré Sections
A useful way of analyzing chaotic motion is to look at what is called the Poincaré section. Rather than considering the
phase space trajectory for all times, which gives a continuous curve, the Poincaré section is just the discrete set of
phase space points of the particle at every period of the driving force, i.e. at t = 2p/w, 4p/w, 6p/w, etc. Clearly for a
periodic orbit the Poincaré section is a single point, when the period has doubled it consists of two points, and so on.
We define a function, "poincare", which produces a Poincaré section for given values of d, g, and w, in which the first
"ndrop" periods are assumed to be initial transient and so are not plotted, while the subsequent "nplot" periods are
plotted. The point size is given by the parameter "psize".
Note that the function g[{xold, vold}] maps a point in phase space {xold, vold} at time t to the point in phase space {x,
v} one period T later.
This map is then iterated with NestList.
[email protected]_, g_, w_, ndrop_, nplot_, psize_D := HT = 2 p ê w;[email protected]_, vold_
• [email protected], Epilog Ø [email protected], [email protected],[email protected], 0.35
• [email protected], Epilog Ø [email protected], [email protected],[email protected], 0.48
• again to reveal the same features on a still smaller scale. (I presume; it would have taken too much CPU time and
memory to check it.)
Having the same features appearing in different parts of a figure and at different scales is a characteristic feature of a
fractal.
Integrating a differential equation, as we have done here, is much more time consuming than iterating a map, such as
the logistic map. People have therefore investigated maps which have similar behavior to that of driven, damped
differential equations like the Duffing equation. One popular choice is the Hénon map:
xn+1 = 1 - a xn2+ yn
yn+1 = b xn
in which two variables, x and y, are iterated. The parameters a and b can be adjusted to get a transition to chaos. In the
chaotic regime the points to converge to a strange attractor similar to the one found for the Duffing equation. Note, in
particular, the way it folds back on itself. A discussion of using Mathematica to display the Hénon map is given in
Zimmerman and Olness, Mathematica for Physics, p. 289.
More on the transition to chaos
Going back to the Duffing equation, you can try different values of the parameters g and w and see where the period
doubling transition to chaos occurs. The function bifurcation below, is similar to poincare except that it scans a range
of values of d, and gives the x-values on the attractor for each d. (It can take a long time to execute).
[email protected]_, dmax_, nd_, xmin_, xmax_, g_, w_, ndrop_, nplot_, psize_D :=
T =2 p
w; xi = 1; vi = 0; [email protected]_, vold_
• [email protected], 0.35, 200, 0.1, 0.8, 0.1, 1.4, 2000, 1000, 0.006D
0.30 0.31 0.32 0.33 0.34 0.35d0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
x
One clearly sees period doubling leading into chaos. I should mention that, for Poincaré sections in this region of d, the
system is either in the vicinity of the well at positive x or in the vicinity of the the well at negative x, depending on the
initial values for x and v and the precise value of d, but does not hop between wells. For example, for d < 0.309 there
are actually two separate fixed points. When plotting the figure, it is convenient that the system is always in the
vicinity of the same well, so I start the system off at the next value of d with the final values of x and v from the
previous value of d. As a result, in the above figure, the system is in the positive x region for all d for the discrete
times used to generate the Poincaré section.
The Feigenbaum constant is the ratio of the range over which a limit cycle has a certain period, to the range where the
period is doubled. Being universal, it is expected to have the same value, 4.6692..., in this period doubling route to
chaos (which comes from a differential equation), as it has in the logistic map (which involves iterating a map). This
is a remarkable result, which is expected to be true, but I have not seen it demonstrated explicitly.
In order to estimate the Feigenbaum constant for the Duffing equation, I zoomed in to the later stages of the period
doubling route to chaos, and show the results below. It turns out that for this starting value of d in the figure, 0.334,
the system is near the minimum at negative x at the times taken to generate the Poincaré section, and so we just plot
this region.
[email protected], 0.342, 200, -1.35, -1.1, 0.1, 1.4, 5000, 1000, 0.006D
0.334 0.336 0.338 0.340 0.342d-1.35
-1.30
-1.25
-1.20
-1.15
-1.10
x
From the two previous figures I estimate four period doublings to occur at
In[1]:= [email protected] = 0.3084; [email protected] = 0.3358; [email protected] = 0.3396; [email protected] = 0.3402;
12 duffing.nb
• In[2]:= Print @ k, " ", dkD;[email protected] [email protected] , " ", H [email protected] - [email protected] - 1DL ê [email protected] + 1D - [email protected], 8n, 2, 3
of 13/13
The Duffing Equation Introduction We have already seen that chaotic behavior can emerge in a system as simple as the logistic map. In that case the "route to chaos" is called period-doubling. In practice one would like to understand the route to chaos in systems described by partial differential equations, such as flow in a randomly stirred fluid. This is, however, very complicated and difficult to treat either analytically or numerically. Here we consider an intermediate situation where the dynamics is described by a single ordinary differential equation, called the Duffing equation. In order to get chaos in such a simple system, we will need to add both a driving force and friction. First of all though we just consider the basic equation without these extra features. The Duffing equation describes the motion of a classical particle in a double well potential. We choose the units of length so that the minima are at x = ± 1, and the units of energy so that the depth of each well is at -1/4. The potential is given by V HxL =- x 2 2 + x 4 4 Let's plot this: Clear@"Global`*"D PlotB- x 2 2 + x 4 4 , 8x, - 2, 2<, PlotRange Ø 8- 0.3, 0.5<F -2 -1 1 2 -0.2 0.2 0.4 The force is given by F(x) = -dV/dx = x - x 3 . As usual we solve the second order differential equation F = ma by expressing it as two first order differential equations, v = dx/dt, mdv/dt = F. From now on we set the mass equal to unity so we have. dx dt = v, dv dt = x - x 3 . Let us first use the Mathematica function NDSolve to solve the equation starting the particle at the right-hand mini- mum, x=1, with velocity equal to 1. This is big enough to kick the particle over the hump in the potential energy at x=0 to the vicinity of the x=-1 minimum and back again. Why? (You should easily be able to show from energy conserva- tion that the particle will get over the hump if the initial velocity is greater than 1 í 2 .)
Embed Size (px)
Recommended
Documents
Documents
Documents
Documents
Documents
Documents
Documents
Documents
Documents
Documents
Documents
Documents
Documents
Documents
Documents
Documents
Documents
Documents | 3,061 | 10,768 | {"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} | 3.625 | 4 | CC-MAIN-2022-49 | latest | en | 0.882916 |
https://amathew.wordpress.com/tag/poisson-integral/ | 1,685,667,883,000,000,000 | text/html | crawl-data/CC-MAIN-2023-23/segments/1685224648245.63/warc/CC-MAIN-20230602003804-20230602033804-00772.warc.gz | 130,170,277 | 19,286 | The topic for the next few weeks will be Riemann surfaces. First, however, I need to briefly review harmonic functions because I will be talking about harmonic forms. I will have more to say about them later, and I actually won’t use most of today’s post even until then. But it’s fun.
Some of this material has also been covered by hilbertthm90 at A Mind for Madness.
Definition
A ${C^2}$ function ${f}$ on an open subset of ${\mathbb{R}^n}$, ${n >1}$, is called harmonic if it satisfies the Laplace equation$\displaystyle \Delta f = \sum \frac{\partial^2f}{\partial x_i^2} = 0.$ For now, we are primarily interested in the case ${n=2}$, and we will identify ${\mathbb{R}^2}$ with ${\mathbb{C}}$. In this case, as is well-known, harmonic functions are locally the real parts of holomorphic functions.
The Poisson Integral
The following fact is well-known: given a continuous function ${f}$ on the circle ${C_1(0)}$, there is a unique continuous function on the closed unit disk ${\overline{U}}$ which is harmonic in the interior and coincides with ${f}$ on the boundary.The idea of the proof is that ${f}$ can be represented as a Fourier series,
$\displaystyle f(e^{it}) = \sum_{n \in \mathbb{Z}} c_n e^{int}$
where the ${c_n}$ are obtained through the orthogonality relations
$\displaystyle c_n = ( f, e^{-int} )$
where the inner product is the ${L^2}$ product taken with respect to the Haar measure on the circle group. This convergence holds in ${L^2}$, because the exponentials form an orthonormal basis for that space. Indeed, orthonormality can be checked by integration, and the Stone-Weierstrass theorem implies their linear combinations are dense in the space of continuous functions on the circle. It is even the case that convergence holds uniformly if ${f}$ is well-behaved (say, ${C^2}$). But this is only for motivational purposes, and I refer anyone interested to, say, Zygmund’s book on trigonometric series for a whole lot fo such results.
Now, it is clear that the functions$\displaystyle z \rightarrow r^n e^{int}, \ z \rightarrow r^n e^{-int}$
are harmonic (where ${t = Arg(z), r = |z|}$) as the real parts of ${z^n, \bar{z}^n}$.
It thus makes sense to define the extended function ${\tilde{f}}$ as$\displaystyle \tilde{f}(re^{it}) = \sum_n c_n r^{|n|} e^{int}.$ (more…) | 629 | 2,307 | {"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": 25, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/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-2023-23 | latest | en | 0.913759 |
https://www.nottingham.ac.uk/xpert/scoreresults.php?keywords=Statistics%20-%20an%20intuitive%20introduction%20:%20standard%20dev&start=17000&end=17020 | 1,576,094,469,000,000,000 | text/html | crawl-data/CC-MAIN-2019-51/segments/1575540532624.3/warc/CC-MAIN-20191211184309-20191211212309-00251.warc.gz | 687,289,621 | 31,219 | All written material contained within this unit originated at the Open University
1. Join the 200,000 students currently studying withThe Open University.
Author(s): The Open University
Many problems are best studied by working with real functions, and the properties of real functions are often revealed most clearly by their graphs. Learning to sketch such graphs is therefore a useful skill, even though computer packages can now perform the task. Computers can plot many more points than can be plotted by hand, but simply ‘joining up the dots’ can sometimes give a misleading picture, so an understanding of how such graphs may be obtained remains important. The object of t
Author(s): The Open University
Now try the quiz and see if there are any areas you need to work on.
Author(s): The Open University
Earlier you looked at place values for numbers, and why they were called powers of ten.
Place value10 0001000100101Author(s): The Open University
1 What are the following?
• (a) 10
• (b) 01
• (c) 20
• (d) 02
Author(s): The Open University
Up to now only those points with positive or zero coordinates have been considered. But the system can be made to cope with points involving negative coordinates, such as (−2, 3) or (−2, −3). Just as a number line can be extended to deal with negative numbers, the x-axis and y-axis can be extended to deal with negative coordinates.
Author(s): The Open University
For many towns and cities, an individual book of street maps called an A to Z has been produced. You can look up the name of a street in the index, and it will give you the page number of the map that contains the street, plus the grid reference square for the street. There are different conventions for these grid references. You may have met several of these.
### Author(s): The Open UniversityLicense informationRelated contentExcept for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share
Tables often give information in percentages. The table below indicates how the size of households in Great Britain changed over a period of nearly 30 years.
Number of people in household1961 (%)1971 (%)1981 (%)1991 (%)
1<
Author(s): The Open University
The main teaching text of this unit is provided in the workbook below. The answers to the exercises that you'll find throughout the workbook are given in the answer book. You can access it by clicking on the link under the workbook. Once you have completed the workbook and exercises return to this page and watch the video below, ‘The arch never sleeps’, which discusses a practical application of some of the ideas in workbook.
Click 'View document' to open the workbook (PDF, 0.8
Author(s): The Open University
The content acknowledged below is Proprietary (see terms and conditions) and is used under licence.
All materials included in this unit are derived from content originated at the Open University.
Author(s): The Open University
The main teaching text of this unit is provided in the workbook below. The answers to the exercises that you'll find throughout the workbook are given in the answer book. You can access it by clicking on the link under the workbook.
Click 'View document' to open the workbook (PDF, 1 MB).
Assuming that both the content of mathematics and the processes need to be included in programmes and curricula, the problem becomes one of how a suitable curriculum can be structured. One possibility is to construct a very specific curriculum with clearly defined objectives for both content and processes separately, and possibly with suggested learning activities. However, content and process are two complementary ways of viewing the subject.
An alternative is to see the curriculum in
Author(s): The Open University
You will come to this unit with many memories of mathematics, both as a teacher and a learner. It may help if you start by recalling memories of learning mathematics and making a record of them in your notebook.
When you work on a task, get into the habit of having your notebook to hand to record your thinking. Use the notebook in any way that helps you to think about the work you have done. Some people find it helpful to divide a page into two columns using the left-hand side to record
Author(s): The Open University
Referencing is not only useful as a way of sharing information, but also as a means of ensuring that due credit is given to other people’s work. In the electronic information age, it is easy to copy and paste from journal articles and web pages into your own work. But if you do use someone else’s work, you should acknowledge the source by giving a correct reference.
Taking someone's work and not indicating where you took it from is termed plagiarism and is regarded as an infringemen
Author(s): The Open University
If you are considering taking your studies further you might like to consider using bibliographic software. Bibliographic software can be used to sort references, annotate them, manage quotations or create reading lists.
There are several software packages on the market. Some are listed below.
• BibTex
• EndNote
• Procite
• Reference Manager
• RefWorks
If you are not sure
Author(s): The Open University
An original piece of work, whether it is text, music, pictures, sound recordings, web pages, etc., is protected by copyright law and may often have an accompanying symbol (©) and/or legal statement. In the UK it is the Copyright, Designs and Patents Act 1988 which regulates this.
In most circumstances, works protected by copyright can be used in whole or in part only with the permission of the owner. In some cases this permission results in a fee.
However, the UK legislation incl
Author(s): The Open University
If you find you have a long unmanageable list of favourites/bookmarks you might like to try social bookmarks as an alternative.
## Activity – what you need to know about social bookmarks
Author(s): The Open University
4.3.3 Pipe dreams?
The idea underlying complementary currencies – that there is a great well of social capital waiting to be drawn upon to make society more sustainable – is an idea that is becoming quietly influential. ‘Social capital’ is a term frequently used by those mainstream politicians and civil servants tasked with addressing the widening gap between rich and poor people within societies throughout the world. Indeed, investing in and enhancing social capital is now the starting point in
Author(s): The Open University
4.2 Carbon reduction targets
Let's now look at carbon footprint reduction targets in a bit more detail.
The first international agreement to set carbon reduction targets was the 1997 United Nations Kyoto Protocol, which requires developed countries to reduce their human-generated greenhouse gas emissions by an average of just over 5% on 1990 levels by 2008 to 2012. By the time the treaty came into force in 2005, only the USA and Australia had refused to sign. (A new Australian government finally signe
Author(s): The Open University
2.3.2 Total carbon footprints
Of course, the picture changes when you consider total CO2 emissions for different countries rather than emissions per person. Figure 8(b) is another chart that shows that America was by far the greatest total emitter of CO2 in 2002, but, owing to their huge population
Author(s): The Open University | 1,573 | 7,519 | {"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-2019-51 | latest | en | 0.941869 |
https://tutorbin.com/questions-and-answers/task-2-25-marks-assume-x-litres-of-liquid-fuel-leak-into-a-circular-x-m-area-and-ignites-and-as-you-aware-the-hot-gases | 1,716,424,440,000,000,000 | text/html | crawl-data/CC-MAIN-2024-22/segments/1715971058575.96/warc/CC-MAIN-20240522224707-20240523014707-00544.warc.gz | 500,867,042 | 13,389 | Question
[25 marks]
Assume X litres of liquid fuel leak into a circular, X m² area and ignites and as you aware "the
hot gases rise, cold air will be entrained into the plume, causing a layer of hot gases to be
formed under a ceiling".
In order to make the assignment individual for each student, refer to table 3.3 of the Enclosure
Fire Dynamics text book and choose one of the fuels listed. Students can also assume the
amount in litres of fuel and the dimension of the circular area after confirming with the Module
tutor.
Read Chapters on Energy Release Rate and Fire Plumes and Flame Heights from the textbook
by Karlsson, B., and Quintiere, J. G. (2000). Enclosure fire dynamics. CRC Press, Boca Ranton
and answer the following questions.
Using equations 3.5 and 3.6, calculate the energy release rate.
What would be the duration of fire?
Calculate plume mass flow and centre line temperature at a height of 5m using all the
different plume equations which you have studied in the course FV 3001 (Module
lectures were prepared based on the above book). Students are expected to comment
on the differences in values.
And finally, you need to write about why understanding fire plumes, flame heights, and
ceiling jets is significant for a fire safety engineer. You need to include relevant examples
in your report. (The approximate word count for this particular subtask is 300 words.)
Note: Providing only the calculation without commentary or analysis of various fire plume
values in the report is not acceptable.
Fig: 1 | 348 | 1,549 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.875 | 3 | CC-MAIN-2024-22 | latest | en | 0.908555 |
https://math.answers.com/math-and-arithmetic/What_is_the_process_of_determining_whether_information_has_already_been_classified | 1,723,217,091,000,000,000 | text/html | crawl-data/CC-MAIN-2024-33/segments/1722640767846.53/warc/CC-MAIN-20240809142005-20240809172005-00421.warc.gz | 297,904,993 | 48,616 | 0
# What is the process of determining whether information has already been classified?
Updated: 12/7/2022
Wiki User
9y ago
Be notified when an answer is posted
Earn +20 pts
Q: What is the process of determining whether information has already been classified?
Submit
Still have questions?
Continue Learning about Math & Arithmetic
### The process of determining whether information has already been orignially classified is?
derivative classification
### Derivative Classification?
developing new materials from existing classified information marking the newly developed materials consistent with the classification markings that apply to the source information process of extracting, paraphrasing, restating, or generating in a new form, information that is already classified or The process of using existing classified information to create new documents or material and marking the new material consistent with the classification markings that apply to the source information.
### What step in the composite risk management process is focused on determining the probability and severity of a occurring?
Assess hazards is the step in the composite risk management process that is focused on determining the probability and severity of a hazard occurring.
### What step in the composite risk management process focused on determining the probability and severity of a hazard occurring?
Assess hazards is the step in the composite risk management process that is focused on determining the probability and severity of a hazard occurring.
### What three things should you accomplish in process of determining the credibility of evidence and information?
determine whether or not the soldier committed an act, determine if the act is in violation of standards or preoffesional breach, prepare your recommendation in memorandum format
Related questions
### The process of determining whether information has already been orignially classified is?
derivative classification
### The process of determining whether information has already been originally classified and if it has ensuring that it continues to be identified as classified by marking or similar means when included?
Derivative classification
### What is derivative classification?
Derivative classification is the process of determining whether information that is to be included in a document or material has been classified and, if it has, ensuring that it is identified as classified information by marking or similar means. It involves incorporating, paraphrasing, restating, or generating in new form information that is already classified.
### What is the process of determining if information has already been originally classified and ensuring it continues to be classified?
To determine if information has already been classified, organizations typically conduct a review of the information by assessing its sensitivity and applying classification guidelines. To ensure it continues to be classified, access controls, encryption, and regular security assessments are implemented. Training employees on handling classified information is crucial to maintaining its classification.
### The process of determining whether information has already?
Derivative Classification
### The process of determining whether information has already been originally classified and if it has ensuring that it continues to be identified as classified by marking or a similar means when include?
The process you are referring to is known as classification management. This involves verifying the original classification status of information and ensuring that it is properly marked or labeled as classified to prevent unauthorized disclosure. By maintaining consistent classification markings, organizations can effectively protect sensitive information and control access to it.
### The process of determine whether information has already been originally classified and if it has ensuring that it continues to be identified as classified by marking or similar means when included?
Derivative classification
### Does derivative classification also consists of photocopying or printing classified or emailing a classified attachment?
Derivative classification refers to the process of creating new classified information from existing classified information. It involves applying the appropriate classification markings to a document or material. The act of photocopying, printing, or emailing a classified attachment is not considered derivative classification, but rather the handling or dissemination of classified information. These actions must still adhere to proper security protocols and safeguards.
### Derivative Classification?
developing new materials from existing classified information marking the newly developed materials consistent with the classification markings that apply to the source information process of extracting, paraphrasing, restating, or generating in a new form, information that is already classified or The process of using existing classified information to create new documents or material and marking the new material consistent with the classification markings that apply to the source information.
### What is an intermediate plan?
The process of determining the contributions that subunits can make with resources you already have.
### What is derivitive classification?
Derivative classification is the process of creating new classified information based on existing classified information. It involves incorporating or paraphrasing classified information into a new document, often with a lower level of classification.
### Which of the five steps in the OPSEC process has the purpose of determining what needs protection?
Identification of critical information | 940 | 5,798 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.921875 | 3 | CC-MAIN-2024-33 | latest | en | 0.899672 |
http://www.hikean.com/leetcode/74-search-a-2d-matrix/ | 1,680,292,574,000,000,000 | text/html | crawl-data/CC-MAIN-2023-14/segments/1679296949678.39/warc/CC-MAIN-20230331175950-20230331205950-00514.warc.gz | 75,343,748 | 4,993 | ## Search A 2D Matrix
06/28/2016 Array Binary Search
## Question
Write an efficient algorithm that searches for a value in an $m*n$ matrix. This matrix has the following properties:
• Integers in each row are sorted from left to right.
• The first integer of each row is greater than the last integer of the previous row.
For example, Consider the following matrix:
[
[1, 3, 5, 7],
[10, 11, 16, 20],
[23, 30, 34, 50]
]
Given $target$ = 3, return true.
## Solution
Result: Accepted Time: 8 ms
Here should be some explanations.
bool searchMatrix(int** matrix, int matrixRowSize, int matrixColSize, int target) {
register int dx = matrixRowSize - 1,dy = 0,tmp,tar=target;
while(dy < matrixColSize && dx >= 0)
{
tmp = matrix[dx][dy];
if(tar == tmp) return true;
if(tar > tmp)
++dy;
else
--dx;
}
return false;
}
Complexity Analytics
• Time Complexity: $O(n)$
• Space Complexity: $O(1)$ | 267 | 899 | {"found_math": true, "script_math_tex": 4, "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} | 3.234375 | 3 | CC-MAIN-2023-14 | latest | en | 0.604719 |
https://qudt.org/vocab/quantitykind/MolarHeatCapacity | 1,722,965,173,000,000,000 | text/html | crawl-data/CC-MAIN-2024-33/segments/1722640497907.29/warc/CC-MAIN-20240806161854-20240806191854-00150.warc.gz | 383,730,090 | 5,431 | quantitykind:MolarHeatCapacity
Type
Description
"Molar Heat Capacity" is the amount of heat energy required to raise the temperature of 1 mole of a substance. In SI units, molar heat capacity (symbol: cn) is the amount of heat in joules required to raise 1 mole of a substance 1 Kelvin.
Properties
"Molar Heat Capacity" is the amount of heat energy required to raise the temperature of 1 mole of a substance. In SI units, molar heat capacity (symbol: cn) is the amount of heat in joules required to raise 1 mole of a substance 1 Kelvin.
$C_m = \frac{C}{n}$, where $C$ is heat capacity and $n$ is amount of substance. | 158 | 619 | {"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} | 2.515625 | 3 | CC-MAIN-2024-33 | latest | en | 0.828914 |
https://math.stackexchange.com/questions/4331750/irreducible-algebraic-variety-of-dimension-d-cannot-necessarily-be-given-by-n | 1,713,245,441,000,000,000 | text/html | crawl-data/CC-MAIN-2024-18/segments/1712296817043.36/warc/CC-MAIN-20240416031446-20240416061446-00197.warc.gz | 358,726,047 | 35,369 | # Irreducible algebraic variety of dimension $d$ cannot necessarily be given by $n-d$ equations
Let $$k$$ be an algebraically closed field. For an algebraic set $$Y\subset k^n$$ it is true that $$Y$$ is irreducible and of dimension $$n-1$$ iff $$Y=Z(f)$$ for some irreducible $$f\in k[x_1,\dots,x_n]$$. My notes give a counter example for the wrong statement that for every closed irreducible $$Y\subset k^n$$ of dimension $$d$$ there are $$f_1,\dots,f_{n-d}\in k[x_1,\dots,x_n]$$ s.t. $$Y=Z((f_1,\dots,f_{n-d}))$$. They claim that the following algebraic set is a counter example: $$Y=\{(s^3,s^2t,st^2,t^3):s,t\in k\}\subset k^4.$$ For this we have to verify that $$Y$$
1. is closed
2. is irreducible
3. is of dimension $$2$$
4. cannot be defined using only two equations.
I verified that $$Y=Z(x_0x_3-x_1x_2,x_1^2-x_0x_2,x_2^2-x_1x_3)$$, so $$Y$$ is indeed closed. Since $$Y\neq k^4$$ and $$Y$$ contains $$(1,t,t^2,t^3)$$, we know that if $$Y$$ is irreducible, then it is of dimension $$1$$, $$2$$, or $$3$$. Assuming $$Y$$ can't be given by only two equations (and hence in particular not by one), the result stated above tells us that $$Y$$ is not of dimension $$3$$. What's left to argue in that case is that $$Y$$ is not of dimension $$1$$. If I can prove that $$\{(1,t,t^2,t^3):t\in K\}=Z(x_0-1,x_2-x_1^2,x_3-x_1^3)$$ is irreducible, then we have the chain $$Y\supset \{(1,t,t^2,t^3):t\in K\}\supset \{(1,0,0,0)\},$$ so $$Y$$ must then be of dimension $$2$$. So I can't prove the following:
a. $$Y$$ is irreducible
b. $$Y$$ can't be given by two equations
c. $$\{(1,t,t^2,t^3):t\in K\}$$ is irreducible.
Could someone help me out with any of those?
For (a) and (c), you can try to show the sets $$Y$$ and $$Z=\{(1, t, t^2, t^3) \mid t \in K\}$$ as images of $$\mathbb{A}^1$$ and $$\mathbb{A}^2$$. For instance, note that the morphism $$\phi\colon \mathbb{A}^2 \to \mathbb{A}^4, \qquad (s, t) \mapsto (s^3, s^2t, st^2, t^3)$$ surejcts onto $$Y$$. This is induced by the ring homomorphism $$\alpha\colon k[x, y, z, w] \to k[s, t]$$, $$x \mapsto s^3$$, $$y \mapsto s^2t$$, $$z \mapsto st^2$$, $$w \mapsto t^3$$.
Now, if $$I=I(Y)$$ is the ideal of functions that vanish on $$Y$$, then $$I = \ker \alpha$$ (why?). This shows that $$k[x, y, z, w]/I$$ is a subring of $$k[s, t]$$, and in particular it is an integral domain. Therefore, $$I$$ is a prime ideal, i.e. $$Y$$ is irreducible. A similar argument applies for (c).
For (b), assume that $$I(Y)=(f)$$ for some equation $$f \in k[x, y, z, w]$$. Note that $$y^2-xz$$ and $$z^2-yw$$ are both in $$I(Y)$$, and so $$f$$ must divide them. The problem is that these are "different" irreducible elements (why?), and so $$f$$ must be constant, a contradiction. | 989 | 2,718 | {"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": 59, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.171875 | 3 | CC-MAIN-2024-18 | latest | en | 0.843635 |
https://vicskeptics.wordpress.com/puzzles/september-2015-logic-maths-problems/ | 1,501,216,690,000,000,000 | text/html | crawl-data/CC-MAIN-2017-30/segments/1500549436330.31/warc/CC-MAIN-20170728042439-20170728062439-00366.warc.gz | 738,606,232 | 41,171 | ## September 2015 Logic & Maths Problems
1.
The above net, consisting of orange, blue, red, yellow, pink and green squares can be folded to make a cubic box. Once assembled, which three pairs of colours will face opposite each other?
2.
Fred, Irene, Colin and Emily are sitting in a row but not in that order. Emily is not next to Fred or Irene. Fred is sitting on Irene’s immediate left as you look at them. Can you correctly work out who is sitting where?
3. A steel washer with a hole in the middle is heated until the metal expands evenly by 1 percent. Will the hole in the washer get larger, smaller, or remain the same size?
4. A darts player scored 91 with a treble, a double and a single (no bulls).
Given that the three numbers that he hits add up to 47 and that the difference between the largest and smallest of these three numbers is 5, how was this score made up?
5.
A necklace is made up of five identical red beads and two identical green beads on a ring.
The ring is free to rotate, and the beads are free to slip around on the ring.
How many DIFFERENT such necklaces can be made using just five red beads and two green beads?
6.
A rowboat carrying a cannonball is floating in a swimming pool.
The cannonball is thrown overboard into the pool.
Will the water level in the pool
(a) Rise?
(b) Fall?
(c) Stay the same?
7. Can you find out what is unusual about this paragraph? It looks so ordinary that you might think that nothing is wrong with it. In fact, nothing is; but it is still an unusual sort of paragraph if you think about it. No doubt, if you work on it for about an hour it will dawn on you.
8. A player scores 75 with three darts, hitting a treble, a double and a single (no bulls).
Given that the three numbers that he hits add up to 35 and that the difference between the largest and smallest numbers is 14, how is this score made up?
9. A jailer has more than 1000 prisoners to guard and has to seat them at meal times according to the following rules:
• Each table is to seat the same number of prisoners.
• The number at each table is to be an odd number.
The jailer finds that when he seats the prisoners:
3 per table, he has 2 prisoners left over.
5 per table, he has 4 prisoners left over.
7 per table, he has 6 prisoners left over.
9 per table, he has 8 prisoners left over.
But when he seats 11 prisoners per table, there are none left over.
How many prisoners are there?
10. Applying a certain mathematical rule; | 588 | 2,461 | {"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} | 3.78125 | 4 | CC-MAIN-2017-30 | longest | en | 0.965257 |
https://www.teacherspayteachers.com/Store/Elizabeth-Brown-8931 | 1,527,311,361,000,000,000 | text/html | crawl-data/CC-MAIN-2018-22/segments/1526794867309.73/warc/CC-MAIN-20180526033945-20180526053945-00332.warc.gz | 860,191,383 | 31,118 | # Elizabeth Brown
(42)
United States - South Carolina - Elgin
3.9
Check out my blog! http://gettinrealinroom207.blogspot.com
My Products
sort by:
Best Seller
view:
This is an activity ALL students will like - because it involves food, of course! Students are given a small baggie of about 35 Fruit Loops.Then, they complete the chart converting fractions, decimals, and percents. My students were SO engaged
Subjects:
Types:
\$1.25
14 ratings
4.0
This is a Calendar Math Review for the Month of March, 2014. The calendar is editable, so you can rearrange it to work for any month. I use this with my 7th grade advanced students. This is an excellent review of previously covered Common Core 7th
Subjects:
6th, 7th, 8th, 9th
Types:
CCSS:
\$1.25
21 ratings
3.9
This is a review of 7th grade math problems from the first semester. Problems are Common Core based - mostly Ratio and Proportional Reasoning and The Number System. You can use this in many ways. I give it to my students at the beginning of the
Subjects:
Types:
CCSS:
\$1.25
10 ratings
3.9
Students will discover the "why" and "how" behind square roots in this fun, hands-on, cooperative learning activity. Students will be given a baggie of Cheez-Its (or other manipulative) and the chart in this file. Students will model a square given
Subjects:
6th, 7th, 8th, 9th
Types:
CCSS:
\$2.00
15 ratings
4.0
This is a review of the following types of 8th grade problems: -Simplifying expressions (combining like terms) -Solving equations (two-step, multi-step, one, none, many) -Systems of Equations -Pythagorean Theorem -Inequalities -Angles, Lines,
Subjects:
Types:
\$1.50
7 ratings
4.0
I use this with my middle school students, but it can be adapted for ANY grade level! This is an AwEsOmE get to know you activity for the first few days of school. It can be played like Scoot or Musical Chairs. Instead of having students stay in
Subjects:
3rd, 4th, 5th, 6th, 7th, 8th, 9th
Types:
\$1.50
4 ratings
4.0
This is a review/study guide on a chapter on rational numbers. It can be used as a study guide, quiz, homework, classwork, partner activity, or test. This file is editable, so you can make changes if you'd like! Students will: -Convert between
Subjects:
6th, 7th, 8th, 9th
Types:
\$1.00
2 ratings
4.0
This product contains the following types of problems: -Converting fractions, decimals, and percents -Approximating irrational numbers -Exponent Rules -Scientific Notation -Slope -Writing and Graphing Equations in Slope-Intercept Form -Functions,
Subjects:
Types:
\$1.50
4 ratings
4.0
I used this fractions, decimals, and percents worksheet as a study guide with my general 7th grade math students. This sheet is divided into six sections: -Converting Fractions to Decimals -Converting Decimals to Fractions -Converting Decimals to
Subjects:
6th, 7th, 8th, 9th
Types:
CCSS:
\$1.00
6 ratings
4.0
This is a Calendar Math Review for the Month of November, 2014. The calendar is editable, so you can rearrange it to work for any month. I use this with my 7th grade advanced students. This is an excellent review of previously covered Common Core
Subjects:
Types:
CCSS:
FREE
11 ratings
3.9
I used this sheet as an assessment on writing and solving equations for my general seventh grade students. It includes both one and two-step equations. CCSS.7.EE
Subjects:
Types:
CCSS:
\$0.95
2 ratings
4.0
This is a Math Calendar that is a cumulative review for the Month of October, 2015. The calendar is editable, so you can rearrange it to work for any month and change problems as you see fit. I use this with my general 7th grade classes. This is
Subjects:
Types:
CCSS:
\$1.25
3 ratings
4.0
This is to be used a worksheet/homework/quiz on probability. Students use The Fundamental Counting Principle, find sample spaces, and find the probability of events. I used this with my 7th grade general classes.
Subjects:
6th, 7th, 8th, 9th
Types:
\$1.00
3 ratings
3.3
This file contain two different quizzes on percents. Students will use the percent equation/proportion to solve for the part, percent, or whole. Percent of Change and Tax are also covered in the quizzes. I have used this in my seventh grade general
Subjects:
Types:
CCSS:
\$1.00
2 ratings
3.8
This is a great activity to be used at the beginning of the school year to get students' brains warmed up by having them come up with any topic or math-related word that corresponds to each letter of the alphabet. For example, students could fill
Subjects:
Types:
\$0.75
2 ratings
4.0
This is a quiz on multiplying and dividing decimals that I use with my 7th grade general classes. There are 5 questions on multiplying and 5 questions on dividing. Answer Key Included
Subjects:
Types:
CCSS:
\$1.00
not yet rated
This can be used to create your own CUTE lesson plan book! You can print or copy enough pages that you'll need for the school year, go to Michael's or Hobby Lobby and pick out a cute piece of cardstock paper for the front and the back, take it to
Subjects:
Types:
\$1.00
1 rating
4.0
This a great back to school questionnaire to get to know your students. There are 13 different open-response questions students answer about themselves including: -What are you favorite/least favorite things to do at school? -Who do you admire the
Subjects:
Types:
\$1.00
not yet rated
This is a sheet I give my students to keep them accountable of their work and progress when playing the app "Math Workout" on their tablets or iPads. Students need to download the app, then I have them complete at least 5 rounds of timed
Subjects:
Types:
\$0.80
not yet rated
Here are bathroom passes you can use in your upper-elementary to high school classroom, called "Gotta Go Passes." When students must really "gotta go," they give you one of their passes. Students receive 3 of these passes each 9-weeks (I cut the
Subjects:
Types:
FREE
9 ratings
4.0
showing 1-20 of 20
### Ratings
Digital Items
3.9
Overall Quality:
4.0
Accuracy:
3.9
Practicality:
3.9
Thoroughness:
3.9
Creativity:
4.0
Clarity:
3.9
Total:
116 total vote(s)
TEACHING EXPERIENCE
I am a 7th grade math teacher in South Carolina.
MY TEACHING STYLE
HONORS/AWARDS/SHINING TEACHER MOMENT
MY OWN EDUCATIONAL HISTORY
3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th, 11th, 12th
SUBJECTS
Teachers Pay Teachers is an online marketplace where teachers buy and sell original educational materials. | 1,720 | 6,352 | {"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} | 2.859375 | 3 | CC-MAIN-2018-22 | longest | en | 0.930522 |
http://list.seqfan.eu/pipermail/seqfan/2002-August/001518.html | 1,726,356,099,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651601.85/warc/CC-MAIN-20240914225323-20240915015323-00728.warc.gz | 21,142,627 | 2,448 | # Witt vectors A006177 and A006173
Wouter Meeussen wouter.meeussen at pandora.be
Tue Aug 13 22:13:35 CEST 2002
hi all,
what follows is a resume of some mails in this forum
about a year ago (by accident numbered 000108 in seqfan's log)
the sequence A006973 has a formula for its generation :
a(n)=if(n<4,max(n-1,0),
(n-1)!*(1+sumdiv(n,k,if(k<n,k*(-a(k)/k!)^(n/k)))))
its variants A006177 and A006173 do not.
They carry a cryptic description like "Witt vectors *2!",
but a simple multipication by 2 is clearly not intended.
They can be generated from the Catalans as follows:
build the partitions of n,
within each partition of n, replace k with z[k] and multiply to get
from (3),(2,1),(1,1,1) to (z[3],z[2]z[1], z[1]^3)
and add these to get somos[3]=z[1]^3+z[1]z[2]+z[3]
Now get the inverse of this transformation by solving
a[k]=somos[k] for the z[k].
cat[n_]:=Binomial[2n,n]/(n+1)
somos = Table[Plus @@ Apply[Times, Map[z, Partitions[k], {2}], {1}], {k,
28}];
,28]] ]];
and then simply apply the inverse somos transform on the catalans:
invsomos/.a[i_]:>cat[i]
gives A006177= 1, 1, 3, 8, 25, 72, 245, 772, 2692, 8925
invsomos/.a[i_]:> cat[1+i]
gives A006173= 2,1,4,13,44,135,472,1492,5324,17405
Result:
to expand a series without ability to generate from its original
description.
Wouter Meeussen
...sine ratio innovo...
wouter.meeussen at pandora.be | 482 | 1,364 | {"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-2024-38 | latest | en | 0.725552 |
https://sportsbizusa.com/20-repeated-pattern-worksheets/ | 1,632,165,923,000,000,000 | text/html | crawl-data/CC-MAIN-2021-39/segments/1631780057091.31/warc/CC-MAIN-20210920191528-20210920221528-00316.warc.gz | 573,108,329 | 11,337 | HomeTemplate ➟ 20 20 Repeated Pattern Worksheets
# 20 Repeated Pattern Worksheets
plete repeating patterns Worksheet for preschool kids Practicing repeating pattern worksheets year 2, repeating pattern worksheets, repeating patterns worksheets 4th grade, repeating patterns worksheets grade 3, repeating patterns worksheets free, via: 123rf.com
Numbering Worksheets for Kids. Kids are usually introduced to this topic matter during their math education. The main reason behind this is that learning math can be done with the worksheets. With an organized worksheet, kids will be able to describe and explain the correct answer to any mathematical problem. But before we talk about how to create a math worksheet for kids, let’s have a look at how children learn math.
In elementary school, children are exposed to a number of different ways of teaching them how to do a number of different subjects. Learning these subjects is important because it would help them develop logical reasoning skills. It is also an advantage for them to understand the concept behind all mathematical concepts.
To make the learning process easy for children, the educational methods used in their learning should be easy. For example, if the method is to simply count, it is not advisable to use only numbers for the students. Instead, the learning process should also be based on counting and dividing numbers in a meaningful way.
The main purpose of using a worksheet for kids is to provide a systematic way of teaching them how to count and multiply. Children would love to learn in a systematic manner. In addition, there are a few benefits associated with creating a worksheet. Here are some of them:
Children have a clear idea about the number of objects that they are going to add up. A good worksheet is one which shows the addition of different objects. This helps to give children a clear picture about the actual process. This helps children to easily identify the objects and the quantities that are associated with it.
This worksheet helps the child’s learning. It also provides children a platform to learn about the subject matter. They can easily compare and contrast the values of various objects. They can easily identify the objects and compare it with each other. By comparing and contrasting, children will be able to come out with a clearer idea.
He or she will also be able to solve a number of problems by simply using a few cells. He or she will learn to organize a worksheet and manipulate the cells. to arrive at the right answer to any question.
This worksheet is a vital part of a child’s development. When he or she comes across an incorrect answer, he or she can easily find the right solution by using the help of the worksheets. He or she will also be able to work on a problem without having to refer to the teacher. And most importantly, he or she will be taught the proper way of doing the mathematical problem.
Math skills are the most important part of learning and developing. Using the worksheet for kids will improve his or her math skills.
Many teachers are not very impressed when they see the number of worksheets that are being used by their children. This is actually very much true in the case of elementary schools. In this age group, the teachers often feel that the child’s performance is not good enough and they cannot just give out worksheets.
However, what most parents and educators do not realize is that there are several ways through which you can improve the child’s performance. You just need to make use of a worksheet for kids. elementary schools.
As a matter of fact, there is a very good option for your children to improve their performance in math. You just need to look into it.
Related Posts :
[gembloong_related_posts count=2]
## Grade 3 repeated pattern Interactive worksheet
Grade 3 repeated pattern Interactive worksheet via : liveworksheets.com
## Repeating patterns with 3 colours 4 worksheet activities
Repeating patterns with 3 colours 4 worksheet activities via : pinterest.es
## plete repeating patterns worksheet for
plete repeating patterns worksheet for via : vectorstock.com
## plete Simple Repeating Patterns Worksheet For Preschool
plete Simple Repeating Patterns Worksheet For Preschool via : dreamstime.com
## M Es 11 4 Lessons Tes Teach
M Es 11 4 Lessons Tes Teach via : tes.com
## Repeating Patterns 1 WNTMR
Repeating Patterns 1 WNTMR via : scribd.com
## pleting the pattern Interactive worksheet
pleting the pattern Interactive worksheet via : liveworksheets.com
## Repeat pattern Educational games for practicing motor skills Worksheet for kindergarten and preschool Working pages for kids
Repeat pattern Educational games for practicing motor skills Worksheet for kindergarten and preschool Working pages for kids via : depositphotos.com
## Group 3 Design a Necklace River Oaks Public School
Group 3 Design a Necklace River Oaks Public School via : yellowclassroomatriveroakspublicschool.weebly.com
## Pattern Blocks Worksheet Kindergarten
Pattern Blocks Worksheet Kindergarten via : indymoves.org
## 2nd Grade Math Worksheets Patterns
2nd Grade Math Worksheets Patterns via : beckertalk.com
## Shape Patterns Quiz & Worksheet for Kids
Shape Patterns Quiz & Worksheet for Kids via : study.com
## worksheet Color Pattern Worksheet 01 Repeating Patterns
worksheet Color Pattern Worksheet 01 Repeating Patterns via : bigmetalcoal.com
## Repeat pattern preschool worksheet for practicing
Repeat pattern preschool worksheet for practicing via : vectorstock.com
## plete repeating patterns worksheet for
plete repeating patterns worksheet for via : vectorstock.com
## plete repeating patterns Worksheet for preschool kids Practicing
plete repeating patterns Worksheet for preschool kids Practicing via : 123rf.com
## math worksheet Repeat Pattern Working Pages For Kids
math worksheet Repeat Pattern Working Pages For Kids via : thechicagoperch.com
## TEACCH Workstation ideas Patterns with 2 colours
TEACCH Workstation ideas Patterns with 2 colours via : pinterest.co.uk
## 20 Fetal Development Worksheet High School
Quiz & Worksheet Fetal Development in the 1st 2nd & 3rd fetal development video, fetal development stages images, fetal development at 30 weeks, fetal development at 20 weeks, fetal development at 20 weeks gestation, via: study.com Numbering Worksheets for Kids. Kids are usually introduced to this topic matter during their math education. The main reason […] | 1,288 | 6,501 | {"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-2021-39 | latest | en | 0.954165 |
https://www.physicsforums.com/threads/finding-velocity-distance-from-acceleration.604512/ | 1,508,635,510,000,000,000 | text/html | crawl-data/CC-MAIN-2017-43/segments/1508187824931.84/warc/CC-MAIN-20171022003552-20171022023552-00268.warc.gz | 967,511,795 | 16,140 | # Finding velocity/distance from acceleration
1. May 9, 2012
### Tankertert
1. The problem statement, all variables and given/known data
Hi guys. New here.
Im doing some last minute revision and i have a question im stuck on.
an objects acceleration a in ms^-1 at time t seconds is shown by
a(t) = 6t + ∏cos(2∏ t), where t ≥ 0
if objects initial velocity is 3ms^-1, find:
a) objects velocity after 2 seconds
b) distance object travels in first 5 seconds.
If you can show me your answers and how you solved the question so i can see how you did it, that would be amazing. thank you!
2. Relevant equations
3. The attempt at a solution
i firstly tried substituting the time in to solve, but that only gives me the acceleration and i need the velocity. and i have no idea on how to try and even get the second one.
2. May 9, 2012
### Infinitum
Hi Tankertert, welcome to PF!
It would be better if you show us what you did, and we try guiding you to the answer.
Do you know basic calculus? If yes, what is the definition of instantaneous acceleration? and instantaneous velocity?
3. May 9, 2012
### Tankertert
All i have done was sub 2 into a(t) = 6t + ∏cos(2∏ t) but i dont know how that would help me.
acceleration is velocity over time yes?
and velocity is distance over time?
4. May 9, 2012
### Matt4936
For the first question you would multiply the acceleration by the time.
For the second question you would get the velocity and multiply that by the time.
Also acceleration is ms^-2 not -1. I'm sure that was just a typo but I'm just making sure.
5. May 9, 2012
### Matt4936
For the first question you would multiply the acceleration by the time.
For the second question you would get the velocity and multiply that by the time.
Also acceleration is ms^-2 not -1. I'm sure that was just a typo but I'm just making sure.
6. May 9, 2012
### Infinitum
Although true, those are a bit vague definitions. Can you express the same mathematically, for instantaneous velocity/accelerations?
7. May 9, 2012
### Infinitum
This would work if the acceleration was constant, which it isn't....
8. May 9, 2012
### Matt4936
That means that you would have to integrate the acceleration function to get the velocity function and then substitute time in?
9. May 9, 2012
There we go! | 607 | 2,307 | {"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-2017-43 | longest | en | 0.952648 |
https://paradigms.oregonstate.edu/activity/864/ | 1,669,841,613,000,000,000 | text/html | crawl-data/CC-MAIN-2022-49/segments/1669446710771.39/warc/CC-MAIN-20221130192708-20221130222708-00089.warc.gz | 462,992,942 | 9,549 | ## Activity: Wavelength of peak intensity
Contemporary Challenges 2022 (3 years)
This very short lecture introduces Wein's displacement law.
This lecture is needed if Wein's law homework is used.
We saw previously that the spectral intensity can be expressed with respect to wavelength: \begin{align} S_{\lambda}(\lambda) &= \frac{2\pi h c^2}{\lambda^5}\frac1{e^{\frac{hc}{\lambda k_BT}}-1} \end{align} I mentioned that the peak intensity shifts to lower wavelengths at higher temperature. We can solve for the peak in the spectral intensity by taking a derivative. The resultin equation can
but the result is a non-linear equation that is a bit of a pain. So it's convenient to just have an equation. The result is known as Wien's displacement law, and states that \begin{align} \lambda_{\text{peak}} &= \frac{b}{T} \end{align} where $b=2.9\times 10^{-3}\text{ m K}$ is called Wien's displacement constant.
• computer Blackbody PhET
computer Computer Simulation
30 min.
##### Blackbody PhET
Contemporary Challenges 2022 (4 years)
Students use a PhET to explore properties of the Planck distribution.
• group Thermal radiation at twice the temperature
group Small Group Activity
10 min.
##### Thermal radiation at twice the temperature
Contemporary Challenges 2022 (4 years)
This small group activity has students reasoning about how the Planck distribution shifts when the temperature is doubled. This leads to a qualitative argument for the Stefan-Boltzmann law.
• group Fourier Transform of the Delta Function
group Small Group Activity
5 min.
##### Fourier Transform of the Delta Function
Periodic Systems 2022
Fourier Transforms and Wave Packets
Students calculate the Fourier transform of the Dirac delta function.
• assignment Spring Force Constant
assignment Homework
##### Spring Force Constant
Energy and Entropy 2021 (2 years) The spring constant $k$ for a one-dimensional spring is defined by: $F=k(x-x_0).$ Discuss briefly whether each of the variables in this equation is extensive or intensive.
• group A glass of water
group Small Group Activity
30 min.
##### A glass of water
Energy and Entropy 2021 (2 years)
Students generate a list of properties a glass of water might have. The class then discusses and categorizes those properties.
• face Energy and Entropy review
face Lecture
5 min.
##### Energy and Entropy review
Thermal and Statistical Physics 2020 (3 years)
This very quick lecture reviews the content taught in Energy and Entropy, and is the first content in Thermal and Statistical Physics.
• group Optical depth of atmosphere
group Small Group Activity
30 min.
##### Optical depth of atmosphere
Contemporary Challenges 2022 (4 years) In this activity students estimate the optical depth of the atmosphere at the infrared wavelength where carbon dioxide has peak absorption.
• group Work By An Electric Field (Contour Map)
group Small Group Activity
30 min.
##### Work By An Electric Field (Contour Map)
Students will estimate the work done by a given electric field. They will connect the work done to the height of a plastic surface graph of the electric potential.
• face Entropy and Temperature
face Lecture
120 min.
##### Entropy and Temperature
Thermal and Statistical Physics 2020
These lecture notes for the second week of Thermal and Statistical Physics involve relating entropy and temperature in the microcanonical ensemble, using a paramagnet as an example. These notes include a few small group activities.
• assignment Fourier Transform of Cosine and Sine
assignment Homework
##### Fourier Transform of Cosine and Sine
Periodic Systems 2022
1. Find the Fourier transforms of $f(x)=\cos kx$ and $g(x)=\sin kx$.
2. Find the Fourier transform of $g(x)$ using the formula for the Fourier transform of a derivative and your result for the Fourier transform of $f(x)$. Compare with your previous answer.
3. In quantum mechanics, the Fourier transform is the set of coefficients in the expansion of a quantum state in terms of plane waves, i.e. the function $\tilde{f}(k)$ is a continuous histogram of how much each functions $e^{ikx}$ contributes to the quantum state. What does the Fourier transform of the function $\cos kx$ tell you about which plane waves make up this quantum state? Write a sentence or two about how this makes sense.
Learning Outcomes | 961 | 4,336 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 2, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 2, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.578125 | 4 | CC-MAIN-2022-49 | longest | en | 0.831282 |
http://mathhelpforum.com/algebra/184385-word-problems.html | 1,524,765,172,000,000,000 | text/html | crawl-data/CC-MAIN-2018-17/segments/1524125948426.82/warc/CC-MAIN-20180426164149-20180426184149-00528.warc.gz | 198,260,645 | 10,133 | 1. ## Word Problems
If one outlet pipe can drain a tank in 24 hours and another pipe can drain the tank in 36 hours, how long will it take for both pipes to drain the tank?
Have no clue how to set this up? Help Thanks
2. ## Re: Word Problems
One way to look at this is to imagine both pipes connected to 2 identical tanks.
Consider the pipes to have started draining tanks at the same time.
In 36 hours, pipe B will drain one tank.
In the first 24 hours, pipe A will have drained the other tank
and would be able to drain another half tank in the last 12 hours.
Hence, the taps operating simultaneously could drain 2.5 tanks in 36 hours.
How long will it take to drain one tank ?
Yet another way is...
in 12 hours, one pipe will have drained half the tank
while the other pipe will have drained a third.
That's 3 sixths and 2 sixths.
In 12 hours, 5 sixths will be drained.
How much longer for another sixth ?
3. ## Re: Word Problems
Originally Posted by theloser
If one outlet pipe can drain a tank in 24 hours and another pipe can drain the tank in 36 hours, how long will it take for both pipes to drain the tank?
Have no clue how to set this up? Help Thanks
setting up these "job type" problems ...
(combined rates to do the job)(time for job completion) = 1 job completed
$\displaystyle \left(\frac{1 \, tank}{24 \, hrs} + \frac{1 \, tank}{36 \, hrs}\right) \cdot (t \, hrs) = 1 \, tank \, drained$
solve for
$\displaystyle t \, hrs$ | 383 | 1,448 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.25 | 4 | CC-MAIN-2018-17 | latest | en | 0.912681 |
http://www.fropky.com/grapecity-vt5896.html | 1,484,603,651,000,000,000 | text/html | crawl-data/CC-MAIN-2017-04/segments/1484560279368.44/warc/CC-MAIN-20170116095119-00405-ip-10-171-10-70.ec2.internal.warc.gz | 471,788,034 | 10,274 | Get in here to get the Interview Tips of Various Companies. Or see how to improve performances related to your job.
# Grapecity
by Saurabh 18 Sep 2006, 05:35
Test Paper :1
Paper Type : Candidates Experiences
Test Date : 1 July 2006
Posted By : Tarun Arora
GRAPECITY PATTERN & INTERVIEW - JUL 2006
Hai Frinds,
1. The first round is an aptitude paper 30 questions in 30 minutes: The paper is one of its kind that i have ever seen. It consists of everything. The questions are divided into 4 classes namely A, B, C and D.
The D level questions are the simplest and will fetch u only one mark while the A level questions are very lengthy and conceptual, however will fetch u the maximum number of marks i.e four. The D level questions are very very simple, as simple as look and answer.
For example: 4 pictures are given and looking at them u have to answer which once is different from the rest of the 3. Another simple question of this type is the one in which there is a pool of figures such as pentagon, hexagon, rectangle and square and below this pool value of each figure is written. U have to calculate the value of the pool by counting the no of figures and replacing them with there values.
The C level questions are from R.S Agg, simple questions based on percentage, profit lose, time and work and number problems basically there to check ur ability to deal with quantitative problems. I suggest u to go through the solved examples of R.S Agg and practice some questions based on the same.
The A and B level questions are based on Logical Reasoning where the Level B questions are simpler than the level A questions. I could hardly solve any A level question. You need to solve atleast 15 questions to seek ur chances of getting to the next round.
2. The second round is an HR interview: Its a general HR interview in which u could be asked simple HR questions based on ur resume, some situational based questions like design a mobile phone for deaf and dumb, some basic technical questions. You cannot get eliminated from this round unless u can't speak english.
3. Third round is another HR/ Basic Technical Round: You would be
interview by a Japanese HR, they would judge ur basic technical skills, discuss ur projects. I felt if this round was just to make sure that ur profile matches the profile that u have been called for.
4. Fourth Round/ Core Technical round: This was a core technical round
which revolved around all the technical stuff that u could possibly dream of. U could be asked to design a module and then implement it on the computer. Mind u they not only check ur basics but penetrate to the insights of the topics aswell. They may also ask u puzzles to check how logically strong u are.
5. Fifth Round/ Technical + HR: The last round here is the technical cum HR round. Here in the HR was an old japanese person who finally asks u any thing and everything of technical and HR, they won't be satisfied if u can make the program but they would be satisfied if u can make an optimized program. U don't have to be the master of the trade but one with very very good logical skills. They want you to do things quick and smart and that too in a compact manner. A simple program of ( if else ) in C can also be written through ( ? : ), use the latter option because it makes the size of the program small and thats what they love.
Once u are through all the rounds u would be offered a package which can smartly be negotiated.
(Paper Submitted By : Tarun Arora) | 776 | 3,498 | {"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-2017-04 | longest | en | 0.950957 |
https://mathoverflow.net/questions/tagged/sofic-groups | 1,611,609,780,000,000,000 | text/html | crawl-data/CC-MAIN-2021-04/segments/1610703644033.96/warc/CC-MAIN-20210125185643-20210125215643-00088.warc.gz | 453,488,930 | 22,605 | Questions tagged [sofic-groups]
The tag has no usage guidance.
9 questions
Filter by
Sorted by
Tagged with
128 views
Uniform versus non-uniform group stability
Group stability considers the question of whether "almost"-homomorphisms are "close to" true homomorphisms. Here, "almost" and "close to" are made rigorous using a group metric. More precisely, ...
174 views
Is it possible to put Higman group as an amenable by sofic group?
I know Higman group has an amalgamated product decomposition of $BS(1, 2)$. Is it possible to decompose Higman group as some groups we are more familiar with. For example, is there a normal subgroup K ...
391 views
Non-residually-finite finitely-presented sofic group with all finitely generated subgroups Hopfian
Is there a finitely presented sofic group which is not residually finite, but all of its finitely generated subgroups are Hopf groups? It seems like the Baumslag Solitar groups $BS(m,n)$ don't work (...
325 views
Other than the Higman group, what other candidates do we have for non-sofic groups?
I know that the Higman group is the most widely studied candidate right now, but what are the others? For example, is (are) Thompson's group(s) sofic? And what about the Burger-Mozes groups? I haven't ...
277 views
Which conjectures are proved for sofic groups? [closed]
Which conjectures about groups are resolved in case of sofic groups? I know two examples: Kaplansky's direct finiteness conjecture (proved by Gabor Elek). Some versions of Ornstein's isomorphism ...
Let $K$ be a finite field and $G$ be a discrete group. Is it true that for every $a=e+a_1+\ldots+a_n,b=e+b_1+\ldots+b_m\in K[G]$ with $b_i\neq e,a_j\neq e$ the condition $ab=0$ implies $ba=0$? ... | 458 | 1,723 | {"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} | 2.59375 | 3 | CC-MAIN-2021-04 | latest | en | 0.909305 |
http://webster-dictionary.net/definition/pyramid | 1,579,557,229,000,000,000 | text/html | crawl-data/CC-MAIN-2020-05/segments/1579250599789.45/warc/CC-MAIN-20200120195035-20200120224035-00210.warc.gz | 182,809,460 | 7,109 | Pyramid
Definition of Pyramid
Pyr´a`mid
n.1.
1.A solid body standing on a triangular, square, or polygonal base, and terminating in a point at the top; especially, a structure or edifice of this shape.
2.(Geom.) A solid figure contained by a plane rectilineal figure as base and several triangles which have a common vertex and whose bases are sides of the base.
3.(Billiards) The game of pool in which the balls are placed in the form of a triangle at spot.
4.(Finance) a fraudulent investment scheme in which the manager promises high profits, but instead of investing the money in a genuine profit-making activity, uses the money from later investors to pay the profits to earlier investors; - also called pyramid scheme or pyramid operation. This process inevitably collapses when insufficient new investors are available, leaving the later investors with total or near-total losses of their investments. The managers usually blame government regulations or interference for the collapse of the scheme, rather than admit fraud.
Altitude of a pyramid (Geom.) the perpendicular distance from the vertex to the plane of the base.
Axis of a pyramid (Geom.) a straight line drawn from the vertex to the center of the base.
Earth pyramid (Geol.) See Earth pillars, under Earth.
Right pyramid (Geom.) a pyramid whose axis is perpendicular to the base.
v. i.1.(Speculation) To enlarge one's holding or interest in a series of operations on a continued rise or decline by using the profits to buy or sell additional amounts on a margin, as where one buys on a 10% margin 100 shares of stock quoted at 100, holds it till it rises to 105, and then uses the paper profit to buy 50 shares more, etc. The series of operations constitutes a pyramid. A similar process of reinvesting gains or winnings (as of a gamble), but not involving operation on margin, is called a parlay.
v. t.1.(Speculation) To use, or to deal in, in a pyramiding transaction. See Pyramid, v. i.
