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https://cracku.in/8-eight-people-a-b-c-d-e-f-g-and-h-aresitting-around-x-ssc-gd-6th-march-2019-shift-2
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math
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Eight people A, B, C, D, E, F, G and H aresitting around circular table. A and B are facing towards the centre while the other six people are facing opposite the centre. A is sitting second to the right of H. B sits third to the left of A. D sits second to the right of G. G is neither an immediate neighbor of B nor A. E and F are immediate neighbors and are facing out side.
Who is sitting second to the left of G?
Create a FREE account and get:
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s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400193087.0/warc/CC-MAIN-20200920000137-20200920030137-00469.warc.gz
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CC-MAIN-2020-40
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http://www.wyzant.com/Denver_County_CO_mathematics_tutors.aspx
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math
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Denver, CO 80239
Algebra, trig., pre-calc, calculus, finite math, business calc.
I love math. For this reason I left a successful career of more than twenty years to study mathematics
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, I am continuing on towards a PhD in applied mathematics
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algebra 1, algebra 2, calculus
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s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1410657134514.93/warc/CC-MAIN-20140914011214-00168-ip-10-234-18-248.ec2.internal.warc.gz
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CC-MAIN-2014-41
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http://practicalgeomatics.com/assessment/conceptual-the-general-and-special-forms-of-a-functional-model/
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math
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The following are some recommended conceptual self-assessment questions for the lesson called The general and special forms of a functional model. They’re intended for you to work through to test your own understanding of the key concepts we covered there.
There are three forms of functional model: combined, parametric, and condition.
a) If I ask you to parametrize a situation, which form am I after?
b) If I ask you to develop the observation equations for a situation, which form will you develop?
c) If you develop a functional model and find you have terms in which you can’t separate the measurements from the parameters, what form of model is it?
In Example 6 we saw how to build a condition model for the internal angles of a triangle. Do the same thing for the internal angles of any quadrilateral (any shape with four straight sides).
a) Provide an example from the lessons above where the number of equations in your vector function F isn’t the same as the number of measurements.
b) For which of the three types of functional models, i.e. combined, parametric, condition, does this happen? (You know enough to answer this already, but you might also want to revisit your answer after the next lesson in which we summarize the different kinds of models.)
In Example 5, we saw how to develop the functional model for ‘best fitting’ a line to some data. It was based on the simple equation N – mE – b = 0.
I used b and m to relate it to the familiar equation for a line, y = mx + b. But instead of b for the y-intercept and m for slope, we could have used the variables x0 and x1 , giving us the following which frames the functional modeling task as setting things up to fit a first order polynomial to the data:
N = x1E + x0
a) Extend the work we did in that example by developing the functional model that would be needed to fit a second order polynomial to the data, i.e. where:
N = x2E2 + x1E + x0 = 0
You don’t need to fit a polynomial to any data here. Just write out the parameter vector, the measurement vector, and the functional model that would be used to do so.
b) Which of the three forms of functional model did you end with here, i.e. combined, parametric, or condition?
You can click through to other self-assessments or lessons (if any) using the button below, and return here whenever you wish.
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https://tauton.ca/practice-exam/
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math
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#1. Minimum footing widths cannot be determined by Division B, Article 9.15..3.4. to 220.127.116.11. when:
#2. The minimum length of nails for the attachment of metal siding is:
#3. A Dead end corridor exists in a mercantile, multi-tenant floor area. What are the specifics for this dead end?
#4. When an exterior air barrier system is penetrated by an exterior door, such air barrier system could NOT be sealed to the door frame with:
#5. When used as cladding, untreated wood must clear the ground by not less than:
#6. The handrail on the stair between the first and second floor of the House must be continuous throughout the length of the except at the:
#7. Consider a one-storey house and calculate the minimum width of the strip footing supporting the exterior foundation wall.
#8. When the foundation wall of a House is constructed as a prescribed flat ICF foundation wall, the maximum spacing of horizontal reinforcement for the wall is:
#9. Tents not occupied by the public are required to be separated from each other by
#10. What is the minimum required fire-resistance rating for the top storey of an exit stair shaft, serving a two storey building of residential occupancy?