Related Words
add to, aggrandize, amplify, animal kingdom, antenna tower, anthill, arch, architecture, augment, bank, bank up, barbican, barrow, be caught short, be short, beehive tomb, belfry, bell tower, belong, bone house, boost, boundary stone, box grave, brass, broaden, bucket, bucketshop, build, build up, building, burial, burial chamber, burial mound, bust, cairn, campanile, catacombs, cenotaph, chain of being, charnel house, cist, cist grave, class structure, cock, colossus, column, construct, construction, cromlech, cross, crypt, cup, cupola, cyclolith, deep six, deposit margin, derrick, dokhma, dolmen, domain, dome, drift, dune, edifice, embankment, enlarge, erection, establishment, exalt, expand, extend, fabric, fatten, fill out, fire tower, footstone, go long, grave, gravestone, haycock, haymow, hayrick, haystack, headstone, heap, heap up, hierarchy, hike, hike up, hill, hoarstone, hold on, house, house of death, increase, inflate, inscription, jack up, jump up, kingdom, lantern, last home, lengthen, lighthouse, long home, low green tent, low house, make a killing, make a scoop, margin up, marker, martello, martello tower, mass, mast, mastaba, mausoleum, maximize, megalith, memento, memorial, memorial arch, memorial column, memorial statue, memorial stone, menhir, minaret, mineral kingdom, miss the market, molehill, monolith, monstrance, monument, mound, mountain, mow, mummy chamber, narrow house, natural hierarchy, necrology, obelisk, obituary, observation tower, operate, ossuarium, ossuary, overstay the market, packaged house, pagoda, parlay, passage grave, pecking order, pilaster, pile, pile up, pillar, pinnacle, pit, plaque, play the market, plunge, pole, power structure, prefab, prefabrication, prize, put up, pylon, raise, realm, reliquary, remembrance, resting place, ribbon, rick, rostral column, scalp, scoop the market, sepulcher, shaft, shaft grave, shrine, skyscraper, snowdrift, speculate, spire, stack, stack up, stag, stag the market, standpipe, steeple, stela, stone, structure, stupa, superstructure, tablet, take a flier, television mast, testimonial, thicken, tomb, tombstone, tope, tour, tower, tower of silence, trade on margin, trophy, tumulus, turret, up, vault, vegetable kingdom, venture, water tower, windmill tower, windrow
Word:
Browse
Pyjamas
Pykar
Pyla
Pylagore
Pylangium
Pylon
Pyloric
Pylorus
Pyne
Pynoun
Pyocyanin
Pyogenic
Pyoid
Pyoid corpuscles
Pyopneumothorax
Pyot
Pyoxanthose
Pyracanth
Pyral
Pyralid
-Pyramid-
Pyramidal
Pyramidal numbers
Pyramidally
Pyramidic
Pyramidion
Pyramidoid
Pyramis
Pyramoid
Pyrargyrite
Pyrazine
Pyre
Pyrena
Pyrene
Pyrenean
Pyrenoid
Pyrethrin
Pyrethrine
Pyretic
Pyretology
Pyrexia
# A B C D E F G H I J K L M N O P Q R S T U V W X Y Z | 1,261 | 4,703 | {"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-2020-05 | longest | en | 0.918845 |
https://numbermatics.com/n/1232100/ | 1,679,834,965,000,000,000 | text/html | crawl-data/CC-MAIN-2023-14/segments/1679296945472.93/warc/CC-MAIN-20230326111045-20230326141045-00425.warc.gz | 505,898,216 | 6,904 | # 1232100
## 1,232,100 is an even composite number composed of four prime numbers multiplied together.
What does the number 1232100 look like?
This visualization shows the relationship between its 4 prime factors (large circles) and 81 divisors.
1232100 is an even composite number. It is composed of four distinct prime numbers multiplied together. It has a total of eighty-one divisors.
## Prime factorization of 1232100:
### 22 × 32 × 52 × 372
(2 × 2 × 3 × 3 × 5 × 5 × 37 × 37)
See below for interesting mathematical facts about the number 1232100 from the Numbermatics database.
### Names of 1232100
• Cardinal: 1232100 can be written as One million, two hundred thirty-two thousand, one hundred.
### Scientific notation
• Scientific notation: 1.2321 × 106
### Factors of 1232100
• Number of distinct prime factors ω(n): 4
• Total number of prime factors Ω(n): 8
• Sum of prime factors: 47
### Divisors of 1232100
• Number of divisors d(n): 81
• Complete list of divisors:
• Sum of all divisors σ(n): 3969147
• Sum of proper divisors (its aliquot sum) s(n): 2737047
• 1232100 is an abundant number, because the sum of its proper divisors (2737047) is greater than itself. Its abundance is 1504947
### Bases of 1232100
• Binary: 1001011001100111001002
• Base-36: QEP0
### Squares and roots of 1232100
• 1232100 squared (12321002) is 1518070410000
• 1232100 cubed (12321003) is 1870414552161000000
• 1232100 is a perfect square number. Its square root is 1110
• The cube root of 1232100 is 107.2050686323
### Scales and comparisons
How big is 1232100?
• 1,232,100 seconds is equal to 2 weeks, 6 hours, 15 minutes.
• To count from 1 to 1,232,100 would take you about three weeks!
This is a very rough estimate, based on a speaking rate of half a second every third order of magnitude. If you speak quickly, you could probably say any randomly-chosen number between one and a thousand in around half a second. Very big numbers obviously take longer to say, so we add half a second for every extra x1000. (We do not count involuntary pauses, bathroom breaks or the necessity of sleep in our calculation!)
• A cube with a volume of 1232100 cubic inches would be around 8.9 feet tall.
### Recreational maths with 1232100
• 1232100 backwards is 0012321
• 1232100 is a Harshad number.
• The number of decimal digits it has is: 7
• The sum of 1232100's digits is 9
• More coming soon!
MLA style:
"Number 1232100 - Facts about the integer". Numbermatics.com. 2023. Web. 26 March 2023.
APA style:
Numbermatics. (2023). Number 1232100 - Facts about the integer. Retrieved 26 March 2023, from https://numbermatics.com/n/1232100/
Chicago style:
Numbermatics. 2023. "Number 1232100 - Facts about the integer". https://numbermatics.com/n/1232100/
The information we have on file for 1232100 includes mathematical data and numerical statistics calculated using standard algorithms and methods. We are adding more all the time. If there are any features you would like to see, please contact us. Information provided for educational use, intellectual curiosity and fun!
Keywords: Divisors of 1232100, math, Factors of 1232100, curriculum, school, college, exams, university, Prime factorization of 1232100, STEM, science, technology, engineering, physics, economics, calculator, one million, two hundred thirty-two thousand, one hundred.
Oh no. Javascript is switched off in your browser.
Some bits of this website may not work unless you switch it on. | 956 | 3,469 | {"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} | 3.5625 | 4 | CC-MAIN-2023-14 | latest | en | 0.86711 |
http://piratesandrevolutionaries.blogspot.com/2018/12/van-stigt-131-brouwers-intuitionist.html | 1,586,038,330,000,000,000 | text/html | crawl-data/CC-MAIN-2020-16/segments/1585370525223.55/warc/CC-MAIN-20200404200523-20200404230523-00059.warc.gz | 144,614,585 | 97,691 | ## 31 Dec 2018
### van Stigt (1.3.1) “Brouwer’s Intuitionist Programme” part 1.3.1, “Mathematical Existence and Truth”, summary
[Search Blog Here. Index-tags are found on the bottom of the left column.]
[Central Entry Directory]
[Mathematics, Calculus, Geometry, Entry Directory]
[Logic and Semantics, entry directory]
[Walter P. van Stigt, entry directory]
[Stigt, “Brouwer’s Intuitionist Programme,” entry directory]
[The following is summary. I am not a mathematician, so please consult the original text instead of trusting my summarizations. Bracketed comments are my own. Proofreading is incomplete, so please forgive my mistakes.]
Summary of
Walter P. van Stigt
“Brouwer’s Intuitionist Programme”
in
From Brouwer to Hilbert:
The Debate on the Foundations of Mathematics in the 1920’s
Part I.
L.E.J. Brouwer
Ch1.:
“Brouwer’s Intuitionist Programme”
1.3
“The Nature of Pure Mathematics”
[1.3.1]
“Mathematical Existence and Truth”
Brief summary:
(1.3.1.1) Mathematical existence means “having been constructed” and “remaining alive in the mind or memory” (8). Thus “The whole of the Subject’s constructive thought-activity, past and present, constitutes mathematical reality and mathematical truth: ‘Truth is only in reality, i.e. in the present and past experiences of consciousness’ ” (8). For Brouwer, we should identify mathematical entities “with the whole of their constructive pedigree, whether they be single concepts, such as, for example, an ordinal number, or more complex, such as a mathematical theorem, which combines various constructions” (8). (1.3.1.2) A (mathematical) construction consists of a sequence of constructive steps. Past, completed constructions would thus be finite sequences. But certain infinite values can have mathematical existence when an algorithm or law by which the number is uniquely determined can completely construct them. In such cases, the free power of the subject allows for the infinite values to be generated indefinitely. We see this sort of procedure for example in the intuition of the continuum, which is not for Brouwer a set of existing points but is rather “abstracted from the time interval, the mathematical ‘between’ that is never exhausted by division into subintervals” (8).
Contents
1.3.1.1
[Mathematical Existence as Construction]
1.3.1.2
[Mathematical Constructions of Infinity]
Summary
1.3.1.1
[Mathematical Existence as Construction]
[Mathematical existence means “having been constructed” and “remaining alive in the mind or memory” (8). Thus “The whole of the Subject’s constructive thought-activity, past and present, constitutes mathematical reality and mathematical truth: ‘Truth is only in reality, i.e. in the present and past experiences of consciousness’ ” (8). For Brouwer, we should identify mathematical entities “with the whole of their constructive pedigree, whether they be single concepts, such as, for example, an ordinal number, or more complex, such as a mathematical theorem, which combines various constructions” (8).]
[ditto]
Mathematical existence then in its strictest sense is “having been constructed” and remaining alive in the mind or memory. The whole of the Subject’s constructive thought-activity, past and present, constitutes mathematical reality and mathematical truth: “Truth is only in reality, i.e. in the present and past experiences of consciousness” (B1948C, p. 1243). Mathematical entities are identified with the whole of their constructive pedigree, whether they be single concepts, such as, for example, an ordinal number, or more complex, such as a mathematical theorem, which combines various constructions.
(8)
[contents]
1.3.1.2
[Mathematical Constructions of Infinity]
[A (mathematical) construction consists of a sequence of constructive steps. Past, completed constructions would thus be finite sequences. But certain infinite values can have mathematical existence when an algorithm or law by which the number is uniquely determined can completely construct them. In such cases, the free power of the subject allows for the infinite values to be generated indefinitely. We see this sort of procedure for example in the intuition of the continuum, which is not for Brouwer a set of existing points but is rather “abstracted from the time interval, the mathematical ‘between’ that is never exhausted by division into subintervals” (8).]
[ditto]
Past, completed constructions consist of sequences of constructive steps and as such are finite. Mathematical existence can be claimed for “the infinite” within an interpretation that is based on completed constructions and the freedom of the Subject to proceed. In the case of a denumerably infinite sequence such as “the fundamental sequence” of ordinal numbers, the completed construction is the algorithm or “law” by which each element of the sequence is uniquely determined. The “free” power of the live Subject to proceed ensures that the elements be generated “indefinitely.” The essential active role of the Subject in constructing his procedure for determining elements and in the continued generation of these elements allows the possibility of extending the traditional notion of infinite sequence. Brouwer took this step in 1917, when he introduced the “free-choice sequence” and his new set concept as the procedure for generating “points on the continuum” (see further Section 1.5). The established concept of the continuum as a set, the totality of existing points, was rejected outright in The Foundations (B1907) and “On Possible Powers” (B1908 A). The Brouwer notion of the continuum-as-a-whole, “the Intuitive Continuum,” is a primitive concept generated in the Primordial Intuition of time. It is abstracted from the time interval, the mathematical “between” that is never exhausted by division into subintervals.
(8)
[contents]
From:
Stigt, Walter P. van. (1989). “Brouwer’s Intuitionist Programme” In: From Brouwer to Hilbert: The Debate on the Foundations of Mathematics in the 1920’s, edited by Paolo Mancosu. Oxford: Oxford University. | 1,336 | 6,073 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.578125 | 3 | CC-MAIN-2020-16 | latest | en | 0.810957 |
https://web2.0calc.com/questions/please-help-quick_4 | 1,561,003,533,000,000,000 | text/html | crawl-data/CC-MAIN-2019-26/segments/1560627999130.98/warc/CC-MAIN-20190620024754-20190620050754-00448.warc.gz | 642,639,960 | 6,345 | +0
0
240
2
Find all pairs of positive integers $$(a,n)$$ such that $$n \ge 2$$ and $$a + (a + 1) + (a + 2) + \dots + (a + n - 1) = 100.$$
I would like a solid algebra solution not just guessing.
May 4, 2018
#1
+985
+4
Hi Guest!
We can rewrite the left side of the equation,
using the arithmetic series sum formula:
$$S_n=\frac{n(a_1+a_n)}{2}$$
We get:
$$100=\frac{n(2a+n-1)}{2}$$
$$200=n(2a+n-1)$$
Hence, n must be a factor of 200.
$$\begin{array}{c|c|c} n & 2a + n - 1 & a \\ \hline 2 & 100 & 99/2 \\ 4 & 50 & 47/2 \\ 5 & 40 & 18 \\ 8 & 25 & 9 \\ 10 & 20 & 11/2 \\ 20 & 10 & -9/2 \\ 25 & 8 & -8 \\ 40 & 5 & -17 \\ 50 & 4 & -45/2 \\ 100 & 2 & -97/2 \\ 200 & 1 & -99 \end{array} \$$
Since a must be a positive integer, the solutions are $$(a,n) = \boxed{(18,5)\text{ and }(9,8)}$$
I hope this helped,
Gavin
May 4, 2018
edited by GYanggg May 4, 2018
#1
+985
+4
Hi Guest!
We can rewrite the left side of the equation,
using the arithmetic series sum formula:
$$S_n=\frac{n(a_1+a_n)}{2}$$
We get:
$$100=\frac{n(2a+n-1)}{2}$$
$$200=n(2a+n-1)$$
Hence, n must be a factor of 200.
$$\begin{array}{c|c|c} n & 2a + n - 1 & a \\ \hline 2 & 100 & 99/2 \\ 4 & 50 & 47/2 \\ 5 & 40 & 18 \\ 8 & 25 & 9 \\ 10 & 20 & 11/2 \\ 20 & 10 & -9/2 \\ 25 & 8 & -8 \\ 40 & 5 & -17 \\ 50 & 4 & -45/2 \\ 100 & 2 & -97/2 \\ 200 & 1 & -99 \end{array} \$$
Since a must be a positive integer, the solutions are $$(a,n) = \boxed{(18,5)\text{ and }(9,8)}$$
I hope this helped,
Gavin
GYanggg May 4, 2018
edited by GYanggg May 4, 2018
#2
0
Thanks so much, I was looking desperatley for a way to do it without trial and error, but with two variables and one equation I guess that's unavoidable.
May 4, 2018 | 745 | 1,703 | {"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} | 4.375 | 4 | CC-MAIN-2019-26 | latest | en | 0.573552 |
https://edurev.in/studytube/PPT-Introduction-of-Electric-Circuit/3a1c0209-2b9c-46c6-a111-939cede4d98d_p | 1,627,388,629,000,000,000 | text/html | crawl-data/CC-MAIN-2021-31/segments/1627046153391.5/warc/CC-MAIN-20210727103626-20210727133626-00665.warc.gz | 240,143,716 | 46,058 | Courses
# PPT - Introduction of Electric Circuit Electrical Engineering (EE) Notes | EduRev
## Electrical Engineering (EE) : PPT - Introduction of Electric Circuit Electrical Engineering (EE) Notes | EduRev
``` Page 1
1
ØØ Introduction to Electric Circuits Introduction to Electric Circuits
Ø Voltage
Ø Current
Ø Current flow
Ø Voltage Sources
Ø Voltmeter (Multimeter)
ØØ Lumped circuits. Lumped circuits.
ØØ Reference directions. Reference directions.
ØØ Kirchhof’s current law (KCL). Kirchhof’s current law (KCL).
ØØ Kirchhof’s voltage law (KVL). Kirchhof’s voltage law (KVL).
ØØ Wavelength and dimension of the circuit. Wavelength and dimension of the circuit.
Page 2
1
ØØ Introduction to Electric Circuits Introduction to Electric Circuits
Ø Voltage
Ø Current
Ø Current flow
Ø Voltage Sources
Ø Voltmeter (Multimeter)
ØØ Lumped circuits. Lumped circuits.
ØØ Reference directions. Reference directions.
ØØ Kirchhof’s current law (KCL). Kirchhof’s current law (KCL).
ØØ Kirchhof’s voltage law (KVL). Kirchhof’s voltage law (KVL).
ØØ Wavelength and dimension of the circuit. Wavelength and dimension of the circuit.
2
Introduction to Electric Circuits Introduction to Electric Circuits
Here we are going to remind what are:
Voltage
Current
Current flow
Voltage Sources
Voltmeter (Multimeter)
Page 3
1
ØØ Introduction to Electric Circuits Introduction to Electric Circuits
Ø Voltage
Ø Current
Ø Current flow
Ø Voltage Sources
Ø Voltmeter (Multimeter)
ØØ Lumped circuits. Lumped circuits.
ØØ Reference directions. Reference directions.
ØØ Kirchhof’s current law (KCL). Kirchhof’s current law (KCL).
ØØ Kirchhof’s voltage law (KVL). Kirchhof’s voltage law (KVL).
ØØ Wavelength and dimension of the circuit. Wavelength and dimension of the circuit.
2
Introduction to Electric Circuits Introduction to Electric Circuits
Here we are going to remind what are:
Voltage
Current
Current flow
Voltage Sources
Voltmeter (Multimeter)
3
What is Voltage?
V = “Electrical pressure” - measured in volts.
H
2
O
High Pressure Low Pressure
Figure 1.1
Page 4
1
ØØ Introduction to Electric Circuits Introduction to Electric Circuits
Ø Voltage
Ø Current
Ø Current flow
Ø Voltage Sources
Ø Voltmeter (Multimeter)
ØØ Lumped circuits. Lumped circuits.
ØØ Reference directions. Reference directions.
ØØ Kirchhof’s current law (KCL). Kirchhof’s current law (KCL).
ØØ Kirchhof’s voltage law (KVL). Kirchhof’s voltage law (KVL).
ØØ Wavelength and dimension of the circuit. Wavelength and dimension of the circuit.
2
Introduction to Electric Circuits Introduction to Electric Circuits
Here we are going to remind what are:
Voltage
Current
Current flow
Voltage Sources
Voltmeter (Multimeter)
3
What is Voltage?
V = “Electrical pressure” - measured in volts.
H
2
O
High Pressure Low Pressure
Figure 1.1
4
A battery in an electrical circuit plays the
same role as a pump in a water system.
Page 5
1
ØØ Introduction to Electric Circuits Introduction to Electric Circuits
Ø Voltage
Ø Current
Ø Current flow
Ø Voltage Sources
Ø Voltmeter (Multimeter)
ØØ Lumped circuits. Lumped circuits.
ØØ Reference directions. Reference directions.
ØØ Kirchhof’s current law (KCL). Kirchhof’s current law (KCL).
ØØ Kirchhof’s voltage law (KVL). Kirchhof’s voltage law (KVL).
ØØ Wavelength and dimension of the circuit. Wavelength and dimension of the circuit.
2
Introduction to Electric Circuits Introduction to Electric Circuits
Here we are going to remind what are:
Voltage
Current
Current flow
Voltage Sources
Voltmeter (Multimeter)
3
What is Voltage?
V = “Electrical pressure” - measured in volts.
H
2
O
High Pressure Low Pressure
Figure 1.1
4
A battery in an electrical circuit plays the
same role as a pump in a water system.
5
What Produces Voltage?
V = “Electrical pressure”
A Battery
Electric Power Plant
Lab Power Supply
Nerve Cell
1.5 V
9 V
13,500 V 13,500 V
A few
Volts
Solar Cell
A few millivolts
when activated by
a synapse
```
Offer running on EduRev: Apply code STAYHOME200 to get INR 200 off on our premium plan EduRev Infinity!
57 docs|59 tests
,
,
,
,
,
,
,
,
,
,
,
,
,
,
,
,
,
,
,
,
,
; | 1,092 | 4,107 | {"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-2021-31 | latest | en | 0.610188 |
http://convertit.com/Go/ConvertIt/Measurement/Converter.ASP?From=inch&To=width | 1,632,005,647,000,000,000 | text/html | crawl-data/CC-MAIN-2021-39/segments/1631780056578.5/warc/CC-MAIN-20210918214805-20210919004805-00024.warc.gz | 13,887,623 | 3,821 | Partner with ConvertIt.com
New Online Book! Handbook of Mathematical Functions (AMS55)
Conversion & Calculation Home >> Measurement Conversion
Measurement Converter
Convert From: (required) Click here to Convert To: (optional) Examples: 5 kilometers, 12 feet/sec^2, 1/5 gallon, 9.5 Joules, or 0 dF. Help, Frequently Asked Questions, Use Currencies in Conversions, Measurements & Currencies Recognized Examples: miles, meters/s^2, liters, kilowatt*hours, or dC.
Conversion Result: ```inch = 0.0254 length (length) ``` Related Measurements: Try converting from "inch" to agate (typography agate), angstrom, arpentlin, barleycorn, bottom measure, cable length, digitus (Roman digitus), ell, fathom, foot, gradus (Roman gradus), league, light yr (light year), mil, nautical mile, pace, ri (Japanese ri), rod (surveyors rod), rope, sun (Japanese sun), or any combination of units which equate to "length" and represent depth, fl head, height, length, wavelength, or width. Sample Conversions: inch = .0004344 arpentlin, 1.70E-13 astronomical unit, 40 bottom measure, .11111111 cloth quarter, 6.61E-11 earth to moon (mean distance earth to moon), 144.54 en (typography en), 1.14 finger, .08333333 foot, .00027778 football field, .05488474 Greek cubit, .10976948 Greek span, .01199041 ken (Japanese ken), .00000526 league, .12626263 link (surveyors link), .0254 m (meter), .00000451 parasang, 6 pica (typography pica), .00023148 skein, .00013721 stadia (Greek stadia), .03031222 vara (Mexican vara).
Feedback, suggestions, or additional measurement definitions?
Please read our Help Page and FAQ Page then post a message or send e-mail. Thanks! | 452 | 1,644 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.0625 | 3 | CC-MAIN-2021-39 | latest | en | 0.648649 |
https://gocardless.com/guides/posts/how-to-improve-working-capital-ratio/ | 1,701,529,484,000,000,000 | text/html | crawl-data/CC-MAIN-2023-50/segments/1700679100427.59/warc/CC-MAIN-20231202140407-20231202170407-00126.warc.gz | 334,572,632 | 56,873 | Pricing
Resources
# How to Improve Working Capital Ratio
Written by
Working capital is one of the most fundamental management tools at a business’ disposal and it can signal either great prosperity or imminent decline for a company.
In this post, we’ll define working capital ratio, explain why it’s so important and what steps you can take to improve it and help your business thrive.
## What is a working capital ratio?
Working capital ratio is the ratio of current assets to current liabilities. Current assets typically refers to assets which can be converted into cash within the year, for example inventory, accounts receivable, short-term investments and indeed, cash. Current liabilities, on the other hand, refers to any debt to be paid within the coming 12 months, as well as accrued liabilities such as tax.
Put simply, working capital ratio is the amount of cash your business has coming in proportional to how much is going out. The amount of cash you have left over after all current liabilities are subtracted from current assets is your working capital, and it reveals a lot about how efficiently your business is being run.
## How to calculate the working capital ratio
The working capital ratio is calculated by dividing total current assets by total current liabilities. It can sometimes be referred to as the current ratio. It is an indicator of liquidity, in other words, a business’ capability to make due payments.
Generally speaking, the higher the ratio, the greater a business’ means to expand its operations. If the ratio is declining, however, it’s vital that you find out why and act to remedy it.
While the ideal ratio is industry and circumstance-dependent, a ratio of less than 1:1 usually indicates a serious issue.
The working capital ratio formula is shown below:
Working capital ratio = current assets/current liabilities
Simply calculating working capital, and not the ratio, is another simple equation. It involves taking the total of all current assets and subtracting the total of current liabilities. It can be expressed with the following formula:
Working capital = current assets - current liabilities
## Why is working capital important?
Working capital is crucial as it reflects the overall health of a business. If a business doesn’t have enough working capital, it won’t be able to cover its operating costs, including paying salaries and suppliers. If this goes on, it can be fatal to a business.
On the other hand, a well-managed working capital reflects a healthy business. In fact, working capital is one of the main factors used to assess whether or not a company is a wise investment or not.
## How to improve working capital ratio
If your working capital ratio is in the danger zone, there are a number of ways you can act to improve it. Some of these ways are outlined below:
As accounts receivables are included in current assets, getting paid on time by clients is key to improving cash flow and working capital ratio.
GoCardless offers a number of solutions for helping businesses get paid on time. For recurring payments, GoCardless allows businesses to collect customer payments via Direct Debit. As payments are pull-based, businesses are in full control of the amount and frequency of payment, virtually eliminating late payments.
GoCardless customers can also take advantage of our Success+ solution which uses payment intelligence to manage and reduce payment failures. On average businesses can recoup 70% of failed payments. This can drastically improve cash flow and lead to big improvements in a business’s working capital ratio.
### Manage inventory efficiently
Tightening inventory management can also help improve working capital ratio. Only ordering stock when it is needed avoids inventory surplus. Surplus should always be avoided as it essentially means you have working capital unnecessarily tied up in inventory.
Inventory management software can be very helpful in optimising stock orders and general management pertaining to inventory.
### Increase creditor days
This basically involves increasing the amount of time you have to pay your suppliers. Naturally, this should be discussed with your suppliers beforehand.
### Cut expenses
Another key way to boost liquidity and improve working capital is to cut unnecessary expenses. To determine which expenses can be cut, you will need to carry out some analysis of operations and identify superfluous spending.
### We can help
GoCardless is a global payments solution that helps you automate payment collection, cutting down on the amount of financial admin your team needs to deal with. Find out how GoCardless can help you with one-off or recurring payments.
Contact sales
Sales
Support | 900 | 4,750 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.921875 | 3 | CC-MAIN-2023-50 | longest | en | 0.955527 |
https://forum.linuxcnc.org/38-general-linuxcnc-questions/36464-joint-following-error-on-stepper-system | 1,632,712,882,000,000,000 | text/html | crawl-data/CC-MAIN-2021-39/segments/1631780058263.20/warc/CC-MAIN-20210927030035-20210927060035-00113.warc.gz | 301,540,618 | 12,490 | # Joint following error on stepper system
26 Apr 2019 12:45 #131947 by screwtop
Hi LinuxCNCers,
Over the last couple of years I've had occasional joint following errors on my stepper-based router. I understand that FERROR, MIN_FERROR and [TRAJ]MAX_VELOCITY together define a linear function describing the following-error threshold, so that the allowable following error is proportional to the motion speed. What I'm not sure about is how to determine suitable values for FERROR and MIN_FERROR given the other machine parameters.
The machine has 400 steps/mm on all three axes, and I've settled on a BASE_PERIOD of 20000 ns, giving a per-axis speed limit of 125 mm/s (7500 mm/min):
```SCALE = 400
BASE_PERIOD = 20000
1 / (BASE_PERIOD ns) / (SCALE/mm) -> mm/s
125```
( Frink syntax)
I did note that stepconf output had the per-axis MAX_VELOCITY set to 0.95 x the theoretical limit - what's the reasoning for this, and should I be doing the same?
The overall [TRAJ]MAX_VELOCITY is set to 250, since diagonal 3D moves could be up to sqrt(2) x sqrt(2) x per-axis max velocity. Is that reasonable?
The per-axis acceleration limits (following some experimentation) are:
```MAX_ACCELERATION = 1500.0
STEPGEN_MAXACCEL = 3125.0```
The following-error parameters are currently set as follows:
```FERROR = 1
MIN_FERROR = 0.25```
Would it be appropriate to raise one or both of these, and if so, how to calculate a sensible value? What's the relevance of following-error for a stepper-based machine?
Thanks!
26 Apr 2019 13:56 #131956 by andypugh
With a stepper system the feedback position is purely a function of how many step pulses have actually been output compared to how many were requested.
So, your f-error should never be more than a few steps. Yours appear to be 100 - 400 steps!
If you do get f-error then that seems to suggest that you are running out of step rate. Are your joint velocity limits set to respect the calculated 125 mm/S ?
The following user(s) said Thank You: screwtop
26 Apr 2019 14:01 #131960 by PCW
400 steps/mm * 125mm/s = 50000 steps/second, the absolute maximum possible with a 20000 ns base thread. This leaves no headroom so the maximum stepgen velocity must be somewhat lower and the machine per axis velocity limit lower still
base period max velocity > stepgen max velocity > machine max velocity
If you do not have this, you may get following errors
Each step requires headroom (say 5-25% each)
26 Apr 2019 14:54 #131966 by screwtop
Thanks for the quick replies! I didn't appreciate the need for headroom on the joint/axis speeds, and the joint velocity limits are simply set to the 125 mm/s limit imposed by the step frequency limit. I'll try lowering those (and the f-error limits) somewhat. STEPGEN_MAXVEL is not currently set; the docs mention it as an axis setting, but it's listed under a warning that "These are not used by the LinuxCNC software", and there's also a comment that it's for older configurations, so I wonder if it's still applicable..?
Does it make sense to set [TRAJ]MAX_VELOCITY to 2 x the joint MAX_VELOCITY values so as not to artificially limit the speed of diagonal travel?
26 Apr 2019 23:42 #132033 by screwtop
I've experimented further with joint velocity limits reduced to 100 mm/s (0.8 x step rate limit) but the following error values remain high. I've halscoped them (with raised f-error limits) to get a better picture. Here's a fairly large spike during one of the tricky jobs (an engraving task with a lot of small movements):
If I'm reading that correctly, the following error spikes over 0.5 mm (500 milli mm)!
Even when travelling at constant speed (at the speed limit), the f-error is around 0.04 mm:
How should I proceed? Is there still not enough headroom for stepgen? Should I lower MAX_ACCELERATION and/or raise STEPGEN_MAXACCEL? Would it be useful to scope the per-axis speeds along with the f-errors to see how they compare? Thanks!
##### Attachments:
27 Apr 2019 03:32 - 27 Apr 2019 03:32 #132054 by PCW
I have seen some odd behaviour in the stepgen when close to the limits in the presence of jitter.
One thing that helps is setting the stepgen max-accel to about 125% of the maximum axis acceleration.
If you have backlash compensation enabled, stepgen maxaccel needs to be about 250% of axis acceleration
Can you post your hal/ini files? It may be something else going on
Last edit: 27 Apr 2019 03:32 by PCW.
28 Apr 2019 03:50 #132154 by screwtop
I've noticed that the f-error spikes seem to occur at (or just before) points where the velocity is low. I've tried to pinpoint where in the G-code this was occurring, and found that a particularly bad spot had three consecutive lines with the same co-ordinates. I wonder if these are confusing LinuxCNC's planner somehow. I also suspect that the steppers are losing steps at these points, as it makes quite a "clunk". Here's a cut-down standalone portion that produces a following error spike in the Y axis:
#### File Attachment:
File Name: trouble.ngc
File Size:1 KB
Here's a halscope snapshot of what happens at that point (note that the f-error is less here than in the full job, but is still quite dramatic):
Here's the current machine INI file (I've restored the speed and acceleration limits to highlight the problem):
#### File Attachment:
File Name: config.ini
File Size:2 KB
...and the HAL config:
#### File Attachment:
File Name: config.hal
File Size:4 KB
Hope this helps!
##### Attachments:
28 Apr 2019 12:55 #132173 by PCW
Ahh... Pretty sure this is a known TP bug, I believe its been fixed but the fix is not merged
yet.
The bug is with crazy small blending settings (you have blending set to 1 micron)
2 microns fixes it for your sample code
The following user(s) said Thank You: screwtop
28 Apr 2019 13:14 #132174 by screwtop
Ah-ha - yes, that is crazy small! When I saw those consecutive moves to the same position, I realised I should try different path blending settings (particularly movement merging in the Naive cam detector), but didn't have a chance until just now. With G64 P0.01 Q0.01 it seems well-behaved, with following errors staying under 0.05 mm both at speed and at those redundant moves. With G61 it's also well-behaved (albeit with a lot of vibration!). But with fine path blending but no move merges, as you've gathered, it doesn't work out well. I wonder what's magical about the 2 micron threshold you found...but for now I'll get into the habit of specifying either G61 or G64 with both P and Q.
I should also contact the developer of the CAM tool I'm using to see if the redundant moves could be culled there.
Thanks heaps for helping troubleshoot this! Hopefully I'll be able to run a successful engraving job this week.
28 Apr 2019 15:58 - 28 Apr 2019 16:00 #132184 by pl7i92
the following error for stepers can also be incresed to above 1
as no return from stepper at all
and your basePeriod can be easy be at 100000
you shoudt see good speed
WHY is Scale 400 is it per inch
if per mm way to high get microstepping down
Last edit: 28 Apr 2019 16:00 by pl7i92.
The following user(s) said Thank You: screwtop | 1,789 | 7,119 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.90625 | 3 | CC-MAIN-2021-39 | longest | en | 0.915495 |
https://reperiendi.wordpress.com/2009/01/09/imaginary-time/ | 1,532,159,219,000,000,000 | text/html | crawl-data/CC-MAIN-2018-30/segments/1531676592420.72/warc/CC-MAIN-20180721071046-20180721091046-00290.warc.gz | 761,519,391 | 17,707 | # reperiendi
## Imaginary time
Posted in General physics by Mike Stay on 2009 January 9
Statics (geometric = no time): $\displaystyle x$ [x] x coordinate $\displaystyle y(x)$ [y] y coordinate $\displaystyle k$ [k] proportionality constant $\displaystyle y'(x) = \frac{dy(x)}{dx}$ [y/x] slope $\displaystyle s(x) = ky'(x)$ [k y/x] proportional to slope $\displaystyle T(x) = \frac{1}{2} ky'(x)^2$ [k y^2/x^2] distortion $\displaystyle V(y(x))$ [k y^2/x^2] original shape $\displaystyle S(y) = \int (T + V\circ y)(x) dx$ $\displaystyle = \int \left[ \frac{k}{2} \left(\frac{dy(x)}{dx}\right)^2 + V(y(x)) \right] dx$ [k y^2/x] least S at equilibrium Statics (with energy): $\displaystyle x$ [x] parameterization of curve $\displaystyle y(x)$ [y] y coordinate $\displaystyle k$ [kg x/s^2] spring constant at x $\displaystyle v(x) = \frac{dy(x)}{dx}$ [y/x] slope $\displaystyle F(x) = kv(x)$ [kg y/s^2] force due to stretching $\displaystyle T(x) = \frac{1}{2} kv(x)^2$ [kg y^2/s^2 x = J/x] stretching energy density $\displaystyle V(y(x))$ [kg y^2/s^2 x= J/x] gravitational energy density $\displaystyle E(y) = \int (T + V\circ y)(x) dx$ $\displaystyle = \int \left[ \frac{k}{2} \left(\frac{dy(x)}{dx}\right)^2 + V(y(x)) \right] dx$ [kg y^2/s^2 = J] energy (least energy at equilibrium) Statics (unitless distance): $\displaystyle x$ [1] parameterization of curve $\displaystyle y(x)$ [m] y coordinate $\displaystyle k$ [kg/s^2] spring constant $\displaystyle v(x) = \frac{dy(x)}{dx}$ [m] relative displacement $\displaystyle F(x) = kv(x)$ [kg m/s^2 = N] force at x due to stretching $\displaystyle T(x) = \frac{1}{2} kv(x)^2$ [kg m^2 / s^2 = J] stretching energy at x $\displaystyle V(y(x))$ [kg m^2 / s^2 = J] gravitational energy at x $\displaystyle E(y) = \int (T + V\circ y)(x) dx$ $\displaystyle = \int \left[ \frac{k}{2} \left(\frac{dy(x)}{dx}\right)^2 + V(y(x)) \right] dx$ [kg m^2 / s^2 = J] energy (least energy at equilibrium) Dynamics ($\displaystyle \underline{\lambda x.y(x) \mapsto \lambda t.y(it)}$): $\displaystyle t$ [s] time $\displaystyle y(it)$ [m] y coordinate $\displaystyle m$ [kg] mass $\displaystyle v(t) = \frac{dy(it)}{dt} = i\frac{dy(it)}{dit}$ [m/s] velocity $\displaystyle p(t) = m v(t)$ [kg m/s] momentum $\displaystyle T(t) = \frac{1}{2}m\;v(t)^2 = -\frac{m}{2}\left(\frac{dy(it)}{dit}\right)^2$ [-kg m^2/s^2 = -J] -kinetic energy $\displaystyle V(y(it))$ [kg m^2 / s^2 = J] potential energy $\displaystyle iS(y) = \int (T + V\circ y \circ i)(t) dt$ $\displaystyle = \int \left[ -\frac{m}{2}\left(\frac{dy(it)}{dit}\right)^2 + V(y(it)) \right] dt$ $\displaystyle = i \int \left[ \frac{m}{2}\left(\frac{dy(it)}{dit}\right)^2 - V(y(it)) \right] d it$ [kg m^2/s] i * action | 979 | 2,702 | {"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": 38, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.515625 | 4 | CC-MAIN-2018-30 | latest | en | 0.548499 |
https://www.examtestprep.com/IGCSE/Physics-0625/Paper-1/Solved-Specimen-Questions/Part-30.html | 1,601,326,002,000,000,000 | text/html | crawl-data/CC-MAIN-2020-40/segments/1600401614309.85/warc/CC-MAIN-20200928202758-20200928232758-00113.warc.gz | 814,176,534 | 19,062 | # IGCSE Physics Paper-1: Specimen Questions with Answers 84 - 87 of 149
## Question number: 84
Edit
MCQ▾
### Question
Find the amount of sample left after 18 hours if the half-life is 8 hours and has 0.37 g of the substance.
Choice (4)
a.
0.03 g
b.
7.68 g
c.
1.76 g
d.
0.12 g
c.
### Explanation
Here from given data
Formula of half-life is given as,
## Question number: 85
Edit
MCQ▾
### Question
How we find density of a regularly-shaped block?
### Choices
Choice (4)
a.
a measuring cylinder and a beaker
b.
a measuring cylinder and a ruler
c.
a balance and a ruler
d.
a balance and a force meter (spring balance)
c.
### Explanation
Here we want to measure density of regular shape so from formula,
Therefore from measuring mass a balance is used and Volume is measured by ruler.
Ruler is a straight strip with a smooth edge which is use as a guide in drawing straight line. Then we can measure perfect shape
So we should use a balance and a ruler.
## Question number: 86
Edit
MCQ▾
### Question
Find the amount of sample left after 18 hours if the half-life is 8 hours and has 0.37 g of the substance.
Choice (4)
a.
0.12 g
b.
0.03 g
c.
1.76 g
d.
7.68 g
c.
### Explanation
Here from given data
Formula of half-life is given as,
## Question number: 87
Edit
MCQ▾
### Question
The diagram shows a speed-time graph for a body moving with constant acceleration. What is the shaded area under the graph?
Choice (4)
a.
speed
b.
distance
c.
time
d.
acceleration
b.
### Explanation
Here in above figure the graph of speed vs time is given.
Then area under the graph denoted speed ⨯ time.
As we know that speed means velocity
Then in this graph area under the graph is distance. | 472 | 1,744 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.71875 | 4 | CC-MAIN-2020-40 | longest | en | 0.85053 |
https://mathspace.co/textbooks/syllabuses/Syllabus-407/topics/Topic-7223/subtopics/Subtopic-96493/?activeTab=theory | 1,643,444,161,000,000,000 | text/html | crawl-data/CC-MAIN-2022-05/segments/1642320300573.3/warc/CC-MAIN-20220129062503-20220129092503-00176.warc.gz | 437,012,100 | 40,632 | # Practicalities of Obtaining Data (investigation)
Lesson
Statistics are used to justify many points of views. Once a scientific study has shown a particular conclusion using statistics, news articles often repeat these studies as "proof" of a certain conclusion, as though it were now a scientific fact. However, there are many different ways to collect data in a scientific study, some of which may not be appropriate to "prove" a certain conclusion.
## Exercise: Collecting Data
A 2011 study of 11,000 children in Britain found that those children who spent a lot of time watching TV when they were 5 years old were more likely to have behavioural problems when they were 7 years old, but that this was not true for playing video games.
Some media outlets took this as "proof" that video games do not have any negative effect on young children. For example, gaming website IGN published an article with the title "Games definitely don't harm kids, says huge study". However, this study in fact only showed that children who played games when they were 5 years old were not worse behaved when they were 7 years old, as is discussed in the Sydney Morning Herald article "Video games are good for kids. Really?"Have a read of these two articles for yourself, and have a go at answering the following questions:
1. Read the first section (the summary, called the "Abstract"). What are your first thoughts?
2. How was the study data collected?
3. Are there any problems with the way the data was collected?
4. What does the IGN article suggest about the impact of playing video games on kids?
5. Why does the Sydney Morning Herald article disagree with the IGN article?
6. Are you convinced that the study proves that video games have no negative effect on children?
7. Try to design your own experiment to collect data about the effect of video games on children. What would you measure, and how would you measure it?
### Outcomes
#### S4-1
Plan and conduct investigations using the statistical enquiry cycle:– determining appropriate variables and data collection methods;– gathering, sorting, and displaying multivariate category, measurement, and time-series data to detect patterns, variations, relationships, and trends;– comparing distributions visually;– communicating findings, using appropriate displays. | 479 | 2,321 | {"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-2022-05 | longest | en | 0.975789 |
https://altexploit.wordpress.com/tag/radon-measure/ | 1,660,197,790,000,000,000 | text/html | crawl-data/CC-MAIN-2022-33/segments/1659882571234.82/warc/CC-MAIN-20220811042804-20220811072804-00158.warc.gz | 120,566,041 | 29,778 | # Lévy Process as Combination of a Brownian Motion with Drift and Infinite Sum of Independent Compound Poisson Processes: Introduction to Martingales. Part 4.
Every piecewise constant Lévy process Xt0 can be represented in the form for some Poisson random measure with intensity measure of the form ν(dx)dt where ν is a finite measure, defined by
ν(A) = E[#{t ∈ [0,1] : ∆Xt0 ≠ 0, ∆Xt0 ∈ A}], A ∈ B(Rd) —– (1)
Given a Brownian motion with drift γt + Wt, independent from X0, the sum Xt = Xt0 + γt + Wt defines another Lévy process, which can be decomposed as:
Xt = γt + Wt + ∑s∈[0,t] ΔXs = γt + Wt + ∫[0,t]xRd xJX (ds x dx) —– (2)
where JX is a Poisson random measure on [0,∞[×Rd with intensity ν(dx)dt.
Can every Lévy process be represented in this form? Given a Lévy process Xt, we can still define its Lévy measure ν as above. ν(A) is still finite for any compact set A such that 0 ∉ A: if this were not true, the process would have an infinite number of jumps of finite size on [0, T], which contradicts the cadlag property. So ν defines a Radon measure on Rd \ {0}. But ν is not necessarily a finite measure: the above restriction still allows it to blow up at zero and X may have an infinite number of small jumps on [0, T]. In this case the sum of the jumps becomes an infinite series and its convergence imposes some conditions on the measure ν, under which we obtain a decomposition of X.
Let (Xt)t≥0 be a Lévy process on Rd and ν its Lévy measure.
ν is a Radon measure on Rd \ {0} and verifies:
|x|≤1 |x|2 v(dx) < ∞
The jump measure of X, denoted by JX, is a Poisson random measure on [0,∞[×Rd with intensity measure ν(dx)dt.
∃ a vector γ and a d-dimensional Brownian motion (Bt)t≥0 with covariance matrix A such that
Xt = γt + Bt + Xtl + limε↓0 X’εt —– (3)
where
Xtl = ∫|x|≥1,s∈[0,t] xJX (ds x dx)
X’εt = ∫ε≤|x|<1,s∈[0,t] x{JX (ds x dx) – ν(dx)ds}
≡ ∫ε≤|x|<1,s∈[0,t] xJ’X (ds x dx)
The terms in (3) are independent and the convergence in the last term is almost sure and uniform in t on [0,T].
The Lévy-Itô decomposition entails that for every Lévy process ∃ a vector γ, a positive definite matrix A and a positive measure ν that uniquely determine its distribution. The triplet (A,ν,γ) is called characteristic tripletor Lévy triplet of the process Xt. γt + Bt is a continuous Gaussian Lévy process and every Gaussian Lévy process is continuous and can be written in this form and can be described by two parameters: the drift γ and the covariance matrix of Brownian motion, denoted by A. The other two terms are discontinuous processes incorporating the jumps of Xt and are described by the Lévy measure ν. The condition ∫|y|≥1 ν(dy) < ∞ means that X has a finite number of jumps with absolute value larger than 1. So the sum
Xtl = ∑|∆Xs|≥10≤s≤t ∆Xs
contains almost surely a finite number of terms and Xtl is a compound Poisson process. There is nothing special about the threshold ∆X = 1: for any ε > 0, the sum of jumps with amplitude between ε and 1:
Xεt = ∑1>|∆Xs|≥ε0≤s≤t ∆Xs = ∫ε≤|x|≤1,s∈[0,t] xJX(ds x dx) —– (4)
is again a well-defined compound Poisson process. However, contrarily to the compound Poisson case, ν can have a singularity at zero: there can be infinitely many small jumps and their sum does not necessarily converge. This prevents us from making ε go to 0 directly in (4). In order to obtain convergence we have to center the remainder term, i.e., replace the jump integral by its compensated version,
X’εt = ∫ε≤|x|≤1,s∈[0,t] xJ’X (ds x dx) —– (5)
which, is a martingale. While Xε can be interpreted as an infinite superposition of independent Poisson processes, X’εshould be seen as an infinite superposition of independent compensated, i.e., centered Poisson processes to which a central-limit type argument can be applied to show convergence. An important implication of the Lévy-Itô decomposition is that every Lévy process is a combination of a Brownian motion with drift and a possibly infinite sum of independent compound Poisson processes. This also means that every Lévy process can be approximated with arbitrary precision by a jump-diffusion process, that is by the sum of Brownian motion with drift and a compound Poisson process.
# Sobolev Spaces
For any integer n ≥ 0, the Sobolev space Hn(R) is defined to be the set of functions f which are square-integrable together with all their derivatives of order up to n:
f ∈ Hn(R) ⇐⇒ ∫-∞ [f2 + ∑k=1n (dkf/dxk)2 dx ≤ ∞
This is a linear space, and in fact a Hilbert space with norm given by:
∥f∥Hn = ∫-∞ [f2 + ∑k=1n (dkf/dxk)2) dx]1/2
It is a standard fact that this norm of f can be expressed in terms of the Fourier transform fˆ (appropriately normalized) of f by:
∥f∥2Hn = ∫-∞ [(1 + y2)n |fˆ(y)|2 dy
The advantage of that new definition is that it can be extended to non-integral and non-positive values. For any real number s, not necessarily an integer nor positive, we define the Sobolev space Hs(R) to be the Hilbert space of functions associated with the following norm:
∥f∥2Hs = ∫-∞ [(1 + y2)s |fˆ(y)|2 dy —– (1)
Clearly, H0(R) = L2(R) and Hs(R) ⊂ Hs′(R) for s ≥ s′ and in particular Hs(R) ⊂ L2(R) ⊂ H−s(R), for s ≥ 0. Hs(R) is, for general s ∈ R, a space of (tempered) distributions. For example δ(k), the k-th derivative of a delta Dirac distribution, is in H−k−1/2</sup−ε(R) for ε > 0.
In the case when s > 1/2, there are two classical results.
Continuity of Multiplicity:
If s > 1/2, if f and g belong to Hs(R), then fg belongs to Hs(R), and the map (f,g) → fg from Hs × Hs to Hs is continuous.
Denote by Cbn(R) the space of n times continuously differentiable real-valued functions which are bounded together with all their n first derivatives. Let Cnb0(R) be the closed subspace of Cbn(R) of functions which converges to 0 at ±∞ together with all their n first derivatives. These are Banach spaces for the norm:
∥f∥Cbn = max0≤k≤n supx |f(k)(x)| = max0≤k≤n ∥f(k)∥ C0b
Sobolev embedding:
If s > n + 1/2 and if f ∈ Hs(R), then there is a function g in Cnb0(R) which is equal to f almost everywhere. In addition, there is a constant cs, depending only on s, such that:
∥g∥Cbn ≤ c∥f∥Hs
From now on we shall always take the continuous representative of any function in Hs(R). As a consequence of the Sobolev embedding theorem, if s > 1/2, then any function f in Hs(R) is continuous and bounded on the real line and converges to zero at ±∞, so that its value is defined everywhere.
We define, for s ∈ R, a continuous bilinear form on H−s(R) × Hs(R) by:
〈f, g〉= ∫-∞ (fˆ(y))’ gˆ(y)dy —– (2)
where z’ is the complex conjugate of z. Schwarz inequality and (1) give that
|< f , g >| ≤ ∥f∥H−s∥g∥Hs —– (3)
which indeed shows that the bilinear form in (2) is continuous. We note that formally the bilinear form (2) can be written as
〈f, g〉= ∫-∞ f(x) g(x) dx
where, if s ≥ 0, f is in a space of distributions H−s(R) and g is in a space of “test functions” Hs(R).
Any continuous linear form g → u(g) on Hs(R) is, due to (1), of the form u(g) = 〈f, g〉 for some f ∈ H−s(R), with ∥f∥H−s = ∥u∥(Hs)′, so that henceforth we can identify the dual (Hs(R))′ of Hs(R) with H−s(R). In particular, if s > 1/2 then Hs(R) ⊂ C0b0 (R), so H−s(R) contains all bounded Radon measures. | 2,328 | 7,205 | {"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-2022-33 | latest | en | 0.885837 |
https://www.jobilize.com/course/section/solution-by-substitution-by-openstax?qcr=www.quizover.com | 1,566,207,412,000,000,000 | text/html | crawl-data/CC-MAIN-2019-35/segments/1566027314721.74/warc/CC-MAIN-20190819093231-20190819115231-00328.warc.gz | 856,254,011 | 22,831 | # 5.5 Linear simultaneous equations
Page 1 / 1
## Equations and inequalities: linear simultaneous equations
Thus far, all equations that have been encountered have one unknown variable that must be solved for. When two unknown variables need to be solved for, two equations are required and these equations are known as simultaneous equations. The solutions to the system of simultaneous equations are the values of the unknown variables which satisfy the system of equations simultaneously, that means at the same time. In general, if there are $n$ unknown variables, then $n$ equations are required to obtain a solution for each of the $n$ variables.
An example of a system of simultaneous equations is:
$\begin{array}{c}\hfill 2x+2y=1\\ \hfill \frac{2-x}{3y+1}=2\end{array}$
## Finding solutions
In order to find a numerical value for an unknown variable, one must have at least as many independent equations as variables. We solve simultaneous equations graphically and algebraically.
## Graphical solution
Simultaneous equations can be solved graphically. If the graph corresponding to each equation is drawn, then the solution to the system of simultaneous equations is the co-ordinate of the point at which both graphs intersect.
$\begin{array}{c}\hfill x=2y\\ \hfill y=2x-3\end{array}$
Draw the graphs of the two equations in [link] .
The intersection of the two graphs is $\left(2,1\right)$ . So the solution to the system of simultaneous equations in [link] is $y=1$ and $x=2$ .
This can be shown algebraically as:
$\begin{array}{ccc}\hfill x& =& 2y\hfill \\ \hfill ∴\phantom{\rule{1.em}{0ex}}y& =& 2\left(2y\right)-3\hfill \\ \hfill y-4y& =& -3\hfill \\ \hfill -3y& =& -3\hfill \\ \hfill y& =& 1\hfill \\ \hfill \mathrm{Substitute into the first equation:}\phantom{\rule{2.em}{0ex}}\mathrm{x}& =& 2\left(1\right)\hfill \\ & =& 2\hfill \end{array}$
Solve the following system of simultaneous equations graphically.
$\begin{array}{ccc}\hfill 4y+3x& =& 100\hfill \\ \hfill 4y-19x& =& 12\hfill \end{array}$
1. For the first equation:
$\begin{array}{ccc}\hfill 4y+3x& =& 100\hfill \\ \hfill 4y& =& 100-3x\hfill \\ \hfill y& =& 25-\frac{3}{4}x\hfill \end{array}$
and for the second equation:
$\begin{array}{ccc}\hfill 4y-19x& =& 12\hfill \\ \hfill 4y& =& 19x+12\hfill \\ \hfill y& =& \frac{19}{4}x+3\hfill \end{array}$
2. The graphs intersect at $\left(4,22\right)$ .
3. $\begin{array}{ccc}\hfill x& =& 4\hfill \\ \hfill y& =& 22\hfill \end{array}$
## Solution by substitution
A common algebraic technique is the substitution method: try to solve one of the equations for one of the variables and substitute the result into the other equations, thereby reducing the number of equations and the number of variables by 1. Continue until you reach a single equation with a single variable, which (hopefully) can be solved; back substitution then allows checking the values for the other variables.
In the example [link] , we first solve the first equation for $x$ :
$x=\frac{1}{2}-y$
and substitute this result into the second equation:
$\begin{array}{ccc}\hfill \frac{2-x}{3y+1}& =& 2\hfill \\ \hfill \frac{2-\left(\frac{1}{2}-y\right)}{3y+1}& =& 2\hfill \\ \hfill 2-\left(\frac{1}{2}-y\right)& =& 2\left(3y+1\right)\hfill \\ \hfill 2-\frac{1}{2}+y& =& 6y+2\hfill \\ \hfill y-6y& =& -2+\frac{1}{2}+2\hfill \\ \hfill -5y& =& \frac{1}{2}\hfill \\ \hfill y& =& -\frac{1}{10}\hfill \end{array}$
$\begin{array}{ccc}\hfill ∴\phantom{\rule{1.em}{0ex}}x& =& \frac{1}{2}-y\hfill \\ & =& \frac{1}{2}-\left(-\frac{1}{10}\right)\hfill \\ & =& \frac{6}{10}\hfill \\ & =& \frac{3}{5}\hfill \end{array}$
The solution for the system of simultaneous equations [link] is:
$\begin{array}{ccc}\hfill x& =& \frac{3}{5}\hfill \\ \hfill y& =& -\frac{1}{10}\hfill \end{array}$
Solve the following system of simultaneous equations:
$\begin{array}{ccc}\hfill 4y+3x& =& 100\hfill \\ \hfill 4y-19x& =& 12\hfill \end{array}$
1. If the question does not explicitly ask for a graphical solution, then the system of equations should be solved algebraically.
2. $\begin{array}{ccc}\hfill 4y+3x& =& 100\hfill \\ \hfill 3x& =& 100-4y\hfill \\ \hfill x& =& \frac{100-4y}{3}\hfill \end{array}$
3. $\begin{array}{ccc}\hfill 4y-19\left(\frac{100-4y}{3}\right)& =& 12\hfill \\ \hfill 12y-19\left(100-4y\right)& =& 36\hfill \\ \hfill 12y-1900+76y& =& 36\hfill \\ \hfill 88y& =& 1936\hfill \\ \hfill y& =& 22\hfill \end{array}$
4. $\begin{array}{ccc}\hfill x& =& \frac{100-4\left(22\right)}{3}\hfill \\ & =& \frac{100-88}{3}\hfill \\ & =& \frac{12}{3}\hfill \\ & =& 4\hfill \end{array}$
5. $\begin{array}{ccc}\hfill 4\left(22\right)+3\left(4\right)=88+12& =& 100\hfill \\ \hfill 4\left(22\right)-19\left(4\right)=88-76& =& 12\hfill \end{array}$
A shop sells bicycles and tricycles. In total there are 7 cycles (cycles includes both bicycles and tricycles) and 19 wheels. Determine how many of each there are, if a bicycle has two wheels and a tricycle has three wheels.
1. The number of bicycles and the number of tricycles are required.
2. If $b$ is the number of bicycles and $t$ is the number of tricycles, then:
$\begin{array}{ccc}\hfill b+t& =& 7\hfill \\ \hfill 2b+3t& =& 19\hfill \end{array}$
3. $\begin{array}{ccc}\hfill b& =& 7-t\hfill \\ \hfill \mathrm{Into second equation:}\phantom{\rule{1.em}{0ex}}2\left(7-\mathrm{t}\right)+3\mathrm{t}& =& 19\hfill \\ \hfill 14-2t+3t& =& 19\hfill \\ \hfill t& =& 5\hfill \\ \hfill \mathrm{Into first equation:}:\phantom{\rule{1.em}{0ex}}\mathrm{b}& =& 7-5\hfill \\ & =& 2\hfill \end{array}$
4. $\begin{array}{ccc}\hfill 2+5& =& 7\hfill \\ \hfill 2\left(2\right)+3\left(5\right)=4+15& =& 19\hfill \end{array}$
## Simultaneous equations
1. Solve graphically and confirm your answer algebraically: $3a-2b7=0$ , $a-4b+1=0$
2. Solve algebraically: $15c+11d-132=0$ , $2c+3d-59=0$
3. Solve algebraically: $-18e-18+3f=0$ , $e-4f+47=0$
4. Solve graphically: $x+2y=7$ , $x+y=0$
Is there any normative that regulates the use of silver nanoparticles?
what king of growth are you checking .?
Renato
What fields keep nano created devices from performing or assimulating ? Magnetic fields ? Are do they assimilate ?
why we need to study biomolecules, molecular biology in nanotechnology?
?
Kyle
yes I'm doing my masters in nanotechnology, we are being studying all these domains as well..
why?
what school?
Kyle
biomolecules are e building blocks of every organics and inorganic materials.
Joe
anyone know any internet site where one can find nanotechnology papers?
research.net
kanaga
sciencedirect big data base
Ernesto
Introduction about quantum dots in nanotechnology
what does nano mean?
nano basically means 10^(-9). nanometer is a unit to measure length.
Bharti
do you think it's worthwhile in the long term to study the effects and possibilities of nanotechnology on viral treatment?
absolutely yes
Daniel
how to know photocatalytic properties of tio2 nanoparticles...what to do now
it is a goid question and i want to know the answer as well
Maciej
Abigail
for teaching engĺish at school how nano technology help us
Anassong
Do somebody tell me a best nano engineering book for beginners?
there is no specific books for beginners but there is book called principle of nanotechnology
NANO
what is fullerene does it is used to make bukky balls
are you nano engineer ?
s.
fullerene is a bucky ball aka Carbon 60 molecule. It was name by the architect Fuller. He design the geodesic dome. it resembles a soccer ball.
Tarell
what is the actual application of fullerenes nowadays?
Damian
That is a great question Damian. best way to answer that question is to Google it. there are hundreds of applications for buck minister fullerenes, from medical to aerospace. you can also find plenty of research papers that will give you great detail on the potential applications of fullerenes.
Tarell
what is the Synthesis, properties,and applications of carbon nano chemistry
Mostly, they use nano carbon for electronics and for materials to be strengthened.
Virgil
is Bucky paper clear?
CYNTHIA
carbon nanotubes has various application in fuel cells membrane, current research on cancer drug,and in electronics MEMS and NEMS etc
NANO
so some one know about replacing silicon atom with phosphorous in semiconductors device?
Yeah, it is a pain to say the least. You basically have to heat the substarte up to around 1000 degrees celcius then pass phosphene gas over top of it, which is explosive and toxic by the way, under very low pressure.
Harper
Do you know which machine is used to that process?
s.
how to fabricate graphene ink ?
for screen printed electrodes ?
SUYASH
What is lattice structure?
of graphene you mean?
Ebrahim
or in general
Ebrahim
in general
s.
Graphene has a hexagonal structure
tahir
On having this app for quite a bit time, Haven't realised there's a chat room in it.
Cied
what is biological synthesis of nanoparticles
how did you get the value of 2000N.What calculations are needed to arrive at it
Privacy Information Security Software Version 1.1a
Good
Got questions? Join the online conversation and get instant answers! | 2,801 | 9,079 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 42, "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} | 4.8125 | 5 | CC-MAIN-2019-35 | longest | en | 0.854874 |
https://math.answers.com/Q/How_many_yards_are_in_181_feet | 1,657,013,973,000,000,000 | text/html | crawl-data/CC-MAIN-2022-27/segments/1656104542759.82/warc/CC-MAIN-20220705083545-20220705113545-00694.warc.gz | 425,097,361 | 39,041 | 0
# How many yards are in 181 feet?
Wiki User
2011-05-16 21:01:27
There are 3 feet in one yard. Therefore, 181 feet is equal to 181/3 = 60.3 recurring (that is, 60.3333...) yards.
Wiki User
2011-05-16 21:01:27
Study guides
20 cards
➡️
See all cards
3.75
1045 Reviews | 105 | 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} | 3.296875 | 3 | CC-MAIN-2022-27 | latest | en | 0.919804 |
http://www.wrds.us/index.php/forum_wrds/viewthread/532/ | 1,547,988,620,000,000,000 | text/html | crawl-data/CC-MAIN-2019-04/segments/1547583716358.66/warc/CC-MAIN-20190120123138-20190120145138-00508.warc.gz | 403,777,407 | 8,798 | Search
How to calculate annual compounding returns based on monthly return data
Posted: 24 October 2015 12:31 AM [ Ignore ]
Newbie
Total Posts: 14
Joined 2014-11-08
Dear Joost,
My question is the same as the following one.
Currently I have multiple years’ data for multiple firms of the monthly stock returns.
Firm_ID year month return
101 2002 1 0.05
...
101 2014 12 0.03
102 2003 1 0.035
...
102 2007 12 0.045
.....
205 2004 1 0.065
...
If I calculate it by hand then:
annual compounding return=(1+ Ret_month1)*(1+Ret_month2)*(1+Ret_month3)*...*(1+Ret_month11)*(1+Ret_month12)
I found an answer in communities.sas.com as follows:
data want;
do
until (last.year);
set have;
by firm_id year;
if
first.year then
compound_ret
=1;
compound_ret=compound_ret*(1+return);
end;
run
I cannot understand the seventh code. I think the code should be: compound_ret=lag(compound_ret) * (1+return).
No matter which code I use, the compound_ret is lagger than the result by summing up these monthly return.
Could you help me? Thank you.
Regards,
Emily
Profile
Posted: 24 October 2015 07:32 AM [ Ignore ] [ # 1 ]
Total Posts: 901
Joined 2011-09-19
hi Emily,
I prefer to use ‘retain’ and compound returns this way:
/* can be done without this 'key' variable, but it makes it more transparent what is happening */
data withKey;
set dsIn;
key firm_id || year/* create unique id for each firm-year */
run;
/* next data step with 'by' needs sorting */
proc sort data=withKeyby key;run;
/* calculate the cumulative pre announcement return, only keep the last record for each 'key';*/
data computeRet;
set withKey;
by key;
retain cumRet/* this will 'remember' cumRet over the rows */
if first.key then cumRet 1/* new firmyear: reset cumulative return */
cumRet cumRet* (1+ret);
if
last.key then output/* only keep last row for each firmyear */
run
Best,
Joost
Signature | 632 | 1,880 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.875 | 3 | CC-MAIN-2019-04 | latest | en | 0.400702 |
https://de.scribd.com/document/352409436/c121ps306wztkar | 1,560,945,534,000,000,000 | text/html | crawl-data/CC-MAIN-2019-26/segments/1560627998959.46/warc/CC-MAIN-20190619103826-20190619125826-00529.warc.gz | 388,857,808 | 63,341 | You are on page 1of 4
# Chem 121 Problem set III - 1
## Problem Set III Stoichiometry
Molar mass and numbers of atoms
## 3. How many molecules of ethane (C2H6) are present in 50.3 g of ethane?
4. Calculate the mass of carbon in 125.0 grams of aniline, C6H7N. This compound is the starting material for
many dyes.
5. A 40.0 mg sample of the compound X4O10 contains 22.5 mg of oxygen atoms. What is the atomic mass of
element X?
6. A sample of a compound with the formula MCl2.2H2O has a mass of 0.642 g. When the compound is heated
to remove the water of hydration (represented by 2H2O in the formula), 0.0949 g of water is collected. What
element is M?
7. A 1.443 g sample of a metal is reacted with excess oxygen to yield 1.683 g of the oxide M2O3. Calculate the
atomic mass of the element M.
% Composition
8. Calculate the weight percent of each element in each of the following compounds:
(a) C2H5OH %C = 52.144, %H = 13.127, %O = 34.729
(b) Ca(HCO3)2 %ca = 24.72, %C = 14.82, %H = 1.24, %O = 59.22
(c) MgNH4PO4 %Mg = 17.70, %N = 10.20, %H = 2.936, %P = 22.56, %O = 46.61
9. When a 0.761 g sample of a compound of C and H is burned in an combustion apparatus, 2.23 g CO2 and
1.37 g H2O are produced. Determine the % composition of the compound.
## Empirical Formula and Molecular Formula
10. An organic compound (0.1014 g) which contains only carbon, hydrogen and oxygen, was combusted to give
0.1486g of carbon dioxide and 0.0609 g of water. Find the empirical formula of the compound.
11. What is the empirical formula of the compound with the following composition:
32.79% Na, 13.02% Al, 54.19% F.
12. An oxide of lanthanum (LaxOy) was reduced with hydrogen gas to yield the pure metal.
## ? LaxOy(s) + ? H2(g) ? La(s) + ? H2O(l)
A 0.3167 g sample of lanthanum oxide gave 0.05254 g of water. Calculate the empirical formula of lanthanum
oxide. Show all your work and be careful with significant figures.
13. In an experiment, titanium was reacted with excess sulphur to form titanium sulphide. Amazingly, 100% of
the titanium reacted formed the desired product. The following data were obtained:
Weight of crucible 11.120 g
Weight of titanium 8.820 g
Weight of crucible and product 31.700 g
a) What is the percent composition of titanium sulphide?
b) What is the empirical formula for titanium sulphide?
Chem 121 Problem set III - 2
14. An oxide of molybdenum with the chemical formula Mo2O3(s) is converted completely to another oxide. The
Mo2O3(s) had a mass of 12.64 g and the new oxide had a mass of 13.48 g. Determine the empirical formula of
the new oxide.
Balancing Equations
## 15. Balance the following equations:
N2O5(g) + H2O(l) HNO3(aq)
Mg2C3(s) + H2O(l) Mg(OH)2(s) + C3H4(g)
PCl5(l) + H2O(l) H3PO4(aq) + HCl(aq)
Cr(s) + S8(s) Cr2S3(s)
Au2S3(s) + H2(g) Au(s) + H2S(g)
NH4ClO4(s) + Al(s) Al2O3(s) + N2(g) + HCl(g) + H2O(g)
16. Balance the reaction in which sodium metal, reacts with bromine molecules, to make ionic sodium bromide,
NaBr.
17. Write and balance the equation for the complete combustion of butane, C4H10, a common fuel.
## Calculations based on equations
18. Gaseous ammonia is reacted with red-hot copper(II)oxide (CuO) to form N2 and metallic copper.
a) How many moles of CuO react with 0.445 moles of ammonia?
b) How many grams of N2 can form from 3.18 moles of CuO in the presence of excess ammonia?
c) How many grams of ammonia must react in the presence of excess CuO to produce 55.0 grams of copper?
19. For the chemical reaction below, if 100. g of WO3 is used, what mass of hydrogen is required and what
masses of tungsten and water are formed ?
WO3 + 3 H2 W + 3 H2O
20. The solid fuel in the booster stage of the space shuttle is a mixture of ammonium perchlorate and aluminium
powder, which react as follows:
## Balance the equation.
What mass of aluminium should be mixed with 5.0 x 103 kg of ammonium perchlorate?
21. Camels store the fat tristearin (C57H110O6) in the hump. As well as being a source of energy the fat is a
source of water, because when it is used the reaction below takes place. What mass of water is available from
1.0 kg of fat? The equation is not balanced.
## C57H110O6(s) + O2(g) CO2(g) + H2O(l)
22. Barium peroxide, (BaO2), and barium carbonate both decompose on heating:
## BaCO3(s) BaO(s) + CO2(g)
The reactions are not balanced. If 14.53 g of a mixture of BaO2 and BaCO3 are heated and after decomposition
is complete, 12.37 g of BaO remains, what is the composition of the original mixture?
## Limiting reactants (reagents)
23. Nitrogen gas (N2) can be prepared by passing gaseous ammonia (NH3) over solid copper (II) oxide at high
temperatures. The other products of the reaction are solid copper and water vapour. If 18.1 g of ammonia is
Chem 121 Problem set III - 3
reacted with 90.4 g of copper (II) oxide, how many grams of nitrogen gas will be formed and what weight of the
excess reagent remains?
24. When Xenon difluoride (XeF2) dissolves in water, it slowly reacts with water to produce xenon gas, hydrogen
fluoride and oxygen:
XeF2(s) + H2O(l) Xe(g) + HF(g) + O2(g)
Which is the limiting reagent when 1.00 g of xenon difluoride is dissolved in 50.0 g of water? What mass of
hydrogen fluoride can be produced and how much of the excess reagent remains?
25. Ammonia reacts with oxygen to produce nitrogen oxide and water, according to the following unbalanced
equation:
NH3 (g) + O2(g) NO(g) + H2O(l)
If 2.00 g of ammonia is reacted with 4.50 g of oxygen
a) which is the limiting reagent?
b) how much NO is formed?
c) what mass of the excess reagent remains at the completion of the reaction?
26. Magnesium sulfate forms a hydrate, MgSO4 . nH2O, which is 51.2 % water by mass. Calculate the number of
water molecules in the molecular formula (find the value of n).
Percent yields
27. The theoretical yield of sodium perxenate (Na4XeO6) in a reaction was 1.25 g, but only 1.21 g was obtained.
What was the percentage yield of the reaction?
28. In the reaction of 4.0 moles of nitrogen with 6.0 moles of hydrogen, a chemist obtained 1.6 moles of
ammonia. What is the percent yield of ammonia?
29. A student reacts benzene, C6H6, with bromine, Br2, in an attempt to prepare bromobenzene, C6H5Br:
C6H6(l) + Br2(l) C6H5Br(l) + HBr(g)
a) What is the theoretical yield of bromobenzene in this reaction when 30.0 g of benzene reacts with 65.0 g of
Br2? Which is the limiting reagent and which reagent is in excess?
b) Dibromobenzene, C6H4Br2, is produced as a by-product in the synthesis of bromobenzene. If the actual yield
of bromobenzene was 56.7 g, what is the percentage yield?
30. When we inhale oxygen, we expire it as water vapour. We can regenerate oxygen by reacting the water
vapour with potassium superoxide, KO2 with KOH as a byproduct. When we react 25.0 grams of H2O with 25.0
grams of KO2, we obtain 15.3 grams of KOH. What are the theoretical and percent yields of KOH?
Sequential reactions
31. We use carbon, in a form called coke, in smelting to convert metal oxide ores such as hematite, Fe2O3, to
the metal in a 2-step process involving carbon monoxide, as an intermediate product.
2C + O2 CO
Fe2O3 + 3CO 2Fe + 3CO2
How many grams of carbon must we use to produce 750.0 grams of iron?
## Molarity and Mass of Solute
32. How many grams of sodium chloride are present in 125.0 g of solution that is 12.0% by mass NaCl?
33. The density of a 15.0% solution of NaCl is 1.108 g/mL. How many millilitres of this solution must we use to
obtain 75.0 g of NaCl?
34. What is the molarity of potassium nitrate, KNO3, in a solution prepared by dissolving 3.765 g of KNO3 in
enough water to make 375 mL of solution?
35. What is the molarity of a 20.00% solution of NaNO3? The solution density is 1.143 g/mL.
Chem 121 Problem set III - 4
Dilution of Solutions
36. If 25.00 mL of 0.3447 M NaCl is diluted to 1000.0 mL. What is the concentration of the diluted solution?
37. What is the molarity of potassium sulphate, K2SO4, in the solution made when we dilute 14.5 mL of aqueous
2.00 M K2SO4 solution with water to a final volume of 300.0 mL?
38. How many mL of water must we add to 5.00 mL of 12.0 M HCl to prepare a hydrochloric acid solution that is
0.600 M? Assume that the volumes are additive.
Solution Stoich
39. How many grams of silver nitrate, AgNO3, must we use to react completely with 75.00 mL of 0.420 M
potassium chromate, K2CrO4? The chemical equation is:
2AgNO3 +K2CrO4 Ag2CrO4 + 2KNO3
40. A 40.0 mL aliquot of an iron (II) solution was found to react completely with 22.4 mL of 0.0200 M aqueous
potassium permanganate according to the equation below. What is the concentration of the iron (II) solution ?
## MnO4(aq) + 8 H+(aq) + 5 Fe2+(aq) 5 Fe3+(aq) + Mn2+(aq) + 4 H2O(l)
41. We dissolve 3.778 g of a sample that contains some sodium oxalate, Na2C2O4, in water and acidify the
solution with excess sulphuric acid. The sample requires 18.74 mL of 0.08395 M KMnO4, potassium
permanganate, for complete reaction according to the equation below. What is the percent Na2C2O4 in the
sample? Assume that no other component reacts with the KMnO4 solution.
8H2SO4 + 2KMnO4 + 5Na2C2O4(aq) 8H2O + 2MnSO4 + 10CO2 + 5Na2SO4 + K2SO4
42. A 10.00 mL sample of sulphuric acid (H2SO4) from an automobile battery requires 32.74 mL of 2.15 M NaOH
for complete neutralization. What is the concentration of the sulphuric acid? The unbalanced equation is:
H2SO4(aq) + 2 NaOH(aq) Na2SO4(aq) + 2 H2O(l)
43. In a standardization of an NaOH solution, 0.7284 g of KHP (molar mass = 204.2 g/mol) is dissolved in water.
This KHP solution requires 34.58 mL of the NaOH solution for neutralization. Calculate the molarity of the
sodium hydroxide solution.
Mixture Problems
44. 1.000 g of a mixture of CuO and Cu2O is reduced quantitatively to give 0.8390 g of Cu. What is the
composition of the original mixture of copper oxides ?
45. A mixture of Mg and Zn having a mass of 1.000 g when burned in oxygen gas (O2) gave a mixture of MgO
and ZnO, which had a mass of 1.409 g. What is the percentage of Zn in the mixture?
46. A 0.502 g mixture of KCl and MgCl2 was treated with sulphuric acid. The evolved HCl gas was passed
through a water bath, which was subsequently neutralized with 75.82 mL of a standard 1.054 M NaOH solution.
What was the composition of the initial mixture of halides? (This is a toughie for coneheads!) | 3,238 | 10,359 | {"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-2019-26 | latest | en | 0.897607 |
https://spiral.ac/sharing/n2a6y7v/graphing-rational-functions-part-1 | 1,607,050,710,000,000,000 | text/html | crawl-data/CC-MAIN-2020-50/segments/1606141733120.84/warc/CC-MAIN-20201204010410-20201204040410-00098.warc.gz | 475,093,615 | 9,778 | graphing-rational-functions-part-1
# Interactive video lesson plan for: Graphing Rational Functions Part 1
#### Activity overview:
I show how to graph a rational function with a vertical and horizontal asymptote, x-intercepts, y-intercepts, and even or odd symmetry.
*Thank you Megan S. for your donation to get this video Closed Captioned:)
Check out http://www.ProfRobBob.com, there you will find my lessons organized by class/subject and then by topics within each class. Find free review test, useful notes and more at http://www.mathplane.com
Tagged under: graph,graphing,rational,function,equation,vertical,horizontal,asymptote,precalculus,algebra,math,tarrou,profrobbob,functions,equations,Precalculus,asymptotes,fraction,fractional,education,odd,symmetry,slant,examples
Clip makes it super easy to turn any public video into a formative assessment activity in your classroom.
Add multiple choice quizzes, questions and browse hundreds of approved, video lesson ideas for Clip
Make YouTube one of your teaching aids - Works perfectly with lesson micro-teaching plans
Play this activity
1. Students enter a simple code
2. You play the video
3. The students comment
4. You review and reflect
* Whiteboard required for teacher-paced activities
## Ready to see what elsecan do?
With four apps, each designed around existing classroom activities, Spiral gives you the power to do formative assessment with anything you teach.
Quickfire
Carry out a quickfire formative assessment to see what the whole class is thinking
Discuss
Create interactive presentations to spark creativity in class
Team Up
Student teams can create and share collaborative presentations from linked devices
Clip
Turn any public video into a live chat with questions and quizzes
### Spiral Reviews by Teachers and Digital Learning Coaches
@kklaster
Tried out the canvas response option on @SpiralEducation & it's so awesome! Add text or drawings AND annotate an image! #R10tech
Using @SpiralEducation in class for math review. Student approved! Thumbs up! Thanks.
@ordmiss
Absolutely amazing collaboration from year 10 today. 100% engagement and constant smiles from all #lovetsla #spiral
@strykerstennis
Students show better Interpersonal Writing skills than Speaking via @SpiralEducation Great #data #langchat folks! | 518 | 2,325 | {"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} | 2.703125 | 3 | CC-MAIN-2020-50 | latest | en | 0.823119 |
http://excel.bigresource.com/Maximum-7-Nested-IF-Statements-Formula-fOao1r8m.html | 1,544,400,324,000,000,000 | text/html | crawl-data/CC-MAIN-2018-51/segments/1544376823228.36/warc/CC-MAIN-20181209232026-20181210013526-00111.warc.gz | 90,314,326 | 13,620 | Maximum 7 Nested IF Statements Formula
Jul 5, 2007
I know there is a maximum of 7 nested IF statements available but I cannot get the following formula to work, even though it only has 7 IF's
=SUM(IF(Department=J\$88,IF(Progress_StatusCNP,IF(Progress_StatusCSO,IF(Progress_StatusNS,IF(Current_Phase=\$B91,IF(MID(Progress_Status,1,7)="On Hold",IF(MID(Group_Procurement_Involved?,1,3)="Yes",In_Year_Opportunity__2007,0),0))))/1000)))
CNP, CSO and NS are named cells, all named ranges are the same size and the formula is entered with Ctrl & Shift to make an array formula.
Nested If Statements Maximum
Dec 13, 2006
Income less than 10,000 490 flat fee
Between 10,000 100,000 9.00%
Next 100,001 400,000 7.00%
Max 400,001 800,000 4.25%
iF(F19midbandMAX,(LowerbandMAX*lowerbandPERCENT)+(midMAXAMOUNT*midbandPERCENT)+(F19-imidbandMAX)*maxbandPERCENT))))
And excel is kicking out the formula "You've entered too many arguments"
(the formula doesn't cater for the 800000 max yet either
Excel 2010 :: Maximum Number Of Nested IF Statements
Jul 29, 2014
1) What's the maximum limit of IF statements in a formula for MS Excel 2010?
2) I have 8 nested IF statements, but I am having trouble with the False part of the argument. I was able to get the False part to work for the 4th argument (because I simply put a comma and closed it's respective colored parenthesis) but the following 3 I can't seem to get and the following message pops when I hit enter "The formula you typed contains an error."
For the False part of the remaining 3 nested statement which is at the end of the formula I just type:
IF(\$E\$2="Q3"........)))IF(\$E\$2="Q2".....)))IF(\$E\$2="Q1")))
And close it's respective colored IF statement argument. I tried putting a comma at the end of each False part for the arguments but it pops with the message "You've entered too many arguments for this function."
Nested IF Statements Or Similar Formula
Oct 16, 2009
Trying to make it even more complicated....probably again misplaced my parenthesis
=IF((AND('Input Page'!B43="-",OR('Input Page'!B13="New Lease In-House",'Input Page'!B13="New Lease w/Co-Broker")),'Analysis Report'!D57*'Input Page'!B32/”2”,'Analysis Report'!D57*'Input Page'!B32/"4",IF(AND('Input Page'!B43="-",OR('Input Page'!B13="Renewal In-House",'Input Page'!B13="Renewal w/Co-Broker",’Input Page’!B13=”Expansion In-House”,Input Page’!B13=”Expansion w/Co-Broker),'Analysis Report'!D57*'Input Page'!B32,'Analysis Report'!D57*'Input Page'!B32/"2"))
Named Formula For Mega Nested If Statements
Sep 23, 2006
creating Named Formulas to handle nested IF & And statements, to get around excel's limit of 7 nested IF statements.
First of all, is it possible to create a Named Formula with combined IF with AND statement such as: =IF(AND(F26>=54,F26<=77.99),"2x3"," ")--I am getting a periodic error message: "Cell with block IF function should not contain anything else."?
I am trying to: 1. Contstruct two separate Mega formulas using IF & AND to determine what range of sizes , located in Col "F", should fall into which SIZE_CAT, sample of ranges are as follows:
SIZE_CATSIZE IN TOTAL INCHES
2X3 54 thru 77.99
3X5 78 thru 108
4X6 108 thru 138
2. Name these two formulas, FirstNamed and SecondNamed
FirstNamed formula is:=IF(AND(F26>=54,F26<=77.99),"2x3",IF(AND(F26>=78,F26<=108),"3x5",IF(AND(\$F26>=108,\$F26<=138),"4x6",IF(AND(\$F26>=138.01,\$F26<=168),"5x8",""))))
SecondNamed formula is:=IF(AND(\$F30>=168.01,\$F30<=198),"6x9",IF(AND(\$F30>=198.01,\$F30<=234),"8x10",IF(AND(\$F30>=234.01,\$F30<=270),"9x12",IF(AND(\$F30>=270.01,\$F30<=320),"10x14",IF(AND(\$F30>=320.01,\$F30<=500),"Larger","")))))
3. Combine two named formulas with a "Master Formula" such as:
=IF(FirstNamed,FirstNamed,SecondNamed)
I got the IF with AND formulas to work in a test columns, but cannot seem to get them to respond properly when trying to get them into a Named Formula(s).
I have attached an example of the workbook.
IFERROR Formula Not Working With Nested IF Statements And ROUND
Jan 11, 2010
I am trying to use the following formula in Microsoft Excel 2007-
ROUND(IF(DataInput!\$D\$5 = "Black",0.81*E4*O4,(IF(DataInput!\$D\$5 = "Red",J4*0.025*E4*O4,(IF(DataInput!\$D\$5="Green",(57.00+IF(J4>25,(J4-50)*33.59,0))*O4))))),2
I want to use an IFERROR statement. If the results do not equal Black, Red or Green, I want the data to error so I can have the word FIX showing.
Nested IF Statements: Combine The Two Statements
Oct 14, 2009
How can I combine the two below statements like these to make one "Or Statement"? Sorry...I haven't done excel and/or's in forever?
=IF(('Proj Info'!L10="main")*AND('Proj Info'!L9="CT"),"BMSVC",'Proj Info'!L9)
OR
=IF(('Proj Info'!L10="serv")*AND('Proj Info'!L9="CT"),"BMSVC",'Proj Info'!L9)
Nested 'IF' Statements
Oct 30, 2009
I'm hoping someone can help me sort this out. I have a formula I need te determine if a TAT was 'met' or 'missed' and it has multiple criteria. Here is the formula I am trying to get to work:
=IF(AND(I2="Amendments",F2<=3,IF(AND(I2="Renewals",F2<=1,OR(D2<=G2)))),"Met",IF(F2="n/a","n/a","Missed"))
I've been able to get separate pieces of the formula to work correctly, example:
=IF(AND(F2<>"n/a",I2="Amendments",F2<=3,OR(D2<=G2)),"Met",IF(F2="n/a","n/a","Missed"))
but when I try to combine everything into one string I can not get it to work.
Nested VBA IF Statements
Jan 12, 2010
I cannot get the following nested IF statements to work and get the "Else without If" error for the first Else If statement. I had assumed the first "If" would apply to this
Private Sub ReconcileNow()
If txtTValue = "" Then
Exit Sub
End If
Difference Between With And Nested If Statements?
Mar 27, 2014
In the example below, could you use anything else other than "with"? Couldn't you use two if's?
[Code]....
Using Nested IF AND Statements To Display A Sum
Sep 29, 2009
I have ranges that are added (E11,E14,E16,E18) if no exemptions exist (my check boxes). I have IF statements with two check boxes. If one checkbox is selected a seperate calculation is performed and the result is placed in cell AH49. My other check box places it's formula in cell AH50. But if I check both boxes I want the value from cell AH52 to display. However, it doesn't display, it gives the value from cell AH49. Is the code wrong?
Nested IF Statements Using VLOOKUPs
Dec 13, 2013
I'm trying to nest the following:
=IF(VLOOKUP(\$F6,'Dept location'!\$A:\$B,2,FALSE)>0,VLOOKUP(\$F6,'Dept location'!\$A:\$B,2,FALSE),FALSE)
=IF(VLOOKUP(\$H6,'Project location'!\$C:\$K,9,FALSE)>0,VLOOKUP(\$H6,'Project location'!\$C:\$K,9,FALSE),FALSE)
=IF(VLOOKUP(\$V6,'Dept location'!\$A:\$B,2,FALSE)>0,VLOOKUP(\$V6,'Dept location'!\$A:\$B,2,FALSE),FALSE)
To start with, not sure I have the ">0" part correct in the above IF statements. That expression is meant to be asking it: Is the VLOOKUP finding valid data (result #N/A)?
Next, comes the nesting part. If the VLOOKUP isn't finding valid data (result = #N/A), then I want it to move on to the next IF statement.
I have 3 different columns I want it to look at; hence, the 3 IF statements. In the end, if none of the three IF statements results in any valid data, I want it to give the result "Research".
IF Statements With Nested INDEX MATCH
Jul 7, 2014
I am trying to write one Excel formula that can accomplish the following: Review a Discount Sheet to determine whether a Class Name should be purchased based on its current discount compared to my Target Discount for that Class Name. The majority of the time, weekly discount changes occur in 5-10% increments, but occasionally they will occur in increments of 20% or more. If a discount percentage increases by 20% or more and surpasses my Target Discount, the current method I am using to automate this process does not work.
Example: Last week's discount in cell G2 is 25%, and this week's discount in cell H2 is 40%. The Target Discount for that class is 30%, so under my current system I would not request that Class Name for purchasing because the current discount does not exactly equal my Target Discount, even though the previous week's discount did not exceed my Target Discount and now I should purchase that Class Name because the discount has gone from not meeting to exceeding my Target Discount.
INDEX MATCH used to retrieve current discount:
=INDEX('Discount Sheet'!\$H\$2:\$H\$4910,MATCH(A3,'Discount Sheet'!\$F\$2:\$F\$4910,0))
Validity Test in Cell F2 to compare Current Discount to Target Discount:
=E2=C2
NOTE: The above validity test could include a >= to capture Current Discounts that have exceeded the Target Discount; however, over time all Current Discounts will exceed the Target Discount. It is only when last week's discount did not exceed the Target Discount and now the Current Discount does exceed the Target Discount should a class be purchased.
The final result of this formula should be "TRUE' or "FALSE" without having to cut and paste any data for additional validity comparisons.
Multiple Conditions In Nested IF Statements
Apr 9, 2009
I've been using nested IF statements, with success for a while, but now I'm into my fourth nested statement I'm starting to get some problems.
=IF(\$P15>0,SUM(IF(APR09!\$M\$2:\$M\$500=Department!\$M\$1,IF(APR09!\$B\$2:\$B\$500=\$Q\$6,IF((AND(APR09!\$G\$2:\$G\$ 500<>Department!\$N\$29,APR09!\$G\$2:\$G\$500<>Department!\$N\$30)),1,0),\$N\$2))))
Is what I've come up with so far. However, this returns 0, even though there are 3 items which should resolve the criteria. The main problem is here: IF((AND(APR09!\$G\$2:\$G\$500<>Department!\$N\$29,APR09!\$G\$2:\$G\$500<>Department!\$N\$30))
Where I am trying to make the sum increase by 1 if the cell from the row in question, having made it through the first 3 IF statements is not equal to either of those two cells (a range would be better) then the Sum needs to be increased by 1.
Nested IF Statements To Incorporate Another Component
Jul 1, 2009
I have this nested if statement, but my last IF statement needs to incorporate another component.
Nested If Statements With Multiple Variables
Apr 29, 2013
I am very new at in depth excel formulas, usually in my daily work I can get by with simple summations, if statements etc. This one has thrown me for a loop.
I'm making a spreadsheet on soil compressibility and I feel like I am just knocking my head against the wall. Here is what I am working with. I need to calculate values in a column, we'll call them "Rm" values.
There are a few basic things that dictate which "Rm" equation you use. I'm substituting V,W,X,Y,Z in for the equations to simplify the question.
I = 3 Rm= W*log(K)
.6
Limitation Of 7 Nested IF Statements - Alternate
Apr 27, 2007
I have a workbook with two worksheets, Sheet1 and Sheet2. Sheet2 contains a table of values that need to be input into a cell on Sheet1, pending the results of comparing two other cells on Sheet1. I have 8 possible variations resulting from that comparison and I cannot make this work as the IF statement limits you to 7 deep.
Example:
Sheet1
A1 (text string value) = LOWER
B1 (text string value) = L1
C1 (currency with no decimals) = Sheet2!Somecell (decision of which cell to use depends on combination of A1 and B1)
A1 can be either the string "LOWER" or "MIDDLE". B1 can be the strings "L1", "L2", "L3", or "L4". The strings in B1 are not cell references, but simple text. This leads to four variations for a row that has "LOWER" in it's A column, and the same for "MIDDLE" - totaling 8 possible combinations.
Depending on the combination, I need to input a number from Sheet2 and that number is different for each unique combination of the eight possibilities. There is no mathematical calculation taking place on Sheet2 - just an "if x and y then z" decision on Sheet1. I will use the value of Sheet1!C1 in other math functions on Sheet1.
VBA Run Time Error 13 In Nested Conditional Statements?
Jul 17, 2012
I am using VBA to put a formula into a cell. The formula is
VB: = IFERROR(VLOOKUP(LEFT(A5,11), 'New Quarterly Report'!A\$11:E\$37,3,FALSE), " - ")
But when I try to put this into a cell using the value option, I get a run time error 13: Type Mismatch. No problems while im compiling it but it comes up only during execution
VB: Sheets("Summation Table Template").range("B4").Value = "= IFERROR(VLOOKUP(LEFT(A5,11),'New Quarterly Report'!A\$11:E\$37,3,FALSE), " - ")"
When I try to put only the VLOOKUP, it works fine.
VB: Sheets("Summation Table Template").range("B4").Value = "= VLOOKUP(LEFT(A5,11),'New Quarterly Report'!A\$11:E\$37,3,FALSE)"
But I want the cell to not show #N/A when a value through vlookup is not found. Other formulas Iv tried are to use ISERROR with IF and also to store the formaula in a string and then put it into Range.Value but it still gives me a run time error 13.
Revenue Allocation Using Combined/Nested IF Statements
Jul 24, 2008
I have been asked to go through some information which has over 200 000 lines, what I need to do is as follows:
where order number is unique, revenue source = "Unique"
where order number appears more than once, check division to see if it appears in more than one division, if it does revenue source = "Cross Selling", if it does not then revenue source = "Divisional Package"
I need all of the above in formula line which will be inserted in the revenue source column
I have attached the file with a sample of the information I am using.
Returning Text From Nested IF And Vlookup Statements
Jul 26, 2006
I am trying to return a text statement using nested IF statements. In order to find the value in the IF statements, I have to use lookups.
Example: ....
Consolidating Lists And Nested SumIf(AND / Countif(AND Statements
Jun 10, 2014
I am trying to produce a report of supplier transactions sorted by area code. I have a spreadsheet of data consisting of Supplier Code, Supplier Name, Transaction Amount and Area Code.
I want to be able to firstly seperate the transactions by area, then also consolidate the data so it shows one row per supplier with total amount spent on that supplier and a transaction count on that supplier. I know how to sumif the transaction total and countif the transaction count.
However I have problems consolidating the suppliers in to one row per unique supplier and I also have problems nesting an AND statement in to the sumif/countif statements. I need additional criteria in the forumula to only count transactions in a specified area code.
I've attached an example spreadsheet to make it alot clearer. See results sheet in this workbook.
Excel 2010 :: Logic Error In Nested If Then Statements
Oct 15, 2011
Using Excel 2010.
I extracted data from .pdf to Excel using Able2Extract. Now I need to scrub the output a bit.
I see commonalities in the data for the start and stop of each set of data that I can key in on.
Once I find the start and stop points for each set of data I would like to fill all rows in-between the points and then discard anything that remains outside of these boundaries.
I have something wrong in my logic, way too many rows are deleted.
Code:
Option Explicit
Sub GetLineSets()
'Purpose: Identify relevant line sets, delete all other rows
Dim wbBook As Workbook
Dim wsData As Worksheet
Dim strFormula As String
Dim lngRows As Long
Dim C As Range
Dim blnFlag As Boolean
[Code] ......
Excel 2010 :: If Statements For Date Ranges (Nested)
May 18, 2013
I have got a table with data from 2005 to date, (for example) For the purpose of what I am doing I need a column which shows date ranges between September 2005 - August 2006 to show as 2005/2006, then September 2006 - August 2007 to show as 2006/2007. I have done some research and seen that, Potentially, a nested 'IF' can be used but it can only be used 7 times which would cause a problem going forward....
Is this the only way or is there a better way (without using VB)?
I am using Excel 2010
Data Validation With Nested IF Statements Or VLOOKUP Does Not Work
Jun 12, 2009
Excel spreadsheet will contain a form that will consist of drop down boxes (data validation). Each drop down box will define the data that can be selected in the next drop down box.
The way I initially went about it, is creating nested IF statements. However, we all know there is a limit of 7 nested IF statements. I have 10! So below formula does not work:
=if(B5=1,F5:I5, if(B5=2, F6:I6, if(B5=3, F7:H7, if(B5=4, F8:J8, if(B5=5, F9:H9, if(B5=6,F10:G10, if(B5=7,F11:H11, if(B5=8,F12:H12, if(B5=9, F13:I13, if(B5=10, F14:K14))))))))))
I tried other workarounds such as CONCATENATE, or & signs. No luck. VLOOKUP does not work also, because there are multiple columns in col_index_num. Anything else I try gives me this message:
“The List Source must be a delimited list, or a reference to a single row or column”
What should really happen is this:
User selects value in first list box. Second list box shows values associated wih the value from the first drop down only.
Concatenate Formula Nested Within IF Formula Is Not Producing Expected Results
Aug 24, 2014
I am trying to use a combination of Concatenate and IF formula to produce an email.
My input.
D4: First Name:
D5: Middle Name:
D6: Last Name:
D8: Organization:
Once all these are filled, I want the formula to produce a result like
FirstName.M.LastName@Organization.com
I have used the following formula.
[Code] .....
Problem is if there is a middle name the formula works fine, but in case where there is no middle name, it produces the following result.
FirstName..LastName@Organization.com
How do I remove the additional (.) in cases where there is no middle name.
Attached File : Email Generator.xlsx‎
SUM MAXIMUM Or Index/Max: Count Number Based On The Maximum Time??
Oct 23, 2008
I was hoping that my formula would give me the count number based on the Maximum time (latest time) and the Name field...My result is a 0 instead of 62 (the correct answer).
Would a Index/Match/MAX function be more efficient?
Using =MAXIMUM With A Formula
Jan 20, 2010
I am having an issue getting MAX to pull the largest number from a range of numbers calculate by formulas. The code I am using to figure these numbers is as follows:
2 IF Statements In 1 Formula?
Dec 6, 2013
I have 2 conditions that I need to apply.
Many If, Or Statements In One Formula
Dec 4, 2008
I have a spreadsheet which I need to write a formula which looks at a field and if the number in the field starts with either 55, 50 or 78 it populates my selected field. This is an example of what I am trying to do :
Find MAXIMUM, Show Date When MAXIMUM Occurred
Oct 9, 2008
Look in Column E and find the MAX value. Once you find the MAX value, (let's say E27) display the date that's in C27. I bet this is really easy but I've been screwing around with it for over a half hour and can't get the correct result. | 5,147 | 18,913 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.921875 | 3 | CC-MAIN-2018-51 | latest | en | 0.863396 |
http://www.andrijar.com/vectors/vectors.php | 1,550,855,492,000,000,000 | text/html | crawl-data/CC-MAIN-2019-09/segments/1550247518497.90/warc/CC-MAIN-20190222155556-20190222181556-00020.warc.gz | 301,954,114 | 130,848 | GENERAL VECTOR IDENTITIES, selection by Andrija Radović
Algebraic vector relations:
1. Whereas and .
2.
Differential vector relations:
3.
Integral vector relations:
4. ƒ denotes a spatial scalar function, V is volume and S is surface.
5. Gauss[1]-Ostrogradsky[2] theorem, 3D continuum theorem.
6. Stokes[3] theorem, whereas denotes spatial vector function.
7. Green[4] theorem.
8.
Vector relations between space and time:
9. Angular velocity of the radius vector.
10. Angular velocity of the velocity vector and this is usual mechanical meaning of angular velocity.
11. Angular velocity of the velocity vector rotation in persistent space, this is valid in persistent space only.
12. Connection between velocity, angular velocity and radius of the curve.
13. Inverse radius of the curve which matches vector of rotation.
14. 3D continuum equation, whereas is speed of field's displacement and n is spatial density in persistent space.
15. 2D continuum equation, whereas is speed of field's displacement, is area density of lines that pervades generalized surface in persistent space.
16. Time derivation of magnitude of arbitrary vector .
17. Time derivation of ort vector of an arbitrary vector .
[1] Johann Carl Friedrich Gauss (Gauß), 1777 – 1855
[2] Mikhail Ostrogradsky, 1801 – 1862
[3] George Gabriel Stokes, 1819 – 1903
[4] George Green, 1793 – 1841 | 401 | 1,904 | {"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-2019-09 | latest | en | 0.678309 |
https://www.esaral.com/q/if-sum-of-the-first-21-terms-of-the-series-64180 | 1,722,837,187,000,000,000 | text/html | crawl-data/CC-MAIN-2024-33/segments/1722640434051.17/warc/CC-MAIN-20240805052118-20240805082118-00601.warc.gz | 599,229,841 | 11,432 | # If sum of the first 21 terms of the series
Question:
If sum of the first 21 terms of the series $\log _{9} 1 / 2 x+\log _{9}^{1 / 3} x+\log _{9} 1 / 4 x+\ldots .$, where $x>0$ is 504 , then $x$ is equal to
1. 243
2. 9
3. 7
4. 81
Correct Option: , 4
Solution:
$\mathrm{s}=2 \log _{9} \mathrm{x}+3 \log _{9} \mathrm{x}+\ldots \ldots+22 \log _{9} \mathrm{x}$
$\mathrm{s}=\log _{9} \mathrm{x}(2+3+\ldots . .+22)$
$\mathrm{s}=\log _{9} \mathrm{x}\left\{\frac{21}{2}(2+22)\right\}$
Given $252 \log _{9} x=504$
$\Rightarrow \log _{9} \mathrm{x}=2 \Rightarrow \mathrm{x}=81$ | 243 | 581 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.15625 | 4 | CC-MAIN-2024-33 | latest | en | 0.27917 |
https://mapleprimes.com/products/Maple/Maple%2013?page=6 | 1,670,285,118,000,000,000 | text/html | crawl-data/CC-MAIN-2022-49/segments/1669446711064.71/warc/CC-MAIN-20221205232822-20221206022822-00197.warc.gz | 421,211,864 | 34,658 | ## Getting error in plotting graph...
Hai any one help me to plot the curves and remove the errors i am attaching the codes and sample graph. thanks in advanced.
test.mw
## Unable to get output...
I am unable to the get the output in ans2 , error is comming
restart:
with(DETools):
with(PDEtools):
u[o](r,z):=(-1/4)*diff(p[o](z),z)*(1-r^2):
ode:=gamma1*diff(u[o](r,z),z)+(1/r)*diff(v[1](r)*r,r)=0:
#dsolve( (ode), { v[1](r) } ):
IC1 := {v[1](0) = 0}:
ans2 := combine(dsolve(`union`(ode, IC1),{v[1](r)}));
## display pde in desired form...
How to display the result in the desired form in partial differential equation and also collect the same terms
i am attaching sample codes
restart:
with(DETools):
P[o](z):=C[o]*exp(lambda*z)+D[o]*exp(-lambda*z):
u[o](r,z):=(1-r^2)*diff(P[o](z),z):
v[o](r,z):=(2*r-r^3)*diff(P[o](z),z,z):
A1:=P[o](z)*u[o](r,z):
# we want the result out put like this
A1 := lambda*(C[o]^2*exp(2*lambda*z)-D[o]^2*exp(-2*lambda*z))*(1-r^2):
A2:=P[o](z)*(1+r^2)+v[o](r,z)+A1:
#we want the resultant output like this
A2:=lambda^2*(C[o]*exp(lambda*z)+D[o]*exp(-lambda*z))*(1+r^2+2*r-r^3)+A1:
## Differential equations solving ...
Any one can help me to solve the differential equations using maple to get the velocities u ,v and pressure p for the problem mentioned below
## How Do I Save This As My Default Font?...
How do I save these fonts as my default ones?
"Maple Input: Arial 24, Red"
and "2D Output: Arial 18, Blue".
I am using Maple 13.
Thank you!
## How to convert Matlab codes to Maple code...
Any one can help me to convert matlab codes to maple.Matlab_code.mw
> %Finite element method code for solving bvp nonlinear ODEs%
> % u''+uu'-u=exp(2x), u(0)= 1, u(1)=e %
> %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
> function FEM_Code()
> clear all; close all; clc
> n=5; % NO of element
> nn=n+1; % No of nodes
> lgth=1; % Domain length
> he=lgth/n; % lenth of each elemnet
> x=[0:he:lgth]; % Data point for independant variable
> AC=0.00005; % Accuracy
> F=zeros(nn,1); % Initialization
> F(1)=exp(0); F(nn)=exp(1); % Boundary conditions
>
> %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
> % Direct Iterative process to handle nonlinear problem
> %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
> c=1.0;
> count=0; % Initializations for count for iterations
> tic % Time start
> while (c>0)
> [F1]=assembly(F,n,he);
> c=0.0;
> for i=1:nn
> if (abs(F(i)-F1(i))>AC)
> c=c+1;
> break;
> end
> end
> F=F1;
> count=count+1;
> end
> disp('Hence solution=:');
> %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
> % Output for prinmary and secondary variables %%%
> %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
> diff=abs(F-exp(x)');
> fprintf('No of element=%d\n',n)
> disp(' x FEM Exact Error')
> disp([x',F,exp(x)',diff])
> fprintf('No of iterations=%d\n',count)
> %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
> %%% Ploting of primary variable %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
> %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
>
> plot(x,F,'--rs','Linewidth',2)
> xlabel('x')
> ylabel('u(x)')
> title('solution plot to given BVP')
> toc % given totlal time
>
> end
> %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
> %%% Derivative of element matrix and Assembly%%%%%%%%%%%%%%%%%%%%
> %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
>
> function [F1]=assembly(F,n,he)
> nn=n+1;
> k = zeros(nn,nn); % Initialization of main Matrix
> R = zeros(nn,1); % Initialization of RHS Matrix
> syms x % x as symbolic variable
> s=[1-x/he,x/he]; % linear shape function
> ds=diff(s,x); % Differentiations of shape function
> lmm =[];
> for i=1:n
> lmm=[lmm;[i,i+1]]; % connectvity Matrix
> end
> for i=1:n
> lm=lmm(i,:);
> %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
> %%% Generation of Element Matrix k11 and RHS Matrix f1%%%%%%%%%%
> %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
> k11=-int(ds'*ds,x,0,he)+(int(s'*ds*s(1),x,0,he)*F(lm(1))...
> +int(s'*ds*s(2),x,0,he)*F(lm(2)))-int(s'*s,x,0,he);
> f1 = int(exp(2*(x+(i-1)*he))*s',x,0,he);
> %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
> %%% Assembly accroding to connectivity Matrix%%%%%%%%%%%%%%%%%%%%
> %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
>
> k(lm,lm) = k(lm,lm) + k11;
> R(lm) = R(lm) + f1;
> end
> %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
> %%% Imposing Boundary Conditions %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
> %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
>
> k(1,:) = 0.0; k(nn,:) = 0.0;
> k(1,1) = 1.0; k(nn,nn) = 1.0;
> R(1,1) = F(1); R(nn,1) = F(nn);
> %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
> %%% Solution of equations (F1) %%%%%%
> %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
>
> d = k\R; % better than using inverse k*R
> F1 = d;
> end
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>
i am attaching the codes and file. i will be thankful to you .
## How to activate maple...
How can I activate my maple 13?
I have no activatIon left but installed maple
once
My purchase Code is BNN7VMT4BPFN7ESG
Thank. You
## Error with Procedure output...
>
>
(1)
>
>
>
(2)
>
(3)
>
Way i get the wrong output with procedure S1(uu)
## Arrow plot color error...
arrow([u1, u2, u3], shape = cylindrical_arrow, length = sqrt(LinearAlgebra:-Transpose(f0).f0), color = [red, black, green]):
Why i get this error
Error: the number of colours in the COLOUR structure is not sufficient.Error: the number of colours in the COLOUR structure is not sufficient.Error: the number of colours in the COLOUR structure is not sufficient.Error: the number of colours in the COLOUR structure is not sufficient.Error: the number of colours in the COLOUR structure is not sufficient.Error: the number of colours in the COLOUR structure is not sufficient.
## solving second order differential equation...
I am trying to solve a second order differential equation but getting error. The differential equation valid for r>0.
Vr.mw
## Solving system of differentail equation...
I am trying to solve system of differential equation as shown in file attached. The differentail eqaution has peicewise function for t=8*n and t not equal to 8*n where n is a positive integer. but i am getting error. please help.
problem30.mw
## Can not open context menu...
Hello everyone! I have just started to using Maple 13. I want to solve complex eauation systems.
When I am working on Maple, If I write simple mathematical calculation and then press right click, the context menu open. However, I want to use solve command. Therefore I wrote an eauation after than press right click the context menu will not open.
What is the reason of this problem?
## Integral not evaluated...
Integral is not evaluated.
PROBLE_13.mw
## "how can I get the order of convergence of an iter...
`please I need the code to calculate the convergence order of a multipoint iterative method to solve nonlinear equation systems.`
`my email is: yjmsigma@gmail.com` | 2,047 | 7,567 | {"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-2022-49 | latest | en | 0.647379 |
https://www.coursehero.com/file/6836389/Divergence-Theorem/ | 1,524,349,426,000,000,000 | text/html | crawl-data/CC-MAIN-2018-17/segments/1524125945448.38/warc/CC-MAIN-20180421203546-20180421223546-00537.warc.gz | 789,944,103 | 58,995 | {[ promptMessage ]}
Bookmark it
{[ promptMessage ]}
Divergence Theorem
Divergence Theorem - Divergence Theorem Examples Gauss...
This preview shows pages 1–3. Sign up to view the full content.
Divergence Theorem Examples Gauss' divergence theorem relates triple integrals and surface integrals. GAUSS' DIVERGENCE THEOREM Let be a vector field. Let be a closed surface, and let be the region inside of . Then: F W W e (( ((( a b W F A F †. œ .Z e div EXAMPLE 1 Evaluate , where is the sphere . (( a b W # # # \$B #C †. W B C D œ* i j A SOLUTION We could parameterize the surface and evaluate the surface integral, but it is much faster to use the divergence theorem. Since: div a b a b a b a b \$B #C œ \$B #C ! œ & ` ` ` `B `C `D i j the divergence theorem gives: (( ((( a b a b W \$B #C †. œ &.Z œ &‚ œ ")! i j A e the volume of the sphere 1 è EXAMPLE 2 Evaluate , where is the boundary of the cube defined by (( ˆ W # \$ C D C BD †. W i j k A "ŸBŸ" "ŸC Ÿ" !ŸD Ÿ# , , and . SOLUTION Since: div ˆ ˆ ˆ ‰ a b C D C BD # \$ i j k œ C D C BD œ \$C B ` ` ` `B `C `D # \$ # the divergence theorem gives: (( ((( ˆ ˆ ( ( ( ˆ ( W # \$ # ! " " # " " # " " # C D C BD †. œ \$C B .Z œ \$C B .B.C.D œ # 'C .C œ ) i j k A e è
This preview has intentionally blurred sections. Sign up to view the full version.
View Full Document
EXAMPLE 3 Let be the region in bounded by the paraboloid and the plane , e \$ # # D œB C D œ" and let be the boundary of the region . Evaluate . W C B D †. e (( ˆ W
This is the end of the preview. Sign up to access the rest of the document.
{[ snackBarMessage ]} | 564 | 1,615 | {"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} | 3.953125 | 4 | CC-MAIN-2018-17 | latest | en | 0.66087 |
https://wiki.tcl-lang.org/page/lrotate | 1,718,798,473,000,000,000 | text/html | crawl-data/CC-MAIN-2024-26/segments/1718198861817.10/warc/CC-MAIN-20240619091803-20240619121803-00432.warc.gz | 546,860,838 | 4,307 | ## lrotate
Rotate a list. (Creates and returns a new list.)
``` proc lrotate {xs {n 1}} {
if {!\$n} {return \$xs}
if {\$n<0} {return [lrotate \$xs [expr {[llength \$xs]+\$n}]]}
foreach x [lassign \$xs y] {
lappend ys \$x
}
lappend ys \$y
lrotate \$ys [incr n -1]
}```
By default, rotates a list left by one element (moving the head to the tail).
Examples:
``` % lrotate {1 2 3 4 5}
2 3 4 5 1
% lrotate {1 2 3 4 5} -1
5 1 2 3 4
% lrotate {1 2 3 4 5} 2
3 4 5 1 2
% lrotate {1 2 3 4 5} 0
1 2 3 4 5```
I'm sure someone can come up with a better implementation...
AM I could not resist this challenge :). Here is mine (note that allows any number for the shift):
```proc lrotate2 {xs {n 1}} {
set length [llength \$xs]
if {\$n == 0 || \$length == 0 } {return \$xs}
set n [expr {\$n % \$length}]
return [concat [lrange \$xs \$n end] [lrange \$xs 0 \$n-1]]
} ```
KPV This is a fairly well-know technical interview question. One quick solution is to concatenate the list with itself and extract out \$length items starting at \$n.
```proc lrotate3 {xs {n 1}} {
set length [llength \$xs]
if {\$n == 0 || \$length == 0 } {return \$xs}
set n [expr {(\$n % \$length) - 1}]
return [lrange [concat \$xs \$xs] \$n+1 \$length+\$n]
}```
```set xs {1 2 3 4 5}
set ns {{} -1 2 0}
foreach n \$ns {
foreach cmd {lrotate lrotate2 lrotate3} {
set inv [concat \$cmd [list \$xs] \$n]
puts [list {*}\$inv]
puts [time \$inv 1000000]
}
}
lrotate {1 2 3 4 5}
3.004224 microseconds per iteration
lrotate2 {1 2 3 4 5}
2.952052 microseconds per iteration
lrotate3 {1 2 3 4 5}
4.958409 microseconds per iteration
lrotate {1 2 3 4 5} -1
10.49206 microseconds per iteration
lrotate2 {1 2 3 4 5} -1
2.928712 microseconds per iteration
lrotate3 {1 2 3 4 5} -1
4.869703 microseconds per iteration
lrotate {1 2 3 4 5} 2
5.185748 microseconds per iteration
lrotate2 {1 2 3 4 5} 2
2.903272 microseconds per iteration
lrotate3 {1 2 3 4 5} 2
4.819574 microseconds per iteration
lrotate {1 2 3 4 5} 0
0.684359 microseconds per iteration
lrotate2 {1 2 3 4 5} 0
0.739171 microseconds per iteration
lrotate3 {1 2 3 4 5} 0
0.741189 microseconds per iteration```
HE 2016-03-18: As we could see lrotate3 is slower than lrotate2. I thought it could be useful to do the index math with expr:
```proc lrotate4 {xs {n 1}} {
set length [llength \$xs]
if {\$n == 0 || \$length == 0 } {return \$xs}
set n [expr {(\$n % \$length) - 1}]
return [lrange [concat \$xs \$xs] [expr {\$n+1}] [expr {\$length+\$n}]]
}```
This helped a lot. If it works here it also work for lrotate2:
```proc lrotate5 {xs {n 1}} {
set length [llength \$xs]
if {\$n == 0 || \$length == 0 } {return \$xs}
set n [expr {\$n % \$length}]
return [concat [lrange \$xs \$n end] [lrange \$xs 0 [expr {\$n-1}]]]
} ```
And now if we don't use the variable length and calculate the length of the list in place:
```proc lrotate6 {xs {n 1}} {
if {\$n == 0 || [llength \$xs] == 0 } {return \$xs}
set n [expr {\$n % [llength \$xs]}]
return [concat [lrange \$xs \$n end] [lrange \$xs 0 [expr {\$n-1}]]]
}```
This looks like it is the fastest. At least on my win7 box with Tcl 8.6.1. The Timings:
```set xs {1 2 3 4 5}
set ns {{} -1 2 3 4 0}
foreach n \$ns {
foreach cmd {lrotate lrotate2 lrotate3 lrotate4 lrotate5 lrotate6} {
set inv [concat \$cmd [list \$xs] \$n]
puts [list {*}\$inv]
puts [time \$inv 1000000]
}
puts {}
}
lrotate {1 2 3 4 5}
1.989758 microseconds per iteration
lrotate2 {1 2 3 4 5}
1.975649 microseconds per iteration
lrotate3 {1 2 3 4 5}
3.316893 microseconds per iteration
lrotate4 {1 2 3 4 5}
2.576548 microseconds per iteration
lrotate5 {1 2 3 4 5}
1.578767 microseconds per iteration
lrotate6 {1 2 3 4 5}
1.480678 microseconds per iteration
lrotate {1 2 3 4 5} -1
6.909545 microseconds per iteration
lrotate2 {1 2 3 4 5} -1
1.973143 microseconds per iteration
lrotate3 {1 2 3 4 5} -1
3.328409 microseconds per iteration
lrotate4 {1 2 3 4 5} -1
2.543941 microseconds per iteration
lrotate5 {1 2 3 4 5} -1
1.58668 microseconds per iteration
lrotate6 {1 2 3 4 5} -1
1.513842 microseconds per iteration
lrotate {1 2 3 4 5} 2
3.491099 microseconds per iteration
lrotate2 {1 2 3 4 5} 2
1.973063 microseconds per iteration
lrotate3 {1 2 3 4 5} 2
3.32376 microseconds per iteration
lrotate4 {1 2 3 4 5} 2
2.575453 microseconds per iteration
lrotate5 {1 2 3 4 5} 2
1.594157 microseconds per iteration
lrotate6 {1 2 3 4 5} 2
1.497495 microseconds per iteration
lrotate {1 2 3 4 5} 3
4.945149 microseconds per iteration
lrotate2 {1 2 3 4 5} 3
1.977761 microseconds per iteration
lrotate3 {1 2 3 4 5} 3
3.331458 microseconds per iteration
lrotate4 {1 2 3 4 5} 3
2.571252 microseconds per iteration
lrotate5 {1 2 3 4 5} 3
1.586918 microseconds per iteration
lrotate6 {1 2 3 4 5} 3
1.496789 microseconds per iteration
lrotate {1 2 3 4 5} 4
6.429269 microseconds per iteration
lrotate2 {1 2 3 4 5} 4
1.975645 microseconds per iteration
lrotate3 {1 2 3 4 5} 4
3.326426 microseconds per iteration
lrotate4 {1 2 3 4 5} 4
2.544748 microseconds per iteration
lrotate5 {1 2 3 4 5} 4
1.593869 microseconds per iteration
lrotate6 {1 2 3 4 5} 4
1.491271 microseconds per iteration
lrotate {1 2 3 4 5} 0
0.488764 microseconds per iteration
lrotate2 {1 2 3 4 5} 0
0.591116 microseconds per iteration
lrotate3 {1 2 3 4 5} 0
0.597672 microseconds per iteration
lrotate4 {1 2 3 4 5} 0
0.602353 microseconds per iteration
lrotate5 {1 2 3 4 5} 0
0.601545 microseconds per iteration
lrotate6 {1 2 3 4 5} 0
0.440817 microseconds per Iteration```
Even with 200 elements the time is only slightly increased.
```lrotate2 {0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199} 4
2.657402 microseconds per iteration
lrotate6 {0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199} 4
2.18812 microseconds per Iteration```
Category Command Category Data Structure | 2,997 | 7,063 | {"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-2024-26 | latest | en | 0.307582 |
https://en.unionpedia.org/Pseudoreplication | 1,695,367,073,000,000,000 | text/html | crawl-data/CC-MAIN-2023-40/segments/1695233506339.10/warc/CC-MAIN-20230922070214-20230922100214-00038.warc.gz | 278,215,908 | 10,072 | Faster access than browser!
# Pseudoreplication
Pseudoreplication is the process of artificially inflating the number of samples or replicates. [1]
## Analysis of variance
Analysis of variance (ANOVA) is a collection of statistical models and their associated estimation procedures (such as the "variation" among and between groups) used to analyze the differences among group means in a sample.
## Confounding
In statistics, a confounder (also confounding variable, confounding factor or lurking variable) is a variable that influences both the dependent variable and independent variable causing a spurious association.
## Replication (statistics)
In engineering, science, and statistics, replication is the repetition of an experimental condition so that the variability associated with the phenomenon can be estimated.
## Statistical hypothesis testing
A statistical hypothesis, sometimes called confirmatory data analysis, is a hypothesis that is testable on the basis of observing a process that is modeled via a set of random variables.
## Statistical significance
In statistical hypothesis testing, a result has statistical significance when it is very unlikely to have occurred given the null hypothesis.
## Statistical unit
A unit in a statistical analysis is one member of a set of entities being studied.
## Student's t-test
The t-test is any statistical hypothesis test in which the test statistic follows a Student's ''t''-distribution under the null hypothesis.
## References
Hey! We are on Facebook now! » | 290 | 1,539 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.796875 | 3 | CC-MAIN-2023-40 | latest | en | 0.919063 |
http://www.convertit.com/Go/Beverageonline/Measurement/Converter.ASP?From=Roman+foot&To=length | 1,632,275,271,000,000,000 | text/html | crawl-data/CC-MAIN-2021-39/segments/1631780057303.94/warc/CC-MAIN-20210922011746-20210922041746-00467.warc.gz | 84,254,777 | 3,630 | New Online Book! Handbook of Mathematical Functions (AMS55)
Conversion & Calculation Home >> Measurement Conversion
Measurement Converter
(Help)
Convert From: (required) Click here to Convert To: (optional) Examples: 5 kilometers, 12 feet/sec^2, 1/5 gallon, 9.5 Joules, or 0 dF. Help, Frequently Asked Questions, Use Currencies in Conversions, Measurements & Currencies Recognized Examples: miles, meters/s^2, liters, kilowatt*hours, or dC.
Conversion Result: ```Roman foot = 0.2959608 length (length) ``` Related Measurements: Try converting from "Roman foot" to actus (Roman actus), agate (typography agate), cable length, engineers chain, Greek palm, Greek span, inch, Israeli cubit, light yr (light year), line, micron, nautical league, nautical mile, pace, parasang, Roman mile, spindle, stadia (Greek stadia), verst (Russian verst), yard, or any combination of units which equate to "length" and represent depth, fl head, height, length, wavelength, or width. Sample Conversions: Roman foot = .41614286 archin (Russian archin), .00323667 city block (informal), 3.84 Greek palm, 11.65 inch, .13971223 ken (Japanese ken), 139.82 line, 1.47 link (surveyors link), .2959608 m (meter), .0001839 mile, 5.18 nail (cloth nail), .00015981 nautical mile, .01078889 naval shot, .3884 pace, 9.59E-18 parsec, .66582857 Roman cubit, .04855 rope, .14072464 sazhen (Russian sazhen), .00159879 stadia (Greek stadia), .00160231 stadium (Roman stadium), 9.77 sun (Japanese sun).
Feedback, suggestions, or additional measurement definitions?
Please read our Help Page and FAQ Page then post a message or send e-mail. Thanks! | 448 | 1,618 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.046875 | 3 | CC-MAIN-2021-39 | latest | en | 0.698163 |
https://itiscivilengineering.com/rcc-mcqs-13-civil-engineering-competitive-exams/ | 1,708,851,424,000,000,000 | text/html | crawl-data/CC-MAIN-2024-10/segments/1707947474594.56/warc/CC-MAIN-20240225071740-20240225101740-00489.warc.gz | 331,193,718 | 17,528 | # RCC MCQs – 13 | CIVIL ENGINEERING | COMPETITIVE EXAMS
#### ByCivilelite
Jan 18, 2023
1. The maximum deflection due to load in RCC beams in buildings is limited to _____.
[A] Span/100
[B] Span/250
[C] Span/350
[D] Span/500
2. According to IS 456:2000, the maximum diameter of reinforcing bars shall not exceed
[A] One-fourth of the total thickness of the slab
[B] One-eighth of the total thickness of the slab
[C] One-tenth of the total thickness of the slab
[D] One-sixth of the total thickness of the slab
3. According to IS 456:2000, the HYSD reinforcement in either direction of the slab shall not be less than _____.
[A] 0.10% of the total cross-sectional area
[B] 0.12% of the total cross-sectional area
[C] 0.15% of the total cross-sectional area
[D] 0.20% of the total cross-sectional area
4. The horizontal distance between parallel reinforcement bars provided against shrinkage and temperature shall not be more than _____.
[A] 3 times the effective depth of solid slab or 300 mm whichever is less
[B] 3 times the effective depth of solid slab or 450 mm whichever is less
[C] 5 times the effective depth of solid slab or 300 mm whichever is less
[D] 5 times the effective depth of solid slab or 450 mm whichever is less
5. If area of steel for maximum mid span moment is 205 mm², what would be the area of steel required for the corner?
[A] 153.75 mm²
[B] 205 mm²
[C] 102.5 mm²
[D] 41 mm² | 395 | 1,411 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.578125 | 3 | CC-MAIN-2024-10 | latest | en | 0.879928 |
https://nrich.maths.org/public/topic.php?code=-57&cl=3&cldcmpid=13546 | 1,571,688,767,000,000,000 | text/html | crawl-data/CC-MAIN-2019-43/segments/1570987787444.85/warc/CC-MAIN-20191021194506-20191021222006-00392.warc.gz | 644,009,099 | 6,111 | Search by Topic
Resources tagged with Expanding and factorising quadratics similar to A Third of the Area:
Filter by: Content type:
Age range:
Challenge level:
There are 16 results
Broad Topics > Algebraic expressions, equations and formulae > Expanding and factorising quadratics
Two Cubes
Age 14 to 16 Challenge Level:
Two cubes, each with integral side lengths, have a combined volume equal to the total of the lengths of their edges. How big are the cubes? [If you find a result by 'trial and error' you'll need to. . . .
Always Two
Age 14 to 18 Challenge Level:
Find all the triples of numbers a, b, c such that each one of them plus the product of the other two is always 2.
Composite Notions
Age 14 to 16 Challenge Level:
A composite number is one that is neither prime nor 1. Show that 10201 is composite in any base.
Always Perfect
Age 14 to 16 Challenge Level:
Show that if you add 1 to the product of four consecutive numbers the answer is ALWAYS a perfect square.
Never Prime
Age 14 to 16 Challenge Level:
If a two digit number has its digits reversed and the smaller of the two numbers is subtracted from the larger, prove the difference can never be prime.
Fair Shares?
Age 14 to 16 Challenge Level:
A mother wants to share a sum of money by giving each of her children in turn a lump sum plus a fraction of the remainder. How can she do this in order to share the money out equally?
Geometric Parabola
Age 14 to 16 Challenge Level:
Explore what happens when you draw graphs of quadratic equations with coefficients based on a geometric sequence.
2-digit Square
Age 14 to 16 Challenge Level:
A 2-Digit number is squared. When this 2-digit number is reversed and squared, the difference between the squares is also a square. What is the 2-digit number?
Common Divisor
Age 14 to 16 Challenge Level:
Find the largest integer which divides every member of the following sequence: 1^5-1, 2^5-2, 3^5-3, ... n^5-n.
Number Rules - OK
Age 14 to 16 Challenge Level:
Can you convince me of each of the following: If a square number is multiplied by a square number the product is ALWAYS a square number...
Perfectly Square
Age 14 to 16 Challenge Level:
The sums of the squares of three related numbers is also a perfect square - can you explain why?
Finding Factors
Age 14 to 16 Challenge Level:
Can you find the hidden factors which multiply together to produce each quadratic expression?
Plus Minus
Age 14 to 16 Challenge Level:
Can you explain the surprising results Jo found when she calculated the difference between square numbers?
Multiplication Magic
Age 14 to 16 Challenge Level:
Given any 3 digit number you can use the given digits and name another number which is divisible by 37 (e.g. given 628 you say 628371 is divisible by 37 because you know that 6+3 = 2+7 = 8+1 = 9). . . .
Novemberish
Age 14 to 16 Challenge Level:
a) A four digit number (in base 10) aabb is a perfect square. Discuss ways of systematically finding this number. (b) Prove that 11^{10}-1 is divisible by 100. | 735 | 3,045 | {"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-2019-43 | latest | en | 0.911734 |
http://www.textbooks.com/Calculus-with-Analytic-Geometry-Alternate-Edition-6th-Edition/9780395889022/Ron-Larson.php?mpcond=VeryGood | 1,500,573,282,000,000,000 | text/html | crawl-data/CC-MAIN-2017-30/segments/1500549423269.5/warc/CC-MAIN-20170720161644-20170720181644-00146.warc.gz | 563,018,853 | 19,423 | Win \$250 in textbooks! Enter now >
Calculus with Analytic Geometry, Alternate Edition - 6th edition
ISBN10: 0395889022
Edition: 6TH 98
Publisher: Houghton Mifflin Harcourt
Published: 1998
International: No
ISBN10: 0395889022
Edition: 6TH 98
Summary
This traditional text continues to offer a balanced approach that combines the theoretical instruction of calculus with the best aspects of reform, including creative teaching and learning techniques such as the integration of technology, the use of real data, real-life applications, and mathematical models. The Calculus with Analytic Geometry Alternate, 6/e, offers a late approach to trigonometry for those instructors who wish to introduce it later in their courses.
• Before students are exposed to selected topics, optional boxed Explorations allow them to discover concepts on their own, making them more likely to remember the material.
• Extended lab projects using real-life applications are found in the new lab series. The supplementary lab manuals use Maple, Mathematica, Derive, Mathcad, and the TI-92 graphing calculator.
• The art program in the Sixth Edition was computer-generated for accuracy, clarity, and realism to help students visualize mathematical concepts more easily.
• Although students are not required to use technology, they are encouraged to use a graphing utility or computer algebra system as a tool for exploration, discovery, and problem solving. Calculus Alternate, 6/e, offers more opportunities for students to execute complicated computations, to visualize theoretical concepts, to discover alternative approaches, and to verify the results of other solution methods using technology.
Note: Each chapter concludes with Review Exercises.
1. The Cartesian Plane and Functions
1.1 Real Numbers and the Real Line
1.2 The Cartesian Plane
1.3 Graphs of Equations
1.4 Lines in the Plane
1.5 Functions
2. Limits and Their Properties
2.1 An Introduction to Limits
2.2 Techniques for Evaluating Limits
2.3 Continuity
2.4 Infinite Limits
2.5 e-d Definition of Limits
3. Differentiation
3.1 The Derivative and the Tangent Line Problem
3.2 Velocity, Acceleration, and Other Rates of Change
3.3 Differentiation Rules for Powers, Constant Multiples, and Sums
3.4 Differentiation Rules for Products and Quotients
3.5 The Chain Rule
3.6 Implicit Differentiation
3.7 Related Rates
4. Applications of Differentiation
4.1 Extrema on an Interval
4.2 Rolle's Theorem and the Mean Value Theorem
4.3 Increasing and Decreasing Functions and the First Derivative Test
4.4 Concavity and the Second Derivative Test
4.5 Limits at Infinity
4.6 A Summary of Curve Sketching
4.7 Optimization Problems
4.8 Newton's Method
4.9 Differentials
5. Integration
5.1 Antiderivatives and Indefinite Integration
5.2 Area
5.3 Riemann Sums and the Definite Integral
5.4 The Fundamental Theorem of Calculus
5.5 Integration by Substitution
5.6 Numerical Integration
6. Applications of Integration
6.1 Area of a Region Between Two Curves
6.2 Volume: The Disc Method
6.3 Volume: The Shell Method
6.4 Arc Length and Surfaces of Revolution
6.5 Work
6.6 Fluid Pressure and Fluid Force
6.7 Moments, Centers of Mass, and Centroids
7. Exponential and Logarithmic Functions
7.1 Exponential Functions
7.2 Differentiation and Integration of Exponential Functions
7.3 Inverse Functions
7.4 Logarithmic Functions
7.5 Logarithmic Functions and Differentiation
7.6 Logarithmic Functions and Integration
7.7 Growth and Decay
7.8 Indeterminate Forms and L
Hôpital's Rule
8. Trigonometric Functions and Inverse Trigonometric Functions
8.1 Review of Trigonometric Functions
8.2 Graphs and Limits of Trigonometric Functions
8.3 Derivatives of Trigonometric Functions
8.4 Integrals of Trigonometric Functions
8.5 Inverse Trigonometric Functions and Differentiation
8.6 Inverse Trigonometric Functions: Integration and Completing the Square
8.7 Hyperbolic Functions
9. Integration Techniques and Improper Integrals
9.1 Basic Integration Formulas
9.2 Integration by Parts
9.3 Trigonometric Integrals
9.4 Trigonometric Substitution
9.5 Partial Fractions
9.6 Integration by Tables and Other Integration Techniques
9.7 Improper Integrals
10. Infinite Series
10.1 Sequences
10.2 Series and Convergence
10.3 The Integral Test and p-Series
10.4 Comparisons of Series
10.5 Alternating Series
10.6 The Ratio and Root Tests
10.7 Taylor Polynomials and Approximations
10.8 Power Series
10.9 Representation of Functions by Power Series
10.10 Taylor and Maclaurin Series
11. Conic Sections
11.1 Parabolas
11.2 Ellipses
11.3 Hyperbolas
11.4 Rotation and the General Second-Degree Equation
12. Plane Curves, Parametric Equations, and Polar Coordinates
12.1 Plane Curves and Parametric Equations
12.2 Parametric Equations and Calculus
12.3 Polar Coordinates and Polar Graphs
12.4 Tangent Lines and Curve Sketching in Polar Coordinates
12.5 Area and Arc Length in Polar Coordinates
12.6 Polar Equations for Conics and Kepler's Laws
13. Vectors and Curves in the Plane
13.1 Vectors in the Plane
13.2 The Dot Product of Two Vectors
13.3 Vector-Valued Functions
13.4 Velocity and Acceleration
13.5 Tangent Vectors and Normal Vectors
13.6 Arc Length and Curvature
14. Solid Analytic Geometry and Vectors in Space
14.1 Space Coordinates and Vectors in Space
14.2 The Cross Product of Two Vectors in Space
14.3 Lines and Planes in Space
14.4 Surfaces in Space
14.5 Curves and Vector-Valued Functions in Space
14.6 Tangent Vectors, Normal Vectors, and Curvature in Space
15. Functions of Several Variables
15.1 Introduction to Functions of Several Variables
15.2 Limits and Continuity
15.3 Partial Derivatives
15.4 Differentials
15.5 Chain Rules for Functions of Several Variables
15.7 Tangent Planes and Normal Lines
15.8 Extrema of Functions of Two Variables
15.9 Applications of Extrema of Functions of Two Variables
15.10 Lagrange Multipliers
16. Multiple Integration
16.1 Iterated Integrals and Area in the Plane
16.2 Double Integrals and Volume
16.3 Change of Variables: Polar Coordinates
16.4 Center of Mass and Moments of Inertia
16.5 Surface Area
16.6 Triple Integrals and Applications
16.7 Cylindrical and Spherical Coordinates
16.8 Triple Integrals in Cylindrical and Spherical Coordinates
16.9 Change of Variables: Jacobians
17. Vector Analysis
17.1 Vector Fields
17.2 Line Integrals
17.3 Conservative Vector Fields and Independence of Path
17.4 Green's Theorem
17.5 Parametric Surfaces
17.6 Surface Integrals
17.7 Divergence Theorem
17.8 Stokes's Theorem
18. Differential Equations
18.1 Definitions and Basic Concepts
18.2 Separation of Variables in First-Order Equations
18.3 Exact First-Order Equations
18.4 First-Order Linear Differential Equations
18.5 Second-Order Homogeneous Linear Equations
18.6 Second-Order Nonhomogeneous Linear Equations
18.7 Series Solutions of Differential Equations
• Appendixes: A. Proofs of Selected Theorems; B. Basic Differentiation Rules for Elementary Functions; C. Integration Tables | 1,757 | 7,088 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.6875 | 3 | CC-MAIN-2017-30 | latest | en | 0.883047 |
phuchinhcodinh.com | 1,708,731,821,000,000,000 | text/html | crawl-data/CC-MAIN-2024-10/segments/1707947474470.37/warc/CC-MAIN-20240223221041-20240224011041-00761.warc.gz | 474,877,024 | 12,980 | Trang chủ Calculating the Overhead Rate: A Step-by-Step Guide
# Calculating the Overhead Rate: A Step-by-Step Guide
As we calculated earlier, the standard fixed manufacturing overhead rate is \$4 per standard direct labor hour. Often, explanation of this variance will need clarification from the production supervisor. Another variable overhead variance to consider is the variable overhead efficiency variance. These operating and general overhead expenses, though necessary, do not add value to your products or merchandise. The differences between absorption costing and variable costing lie in the treatment of fixed overhead costs.
• Direct labor is a variable cost and is always part of your cost of goods sold.
• For example, a business phone plan may have a fixed monthly price, but if workers on a business trip exceed the allotted data limit, extra costs may incur.
• Sling also helps you keep track of your labor budget and will alert you when you’re likely to exceed the numbers you’ve set.
• At Finance Strategists, we partner with financial experts to ensure the accuracy of our financial content.
Note that at different levels of production, total fixed costs are the same, so the standard fixed cost per unit will change for each production level. However, the variable standard cost per unit is the same per unit for each level of production, but the total variable costs will landing page report change. The company can calculate fixed overhead volume variance with the formula of standard fixed overhead applied to actual production deducting the budgeted fixed overhead. Typically, variable overhead costs tend to be small in relation to the amount of fixed overhead costs.
Therefore, as production increases, net income naturally rises because the fixed cost portion of the cost of goods sold will decrease. Absorption costing differs from variable costing because it allocates fixed overhead costs to each unit of a product produced in the period. How a company reports its fixed manufacturing overhead costs affects how profitable it appears on paper. The variable OH efficiency variance shows whether plant assets produced more or fewer units than expected. The three primary components of a product cost are direct materials, direct labor and manufacturing overhead. Manufacturing overhead is a catch-all account that includes all manufacturing costs a business incurs other than direct materials and direct labor.
• The overhead rate is a metric most often used to measure overhead expenses as a percentage of sales revenue.
• Typically, variable overhead costs tend to be small in relation to the amount of fixed overhead costs.
• It is important that businesses monitor their overhead expenses as they can drain business funds unnecessarily when not properly controlled.
• These show that manufacturing overhead has been overapplied to production by the \$ 2,000 (\$110,000 applied OH – \$108,000 actual OH).
This means that as far as fixed overheads go it will be assumed to have been made in 5 hours costing \$2 per hour. This situation is shown in graph 7 where actual overhead expenditure is the same as budgeted and actual production is 1,000 units. Consider a company with budgeted fixed production overheads of \$10,000 for the coming year. Graph 1 represents the behaviour of this cost with respect to volume of output. By tracking overhead rates over time, businesses can quickly catch increases when they start cutting into margins. The overhead rate is a metric most often used to measure overhead expenses as a percentage of sales revenue.
## Which activity is most important to you during retirement?
You can now calculate a fixed overhead flexible-budget variance (sometimes referred to as a spending variance). Because fixed costs do not change within a relevant range, there is no adjustment of budgeted fixed costs from a static to a flexible budget. The unfavorable spending variance is because we had more variable cost per unit than budgeted. The efficiency variance is unfavorable because we spent more machine hours than budgeted because we produced more units. Running a business requires a variety of expenses to create your product or service, but not all of them will directly contribute to generating revenue.
## Do you own a business?
By lowering the proportion of overhead, a business can gain a competitive advantage by increasing the profit margin or pricing its products more competitively. For our hypothetical scenario, we’ll assume that the company operates multiple store locations and generated \$100k in monthly sales. Overhead costs are the ongoing costs paid to support the operations of a business, i.e. the necessary expenses to remain open and to “keep the lights on”. James Woodruff has been a management consultant to more than 1,000 small businesses. As a senior management consultant and owner, he used his technical expertise to conduct an analysis of a company’s operational, financial and business management issues.
## How to calculate the overhead rate
Also, if a building must be expanded or the rental of a new production facility is needed to meet increased sales, fixed overhead costs would need to increase to keep the company running smoothly. Fixed overhead costs can change if the activity level varies substantially outside of its normal range. Thus, fixed overhead costs do not vary within a company’s normal operating range, but can change outside of that range.
Although the fixed manufacturing overhead costs present themselves as large monthly or annual expenses, they are part of each product’s cost. The standard overhead rate is the total budgeted overhead of \$10,000 divided by the level of activity (direct labor hours) of 2,000 hours. Notice that fixed overhead remains constant at each of the production levels, but variable overhead changes based on unit output.
As we mentioned at the beginning of this section, your business may operate on a per-unit basis rather than a billable-hour basis. Because even if you pay certain expenses on an annual basis, you should set aside money every month to cover the cost. They’ll give you a general idea of what you’re spending, but it’s more useful to reduce those numbers to a monthly component.
Hotline 1: 1800 1015
Hotline 2: 0942 563 565
Email: info@nhakhoasaigon.vn
#### Purchase Considerations For Merchandising Businesses
Components of the Tire Pressure Monitoring System (TPMS) sensor wears over time. If left unchanged, over time, these components of the TPMS may corrode, leak or fail.Tire/wheel service is defined https://www.bookstime.com/ as when tire is removed from the wheel. Typically, a tire with a higher speed rating results in better handling. Speed ratings apply only... Chi tiết
#### Sole Proprietorship vs Corporation: Everything You Need to Know
The way it works is that the franchise owner will pay a fee to the franchiser for the right to use the company’s name. A single franchisee is recognized as a sole proprietor when it sole proprietorship examples near me comes to taxes and financial obligations. Being a sole proprietor allows this type of small... Chi tiết
#### Understanding accounts payable definition and process
To do so, select the dropdown arrow next to the Download link and select Delete. QuickBooks Desktop comes in four versions and offers a specialized edition for Mac users, QuickBooks Desktop for Mac Plus. Read our review of QuickBooks Live for more information on the product. While QuickBooks Online has hundreds of integrations available, we believe there... Chi tiết
#### How to Manage Payroll for Your Small Business: 5 Best Practices for 2022
Check with the Department of Labor (DOL) for more information on payroll record retention. Your business’s locality decides whether you need to withhold state and local income taxes. Check with your state to determine your responsibilities, as well as your depositing and reporting schedules. Remember that employees may also claim tax-exempt status for state income... Chi tiết
#### Cash Book and Bank Statement Guided Format and Example
A company’s bank account may have had account service fees debited out of it during the month and at the end. A money transfer is the process of moving money from your credit card directly into your bank account. This is done for a variety of reasons, from clearing an overdraft to funding a new... Chi tiết
#### Last round of ITINs will expire in 2020; IRS encourages early renewal to prevent refund delays Internal Revenue Service
The Internal Revenue Service (IRS) issues ITINs, while the issuing agency for the SSN is the Social Security Administration, or SSA. Candice Elliott has been a freelance writer specializing in personal finance since 2013. She learned to manage her money the hard way after moving to New York City and living paycheck to paycheck for... Chi tiết
#### APP: 017 Debits and Credits Increases and Decreases
Just like in the above section, we credit your cash account, because money is flowing out of it. Recording what happens to each of these buckets using full English sentences would be tedious, so we need a shorthand. A business owner can always refer to the Chart of Accounts to determine how to treat an... Chi tiết | 1,812 | 9,267 | {"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-2024-10 | latest | en | 0.898468 |
https://www.mrexcel.com/board/threads/set-charts-y-axis-min-to-automatically-graph-lowest-value.278068/ | 1,657,016,955,000,000,000 | text/html | crawl-data/CC-MAIN-2022-27/segments/1656104542759.82/warc/CC-MAIN-20220705083545-20220705113545-00269.warc.gz | 970,544,140 | 13,521 | # Set chart's Y-axis min. to AUTOMATICALLY graph lowest value
#### JaredSorensen
##### Board Regular
I want to create a dynamic graph that not only uses a dynamic max value for the Y-axis, but also a dynamic min value that is NOT ALWAYS zero.
Imagine a graph that displays sales for last 5 days. If the max was \$24,578 and the min was \$15,697, then I'd want the chart to show a lower bound of \$15,000 and an upper bound of \$25,000. But if the next week the max was \$30,209 and the min was \$27,810, then I'd want chart lines from about \$27,000 to \$31,000. The problem is that if I have the "Auto minimum" checked on the Y-axis, then it always gives me a lower bound of 0--all of which empty space I would prefer to eliminate.
The solution may have something to do with the Format Axis > "Category (X) axis Crosses at: " but I have been unsuccessful even as I tried every combination. One graph I have seen from a colleague, that successfully does what I want to replicate, has the "Auto" column checkmarked for both "Minimum" and "Category (X) axis crosses at:" but the trick is that it displays the same (non-zero) value in the "Minimum" textbox and "Category (X) crosses at:" textbox--and that value changes if the minimum value in the graphing series changes.
Any help would be very welcome! Thanks.
Jared
### Excel Facts
Difference between two dates
Secret function! Use =DATEDIF(A2,B2,"Y")&" years"&=DATEDIF(A2,B2,"YM")&" months"&=DATEDIF(A2,B2,"MD")&" days"
Excel contains over 450 functions, with more added every year. That’s a huge number, so where should you start? Right here with this bundle.
1,167,960
Messages
5,856,525
Members
431,820
Latest member
Tori Murphy
### We've detected that you are using an adblocker.
We have a great community of people providing Excel help here, but the hosting costs are enormous. You can help keep this site running by allowing ads on MrExcel.com.
### Which adblocker are you using?
1)Click on the icon in the browser’s toolbar.
2)Click on the icon in the browser’s toolbar.
2)Click on the "Pause on this site" option.
Go back
1)Click on the icon in the browser’s toolbar.
2)Click on the toggle to disable it for "mrexcel.com".
Go back
### Disable uBlock Origin
Follow these easy steps to disable uBlock Origin
1)Click on the icon in the browser’s toolbar.
2)Click on the "Power" button.
3)Click on the "Refresh" button.
Go back
### Disable uBlock
Follow these easy steps to disable uBlock
1)Click on the icon in the browser’s toolbar.
2)Click on the "Power" button.
3)Click on the "Refresh" button.
Go back | 668 | 2,582 | {"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-2022-27 | latest | en | 0.937682 |
http://mathhelpforum.com/algebra/30093-quadratics.html | 1,529,839,631,000,000,000 | text/html | crawl-data/CC-MAIN-2018-26/segments/1529267866932.69/warc/CC-MAIN-20180624102433-20180624122433-00034.warc.gz | 206,473,696 | 9,790 | Why can't a quadratic a real and a non real roots? Explain.
Thanks
2. Originally Posted by jaypak
Why can't a quadratic a real and a non real roots? Explain.
Thanks
Actually it can... for example
$\displaystyle (x-2i)(x+3)=0$
if we expand it we get
$\displaystyle x^2+(3-2i)x-6i=0$
has solutions x=2i and x=-3.
The question I think you are asking is...
Why cant a quadratic with REAL coefficients have both real and complex solutions.
The discriminant tell us what type and how many solutions we will get.
To remind you it is the part under the radical
$\displaystyle b^2-4ac$
If it is positive you will get two different real solution.
If it is zero you get one repeated real solution.
if it is negative two complex solutions.
I hope this helps...
3. I'm guessing you mean a Quadratic Expression with REAL coefficients. It does help to state the question clearly. | 221 | 880 | {"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} | 3.25 | 3 | CC-MAIN-2018-26 | latest | en | 0.906526 |
http://cn.metamath.org/mpeuni/smfsuplem3.html | 1,653,056,662,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652662532032.9/warc/CC-MAIN-20220520124557-20220520154557-00593.warc.gz | 13,718,764 | 8,854 | Mathbox for Glauco Siliprandi < Previous Next > Nearby theorems Mirrors > Home > MPE Home > Th. List > Mathboxes > smfsuplem3 Structured version Visualization version GIF version
Theorem smfsuplem3 41340
Description: The supremum of a countable set of sigma-measurable functions is sigma-measurable. Proposition 121F (b) of [Fremlin1] p. 38 . (Contributed by Glauco Siliprandi, 23-Oct-2021.)
Hypotheses
Ref Expression
smfsuplem3.m (𝜑𝑀 ∈ ℤ)
smfsuplem3.z 𝑍 = (ℤ𝑀)
smfsuplem3.s (𝜑𝑆 ∈ SAlg)
smfsuplem3.f (𝜑𝐹:𝑍⟶(SMblFn‘𝑆))
smfsuplem3.d 𝐷 = {𝑥 𝑛𝑍 dom (𝐹𝑛) ∣ ∃𝑦 ∈ ℝ ∀𝑛𝑍 ((𝐹𝑛)‘𝑥) ≤ 𝑦}
smfsuplem3.g 𝐺 = (𝑥𝐷 ↦ sup(ran (𝑛𝑍 ↦ ((𝐹𝑛)‘𝑥)), ℝ, < ))
Assertion
Ref Expression
smfsuplem3 (𝜑𝐺 ∈ (SMblFn‘𝑆))
Distinct variable groups: 𝐷,𝑛,𝑥,𝑦 𝑛,𝐹,𝑥,𝑦 𝑛,𝑀 𝑆,𝑛,𝑦 𝑛,𝑍,𝑥,𝑦 𝜑,𝑛,𝑦,𝑥
Allowed substitution hints: 𝑆(𝑥) 𝐺(𝑥,𝑦,𝑛) 𝑀(𝑥,𝑦)
Proof of Theorem smfsuplem3
Dummy variable 𝑎 is distinct from all other variables.
StepHypRef Expression
1 nfv 1883 . 2 𝑎𝜑
2 smfsuplem3.s . 2 (𝜑𝑆 ∈ SAlg)
3 smfsuplem3.d . . . . 5 𝐷 = {𝑥 𝑛𝑍 dom (𝐹𝑛) ∣ ∃𝑦 ∈ ℝ ∀𝑛𝑍 ((𝐹𝑛)‘𝑥) ≤ 𝑦}
4 ssrab2 3720 . . . . 5 {𝑥 𝑛𝑍 dom (𝐹𝑛) ∣ ∃𝑦 ∈ ℝ ∀𝑛𝑍 ((𝐹𝑛)‘𝑥) ≤ 𝑦} ⊆ 𝑛𝑍 dom (𝐹𝑛)
53, 4eqsstri 3668 . . . 4 𝐷 𝑛𝑍 dom (𝐹𝑛)
65a1i 11 . . 3 (𝜑𝐷 𝑛𝑍 dom (𝐹𝑛))
7 smfsuplem3.m . . . . . 6 (𝜑𝑀 ∈ ℤ)
8 uzid 11740 . . . . . 6 (𝑀 ∈ ℤ → 𝑀 ∈ (ℤ𝑀))
97, 8syl 17 . . . . 5 (𝜑𝑀 ∈ (ℤ𝑀))
10 smfsuplem3.z . . . . 5 𝑍 = (ℤ𝑀)
119, 10syl6eleqr 2741 . . . 4 (𝜑𝑀𝑍)
12 fveq2 6229 . . . . 5 (𝑛 = 𝑀 → (𝐹𝑛) = (𝐹𝑀))
1312dmeqd 5358 . . . 4 (𝑛 = 𝑀 → dom (𝐹𝑛) = dom (𝐹𝑀))
14 smfsuplem3.f . . . . . 6 (𝜑𝐹:𝑍⟶(SMblFn‘𝑆))
1514, 11ffvelrnd 6400 . . . . 5 (𝜑 → (𝐹𝑀) ∈ (SMblFn‘𝑆))
16 eqid 2651 . . . . 5 dom (𝐹𝑀) = dom (𝐹𝑀)
172, 15, 16smfdmss 41263 . . . 4 (𝜑 → dom (𝐹𝑀) ⊆ 𝑆)
1811, 13, 17iinssd 39628 . . 3 (𝜑 𝑛𝑍 dom (𝐹𝑛) ⊆ 𝑆)
196, 18sstrd 3646 . 2 (𝜑𝐷 𝑆)
20 nfv 1883 . . . 4 𝑛(𝜑𝑥𝐷)
2111ne0d 39622 . . . . 5 (𝜑𝑍 ≠ ∅)
2221adantr 480 . . . 4 ((𝜑𝑥𝐷) → 𝑍 ≠ ∅)
232adantr 480 . . . . . . 7 ((𝜑𝑛𝑍) → 𝑆 ∈ SAlg)
2414ffvelrnda 6399 . . . . . . 7 ((𝜑𝑛𝑍) → (𝐹𝑛) ∈ (SMblFn‘𝑆))
25 eqid 2651 . . . . . . 7 dom (𝐹𝑛) = dom (𝐹𝑛)
2623, 24, 25smff 41262 . . . . . 6 ((𝜑𝑛𝑍) → (𝐹𝑛):dom (𝐹𝑛)⟶ℝ)
2726adantlr 751 . . . . 5 (((𝜑𝑥𝐷) ∧ 𝑛𝑍) → (𝐹𝑛):dom (𝐹𝑛)⟶ℝ)
28 iinss2 4604 . . . . . . . 8 (𝑛𝑍 𝑛𝑍 dom (𝐹𝑛) ⊆ dom (𝐹𝑛))
2928adantl 481 . . . . . . 7 ((𝑥𝐷𝑛𝑍) → 𝑛𝑍 dom (𝐹𝑛) ⊆ dom (𝐹𝑛))
305sseli 3632 . . . . . . . 8 (𝑥𝐷𝑥 𝑛𝑍 dom (𝐹𝑛))
3130adantr 480 . . . . . . 7 ((𝑥𝐷𝑛𝑍) → 𝑥 𝑛𝑍 dom (𝐹𝑛))
3229, 31sseldd 3637 . . . . . 6 ((𝑥𝐷𝑛𝑍) → 𝑥 ∈ dom (𝐹𝑛))
3332adantll 750 . . . . 5 (((𝜑𝑥𝐷) ∧ 𝑛𝑍) → 𝑥 ∈ dom (𝐹𝑛))
3427, 33ffvelrnd 6400 . . . 4 (((𝜑𝑥𝐷) ∧ 𝑛𝑍) → ((𝐹𝑛)‘𝑥) ∈ ℝ)
353rabeq2i 3228 . . . . . 6 (𝑥𝐷 ↔ (𝑥 𝑛𝑍 dom (𝐹𝑛) ∧ ∃𝑦 ∈ ℝ ∀𝑛𝑍 ((𝐹𝑛)‘𝑥) ≤ 𝑦))
3635simprbi 479 . . . . 5 (𝑥𝐷 → ∃𝑦 ∈ ℝ ∀𝑛𝑍 ((𝐹𝑛)‘𝑥) ≤ 𝑦)
3736adantl 481 . . . 4 ((𝜑𝑥𝐷) → ∃𝑦 ∈ ℝ ∀𝑛𝑍 ((𝐹𝑛)‘𝑥) ≤ 𝑦)
3820, 22, 34, 37suprclrnmpt 39780 . . 3 ((𝜑𝑥𝐷) → sup(ran (𝑛𝑍 ↦ ((𝐹𝑛)‘𝑥)), ℝ, < ) ∈ ℝ)
39 smfsuplem3.g . . 3 𝐺 = (𝑥𝐷 ↦ sup(ran (𝑛𝑍 ↦ ((𝐹𝑛)‘𝑥)), ℝ, < ))
4038, 39fmptd 6425 . 2 (𝜑𝐺:𝐷⟶ℝ)
417adantr 480 . . 3 ((𝜑𝑎 ∈ ℝ) → 𝑀 ∈ ℤ)
422adantr 480 . . 3 ((𝜑𝑎 ∈ ℝ) → 𝑆 ∈ SAlg)
4314adantr 480 . . 3 ((𝜑𝑎 ∈ ℝ) → 𝐹:𝑍⟶(SMblFn‘𝑆))
44 simpr 476 . . 3 ((𝜑𝑎 ∈ ℝ) → 𝑎 ∈ ℝ)
4541, 10, 42, 43, 3, 39, 44smfsuplem2 41339 . 2 ((𝜑𝑎 ∈ ℝ) → (𝐺 “ (-∞(,]𝑎)) ∈ (𝑆t 𝐷))
461, 2, 19, 40, 45issmfle2d 41336 1 (𝜑𝐺 ∈ (SMblFn‘𝑆))
Colors of variables: wff setvar class Syntax hints: → wi 4 ∧ wa 383 = wceq 1523 ∈ wcel 2030 ≠ wne 2823 ∀wral 2941 ∃wrex 2942 {crab 2945 ⊆ wss 3607 ∅c0 3948 ∪ cuni 4468 ∩ ciin 4553 class class class wbr 4685 ↦ cmpt 4762 dom cdm 5143 ran crn 5144 ⟶wf 5922 ‘cfv 5926 supcsup 8387 ℝcr 9973 < clt 10112 ≤ cle 10113 ℤcz 11415 ℤ≥cuz 11725 SAlgcsalg 40846 SMblFncsmblfn 41230 This theorem was proved from axioms: ax-mp 5 ax-1 6 ax-2 7 ax-3 8 ax-gen 1762 ax-4 1777 ax-5 1879 ax-6 1945 ax-7 1981 ax-8 2032 ax-9 2039 ax-10 2059 ax-11 2074 ax-12 2087 ax-13 2282 ax-ext 2631 ax-rep 4804 ax-sep 4814 ax-nul 4822 ax-pow 4873 ax-pr 4936 ax-un 6991 ax-inf2 8576 ax-cc 9295 ax-ac2 9323 ax-cnex 10030 ax-resscn 10031 ax-1cn 10032 ax-icn 10033 ax-addcl 10034 ax-addrcl 10035 ax-mulcl 10036 ax-mulrcl 10037 ax-mulcom 10038 ax-addass 10039 ax-mulass 10040 ax-distr 10041 ax-i2m1 10042 ax-1ne0 10043 ax-1rid 10044 ax-rnegex 10045 ax-rrecex 10046 ax-cnre 10047 ax-pre-lttri 10048 ax-pre-lttrn 10049 ax-pre-ltadd 10050 ax-pre-mulgt0 10051 ax-pre-sup 10052 This theorem depends on definitions: df-bi 197 df-or 384 df-an 385 df-3or 1055 df-3an 1056 df-tru 1526 df-ex 1745 df-nf 1750 df-sb 1938 df-eu 2502 df-mo 2503 df-clab 2638 df-cleq 2644 df-clel 2647 df-nfc 2782 df-ne 2824 df-nel 2927 df-ral 2946 df-rex 2947 df-reu 2948 df-rmo 2949 df-rab 2950 df-v 3233 df-sbc 3469 df-csb 3567 df-dif 3610 df-un 3612 df-in 3614 df-ss 3621 df-pss 3623 df-nul 3949 df-if 4120 df-pw 4193 df-sn 4211 df-pr 4213 df-tp 4215 df-op 4217 df-uni 4469 df-int 4508 df-iun 4554 df-iin 4555 df-br 4686 df-opab 4746 df-mpt 4763 df-tr 4786 df-id 5053 df-eprel 5058 df-po 5064 df-so 5065 df-fr 5102 df-se 5103 df-we 5104 df-xp 5149 df-rel 5150 df-cnv 5151 df-co 5152 df-dm 5153 df-rn 5154 df-res 5155 df-ima 5156 df-pred 5718 df-ord 5764 df-on 5765 df-lim 5766 df-suc 5767 df-iota 5889 df-fun 5928 df-fn 5929 df-f 5930 df-f1 5931 df-fo 5932 df-f1o 5933 df-fv 5934 df-isom 5935 df-riota 6651 df-ov 6693 df-oprab 6694 df-mpt2 6695 df-om 7108 df-1st 7210 df-2nd 7211 df-wrecs 7452 df-recs 7513 df-rdg 7551 df-1o 7605 df-oadd 7609 df-omul 7610 df-er 7787 df-map 7901 df-pm 7902 df-en 7998 df-dom 7999 df-sdom 8000 df-fin 8001 df-sup 8389 df-inf 8390 df-oi 8456 df-card 8803 df-acn 8806 df-ac 8977 df-pnf 10114 df-mnf 10115 df-xr 10116 df-ltxr 10117 df-le 10118 df-sub 10306 df-neg 10307 df-div 10723 df-nn 11059 df-n0 11331 df-z 11416 df-uz 11726 df-q 11827 df-rp 11871 df-ioo 12217 df-ioc 12218 df-ico 12219 df-fl 12633 df-rest 16130 df-topgen 16151 df-top 20747 df-bases 20798 df-salg 40847 df-salgen 40851 df-smblfn 41231 This theorem is referenced by: smfsup 41341
Copyright terms: Public domain W3C validator | 4,048 | 6,100 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.046875 | 3 | CC-MAIN-2022-21 | latest | en | 0.167169 |
https://forum.dynare.org/t/0-0-eigenvalues-problem/5799 | 1,653,472,099,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652662584398.89/warc/CC-MAIN-20220525085552-20220525115552-00647.warc.gz | 304,334,433 | 4,337 | 0/0 eigenvalues problem
Hallo All:
I am running a multi-asset allocation model. I encounter the problem of “0/0 eigenvalues”. I attach my mod file, the steady state file, and the parameter mat file here. Can you help me to overcome my problems? Actually, I do not want “mu” to be essentially 0. Since r7 is 0, I think lambda7 may be 0.
Thanks!
dynarehelplrljack.zip (7.8 KB)
I would focus on the steady state. There are differences in many orders of magnitude for the variables. 10^6 vs 10^(-17) might yield numerical issues when inverting matrices. Is it intended that mu and lambda are essentially 0 in steady state? While you use a steadystate file to compute the steady state, that one essentially just runs a numerical solver. There might be multiple solutions and the one that you currently find yields numerical problems. You should have some intuition whether the steady state you currently have makes sense economically.
Thank you professor. After checking the variance-covariance matrix of the returns, i.e. “sig2”, I find that the values are too small. Therefore, I multiply it by 10^4 and the problem disappears. The economic interpretation may be: the variance-covariance matrix is based on values of 100*returns (e.g. instead of using 0.02, the agent use 2). What are your suggestions?
If your model is linear or approximated with order=1, then you can just scale everything. | 326 | 1,395 | {"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-2022-21 | latest | en | 0.889636 |
https://www.convertunits.com/from/terameter/to/kiloyard | 1,638,739,115,000,000,000 | text/html | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00477.warc.gz | 776,721,081 | 17,100 | ## ››Convert terametre to kiloyard
terameter kiloyard
How many terameter in 1 kiloyard? The answer is 9.144E-10.
We assume you are converting between terametre and kiloyard.
You can view more details on each measurement unit:
terameter or kiloyard
The SI base unit for length is the metre.
1 metre is equal to 1.0E-12 terameter, or 0.0010936132983377 kiloyard.
Note that rounding errors may occur, so always check the results.
Use this page to learn how to convert between terameters and kiloyards.
Type in your own numbers in the form to convert the units!
## ››Quick conversion chart of terameter to kiloyard
1 terameter to kiloyard = 1093613298.3377 kiloyard
2 terameter to kiloyard = 2187226596.6754 kiloyard
3 terameter to kiloyard = 3280839895.0131 kiloyard
4 terameter to kiloyard = 4374453193.3508 kiloyard
5 terameter to kiloyard = 5468066491.6885 kiloyard
6 terameter to kiloyard = 6561679790.0262 kiloyard
7 terameter to kiloyard = 7655293088.364 kiloyard
8 terameter to kiloyard = 8748906386.7017 kiloyard
9 terameter to kiloyard = 9842519685.0394 kiloyard
10 terameter to kiloyard = 10936132983.377 kiloyard
## ››Want other units?
You can do the reverse unit conversion from kiloyard to terameter, or enter any two units below:
## Enter two units to convert
From: To:
## ››Definition: Terametre
The SI prefix "tera" represents a factor of 1012, or in exponential notation, 1E12.
So 1 terametre = 1012 metre.
## ››Definition: Kiloyard
The SI prefix "kilo" represents a factor of 103, or in exponential notation, 1E3.
So 1 kiloyard = 103 yards.
## ››Metric conversions and more
ConvertUnits.com provides an online conversion calculator for all types of measurement units. You can find metric conversion tables for SI units, as well as English units, currency, and other data. Type in unit symbols, abbreviations, or full names for units of length, area, mass, pressure, and other types. Examples include mm, inch, 100 kg, US fluid ounce, 6'3", 10 stone 4, cubic cm, metres squared, grams, moles, feet per second, and many more! | 626 | 2,065 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.796875 | 3 | CC-MAIN-2021-49 | longest | en | 0.759802 |
https://www.heyiamindians.com/what-is-the-pin-out-for-the-555-timer-ic/ | 1,718,983,137,000,000,000 | text/html | crawl-data/CC-MAIN-2024-26/segments/1718198862125.45/warc/CC-MAIN-20240621125006-20240621155006-00568.warc.gz | 720,127,930 | 9,440 | ## What is the pin out for the 555 timer IC?
Pinout
555 pin# 556:1st pin# Pin name
1 7 GND
2 6 TRIGGER
3 5 OUTPUT
4 4 RESET
## What is the function of IC 555 Pin No 8?
Pin-8 is the voltage supply pin which is used to supply the voltage to the IC with respect to the ground terminal.
How much voltage can a 555 timer take?
The standard TTL 555 can operate from a supply voltage between 4.5 volts and 18 volts, with its output voltage approximately 2 volts lower than its supply voltage VCC. The 555 can source or sink a maximum output current of 200mA, (but it may get hot at this level), so the circuit variations are unlimited.
### What is duty cycle of 555 timer?
The duty cycle in a 555 integrated circuit (IC) is the percentage of time that the output is high for each cycle of the square wave. For example, if the total cycle time is 1 s and the output is high for the first 0.4 s of each cycle, the duty cycle is 40%.
### How many pins does IC 555 consist of?
8-pins
The 555 timer IC consist of 8-pins where each pin has some function. The pin configuration of this IC is shown below. Pin-1 is a GND pin which is used to supply a zero voltage to the IC.
How to control duty cycle of a 555 timer?
Solving for t off gives a familiar relation for the 555 timer in astable mode. As we have seen, applying a voltage to pin 5 will change the duty cycle and period by changing the amount of time the output is high while the amount of time the output is low is constant.
## What are the inputs and outputs of a 555 timer?
Figure 1 shows the input and output signals of the 555 timer as they are arranged around a standard 8 pin dual inline package (DIP). Pin 1 – Ground (GND) This pin is connected to circuit ground. A low voltage (less than 1/3 the supply voltage) applied momentarily to the Trigger input causes the output (pin 3) to go high.
## Which is the discharge pin on a 555 timer?
Pin 7 (Discharge) – This pin is an open collector output which is in phase with the main output on pin 3 and has similar current sinking capability. Pin 8 (V +) – This is the positive supply voltage terminal of the 555 timer IC.
What is the operating voltage of a 556 timer?
Supply-voltage operating range is +4.5 volts (minimum) to +16 volts (maximum). The pin connections for the 556 which is a dual 555 timer (2 in one package) are shown in table below. For example, the two outputs for the two timers of the 556 are on pins 5 and 9 which correspond to the output pin 3 of the 555. | 636 | 2,492 | {"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-2024-26 | latest | en | 0.905661 |
https://stats.stackexchange.com/questions/406321/does-a-low-area-under-curve-auc-for-roc-imply-worthless-classifier | 1,596,656,671,000,000,000 | text/html | crawl-data/CC-MAIN-2020-34/segments/1596439735964.82/warc/CC-MAIN-20200805183003-20200805213003-00027.warc.gz | 503,977,840 | 29,123 | # Does a low Area Under Curve (AUC) for ROC imply worthless classifier? [closed]
I am trying to do a binary classification (0 and 1), and in this case, the end goal is to maximise the True Positives (i.e. maximum no. of 1s should be predicted correctly, even if it gives rise to significant False Positives). I am obtaining a ROC curve, with Area Under Curve (AUC) for Class 0 being 0.55 and Class 1 being 0.75.
From what I have seen over SE and over the Internet, a value of AUC of 0.75 is a fair value, however, many resources mention that a value in the range 0.50-0.60 etc. might indicate a worthless/random classifier, but I definitely want to maximise the correct predictions for Class 1 instead of losing out on predictions for 1s which may actually belong to 1s. I would like to know that in this case, is the AUC I obtain of any significance, or does it show that the classifier is not useful. Any advice in this regard is highly appreciated.
EDIT The ROC Curve for the problem which I developed in Python is given below.
• The trivial way to maximize TPs is to declare everything a positive. Because this observation is completely trivial, I think it's more likely that you really want to find a particular trade-off between TP and FP. Can you shed some light on what your criteria are for a good model, and how this model falls short? Also, what's AUC per class? ROC AUC describes the relative ranks of 2 classes in a single number. – Sycorax May 2 '19 at 21:24
• You probably have an elbow because you used predict instead of predict_proba (or similar). But reporting a different ROC AUC for each class doesn't make sense. You'll have to explain what you're doing in more detail for this to be answerable. – Sycorax May 3 '19 at 13:22
• I haven't used skplt. Maybe the documentation will explain why it's doing this. The plot suggests that all of the predictions are identical for each of the classes. Is that true? – Sycorax May 3 '19 at 15:46
• I can't say anything about what the plot shows because it has no relationship to any ROC procedure that I've seen before. My comment from yesterday about trivially maximizing true positives remains just as valid now as it was then because you've made no elaboration about what limits, if any, you have for false positives. – Sycorax May 3 '19 at 15:58
• Whether it's good or bad depends on the context. If your test is incorrect, and you say a patient is ill and needs to have his foot amputated, that's a terrible outcome. If your test is incorrect, and the patient takes an unnecessary dosage of vitamin C, the consequences are much less severe. – Sycorax May 3 '19 at 16:10 | 646 | 2,639 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.65625 | 3 | CC-MAIN-2020-34 | latest | en | 0.949373 |
http://www.numbersaplenty.com/3888839 | 1,596,907,799,000,000,000 | text/html | crawl-data/CC-MAIN-2020-34/segments/1596439738015.38/warc/CC-MAIN-20200808165417-20200808195417-00286.warc.gz | 158,346,717 | 3,384 | Search a number
3888839 = 8294691
BaseRepresentation
bin1110110101011011000111
321022120111002
432311123013
51443420324
6215203515
745024503
oct16653307
97276432
103888839
112216819
12137659b
13a620b6
14733303
1551c3ae
hex3b56c7
3888839 has 4 divisors (see below), whose sum is σ = 3894360. Its totient is φ = 3883320.
The previous prime is 3888823. The next prime is 3888847. The reversal of 3888839 is 9388883.
It is a semiprime because it is the product of two primes.
It is a cyclic number.
It is not a de Polignac number, because 3888839 - 24 = 3888823 is a prime.
It is a Duffinian number.
It is a junction number, because it is equal to n+sod(n) for n = 3888793 and 3888802.
It is a congruent number.
It is not an unprimeable number, because it can be changed into a prime (3888889) by changing a digit.
It is a polite number, since it can be written in 3 ways as a sum of consecutive naturals, for example, 1517 + ... + 3174.
It is an arithmetic number, because the mean of its divisors is an integer number (973590).
Almost surely, 23888839 is an apocalyptic number.
3888839 is a deficient number, since it is larger than the sum of its proper divisors (5521).
3888839 is an equidigital number, since it uses as much as digits as its factorization.
3888839 is an evil number, because the sum of its binary digits is even.
The sum of its prime factors is 5520.
The product of its digits is 331776, while the sum is 47.
The square root of 3888839 is about 1972.0139451840. The cubic root of 3888839 is about 157.2557935491.
The spelling of 3888839 in words is "three million, eight hundred eighty-eight thousand, eight hundred thirty-nine".
Divisors: 1 829 4691 3888839 | 520 | 1,696 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.15625 | 3 | CC-MAIN-2020-34 | latest | en | 0.881051 |
https://www.gradesaver.com/textbooks/math/algebra/intermediate-algebra-12th-edition/chapter-7-section-7-5-multiplying-and-dividing-radical-expressions-7-5-exercises-page-476/85 | 1,537,677,243,000,000,000 | text/html | crawl-data/CC-MAIN-2018-39/segments/1537267159006.51/warc/CC-MAIN-20180923035948-20180923060348-00209.warc.gz | 769,578,212 | 13,640 | ## Intermediate Algebra (12th Edition)
$\dfrac{4+3\sqrt{8}}{7}$
$\bf{\text{Solution Outline:}}$ To rationalize the given radical expression, $\dfrac{\sqrt{8}}{3-\sqrt{2}} ,$ multiply the numerator and the denominator by the conjugate of the denominator. Then use special products to multiply the result. $\bf{\text{Solution Details:}}$ Multiplying the numerator and the denominator of the given expression by the conjugate of the denominator, the expression above is equivalent to \begin{array}{l}\require{cancel} \dfrac{\sqrt{8}}{3-\sqrt{2}} \cdot\dfrac{3+\sqrt{2}}{3+\sqrt{2}} \\\\= \dfrac{\sqrt{8}(3+\sqrt{2})}{(3-\sqrt{2})(3+\sqrt{2})} .\end{array} Using the product of the sum and difference of like terms which is given by $(a+b)(a-b)=a^2-b^2,$ the expression above is equivalent \begin{array}{l}\require{cancel} \dfrac{\sqrt{8}(3+\sqrt{2})}{(3)^2-(\sqrt{2})^2} \\\\= \dfrac{\sqrt{8}(3+\sqrt{2})}{9-2} \\\\= \dfrac{\sqrt{8}(3+\sqrt{2})}{7} .\end{array} Using the Distributive Property which is given by $a(b+c)=ab+ac,$ the expression above is equivalent to \begin{array}{l}\require{cancel} \dfrac{\sqrt{8}(3)+\sqrt{8}(\sqrt{2})}{7} \\\\= \dfrac{3\sqrt{8}+\sqrt{8}(\sqrt{2})}{7} .\end{array} Using the Product Rule of radicals which is given by $\sqrt[m]{x}\cdot\sqrt[m]{y}=\sqrt[m]{xy},$ the expression above is equivalent to\begin{array}{l}\require{cancel} \dfrac{3\sqrt{8}+\sqrt{8(2)}}{7} \\\\= \dfrac{3\sqrt{8}+\sqrt{16}}{7} \\\\= \dfrac{3\sqrt{8}+\sqrt{(4)^2}}{7} \\\\= \dfrac{3\sqrt{8}+4}{7} \\\\= \dfrac{4+3\sqrt{8}}{7} .\end{array} | 563 | 1,545 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.84375 | 5 | CC-MAIN-2018-39 | longest | en | 0.655658 |
https://studylib.net/doc/11125940/math-322--problem-set-7--due-5-11-2015--practice-problems | 1,652,765,548,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652662515501.4/warc/CC-MAIN-20220517031843-20220517061843-00117.warc.gz | 638,170,095 | 11,616 | # Math 322: Problem Set 7 (due 5/11/2015) Practice problems
```Math 322: Problem Set 7 (due 5/11/2015)
Practice problems
P1. Let G commutative group where every element has order dividing p.
(a) Endow G with the structure of a vector space over F p .
(b) Show that dimF p G = k iff #G = pk iff G ' (C p )k .
(c) Show that for any X ⊂ G, we havehXi = SpanF p X.
1 x z
1 y | x, y, z ∈ F is called the Heisenberg group over the field F.
P2. The group H =
1
(a) Show that H is a subgroup of GL3 (F) (you also need to show containment, that is that
each element is an invertible
matrix).
1 0 z
(b) Show that Z(H) = 1 0 | z ∈ F ' F + .
1
1 x z
(c) Show that H/Z(H) ' F + × F + via the map 1 y 7→ (x, y).
1
(d) Show that H is non-commutative, hence is not isomorphic to the direct product F 2 × F.
(e) Suppose F = F p = Z/pZ with p odd. Then #H = p3 so that H is a p-group. Show that
every element of H(F p ) has order p.
General theory
Fix a group G.
1*. Suppose G is finite and let H be a proper subgroup. Show that the conjugates of H do not
cover G (that is, there is some g ∈ G which is not conjugate to an element of H).
2. (Correspondence Theorem) Let f ∈ Hom(G, H), and let K = Ker( f ).
(a) Show that the map M 7→ f (M) gives a bijection between the set of subgroups of G containing K and the set of subgroups of Im( f ) = f (G).
(b) Show that the bijection respects inclusions, indices and normality (if K < M1 , M2 < G then
M1 < M2 iff f (M1 ) < f (M2 ), in which case [M2 : M1 ] = [ f (M2 ) : f (M1 )], and M1 C M2 iff
f (M1 ) C f (M2 )).
3. Let X,Y ⊂ G and suppose that K = hXi is normal in G. Let q : G → G/K be the quotient map.
Show that G = hX ∪Y i iff G/K = hq(Y )i.
p-groups
h i n
o
h i
4. Recall the group Z 1p = pak ∈ Q | a ∈ Z, k ≥ 0 < Q+ , and note that Z C Z 1p (why?).
h i
(a) Show that G = Z 1p /Z is a p-group.
(b) Show that for every x ∈ G there is y ∈ G with y p = x (warning: what does y p mean?)
SUPP Show that every proper subgroup of G is finite and cyclic. Conversely, for every k there
is a unique subgroup isomorphic to pk .
82
*5. Let G be a finite p-group, and let H C G. Show that if H is non-trivial then so is H ∩ Z(G).
Bonus problem
**6. If |G| = pn , show for each 0 ≤ k ≤ n that G contains a normal subgroup of order pk .
Supplement: Group actions
A. Fix an action · of the group G on the set X.
(a) Let Y ⊂ X be G-invariant in that gY = Y . Show that the restriction · G×Y defines an action
of G on Y .
(b) Let H < G. Show that the restriction · H×X defines an action of H on X.
(c) Show that every G-orbit in X is a union of H-orbits.
(d) Show that every G-orbit is the union of at most [G : H] H-orbits.
B. Let the finite group G act on the finite set X.
DEF For g ∈ G its set of fixed points is Fix(g) = {x ∈ X | g · x = x}. The stabilizer of x ∈ X is
StabG (x) = {g ∈ G | g · x = x}.
(a) Enumerating the elements of the set {(g, x) ∈ G × X | g · x = x} in two different ways,
show that
∑ # Fix(g) = ∑ # StabG(x) .
g∈G
x∈X
(b) Using the conjugacy of point stabilizers in an orbit, deduce that
∑ # Fix(g) = ∑
#G
O∈G\X
g∈G
and hence the Lemma that is not Burnside’s: the number of orbits is exactly the average
number of fixed points,
1
#G\X =
∑ # Fix(g) .
#G g∈G
(c) Example: suppose we’d like to colour each vertex of a cube by one of four different
colours, with two colourings considered equivalent if they are obtained from each other
by a rotation of the cube. How many colourings are there, up to equivalence?
(hint for 1: count elements)
(hint for 5: adapt a proof from class)
83
Supplement: Generation of finite commutative p-groups
A. Let G be a finite commutative p-group.
(a) Show that G p is a proper subgroup (problem P1 is relevant here).
(b) Show that G/G p is a non-trivial commutative group where every element has order p.
— Let X ⊂ G be such that its image under the quotient map generates G/G p .
k
k+1
(c) For k ≥ 0 let gk ∈ G p (G1 = G). Show that there is w ∈ hXi and gk+1 ∈ G p such that
k
gk = w p gk+1 .
n
(d) Suppose that #G = pn . Show that G p < hXi, and then by backward induction eventually
show that G = G1 < hXi.
RMK You have proved: X generates G iff q(X) generates G/G p . In particular, the minimal
number of generators is exactly dimF p G/G p = log p [G : G p ].
RMK In fact, for any p-group, G, X generates G iff its image generates G/G0 G p where G0 is the
derived (commutator) subgroup.
84
``` | 1,594 | 4,514 | {"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-2022-21 | latest | en | 0.880495 |
https://www.studyproessay.com/2023/08/20/online-statistics-homework-help/ | 1,708,496,061,000,000,000 | text/html | crawl-data/CC-MAIN-2024-10/segments/1707947473370.18/warc/CC-MAIN-20240221034447-20240221064447-00053.warc.gz | 1,049,714,445 | 19,736 | Custom Writing Help For You!
Special Discounts Offers! 20-30% Off!
Posted: August 20th, 2023
Online Statistics Assignment: I need help writing a research paper.
Writing Service: Online Statistics Assignment: I need help writing a research paper.
Discover why we stand out as the premier destination for statistics class help online through our distinctive features. Learn how our meticulous experts craft flawless papers with the following systematic approach:
Thorough Comprehension: Our experts meticulously analyze the question to comprehend its essence.
Structured Organization: Once the question is understood, we create a coherent and organized framework.
Precision in Execution: We execute orders with precision, ensuring accuracy and quality.
Comprehensive Review: Every paper undergoes a rigorous review process before reaching students.
These meticulous steps guarantee the excellence of every paper we produce. Elevate your academic reports with our statistics online help and bid farewell to subpar grades.
Embark on A+ Grades with Our Online Statistics Assignment: I need help writing a research paper.
The question of “Who can provide top-notch yet affordable statistics Assignment: I need help writing a research paper.?” has crossed everyone’s mind. Whether it’s impeccable or validated papers at budget-friendly rates, we’ve got you covered. Our statistics solver embodies the attributes necessary to produce assignments deserving of the grades you aspire to achieve. Embrace the numerous benefits offered by our online statistics help, where reliability is paramount.
In addition to crafting exceptional statistics assignments, our statistics helper extends complimentary revisions, sample papers, and more to ensure our students receive the best possible assistance. Reach out to our online stats Assignment: I need help writing a research paper. today, shed your statistics-related concerns, and earn the admiration of both your educators and parents.
Master the Key Topics with Our Stats Class Help
Dive into the key topics covered comprehensively by our stats class help:
Combinatorics and Set Theory Notation: Grasp the art of counting and finite structure properties within combinatorics and the fundamentals of binary relations in set theory.
Probability Definitions and Properties: Understand the quantifiable value denoting the likelihood of an event, expressed as percentages or proportions, and delve into the ten properties of probability.
Common Discrete and Continuous Distributions: Explore equations with specific or continuous data values, and understand the nuances of discrete and continuous distributions.
Bivariate Distributions: Gain insights into probability combinations between two variables, their calculation based on occurrence probabilities, and examples of bivariate distributions.
Conditional Probability: Delve into the likelihood of events based on prior outcomes, the multiplication of probabilities, and the precise calculation method.
Random Variables, Expectations, and Variance: Learn how to compute expectations and variances from random variables, and comprehend their significance in describing averages and deviations.
Univariate and Bivariate Transformations: Uncover the transformation of random variables and their subsequent distribution, differentiating univariate and bivariate transformations.
Convergence of Random Variables: Explore the essential concept of random variable convergence and its applications in probability theory and statistics.
Estimation: Grasp the art of inferring unknown population values from incomplete data through point estimation.
Hypothesis Testing: Understand the process of drawing conclusions about population parameters or probability distributions using sample data.
Confidence Intervals: Discover the concept of confidence intervals, their computation, and their role in measuring uncertainty in sample variables.
Unlock Excellence with Our Services
Our platform offers unparalleled advantages:
Expertise: Connect with elite experts and superior writers.
Originality: Experience zero-plagiarism assurance.
Affordability: Benefit from fair pricing and a satisfaction guarantee.
Diverse Subjects: Access wide-ranging topics and diverse essay selections.
Timeliness: Count on timely deliveries with a dedication to deadlines.
Personalized Support: Enjoy customized homework writing assistance and personalized guidance.
How to Obtain Statistics Assignment: I need help writing a research paper.
Seeking assistance with statistics homework? Follow these three simple steps:
Visit Our Website: Navigate to our website.
Submit Assignment Details: Fill out the assignment form with essential details.
Payment and Delivery: Make the payment as per your convenience and await your completed order by the designated date.
Experience the Ease of Statistics Assignment: I need help writing a research paper.
Ditch skepticism about online statistics help and follow these three streamlined steps to access our services. Embrace an efficient and user-friendly process that students trust. Count on our expertise to bolster your academic journey and ensure your success.
Can You Assist with my Homework in Less than 24 Hours?
Our name, 24HourAnswers, reflects our availability for work submission around the clock, but it doesn’t imply mastery within 24 hours. While we can help you achieve your goals within 24 hours if you’re a fast learner and plan ahead, it’s essential to understand that providing high-quality, customized assistance takes time. We’re committed to delivering the best results tailored to your needs, so giving us adequate time is crucial.
Can You Aid Me with Exams, Quizzes, or Tests?
We’re here to support you by providing guidance with past exams to prepare for upcoming tests. However, we can’t assist with current exams, quizzes, or tests unless you provide written permission indicating your eligibility to seek help for them, which is often not the case.
What Will be the Cost?
Our pricing structure is transparent and flexible. Each work order has a unique price determined by factors like session length, work complexity, tutor expertise, and available time before the deadline. There are no hidden costs, monthly fees, or minimum payments. For Assignment: I need help writing a research paper. and tutoring, you’ll receive an upfront price quote with no obligation to pay. Homework library items have fixed individual prices.
What Payment Methods are Accepted?
We accept a variety of payment methods, including credit cards, debit cards, PayPal, Venmo, ApplePay, and GooglePay.
Advanced statistics demands dedication and discipline for effective learning. To succeed in a college-level statistics course, maintaining focus and determination is crucial. While course content might slightly vary based on your instructor’s background, the general topics covered include:
Bivariate linear regression and correlation
Chi-square, student’s t, and Snedecor’s F distributions
Goodness of fit testing
Continuous parametric probability distributions
Bivariate probability distributions
Descriptive statistical techniques
Sampling and sampling distribution of a statistic
Discrete parametric probability distributions
Interval estimation and confidence intervals
Probability theory
Nonparametric statistical techniques
Point estimation and properties of estimators
Parametric statistical hypothesis testing
Random variables and probability distributions
Goodness of fit testing: Contingency tables
To excel in these topics, consider seeking online statistics Assignment: I need help writing a research paper.. Our experienced tutors at 24HourAnswers are available to provide the tools and guidance you need to thrive in your advanced statistics course.
Online Statistics Assignment: I need help writing a research paper.
When you use our statistics Assignment: I need help writing a research paper., you gain access to a wide range of tools that simplify coursework and enhance your understanding. Our certified tutors provide personalized instruction, catering to your learning style. With 24/7 availability, you can receive assistance whenever you need it, whether you’re studying late at night or early in the morning. Our tutors are dedicated to your success, offering help with both conceptual understanding and practical problem-solving.
Our Certified Statistics Tutors
Our partnership with certified and experienced tutors ensures accurate and insightful assistance. Our tutors are skilled in explaining complex concepts step by step, making sure you grasp overarching principles and specific problems. They are committed to boosting your grades and building your confidence in future statistics courses.
Schedule a Session for Statistics Help
Our mission is to offer unique and effective online statistics help for your college education. With entirely online tutoring sessions, you can access our statistics Assignment: I need help writing a research paper.ers anytime, anywhere. To elevate your education and performance, reach out to us today to schedule a session with one of our statistics tutors.
In pursuit of our tutoring mission for online education, our college statistics Assignment: I need help writing a research paper. and online tutoring centers are available 24/7 to assist college students with every aspect of advanced statistics. Our statistics tutors are ready to help with projects of all sizes, challenging you to find better online advanced statistics tutoring anywhere else.
Tags: , , , , , ,
Order for this Paper or similar Answer/Assignment Writing Service
Place your order by filling a guided instructions form in 3 easy steps.
Why choose our Study Bay Services?
Like every student, Focusing on achieving the best grades is our main goal
Top Essay Writers
We have carefully cultivated a team of exceptional academic writers, each with specialized expertise in particular subject areas and a proven track record of research writing excellence. Our writers undergo rigorous screening and evaluation to ensure they hold relevant advanced degrees and demonstrate mastery of English grammar, citation style, and research methodology. Recent projects completed by our writers include research papers on topics such as sustainable energy policy, cognitive behavioral therapy, and molecular genetics.
Student-Based Prices
We prioritize attracting highly skilled writers through competitive pay and strive to offer the most cost-effective services for students. References from recent years include surveys of customer satisfaction with online writing services conducted by the American Customer Satisfaction Index between 2018 to 2022, demonstrating our commitment to balancing affordable costs with high standards of work through positive reviews and retention of expert writers.
100% Plagiarism-Free
We guarantee 100% original and plagiarism-free final work through a thorough scanning of every draft copy using advanced plagiarism detection software before release, ensuring authentic and high-quality content for our valued customers. To note, we also do not generate assignment content with AI tool, thus you a guaranteed 0% similarity index for your final research paper.
How it works
When you decide to place an order with Study Pro Essay, here is what happens:
Complete the Order Form
You will complete our order form, filling in all of the fields and giving us as much detail as possible.
Assignment of Writer
We analyze your order and match it with a writer who has the unique qualifications to complete it, and he begins from scratch.
Order in Production and Delivered
You and,the support and your writer communicate directly during the process, and, once you receive the final draft, you either approve it or ask for revisions.
Giving us Feedback (and other options)
We want to know how your experience went. You can read other clients’ testimonials too. And among many options, you can choose a favorite writer. | 2,127 | 12,027 | {"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-2024-10 | latest | en | 0.898255 |
jackson596.inuker.com | 1,624,013,637,000,000,000 | text/html | crawl-data/CC-MAIN-2021-25/segments/1623487636559.57/warc/CC-MAIN-20210618104405-20210618134405-00194.warc.gz | 310,542,778 | 7,286 | # How Baccarat Is performed
Baccarat is really a card game typically played in casinos. It really is basically a comparing card sport usually played between two participants, the “banker” and the player to whom the baccarat is usually given. Each baccarat coup consists of three possible results: the ball player gets the number of cards dealt to him/her, the banker gets significantly less than what the player has spent, or the player wins. Players bet and fold, and everything else occurs instantaneously. The overall game involves mathematics and psychology and is played out around the world in casinos, pubs, restaurants, and anywhere else gambling is taking place.
The game of baccarat ‘s been around for centuries but it’s appeal is currently even more widespread than it had been years ago. New players often see this game to be complicated and requiring a higher degree of skill. In actuality, baccarat is simple and anyone can play. The only real true skill required is the ability to know when to buy low and sell high, that is more easily achieved than one might think.
This video game of baccarat is simple enough to explain, but a little more explanation is necessary to be able to fully love its fairness and complexity. When players match up, each banker talks about each player and tries to find out which player gets the lowest whole cards – in baccarat, the lowest level of cards that the banker must have is two. Then, each participant wins or loses through the use of the law of probability. That’s, each card that a participant has in his/her palm corresponds to one in the discard pile, and each cards the banker features in his/her deck corresponds to one in the draw pile. Subsequently, since each player has really two cards to handle, any player winning must also contain two cards in his hands and two cards in the draw pile, and so on.
The baccarat system is truly a very clever way of gambling. In the end, no two players are exactly the same, and even if they are on even terms, neither will always have exactly the same second, third, and fourth card. There are always a great many factors that may go into the possibility of whether a third card will come up in a hand, such as the inclination of the banker to demand the baccarat and the inclination of players to call the banker with the first two cards they receive. A player who has a third cards is taken away, and that player’s place in the baccarat table instantly changes from second to 3rd.
Participants can use all or some of their available baccarat chips to try for a natural win. When a participant has ten chips and is definitely playing standard baccarat, he might use most of his chips (like the remaining number of chips he has not yet found in the previous game) to use for a natural win. In case a player have not yet reached this quantity of chips, he must first wait for his remaining chips to reach an amount that would create a natural win; after that, a player can put his staying chips to work with a hoped-for win. Needless to say, if a player wins the healthy baccarat game, he still must complete the required number of baccarat chips to finish the overall game.
In addition to trying for an all natural baccarat win, some competitors will play in what is called the ‘red match’ – where all of the cards are dealt out deal with down. Then, it’s possible for a player who is at either the low or high area of the blinds to use for a pull by dealing out one cards and then having the other competitors draw from that card. That is known as the ‘bincasting’ activity. In a baccarat tournament, when all the cards are dealt out deal with down, it is considered a draw for a player to get a card dealt out while having another players draw from that similar card.
While most casinos place a control on the utmost that any person can lose on each hand by baccarat, there are some variations on the game that still allow the baccarat player to lose up to half of his face value. This is considered acceptable because in most cases, a player losing plenty of face value is not at all damaging to the bankroll. The gambling house staff could also remind players to only deal themselves with top quality cards, such as the the surface of the deck (the ‘highlighted ‘card’). However, players are strongly encouraged to attempt to avoid coping with cards with a high face benefit.
People may also be discouraged from baccarat-type gambling, where they simply play with two hands – one to four for the low section of the table and five hands for the high section of the table. It is because there is a very high chance that the supplier will ‘fold’ or flip or both, a high card or two at this stage in the game. At the end of the overall game, the dealer usually flips the cards back over to the flop, where any participant who has not handled an Ace or King is required to either fold or lose their last card, of which point the brand new cards are dealt out. That is to keep the game fair, also to discourage players from benefiting from other players by taking away from them money they could have won with both hands dealt. It also encourages players to remain on even terminology with the banker, to not be wasteful of their own time by betting away the majority of their money before even 시크릿 카지노 learning the cards dealt.
Website: | 1,135 | 5,345 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.09375 | 3 | CC-MAIN-2021-25 | latest | en | 0.980921 |
https://trustconverter.com/en/length-conversion/spat-unit/spat-unit-to-rods.html | 1,582,698,490,000,000,000 | text/html | crawl-data/CC-MAIN-2020-10/segments/1581875146187.93/warc/CC-MAIN-20200226054316-20200226084316-00137.warc.gz | 587,629,503 | 10,194 | # Spats to Rods Conversion
Spat to rod conversion allow you make a conversion between spat and rod easily. You can find the tool in the following.
### Length Conversion
to
input
= 198,838,781,515.94686890
= 1.98839 × 1011
= 1.98839E+11
= 1.98839e+11
= 298,258,172,273.92028809
= 2.98258 × 1011
= 2.98258E+11
= 2.98258e+11
= 397,677,563,031.89373779
= 3.97678 × 1011
= 3.97678E+11
= 3.97678e+11
= 497,096,953,789.86712646
= 4.97097 × 1011
= 4.97097E+11
= 4.97097e+11
= 596,516,344,547.84057617
= 5.96516 × 1011
= 5.96516E+11
= 5.96516e+11
### Quick Look: spats to rods
spat 1 S 2 S 3 S 4 S 5 S 6 S 7 S 8 S 9 S 10 S 11 S 12 S 13 S 14 S 15 S 16 S 17 S 18 S 19 S 20 S 21 S 22 S 23 S 24 S 25 S 26 S 27 S 28 S 29 S 30 S 31 S 32 S 33 S 34 S 35 S 36 S 37 S 38 S 39 S 40 S 41 S 42 S 43 S 44 S 45 S 46 S 47 S 48 S 49 S 50 S 51 S 52 S 53 S 54 S 55 S 56 S 57 S 58 S 59 S 60 S 61 S 62 S 63 S 64 S 65 S 66 S 67 S 68 S 69 S 70 S 71 S 72 S 73 S 74 S 75 S 76 S 77 S 78 S 79 S 80 S 81 S 82 S 83 S 84 S 85 S 86 S 87 S 88 S 89 S 90 S 91 S 92 S 93 S 94 S 95 S 96 S 97 S 98 S 99 S 100 S rod 198,838,781,515.95 rd 397,677,563,031.89 rd 596,516,344,547.84 rd 795,355,126,063.79 rd 994,193,907,579.73 rd 1,193,032,689,095.7 rd 1,391,871,470,611.6 rd 1,590,710,252,127.6 rd 1,789,549,033,643.5 rd 1,988,387,815,159.5 rd 2,187,226,596,675.4 rd 2,386,065,378,191.4 rd 2,584,904,159,707.3 rd 2,783,742,941,223.3 rd 2,982,581,722,739.2 rd 3,181,420,504,255.1 rd 3,380,259,285,771.1 rd 3 579 098 067 287 rd 3 777 936 848 803 rd 3,976,775,630,318.9 rd 4,175,614,411,834.9 rd 4,374,453,193,350.8 rd 4,573,291,974,866.8 rd 4,772,130,756,382.7 rd 4,970,969,537,898.7 rd 5,169,808,319,414.6 rd 5,368,647,100,930.6 rd 5,567,485,882,446.5 rd 5,766,324,663,962.5 rd 5,965,163,445,478.4 rd 6,164,002,226,994.4 rd 6,362,841,008,510.3 rd 6,561,679,790,026.2 rd 6,760,518,571,542.2 rd 6,959,357,353,058.1 rd 7,158,196,134,574.1 rd 7 357 034 916 090 rd 7 555 873 697 606 rd 7,754,712,479,121.9 rd 7,953,551,260,637.9 rd 8,152,390,042,153.8 rd 8,351,228,823,669.8 rd 8,550,067,605,185.7 rd 8,748,906,386,701.7 rd 8,947,745,168,217.6 rd 9,146,583,949,733.6 rd 9,345,422,731,249.5 rd 9,544,261,512,765.4 rd 9,743,100,294,281.4 rd 9,941,939,075,797.3 rd 10 140 777 857 313 rd 10 339 616 638 829 rd 10 538 455 420 345 rd 10 737 294 201 861 rd 10 936 132 983 377 rd 11 134 971 764 893 rd 11 333 810 546 409 rd 11 532 649 327 925 rd 11 731 488 109 441 rd 11 930 326 890 957 rd 12 129 165 672 473 rd 12 328 004 453 989 rd 12 526 843 235 505 rd 12 725 682 017 021 rd 12 924 520 798 537 rd 13 123 359 580 052 rd 13 322 198 361 568 rd 13 521 037 143 084 rd 13 719 875 924 600 rd 13 918 714 706 116 rd 14 117 553 487 632 rd 14 316 392 269 148 rd 14 515 231 050 664 rd 14 714 069 832 180 rd 14 912 908 613 696 rd 15 111 747 395 212 rd 15 310 586 176 728 rd 15 509 424 958 244 rd 15 708 263 739 760 rd 15 907 102 521 276 rd 16 105 941 302 792 rd 16 304 780 084 308 rd 16 503 618 865 824 rd 16 702 457 647 340 rd 16 901 296 428 855 rd 17 100 135 210 371 rd 17 298 973 991 887 rd 17 497 812 773 403 rd 17 696 651 554 919 rd 17 895 490 336 435 rd 18 094 329 117 951 rd 18 293 167 899 467 rd 18 492 006 680 983 rd 18 690 845 462 499 rd 18 889 684 244 015 rd 19 088 523 025 531 rd 19 287 361 807 047 rd 19 486 200 588 563 rd 19 685 039 370 079 rd 19 883 878 151 595 rd
The spat (symbol S) is also an obsolete unit of distance used in astronomy. It is equal to 1000000000 kilometres (1 Tm or 1012 m). It is about 6.6846 astronomical units (AU), 1.057×10−4 light-years or3.240×10−5 parsecs.
Name of unitSymbolDefinitionRelation to SI unitsUnit System
spatS
≡ 1×1012 m
≡ 1×1012 m
Science - Astronomy (Length)
#### conversion table
spatsrodsspatsrods
1= 198838781515.954= 795355126063.79
1.5= 298258172273.924.5= 894774516821.76
2= 397677563031.895= 994193907579.73
2.5= 497096953789.875.5= 1093613298337.7
3= 596516344547.846= 1193032689095.7
The rod or perch or pole is a surveyors tool and unit of length equal to 5 12 yards, 16 12 feet, 1320 of a statute mile or one-fourth of a surveyor's chain and 5.0292 meters.
Name of unitSymbolDefinitionRelation to SI unitsUnit System
rodrd
≡ 16 12 ft
= 5.0292 m
Imperial/US
### conversion table
rodsspatsrodsspats
1= 5.0292E-124= 2.01168E-11
1.5= 7.5438E-124.5= 2.26314E-11
2= 1.00584E-115= 2.5146E-11
2.5= 1.2573E-115.5= 2.76606E-11
3= 1.50876E-116= 3.01752E-11
### Conversion table
spatsrods
1= 198,838,781,515.95
5.0292 × 10-12= 1
### Legend
SymbolDefinition
exactly equal
approximately equal to
=equal to
digitsindicates that digits repeat infinitely (e.g. 8.294 369 corresponds to 8.294 369 369 369 369 …) | 2,321 | 4,620 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.609375 | 3 | CC-MAIN-2020-10 | latest | en | 0.539626 |
http://www.all-science-fair-projects.com/science_fair_projects_encyclopedia/Moore's_Law | 1,369,511,276,000,000,000 | text/html | crawl-data/CC-MAIN-2013-20/segments/1368706153698/warc/CC-MAIN-20130516120913-00083-ip-10-60-113-184.ec2.internal.warc.gz | 312,034,230 | 10,547 | # All Science Fair Projects
## Science Fair Project Encyclopedia for Schools!
Search Browse Forum Coach Links Editor Help Tell-a-Friend Encyclopedia Dictionary
# Science Fair Project Encyclopedia
For information on any area of science that interests you,
enter a keyword (eg. scientific method, molecule, cloud, carbohydrate etc.).
Or else, you can start by choosing any of the categories below.
# Moore's law
(Redirected from Moore's Law)
Moore's law is the empirical observation that at our rate of technological development, the complexity of an integrated circuit, with respect to minimum component cost will double in about 18 months.
It is attributed to Gordon E. Moore, a co-founder of Intel (not to be confused with another G.E. Moore, the philosopher George Edward Moore, the creator of Moore's paradox). However, Moore had heard Douglas Engelbart's similar observation possibly in 1960. Engelbart, a co-inventor of today's mechanical computer mouse, believed the continual scaling down of circuits shall enable people to create an interactive computing system one day.
Contents
## Earliest form
Moore's original statement can be found in his publication "Cramming more components onto integrated circuits", Electronics Magazine 19 April, 1965:
The complexity for minimum component costs has increased at a rate of roughly a factor of two per year ... Certainly over the short term this rate can be expected to continue, if not to increase. Over the longer term, the rate of increase is a bit more uncertain, although there is no reason to believe it will not remain nearly constant for at least 10 years. That means by 1975, the number of components per integrated circuit for minimum cost will be 65,000. I believe that such a large circuit can be built on a single wafer.
Gordon Moore's observation was not named a "law" by Moore himself; that honor goes to Caltech professor, VLSI pioneer, and entrepreneur Carver Mead.
In 1975, Moore projected a doubling only every two years. He is adamant that he himself never said "every 18 months", but that is how it has been quoted, and proven correct, ever since.
## Formulations of Moore's law
• The most popular formulation is of the doubling of the number of transistors on integrated circuits (a rough measure of computer processing power) every 18 months. At the end of the 1970s, Moore's Law became known as the limit for the number of transistors on the most complex chips.
• It is also common to cite Moore's law to refer to the rapidly continuing advance in computing power per dollar cost.
• A similar progression has held for hard disk storage available per dollar cost—in fact, the rate of progression in disk storage over the past 10 years or so has actually been faster than for semiconductors—although, largely because of production cost issues, hard drive performance increases have lagged significantly.
• Another version claims that RAM storage capacity increases at the same rate as processing power. However, memory speeds have not increased as fast as CPU speeds in recent years, leading to a heavy reliance on caching in current computer systems.
Historical analysis of Moore's law has shown that its interpretations have qualitatively changed over the years and that it has not very accurately described developments in semiconductor technology. For example, CPU Monthly shows a month-by-month display of Top Processors from Intel and AMD which gives relatively little evidence that the law continues to operate as stated.
On April 11, 2005, Intel posted a \$10,000 reward for an original, pristine copy of the Electronics Magazine where Moore's article was first published [1]. The hunt was started, in part, because Moore lost his personal copy after loaning it out.
## An industry driver
Although Moore's law was initially made in the form of an observation and prediction, the more widely it became accepted, the more it served as a goal for an entire industry. This drove both marketing and engineering departments of semiconductor manufacturers to focus enormous energy aiming for the specified increase in processing power that it was presumed one or more of their competitors would soon actually attain. In this regard it can be viewed as a self-fulfilling prophecy. However, just as the "law" has itself taken on mythic status somewhat independent of actual facts, its significance to technology growth may be prone to a degree of mythologising.
The implications of Moore's law for computer component suppliers is very significant. A typical major design project (such as an all-new CPU or hard drive) takes between two and five years to reach production-ready status. In consequence, component manufacturers face enormous timescale pressures—just a few weeks delay in a major project can spell the difference between great success and massive losses, even bankruptcy.
Expressed as "a doubling every 18 months", Moore's law suggests the phenomenal progress of technology in recent years. Expressed on a shorter timescale, however, Moore's law equates to an average performance improvement in the industry as a whole of over 1% a week. For a manufacturer competing in the cut-throat CPU, hard drive or RAM markets, a new product that is expected to take three years to develop and is just two or three months late is 10 to 15% slower or larger in size than the directly competing products, and is usually unsellable.
## Future trends
As of Q4 2004, current PC processors are fabricated at the 130 nm and 90 nm levels, with 65 nm chips being announced by the end of 2005. A decade ago, chips were built at a 500 nm level. Companies are working on using nanotechnology to solve the complex engineering problems involved in producing chips at the 45 nm, 30 nm, and even smaller levels—a process that will postpone the industry meeting the limits of Moore's Law.
Recent computer industry technology "roadmaps" predict (as of 2001) that Moore's Law will continue for several chip generations. Depending on the doubling time used in the calculations, this could mean up to 100 fold increase in transistor counts on a chip in a decade. The semiconductor industry technology roadmap uses a three-year doubling time for microprocessors, leading to about nine-fold increase in a decade.
Since the rapid exponential improvement could put 100 GHz personal computers in every home and 20 GHz devices in every pocket, some commentators have speculated that sooner or later computers will meet or exceed any conceivable need for computation. This is only true for some problems—there are others where exponential increases in processing power are matched or exceeded by exponential increases in complexity as the problem size increases. See computational complexity theory and complexity classes P and NP for a (somewhat theoretical) discussion of such problems, which occur very commonly in applications such as scheduling.
Extrapolation partly based on Moore's Law has led futurologists such as Vernor Vinge, Bruce Sterling and Ray Kurzweil to speculate about a technological singularity. However, on April 13, 2005, Gordon Moore himself stated in an interview that the law may not hold valid for too long, since transistors may reach the limits of miniaturization at atomic levels.
In terms of size [of transistor] you can see that we're approaching the size of atoms which is a fundamental barrier, but it'll be two or three generations before we get that far—but that's as far out as we've ever been able to see. We have another 10 to 20 years before we reach a fundamental limit. By then they'll be able to make bigger chips and have transistor budgets in the billions.
(techworld)
Kurzweil extends this to include technologies from far before the integrated circuit to future forms of computation. He believes that the exponential growth of Moore's law will continue beyond the use of integrated circuits into technologies that will lead to the technological singularity. The Law of Accelerating Returns described by Ray Kurzweil has in many ways altered the public's perception of Moore's law. It is a common (but mistaken) belief that Moore's law makes predictions regarding all forms of technology, when really it only concerns semiconductor circuits. Many futurists still use the term "Moore's law" to describe ideas like those put forth by Kurzweil.
Krauss and Starkman announced an ultimate limit of around 600 years in their paper "Universal Limits of Computation", based on rigorous estimation of total information-processing capacity of any system in the Universe.
Then again, the law has often met obstacles that appeared insurmountable, before soon surmounting them. In that sense, Mr Moore says, he now sees his law as more beautiful than he had realised. "Moore's Law is a violation of Murphy's Law. Everything gets better and better."
## Other considerations
Note that not all aspects of computing technology develop in capacities and speed according to Moore's Law. Random Access Memory (RAM) speeds and hard drive seek times improve at best at a few percentage points per year.
Another, sometimes misunderstood, point is that exponentially improved hardware does not necessarily imply exponentially improved software to go with it. The productivity of software developers most assuredly does not increase exponentially with the improvement in hardware, but by most measures has increased only slowly and fitfully over the decades.
Moreover there is popular misconception that the clock speed of a processor determines its speed. This actually also depends on the number of instructions per tick which can be executed (as well as the complexity of each instruction, see MIPS, RISC and CISC), and as such the clock speed can only be used for comparision between two identical circuits. Of course, other factors are to be taken into consideration such as the bus size and speed of the peripherals. As such, most popular evaluations of "computer speed" are generally biased without an understanding of the underlaying technology. This is especially true now that popular manifacturers play with public perception of speed, focusing on advertizing the clock rate of new products.
It is interesting to note that as the cost of computer power continues to fall (from the perspective of a consumer), the cost for producers to achieve Moore's Law has followed the opposite trend: R&D, manufacturing, and test costs have increased steadily with each new generation of chips. As the cost of semiconductor equipment is expected to continue increasing, manufacturers must sell larger and larger quantities of chips to remain profitable. (The cost to "tapeout" a chip at 0.18u was roughly \$300,000 USD. The cost to "tapeout" a chip at 90nm exceeds \$750,000 USD, and the cost is expected to exceed \$1.0M USD for 65nm.) In recent years, analysts have observed a decline in the number of "design starts" at advanced process nodes (0.13u and below.) While these observations were made in the period after the year 2000 economic downturn, the decline may be evidence that the long-term global market cannot economically sustain Moore's Law.
Articles
### FAQs
03-10-2013 05:06:04 | 2,280 | 11,222 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.71875 | 3 | CC-MAIN-2013-20 | latest | en | 0.910598 |
https://text.123doc.org/document/5087489-chuong-gioi-thieu-ke-toan-quan-tri.htm | 1,547,850,548,000,000,000 | text/html | crawl-data/CC-MAIN-2019-04/segments/1547583660818.25/warc/CC-MAIN-20190118213433-20190118235433-00220.warc.gz | 659,049,634 | 8,320 | # chuong gioi thieu Time Value of Money Ke toan quan tri
Appendix
A- 1
Time Value of Money
Managerial Accounting
Fifth Edition
Weygandt Kimmel Kieso
Appendix
A- 2
study objectives
1.
Distinguish between simple and compound interest.
2.
Solve for future value of a single amount.
3.
Solve for future value of an annuity.
4.
Identify the variables fundamental to solving present value
problems.
5.
Solve for present value of a single amount.
6.
Solve for present value of an annuity.
7.
Compute the present values in capital budgeting
situations.
8.
Appendix
A- 3
Use a financial calculator to solve time value of money
problems.
Basic
Basic Time
Time Value
Value Concepts
Concepts
Time Value of Money
In accounting (and finance), the term indicates
that a dollar received today is worth more than
a dollar promised at some time in the future.
Appendix
A- 4
Nature
Nature of
of Interest
Interest
Payment for the use of money.
Excess cash received or repaid over the
amount invested or borrowed (principal).
Variables involved in financing transaction:
1. Principal (p) - Amount borrowed or invested.
2. Interest Rate
3. Time
(i) – An annual percentage.
(n) - The number of years or portion of
a year that the principal is borrowed or
invested.
Appendix
A- 5
SO 1 Distinguish between simple and compound interest.
Nature
Nature of
of Interest
Interest
Simple Interest
Interest computed on the principal only.
Illustration:
On January 2, 2010, assume you borrow \$5,000 for 2
years at a simple interest of 12% annually. Calculate
the annual interest cost.
Illustration A-1
Interest = p x i x n
FULL YEAR
= \$5,000 x .12 x 2
= \$1,200
Appendix
A- 6
SO 1 Distinguish between simple and compound
Nature
Nature of
of Interest
Interest
Compound Interest
Computes interest on
the principal and
any interest earned that has not been
paid or withdrawn.
interest.
Appendix
A- 7
SO 1 Distinguish between simple and compound interest.
Nature
Nature of
of Interest
Interest -- Compound
Compound
Interest
Interest
Illustration: Assume that you deposit \$1,000 in BankOne,
where it will earn simple interest of 9% per year, and you
deposit another \$1,000 in CityCorp, where it will earn
compound interest of 9% per year compounded annually. Also
assume that in both cases you will not withdraw any cash
until three years from the date of deposit.
Illustration A-2
Appendix
A- 8
Year 1 \$1,000.00 x 9% \$ 90.00
\$ 1,090.00
Year 2 \$1,090.00 x 9% \$ 98.10
\$ 1,188.10
Year 3 \$1,188.10 x 9%\$106.93
\$ 1,295.03
SO 1 Distinguish between simple and compound interest.
Future
Future Value
Value of
of aa Single
Single Amount
Amount
The future value is the value at a future date of
a given amount invested assuming compound
Illustration A-3
interest.
Future value computation
Appendix
A- 9
SO 2 Solve for future value of a single
Future
Future Value
Value of
of aa Single
Single Amount
Amount
Illustration: If you earn a 9% rate of return,
compute the future value of \$1,000 at the end of
three years:
Illustration A-4
Appendix
A- 10
SO 2 Solve for future value of a single
Future
Future Value
Value of
of aa Single
Single Amount
Amount
Illustration: If you earn a 9% rate of return,
compute the future value of \$1,000 at the end of
three years:
Illustration A-4
What table do we use?
Appendix
A- 11
SO 2 Solve for future value of a single
Future
Future Value
Value of
of aa Single
Single Amount
Amount
What factor do we use?
\$1,000
Appendix
A- 12
Present
Value
x
1.29503
Factor
=
\$1,295.03
Future
Value
SO 2 Solve for future value of a single
Future
Future Value
Value of
of aa Single
Single Amount
Amount
Illustration: John and Mary Rich invested \$20,000 in a
savings account paying 6% interest at the time their son,
Mike, was born. The money is to be used by Mike for his
college education. On his 18th birthday, Mike withdraws
the money from his savings account. How much did Mike
withdraw from his account?
Illustration A-5
Appendix
A- 13
SO 2 Solve for future value of a single
Future
Future Value
Value of
of aa Single
Single Amount
Amount
\$20,000
Appendix
A- 14
Present
Value
x
2.85434
Factor
=
\$57,086.80
Future
Value
SO 2 Solve for future value of a single
Future
Future Value
Value of
of aa Annuity
Annuity
The Future Value of an Annuity is the sum of
all the payments (receipts) plus the
accumulated compound interest on them. In
computing the future value of an annuity, it is
necessary to know
1. the interest rate,
2. the number of compounding periods, and
3. the amount of the periodic payments or
receipts.
Appendix
A- 15
SO 3 Solve for future value of an
Future
Future Value
Value of
of aa Annuity
Annuity
Illustration: Assume that you invest \$2,000 at the end
of each year for three years at 5% interest compounded
annually. Compute the future value.
Illustration A-6
Appendix
A- 16
SO 3 Solve for future value of an
Future
Future Value
Value of
of aa Annuity
Annuity
Illustration A-7
Appendix
A- 17
Solution on
notes page
SO 3 Solve for future value of an
Future
Future Value
Value of
of aa Annuity
Annuity
What factor do we use?
\$2,000
Annual
Investment
Appendix
A- 18
x
3.15250
Factor
=
\$6,305
Future
Value
SO 3 Solve for future value of an
Present
Present Value
Value Variables
Variables
The present value is the value now of a given
amount to be paid or received in the future,
assuming compound interest.
Present value variables:
1. Dollar amount to be paid or received in the
future,
2. Length of time until amount is paid or
3. Interest rate (the discount rate).
Appendix
A- 19
SO 4 Identify the variables fundamental to solving present value
Present
Present Value
Value of
of aa Single
Single Amount
Amount
Illustration A-9
Formula for present value
Present Value = Future Value / (1 +
i )n
i = interest rate for one period
n = number of periods
Appendix
A- 20
SO 5 Solve for present value of a single amount.
Present
Present Value
Value of
of aa Single
Single Amount
Amount
Illustration: If you want a 10% rate of return, you
would compute the present value of \$1,000 for one
year as follows:
Illustration A-10
Appendix
A- 21
SO 5 Solve for present value of a single amount.
Present
Present Value
Value of
of aa Single
Single Amount
Amount
Illustration: If you want a 10% rate of return, you
can also compute the present value of \$1,000 for
one year by using a present value table.
Illustration A-10
What table do we use?
Appendix
A- 22
SO 5 Solve for present value of a single amount.
Present
Present Value
Value of
of aa Single
Single Amount
Amount
What factor do we use?
\$1,000
Future Value
Appendix
A- 23
x
.90909
Factor
=
\$909.09
Present
Value
SO 5 Solve for present value of a single amount.
Present
Present Value
Value of
of aa Single
Single Amount
Amount
Illustration: If you receive the single amount of
\$1,000 in two years, discounted at 10%
[PV = \$1,000 / 1.102], the present value of your
\$1,000 is \$826.45.
Illustration A-11
What table do we use?
Appendix
A- 24
SO 5 Solve for present value of a single amount.
Present
Present Value
Value of
of aa Single
Single Amount
Amount
What factor do we use?
\$1,000
Future Value
Appendix
A- 25
x
.82645
Factor
=
\$826.45
Present
Value
SO 5 Solve for present value of a single amount.
### Tài liệu bạn tìm kiếm đã sẵn sàng tải về
Tải bản đầy đủ ngay
×
x | 2,096 | 7,362 | {"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-2019-04 | latest | en | 0.881865 |
https://www.kiddom.co/content/604-box-whisker-plots-an-explanation | 1,519,593,449,000,000,000 | text/html | crawl-data/CC-MAIN-2018-09/segments/1518891817437.99/warc/CC-MAIN-20180225205820-20180225225820-00007.warc.gz | 863,457,248 | 7,882 | ### Box and Whisker Plots: An Explanation of the Concept
This video provides an explanation of the concept of box-and-whisker plots.
Grades 6 through 7 Material from CK-12
#### Why Use This Content?
See when students have begun their work. Or not.
#### Standards
##### 6.SP.A.2
Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
##### 6.SP.B.4
Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
##### 7.SP.B.4
Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.
##### 7.SP.B.3
Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. | 207 | 959 | {"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-2018-09 | latest | en | 0.919176 |
https://www.mail-archive.com/everything-list@googlegroups.com/msg29004.html | 1,540,261,670,000,000,000 | text/html | crawl-data/CC-MAIN-2018-43/segments/1539583515564.94/warc/CC-MAIN-20181023002817-20181023024317-00319.warc.gz | 1,005,076,072 | 4,468 | # Re: Two reasons why computers IMHO cannot exhibit intelligence
```
John Clark-12 wrote:
>
> On Mon, Sep 3, 2012 at 9:11 AM, benjayk
>
>> Showing scientifically that nature is infinite isn't really possible.
>>
>
> Maybe not. In Turing's proof he assumed that machines could not operate
> with infinite numbers, so if there is a theory of everything (and there
> might not be) and if you know it and if you can use nothing but that to
> show independently of Turing that no machine can solve the Halting Problem
> then that would prove that irrational numbers with a infinite number of
> digits play no part in the operation of the universe; on the other hand if
> this new physical theory shows you how to make such a machine then we'd
> know that nature understands and uses infinity. I admit that I used the
> word " if " a lot in all that.
>
Even the usual computer can use infinite numbers, like omega. Really going
from 1 to omega is no more special or difficult than going from 1 to 2. We
just don't do it that often because it (apparently) isn't of much use.
Transfinite numbers mostly don't express much more than finite numbers, or
at least we haven't really found the use for them.```
```
Irrational numbers don't really have digits. We just approximately display
them using digits. Computers can also reason with irrational numbers (for
example computer algebra systems can find irrational solutions of equations
and express them precisely using terms like sqrt(n) ).
With regards to nature, it seems that it in some ways it does use irrational
numbers. Look at the earth and tell me that it has nothing to do with pi. It
is true though that it doesn't use precise irrational numbers, but there
doesn't seem to exist anything totally precise in nature at all - precision
is just an abstraction.
So according to your standard, clearly nature is infinite, because we can
calculate using transfinite numbers.
But of course this is a quite absurd conclusion, mainly because what we
really mean by infinite has nothing to do with mathematically describable
infinities like big ordinal or cardinal numbers. With regards to our
intuitive notion of infiniteness, these are pretty finite, just like all
other numbers.
What we usually mean by infinite means more something like "(absolutely)
boundless" or "incompletable" or "inexhaustable" or "unbound" or "absolute".
All of these have little do with what we can measure or describe and thus it
falls outside the realm of science or math. We can only observe that we
can't find a boundary to space, or an end of time, or an end to math, but it
is hard to say how this could be made precise or how to falsify it (I'd say
it is impossible).
My take on it is simply that the infinite is too absolute to be scrutinized.
You can't falsify something which can't be conceived to be otherwise. It's
literally impossible to imagine something like an absolute boundary
(absolute finiteness). It is a nonsense concept. Nature simply is inherently
infinite and the finite is simply an expression of the infinite, and is
itself also the infinite (like the number 1 also has infinity "in it"
1=1*1*1*1*1*1*1*.... ).
benjayk
--
View this message in context:
http://old.nabble.com/Simple-proof-that-our-intelligence-transcends-that-of-computers-tp34330236p34388985.html
Sent from the Everything List mailing list archive at Nabble.com.
--
You received this message because you are subscribed to the Google Groups
"Everything List" group.
To post to this group, send email to everything-list@googlegroups.com.
To unsubscribe from this group, send email to | 839 | 3,598 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.671875 | 3 | CC-MAIN-2018-43 | latest | en | 0.961545 |
https://www.skoljka.org/task/1157/ | 1,548,139,029,000,000,000 | text/html | crawl-data/CC-MAIN-2019-04/segments/1547583829665.84/warc/CC-MAIN-20190122054634-20190122080634-00024.warc.gz | 952,249,436 | 4,837 | ### IMO Shortlist 1961 problem 4
Kvaliteta:
Avg: 0,0
Težina:
Avg: 0,0
Dodao/la: arhiva
2. travnja 2012.
Consider triangle $P_1P_2P_3$ and a point $p$ within the triangle. Lines $P_1P, P_2P, P_3P$ intersect the opposite sides in points $Q_1, Q_2, Q_3$ respectively. Prove that, of the numbers
at least one is $\leq 2$ and at least one is $\geq 2$
Izvor: Međunarodna matematička olimpijada, shortlist 1961 | 167 | 404 | {"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": 6, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/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-2019-04 | longest | en | 0.594691 |
https://forums.azbilliards.com/threads/statement-from-the-legends-of-pocket-billiards.539394/page-14 | 1,675,773,433,000,000,000 | text/html | crawl-data/CC-MAIN-2023-06/segments/1674764500456.61/warc/CC-MAIN-20230207102930-20230207132930-00261.warc.gz | 277,598,693 | 21,346 | # Statement from The Legends of Pocket Billiards
#### ChrisinNC
##### AzB Silver Member
Silver Member
I believe you - that much difference could easily be camera angle distortion.
pj
chgo
#### Patrick Johnson
##### Fish of the Day
Silver Member
Not arguing (I hope) - a sidebar chat about pocket measurements in general.
pj
chgo
#### ChrisinNC
##### AzB Silver Member
Silver Member
Not arguing (I hope) - a sidebar chat about pocket measurements in general.
pj
chgo
Debating?
#### Patrick Johnson
##### Fish of the Day
Silver Member
Debating?
Comparing notes and methods. At least I'm not trying to debate anything...
pj
chgo
#### realkingcobra
##### Well-known member
Silver Member
The simplest answer about the pocket size on this high run GC3 can only be answered truthfully and accurately by measuring the pockets in the same way any other pockets are measured, either by placing 2 balls in the pocket opening, splitting the balls on the tanget line between the points of the pocket opening, balls froze against the facings exposing the gap between the balls, then measuring that gap and adding it to the 4 1/2" width of the balls, OR by placing the ends of the legs of an adjustable protractor with both legs touching right at both points of the pocket opening, then placing the protractor on a scale/ruler and measuring the distance between the two legs of the protractor, the latter is how I measure pockets, because I then take the protractor and compare the measurement of the first pocket, to the 3 remaining corner pockets in order to insure uniformity. Once the mouth of the pocket has been established, I then use an angle finder gage to copy the miter angle into the throat of the pocket based on the straight line reading from the cushions, then angled back into the pocket. The reason I use an angle finder gage is because its much bigger than most adjustable toy protractors i see table mechanics using all the time. So, once the angle finder gage has been used to mimic the miter angle, then use your adjustable protractor to check the miter angle of the angle gage and you'll have an accurate measurement.
Tools needed...
]625741[/ATTACH]
Last edited:
#### HawaiianEye
##### AzB Silver Member
Silver Member
I don't know why these people setting records are hesitant to provide the "actual" measurements, specifications, and dimensions of the tables that the records are set on.
Are they trade secrets like the recipes for Coke and KFC?
#### realkingcobra
##### Well-known member
Silver Member
Now, the reason the true measurements of the pockets haven't been revealed falls on Bobby, and his perception of the truth, and the reality of the truth. This is a table set up for one purpose, and one purpose only, to break the high run record by giving any player willing to give it a try the BEST POSSIBLE ODDS made available by the table, the rest is up to the player! The truth is John Schmidt was the target, not the high run record, they just happen to be one and the same!!!
#### rexus31
##### AzB Silver Member
Silver Member
Here's a pic that was posted in Dr. Dave's TDF thread claiming to be the LOPB table.
#### garczar
##### AzB Silver Member
Silver Member
I don't know why these people setting records are hesitant to provide the "actual" measurements, specifications, and dimensions of the tables that the records are set on.
Are they trade secrets like the recipes for Coke and KFC?
You mean like whether or not a cue was actually made by the person said to be the maker?
#### HawaiianEye
##### AzB Silver Member
Silver Member
You mean like whether or not a cue was actually made by the person said to be the maker?
Are you saying Schmelke set up the table?
#### lfigueroa
##### AzB Silver Member
Silver Member
Now, the reason the true measurements of the pockets haven't been revealed falls on Bobby, and his perception of the truth, and the reality of the truth. This is a table set up for one purpose, and one purpose only, to break the high run record by giving any player willing to give it a try the BEST POSSIBLE ODDS made available by the table, the rest is up to the player! The truth is John Schmidt was the target, not the high run record, they just happen to be one and the same!!!
Whatever, lol.
Not going to debate anyone based upon fantasy conspiracy theories.
Lou Figueroa
#### telinoz
##### Registered
all these arguments whether right or wrong, needless or not, go away if we have a standard size pocket, shelf, and angle for all pro events.
then homeowners can make their own pockets whatever size they want and same with pool rooms but we will all know what is regulation.
we have a regulation size and weight for the balls and that doesnt change based on what record or game of pool we play.
Exactly.
Snooker works this way, standard template.
Always the same equipment.
#### ChrisinNC
##### AzB Silver Member
Silver Member
The simplest answer about the pocket size on this high run GC3 can only be answered truthfully and accurately by measuring the pockets in the same way any other pockets are measured, either by placing 2 balls in the pocket opening, splitting the balls on the tanget line between the points of the pocket opening, balls froze against the facings exposing the gap between the balls, then measuring that gap and adding it to the 4 1/2" width of the balls, OR by placing the ends of the legs of an adjustable protractor with both legs touching right at both points of the pocket opening, then placing the protractor on a scale/ruler and measuring the distance between the two legs of the protractor, the latter is how I measure pockets, because I then take the protractor and compare the measurement of the first pocket, to the 3 remaining corner pockets in order to insure uniformity. Once the mouth of the pocket has been established, I then use an angle finder gage to copy the miter angle into the throat of the pocket based on the straight line reading from the cushions, then angled back into the pocket. The reason I use an angle finder gage is because its much bigger than most adjustable toy protractors i see table mechanics using all the time. So, once the angle finder gage has been used to mimic the miter angle, then use your adjustable protractor to check the miter angle of the angle gage and you'll have an accurate measurement.
Tools needed...
View attachment 625743View attachment 625744]625741[/ATTACH]View attachment 625742View attachment 625741
Glen, enough is enough - get over it! I share your feelings regarding this table’s marginal pockets, but at some point you’ve just got to move on.
Like yourself, I just hope sometime soon players like Gorst and Filler are given the exact same opportunity on this same table with the same pockets and newly installed Simonis cloth just like Jayson had, and we can see what happens!
Personally I can’t wait, although my hunch is the organizers don’t want to see this record broken one or more times, as if that happens, more people will really start questioning how much these loose pockets have detracted from the significance of this accomplishment.
Last edited:
#### rjb1168
##### AzB Gold Member
Gold Member
Silver Member
This is a table set up for one purpose, and one purpose only, to break the high run record by giving any player willing to give it a try the BEST POSSIBLE ODDS made available by the table, the rest is up to the player!
Shane and Earl almost broke it. Not even close!
#### Maxx
##### AzB Platinum Member
Silver Member
Whatever, lol.
Not going to debate anyone based upon fantasy conspiracy theories.
Lou Figueroa
That’s really funny, thanks for the chuckle!
#### lfigueroa
##### AzB Silver Member
Silver Member
That’s really funny, thanks for the chuckle!
Another mole, lol.
Lou Figueroa
whack
#### Maxx
##### AzB Platinum Member
Silver Member
Another mole, lol.
Lou Figueroa
whack
Sorry for being a mole, but I really did chuckle at the absurd post that you made.
I guess you just wanted to debate fantasy conspiracy theories in this thread: Chock full of crazy conspiracy theories.
Edit: for the record I have no issues with any of the tables used for the 14.1 challenges. Congrats to JS for breaking JS’s high run.
Last edited:
#### realkingcobra
##### Well-known member
Silver Member
Whatever, lol.
Not going to debate anyone based upon fantasy conspiracy theories.
Lou Figueroa
No debate, just prove everyone wrong, with facts.
#### realkingcobra
##### Well-known member
Silver Member
Here's another thing about the pockets no one is seeing. Where I've circled the rails in alignment with the pocket casting and pocket liner, look how far out the rails sit. They're suppose to line the pocket facing up inline with the pocket liner, but they're aoutside of that alignment, which means the rails are bolted to the castings withe the rail sitting as far back as it can site with the play in the pocket casting mounting bolts to also help create the biggest possibility throat the rails can provide, and yet, still bolt to the casting. As you're looking at the picture, the left side of the pocket ear still has a gap so much, the pocket liner won't even cover it up.
#### PoolPlayer4
##### AzB Silver Member
Silver Member
Whatever, lol.
Not going to debate anyone based upon fantasy conspiracy theories.
Lou Figueroa
I believe that cow is out of the barn. | 2,085 | 9,387 | {"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-2023-06 | latest | en | 0.928939 |
https://www.tutorialspoint.com/find-the-20-text-th-term-of-the-ap-whose-7-text-th-term-is-24-less-than-the-11-text-th-term-first-term-being-12 | 1,670,315,860,000,000,000 | text/html | crawl-data/CC-MAIN-2022-49/segments/1669446711074.68/warc/CC-MAIN-20221206060908-20221206090908-00434.warc.gz | 1,075,879,519 | 9,497 | # Find the $20^{\text {th }}$ term of the AP whose $7^{\text {th }}$ term is 24 less than the $11^{\text {th }}$ term, first term being 12.
#### Complete Python Prime Pack
9 Courses 2 eBooks
#### Artificial Intelligence & Machine Learning Prime Pack
6 Courses 1 eBooks
#### Java Prime Pack
9 Courses 2 eBooks
Given:
The $7^{\text {th }}$ term of an AP is 24 less than the $11^{\text {th }}$ term and the first term is 12.
To do:
We have to find the $20^{\text {th }}$ term.
Solution:
Let $a$ be the first term and $d$ be the common difference.
This implies,
$a_1=a=12$
$a_{7}=a+(7-1)d$
$=a+6d$........(i)
$a_{11}=a+(11-1)d$
$=a+10d$........(ii)
According to the question,
$a_7=a_{11}-24$
$a_{11}-a_7=24$
$a+10d-(a+6d)=24$ [From (i) and (ii)]
$10d-6d=24$
$4d=24$
$d=6$
Therefore,
$a_{20}=a+(20-1)d$
$=12+19(6)$
$=12+114$
$=126$
Hence, the $20^{\text {th }}$ term of the AP is 126.
Updated on 10-Oct-2022 13:27:34 | 360 | 962 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 2, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.4375 | 4 | CC-MAIN-2022-49 | latest | en | 0.733865 |
http://intuitagain.com/how-many-times-does-8-go-into-56/ | 1,696,234,024,000,000,000 | text/html | crawl-data/CC-MAIN-2023-40/segments/1695233510983.45/warc/CC-MAIN-20231002064957-20231002094957-00431.warc.gz | 17,800,533 | 10,308 | #### How Many Times Does 8 Go Into 56
How Many Times Does 8 Go Into 56: Understanding the Division Process
Division is a fundamental arithmetic operation that helps us distribute a given quantity into equal parts. One popular division question that often arises is, “How many times does 8 go into 56?” In this article, we will explore the answer to this question and provide further explanations through frequently asked questions (FAQs) related to this topic.
The division process involves finding the number of times a given number (divisor) can be subtracted from another number (dividend) without resulting in a negative value. When we apply this process to the question at hand, “How many times does 8 go into 56?” we are essentially asking how many times we can subtract 8 from 56 until we reach zero or a number less than 8.
To answer this question, we start by subtracting 8 from 56. This yields a result of 48. We continue this process of subtracting 8 from the remainder until we reach zero or a number less than 8. After performing the division process, we find that 8 goes into 56 seven times without a remainder. Therefore, the answer is 7.
FAQs:
1. What is a divisor?
A divisor is a number by which another number is divided.
2. What is a dividend?
A dividend is a number that is divided by another number.
3. What is a remainder?
A remainder is the amount left over after the division process is complete, when the dividend cannot be divided evenly by the divisor.
4. Can 8 go into 56 more than seven times?
No, 8 cannot go into 56 more than seven times without a remainder because the quotient would exceed 56.
See also What Jobs Pay \$25 an Hour Without a Degree
5. What if the remainder is not zero?
If the remainder is not zero, it means that the divisor does not divide the dividend evenly. In this case, the quotient is not a whole number.
6. Can we represent the division process using a mathematical expression?
Yes, we can represent the division process using the equation 56 ÷ 8 = 7.
7. Are there other ways to find the answer?
Yes, another way to find the answer is by using multiplication. We can multiply the divisor, 8, by the quotient, 7, to check if it equals the dividend, 56. In this case, 8 × 7 = 56, confirming our division result.
In conclusion, when solving the question “How many times does 8 go into 56?”, the answer is 7. Through the division process, we determined that 8 can be subtracted from 56 seven times without a remainder. By understanding the fundamentals of division and the concept of remainders, we can confidently tackle similar problems in arithmetic. | 597 | 2,621 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.71875 | 5 | CC-MAIN-2023-40 | latest | en | 0.925928 |
https://www.thegeekmode.org/2018/07/sql-query-interview-questions-and-answers.html | 1,653,274,474,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652662552994.41/warc/CC-MAIN-20220523011006-20220523041006-00208.warc.gz | 1,215,405,773 | 56,416 | All rights are reserved by Niteesh Kumar.. Theme images by Storman. Powered by Blogger.
# SQL Query Interview Questions and Answers
In this article, we will see some of the common and important SQL queries asked in interviews whenever you will appear for any programming interview. We will start with basic SQL queries and then move to more complex Queries.
These SQL queries will test your skills on Joins both INNER and OUTER and filtering record using Having or Where clause, Grouping records by Group By Clause and calculating the sum, average, Counting numbers using aggregate functions and finding the top or Bottom elements using Order By clause.
Find more interview questions here-
SQL Query Interview Questions and Answers
Question 1: SQL query to find the number of employees according to gender whose DOB is between 01/01/1990 to 31/12/2005?
SELECT COUNT(*), sex from Employees WHERE DOB BETWEEN '01/01/1960' AND '31/12/1975' GROUP BY sex;
Question 2: SQL query to fetch records that are present in one table but not in another table?
Answer: we will use MINUS to perform this operation -
`SELECT * FROM Table1 MINUS SELECT * FROM Table2;`
Question 3: SQL query to fetch common records from two tables?
Answer: we will use INTERSECT to find common records
`SELECT * FROM Table1 INTERSECT SELECT * FROM Table2;`
Question 4: SQL query to create a new table with structure and data copied from another table?
`SELECT * INTO NewTable FROM EmpTable;`
Question 5: SQL query to find Nth highest salary?
Answer: We can find Nth highest salary with this query alone. We only need to change one value.
select * from Employee E where 2 = (select count( distinct E1.salary) from Employee E1 where E1.salary>E.salary);
Question 6: SQL query to find and delete duplicate rows from SQL table?
Answer: For selecting distinct records use this SQL query -
SELECT * FROM emp EMP1 WHERE rowid = (SELECT MAX(rowid) FROM emp EMP2 WHERE EMP1.empno = EMP2.empno);
To Delete
DELETE FROM emp EMP1 WHERE rowid != (SELECT MAX(rowid) FROM emp EMP2 WHERE EMP1.empno = EMP2.empno);
Question 7: SQL query to find all employees whose name starts with 'S'?
`SELECT * FROM Employees WHERE EmpName like 'M%';`
Question 8: SQL query to find second highest salary of employee?
Answer: There are multiple ways to answer this SQL query we can either use joins or ca write subquery. Here is subquery to find second highest salary of employee -
`select MAX(Salary) from Employee WHERE Salary NOT IN (select MAX(Salary) from Employee ); `
Question 9: SQL query to find employees whose salary is less than or equal to15000?
`SELECT EmpName FROM Employees WHERE Salary<=15000;`
Question 10: SQL query to find Top 3 salaries from Employee table?
Answer: we have an employee table with employee id and their salaries. we will find top 3 salaries by using subquery-
```
```SELECT Salary FROM (SELECT Salary FROM emp ORDER BY Salary desc)
WHERE rownum <= 3 ```ORDER BY Salary;
``` | 742 | 2,977 | {"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-2022-21 | latest | en | 0.775447 |
https://timestablesworksheets.com/times-tables-practice-pages/ | 1,669,877,437,000,000,000 | text/html | crawl-data/CC-MAIN-2022-49/segments/1669446710801.42/warc/CC-MAIN-20221201053355-20221201083355-00360.warc.gz | 601,293,227 | 13,134 | # Times Tables Practice Pages
As a parent, you normally would like your youngster to maximise his / her probable in class. An area where many children struggle is with the creation of multiplication. This individual area of research is definitely the grounds for a lot of other areas of mathematics and, with no solid knowledge of this building block during the early university several years, a youngster may battle with math appropriate throughout her or his schools.
An area which a mom or dad must comprehend nicely is rep and evaluating. After a child has a fundamental knowledge of the concepts linked to multiplication, the Times Tables Practice Pages tend to be finest learned by way of memorisation. Based on Doctor. Phillip R Rosenkrantz of the Cal Status Polytechnic University or college, spread out rep and timed evaluating aid to internalise the rules the child is trying to learn.
## Educating the Times Tables Practice Pages with repetition
There are many tools to assist a youngster understand through repetition. Simple display greeting cards, retailer-purchased charts or an array of property-produced materials may be perfect. Software can be a very effective answer as it could also include other essential discovering elements for example visual cues, coloration coding and the fun element.
1. Set up a time daily for practice, and stay with it. This helps to ensure that your child becomes research time on a daily basis, and in addition allows her or him recognize how essential you imagine these routines are. Make sure that disruptions, such as Television set and movie games, are out of your photo throughout review time.
2. Together with utilizing a variety of aesthetic discovering tools, confer with your kid about math. When he or she does not understand basic principles, including some part of the Times Tables Practice Pages, work together with them to get a much better knowing.
3. Get started with one number groups (e.g. 1 x 1, 1 x 2, 1 x 3, and many others). Since they learn one particular quantity group of people, begin the next.
## Repeated evaluating being a studying resource
Repetition by yourself will not be enough for almost all individuals. Including components of testing at standard intervals, however, is very important. While you are just starting out, stay with the quantity teams that you will be working with on on that day. As your youngster progresses, however, commence to test randomly teams of equations from the Times Tables Practice Pages.
The component of tests provides prize with their work. It is actually individual the outdoors to become happy once you find you have it proper. This is especially in order youngsters are discovering. It really is vitally important, for that reason, to give your kids positive feedback as the individual helps make advancement, just since it is important to display knowing when she or he seems to be struggling. Doing so will help to maintain the whole learning experience a positive a single. Using a mix of rep and evaluating daily will ensure your child learns the Times Tables Practice Pages faster and much more successfully. Memorisation of these fundamental building blocks is paramount to success in mathematics through school and later on life.
List of Times Tables Practice Pages | 631 | 3,301 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.609375 | 3 | CC-MAIN-2022-49 | latest | en | 0.951603 |
https://documen.tv/question/the-length-of-a-pond-is-1700-cm-breadth-is-14m-and-height-is-1000-cm-if-a-point-is-half-filled-c-24142951-71/ | 1,656,728,896,000,000,000 | text/html | crawl-data/CC-MAIN-2022-27/segments/1656103983398.56/warc/CC-MAIN-20220702010252-20220702040252-00035.warc.gz | 261,103,394 | 15,649 | ## the length of a pond is 1700 CM breadth is 14m and height is 1000 CM if a point is half filled calculate the volume of a water in the pond
Question
the length of a pond is 1700 CM breadth is 14m and height is 1000 CM if a point is half filled calculate the volume of a water in the pond
in progress 0
5 months 2021-08-15T07:14:10+00:00 1 Answers 26 views 0
1190 m^3
Step-by-step explanation:
l = 1700 cm = 17 m
b = 14 m
h = 1000 cm = 10 m
Total volume = l × b × h
= 17 × 14× 10
= 2380 m^3
since it is half filled ,
Volume is half , so,
volume of water in pond = 2380 ÷ 2
= 1190 m^3 | 214 | 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} | 4.09375 | 4 | CC-MAIN-2022-27 | latest | en | 0.859327 |
https://gmatclub.com/forum/contamination-is-the-unintended-presence-of-harmful-substances-or-orga-284166.html | 1,550,288,570,000,000,000 | text/html | crawl-data/CC-MAIN-2019-09/segments/1550247479838.37/warc/CC-MAIN-20190216024809-20190216050809-00414.warc.gz | 568,336,049 | 142,318 | GMAT Question of the Day - Daily to your Mailbox; hard ones only
It is currently 15 Feb 2019, 19:42
### GMAT Club Daily Prep
#### Thank you for using the timer - this advanced tool can estimate your performance and suggest more practice questions. We have subscribed you to Daily Prep Questions via email.
Customized
for You
we will pick new questions that match your level based on your Timer History
Track
every week, we’ll send you an estimated GMAT score based on your performance
Practice
Pays
we will pick new questions that match your level based on your Timer History
## Events & Promotions
###### Events & Promotions in February
PrevNext
SuMoTuWeThFrSa
272829303112
3456789
10111213141516
17181920212223
242526272812
Open Detailed Calendar
• ### \$450 Tuition Credit & Official CAT Packs FREE
February 15, 2019
February 15, 2019
10:00 PM EST
11:00 PM PST
EMPOWERgmat is giving away the complete Official GMAT Exam Pack collection worth \$100 with the 3 Month Pack (\$299)
• ### Free GMAT practice
February 15, 2019
February 15, 2019
10:00 PM EST
11:00 PM PST
Instead of wasting 3 months solving 5,000+ random GMAT questions, focus on just the 1,500 you need.
# Contamination is the unintended presence of harmful substances or orga
Author Message
TAGS:
### Hide Tags
Senior RC Moderator
Status: Preparing GMAT
Joined: 02 Nov 2016
Posts: 2199
Location: Pakistan
GPA: 3.39
Contamination is the unintended presence of harmful substances or orga [#permalink]
### Show Tags
13 Dec 2018, 13:08
1
Question 1
00:00
based on 36 sessions
34% (03:18) correct 66% (03:09) wrong
### HideShow timer Statistics
Question 2
00:00
based on 41 sessions
70% (00:59) correct 30% (01:51) wrong
### HideShow timer Statistics
Question 3
00:00
based on 42 sessions
58% (01:39) correct 42% (01:10) wrong
### HideShow timer Statistics
Contamination is the unintended presence of harmful substances or organisms in food. While it is true that recent scientific advances have resulted in safer foods, better methods of preservation, and improved storage practices, it is still necessary to guard against the practices that can increase the likelihood of food contamination. Because food-borne illness poses a potentially serious threat to public health, preventing contamination of safe food needs to be a prime objective of every food service manager. Furthermore, a food service manager must possess accurate information on the different hazards associated with the contamination of food in the event that a food-borne illness crisis does arise. A full understanding of the biological, chemical, and physical hazards allows the food service manager to implement the control measures necessary to minimize the health risks associated with food and, thus, to decrease the possibility of contamination. The most serious risk associated with food is the biological hazard. Biological hazards are dangers to food from pathogenic (disease-causing) microorganisms, such as bacteria, viruses, parasites, and fungi, and from toxins that occur in certain plants and fish. When biological hazards result in food-borne illnesses, these illnesses are generally classified as either infections or intoxications. A food-borne infection is a disease that results from eating food containing living harmful microorganisms. One of the most frequently reported diseases of this type is salmonellosis, which results from the consumption of food contaminated with live pathogenic Salmonella. The other major form of biologically induced food-borne illness is intoxication, which results when toxins, or poisons, from bacterial or mold growth are present in ingested food and cause illness in the host (the human body). These toxins are generally odorless and tasteless and are capable of causing disease even after the microorganisms have been killed. Staphylococcus food intoxication is one of the most common types of foodborne illness reported in the United States.
1. Which of the following best expresses the main idea of the passage?
A) Despite recent scientific advances, food-borne illness continues to present a serious risk to public health.
B) Although chemical and physical hazards can cause a food-borne illness, biological hazards pose the most serious risk of food contamination.
C) Knowledge of contamination sources is essential for a food service manager to safely operate a food establishment.
D) Biological, chemical, and physical hazards represent the main sources of food contamination.
E) The illnesses caused by the contamination of food by biological hazards take the form of either a food-borne infection or a food-borne intoxication.
2. The author of the passage would most likely agree that a food service manager’s comprehension of the nature of potential food hazards is
A) crucial to the safety of a food service operation.
B) necessarily limited due to the complexity of contamination sources.
C) the primary factor in an employer’s decision to hire that manager.
D) utilized exclusively for the prevention of food-borne illness.
E) vitally important but nearly impossible to attain.
3. According to the passage, pathogenic microorganisms
A) are the most common form of biological hazard.
B) can only trigger a food-borne illness when alive.
C) are toxins that occur in certain plants and fish.
D) include life forms such as bacteria and parasites.
E) are difficult to detect because they are odorless and tasteless.
94
_________________
New Project RC Butler 2019 - Practice 2 RC Passages Everyday
Final days of the GMAT Exam? => All GMAT Flashcards.
This Post Helps = Press +1 Kudos
Best of Luck on the GMAT!!
Manager
Joined: 15 Feb 2018
Posts: 242
Re: Contamination is the unintended presence of harmful substances or orga [#permalink]
### Show Tags
13 Dec 2018, 21:34
2
1. Which of the following best expresses the main idea of the passage?
A) Despite recent scientific advances, food-borne illness continues to present a serious risk to public health.
This is basically the second sentence and it seems familiar due to this. The rest of the passage does not focus on the scientific advances though. It's not a terrible answer, so compare it to others
B) Although chemical and physical hazards can cause a food-borne illness, biological hazards pose the most serious risk of food contamination.
Again, this is what is stated in a single sentence (about halfway through), but it doesn't explain the passage contention. First half explains something else, then the relevant sentence, then the rest explaining biological. it doesn't spend any substantial number of words on chemical and physical hazards. A is better
C) Knowledge of contamination sources is essential for a food service manager to safely operate a food establishment.
This is better. This sentence explains the linkages between the sections of the passage better. Starts with a background on contamination. "Because food borne" through to "possibility of contamination" are all about the food service manager, and then the remainder is an explainer of why the worst contamination, biological, is so bad. C
D) Biological, chemical, and physical hazards represent the main sources of food contamination.
Refer to A and B. Same deal. Single sentence, but doesn't explain the whole section on food managers. C
E) The illnesses caused by the contamination of food by biological hazards take the form of either a food-borne infection or a food-borne intoxication.
As above
2. The author of the passage would most likely agree that a food service manager’s comprehension of the nature of potential food hazards is
A) crucial to the safety of a food service operation.
Absolutely. The latter half explains the seriousness of the contamination. Scientific advances haven't eliminated the needs for comprehension: "it is still necessary to guard against the practices that can increase the likelihood of food contamination"
B) necessarily limited due to the complexity of contamination sources.
"A full understanding of the biological, chemical, and physical hazards allows the food service manager to implement the control measures necessary to minimize the health risks associated with food and, thus, to decrease the possibility of contamination" - this sentence doesn't end with 'but the food service manager has no chance at a full understanding'. A/b]
C) the primary factor in an employer’s decision to hire that manager.
[b]This isn't stated in the passage, but it very well could be. It is not as strongly supported as A
D) utilized exclusively for the prevention of food-borne illness.
Not stated, not supported. Still A
E) vitally important but nearly impossible to attain.
This is basically saying the same thing as B, so it has the same weakness. A
3. According to the passage, pathogenic microorganisms
A) are the most common form of biological hazard.
We should be looking at the last 3rd of the passage. Nowhere in there does it talk about relative frequency[b]
B) can only trigger a food-borne illness when alive.
[b]This is a trick, as there is the sentence "A food-borne infection is a disease that results from eating food containing living harmful microorganisms" which limits 'infection' to eating 'living'. The reader should look further to "The other major form of biologically induced food-borne illness is intoxication, which results when toxins, or poisons, from bacterial or mold growth are present in ingested food and cause illness in the host" which indicates that the pathogenic microorganism can create toxins, die, and create a food born illness
C) are toxins that occur in certain plants and fish.
Misreading. Be careful of the sentence "Biological hazards are dangers to food from pathogenic (disease-causing) microorganisms, such as bacteria, viruses, parasites, and fungi, and from toxins that occur in certain plants and fish". 'Biological hazards are...from pathogenic microorganisms...and toxins', so they are both subsets of biological hazards, not toxins being a subset of pathogenic microorganisms.
D) include life forms such as bacteria and parasites.
Yes. "from pathogenic (disease-causing) microorganisms, such as bacteria, viruses, parasites, and fungi" D
E) are difficult to detect because they are odorless and tasteless.
We distinguished between pathogenic microorganisms and toxins above. "These toxins are generally odorless and tasteless" does not refer to the pathogenic microorganisms. D
##### General Discussion
Manager
Joined: 04 Oct 2017
Posts: 78
Contamination is the unintended presence of harmful substances or orga [#permalink]
### Show Tags
26 Jan 2019, 05:02
Contamination is the unintended presence of harmful substances or organisms in food. While it is true that recent scientific advances have resulted in safer foods, better methods of preservation, and improved storage practices, it is still necessary to guard against the practices that can increase the likelihood of food contamination. Because food-borne illness poses a potentially serious threat to public health, preventing contamination of safe food needs to be a prime objective of every food service manager. Furthermore, a food service manager must possess accurate information on the different hazards associated with the contamination of food in the event that a food-borne illness crisis does arise. A full understanding of the biological, chemical, and physical hazards allows the food service manager to implement the control measures necessary to minimize the health risks associated with food and, thus, to decrease the possibility of contamination. The most serious risk associated with food is the biological hazard. Biological hazards are dangers to food from pathogenic (disease-causing) microorganisms, such as bacteria, viruses, parasites, and fungi, and from toxins that occur in certain plants and fish. When biological hazards result in food-borne illnesses, these illnesses are generally classified as either infections or intoxications. A food-borne infection is a disease that results from eating food containing living harmful microorganisms. One of the most frequently reported diseases of this type is salmonellosis, which results from the consumption of food contaminated with live pathogenic Salmonella. The other major form of biologically induced food-borne illness is intoxication, which results when toxins, or poisons, from bacterial or mold growth are present in ingested food and cause illness in the host (the human body). These toxins are generally odorless and tasteless and are capable of causing disease even after the microorganisms have been killed. Staphylococcus food intoxication is one of the most common types of foodborne illness reported in the United States.
1. Which of the following best expresses the main idea of the passage?
A) Despite recent scientific advances, food-borne illness continues to present a serious risk to public health.
B) Although chemical and physical hazards can cause a food-borne illness, biological hazards pose the most serious risk of food contamination.
C) Knowledge of contamination sources is essential for a food service manager to safely operate a food establishment.
D) Biological, chemical, and physical hazards represent the main sources of food contamination.
E) The illnesses caused by the contamination of food by biological hazards take the form of either a food-borne infection or a food-borne intoxication.
2. The author of the passage would most likely agree that a food service manager’s comprehension of the nature of potential food hazards is
A) crucial to the safety of a food service operation.
B) necessarily limited due to the complexity of contamination sources.
C) the primary factor in an employer’s decision to hire that manager.
D) utilized exclusively for the prevention of food-borne illness.
E) vitally important but nearly impossible to attain.
3. According to the passage, pathogenic microorganisms
A) are the most common form of biological hazard.
B) can only trigger a food-borne illness when alive.
C) are toxins that occur in certain plants and fish.
D) include life forms such as bacteria and parasites.
E) are difficult to detect because they are odorless and tasteless.
94
Hi,
Can someone explain how to eliminate option C in Q3???? I was stuck between C & D and chose C
Senior RC Moderator
Status: Preparing GMAT
Joined: 02 Nov 2016
Posts: 2199
Location: Pakistan
GPA: 3.39
Re: Contamination is the unintended presence of harmful substances or orga [#permalink]
### Show Tags
26 Jan 2019, 05:14
1
Kezia9 wrote:
Contamination is the unintended presence of harmful substances or organisms in food. While it is true that recent scientific advances have resulted in safer foods, better methods of preservation, and improved storage practices, it is still necessary to guard against the practices that can increase the likelihood of food contamination. Because food-borne illness poses a potentially serious threat to public health, preventing contamination of safe food needs to be a prime objective of every food service manager. Furthermore, a food service manager must possess accurate information on the different hazards associated with the contamination of food in the event that a food-borne illness crisis does arise. A full understanding of the biological, chemical, and physical hazards allows the food service manager to implement the control measures necessary to minimize the health risks associated with food and, thus, to decrease the possibility of contamination. The most serious risk associated with food is the biological hazard. Biological hazards are dangers to food from pathogenic (disease-causing) microorganisms, such as bacteria, viruses, parasites, and fungi, and from toxins that occur in certain plants and fish. When biological hazards result in food-borne illnesses, these illnesses are generally classified as either infections or intoxications. A food-borne infection is a disease that results from eating food containing living harmful microorganisms. One of the most frequently reported diseases of this type is salmonellosis, which results from the consumption of food contaminated with live pathogenic Salmonella. The other major form of biologically induced food-borne illness is intoxication, which results when toxins, or poisons, from bacterial or mold growth are present in ingested food and cause illness in the host (the human body). These toxins are generally odorless and tasteless and are capable of causing disease even after the microorganisms have been killed. Staphylococcus food intoxication is one of the most common types of foodborne illness reported in the United States.
1. Which of the following best expresses the main idea of the passage?
A) Despite recent scientific advances, food-borne illness continues to present a serious risk to public health.
B) Although chemical and physical hazards can cause a food-borne illness, biological hazards pose the most serious risk of food contamination.
C) Knowledge of contamination sources is essential for a food service manager to safely operate a food establishment.
D) Biological, chemical, and physical hazards represent the main sources of food contamination.
E) The illnesses caused by the contamination of food by biological hazards take the form of either a food-borne infection or a food-borne intoxication.
2. The author of the passage would most likely agree that a food service manager’s comprehension of the nature of potential food hazards is
A) crucial to the safety of a food service operation.
B) necessarily limited due to the complexity of contamination sources.
C) the primary factor in an employer’s decision to hire that manager.
D) utilized exclusively for the prevention of food-borne illness.
E) vitally important but nearly impossible to attain.
3. According to the passage, pathogenic microorganisms
A) are the most common form of biological hazard.
B) can only trigger a food-borne illness when alive.
C) are toxins that occur in certain plants and fish.
D) include life forms such as bacteria and parasites.
E) are difficult to detect because they are odorless and tasteless.
94
Hi,
Can someone explain how to eliminate option C in Q3???? I was stuck between C & D and chose C
Official Explanation
The striking term pathogenic organisms that appears in the question stem is relatively easy to locate in paragraph 2. Correct choice (D) comes right with the keywords such as acting as the link between pathogenic microorganisms and bacteria and parasites. Even in a passage with lots of unfamiliar terms, it all boils down to good strategic reading. Take a look at the wrong choices. In (A), the passage doesn’t tell you what the most common form is. Nothing in paragraph 2 suggests (B), but paragraph 3 actually suggests the opposite—some microorganisms can cause disease even after being killed. A careful reading of the sentence in which “pathogenic organisms” appears shows that (C) distorts the meaning of the sentence. Toxins are not the same as pathogenic microorganisms. (E)—how hard it is to detect pathogenic organisms—is outside the scope, as only the detection of toxins is mentioned.
Hope it Helps
_________________
New Project RC Butler 2019 - Practice 2 RC Passages Everyday
Final days of the GMAT Exam? => All GMAT Flashcards.
This Post Helps = Press +1 Kudos
Best of Luck on the GMAT!!
Re: Contamination is the unintended presence of harmful substances or orga [#permalink] 26 Jan 2019, 05:14
Display posts from previous: Sort by | 4,064 | 19,556 | {"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} | 3.328125 | 3 | CC-MAIN-2019-09 | longest | en | 0.846917 |
https://convertilo.com/inches-to-yards | 1,716,919,378,000,000,000 | text/html | crawl-data/CC-MAIN-2024-22/segments/1715971059143.84/warc/CC-MAIN-20240528154421-20240528184421-00669.warc.gz | 150,504,175 | 5,247 | # Inches to Yards - in to yd
## How to convert from Inches to Yards
The conversion factor between Inches and Yards is 0.027777777777778. To convert an amount in Inches in Yards, multiply the the desired amount in Inches by 0.027777777777778:
Amount(Inches) × 0.027777777777778(Conversion Factor) = Result(Yards)
## Definition of units
Let's see how both units in this conversion are defined, in this case Inches and Yards:
### Inch (in)
An inch (symbol: in) is a unit of length. It is defined as 1⁄12 of a foot, also is 1⁄36 of a yard. Though traditional standards for the exact length of an inch have varied, it is equal to exactly 25.4 mm. The inch is a popularly used customary unit of length in the United States, Canada, and the United Kingdom.
### Yard (yd)
A yard (symbol: yd) is a basic unit of length which is commonly used in United States customary units, Imperial units and the former English units. It is equal to 3 feet or 36 inches, defined as 91.44 centimeters
## Inches to Yards conversion table
Below is the conversion table you can use to convert from Inches to Yards
Inches (in) Yards (yd)
1 Inches 0.0278 Yards
2 Inches 0.0556 Yards
3 Inches 0.0833 Yards
4 Inches 0.111 Yards
5 Inches 0.139 Yards
6 Inches 0.167 Yards
7 Inches 0.194 Yards
8 Inches 0.222 Yards
9 Inches 0.25 Yards
10 Inches 0.278 Yards | 387 | 1,334 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.765625 | 3 | CC-MAIN-2024-22 | latest | en | 0.860738 |
https://www.bizmanualz.com/library/what-does-sortino-ratio-mean | 1,721,337,194,000,000,000 | text/html | crawl-data/CC-MAIN-2024-30/segments/1720763514859.56/warc/CC-MAIN-20240718191743-20240718221743-00311.warc.gz | 609,786,905 | 23,381 | What Does Sortino Ratio Mean?
Are you looking to make smarter investment decisions? Understanding the Sortino Ratio can help you do just that. This financial measurement evaluates an investment’s risk-adjusted return, offering a more complete picture of its performance. In today’s complex and volatile markets, having a solid grasp of the Sortino Ratio is essential for any investor.
What Is Sortino Ratio?
The Sortino Ratio, also known as the downside deviation ratio, is a measure of risk-adjusted return for an investment asset or portfolio. Unlike the standard deviation, it specifically evaluates the downside risk, giving investors a better understanding of potential losses compared to expected returns. This ratio is a useful tool for evaluating the effectiveness of an investment strategy, especially for those focused on minimizing downside risk.
How Is Sortino Ratio Calculated?
1. Gather the historical returns on the investment or portfolio under consideration.
2. Calculate the average of the returns, which represents the mean return.
3. Determine the target or required rate of return, typically the risk-free rate.
4. Identify the downside deviation, which measures the volatility of returns that fall below the target return.
5. Apply the formula: Sortino Ratio = (Mean Return – Target Return) / Downside Deviation.
When calculating the Sortino Ratio, it is important to collect accurate data and consider using specialized software for more complex portfolios.
What Does Sortino Ratio Tell Us?
The Sortino Ratio is a measurement that evaluates the risk-adjusted return of an investment asset, with a specific focus on the downside risk. It assists investors in comprehending the expected return for the level of downside risk they are assuming. This ratio is especially valuable in assessing investment opportunities in unstable markets, offering a more precise assessment of risk-adjusted performance.
How Is Sortino Ratio Different from Sharpe Ratio?
• Sharpe Ratio takes into account the overall volatility of an investment, including both positive and negative movements.
• Sortino Ratio, on the other hand, only considers the downside volatility, making it more relevant for risk-averse investors.
• While both ratios evaluate risk-adjusted returns, Sortino Ratio provides a more specific analysis of an investment’s performance during unfavorable market conditions.
• Investors who prioritize minimizing downside risk may prefer Sortino Ratio over Sharpe Ratio for a more focused risk assessment.
When deciding between these two ratios, it is important to consider the investment’s risk profile and your personal risk tolerance.
What Are the Limitations of Sortino Ratio?
The limitations of Sortino Ratio primarily revolve around its dependence on downside deviation, which may not account for upside volatility. Furthermore, it does not take into account the shape of the return distribution and assumes that returns follow a normal distribution. These limitations can result in an incomplete evaluation of risk.
To address this, investors can supplement Sortino Ratio with other risk-adjusted measures, such as Sharpe Ratio, and consider qualitative factors like market conditions and investment objectives.
How Can Investors Use Sortino Ratio?
• Calculate the returns: Determine the investment returns over a specific period.
• Assess downside risk: Evaluate the volatility of returns below the target or risk-free rate.
• Compute Sortino ratio: Divide the excess return over the risk-free rate by the downside deviation.
• Interpretation: A higher Sortino ratio indicates better risk-adjusted returns, guiding prudent investment decisions.
Did you know? Investors can utilize the Sortino ratio to make informed investment decisions, as it focuses solely on downside risk and provides a more insightful perspective for risk-averse individuals.
What Is a Good Sortino Ratio?
A favorable risk-adjusted return is indicated by a good Sortino Ratio. Generally, a ratio above 1 is deemed good, indicating that the investment’s return is greater than the downside risk. For example, a Sortino Ratio of 1.5 implies that for every unit of downside risk, the investment generates a return of 1.5 units. This demonstrates an effective risk management strategy, with a focus on maximizing returns in relation to downside risk.
What Are the Other Risk-Adjusted Performance Measures?
While the Sortino Ratio is a commonly used risk-adjusted performance measure, it is not the only one available to investors. In this section, we will discuss four other measures that can be used to evaluate investment performance in relation to risk. These include the Treynor Ratio, Jensen’s Alpha, M2 Measure, and Information Ratio. Each measure offers a unique perspective on risk and returns, providing investors with valuable insights to inform their investment decisions.
1. Treynor Ratio
• Use the Treynor Ratio to calculate the portfolio’s excess return over the risk-free rate divided by its beta.
• Determine the portfolio’s excess return by subtracting the risk-free rate from the portfolio’s return.
• Calculate the portfolio’s beta, which represents its systematic risk compared to the market.
Pro-tip: The Treynor Ratio is a valuable tool for evaluating large-scale investment strategies as it focuses specifically on systematic risk.
2. Jensen’s Alpha
Jensen’s Alpha is a risk-adjusted performance measure that evaluates the ability of an investment manager to outperform the market while considering the level of risk taken. This metric calculates the excess return of an asset or portfolio compared to the expected return predicted by the Capital Asset Pricing Model (CAPM).
In particular, Jensen’s Alpha is a valuable tool for assessing the skills of portfolio managers as it reveals whether they have achieved returns above or below expectations based on their risk level. When discussing Jensen’s Alpha, it is important to emphasize its significance in evaluating the effectiveness of active portfolio management strategies.
3. M2 Measure
The M2 measure is a risk-adjusted performance metric used to evaluate the returns of an investment portfolio, taking into account the risk level and measuring the consistency of returns.
To calculate the M2 measure, first find the mean return of the portfolio over a specified period. Then, calculate the mean squared deviation of each return from the mean return. Next, sum the squared deviations and divide by the total number of observations to obtain the variance. Finally, take the square root of the variance to get the standard deviation. To obtain the M2 measure, divide the mean return by the standard deviation.
4. Information Ratio
The Information Ratio is a metric used to evaluate a portfolio manager’s performance in generating excess returns compared to a specific benchmark. It is a useful tool for investors to assess the manager’s stock-picking abilities and determine if their stock selections outperform or underperform the market index. A higher Information Ratio indicates better risk-adjusted performance and showcases the manager’s skill in selecting stocks.
What Does Sortino Ratio Mean?
The Sortino ratio is a financial performance measure that evaluates an investment’s return and risk, specifically focusing on downside risk.
How is Sortino Ratio calculated?
Sortino ratio is calculated by taking the difference between an investment’s actual return and the minimum acceptable return, divided by the standard deviation of the investment’s downside risk.
What is the difference between Sortino Ratio and Sharpe Ratio?
While both Sortino ratio and Sharpe ratio measure an investment’s risk-adjusted return, the Sortino ratio only considers downside risk while the Sharpe ratio considers both upside and downside risk.
Why is Sortino Ratio important?
Sortino ratio is important because it provides a more accurate assessment of an investment’s performance by focusing on the potential loss of an investment, rather than just the overall risk.
What is a good Sortino Ratio?
A good Sortino ratio is typically considered to be 1 or higher, indicating that the investment’s return is higher than the minimum acceptable return, and the downside risk is low.
Can Sortino Ratio be negative?
Yes, Sortino ratio can be negative if the investment’s return is less than the minimum acceptable return, meaning the downside risk is higher than the return. This indicates poor performance and a higher level of risk. | 1,585 | 8,529 | {"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-2024-30 | latest | en | 0.886592 |
https://rundata.wordpress.com/2012/11/20/c-primer-chapter-5-exercise-5/ | 1,597,150,681,000,000,000 | text/html | crawl-data/CC-MAIN-2020-34/segments/1596439738777.54/warc/CC-MAIN-20200811115957-20200811145957-00549.warc.gz | 479,446,253 | 24,676 | # C++ Primer Plus Chapter 5 Exercise 5
Exercise 5 is a remake of exercise 4, except this time we introduce a two dimensional array into our loops. The purpose of this is to fill it first with years then months. This way, the program will iterate through 12 months for 3 years. See the source below for the solution.
5. Do Programming Exercise 4, but use a two-dimensional array to store input for 3 years
of monthly sales. Report the total sales for each individual year and for the combined
years.
```#include <iostream>
#include <string>
using namespace std;
int main()
{
string month[12] = {"January","February ","March ","April ","May","June","July","August","September","October","November","December"};
int sales[3][12];
int yearTotal;
int sum = 0;
int total = 0;
int everything = 0;
cout << "Enter sales for the month: " << endl;
for(int y = 0; y < 3; y++)
{
for(int m = 0; m < 12; m++)
{
cout << month[m] << ": ";
cin >> sales[y][m];
sum=sum+sales[y][m];
total=sum;
}
}
for(int y = 0; y < 3; y++)
{
yearTotal = 0;
for(int m =0; m < 12; m++)
{
cout << month[m] << sales[y][m] << endl;
yearTotal+=sales[y][m];
everything+=sales[y][m];
}
cout << "Sales for this year: " << yearTotal << endl;
}
cout << "The data for all years: " << everything << endl;
return 0;
}
```
## One thought on “C++ Primer Plus Chapter 5 Exercise 5”
1. rj
#include
#include
using namespace std;
int main() {
string months[12] = {“January”,”February”, “March”, “April”, “May”, “June”,”July”, “August”, “September”, “October”,”November”, “December”};
int yearly[3][12];
int sum_of_year1=0;
int sum_of_year2=0;
int sum_of_year3=0;
for( int i =0; i <3; i++){
cout<< "Sales for year " << i+1 << endl;
for(int j=0; j < 12; j++){
cout << months[j] <> yearly[i][j];
if(i==0){
sum_of_year1=sum_of_year1+yearly[i][j];
}
else if(i==1){
sum_of_year2=sum_of_year2+yearly[i][j];
}
else if (i==2){
sum_of_year3=sum_of_year3+yearly[i][j];
}
}
cout << endl;
}
cout << "first year " << sum_of_year1 << endl;
cout << "second year " << sum_of_year2 << endl;
cout << "Third year " << sum_of_year3 << endl;
cout << "The total sum " << sum_of_year1 + sum_of_year2 + sum_of_year3 << endl;
return 0;
my code(me being lazy) i put in if- statements to get sum of each year based on summing up each rows | 695 | 2,294 | {"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-2020-34 | latest | en | 0.768797 |
https://id.scribd.com/document/333171617/e403-Samartino-Phy13l-b7-Original-1 | 1,581,883,851,000,000,000 | text/html | crawl-data/CC-MAIN-2020-10/segments/1581875141396.22/warc/CC-MAIN-20200216182139-20200216212139-00252.warc.gz | 429,943,930 | 80,545 | Anda di halaman 1dari 5
# Experiment 403: Refraction from a Spherical Surface:
Thin Lens
<John Megryan B. Samartino >
<School of Civil, Environmental and Geological Engineering>
Mapua Institute of Technology
I. Abstract
Refraction is the bending of light ray as it hits a material of different
optical density. Transparent materials like lenses can refract parallel ray of
light and can produce an image. If the middle part of lens is thicker, it is
called a converging lens or a convex lens. But if the middle part is thinner,
the lens is called diverging lens or concave lens. The main effect of lenses
is to refract light passing through it. It is made up of transparent
substances that are bounded by two surfaces of regular form. However, it
is necessary that the index of refraction of the material should be higher
than that of the surrounding medium.
Generally, lenses are classified as either converging or diverging.
Converging lenses are thicker in the middle than they are in the edge.
Conversely, diverging lenses are thicker at the edges than at the middle,
so that, the incident waves to the surface parallel to lens axis diverge
from a point in front of the lens (principal focus).
II. Objectives
For Experiment 403 entitled as Refraction from a Spherical Surface: Thin
Lens, one can state that the study seeks (i) to determine the focal length
of a convex lens using (a) different locations of the object and (b) the
graphical method.
III. Results and Discussion
This experiment tackles the concept of thin lens and refraction of a light
from a spherical surface. Refraction can be described as a wave bent
when it passes a certain medium with different optical density. There are
many types of lens but in this experiment we mainly focused on the
properties of a converging lens. This lens has the ability to change the
shape of a certain wave that pass through it.
In the first part, we determine the focal length of the two lens using an
object at infinity. We used the light passing through the window of our
room as our object at infinity, we adjusted the lens until a sharp image of
the window is formed. We have observed that the image created is real
and inverted.
In the second part of our experiment, we determine the focal length using
an object at a finite distance. We used the light source, convex lens and
image screen for this part. The screen is placed 1 meter away from the
light source. The lens are the ones that will be moved until the object
projected from the screen is sharp. We have observed in the lens 1 that
the image projected is larger than the original image and inverted but
when the lens is closer from the image screen, the image projected
becomes smaller. Therefore if the object distance is greater than the
image distance the size of the image projected decreases but when the
image distance is greater than the object distance the image projected is
larger. The object and image distance can an interchanging values which
gives a point of conjunction but still it will yield a similar value for f based
on the data we gathered.
In the last part of the experiment, we are tasked to determine the focal
length using the graphical technique. It can be observed in the graph that
as 1/s decreases, 1/s increases therefore 1/s and 1/s has an inversely
proportional relationship. The focal length is obtained by using the
reciprocal of the intercepts. If we compare the average value of the focal
length gathered by our group to its actual value, it has similar values
because we obtained a percentage error of 0.31%. Also by observing,
position 1 and 2 that are created by the line coincides with one another
which proves the theory that image and object distances are really
interchangeable.
Lastly, the magnification of the projected image indicates the orientation
of an object. Having a positive magnification indicates that the orientation
of the image is upright, while if the magnification value is negative it
means that the object is inverted. When the magnification value is less
than one, the image it projects is smaller but when the magnification
value is greater than one, the image it projects is larger. By using these
information and the data we gathered we can say that the image
projected in this part of our experiment has an orientation opposite from
the object, because our values are negative.
IV. Conclusion
I can therefore conclude that, refraction is a phenomenon that occurs
when the light ray is bent when it hits a certain object. Lens is a device
made of transparent material that refracts the light rays going through it.
In this experiment we mainly used convex lens, it has 2 focal points which
is one on each sides, because of that the values of the image and object
distance can be interchanged and it can form a real inverted image or a
virtual erected image which depends on the values of the distances of the
focal length and object. If the object is outside of the images focal length
it can be concluded that the image formed is real and inverted, but if the
object is inside the focal length the image formed is virtual and upright.
We can differentiate the concave and convex lens by the image it projects.
Convex lens projects a real image while a concave lens projects a virtual
image.
Magnification can be described as the ratio of an image size. Magnification
has different properties, when its value is negative it indicates that the
image is inverted. If the value of the magnification is positive it can be
said that the orientation is upright. If the value is greater than 1 we can
say that the image magnified is enlarged but if the value is less than 1 the
image size is diminished.
Therefore we have proved that image and object distances are
interchangeable which we can conclude that it has points of conjunction
that will yield the same value for the focus.
Sample Computation:
Part A: Determination of Focal Length using an Object at Infinity
Solution: Lens 1 (Trial 1)
1
f=
=9.9 cm
1 1
+
9.9
error =
1010.05
x 100 =0.5
10
## Part B: Determination of Focal Length using an Object at Finite Distance
Solution: Lens 1 (Position 1)
1
f=
=9.8 cm
1 1
+
11 90
error =
109.795
x 100 =2.05
10
## Part C: Determination of Focal Length using Graphical Technique
Solution: Lens 2 (Position 1)
1
1
1
1
=
=0.033898 c m1
=
=0.014184 c m1
100-cm Gap:
s 29.5
s ' 70.5
90-cm Gap:
1
1
1
=
=0.030675 c m
s 32.6
1
1
1
=
=0.017422c m
s ' 57.4
85-cm Gap:
1
1
=
=0.025907 c m1
s 38.6
1
1
=
=0.021552 c m1
s ' 46.4
Equation:
y=0.9177 x+ 0.0454
x-intercept: 0.049472 c m
1
x =
=20.21366 cm
0.049472
1
Focal Length:
y-intercept: 0.0454 c m
1
y =
=22.02643 cm
0.0454
1
Focal Length:
Focal Length:
Ave Focal Length=
error =
20.21366+22.02643
=21.2004 cm
2
2021.2004
x 100 =5.60022
20
Magnification:
'
100-cm Gap:
difference=
m=
s 70.5
=
=2.39
s
29.5
2.392.425
x 100 =1.45
2.39+2.425
2
m=
hi 9.7
=
=2.425
ho 4 | 1,774 | 6,919 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.515625 | 3 | CC-MAIN-2020-10 | latest | en | 0.926986 |
https://math.stackexchange.com/questions/3491792/solving-int-12-e1-frac1x-12-2-frac1-sqrt1-logx-1-dx | 1,725,850,232,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651053.52/warc/CC-MAIN-20240909004517-20240909034517-00755.warc.gz | 364,651,842 | 37,713 | # Solving $\int_1^2 e^{1-\frac{1}{(x-1)^2}} + 2 + \frac{1}{\sqrt{1-\log(x-1)}}\:dx$ with a clean trick
A friend and I have been swapping difficult integrals for the holidays to stump each other and he recently sent me this one that I haven't been able to figure out (mission accomplished, I guess :) ).
I've tried a few substitutions of the form
$$x-1 = f(t)$$
but if they cancel out one side, they won't simplify on the other because of the presence of both the exponential and the log. At best I could simplify the problem to
$$2 + \int_0^1 e^{1-\frac{1}{x^2}} + \frac{1}{\sqrt{1-\log x}}\:dx$$
by shifting the integral over to the interval $$[0,1]$$ to see if I could spot any patterns. The integral on the right evaluates to $$1$$, which is a surprisingly clean answer.
Wolfram gives a complicated looking antiderivative but one of the rules of our little game was that we would invoke no special functions beyond the standard transcendentals and hyperbolics/trig. Even if this was the intended solution, I'm not sure how to simplify the bound at $$1$$ with the $$\operatorname{erf}$$s
I suspect he had some clean trick in mind since that was the theme of the game, but I'm stumped.
• – Sil
Commented Dec 30, 2019 at 7:21
Hint: Observe you have \begin{align} I=\int^2_1 e^{1-\frac{1}{(x-1)^2}}+1 +1+\frac{1}{\sqrt{1-\log(x-1)}}\ dx = \int^2_1 [f(x)+f^{-1}(x)]\ dx = 3. \end{align} Draw a picture (for any $$f$$)! | 440 | 1,426 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 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": 8, "wp-katex-eq": 0, "align": 1, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.90625 | 4 | CC-MAIN-2024-38 | latest | en | 0.92125 |
https://inmr.net/Help/pgs/integration.html | 1,726,144,980,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651457.35/warc/CC-MAIN-20240912110742-20240912140742-00832.warc.gz | 278,903,835 | 4,095 | # Integration
Integration in itself is a trivial task in FT-NMR: the spectrum is a discrete function, made of points, not of lines. Integration is simply performed by summing the height of each point within a portion of the spectrum. In this context, we'll call integral region the frequency range over which the integral is calculated. If we, instead, consider in a wider sense the task of integrating NMR peaks, it is indeed an arduous task that begins with sample preparation and acquisition of data on the spectrometer, and continues with baseline correction. This chapter only describes the final steps.
To define integral regions you pick the “Integrator”, from the “Tools” menu, which is a versatile tool capable of performing the following operations:
Operation --> --> Effect selection defines an integral region click into a region deletes an integral region click outside, on a peak creates a region comprising the peak double click into a region opens the integration dialog
When you create the first integral, it automatically takes the value of 1. All integrals are referenced against it. With the double click you can choose any integral as the new reference integral and assign to it any value, just 1.0, or another integer or non integer value. You do this into the Integration dialog, which also gives you the alternatives to display the absolute values or to calculate the current percentages. The same dialog also lets you choose the number of significant digits with which integrals are shown. In the case of 1D spectra, you can also adjust the integral(s), as explained here below. Remember: to open the dialog, it is necessary to select the integration tool and to double click inside a region.
When there are exactly three significant digits, decimal zeroes are not shown.
The normal integral is the area between the spectral line and the x axis. Suppose to draw a straight line from the first point of an integral region to the last one. iNMR calls “adjusted integral” the area between this straight line and the spectral line. To adjust a 1D integral, double click into it and, when the dialog appears, select the option “adjust”. With another click you can choose to adjust all integrals already created into the document. The value of an adjusted integral is displayed in parentheses.
To decrease the disturbance of noise, you can substitute the values of the two end-points with two averages. An example clarifies this trick more than an abstract definition. Let's say you choose the value ‘10 points’ from the menu called ‘Calculate the adjustment from’. iNMR calculates the average among the leftmost point in the integral region and the 4 points on its left; calculates the average among the rightmost point in the integral region and the 4 points on its right (10 points in total). When (ideally) drawing the straight line, the average values are used instead of the actual values. The integral is then calculated as described above.
It's the user responsibility to check that there are no peaks confining with the integral region. This is the obvious case in which adjusting is not advisable. It is advisable, instead, when the peak of interest is on top of a much broader peak. Remember, however, that approximating a broad peak to a straight line is cursory: more refined math treatments exist (not yet included into iNMR). The purpose of adjustment is not to provide a quantitative treatment, but simply to provide a quick and sensible solution. Other softwares permit the user to apply arbitrarily selected corrections to the integral. That practice is an arbitrary one indeed, not allowed by iNMR.
# other commands
The ‘View’ menu contains three commands related to integrals which actually are self-explicative:
• ‘Integral Values’ shows/hides the integral regions and the numerical values.
• ‘Integral Curves’ shows/hides the graphic integrals over a 1D spectrum (see below for more controls to deal with them); today the curves aren't used anymore for themselves, more for showing them to colleagues and say: “Look how flat is my baseline!”.
• ‘Delete All Integrals’ removes the definitions of integral regions from the document.
As you may already know, you can move the 1D spectrum up and down or amplify/deamplify it with the arrow keys and the plus/minus keys, respectively.
If combined with the ‘Alt’ key, the same keys reported above act on the integral curves. The curves can also be dragged up and down with the mouse.
# Copying Integrals and their Regions
The command “Edit/Copy/Integrals” copies the list of integrals in a readable and printable form. If you paste the integrals into another spectrum, the effect is equivalent to creating new integral regions exactly at the same ppm coordinates. There are three cases in which it doesn't happen:
• When the receiving document already contains some integral regions. In this case, delete the latter with “View/Delete All Integrals”.
• When the sending and the receiving spectra have not the same number of dimensions.
• When the receiving spectrum is an extract.
The same command also creates a table in which an array of spectra (either mono-, bi- or three-dimensional) are integrated in the same regions. All you have to do is to define the inegration limits in a single spectrum of the series. With the Overlay Manager you then visualize all other spectra inside the same window. At this point The command “Edit/Copy/Integrals” will create the desired table into the clipboard. The integral values of each overlay are multiplied by the amplitude factor of that overlay (this factor is visible inside the overlay manager).
Sometimes an array of 1D spectra comes as a single file. The typical example is a relaxation study. To create the same table of integrals seen above, extract any row (alt-click, then command File/Extract) and define 1D integrals regions therein. Return to the whole plot (command: File/Close Extract). If there are NO 2D integrals, the usual command Edit/Copy/Integrals will create the desired table, where the 1D integrals are calculated for all the experiments, into the specified intervals. | 1,262 | 6,135 | {"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-2024-38 | latest | en | 0.897326 |
http://stackoverflow.com/questions/3434961/find-duplicates-in-integer-array-with-boundaries/3435111 | 1,405,066,295,000,000,000 | text/html | crawl-data/CC-MAIN-2014-23/segments/1404776426419.6/warc/CC-MAIN-20140707234026-00054-ip-10-180-212-248.ec2.internal.warc.gz | 124,430,413 | 15,921 | # find duplicates in integer array with boundaries
Below is the problem description and algorithm that I have written. Is there anything to be done to improve this algorithm?
Given an integer array of unknown size, containing only numbers between 0 and 30, write a function to return an integer array containing all of the duplicates.
``````int[] findDupes(int[] array) {
int[] found = new int[30];
int[] dupes = new int[30];
int dupesCount = 0;
for (int i = 0; i < array.length; i++) {
if (found[array[i]] <= 1) {
found[array[i]]++;
}else{
continue;
}
if(found[array[i]] > 1){
dupes[dupesCount++] = array[i];
if (dupesCount == 30)
break;
}
}
if (dupesCount == 0)
return new int[0];
return dupes;
}
``````
Am assuming that the best case for running this algorithm would n or 30 whichever is lower and the worst case for running this algorithm is n, since I have to scan the entire array to find duplicates. Any comments?
-
You've got the right idea, but ask yourself, what does this block do, exactly
`````` if(found[array[i]] > 1){
dupes[dupesCount++] = array[i];
if (dupesCount == 30)
break;
}
``````
when does it fire?
Walk through your code with a couple of samples including an array of 1000 occurrences of 0.
What exactly are you returning? why do you need to special case 0.
Also the best case run time is going to be greater than 30. What is the minimum input that makes it stop before reaching the end?
-
Need more precise definition of the problem. Are there only 1 or 2 occurrences of an integer? Can there be 0 or 3 occurrences?
If there are only 1 or 2 occurrences of an integer, and integers range from 1 to 30; I would have a BitSet, and flip the bit as I find an integer. When I am done reading the original array, all the bits that are 0 will represent the integers containing duplicates.
-
@illcar: There can be any number occurrences. If there is more than 1 occurrence it's a duplicate anyway. I don't need to check for number of duplicate occurrences as per my understanding of the question in the original post. – Srini Kandula Aug 8 '10 at 16:46
Something strange:
`````` if (found[array[i]] <= 1)
}else{
continue;//happens if found[array[i]] > 1
}
if(found[array[i]] > 1){//usually don't get here, because of continue
``````
Is the continue a fix to only add a number once? Although it works, the code is misleading.
Do you have to return a 30 length array if there is only one duplicate?
-
here is the modified version with comments embedded.
``````int[] found = new int[3];
int[] dupes = new int[3];
int dupesCount = 0;
for (int i = 0; i < array.length; i++) {
if (found[array[i]] <= 1) {
found[array[i]]++;
}
if(found[array[i]] > 1){ //duplicate found
dupes[dupesCount++] = array[i];
// if 30 duplicate are found don't scan the array any more
// since the distinct numbers are only 30
if (dupesCount == 30)
break;
}
}
if (dupesCount == 0)
return null;
return dupes;
``````
- | 786 | 2,931 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.265625 | 3 | CC-MAIN-2014-23 | latest | en | 0.876148 |
https://ivyhawnschool.org/classroom-connect/sixth-grade/hymes-k/q4w9-honors-and-advanced-math/ | 1,601,408,049,000,000,000 | text/html | crawl-data/CC-MAIN-2020-40/segments/1600402088830.87/warc/CC-MAIN-20200929190110-20200929220110-00124.warc.gz | 451,589,469 | 10,595 | Q4W9 Honors and Advanced Math
Q4 Project Agenda
Teacher Kimberlie Hymes Math 6th 39 Statistics and Probability
Standard(s) Taught
MAFS.7.SP.3.5
Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 12 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
MAFS.7.SP.3.6
Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability.
Learning Targets and Learning Criteria
• understand that probabilities are numbers from 0 to 1.
• understand that the probability of 1 is certain and 0 is impossible.
• justify the categorization of events as likely, unlikely, or likely not unlikely and use appropriate vocabulary.
• conduct simple experiments and calculate probabilities.
• explain the difference between experimental and theoretical probability using appropriate vocabulary and examples.
• collect data on chance events (hands-on events such as spinning a spinner and simulations) and approximate the relative frequency of an event given the probability.
• use variability to explain why the experimental probability will not always exactly equal the theoretical probability.
For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.
Classroom Activities
In class, we complete the MATH workshop each period. This is a blended, rotation model of teaching where your student is receiving the standards in multiple different settings while completing many different activities. This allows me to have time with your students in a very small group setting to help when necessary further develop the understanding of the standards.
Wednesdays we do not complete our rotation. We work lessons customized to each students level on I-Ready. These lessons are customized to each learning level and scaffolds the current unit for each student
Assignments Due
The week students will be assigned the following to practice class concepts:
IXL: (Monday/Tuesday/Wednesday) None
students are expected to reach at least an 80% on these assignments.
Mathspace: (Thursday/Friday) Mathspace Probability
I-Ready Probability
***Please check gradebook for your child’s class for specific due dates as they vary for each class.
We are starting an in-class project this week where students will be teaching one of the 6th Grade lessons. Please see attached for the rubric. Students will be presenting the last week of school.
Additional Resources
If additional help is needed, students are encouraged to view a lesson regarding a given topic on Khan Academy. This website is free and provides both video instruction as well as practice problems.
Students are able to complete additional practice on both Mathspace and IXL
www.mathspace.co
www.ixl.com
**** Accommodations provided as needed
Please contact me as needed: Remind @ih6advance or email: hymesk@ivyhawnschool.org | 658 | 3,270 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.84375 | 4 | CC-MAIN-2020-40 | longest | en | 0.918551 |
http://galery.serdangbedagaikab.go.id/psychosocial-implications-edrm/hypergeometric-distribution-expected-value-105e89 | 1,660,160,846,000,000,000 | text/html | crawl-data/CC-MAIN-2022-33/segments/1659882571210.98/warc/CC-MAIN-20220810191850-20220810221850-00304.warc.gz | 21,766,719 | 13,553 | K N be the total number of successful selections, The probability of successful selections {\displaystyle p=K/N} th {\displaystyle 52-5=47} p {\displaystyle D(a\parallel b)\geq 2(a-b)^{2}} The player would like to know the probability of one of the next 2 cards to be shown being a club to complete the flush. {\displaystyle N} The three discrete distributions we discuss in this article are the binomial distribution, hypergeometric distribution, and poisson distribution. K a pick- lottery from a reservoir of balls (of which k The deck has 52 and there are 13 of each suit. n ) n = {\displaystyle \max(0,n+K-N)\leq k\leq \min(K,n)} The classical application of the hypergeometric distribution is sampling without replacement. are a total of terms {\displaystyle {\Big [}(N-1)N^{2}{\Big (}N(N+1)-6K(N-K)-6n(N-n){\Big )}+{}}. Intuitively we would expect it to be even more unlikely that all 5 green marbles will be among the 10 drawn. i ( The total number of green balls in the sample is X = X 1 + + X n. The X i’s are identically distributed, but dependent. 1 ( ) p . ∥ [4] {\displaystyle N} Knowledge-based programming for everyone. = N By the lemma, or otherwise, ( ∗ ∗ ∗) k ( r k) = r ( r − 1 k − 1). draws with replacement. and Seven times of 0.4 is 2.8, so 2.8 crashes are expected in one week. Hypergeometric Distribution The hypergeometric distribution is a discrete probability distribution that describes the number of successes in a sequence of n draws from a finite population without replacement. total draws. In a test for over-representation of successes in the sample, the hypergeometric p-value is calculated as the probability of randomly drawing 2 Explore thousands of free applications across science, mathematics, engineering, technology, business, art, finance, social sciences, and more. N From MathWorld--A Wolfram Web Resource. 47 and Now we can start with the definition of the expected value: E[X]= n ∑ x=0 x(K x) ( M−K n−x) (M n). X ... From the representation of $$Y$$ as the sum of indicator variables, the expected value of $$Y$$ is trivial to compute. 2 Hypergeometric distribution, in statistics, distribution function in which selections are made from two groups without replacing members of the groups. For example, suppose we randomly select 5 cards from an ordinary deck of playing cards. − − True . B)the trials are independent of each other. 1 k This is an ex ante probabilityâthat is, it is based on not knowing the results of the previous draws. As a result, the probability of drawing a green marble in the has a geometric distribution taking values in the set {0, 1, 2,...}, with expected value r / (1 − r). [K1] is the expected value [K2] the number of crashes expected to occur in a week. Hints help you try the next step on your own. It therefore also describes the probability … ( {\displaystyle \left. − 9 N In the statistics and the probability theory, hypergeometric distribution is basically a distinct probability distribution which defines probability of k successes (i.e. is the total number of marbles. ( also follows from the symmetry of the problem. The exponential distribution is the continuous analogue of the geometric distribution. ( 47 ... As expected, the probabilities calculated using the built in binomial function matches the probabilities derived from before. we can derive the following bounds:[3], is the Kullback-Leibler divergence and it is used that New York: McGraw-Hill, pp. − above. 4 b. will always be one of the values x can take on, although it may not be the highest probability value for the random variable. Suppose there are 5 black, 10 white, and 15 red marbles in an urn. {\displaystyle k} Feller, W. "The Hypergeometric Series." ( X If six marbles are chosen without replacement, the probability that exactly two of each color are chosen is. The random variable X = the number of items from the group of interest. b selection and ways for a "bad" The hypergeometric distribution differs from the binomial distribution in the lack of replacements. = Then for Define drawing a green marble as a success and drawing a red marble as a failure (analogous to the binomial distribution). 1 The test based on the hypergeometric distribution (hypergeometric test) is identical to the corresponding one-tailed version of Fisher's exact test. To improve this 'Hypergeometric distribution Calculator', please fill in questionnaire. k What is the probability that you draw exactly 2 face cards? 2 The Binomial Distribution as a Limit of Hypergeometric Distributions The connection between hypergeometric and binomial distributions is to the level of the distribution itself, not only their moments. n ∑ (n k) = n! ( is the standard normal distribution function. The probability density function (pdf) for x, called the hypergeometric distribution, is given by Observations: Let p = k/m. k neutral marbles are drawn from an urn without replacement and coloured green. k Probability of Hypergeometric Distribution = C (K,k) * C ( (N – K), (n – k)) / C (N,n) To understand the formula of hypergeometric distribution, one should be well aware of the binomial distribution and also with the Combination formula. 41-45, 1968. ( Election audits typically test a sample of machine-counted precincts to see if recounts by hand or machine match the original counts. Practice online or make a printable study sheet. , {\displaystyle k} because green marbles are bigger/easier to grasp than red marbles) then, This page was last edited on 2 December 2020, at 05:06. n §2.6 in An Introduction to Probability Theory and Its Applications, Vol. https://mathworld.wolfram.com/HypergeometricDistribution.html. n ) ( {\displaystyle p=K/N} The outcomes of a hypergeometric experiment fit a hypergeometric probability distribution. We find P(x) = (4C3)(48C10) 52C13 ≈ 0.0412 . = = {\displaystyle k} The th selection has an equal likelihood of The problem of finding the probability of such a picking problem is sometimes called the "urn problem," since it asks for the probability that out of balls drawn are "good" from an urn that contains "good" balls and "bad" balls. are "good" and are "bad"). X proof of expected value of the hypergeometric distribution. , If X is an exponentially distributed random variable with parameter λ, then {\displaystyle Y=\lfloor X\rfloor,} , / n stems from the fact that the two rounds are independent, and one could have started by drawing {\displaystyle K} 0 Unlimited random practice problems and answers with built-in Step-by-step solutions. ( 1, 3rd ed. ( n - 1)! A Poisson distribution is a discrete probability distribution. This situation is illustrated by the following contingency table: Now, assume (for example) that there are 5 green and 45 red marbles in the urn. still unseen. This is the probability that k = 0. The test is often used to identify which sub-populations are over- or under-represented in a sample. − We will first prove a useful property of binomial coefficients. = Suppose that a machine shop orders 500 bolts from a supplier.To determine whether to accept the shipment of bolts,the manager of … marbles are drawn without replacement and colored red. Take samples and let equal 1 if selection The mean of a probability distribution is called its expected value. n balls and "bad" balls. − K {\displaystyle n} N {\displaystyle N=47} N b {\displaystyle X} i Approximation to a Hypergeometric Random Variable. . N ( being in any trial, so the fraction of acceptable selections is, The expectation value of is therefore simply, This can also be computed by direct summation as, The probability that both and are successful successes (out of 532-533, The mathematical expectation and variance of a negative hypergeometric distribution are, respectively, equal to $$m\frac{N-M} {M+1}$$ 2 a ) K D out of {\displaystyle k=1,n=2,K=9} , ", "Calculation for Fisher's Exact Test: An interactive calculation tool for Fisher's exact probability test for 2 x 2 tables (interactive page)", Learn how and when to remove this template message, "HyperQuick algorithm for discrete hypergeometric distribution", Binomial Approximation to a Hypergeometric Random Variable, https://en.wikipedia.org/w/index.php?title=Hypergeometric_distribution&oldid=991862484, Articles lacking in-text citations from August 2011, Creative Commons Attribution-ShareAlike License, The result of each draw (the elements of the population being sampled) can be classified into one of, The probability of a success changes on each draw, as each draw decreases the population (, If the probabilities of drawing a green or red marble are not equal (e.g. {\displaystyle X\sim \operatorname {Hypergeometric} (N,K,n)} For example, for and , the probabilities , selection out of a total of possibilities. EXAMPLE 3 Using the Hypergeometric Probability Distribution Problem: The hypergeometric probability distribution is used in acceptance sam-pling. The hypergeometric distribution is implemented in the Wolfram Language as HypergeometricDistribution[N, The most important are these: The mean, or expected value, of a distribution gives useful information about what average one would expect from a … 00 1 nn xx aNa xnx fx N n == ⎛⎞⎛ ⎞− ⎜⎟⎜ ⎟ ⎝⎠⎝ ⎠− == ⎛⎞ ⎜⎟ ⎝⎠ ∑∑. For i = 1,..., n, let X i = 1 if the ith ball is green; 0 otherwise. {\displaystyle K} The hypergeometric distribution is implemented in the Wolfram Language as HypergeometricDistribution [ N , n, m + n ]. Let Hypergeometric 6 The following conditions characterize the hypergeometric distribution: A random variable This situation is illustrated by the following contingency table: , and {\displaystyle n} The Hypergeometric Distribution Basic Theory Dichotomous Populations. {\displaystyle K} ) n K = The following table describes four distributions related to the number of successes in a sequence of draws: The model of an urn with green and red marbles can be extended to the case where there are more than two colors of marbles. K If the hypergeometric distribution is written. and Properties of the Hypergeometric Distribution There are several important values that give information about a particular probability distribution. ⋅ {\displaystyle n} {\displaystyle i^{\text{th}}} = {\displaystyle X\sim \operatorname {Hypergeometric} (K,N,n)} In a test for under-representation, the p-value is the probability of randomly drawing n The distribution of X is denoted X ~ H ( r , b , n ), where r = the size of the group of interest (first group), b = the size of the second group, and n = the size of the chosen sample. {\displaystyle N=\sum _{i=1}^{c}K_{i}} Substituting the values obtained in ( ∗ ∗) and ( ∗ ∗ ∗) for the terms in the formula ( ∗) for the expectation of X, we obtain. k! The hypergeometric test uses the hypergeometric distribution to measure the statistical significance of having drawn a sample consisting of a specific number of k objects with that feature, wherein each draw is either a success or a failure. ≤ Walk through homework problems step-by-step from beginning to end. 2 The expected value is given by E(X) = 13( 4 52) = 1 ace. 9 {\displaystyle \Phi } k Hypergeometric Distribution Examples: For the same experiment (without replacement and totally 52 cards), if we let X = the number of ’s in the rst20draws, then X is still a hypergeometric random variable, but with n = 20, M = 13 and N = 52. 47 18. But since and are random Bernoulli variables (each 0 or 1), their product N Think of an urn with two colors of marbles, red and green. 6 is written In the second round, Hypergeometric Probability Calculator. K Here we explain a bit more about the Hypergeometric distribution probability so you can make a better use of this Hypergeometric calculator: The hypergeometric probability is a type of discrete probability distribution with parameters $$N$$ (total number of items), $$K$$ (total number of defective items), and $$n$$ (the sample size), that can take … This has the same relationship to the multinomial distribution that the hypergeometric distribution has to the binomial distributionâthe multinomial distribution is the "with-replacement" distribution and the multivariate hypergeometric is the "without-replacement" distribution. (3.15) This in turn implies that the hypergeometric probabilities do indeed construct a valid probability distribution, i.e. n and has probability mass function ) = This problem is summarized by the following contingency table: The probability of drawing exactly k green marbles can be calculated by the formula. N 1992. n Draw a sample of n balls without replacement. c The problem of finding the probability of such a picking problem is sometimes called the "urn problem," since it asks for the probability that out of balls drawn are The properties of this distribution are given in the adjacent table, where c is the number of different colors and Expected Value The expected value for a hypergeometric distribution is the number of trials multiplied by the proportion of the population that is successes: ()= Example 1: Drawing 2 Face Cards Suppose you draw 5 cards from a standard, shuffled deck of 52 cards. Indeed, consider two rounds of drawing without replacement. Marble draw 2. To determine the probability that three cards are aces, we use x = 3. The probability that one of the next two cards turned is a club can be calculated using hypergeometric with This test has a wide range of applications. c. is the average value for the random variable over many repeats of the experiment. n Question 5.13 A sample of 100 people is drawn from a population of 600,000. N and Then, the number of marbles with both colors on them (that is, the number of marbles that have been drawn twice) has the hypergeometric distribution. in the covariance summation, Combining equations (◇), (◇), (◇), and (◇) gives the variance, This can also be computed directly from the sum. Beyer, W. H. CRC Standard Mathematical Tables, 28th ed. , that contains exactly 113-114, < 5 K Collection of teaching and learning tools built by Wolfram education experts: dynamic textbook, lesson plans, widgets, interactive Demonstrations, and more. There are 5 cards showing (2 in the hand and 3 on the table) so there are ( N N Join the initiative for modernizing math education. / N is also a Bernoulli variable. (Note that the probability calculated in this example assumes no information is known about the cards in the other players' hands; however, experienced poker players may consider how the other players place their bets (check, call, raise, or fold) in considering the probability for each scenario. The mean of a binomial distribution … = ( , Spiegel, M. R. Theory and Problems of Probability and Statistics. ) Φ ( n k) = n! {\displaystyle k=0,n=2,K=9} Now, using Equation (1), ( Let The distribution \eqref{*} is called a negative hypergeometric distribution by analogy with the negative binomial distribution, which arises in the same way for sampling with replacement. = Define drawing a green marble as a success and drawing a red marble as a failure (analogous to the binomial distribution). K ( n - k)!. {\textstyle p_{X}(k)} N = ) k even without taking the limit, the expected value of a hypergeometric random variable is also np. [6] Reciprocally, the p-value of a two-sided Fisher's exact test can be calculated as the sum of two appropriate hypergeometric tests (for more information see[7]). ≤ , In probability theory and statistics, the hypergeometric distribution is a discrete probability distribution that describes the probability of summation over . = successes (random draws for which the object drawn has a specified feature) in and its expected value (mean), variance and standard deviation are, = E(Y) = nr N, ˙2 = V(Y) = n r N N −r N N −n N − 1 , ˙ = p V(Y). 2 3 ( If the variable N describes the number of all marbles in the urn (see contingency table below) and K describes the number of green marbles, then N − K corresponds to the number of red marbles. Then the colored marbles are put back. Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube. {\displaystyle N} N 9 . 47 for to be 1, both and must be 1, There are a total of terms in a double ∼ {\displaystyle n} 2 ) Cumulative distribution function (CDF) of the hypergeometric distribution in Excel =IF (k>=expected,1-HYPGEOM.DIST (k-1,s,M,N,TRUE),HYPGEOM.DIST (k,s,M,N,TRUE)) N The probability of drawing any set of green and red marbles (the hypergeometric distribution) depends only on the numbers of green and red marbles, not on the order in which they appear; i.e., it is an exchangeable distribution. X K 1. The expected value of a discrete random variable a. is the most likely or highest probability value for the random variable. , The Hypergeometric Distribution Proposition If X is the number of S’s in a completely random sample of size n drawn from a population consisting of M S’s and (N –M) F’s, then the probability distribution of X, called the hypergeometric distribution, is given by for x, an integer, satisfying max (0, n –N + M) x min (n, M). , n [5]. For example, if a problem is present in 5 of 100 precincts, a 3% sample has 86% probability that k = 0 so the problem would not be noticed, and only 14% probability of the problem appearing in the sample (positive k): The sample would need 45 precincts in order to have probability under 5% that k = 0 in the sample, and thus have probability over 95% of finding the problem: In hold'em poker players make the best hand they can combining the two cards in their hand with the 5 cards (community cards) eventually turned up on the table. Individual and Cumulative Hypergeometric Probabilities, Binomial n ) N n 3.5 Expected value of hypergeometric distribution Let p = K=N be the fraction of balls in the urn that are green. Hypergeometric {\displaystyle n} also describes the probability of obtaining exactly correct balls in 52 − (n−k)!. Indeed, consider hypergeometric distributions 0 − Theory and Problems of Probability and Statistics. N Boca Raton, FL: CRC Press, pp. As expected, the probability of drawing 5 green marbles is roughly 35 times less likely than that of drawing 4. The density of this distribution with parameters m, n and k (named N p, N − N p, and n, respectively in the reference below) is given by p (x) = (m x) (n k − x) / (m + n k) for x = 0, …, k. k {\textstyle X\sim \operatorname {Hypergeometric} (N,K,n)} True . {\displaystyle N=47} It refers to the probabilities associated with the number of successes in a hypergeometric experiment. What is the probability that exactly 4 of the 10 are green? , N {\displaystyle k} follows the hypergeometric distribution if its probability mass function (pmf) is given by[1]. Note that although we are looking at success/failure, the data are not accurately modeled by the binomial distribution, because the probability of success on each trial is not the same, as the size of the remaining population changes as we remove each marble. K ≥ Mismatches result in either a report or a larger recount. There are 4 clubs showing so there are 9 clubs still unseen. Input the parameters to calculate the p-value for under- or over-enrichment based on the cumulative distribution function (CDF) of the hypergeometric distribution. / ( , K < There are 12 crashes in 30 days, so the number of crashes per day is 12/30=0.4. expression. New York: Wiley, pp. K n Think of an urn with two colors of marbles, red and green. {\displaystyle K} Explore anything with the first computational knowledge engine. n (about 31.64%), The probability that both of the next two cards turned are clubs can be calculated using hypergeometric with min E ( X) = r n r + w ∑ k = 1 r ( r − 1 k − 1) ( w n − k) ( r + w − 1 n − 1). K k K {\displaystyle 0
Bg3 Gilded Chest, Merchant Of Venice Workbook Answers Act 1 Scene 2, Sago Palm Tree Care, P90x Reviews Reddit, Large Leaf Tropical Plants, Faber Lost Boy, Chord Cinta Tak Direstui D'paspor, | 4,810 | 20,021 | {"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": 1, "x-ck12": 0, "texerror": 0} | 3.9375 | 4 | CC-MAIN-2022-33 | latest | en | 0.885915 |
https://www.jiskha.com/display.cgi?id=1378050623 | 1,503,109,091,000,000,000 | text/html | crawl-data/CC-MAIN-2017-34/segments/1502886105291.88/warc/CC-MAIN-20170819012514-20170819032514-00278.warc.gz | 899,661,965 | 3,736 | # physics
posted by .
A ladder 7.65 m long leans against the side of a building. If the ladder is inclined at an angle of 72.5° to the horizontal, what is the horizontal distance from the bottom of the ladder to the building?
• physics -
7.42m
• physics -
A ladder 7.65 m long leans against the side of a building. If the ladder is inclined at an angle of 76.5° to the horizontal, what is the horizontal distance from the bottom of the ladder to the building?
## Similar Questions
1. ### math
A ladder 9.00 m long leans against the side of a building. If the ladder is inclined at an angle of 75.0° to the horizontal, what is the horizontal distance from the bottom of the ladder to the building?
2. ### math word problems
A ladder is leaning against a building. The distance from the bottom of the ladder to the building is 9 ft less than the length of the ladder.how high up the side of the building is the top of the ladder if that distance is 2 ft less …
3. ### physics
A ladder 8.65 m long leans against the side of a building. If the ladder is inclined at an angle of 63.0° to the horizontal, what is the horizontal distance from the bottom of the ladder to the building?
4. ### algebra 1
A ladder leans against a building, forming an angle of 53° with the ground. The base of the ladder is 3 ft from the building. To the nearest hundredth of a foot, how long is the ladder?
5. ### Math trig
a ladder 24 feet long leans against the side of a building, and the angle between the ladder and the building is 25°. a) approximate the distance from the bottom of the ladder to the building. b)if the distance from the bottom of …
6. ### physics
A ladder 7.65 m long leans against the side of a building. If the ladder is inclined at an angle of 60.5° to the horizontal, what is the horizontal distance from the bottom of the ladder to the building?
7. ### math
A ladder leans against a building. The angle of elevation of the ladder is 70°. The top of the ladder is 25 ft from the ground. To the nearest tenth of a foot, how long is the ladder?
8. ### calculus
a ladder 6 feet long leans against a vertical building. the bottom of the ladder slides away from the building horizontally at rate of 1/2 ft/sec. A) at what rate is the top of the ladder sliding down the wall when the bottom of the …
9. ### physics
A 150-N ladder leans against a smooth wall, inclined at an angle of 60 degrees above the floor. The centre of gravity of the ladder is at point on the ladder which is one-third the length of the ladder from the bottom. How large a …
10. ### physics 1
A ladder 8.70 m long leans against the side of a building. If the ladder is inclined at an angle of 69.0° to the horizontal, what is the horizontal distance from the bottom of the ladder to the building?
More Similar Questions | 682 | 2,807 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.359375 | 3 | CC-MAIN-2017-34 | latest | en | 0.922424 |
https://www.coursehero.com/file/237441/Test-2B/ | 1,529,751,208,000,000,000 | text/html | crawl-data/CC-MAIN-2018-26/segments/1529267864957.2/warc/CC-MAIN-20180623093631-20180623113631-00453.warc.gz | 798,171,403 | 27,260 | Test 2B
# Test 2B - Test#2 Math 241 — Form B —— 100 points...
This preview shows pages 1–3. Sign up to view the full content.
This preview has intentionally blurred sections. Sign up to view the full version.
View Full Document
This is the end of the preview. Sign up to access the rest of the document.
Unformatted text preview: Test #2 Math 241 — Form B —— 100 points total *No calculators, No cell phones, No PDAs *No questions during the test unless there is a typing error *Please begin each problem at the top of a new page in the blue book *Write your name and row on the outside of the blue book. *Show all work. Mark out any work that you do not want graded. 1. Given the function f (x) = V9— x2 a) (6 pts) Setup only the definite integral to find the average value of function on the interval [-3, 3]. b) (10 pts) Setup only the definite integrals to find the centroid (ff) of the lamina of uniform density p bound by f(x) and the x—axis. 2. (6 pts) A function y(x) satisfies the following differential equation ; d . . . . E:- = xcos y 0 S y S 27: What are the equlllbrium solut1ons? 3. (10 pts) Given % = 2y — x with y(0) = 1, use Euler’s Method to 1 approximate y(l) using step size Ax = E 4. (28 pts) Solve the following differential equations a) (x2 +1)??? = xy y(0) = 1 (implicit solution) b) 2—? = 3w +1 w(0) = 2 (explicit solution) 5. For the following 3 problems, do not integrate BUT be sure to completely set the definite integrals. Draw a picture that clearly shows your set—up; label your variables, label the direction of your x or y axis, label where x= or y= 0 is on your figure , etc. a) (10 pts) A force of 10 lbs is required to stretch a spring from its natural length of 1 ft. to 1.5 ft. How much work is done in stretching the spring from its natural length to a length of 3ft. ? b) (10 pts) A gate in an irrigation canal is in the form of a trapezoid 4 ft wide at the bottom, 8 ft. wide at the top, with height equal to 2 feet. It is placed vertically in the canal with the water extending 10 feet above the top of the gate. The density of water is 62.4lb/ fits. Find the hydrostatic force on the gate. c) (10 pts) A tank full of oil (density is SOlb / ft3 ) has the shape of a paraboloid of revolution (that is, the shape is obtained by rotating a parabola about a vertical axis). If the height is 6 ft and the radius at the top is 6 ft, find the work required to pump the oil over the rim of the tank. 6. (10 pts) Find the orthogonal trajectories of the family of curves x = kyz. Name the conic section for each family. ...
View Full Document
{[ snackBarMessage ]}
### What students are saying
• As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.
Kiran Temple University Fox School of Business ‘17, Course Hero Intern
• I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.
Dana University of Pennsylvania ‘17, Course Hero Intern
• The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.
Jill Tulane University ‘16, Course Hero Intern | 954 | 3,533 | {"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} | 3.5625 | 4 | CC-MAIN-2018-26 | latest | en | 0.845032 |
http://mymaths.blogspot.com/2007/04/still-awake.html | 1,498,312,032,000,000,000 | text/html | crawl-data/CC-MAIN-2017-26/segments/1498128320263.78/warc/CC-MAIN-20170624133941-20170624153941-00674.warc.gz | 270,183,859 | 17,418 | Friday, April 20, 2007
Still awake
In my sleep deprived state I manage to fight of any other demons to write this post. I was doing my linear algebra homework a while ago. After completing part 1i, I became slightly stuck on the rest of the questions. I can't seem to see what to do, I'm meant to find a basis for the subspaces given but they're for nxn matrices. Anyway, recently the work that I've been handing in hasn't been of a desirable standard. You see my supervisor has me writing proper sentences- I'm eternally grateful for this, although in today's lecture I didn't write three dots for therefore for the first time ever! Shocking!
I know that my supervisor puts effort into marking (we get 'empty' grades- empty in the sense they're not technically recorded), and I have come to appreciate this effort. I know we're expected to pick up the skills of the game as we progress however before playing a new game, it's always wise to play the tutorial level. This shows you how to use your weapons and how you can manoeuvre through the game successfully. My supervisions have achieved this and I really do cry inside to learn that we won't be having them next year.
Anyway, I decided since I wasn't able to do question1 I'd attempt the proof question which also had to be handed in! Now I'm not very good at proving things, but what matters is that I at least attempt the question.
The question was:
6. Let V be K-space and S a spanning set such that every v in V has a unique representation as a linear combination of the elements of S. Show that S is a basis.
Now this probably seems trivial to a few people, however not to me. (Oh something else funny happened in the lecture today- Prof S said that something was 'obvious'. A smile formed on my face because I obviously didn't think so, and then he went on to ask whether anyone didn't find it obvious! I couldn't help but smile and think to myself 'me I don't' but obviously kept quiet. I probably looked like a looney, smiling to myself, but I was grateful that he went on to explain why it was obvious. :o )
So firstly I looked through my notes for anything similar. Didn't find anything but decided to see what I could do. Now I can ask you to be nice and not point out any obvious mistake that I've made- but how the heck will that help me!! I managed to muster something together which is the reason of this post. I feel pretty cool about it, but that isn't going to last for long of course! So what do you reckon? I think that it's not correct since I seemed to have used random mumbo jumbo stuff from my brain. It seems to good to be true! Have fun. :D
It's not very neat, but it looks beautiful to me (for now anyway). This maybe proof will explain tomorrows 'disjointness' indeed.
(sorry about the picture-its been taken from a phone so it's not very good)
Steve said...
That's very much on the right lines but you can shorten the proof a lot more towards Prof S's 'obvious'.
You have the line d_1v_1+...d_nv_n=0 with one of the d's not being zero. That's all you need to do! Why? Because there's a different very obvious way to write 0 as a linear combination of elements of S ... (to be continued by beans :))
beans said...
Haha- during the Linear Algebra lecture today, as I thought of my homework, I realised this as well! (Well I though that maybe I could use the theroem he'd given).
... will be continued later! (I'm a bit brain dead at the moment :o ) | 807 | 3,446 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.359375 | 3 | CC-MAIN-2017-26 | latest | en | 0.988912 |
http://www.geekinterview.com/talk/search.php?s=9d2f7055cd73e85c42b02c9a1d09bf29&searchid=472364 | 1,652,714,303,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652662510138.6/warc/CC-MAIN-20220516140911-20220516170911-00435.warc.gz | 86,030,885 | 11,470 | # Search:
Type: Posts; User: jamesravid; Keyword(s):
Page 1 of 7 1
1. ## Thread: pirates of the caribbean
by jamesravid
Answers
6
Views
10,348
### Re: pirates of the caribbean
Suresh got the answer correct. But My question has two parts, one part is to answer this question and the second part is to derive a generalized solution for N number of pirates :)
2. ## Thread: Prisoners problem....
by jamesravid
Answers
10
Views
10,384
### Re: Prisoners problem....
perhaps you did not pay much attention to my solution ;)...just kidding
3. ## Thread: A simple Puzzle
by jamesravid
Answers
30
Views
17,772
### Re: A simple Puzzle
through out his life time?? ha ha ha
An interesting question to be fair with you. But some one has to answer this qn :(
4. ## Thread: Find the number....
by jamesravid
Answers
10
Views
95,968
### Re: Find the number....
It is very simple Sowji,
find LCM of 2,3,4...8 and 9 then subtract 1 from that number. that is it:)
Thanks,
James
5. ## Thread: Get 37 by using five five's
by jamesravid
Answers
11
Views
11,706
### Re: Get 37 by using five five's
Here is one answer : ((5+5)/5 )^5 +5
((5+5)/5 )^5 +5 = ((10)/5 )^5 +5
= 2^5 +5
= 32 + 5
= 37
Cheers,
James
6. ## Thread: Chess board?
by jamesravid
Answers
7
Views
13,578
### Re: Chess board?
Right approach from Suresh. Hats off man
7. ## Thread: Find the correct boxes
by jamesravid
Answers
7
Views
10,081
### Re: Find the correct boxes
It is simple,
I will take one fruit from the box MIXED. If i get apple then the box with the name ORANGE must be mixed and the box 'APPLE' must have oranges.
i can apply the same logic if i get...
8. ## Thread: Convert Gender Column
by jamesravid
Answers
8
Views
9,447
### Oracle Re: Convert Gender Column
No need for a correlated query. The following query does the same,
update emp_check a SET gender = decode (gender,'M','F','F','M',gender);
9. ## Thread: calculating the sum of a field in a query with join
by jamesravid
Answers
2
Views
2,093
### Oracle Re: calculating the sum of a field in a query with join
If you need only sum of overtime hours then the following query works for u
Select employeeid,sum(overtimehours )
from attendance
group by employeeid
If u want bothe sum of overtime and...
10. ## Thread: Who will shout first...
by jamesravid
Answers
9
Views
168,079
### Who will shout first...
4 criminals are caught and are to be punished. The Judge allows them to be freed if they can solve a puzzle. If they do not, they will be hung. They agreed.
The 4 criminals are lined up on some...
11. ## Thread: Call Updated Value in Trigger
by jamesravid
Answers
3
Views
2,038
### Oracle Re: Call Updated Value in Trigger
I am not sure what you are talking about.
If you are talking about update DML trigger, then you can get the old and new variables using :old and :new bind variables.
12. ## Thread: Prisoners problem....
by jamesravid
Answers
10
Views
10,384
### Re: Prisoners problem....
let us take 89th prisoner . He guesses that the reminder is going to be 88
Hence his guess would be 100+88 -86 =102 (mod 100) = 2
Hope this clears your doubt
13. ## Thread: I lost my Boarding pass
by jamesravid
Answers
10
Views
9,601
### Re: I lost my Boarding pass
Hi,
I was also thinking like you. But it looks like the answer is wrong... [:(].
But now I am clear with the right approach and i know the answer [:)].
I would like to give one more chance...
14. ## Thread: Climbing 10 Steps
by jamesravid
Answers
8
Views
9,882
### Re: Climbing 10 Steps
lf number of steps is 1.
IF number of steps =2
There are two different ways to finish 11,2
If number of steps =3
There are three different ways to finish 111,12,21
If number of steps =4...
15. ## Thread: Prisoners problem....
by jamesravid
Answers
10
Views
10,384
### Re: Prisoners problem....
Sorry for the delay to post my solution.
Let us assume that the sum of all number assigned to 100 prisoners is S(P) and the number assigned to the first prisoner is n1, the number to the second...
16. ## Thread: sql
by jamesravid
Answers
1
Views
1,935
### SQL Re: sql
There are so many ways to achieve this in oracle.
1. create a view on the table only with those rows and columns that you want to share. Don't give any access privilege on table instead allow the...
17. ## Thread: Prisoners problem....
by jamesravid
Answers
10
Views
10,384
### Re: Prisoners problem....
I have the solution for this problem. Let us wait for few more days so that others can give a try.
Definitely you will be having the solution in this thread by the next week end. It can be either...
18. ## Thread: How old is Chris now?
by jamesravid
Answers
20
Views
18,730
### Re: How old is Chris now?
It looks like you people still have confusion in this problem. The following statement is a tricky one,
Pat is twice as old as Chris was when Pat was as old as Chris is now
let us assume that...
19. ## Thread: oracle 10g certification
by jamesravid
Answers
7
Views
9,475
### Re: oracle 10g certification
Yes. To become a Oracle Certified professional (OCP) you have to complete hands-on training for at least one paper.
20. ## Thread: Prisoners problem....
by jamesravid
Answers
10
Views
10,384
### Prisoners problem....
Here is one of the famous challenging puzzle...
There are 100 prisoners assigned by numbers in 1 to 100 . Any number can be assigned to them . They need not be unique. They can talk one time...
21. ## Thread: How DUAL diplays strings of length more than 1
by jamesravid
Answers
2
Views
2,030
### SQL Re: How DUAL diplays strings of length more than 1
you need to understand that you can also have literals in your select clause. Actually '12345' is a literal not a column value.
For instance in the following query displays the current server date,...
22. ## Thread: puzzle
by jamesravid
Answers
4
Views
3,753
### Re: puzzle
Each of them started with 100 marbles.
It is given than 4( (a+20)/3 ) = 5a/3 +40/3 -20
solving this you will get a = 100
23. ## Thread: Need a sql query or procedure or function
by jamesravid
Answers
5
Views
2,656
### SQL Re: Need a sql query or procedure or function
Thanks dude...I have learnt a new concept today. Thanks a lot:)
24. ## Thread: Find the next two numbers of the sequence
by jamesravid
Answers
13
Views
64,725
### Re: Find the next two numbers of the sequence
Actually I was expecting Suresh answer only.
But Govind I can't say your answer is wrong...good thinking man.
25. ## Thread: Need a sql query or procedure or function
by jamesravid
Answers
5
Views
2,656
### SQL Re: Need a sql query or procedure or function
Here is an Oracle pl/sql for printing tables with no records,
declare
/*Cursor to fetch all table names in the current schema*/
cursor table_csr is
select table_name from user_tables;
...
Results 1 to 25 of 173
Page 1 of 7 1
###### About us
Applying for a job can be a stressful and frustrating experience, especially for someone who has never done it before. Considering that you are competing for the position with a at least a dozen other applicants, it is imperative that you thoroughly prepare for the job interview, in order to stand a good chance of getting hired. That's where GeekInterview can help. | 1,966 | 7,234 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.53125 | 4 | CC-MAIN-2022-21 | latest | en | 0.838464 |
https://economics.stackexchange.com/questions/tagged/game-theory?sort=active | 1,717,008,541,000,000,000 | text/html | crawl-data/CC-MAIN-2024-22/segments/1715971059384.83/warc/CC-MAIN-20240529165728-20240529195728-00850.warc.gz | 185,755,835 | 49,338 | # Questions tagged [game-theory]
Game theory is a study of situations of strategic interaction between two or more players in which there is a predefined set of rules and an outcome associated with each choice taken.
977 questions
Filter by
Sorted by
Tagged with
19 views
### What kind of figures are insightful in game theory?
I am finishing my thesis on a signalling model in which I characterize the perfect bayesian equilibria of the game. However, I find that my final expressions are too mathematical and that the ...
1 vote
63 views
### Mixed Strategy Nash Equilibirum, Contributing to a Public Good
I'm a economics undergrad student currently studying the basics of Game Theory. I'm trying to solve the following mixed strategy game: -Two players, Player 1 and Player 2 -Available actions: Each ...
46 views
### Why is the number of subgames in these two games different?
This game has only 1 subgame (the game itself). This game has 3 subgames. Why is it different? I don't know how to judge the number of subgames.
106 views
### Nash Equillibrium - Depend On The Opponent's Strategy?
Say I have the following pay-off matrix: For a one-shot game, it is easy to see, that (low, low) is the only Nash Equillibrium in the payoff-matrix. However, say we're playing an infinitely repeated ...
135 views
234 views
### All-pay auction question problem
In a sealed bid all pay auction, the highest bidder receives the good but every buyer pays the seller the amount of her bid regardless of whether she wins. Suppose there are two bidders whose ...
1 vote
52 views
### Finding the mixed-strategy Nash equilibrium in this game
Find the pure and mixed-strategy Nash equilibrium in this game: \begin{array}{c|cccc} P_1 \text{/} P_2 & \text{Ll} & \text{Lr} & \text{Rl} & \text{Rr} \\ \hline \text{T} & (3,2) &...
331 views
### Gale-Shapley Follow-up Literature and General Questions
The Gale-Shapley Algorithm is a way of matchmaking between two different entities of people. It guarantees that every individual player is matched and that the matches are stable. What sort of ...
1 vote
25 views
### Can a mixed strategy that is strictly dominant exist if there is no strictly dominant pure strategy?
Consider a simultaneous-move game with two players, 1 and 2. Player 1 does not have any pure strategy that is a strictly dominant strategy. Is it possible for player 1 to have a mixed strategy that is ...
24 views
69 views
### Why does the voter paradox entail 0 turnout?
The decision to cast a vote (under a simplistic FPTP two-candidate model), as formalised by Downs can be written as follows: $pB \geq C$ where $p$ is the probability of you changing the outcome, $B$ ...
1 vote
54 views
### Judge prosecutor example of Kameinica and Gentzkow
Based on Kamenica and Gentzkow example about the prosecutor and the judge. The utilities of the sender and the receiver are $v(\alpha,\omega)=\alpha$ and $u(\alpha,\omega)=-(\alpha-\omega)^2$. The ...
62 views
### Bertrand Duopoly game
Consider the Bertrand’s Duopoly game with demand D(p) = α − p. Assume that each firm is restricted to choose a price is an integer. Also, assume that each firm has a constant marginal cost c is an ...
6k views
### How infinite Nash equilibria are possible in a game?
I was studying games when one of the players seems to be indifferent between two or more pure strategies because he gets the same payoff with each strategy. We say that there are infinite Nash ...
1 vote
173 views
### Can anyone help with these calculations?
This is from the this paper in section $3$ about the two period example. Suppose that we have the following two period, $t=1,2$, sender(S) - receiver(R) model. For an action path $a=(a_1,a_2)$ and a ...
50 views
### Expected number of players buying a product
There is a continuum of players who want to buy a product. The utility to each player from that product is $q$. If he does not buy the product, his utility is zero. The random variable, $q$, has a ...
1 vote
63 views
### How do I solve for the Nash equilibria in the Hotelling price competition model
I'm trying to find the Nash equilibria in the following problem: Two firms produce an identical product with no fixed costs. The marginal cost of each firm $i=1,2$ is $c_i\in (0,1)$. Customers are ...
1 vote
48 views
### Why did Bergemann and Morris chose a different setting with respect to Kamenica and Gentzkow only to reach to the same results?
Why did Bergemann and Morris choose a different setting with respect to Kamenica and Gentzkow only to reach to the same results? However none of both approaches seem to present the problem in a ...
227 views
### Mechanism design making the Government reveil its indiferrence price towards goods
In order to Tax non-monetary property and wealth the government sets an arbitrary price (they are not even personalized assesments) and often people transact below that price. I have bought and sold ...
1 vote
142 views
### Multi dimensional Auction in economics
I am following this paper . They have different suppliers and one buyer and They are using auction to select best suppliers Suppliers will submit. suppliers offer a multidimensional bidding on quality ...
96 views
### Differences of two discount factors
In game theory at the undergraduate level, the discount factor is denoted as $\delta \in [0,1]$. On the other hand, in macroeconomics at the graduate level, the notation $e^{-\rho t}$ is used($t$ is ...
1 vote
Hi, everyone! I'd appreciate some help with this problem, please. Suppose that a seller puts a one-unit good on the market, and a buyer comes around with an unknown valuation $θ$. This buyer has a ... | 1,331 | 5,680 | {"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-2024-22 | latest | en | 0.939539 |
https://biology-forums.com/index.php?topic=2092231.0 | 1,722,986,393,000,000,000 | text/html | crawl-data/CC-MAIN-2024-33/segments/1722640523737.31/warc/CC-MAIN-20240806224232-20240807014232-00760.warc.gz | 97,687,458 | 26,047 | Top Posters
Since Sunday
p
4
h
4
c
4
d
3
3
c
3
t
3
u
3
A
3
B
3
j
3
s
3
# Use the following to answer the questions below:Computer output from a regression analysis is ...
wrote...
Posts: 157
Rep:
2 months ago
Use the following to answer the questions below:
Computer output from a regression analysis is provided.
The regression equation is Y = 72.9 - 0.519 X
Predictor Coef SE Coef T P Constant 72.909 2.037 35.79 0.000 X -0.5195 0.1946 -2.67 0.008
Use the p-value for testing if the slope in the population is different from zero (and a 5% significance level) to make a clear conclusion about the effectiveness of the model.
▸ p-value = 0.008
There is not enough evidence that the population slope differs from zero, and thus this is not an effective model for predicting this response variable.
▸ p-value = 0.008
There is very strong evidence that the population slope differs from zero, and thus is an effective model for predicting this response variable.
Textbook
## Statistics: Unlocking the Power of Data
Edition: 3rd
Authors:
Read 18 times
1 Reply
Replies
Answer verified by a subject expert
david200095367david200095367
wrote...
Posts: 146
Rep:
2 months ago
Sign in or Sign up in seconds to unlock everything for free More solutions for this book are available here
### Related Topics
OlKu Author
wrote...
2 months ago
Thanks
wrote...
Yesterday
this is exactly what I needed
wrote...
2 hours ago
Thanks for your help!!
[center][color=gray]Please [b]login or register[/b] to leave a reply[/color][/center]
Explore
Post your homework questions and get free online help from our incredible volunteers
1166 People Browsing
Related Images
688
71
94 | 458 | 1,679 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.5625 | 3 | CC-MAIN-2024-33 | latest | en | 0.867647 |
https://www.esaral.com/q/if-the-resistance-r1-is-increased-79070 | 1,713,901,763,000,000,000 | text/html | crawl-data/CC-MAIN-2024-18/segments/1712296818740.13/warc/CC-MAIN-20240423192952-20240423222952-00722.warc.gz | 670,629,302 | 11,252 | # If the resistance R1 is increased,
Question:
If the resistance R1 is increased, how will the readings of the ammeter and voltmeter change?
Solution:
IbR1 + Vbe = Vbb
Base current = Ib = Vbb – Vbe/R1
Ib is proportional to 1/R1
Therefore, when R1 is increased, Ib decreases. | 81 | 281 | {"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 | 0.870137 |
https://ww2.mathworks.cn/help/images/linear-filtering.html | 1,670,303,615,000,000,000 | text/html | crawl-data/CC-MAIN-2022-49/segments/1669446711069.79/warc/CC-MAIN-20221206024911-20221206054911-00410.warc.gz | 639,502,506 | 22,780 | # 图像滤波
## App
图像区域分析器 Browse and filter connected components in an image
## 函数
`fspecial` 创建预定义的二维滤波器 `fspecial3` Create predefined 3-D filter `convmtx2` 2-D convolution matrix
`imfilter` 多维图像的 N 维滤波 `roifilt2` Filter region of interest (ROI) in image `nlfilter` General sliding-neighborhood operations `imgaussfilt` 图像的二维高斯滤波 `imgaussfilt3` 3-D Gaussian filtering of 3-D images `wiener2` 二维自适应去噪滤波 `medfilt2` 二维中位数滤波 `medfilt3` 3-D median filtering `modefilt` 2-D and 3-D mode filtering `ordfilt2` 2-D order-statistic filtering `stdfilt` Local standard deviation of image `rangefilt` Local range of image `entropyfilt` Local entropy of grayscale image `imboxfilt` 2-D box filtering of images `imboxfilt3` 3-D box filtering of 3-D images `fibermetric` Enhance elongated or tubular structures in image using Frangi vesselness filter `maxhessiannorm` Maximum of Frobenius norm of Hessian of matrix `padarray` 填充数组
`imbilatfilt` Bilateral filtering of images with Gaussian kernels `imdiffuseest` Estimate parameters for anisotropic diffusion filtering `imdiffusefilt` Anisotropic diffusion filtering of images `imguidedfilter` Guided filtering of images `imnlmfilt` Non-local means filtering of image `burstinterpolant` Create high-resolution image from set of low-resolution burst mode images
`gabor` Create Gabor filter or Gabor filter bank `imgaborfilt` 将 Gabor 滤波器或滤波器组应用于二维图像
`bwareafilt` 按大小从二值图像中提取对象 `bwpropfilt` Extract objects from binary image using properties
`integralImage` Calculate 2-D integral image `integralImage3` Calculate 3-D integral image `integralBoxFilter` 2-D box filtering of integral images `integralBoxFilter3` 3-D box filtering of 3-D integral images
`freqspace` 频率响应的频率间距 `freqz2` 2-D frequency response `fsamp2` 2-D FIR filter using frequency sampling `ftrans2` 2-D FIR filter using frequency transformation `fwind1` 2-D FIR filter using 1-D window method `fwind2` 2-D FIR filter using 2-D window method
## 主题
### 去噪滤波
• 去除噪声
噪声是指在图像采集或传输过程中出现的像素值的随机误差。去除噪声可以提高图像质量。
• 将高斯平滑滤波器应用于图像
此示例说明如何使用不同强度的高斯平滑滤波器来对图像进行模糊处理。该示例包括各向同性和各向异性高斯滤波。
• Reduce Noise in Image Gradients
This example shows how to reduce noise associated with computing image gradients.
### 积分图像域滤波
• Integral Image
Integral images are a quick way to represent images for filtering. In an integral image, the value of each pixel is the summation of the pixels above and to the left of it.
• Apply Multiple Filters to Integral Image
This example shows how to smooth an image by different amounts by applying box filters of varying sizes to the integral image. | 814 | 2,569 | {"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-2022-49 | latest | en | 0.44692 |
https://gmatclub.com/forum/a-drug-that-is-highly-effective-in-treating-many-types-of-71135.html?fl=similar | 1,488,103,656,000,000,000 | text/html | crawl-data/CC-MAIN-2017-09/segments/1487501171971.82/warc/CC-MAIN-20170219104611-00521-ip-10-171-10-108.ec2.internal.warc.gz | 700,709,683 | 58,522 | A drug that is highly effective in treating many types of : GMAT Critical Reasoning (CR)
Check GMAT Club Decision Tracker for the Latest School Decision Releases https://gmatclub.com/AppTrack
It is currently 26 Feb 2017, 02:07
### GMAT Club Daily Prep
#### Thank you for using the timer - this advanced tool can estimate your performance and suggest more practice questions. We have subscribed you to Daily Prep Questions via email.
Customized
for You
we will pick new questions that match your level based on your Timer History
Track
every week, we’ll send you an estimated GMAT score based on your performance
Practice
Pays
we will pick new questions that match your level based on your Timer History
# Events & Promotions
###### Events & Promotions in June
Open Detailed Calendar
# A drug that is highly effective in treating many types of
Author Message
TAGS:
### Hide Tags
Manager
Joined: 21 Aug 2008
Posts: 206
Followers: 1
Kudos [?]: 14 [0], given: 0
A drug that is highly effective in treating many types of [#permalink]
### Show Tags
04 Oct 2008, 19:23
00:00
Difficulty:
(N/A)
Question Stats:
0% (00:00) correct 0% (00:00) wrong based on 0 sessions
### HideShow timer Statistics
A drug that is highly effective in treating many types of infection can, at present, be obtained only from the bark of the ibora, a tree that is quite rare in the wild. It takes the bark of 5,000 trees to make one kilogram of the drug. It follows, therefore, that continued production of the drug must inevitably lead to the ibora’s extinction.
Which of the following, if true, most seriously weakens the argument above?
(A) The drug made from ibora bark is dispensed to doctors from a central authority.
(B) The drug made from ibora bark is expensive to produce.
(C) The leaves of the ibora are used in a number of medical products.
(D) The ibora can be propagated from cuttings and grown under cultivation.
(E) The ibora generally grows in largely inaccessible places.
If you have any questions
New!
Intern
Joined: 06 Jul 2008
Posts: 30
Followers: 0
Kudos [?]: 0 [0], given: 0
Re: CR in doubt 1 [#permalink]
### Show Tags
04 Oct 2008, 20:37
Conclusion : It follows, therefore, that continued production of the drug must inevitably lead to the ibora’s extinction.
Which options gives an answer that will prove that the ibora will not vanish.
(A) The drug made from ibora bark is dispensed to doctors from a central authority. - Irrlevant
(B) The drug made from ibora bark is expensive to produce. Irrlevant
(C) The leaves of the ibora are used in a number of medical products.Irrlevant
(D) The ibora can be propagated from cuttings and grown under cultivation. If it can be propagated by any means that it will not valish... CORRECT rrlevant
(E) The ibora generally grows in largely inaccessible places. Irrlevant
IMO : D
VP
Joined: 17 Jun 2008
Posts: 1397
Followers: 8
Kudos [?]: 299 [0], given: 0
Re: CR in doubt 1 [#permalink]
### Show Tags
04 Oct 2008, 23:18
Richardson wrote:
A drug that is highly effective in treating many types of infection can, at present, be obtained only from the bark of the ibora, a tree that is quite rare in the wild. It takes the bark of 5,000 trees to make one kilogram of the drug. It follows, therefore, that continued production of the drug must inevitably lead to the ibora’s extinction.
Which of the following, if true, most seriously weakens the argument above?
(A) The drug made from ibora bark is dispensed to doctors from a central authority. -> irrelevant
(B) The drug made from ibora bark is expensive to produce. -> OOS
(C) The leaves of the ibora are used in a number of medical products. -> this is OOS
(D) The ibora can be propagated from cuttings and grown under cultivation.
(E) The ibora generally grows in largely inaccessible places. -> how does it help in weakening the concl
CONCL : It follows, therefore, that continued production of the drug must inevitably lead to the ibora’s extinction.
To weaken above we need to have some evidence that ibora can be restored in its numbers !!!
Clearly D does this !!!IMO D
_________________
cheers
Its Now Or Never
Manager
Joined: 21 Aug 2008
Posts: 206
Followers: 1
Kudos [?]: 14 [0], given: 0
Re: CR in doubt 1 [#permalink]
### Show Tags
05 Oct 2008, 05:23
I chose D as well. But OA is not D. I wonder...
Manager
Joined: 26 Mar 2008
Posts: 98
Schools: Tuck, Duke
Followers: 1
Kudos [?]: 132 [0], given: 0
Re: CR in doubt 1 [#permalink]
### Show Tags
05 Oct 2008, 11:51
I guess the OG 10 question and given ans there is D
SVP
Joined: 17 Jun 2008
Posts: 1569
Followers: 11
Kudos [?]: 253 [0], given: 0
Re: CR in doubt 1 [#permalink]
### Show Tags
05 Oct 2008, 13:46
E for me.
the conclusion explains the causal relationship. Thus, if cause does not occur, effect will not occur. Since, ibora generally grows in largely inaccessible places, there is no way it will go extinct.
Manager
Joined: 25 May 2008
Posts: 196
Followers: 1
Kudos [?]: 8 [0], given: 0
Re: CR in doubt 1 [#permalink]
### Show Tags
07 Oct 2008, 05:21
D for me. E is not relevant. Even if the ibora grows in inaccesible places, the producers of the drug will spend money to obtain it if they will have a profit from the sale of the drug.
Manager
Joined: 21 Aug 2008
Posts: 206
Followers: 1
Kudos [?]: 14 [0], given: 0
Re: CR in doubt 1 [#permalink]
### Show Tags
07 Oct 2008, 06:03
arorag wrote:
I guess the OG 10 question and given ans there is D
The OA given is E. Can anybody reconfirm this??? THx.
Senior Manager
Joined: 29 Mar 2008
Posts: 348
Followers: 4
Kudos [?]: 75 [0], given: 0
Re: CR in doubt 1 [#permalink]
### Show Tags
07 Oct 2008, 06:05
(E) for me.
If the tree ibora generally grows in largely inaccessible places, there is no way of accessing it for medicinal use. Hence, it cannot become extinct.
(D) is very close.......trickcy...
_________________
To find what you seek in the road of life, the best proverb of all is that which says:
"Leave no stone unturned."
-Edward Bulwer Lytton
Re: CR in doubt 1 [#permalink] 07 Oct 2008, 06:05
Similar topics Replies Last post
Similar
Topics:
2 A new drug, taken twice daily for one month, is an effective treatment 3 05 Aug 2016, 12:38
1 Private tutoring was found to be highly effective 3 04 May 2016, 06:48
6 Antibiotics prove to be the only effective means of treating 8 29 Jul 2013, 23:04
6 A drug that is highly effective in treating certain types of 31 20 Mar 2013, 04:55
2 A drug that is highly effective in treating many types of 7 13 Mar 2011, 18:48
Display posts from previous: Sort by
# A drug that is highly effective in treating many types of
Powered by phpBB © phpBB Group and phpBB SEO Kindly note that the GMAT® test is a registered trademark of the Graduate Management Admission Council®, and this site has neither been reviewed nor endorsed by GMAC®. | 1,881 | 6,858 | {"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-2017-09 | longest | en | 0.934996 |
https://www.lotterypost.com/thread/250520/5 | 1,485,297,064,000,000,000 | text/html | crawl-data/CC-MAIN-2017-04/segments/1484560285289.45/warc/CC-MAIN-20170116095125-00163-ip-10-171-10-70.ec2.internal.warc.gz | 949,457,254 | 18,901 | Welcome Guest
You last visited January 24, 2017, 4:10 pm
All times shown are
Eastern Time (GMT-5:00)
# Fibonacci test with Pick 3
Topic closed. 77 replies. Last post 4 years ago by onlymoney.
Page 5 of 6
Pinecrest Sephardim
United States
Member #119068
November 14, 2011
1378 Posts
Offline
Posted: September 19, 2012, 5:32 pm - IP Logged
Florida,
,
I've been trying to see If any trigger numbers that produce straight hits in Florida can be found in the recent history file.
For example, Today's midday winner in Florida was 844.
The trigger numbers for 844 are: 236-469-613-757. If you input any of those four combos you will have 844 in the first column in Carli's Excel program.
So I was trying to see If i could see any of those trigger numbers in recent history, and whether i could exploit this as a way to predict the future winners. I only did todays, and didn't have to go far to see the potential. However, I need to do the rest of the month of September.
September 14 mid-722, Eve-574
September 15 mid-055, Eve-900
September 16 Mid-844
Out of the four trigger combos, only one produced something. it was 757.
September 14 mid-722, Eve-574
September 15 mid-055, Eve-900
September 16 Mid-844
It was located in the September 14 string of mid and eve put together. 722574
757 165 170 Starting at 1 757 758 760 763 768 776 789 810 844 899 988
It's all good and dandy, but you can make 20 combinations out of that 6 string set. So I'm trying to find ways to narrow this down.
Congrats Only\$!!!!!!!!!.You're deep in the ocean.The sky is the limit.Keep up the good work.
United States
Member #128790
June 2, 2012
5431 Posts
Offline
Posted: September 20, 2012, 8:40 am - IP Logged
Congrats Only\$!!!!!!!!!.You're deep in the ocean.The sky is the limit.Keep up the good work.
Thanks.
Last night's hit came from another way I look for hits, vertically. I input the root sum of the last winner which was 650=2. The winner last night in Florida was 518. I was hoping for a straight like last time, but oh well.
Enter Draw 2 Starting at 1 2 3 5 8 13 21 34 55 89 144 233 377 610 987
The last straight hit playing this way came from September 17 mid-399, root sum 3. On the 18th mid the winner was 550.
Enter Draw 3 Starting at 1 3 4 6 9 14 22 35 56 90 145 234 378 611 988
And yesterday's mid winner was 650. Right next door to 550.
United States
Member #110594
May 8, 2011
885 Posts
Offline
Posted: September 20, 2012, 8:47 am - IP Logged
what you're doing is similar to Mr. Z's system from years ago. Only what he did was list the digits in order of most to least hits every week. He had a matrix of 6 weeks worth and looked for combinations that repeated up, down diag, L shaped. he had a program that did this. You might find posts on Mr Z here.
United States
Member #111017
May 16, 2011
10295 Posts
Offline
Posted: September 20, 2012, 9:14 pm - IP Logged
Hey guys, Just wanted to change the subject for 1 second. I wanna give props where props are due. CarliG is one of the most unselfish person here on L.P.! She takes our request to build all kinds of crazy excel programsd of systems that we come up with for these lottery programs all the time. She works tiredlessly even into the late night hours and never ask for nothing in return.
To Onlymoney and to the rest of the people on this thread I apologize and i'm not trying to change what we're talking about, HOWEVER, we must give people their flowers while they can still smell them!!! So....... to all those that CarliG has helped and continue to help, I encourage everyone to drop a line or pm her and tell her thx!!!
Ok ...... Im done..... back to the Fibonacci test!
United States
Member #128790
June 2, 2012
5431 Posts
Offline
Posted: September 20, 2012, 10:57 pm - IP Logged
Hey guys, Just wanted to change the subject for 1 second. I wanna give props where props are due. CarliG is one of the most unselfish person here on L.P.! She takes our request to build all kinds of crazy excel programsd of systems that we come up with for these lottery programs all the time. She works tiredlessly even into the late night hours and never ask for nothing in return.
To Onlymoney and to the rest of the people on this thread I apologize and i'm not trying to change what we're talking about, HOWEVER, we must give people their flowers while they can still smell them!!! So....... to all those that CarliG has helped and continue to help, I encourage everyone to drop a line or pm her and tell her thx!!!
Ok ...... Im done..... back to the Fibonacci test!
Of many occasions have I thanked her and many others here on LP have too. CarliG knows what's up. Believe me, no shortage of thanks.
Florida
United States
Member #66575
October 30, 2008
3549 Posts
Offline
Posted: September 20, 2012, 11:10 pm - IP Logged
Thank You For The Kind Words . Im just trying to do my part and give back a little. Im not good at coming up with new ideas and sure not good at picking the right numbers to play . So if my doing these sheets helps or encourages even one person, then its worth the time it takes .
Thank You
Carlig
BOSTON
United States
Member #48
September 9, 2001
3614 Posts
Offline
Posted: September 21, 2012, 9:05 am - IP Logged
I for one have thanked her numeroustime because I am one of those lp'rs who request her to excel us many time so here is a parade for you carlig
New Mexico
United States
Member #86099
January 29, 2010
11167 Posts
Online
Posted: September 21, 2012, 10:42 am - IP Logged
I for one have thanked her numeroustime because I am one of those lp'rs who request her to excel us many time so here is a parade for you carlig
sebring,florida
United States
Member #81
September 22, 2000
1631 Posts
Offline
Posted: September 21, 2012, 5:23 pm - IP Logged
downloaded some of them, that is lots of hard work,time and energy.
Thank You!!!!! Ms CarliG
Florida
United States
Member #66575
October 30, 2008
3549 Posts
Offline
Posted: September 21, 2012, 5:33 pm - IP Logged
Thank You all so much for the comments .
Most of the credit should go to the creative and ingenious folks who think up the systems
Carlig
United States
Member #128790
June 2, 2012
5431 Posts
Offline
Posted: September 22, 2012, 2:07 pm - IP Logged
Another straight in Florida.
September 21 mid-332, sum=8
September 22 mid-169
Enter Draw 8 Starting at 1 8 9 11 14 19 27 40 61 95 150 239 383 616 993
Bowling Green ,Florida
United States
Member #108735
March 30, 2011
4140 Posts
Offline
Posted: September 22, 2012, 2:17 pm - IP Logged
Another straight in Florida.
September 21 mid-332, sum=8
September 22 mid-169
Enter Draw 8 Starting at 1 8 9 11 14 19 27 40 61 95 150 239 383 616 993
congrads but I don't see the Straight (916 or do u play both ways 169?? )
United States
Member #128790
June 2, 2012
5431 Posts
Offline
Posted: September 22, 2012, 2:31 pm - IP Logged
congrads but I don't see the Straight (916 or do u play both ways 169?? )
Yes, both ways.
United States
Member #128790
June 2, 2012
5431 Posts
Offline
Posted: September 23, 2012, 4:12 pm - IP Logged
The straight's a they keep a coming.
September 22 mid- 169, root sum= 7
September 23 mid- 399
Enter Draw 7 Starting at 1 7 8 10 13 18 26 39 60 94 149 238 382 615 992
New York
United States
Member #121196
January 4, 2012
40 Posts
Offline
Posted: September 23, 2012, 10:00 pm - IP Logged
Cheers.
Between right and wrong there is no compromise.
Page 5 of 6 | 2,211 | 7,449 | {"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-2017-04 | latest | en | 0.893704 |
https://edurev.in/course/quiz/attempt/17605_Olympiad-Test-Algebra-1/8864593e-424a-408b-ba2a-febf8e67dc9a | 1,721,268,715,000,000,000 | text/html | crawl-data/CC-MAIN-2024-30/segments/1720763514816.43/warc/CC-MAIN-20240718003641-20240718033641-00758.warc.gz | 192,854,562 | 48,519 | Olympiad Test : Algebra - 1 - Class 6 MCQ
# Olympiad Test : Algebra - 1 - Class 6 MCQ
Test Description
## 10 Questions MCQ Test Maths Olympiad Class 6 - Olympiad Test : Algebra - 1
Olympiad Test : Algebra - 1 for Class 6 2024 is part of Maths Olympiad Class 6 preparation. The Olympiad Test : Algebra - 1 questions and answers have been prepared according to the Class 6 exam syllabus.The Olympiad Test : Algebra - 1 MCQs are made for Class 6 2024 Exam. Find important definitions, questions, notes, meanings, examples, exercises, MCQs and online tests for Olympiad Test : Algebra - 1 below.
1 Crore+ students have signed up on EduRev. Have you?
Olympiad Test : Algebra - 1 - Question 1
### What must be subtracted from a3 – 4a2 + 5a – 6 to obtain a2 – 2a + 1?
Detailed Solution for Olympiad Test : Algebra - 1 - Question 1
Here, a3– 4a2 + 5a – 6 – (a2 – 2a + 1)
= a3– 4a2 + 5a – 6 – a2 + 2a – 1
= a3– 5a2 + 7a – 7
Olympiad Test : Algebra - 1 - Question 2
### By how much does 1 exceed 2x – 3y – 4 ?
Detailed Solution for Olympiad Test : Algebra - 1 - Question 2
Required difference = 1– (2x – 3y – 4)
= 3y – 2x + 5
Olympiad Test : Algebra - 1 - Question 3
### How much less than l – 2m + 3n is 2l – 4m – n ?
Detailed Solution for Olympiad Test : Algebra - 1 - Question 3
Required difference
= (l – 2m + 3n) – (2l – 4m – n)
= – l + 2m + 4n
Olympiad Test : Algebra - 1 - Question 4
If x = – 2 y = – 1 and z = 3 then what is the value of x2 + y2 – z2
Detailed Solution for Olympiad Test : Algebra - 1 - Question 4
Required value
= x2 + y2 – z2
= (–2)2 + (–1)2– (3)2 = 4 + 1 – 9
= 5 – 9 = – 4
Olympiad Test : Algebra - 1 - Question 5
What is the co-efficient of m in –7 l2 mn ?
Olympiad Test : Algebra - 1 - Question 6
If x = 4, y = –1 and z = –2 then what is the value of 2x2 – y2 + 3z2 ?
Detailed Solution for Olympiad Test : Algebra - 1 - Question 6
2x2 –y2 + 3z2
= 2(4)2 – (–1)2 + 3(–2)2
= 32 – 1 + 12 = 44 – 1= 43
Olympiad Test : Algebra - 1 - Question 7
What must be added to 5x3 – 2x2 + 6x + 7 to make the sum x3 + 3x2 – x + 1 ?
Detailed Solution for Olympiad Test : Algebra - 1 - Question 7
x3 + 3x2 – x + 1 – 5x3 + 2x2 – 6x – 7
= –4 x3 + 5x2 – 7x – 6
Olympiad Test : Algebra - 1 - Question 8
By how much is 2x – 3y + 4z greater than 2x + 5y – 6z + 2?
Detailed Solution for Olympiad Test : Algebra - 1 - Question 8
Required difference
= – (–2x – 5y + 6z – 2)
= – 8y + 10z – 2
Olympiad Test : Algebra - 1 - Question 9
What is the simplified value of 2x – [3y –{2x– (y – x)}]?
Detailed Solution for Olympiad Test : Algebra - 1 - Question 9
2x –[3y–{2x– (y–x)}]
= 2x –[3y–{2x– y + x)}]
= 2x –[3y–3x + y] = 2x – 4y + 3x = 5x–4y
Olympiad Test : Algebra - 1 - Question 10
What is the value of m if
Detailed Solution for Olympiad Test : Algebra - 1 - Question 10
9 videos|114 docs|49 tests
In this test you can find the Exam questions for Olympiad Test : Algebra - 1 solved & explained in the simplest way possible. Besides giving Questions and answers for Olympiad Test : Algebra - 1, EduRev gives you an ample number of Online tests for practice | 1,182 | 3,089 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.0625 | 4 | CC-MAIN-2024-30 | latest | en | 0.768961 |
https://mmerevise.co.uk/a-level-physics-revision/alternating-currents/ | 1,723,702,992,000,000,000 | text/html | crawl-data/CC-MAIN-2024-33/segments/1722641151918.94/warc/CC-MAIN-20240815044119-20240815074119-00342.warc.gz | 330,272,337 | 52,767 | # Alternating Currents
A LevelAQA
## Alternating Currents
The mains electricity supply is alternating current (A.C). This section looks at the features of A.C including frequency, root-mean-square current and root-mean-square voltage.
## Alternating Currents
Alternating current (A.C) periodically varies from positive to negative current. If the alternating current supply is plotted against time, a sinusoidal graph is formed showing that the electrons in the wire move back and forth in simple harmonic motion (SHM). The same concept could be used for plotting voltage against time.
The time period can be seen above on the graph and is the time difference between two peak positive currents or two peak negative currents. Frequency of the AC supply can also be calculated as:
$f = \dfrac{1}{T}$
• $f$ is the frequency in Hertz $\left(\text{Hz}\right)$.
• $T$ is the time period in seconds $\left(\text{s}\right)$.
Example: The time period of an AC supply is $0.1 \: \text{s}$. Calculate the frequency of the supply.
[1 mark]
$f = \dfrac{1}{T}$
$f = \dfrac{1}{0.1}$
$f = 10 \: \text{Hz}$
A LevelAQA
## Root-Mean-Square Current
Root-Mean-Square (rms) is used to compare AC and DC (Direct Current) currents. The rms for direct current or voltage represents the value of direct current or voltage that will produce the same power dissipation as alternating current. The rms value is calculated by the square root of the mean of the squares of all values of voltage in one full cycle.
To calculate the rms current $\left(I_{rms}\right)$, the following equation can be used:
$I_{rms} = \dfrac{I_0}{\sqrt{2}}$
where $I_{rms}$ is the rms current and $I_0$ is the peak current. Both are measured in amps $\left(\text{A}\right)$.
To calculate the rms voltage $\left(V_{rms}\right)$, the following equation can be used:
$V_{rms} = \dfrac{V_0}{\sqrt{2}}$
where $V_{rms}$ is the rms voltage and $V_0$ is the peak voltage. Both are measured in volts $\left(\text{V}\right)$.
Example: The peak current read from an oscilloscope trace is $2.5 \: \text{A}$. What is the rms current?
[1 mark]
$I_{rms} = \dfrac{I_0}{\sqrt{2}}$
$I_{rms} = \dfrac{2.5}{\sqrt{2}}$
$I_{rms} = 1.8 \: \text{A}$
A LevelAQA
## Applications of Alternating Current
The UK power supply is an alternating current/voltage. It has a peak voltage of $230 \: \text{V}$ and the frequency of the alternating voltage is $50 \: \text{Hz}$ (switches from positive to negative $50$ times per second). However, this is an average and varies depending upon the time of day, demand and type of consumer.
A LevelAQA
## Alternating Currents Example Questions
The square root of the mean of the squares of all values of voltage in one full cycle.
Gold Standard Education
\begin{aligned} I_{rms} &= \dfrac{I_0}{\sqrt{2}} \\ \\ \boldsymbol{I_{rms}} &= \dfrac{5.25}{\sqrt{2}} = \boldsymbol{3.71} \: \textbf{A} \end{aligned}
Gold Standard Education
Any two from:
• Time of day
• Demand
• Type of consumer
Gold Standard Education
## Alternating Currents Worksheet and Example Questions
### Alternating Current Questions
A LevelOfficial MME
Product | 847 | 3,126 | {"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": 0, "wp-katex-eq": 28, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.21875 | 4 | CC-MAIN-2024-33 | latest | en | 0.862433 |
https://www.media4math.com/library/worksheet-ti-nspire-mini-tutorial-exploring-composite-functions | 1,713,059,367,000,000,000 | text/html | crawl-data/CC-MAIN-2024-18/segments/1712296816863.40/warc/CC-MAIN-20240414002233-20240414032233-00847.warc.gz | 827,764,100 | 12,698 | # Worksheet: TI-Nspire Mini-Tutorial: Exploring Composite Functions
## What Are Composite Functions?
### Modeling Functions
A function machine is often used to model a function. A function machine takes an input value, x, and that results in an output value, f(x).
A composite function occurs when the output of one function is the input value for another function.
Let’s look at some examples. Here is a simple linear function.
Let’s use an input value of x = 2.
Now, let’s take this output value for f(2) and use it as an input value for this function.
Let’s evaluate this function for f(2).
Here’s another way of writing g(f(x)).
With this function the original input value of x = 2 results in the same output.
This is part of a collection of math worksheets on the use of the TI-Nspire graphing calculator. Each worksheet supports a companion TI-Nspire Mini-Tutorial video. It provides all the keystrokes for the activity.
## Worksheet Library
### To see the complete collection of Worksheets, click on this link.
Common Core Standards CCSS.MATH.CONTENT.HSF.BF.A.1.C, CCSS.MATH.CONTENT.HSF.BF.B.3 6 - 12 Algebra • Functions and Relations • Composite Functions 2013 function table, input, output, functions, composite functions | 293 | 1,256 | {"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} | 2.953125 | 3 | CC-MAIN-2024-18 | latest | en | 0.639977 |
https://free-education.in/courses/class-11th-physics-online-class-for-100-result/lesson/deducing-daltons-law-of-partial-pressures-to-show-how-perfect-gas-equation-concludes-daltons-law-of-partial-pressure-kinetic-theory-of-an-ideal-gas-law-of-equipartition-of-e/ | 1,725,831,804,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651035.2/warc/CC-MAIN-20240908213138-20240909003138-00826.warc.gz | 243,466,139 | 44,172 | Course Content
Class 11 Physics Chapter 1 Physical World
Section Name Topic Name 1 Physical World 1.1 What is physics? 1.2 Scope and excitement of physics 1.3 Physics, technology and society 1.4 Fundamental forces in nature 1.5 Nature of physical laws
0/7
Class 11 Physics Chapter 2 Unit and Measurements
Unit and Measurements
0/11
Class 11 Physics Chapter 3 Motion In A Straight Line
Section Name Topic Name 3 Motion in a Straight Line 3.1 Introduction 3.2 Position, path length and displacement 3.3 Average velocity and average speed 3.4 Instantaneous velocity and speed 3.5 Acceleration 3.6 Kinematic equations for uniformly accelerated motion 3.7 Relative velocity
0/7
Class 11 Physics Chapter 4 Motion In A Plane
4 Motion in a plane 4.1 Introduction 4.2 Scalars and vectors 4.3 Multiplication of vectors by real numbers 4.4 Addition and subtraction of vectors – graphical method 4.5 Resolution of vectors 4.6 Vector addition – analytical method 4.7 Motion in a plane 4.8 Motion in a plane with constant acceleration 4.9 Relative velocity in two dimensions 4.10 Projectile motion 4.11 Uniform circular motion
0/8
Class 11 Physics Chapter 5 Laws of motion
Section Name Topic Name 5 Laws of motion 5.1 Introduction 5.2 Aristotle’s fallacy 5.3 The law of inertia 5.4 Newton’s first law of motion 5.5 Newton’s second law of motion 5.6 Newton’s third law of motion 5.7 Conservation of momentum 5.8 Equilibrium of a particle 5.9 Common forces in mechanics 5.10 Circular motion 5.11 Solving problems in mechanics
0/8
Class 11 Physics Chapter 6 Work Energy and Power
Section Name Topic Name 6 Work Energy and power 6.1 Introduction 6.2 Notions of work and kinetic energy : The work-energy theorem 6.3 Work 6.4 Kinetic energy 6.5 Work done by a variable force 6.6 The work-energy theorem for a variable force 6.7 The concept of potential energy 6.8 The conservation of mechanical energy 6.9 The potential energy of a spring 6.10 Various forms of energy : the law of conservation of energy 6.11 Power 6.12 Collisions
0/8
Class 11 Physics Chapter 7 Rotation motion
Topics Introduction Centre of mass Motion of COM Linear Momentum of System of Particles Vector Product Angular velocity Torque & Angular Momentum Conservation of Angular Momentum Equilibrium of Rigid Body Centre of Gravity Moment of Inertia Theorem of perpendicular axis Theorem of parallel axis Moment of Inertia of Objects Kinematics of Rotational Motion about a Fixed Axis Dynamics of Rotational Motion about a Fixed Axis Angular Momentum In Case of Rotation about a Fixed Axis Rolling motion
0/6
Class 11 Physics Chapter 8 Gravitation
Section Name Topic Name 8 Gravitation 8.1 Introduction 8.2 Kepler’s laws 8.3 Universal law of gravitation 8.4 The gravitational constant 8.5 Acceleration due to gravity of the earth 8.6 Acceleration due to gravity below and above the surface of earth 8.7 Gravitational potential energy 8.8 Escape speed 8.9 Earth satellite 8.10 Energy of an orbiting satellite 8.11 Geostationary and polar satellites 8.12 Weightlessness
0/8
Class 11 Physics Chapter 9 mechanics properties of solid
Section Name Topic Name 9 Mechanical Properties Of Solids 9.1 Introduction 9.2 Elastic behaviour of solids 9.3 Stress and strain 9.4 Hooke’s law 9.5 Stress-strain curve 9.6 Elastic moduli 9.7 Applications of elastic behaviour of materials
0/6
Class 11 Physics Chapter 10 Mechanical Properties of Fluids
Section Name Topic Name 10 Mechanical Properties Of Fluids 10.1 Introduction 10.2 Pressure 10.3 Streamline flow 10.4 Bernoulli’s principle 10.5 Viscosity 10.6 Reynolds number 10.7 Surface tension
0/11
Class 11 Physics Chapter 11 Thermal Properties of matter
Section Name Topic Name 11 Thermal Properties of matter 11.1 Introduction 11.2 Temperature and heat 11.3 Measurement of temperature 11.4 Ideal-gas equation and absolute temperature 11.5 Thermal expansion 11.6 Specific heat capacity 11.7 Calorimetry 11.8 Change of state 11.9 Heat transfer 11.10 Newton’s law of cooling
0/5
Class 11 Physics Chapter 12 Thermodynamics
Section Name Topic Name 12 Thermodynamics 12.1 Introduction 12.2 Thermal equilibrium 12.3 Zeroth law of thermodynamics 12.4 Heat, internal energy and work 12.5 First law of thermodynamics 12.6 Specific heat capacity 12.7 Thermodynamic state variables and equation of state 12.8 Thermodynamic processes 12.9 Heat engines 12.10 Refrigerators and heat pumps 12.11 Second law of thermodynamics 12.12 Reversible and irreversible processes 12.13 Carnot engine
0/7
Class 11 Physics Chapter 13 Kinetic Theory
Section Name Topic Name 13 Kinetic Theory 13.1 Introduction 13.2 Molecular nature of matter 13.3 Behaviour of gases 13.4 Kinetic theory of an ideal gas 13.5 Law of equipartition of energy 13.6 Specific heat capacity 13.7 Mean free path
0/7
Class 11 Physics Chapter 14 Oscillations
Section Name Topic Name 14 Oscillations 14.1 Introduction 14.2 Periodic and oscilatory motions 14.3 Simple harmonic motion 14.4 Simple harmonic motion and uniform circular motion 14.5 Velocity and acceleration in simple harmonic motion 14.6 Force law for simple harmonic motion 14.7 Energy in simple harmonic motion 14.8 Some systems executing Simple Harmonic Motion 14.9 Damped simple harmonic motion 14.10 Forced oscillations and resonance
0/5
Class 11 Physics Chapter 15 Waves
Section Name Topic Name 15 Waves 15.1 Introduction 15.2 Transverse and longitudinal waves 15.3 Displacement relation in a progressive wave 15.4 The speed of a travelling wave 15.5 The principle of superposition of waves 15.6 Reflection of waves 15.7 Beats 15.8 Doppler effect
0/8
Class 11th Physics Online Class For 100% Result
Deducing Dalton’s Law of partial pressures
• Dalton’s law of partial pressure states that the total pressure of a mixture of ideal gases is the sum of partial pressures.
• Consider if there are several ideal gases mixed together in a vessel,then the total pressure of that vessel is equal to sum of partial pressure.
• Partial pressure is the pressure exerted by a particular gas if only that gas is present in the vessel.
• For example: –
• Consider if in a vessel there is a mixture of 3 gases, A,B and C.So the partial pressure of A is equal to pressure exerted only by Aand considering B and C are not present.
• Similarly partial pressure of B is equal to the pressure exerted only by B and considering A and C are not there.
• Similarly for C.
• According to Dalton’s law the total pressure of mixture is sum of partial pressure of A, partial pressure of B and partial pressure of C.
To show how perfect gas equation concludes Dalton’s law of partial pressure:-
• Suppose there is a mixture of ideal gases which means these gases do not interact with each other.
• By perfect gas equation PV=μRT
• Where V=volume of vessel,P=Pressure and T=temperature andμ (no. of moles).
• As there are mixture of gases therefore μ=μ12+ —- so on.
• PV=( μ12)RT
• P=( μ12)RT/V =>μ1RT/V + μ2RT/V + —
• P=P1+P2 +—-
• Where P1=partial pressure of gas 1 and P2=partial pressure of gas 2.
• Therefore P= P1+P2+—total pressure due to the mixture of gases is equal to the sum of the partial pressure of the gas.
Problem: -Estimate the fraction of molecular volume to the actual volume occupied by oxygen gas at STP. Take the diameter of the oxygen to be 3Å.
Answer:- At STP, Temperature = 273K and Pressure=1atm, diameter=3Å =3×10-8 cm.
Actual volume by 1mole O2 gas at STP =22.4l = 22400cm3.
Molecular volume of O2 = (4/3) πr3xNA
= (4/3) 3.14x (1.5×10-8)3x6.02×1023 =8.51cm3
Therefore, Ratio =8.51/22400 = 3.8×10-4
Problem:- The density of water is 1000kg m–3. The density of water vapour at 100 °Cand 1 atm pressure is 0.6 kg m–3. Thevolume of a molecule multiplied by the totalnumber gives, what is called, molecularvolume. Estimate the ratio (or fraction) ofthe molecular volume to the total volumeoccupied by the water vapour under theabove conditions of temperature andpressure.
Answer:- For a given mass of water molecules,the density is less if volume is large. So the volume of the vapour is 1000/0.6 = /(6 ×10 -4 )times larger. If densities of bulk water and watermolecules are same, then the fraction ofmolecular volume to the total volume in liquidstate is 1. As volume in vapour state hasincreased, the fractional volume is less by thesame amount, i.e. 6×10-4.
Problem: – Estimate the volume of awater molecule if the density of water is 1000kg m–3. The density of water vapour at 100 °Cand 1 atm pressure is 0.6 kg m–3?
Answer: – In the liquid (or solid) phase, themolecules of water are quite closely packed. Thedensity of water molecule may therefore, beregarded as roughly equal to the density of bulkwater = 1000 kg m–3. To estimate the volume ofa water molecule, we need to know the mass ofa single water molecule. We know that 1 moleof water has a mass approximately equal to(2 + 16)g = 18 g = 0.018 kg.
Since 1 mole contains about 6 × 1023molecules (Avogadro’s number), the mass ofa molecule of water is (0.018)/(6 × 1023) kg =3 × 10–26 kg. Therefore, a rough estimate of thevolume of a water molecule is as follows:
Volume of a water molecule
= (3 × 10–26 kg)/ (1000 kg m–3)
= 3 × 10–29 m3
Hence, Radius ≈ 2 ×10-10 m = 2 Å.
Problem:- What is the averagedistance between atoms (interatomicdistance) in water?
Answer: A given mass of water in vapour statehas 1.67×103 times the volume of the same massof water in liquid state. This is alsothe increase in the amount of volume availablefor each molecule of water. When volumeincreases by 103 times the radius increases byV1/3 or 10 times, i.e., 10 × 2 Å = 20 Å. So theaverage distance is
= 2 × 20 = 40 Å.
Problem:- A vessel contains two nonreactivegases: neon (monatomic) andoxygen (diatomic). The ratio of their partialpressures is 3:2. Estimate the ratio of (i)number of molecules and (ii) mass densityof neon and oxygen in the vessel. Atomicmass of Ne = 20.2 u, molecular mass of O2= 32.0 u.
Answer: – Partial pressure of a gas in a mixture isthe pressure it would have for the same volumeand temperature if it alone occupied the vessel.
(The total pressure of a mixture of non-reactivegases is the sum of partial pressures due to itsconstituent gases.) Each gas (assumed ideal)obeys the gas law.
Since V and T are common tothe two gases, we have
P1V = μ1 RT and P2V =μ2RT, i.e. (P1/P2) = (μ1 / μ2).
Here 1 and 2 referto neon and oxygen respectively. Since (P1/P2) =(3/2) (given), (μ1/ μ2) = 3/2
(i) By definition μ1 = (N1/NA ) and μ2 = (N2/NA)where N1 and N2 are the number of moleculesof 1 and 2, and NA is the Avogadro’s number.
Therefore, (N1/N2) = (μ1 / μ2) = (3/2).
(ii) We can also write μ1 = (m1/M1) and μ2 =(m2/M2) where m1 and m2 are the masses of 1 and 2; and M1 and M2 are their molecularmasses. (Both m1 and M1; as well as m2 and M2 should be expressed in the same units).If ρ1 and ρ2 are the mass densities of 1 and 2 respectively, we have,
= (½) (m1/V)/m2/V = (m1/m2) (1/2) (M1/M2)
= (3/2) (20.2/32.0)
=0.947
Problem:- An air bubble of volume 1.0cm3 rises from the bottom of a lake 40m deep at a temperature of 120C. To what volume does it grow when it reaches the surface, which is at temperatures of 350C?
Answer:- Let the depth (d) of the lake = 40m. Temperature (T1) at the bottom = 120C = 285K and (V1) Volume of air bubble= 1.0cm3 =1×10-6m3.Temperature at the surface (T2) =350C = 308K, Pressure at the surface (P2) = 1 atm= 1.013×105 Pa.
Pressure at the bottom P1 = P2+ρdg
=1+103x9.8×40
=493300 Pa
Also (P1V1)/T1= (P2V2)/T2
V2 = (P1V1T2)/P2T1
After calculating,
V2=5.263 cm3
Kinetic Theory of an Ideal Gas
Basis of Kinetic Theory:
1. Molecules of gas are in incessant random motion,colliding against one another
andwith the walls of the container.
1. All collisions are elastic.
2. Total Kinetic energy is conserved.
3. Total momentumis conserved.
• In case of an elastic collision total Kinetic energy and momentum before collision is equal to the total Kinetic energy and momentum after collision.
What does Kinetic Theory tells?
1. At ordinary temperature and pressure the molecular size is very small as compared to inter molecular distance between them.
2. In case of gas, molecules are very far from each other and the size of molecules is small as compared to the distance between them.
3. As a result, interaction between them is negligible. As there is no interaction between the molecules, there will be no force between the molecules.
4. As a result molecules are moving freely as per newton’s first law of motion.
5. The molecules should move along straight line but when they come closer they experience the intermolecular forces and as a result their velocities change.
6. This phenomenon is known as collision.These collisions are elastic.
Justifying the assumptions:-
1. We have assumed the container containing the gas is a cube. The shape of the container is immaterial.
2. For a vessel of any arbitrary shape, we can choose a small infinitesimal (planar) area and can prove the above derivation.
3. We will see A and Δt are not there in the final result.
4. By Pascal’s law pressure in one portion of gas in equilibrium is the same as anywhere else.
5. All collisions are neglected.
1. The number of molecules hitting the wall in time Δt was found to be ½ n AvxΔt, with random collisionsand asteady state of gas.
2. Thus, if a molecule with velocity (vx, vy,vz)acquires a different velocity due to collision withsome molecules, there will always be some othermolecule with a different initial velocity whichafter a collision acquires the velocity (vx, vy, vz).
3. Molecular collision, when they are not too frequent and the time spent in collision is very small compared to the time between collisions, will not have any affect in the above calculation.
Problem:-
Estimate the average thermal energy of a helium atom at (i) room temperature (27 °C),
(ii) The temperature on the surface of the Sun (6000 K), (iii) the temperature of 10 millionKelvin (the typical core temperature in the case of a star).
At room temperature, T = 27°C = 300 K
Average thermal energy= (3/2) kT
Where k is Boltzmann constant = 1.38 × 10–23 m2 kg s–2 K–1
(3/2) kT= (3/2) x1.38×10-38x300= 6.21 × 10–21J
Hence, the average thermal energy of a helium atom at room temperature (27°C) is
=6.21× 10–21 J.
On the surface of the sun, T = 6000 K
Average thermal energy= (3/2) kT
= (3/2) x1.38×10-38x6000
= 1.241 × 10–19 J
Hence, the average thermal energy of a helium atom on the surface of the sun is
=1.241 ×10–19 J.
At temperature, T = 107 K
Average thermal energy= (3/2) kT
= (3/2) x1.38×10-23x107
= 2.07 × 10–16 J
Hence, the average thermal energy of a helium atom at the core of a star is 2.07 ×10–16
(ii) Now ½ m vrms2 = average kinetic energy permolecule = (3/2) kBT where m is the massof a molecule of the gas. Therefore,
v2rmsAr/ = v2rmscl =Mcl/MAR =70.9/39.9 =1.77
where M = the molecular mass of the gas.(For argon, a molecule is just an atom of argon.)
Taking square root of both sides, vrmsAr = vrmscl = 1.33
Problem:- Uranium has two isotopesof masses 235 and 238 units. If both arepresent in Uranium hexafluoride gas whichwould have the larger average speed? Ifatomic mass of fluorine is 19 units,estimate the percentage difference inspeeds at any temperature.
Answer:- At a fixed temperature the averageenergy = ½ m <v2> is constant. So smaller the mass of the molecule, faster will be the speed.The ratio of speeds is inversely proportional tothe square root of the ratio of the masses. Themasses are 349 and 352 units. Sov349 / v352 = (352/ 349)1/2 = 1.0044.
Hence difference= 0.44 %.[235U is the isotope needed for nuclear fission.
To separate it from the more abundant isotope238U, the mixture is surrounded by a porouscylinder.
Law of Equipartition of energy:Degrees of Freedom
• Degrees of Freedom can be defined as independent displacements or rotations that specify the orientation of a body or system.
• A molecule free to move in space needs three coordinates to specify its location.
• If it is constrained to move in a plane it needs to.
• If constrained to move along a line, it needs just one coordinate to locate it.
• For example:-Consider a room and if we tie a thick rope from one wall to another.
• Take a ball which is moving straight on the rope.
• The ball has only 1 degree of freedom. It can move only in one particular dimension.
• Consider if the ball is on the floor which is two-dimensional, then the ball can move along 2 directions.
• The ball has 2 degree of freedoms.
• Consider if we throw the ball in space which is 3 dimensional. Then the ball can move in 3 dimensions.
• Therefore degree of freedom tells us in how many ways a body can move or rotate or vibrate. | 4,653 | 16,664 | {"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-2024-38 | latest | en | 0.75432 |
http://cboard.cprogramming.com/brief-history-cprogramming-com/21808-expressing-loops-etc-math-2.html | 1,432,361,973,000,000,000 | text/html | crawl-data/CC-MAIN-2015-22/segments/1432207927245.60/warc/CC-MAIN-20150521113207-00323-ip-10-180-206-219.ec2.internal.warc.gz | 42,211,693 | 14,113 | # Expressing loops etc. in math.
This is a discussion on Expressing loops etc. in math. within the A Brief History of Cprogramming.com forums, part of the Community Boards category; Originally posted by Sean Exterria - it symbolizes sum, but it's usually only used with differentiation. Um. No. Its not ...
1. Originally posted by Sean
Exterria - it symbolizes sum, but it's usually only used with differentiation.
Um. No. Its not only used with Differentiation. You dont know what you are talking about. Its used in sequences and series, as well as recursion.
2. >Shiro, I think you're mixing languages. No "begin" or "end" in
>C++, also need some ;'s at the end of statements.
I know, it was meant to be pseudocode, a mix of Pascal and C. But that was not the point, it was just the algorithm where it was about. And Pascal has some elements which makes algorithms more readable.
>1) Are there just 4 degrees of equations, or is their an infinite
>amount?
What do you mean by degree of equation? You mean higher order differential equations? In that case, this could be infinite, however, I've never seen the symbol infinite appearing as order in differential equations. You mean such like this?
d^n y
------- = ....
d^n x
3. but it's usually only used with differentiation.
No, it's used in pretty much all areas in math for very diverse purposes. And I don't recall ever seeing it in connection with differentiation.
Are there just 4 degrees of equations, or is their an infinite amount?
Well, only up to fourth degree polynomials can be solved analytically. Or rather, the general quintic cannot be solved algebraically, although there are some special cases I think.
And one more question: In multivariable-differential calculus, if your calculating dy/dx as x->0, couldn't you just add one to the exponent of each x in the equation of change in y/change in x? It seems to work and is a lot simpler than waht my book says.
Do you mean "as the change in x approaches 0"? And I'm not sure what you mean by "add one to the exponent of each x in the equation..." part?
4. Wow... considering I had to fish this out of page 5 in order to post that last post of mine, there's a lot of replies.
Fyodor and MethodMan - true, but I meant as opposed to integration. When they want the sum in integration they use that big S thing (what's that called anyway?) I guess that was badly worded - my fault sorry.
Shiro - I mean like there's linear (y=mx+b, the basic one), and then there's quadratics and cubics, which have more terms and involve exponents. Again - badly worded. I should've said degrees of curves. I've only ever heard of four, but just in case there are more, I need to make sure my equation allows for an infinite number of degrees. In my case, the degree will be a variable in the equation, so it's not a huge problem, I'd just like to know.
Fyodor - your first quote is answered above with MethodMan, but you probably already saw that. Your second - thanks - answers my question perfectly, and the third - if you'll scroll down to near the bottom on Page 1, you'll another post by me - I cancelled that question because I found it in my book, and yes, once again - badly worded on my part.
Sorry about all that! And thanks for the help!
5. It could be degree whatever.
y=4x^7
y=x^31
6. Bummer...
Well I guess I'll just have to look for ways other people have done this and ways that have kind of been accepted as standard. That average compensation equation thing might be a good idea. If I could just figure out some example data and solve that pattern.
7. >I should've said degrees of curves.
In theory, the degree can be any.
1-st order linear equation
y = a[1] x + a[2]
2-nd order linear equation
y = a[1] x^2 + a[2] x + a[3] c
3-th order linear equation
y = a[1] x^3 + a[2] x^2 + a[3] x + a[4]
n-th order linear equation
y = a[1] x^n + a[2] x^(n-1) + ... + a[n] x + a[n+1]
What should the "universal equation thing" do?
BTW, I forgot what the purpose of the "universal equation thing" was. Wasn't it about curve fitting or something like that?
8. Well the original idea was to have a library that used the law of finite differences to find patterns and decode information, and eventually it turned into and equation that did the same thing but with least-squares regression. I got an applet from Bryan Lewis, a mathematician at Kent State and I made a flow-chart out of everything that it did, and if I can figure out this loop/decision thing, I'll be able to express it as an equation, that uses a series of series to hold the data, and a variable that is incremented by one each time, to calculate all the possible elements of the 4th degree equation. If it's lowerthe unused elements work out to be 1 or 0, and thus hav no effect on the equation. For example the equation of a straight line would calculated (eventually. There are other equations which work out the accuracy of it) to be Y=(equation for the slope)x+(equation for the y-intercept). Ideally it can take any numerical values and eventually find a pattern that explains it - very useful.
Page 2 of 2 First 12 | 1,256 | 5,119 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.375 | 3 | CC-MAIN-2015-22 | longest | en | 0.971839 |
http://msgroups.net/excel.misc/why-does-my-formula-return-zero/496416 | 1,590,728,028,000,000,000 | text/html | crawl-data/CC-MAIN-2020-24/segments/1590347401260.16/warc/CC-MAIN-20200529023731-20200529053731-00074.warc.gz | 87,655,391 | 14,620 | #### Why does my formula return zero?
```I am attempting to create a formula where column "C" has locations
represented by numbers. Column "F" is estimated completion dates.
Column "K" is the actual completion date. I would like to count the
dates in (column "K") by location (column "C"). And by month (column
"F"). I tried the following formula but it returns 0. The correct
answer is 6. Could someone please take a look at this and tell me what
I am doing wrong?
SUMPRODUCT(--(C2:C465=1700),--(F2:F465>=DATE(2005,3,1)),--(F2:F465<=DATE(2005,3,31)),--(ISNUMBER(K2:K465)))
--
was
------------------------------------------------------------------------
was's Profile: http://www.excelforum.com/member.php?action=getinfo&userid=20211
View this thread: http://www.excelforum.com/showthread.php?threadid=374096
```
0
5/25/2005 11:00:29 PM
excel.misc 78881 articles. 5 followers.
11 Replies
642 Views
Similar Articles
[PageSpeed] 50
```Make sure that each column contains numerical values (real numbers), no
text values. For each column, try...
=ISNUMBER(C2)
Do you get TRUE for each one
--
Domeni
-----------------------------------------------------------------------
Domenic's Profile: http://www.excelforum.com/member.php?action=getinfo&userid=1078
View this thread: http://www.excelforum.com/showthread.php?threadid=37409
```
0
5/26/2005 1:23:50 AM
```How about something like this?:
=SUMPRODUCT(--(\$C\$2:\$C\$465=1700),--(\$F\$2:\$F\$465>=DATE(2005,3,1)),--(\$F\$2:\$F\$465<=(DATE(2005,3+1,1)-1)),--(\$K\$2:\$K\$465<>""))
Checks to make sure the location is 1700, and the date is greater than 3/1
and less than 4/1 - 1 (3/31), and that your completion date isn't blank.
This would also work if your location and month to lookup were named ranges,
or in some other cell, so you wouldn't have to hardcode them.
--
Hope that helps!
TazGuy
XL2000 on Windows 2000
"was" wrote:
>
> I am attempting to create a formula where column "C" has locations
> represented by numbers. Column "F" is estimated completion dates.
> Column "K" is the actual completion date. I would like to count the
> dates in (column "K") by location (column "C"). And by month (column
> "F"). I tried the following formula but it returns 0. The correct
> answer is 6. Could someone please take a look at this and tell me what
> I am doing wrong?
>
> SUMPRODUCT(--(C2:C465=1700),--(F2:F465>=DATE(2005,3,1)),--(F2:F465<=DATE(2005,3,31)),--(ISNUMBER(K2:K465)))
>
>
> --
> was
> ------------------------------------------------------------------------
> was's Profile: http://www.excelforum.com/member.php?action=getinfo&userid=20211
> View this thread: http://www.excelforum.com/showthread.php?threadid=374096
>
>
```
0
TazGuy37 (3)
5/26/2005 2:37:18 AM
```Try posting some sample data that exists in your sheet.
Mangesh
--
mangesh_yadav
------------------------------------------------------------------------
mangesh_yadav's Profile: http://www.excelforum.com/member.php?action=getinfo&userid=10470
View this thread: http://www.excelforum.com/showthread.php?threadid=374096
```
0
5/26/2005 5:17:29 AM
```A small example I set up and tried - worked for me.
"was" <was.1pm27v_1117063654.011@excelforum-nospam.com> wrote in message
news:was.1pm27v_1117063654.011@excelforum-nospam.com...
>
> I am attempting to create a formula where column "C" has locations
> represented by numbers. Column "F" is estimated completion dates.
> Column "K" is the actual completion date. I would like to count the
> dates in (column "K") by location (column "C"). And by month (column
> "F"). I tried the following formula but it returns 0. The correct
> answer is 6. Could someone please take a look at this and tell me what
> I am doing wrong?
>
>
SUMPRODUCT(--(C2:C465=1700),--(F2:F465>=DATE(2005,3,1)),--(F2:F465<=DATE(200
5,3,31)),--(ISNUMBER(K2:K465)))
>
>
> --
> was
> ------------------------------------------------------------------------
> was's Profile:
http://www.excelforum.com/member.php?action=getinfo&userid=20211
> View this thread: http://www.excelforum.com/showthread.php?threadid=374096
>
```
0
jmay (696)
5/26/2005 8:58:12 AM
```A | B | C | D | E | F
| K
EC#| AF | C/C | EX | EFFECT | ENG. PLAN | ENG.
RELEASE
664 | AF-8 |1800 | Y | AF8,9,10 | 6/14/2005 |
653 | AF-8 |1800 | Y | AF8,9 | 4/18/2005 |
5/12/2005
718 | AF-8 |1700 | Y | AF8,9,10 | 7/8/2005 |
651 | AF-9 |1800 | Y | AF8,9 | 4/20/2005 |
5/12/2005
I checked to see if column C was formated as number as sugested. It
is.
This sheet tracks military aircraft engineering. I am trying to count
engineering releases (column K), by cost center (column C), and by
month (column F). There are blank cells in columns F and K. I used
autofilter on all column headers as this is a large sheet.
I can't seem to get this to space out right after it's submitted. I
hope you can make it out.
--
was
------------------------------------------------------------------------
was's Profile: http://www.excelforum.com/member.php?action=getinfo&userid=20211
View this thread: http://www.excelforum.com/showthread.php?threadid=374096
```
0
5/26/2005 3:15:10 PM
```While a cell may be formatted as General or Number, it's value may no
be recognized as a numerical value. Try the following formulas fo
each relevant column...
=ISNUMBER(C2)
and
=SUMPRODUCT(--ISNUMBER(C2:C465))=ROWS(C2:C465)
What results do these formulas return
--
Domeni
-----------------------------------------------------------------------
Domenic's Profile: http://www.excelforum.com/member.php?action=getinfo&userid=1078
View this thread: http://www.excelforum.com/showthread.php?threadid=37409
```
0
5/26/2005 3:36:25 PM
```I used the SUMPRODUCT formula on columns C,F, and K. All returned FALSE
I tried to format column C as number and it still returns FALSE. Bot
columns F and K are populated with dates. F and K are formated as date
Any suggestions
--
wa
-----------------------------------------------------------------------
was's Profile: http://www.excelforum.com/member.php?action=getinfo&userid=2021
View this thread: http://www.excelforum.com/showthread.php?threadid=37409
```
0
5/26/2005 3:50:00 PM
```Try the following...
1) Select/highlight an empty cell
2) Edit > Copy
3) Select/highlight Column C
4) Edit > Paste Special > Add > Ok
You may need to repeat this for your other columns. Does this help?
--
Domenic
------------------------------------------------------------------------
Domenic's Profile: http://www.excelforum.com/member.php?action=getinfo&userid=10785
View this thread: http://www.excelforum.com/showthread.php?threadid=374096
```
0
5/26/2005 3:58:42 PM
```I gave it a try. When I attempted to do the paste special the progra
quit responding. I had to use task manager to shut it down. I the
copied the data to a new sheet with no formating. I was able to ge
column C to be TRUE per the ISNUMBER formula you gave me. I can't ge
columns F or K to be true. My SUMPRODUCT formula still returnes 0. I'
using Excel 2003. Do you have any ideas on what is going on
--
wa
-----------------------------------------------------------------------
was's Profile: http://www.excelforum.com/member.php?action=getinfo&userid=2021
View this thread: http://www.excelforum.com/showthread.php?threadid=37409
```
0
5/26/2005 6:01:17 PM
```If both these formulas return FALSE...
=ISNUMBER(F2)
and
=ISNUMBER(K2)
...then that means that the numbers are not being recognized as true
numbers (numerical values). You'll need to coerce those values into
true numbers by following the procedure I outlined. If your program
crashes, try doing it a small section at a time. If you continue to
have problems, you can always email me a copy of your file and I'll see
if I can pinpoint the problem. If you'd like me to take a look at it,
you can email me at domenic22@sympatico.ca
--
Domenic
------------------------------------------------------------------------
Domenic's Profile: http://www.excelforum.com/member.php?action=getinfo&userid=10785
View this thread: http://www.excelforum.com/showthread.php?threadid=374096
```
0
5/26/2005 6:25:02 PM
```It seems that the reason the formula returns a zero value is that there
are no records that meet its criteria. While you have a number of
records whose value for Column C equals 1700, no corresponding cell in
Column F has a March, 2005, date. When I change the criteria for the
date in the formula to 5/1/2005 - 5/31/2005, the formula returns 1,
which seems to be correct. So the formula seems to be working fine.
--
Domenic
------------------------------------------------------------------------
Domenic's Profile: http://www.excelforum.com/member.php?action=getinfo&userid=10785
View this thread: http://www.excelforum.com/showthread.php?threadid=374096
```
0
5/26/2005 8:49:04 PM
Reply:
Similar Artilces:
Outlook 2007 Search always returns no matches
Any search I do in Outlook 2007's new search box returns no matches. I watched the Indexing Status as it progressed, and now it says "Outlook has finished indexing all of your items" But, searching on anything, even the word "The" or "a" returns no results. I'm searching all Outlook items. I'm on an Exchange Server via VPN. Anyone have any suggestions? I uninstalled Office and re-installed and the problem went away... "Tom" <none@none.com> wrote in message news:%23yGP6NPOHHA.2140@TK2MSFTNGP03.phx.gbl... > Any search I do i...
automated message returns
How do you setup automated message returns in Outlook and Outlook Express (for things like vacation)? Is it through the program or through the internet provider? Any info would be appreciated! For Outlook, if you are connecting to an Exchange Server you can use the Out of Office Assistant for this purpose. If you're a standalone user, you can spoof the OOA using the Rules Wizard, but Outlook must be kept running in order for the rule to work, and of course the rule will reply to everyone, even spammers. Look here for more information: http://www.slipstick.com/rules/autoreply.htm -- ...
help with formula please #2
Can anyone please help with this formula. If Sheet1 Column A = nothing(blank) And Column B = \\\\\\CC\\\\\\ Then Sheet 2 B7 = SumTotal. As a regular formula would be nice or VB code Hi Richard you want nothing at all in the whole of column A in sheet 1? do you want every cell in column B of sheet 1 to have \\\\\\CC\\\\\\ or should this (can this) only appear in one cell? and what range are you summing on sheet 2 in cell B7? Cheers JulieD "Richard" <anonymous@discussions.microsoft.com> wrote in message news:82ce01c477e1\$77f0e740\$a301280a@phx.gbl... > Can anyone please ...
Changing a range of an array in a SUMPRODUCT formula gives a #N/A error
I have a working SUMPRODUCT formula {=SUMPRODUCT((\$C\$4:\$C\$4341=z8)*(audittypefm1="Standard"))} that I need to change the 1st array to C5623. When I do I get a #N/A error. I've tried giving the range a name (empnofm2), and I've verified all the data in the C4:C5623 range is formated the same (general, it is all employee numbers from 2 to 5 digits long. I'm using a "trim all" macro which is working great. I am unable to determine what is causing the #N/A and how to fix it. Basically I copied an entire worksheet within the same workbook and changed the name, wh...
Appending or Up-dating a formula
I am using an =Ave function in a formula to average quite a few cell values together. I add new information all the time; sometimes 5 or 6 new cells at a time. How can I append or up-date my formula to include these new cells with out have to type the new cells into the formula? When I make the cell that has the formula in it active/edit, all of the cells that are referenced in the formula have a highlight around them. Is there a key or key combination I can press while clicking on the cells I want to add to the formula? Thanks, john Hi see your post in Excel.misc -- Regards Frank ...
help with a formula #5
I have 98 sets of magazines each set has 12 in the set what formula can I use to get a total of issues in all sets have you tried 98*12 -- Don Guillett SalesAid Software dguillett1@austin.rr.com "Just Me" <no@isp.com> wrote in message news:eZ66ZEGHGHA.1192@TK2MSFTNGP11.phx.gbl... >I have 98 sets of magazines each set has 12 in the set > > what formula can I use to get a total of issues in all sets > =98*12 or =A1*A2 if the numbers are in A1 and A2 -- HTH Bob Phillips (remove nothere from email address if mailing direct) "Just Me" <n...
Formula #29
Hi, What formula should I use if I want it to look at a specific cell and then work out the total number between two numbers. e.g. if cell H6 had 7-4 entered the number 9 would be returned. Thanks in advance I'm not sure how you got 9, but your life would be much easier if you used two separate cells and then subtracted the smaller from the larger (and then added one???). Boenerge wrote: > > Hi, > What formula should I use if I want it to look at a specific cell and then > work out the total number between two numbers. > e.g. if cell H6 had 7-4 entered the number 9 woul...
Can offset be used in this formula?
Can the offset be used in the below formula for the information in column "K"? In column L have the the following formula's L46 =MAX(\$I46*1000-\$K\$46*\$J46,0) L47 =MAX(\$I47*1000-\$K\$46*\$J47,0) .... L99 =MAX(\$I99*1000-\$K\$46*\$J99,0) What I'd like to do is to copy the fomula into columns M, N, O, ... M47 =MAX(\$I47*1000-\$K\$47*\$J47,0) M48 =MAX(\$I48*1000-\$K\$47*\$J48,0) M49 =MAX(\$I49*1000-\$K\$47*\$J49,0) .... N48 =MAX(\$I48*1000-\$K\$48*\$J48,0) N49 =MAX(\$I49*1000-\$K\$48*\$J49,0) .... O50 =MAX(\$I50*1000-\$K\$50*\$J50,0) O51 =MAX(\$I51*1000-\$K\$50*\$J51,0) .... How abou...
Formula to return tomorrow's date.
I have a report that must be turned in the night before for tomorrow's date. Is ithere a date formula that will return tomorrow's date to a cell in Excel? One way: =TODAY() + 1 In article <668782AC-774A-475F-9821-8A4C3B14A983@microsoft.com>, "Shadyhosta" <Shadyhosta@discussions.microsoft.com> wrote: > I have a report that must be turned in the night before for tomorrow's date. > Is ithere a date formula that will return tomorrow's date to a cell in Excel? I assume that you want the date to remain static after entry. Easiest way, use 2...
Weekday formula
Can anyone help with the weekday formula. What I want to do is enter the date in say A1 11/20/2003 and have B return the answer of Thursday. Currently I use the weekday formula bu only returns the number of the day. Thanks in advance B ----------------------------------------------- ~~ Message posted from http://www.ExcelTip.com ~~View and post usenet messages directly from http://www.ExcelForum.com There are several ways to do this. One is to enter =A1 and format the cell with a custom number format of dddd. Another way is to use the function =TEXT(A1,"dddd"). -- Cordiall...
Formula to return a formula
At least I think that's what I'm looking for. here's my situation: I've got a sheet where there is a variable (X) that changes depending on what row it is on. So I have a column (column c) that lists these variables (X is dependant on things from a different sheet). X is a muliplier that is utilized differently depending on the value of N. N is a Picklist selection and can change periodically. Or even be duplicated on more than one row. I have a vlookup that checks the value of N (column a) and needs to return a formula that has X applied if needed on the approp...
Count formula within a named range.
Hi, How do I change the following formula =SUMIF(\$F\$39:\$F\$79,"PW Shopfitters",\$D\$39:\$D\$79)/COUNTIF(\$F\$39:\$F\$79,"PW Shopfitters") to count within a named range (PW Shopfitters). Any help would be great. Cheers, Phil Hi A range name cannot have spaces, maybe that's your problem. Name your range PW_Shopfitters. Then replace your cell references with PW_Shopfitters, eg =Sumif(PW_Shopfitters,"PW Shopfitters",............ -- j.kasselman@atlantic.net.remove_2nd_at. Randburg, Gauteng, South Africa "PW11111" wrote: > > Hi, > &g...
try/catch, return from catch ?
Is this baaad? try { m_Database.OpenEx( sDSN ); return TRUE; } catch( CDBException* pxE ) { pxE->Delete(); return FALSE; } or MUST I exist the try/catch clause first before returning to allow some kind of clean up? e.g. BOOL bFail = FALSE; try { m_Database.OpenEx( sDSN ); } catch( CDBException* pxE ) { pxE->Delete(); bFail = TRUE; } return !bFail; Lisa The second method is better method. It will allow cleanup tooo if required. But i think it is not a good idea to write code which includes negations as it can be written without that. In the second c...
How to use a text formula as code formula
Hello. I have this formula loaded from a text field on a form: val([field10])+val([field20]) and I would like to use this as a code formula. I mean, if I use that in VBA code it works, but If I load from a text field it doesn't work. I need that my form use that formula stored in a text field to calculate values. Regards in advance, Marco responded to in another newsgroup. It's rarely necessary to post the same question to more than one group. If it is necessary, select all the relevant newsgroups in the "To:" or "Newsgroups:" field. That way, folks who...
Including a formula in a path name.
Dear MS, How about a new function for this one. I'm sure MANY users have the same problem as me. The research below seems quite comprehensive and has effectively come up against a brick wall. Thanks Peter Harlan Grove posted this UDF: http://www.google.com/groups?selm=hkQVb.2432%24_4.259%40www.newsranger.com Peter wrote: > > Very Helpful Papou - thank you! > Do you know of an additional / alternative method where you achieve the same tihing but are not required to have all the relevant work sheets open? > Many thanks > Peter > > "papou" wrote: > ...
VLOOKUP returns incorrect data
I am using VLOOKUP to determine addresses from a master list. However I have found that if the Lookup Value is NOT in the Table Array, I will get incorrect information. For example if the Table Array has entries for Schmidt and Schultz, and I attempt to lookup Schnell (which is not in the Table Array), I will get the value for Schultz, which is incorrect. How can this be avoided? Or, how can I get a message saying the Lookup Value was not found - rather than getting incorrect results? You would have missed out the last argument of VLOOKUP() Range_lookup which is a logical...
FORMULA #14
What formula in access can do =COUNTIF(CAF!D:D,A3) Basicly I have 2 tables I want the 2nd table to count how many times a number is listed in the 1st table. I am trying to do this with a query and the count expression but keep getting errors. Dont bother with this one guys just figured it out AMDGUY [MCP] wrote: > What formula in access can do > =COUNTIF(CAF!D:D,A3) > > Basicly I have 2 tables > > I want the 2nd table to count how many times a number is listed in the > 1st table. I am trying to do this with a query and the count expression > but keep getting e...
Report returning table ID, not actual table data
I have a table which has First Name and Last Name as fields. I have another table used for problems that references this into 1 field called FullName. The properties for this is a combobox and the row source is: SELECT [EmployeeID], [LastName] & ", " & [FirstName] FROM Employees ORDER BY [LastName] & ", " & [FirstName]; Now I am trying to create a report from the Problems table that will only show open problems. I did this by creating a query. The query is correct . My problem is with the actual report. Instead of listing the Name field, it is...
What does the \$ symbol mean in a formula?
What does the \$ symbol mean in a formula? example: =G8*(\$A\$14*2)*100 thanx The \$ is used for absolut referencing. For e.g lets take your formula =G8*(\$A\$14*2)*100 suppose you enter this formula in cell B2, now simply copy this formula one cell to the right (C2) by and one cell down (B3). C2: =H8*(\$A\$14*2)*100 B3: =G9*(\$A\$14*2)*100 So you see that The original G8 has changed, whereas \$A\$1 remains the same in both the new formulae because of the dollar signs. Mangesh "S" <S@discussions.microsoft.com> wrote in message news:D86597A4-C0A1-46AF-9DA6-FE06AB9C1FA0@mi...
formula wording
i dont know if you can do this..... if(c5=10, take the cell 5 right 3 down to it, 0) if you can, i dont know how to write it in excel language thanks if anyone can hel -- cutsygur ----------------------------------------------------------------------- cutsygurl's Profile: http://www.excelforum.com/member.php?action=getinfo&userid=1504 View this thread: http://www.excelforum.com/showthread.php?threadid=27569 cutsygurl Wrote: > i dont know if you can do this..... > if(c5=10, take the cell 5 right 3 down to it, 0) > if you can, i dont know how to write it in excel language &...
Formula Problem #12
I have \$700,000 to spend on advertising for three different products. My market share for the three products is 51.96%, 36.07% and 41.25%. I want to apportion my 700K between the three products so that the product with the lowest market share gets the most advertising dollars, etc. Using my data, I've been trying to devise a formula all night that would do this, but I'm stumped. I could use a hint... Here's one way of doing it - put 700,000 in A1 and put your 2 percentage shares in B1:B3 and then put this formula in C1: =3DA\$1*(1-B1/SUM(B\$1:B\$3))/2 Format as currency and co...
Blank cell return after each data entry
I have a data entry Sheet for loading details to Invoice (sheet 1) and this data entry sheet loads as soon as file opens. It open with the cells still with old datas in, is there a way of either the cells being empty when next data load or actually clearing after use / enter the buttoms (macro) - OK / Next ? Rdgs. Sudipta Maybe you should create a template from your data entry sheet! A new workbook opened from a template shall always have empty cells. -- Regards! Stefi „Sudipta Sen” ezt írta: > I have a data entry Sheet for loading details to Invoice ...
Lock in formulas
I have a worksheet that I use over-and-over again. It has several columns of data, and some of the columns have long and hard to remember formulas to total the columns. I usually delete the numbers in the columns after I print out the worksheet, leaving the formulas intact at the bottom of the columns. Being human, I occasionally goof and delete the sum formulas too. Is there a way that I can lock the formula cell at the bottom of the column so that I don't accidentally delete it? Thanks in advance, Malcolm A two step process a) select the cell that you DO want the user ...
inserting multiple fonts in default return address
Version: 2008 Operating System: Mac OS X 10.6 (Snow Leopard) Processor: Intel is it possible to use multiple fonts and set them as a default in the return address box on the envelop tool? <br><br>I see how to change the font of the whole box, but I want to mix fonts in the return. Any suggestions appreciated. <br><br>Ken Gano I suspect not: There is only one style, named "Envelope Return". I suspect the formatting applied is whatever you set in Envelope return (which is inherited from Normal if you do not set it). Hope this helps On 10/12/0...
sum formula
good day! i copied a table from a html and paste to excel2000 i try to get the sum =SUM(B5:B10) but the outcome is 0.when i check the number on the cell,i found out that theres a space at the end. i try this formula {=SUM(VALUE(SUBSTITUTE(B5:B10," ","")))} but the result was #VALUE!. Hi! > i copied a table from a html Chances are the "space" is really a char(160) space. Try this: =SUMPRODUCT(1*SUBSTITUTE(B5:B10,CHAR(160),"")) Your best course of action would be to get rid of those characters and then use a simple =SUM(B5:B10). ... | 6,535 | 23,972 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.09375 | 3 | CC-MAIN-2020-24 | latest | en | 0.855195 |
https://www.enago.com/academy/understanding-the-difference-between-number-and-amount/ | 1,674,992,329,000,000,000 | text/html | crawl-data/CC-MAIN-2023-06/segments/1674764499713.50/warc/CC-MAIN-20230129112153-20230129142153-00567.warc.gz | 756,641,534 | 101,427 | # Understanding The Difference Between Number and Amount
The words “number” and “amount” are used to describe how many or how much of something is present. A research report might include information on the number of participants in the study, number of questionnaires that were completed, the amount of time allocated for a test, or amount of evidence found.
What is the difference, then, between these two words? The answer lies in the English distinction between count and non-count nouns. Although number and amount have similar meanings, number is used for things that can be counted, while amount is used for things that cannot be counted. Knowing when to use each one is a matter of looking at the noun being described.
## Count Nouns: Number
English has a distinction between count and non-count nouns. Count nouns refer to things that can quite literally be counted, like trees, people, and governments. These words can be identified because they have separate singular and plural forms, as in “tree” and “trees.”
“Number” is used in reference to count nouns. For example, you can count the number of trees in a park, talk about the number of people in a room, and discuss the number of local governments in an area.
## Non-Count (Mass) Nouns: Amount
Non-count nouns, which are also called mass nouns, represent things that are not easily quantified, such as water or air. These things exist as a sort of “mass” that is not easily counted or separated into distinct, individual entities. Some non-count nouns can, in fact, be counted, like hair or salt. That is, a very determined person could attempt to count the strands of hair on a person’s head or the grains of salt in a jar. However, the task would be difficult, and it is not a common activity to undertake. Therefore, words like “hair” and “salt” are non-count nouns.
Words in the non-count or mass noun category can be identified because they do not have a separate plural form. This is because it is awkward or not meaningful to put a number in front of them; for example, it would be odd to say “one air, two airs.” (Note that it is possible in some contexts to use a plural form or express quantity). This occurs when the word takes on the meaning of “type of” or, “cup of” or “bottle of” with the liquids.
The word “amount” is used to describe the size or quantity of non-count nouns. For example, you can measure the amount of water in a beaker or the amount of air in a bottle. Similarly, you can know the amount of cat hair that is visible on a blanket or the amount of salt a medical patient has eaten recently.
Note that an exception to these rules appears with the word “data,” which is traditionally the plural form of “datum.” Despite the singular-plural distinction, however, the phrase “amount of data” is quite common.
1 Comment
1. Mike Slater says
(5/5)
Such a common error by so much people.
You might also like
X
• 2000+ blog articles
• 50+ Webinars
• 10+ Expert podcasts
• 50+ Infographics
• Q&A Forum
• 10+ eBooks
• 10+ Checklists
• Research Guides
[contact-form-7 id="40123" title="Global popup two"]
Which is the best strategy to support research integrity according to you? | 718 | 3,180 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.796875 | 3 | CC-MAIN-2023-06 | latest | en | 0.970494 |
https://www.studypool.com/discuss/12676/nutrition-question-u4 | 1,477,166,910,000,000,000 | text/html | crawl-data/CC-MAIN-2016-44/segments/1476988719041.14/warc/CC-MAIN-20161020183839-00555-ip-10-171-6-4.ec2.internal.warc.gz | 991,812,246 | 755,395 | # Nutrition Question U4
Jul 24th, 2013
FratBro23
Category:
Health & Medical
Price: \$20 USD
Question description
For this project, you will complete the calculations for the patient described below:
John Q. Patient is a 65-year-old Caucasian man with a single-leg amputation. His activity level is typically low. But when he has surgery or if he has burns (Q11 & 12), he will be confined to the bed. Here is some information about JQP:
• Knee Height (KH) 50 cm
• Weight: 200 lb
• Mid-Arm Circumference (MAC): 35 cm
• Calf-Circumference (CC): 38 cm
Conversions:
1 pound/2.2 = kg or kg x 2.2 = pounds
Example 140 pounds/2.2 = 63.6 kg or round to 64 kg.
1 Foot = 12”
1 inch x 2.54 = cm or cm/2.54 = inches.
1 cm/100 = meters or meters x 100 = cm
Example 6 feet = 6 x 12 = 72 inches
72 inches x 2.54 = 182.33 cm or round to 182
72 inches x 2.54 = 182.33 cm or round to 182
BMI = weight in pounds/height inches/height inches x 703
Example 140/72 = 1.944/72=.027 x 703 = 18.95
BMI classification (Table 6.6 pg 177) = Normal weight
IMPORTANT TIPS:
• This project can be time consuming with all of the calculations – please start early!
• This project does not require double spacing, nor does it require a reference page.
• Be sure to include your math equations in your paper (show all your work) see p. 236, box 7.4, for an example of how to show your equations.
• These equations build upon each other, so you want to double check all of your answers
• The energy equations are all based on the person's actual weight (200 pounds) – this will need to be converted to kg for the equations.
• Questions requiring activity factors – use a confined to bed activity factor because they are for surgery.
• All other questions, use a low activity factor.
• For equations with decimal points; keep up to two decimal places in your equations, and round when you get the final answer.
Calculations:
Equation:
1. Stature in cm from KH (Table 7.1, pp. 219). Convert answer to inches. 10 points
Show Work:
2. Calculate adjusted body weight 10 points
3. BMI based on adjusted body weight. 10 points
BMI based on adjusted body weight. 10 points
Identify BMI classification (normal weight, overweight, obesity)
4. Desirable body weight. 15 points
Choose a method: HAMWI (p. 170-171 in text on weight standards), 1983 Metropolitan Life Insurance HT/WT table (p. 171-172, table 6.1) for medium build – select the midpoint of the range given, or select the midpoint of a normal BMI.
Identify the method you chose. Show your work.
5.Estimated body weight in kg from anthropometric measures. Convert answer to pounds (p. 224, table 7.3). 10 points
Equation:
Show work:
6. Estimated body weight in kg from KH and MAC. Convert answer to pounds (p. 225, table 7.4). 15 points
Equation:
Show work:
Note: Mifflin St Jeor has been determined to have better accuracy for estimated energy needs for healthy overweight and obese individuals and in real practice is used most frequently.
7. REE: compare Mifflin St Jeor REE equation and one equation you choose from the text. REE represents resting energy expenditure in kilocalories/day. 20 points – 10 points each equation
REE Harris Benedict p. 232, table 7.7*
REE National Academy of Science p. 233, table 7.8**
REE WHO p. 232, table 7.7*
The Mifflin-St Jeor equations are*:
Male: REE = 10×weight + 6.25×height - 5×age + 5
Female: REE = 10×weight + 6.25×height - 5×age - 161
*These equations require weight = kilograms, height = centimeters, age = years.
** This equation requires wt = kg, ht = meter, age = years
PA factors are specific to each equation. Use the factors identified for each equation you select.
8. EER (Estimated energy requirement) in Kcals/day. (p. 233-234, table 7.9) 15 points
Use a low activity factor and complete the equation as identified below, showing all of your steps.
EER Males 19 years and older, p. 234
EER = 662 – (9.53 x age) + PA x [(15.91 x wt) + (539.6 x ht)]
9. TEE (Total Energy Expenditure) in kilocalories/day (p. 235). Use a low activity factor as identified in table 7.10 on p. 235. 15 points
TEE for individuals who are overweight p. 235 (7.10)
Complete the equation as identified below, showing all of your steps.
TEE = 1086 – (10.1 x age) + PA x [(13.7 x wt) + (416 x ht)]
10. 24-hour energy expenditure with minor and major surgery.
Evidenced based research indicates that for overweight individuals in critical condition, the best equation to use is Ireton-Jones. Harris Benedict is not currently recommended for this situation, but has been the gold standard in the past. Calculate REE using the Ireton Jones equation below.
Kcals = IJEE x AF x IF.
Activity factors (AF) - Box 7.3, p. 233, and injury factors (IF) -Table 7.11, p. 237.
15 points
Ireton-Jones, 1992 Equation (used for overweight, critically ill patients):
Spontaneously breathing IJEE (s) = 629 - 11 (A) + 25 (W) - 609 (O)
A = age in years, W = weight in kg, 0= obesity BMI >27 if obesity present = 1, if obesity absent = 0
IJEE = (show work)
Equation for 24-hr EE:
5 points IJEE = ____________ Kcals
AF confined to bed =
IF for minor surgery =
IF for major surgery =
5 points 24-hour EE for minor surgery =
5 points 24-hour EE for major surgery =
11. Protein requirements 15 points
Use table 7.13, p. 239. Patient weight in pounds divided by 2.2 to convert to kg.
Equation: actual body weight in kg x ___g protein = ____g protein/day
1. When healthy
2. With mild infection
3. With major surgery
ID: NS270-04-09-P
(Top Tutor) Daniel C.
(997)
School: Boston College
Studypool has helped 1,244,100 students
## Review from our student for this Answer
SoccerBoss
Jul 29th, 2013
"Thanks for the help. "
1826 tutors are online
Brown University
1271 Tutors
California Institute of Technology
2131 Tutors
Carnegie Mellon University
982 Tutors
Columbia University
1256 Tutors
Dartmouth University
2113 Tutors
Emory University
2279 Tutors
Harvard University
599 Tutors
Massachusetts Institute of Technology
2319 Tutors
New York University
1645 Tutors
Notre Dam University
1911 Tutors
Oklahoma University
2122 Tutors
Pennsylvania State University
932 Tutors
Princeton University
1211 Tutors
Stanford University
983 Tutors
University of California
1282 Tutors
Oxford University
123 Tutors
Yale University
2325 Tutors | 1,777 | 6,353 | {"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} | 3.625 | 4 | CC-MAIN-2016-44 | longest | en | 0.843901 |
https://nrich.maths.org/413/solution | 1,618,584,914,000,000,000 | text/html | crawl-data/CC-MAIN-2021-17/segments/1618038066981.0/warc/CC-MAIN-20210416130611-20210416160611-00372.warc.gz | 541,358,447 | 4,971 | Double Time
Crack this code which depends on taking pairs of letters and using two simultaneous relations and modulus arithmetic to encode the message.
Modular Fractions
We only need 7 numbers for modulus (or clock) arithmetic mod 7 including working with fractions. Explore how to divide numbers and write fractions in modulus arithemtic.
Purr-fection
What is the smallest perfect square that ends with the four digits 9009?
Remainder Hunt
Age 16 to 18Challenge Level
What are the possible remainders when the $100^{th}$ power of an integer is divided by $125$? This is a solution from Yatir Halevi, Maccabim-Reut High School, Israel.
Every integer can be expressed in the following way: $5p+q$, where $p$ and $q$ are certain integers and $0 \leq q \leq 4$. Expanding $(5p + q)^{100}$ with the aid of the binomial theorem we get the general term:
$$a_k = {100 \choose k} 5^{100-k}p^{100-k}q^k.$$
All the terms except the last one $q^{100}$ are divisible by $125$. What we get is a number of this sort: $125\times \rm {something}+ q^{100}$. But we know that $0 \leq q \leq 4$ so the remainder when the $100^{th}$ power is divided by $125$ is the same as the remainder for $q^{100}$, with $q = 0, 1, 2, 3, \rm{or} 4$.
If $q=0$ then $q^{100}=0$; if $q=1$ then $q^{100}=1$.
Let $q=2$; we want the remainder after $2^{100}$ is divided by $125$, so we work modulo $125$. Now $2^7=128 \equiv 3$ where the symbol '$\equiv$' indicates that the numbers have the same remainder after division by $125$. For $q=3$ it follows that $3^5 = 243 \equiv -7$. Thus
$2^{100}\equiv 2^2\times 2^{7\times 14}$ $\equiv 4\times 3^{14}$ $\equiv 4\times 3^4 \times 3^{5\times 2}$ $\equiv 4\times 3^4 \times 243^2$ $\equiv 4\times 81\times (-7)^2$ $= 4\times 81\times 49$ $= 15876 \equiv 1$
Similarly
$3^{100}\equiv 3^{5\times 20}$ $\equiv 243^{20}$ $\equiv (-7)^{20}$ $\equiv (-32)^6\times (-7)^2$ $\equiv 2^{30} \times 49$ $\equiv 2^{7 \times 4}\times 4 \times 49$ $\equiv 3^4 \times 4 \times 49$ $= 15876 \equiv 1$
If $q=4$ then $q^{100} = \big(2^{100}\big)^2 \equiv 1.$
So we can either get $0$ or $1$ as a remainder and we get $0$ if the original number is a multiple of $5$ and $1$ otherwise. | 748 | 2,189 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 2, "mathjax_display_tex": 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} | 4.34375 | 4 | CC-MAIN-2021-17 | latest | en | 0.711093 |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.