#11. Which one of the following is NOT an acceptable method of supporting an assembly which is of non-combustible construction, and required to have a fire resistance rating of not less than 1.5 h:
#12. An carport used for the storage or parking of motor vehicles is considered a garage if it has
#13. 15.9 mm thick gypsum wall board attached to steel studs in an unrated partition with a stud spacing of 406 mm o.c. must be fastened with screws spaced at:
#14. Collar ties must be laterally braced at right angle with a 19 mm × 89 mm brace, if they span more than:
#15. According to Part 5 of the Building code, other fenestration assemblies and their components related to air leakage shall have an air leakage characteristic, measured at an air pressure difference of 75 Pa and tested in accordance with ASTM E283 standard, that is not greater than:
#16. Plywood panels used as cladding, when applied directly to studs spaced at 610 mm o.c. must not be less than:
#17. An exit opens directly into a lobby in an apartment building. The floor is unsprinklered, the lobby is enclosed with a fire separation having a 1hourfire resistance rating. The lobby is 1 m above the ground level and the distance of travel from the exits to the outdoors is 15 m and a suite door opens into a vestibule which in turn opens into the lobby
#18. The minimum roof slope for low slope application of asphalt shingles is:
#19. Combined occupancies that are prohibited include;
#20. In a three storey Group D building, the windows located above the first storey are required to
#21. The minimum size for steel columns is;
#22. The minimum diameter for nails used for the attachment of stucco lath is;
#23. A second storey window in a lounge area in a seniors' apartment building (i.e., Group C Residential and NOT Group B lnstitutional)extends to within 300 mm of the finish floor. That window is required to be
#24. Consider the storage garage of a HOUSE it is detached from the dwelling unit it serves but attached to another storage garage on the adjacent property, the party wall between each section of the storage garage must be constructed as a fire separation with a fire-resistance of not less than:
#25. When the foundation wall of the House is constructed as a prescribed flat ICF foundation wall, the minimum thickness of the flat ICF foundation wall is:
#26. A doorway in a Barrier-Free path of travel must be at least;
#27. What is the minimum thickness for hardboard interior finish panels placed directly on studs at 406 mm o.c.?
#28. Where methane or radon gas are known to be a problem, construction shall comply with the requirements for soil gas control as found in the supplementary Standard. Where this condition is present, floor drain penetration in a floor-on-ground shall be sealed with:
#29. Vertically applied metal siding may only be fastened:
#30. When the minimum required Limited Distance (LD) is doubled under the provisions of Sentence 18.104.22.168.(1), the aggregate area of unprotected opening (UO):
#31. An exterior exit door is located in a wall at the main floor of a three storey building and faces 90 degree to the exterior wall. There is no internal enclosure to the exit stair and the main floor has a single tenancy (i.e., no public corridor). Adjacent to the exit door is a window which is 1 200 mm away from the door; this window;
#32. Consider a retail store in downtown Thunder Bay (s=2.9 kpa, Sr=0. 4 kpa) that is 10 m x 25 m in plan area, one storey in height, and has a flat roof. The roof trusses are 800 mm on center and span 10 m. The minimum specified snow load to be used for the design of the wood trusses (See Division B, Article 22.214.171.124.)
#33. For a recreational camp with an anticipated occupant load of 40 people, how many water closets are required?
#34. The maximum roof slope for asphalt base (without gravel) of Built-up Roofing is
#35. For a House, a guard is required when the difference in elevation between two floor or between a floor or other walking surface is not protected by a wall and the difference in elevation is
#36. Loadbearing elements in a three storey building of masonry construction are required to have earthquake reinforcement described in Subsection 9.20.15. if the seismic spectral acceleration
#37. If a landing is required, the minimum size of the exterior landing of an house main entrance door is:
#38. The rear sliding door in a house on the main floor level, where the finished floor on one side of the floor is more than 600mm above the ground level on the other side of the sliding floor, shall be:
#39. According to Row 2, Column 3 of Table 126.96.36.199., the minimum width of strip footings supporting interior walls of a two storey house is 350 mm. If the House was to be constructed on gravel, sand or silt where the elevation of the water table was 450 mm below the underside of footing elevation, the width of the footing supporting an interior load- bearing partition (without masonry) would need to be a minimum of:
#40. A food premises is exempt from the requirements for lavatories, appliances and sinks if it is not more than 56 m2 in area and
#41. A hollow unit masonry column used in a cottage may have a maxim length of:
#42. Windows may be omitted from a basement recreation room or an unfinished basement when
#43. Where the exterior walls of an exit intersect the exterior walls of a building wired glass in steel frames or glass block is required for either the building windows or the exit enclosure windows, where the walls meet at an angle
#44. The maximum force permitted to open an interior exit door in a Barrier-Free path of travel is;
#45. Eave protection under asphalt shingles applied on slopes of 1 in 3 is to extend up the roof slope a minimum distance of
#46. Mirrored glass doors conforming to CAN/CGSB-82.6-M, “Doors, Mirrored Glass, Sliding or Folding, Wardrobe” and mirrored glass doors reinforced with a film backing that meet the impact resistance requirements specified in CAN/CGSB-12.5-M, “Mirrors, Silvered” may be used
#47. A home being constructed in Windsor, Ontario has been changed to include an addition of an indoor swimming pool. The wall assemblies of the swimming pool incorporate materials with a water permeance of less than 60 ng/(Pa×s×m²). High moisture generation will occur and therefore the wall assemblies;?
#48. The minimum turning diameter for a wheelchair in a Special Washroom is
#49. A roof, with Code complying asphalt fibreboard sheathing, may support the following type of roofing.
#50. Consider a masonry wall requiring earthquake reinforcement under Article 188.8.131.52. If it is determined that the total amount of reinforcing steel is to be 750 mm², what is the minimum amount of horizontal steel in this case?
#51. The double hung windows of a House have a pane area of approximately 0.39 m2 . A consideration of Sentence 184.108.40.206.(1) indicates that if the Mitec House was to be constructed in Goderich, the minimum thickness of the factory-sealed IG units would be:
#52. Metal ties for multiple wythe masonry cavity walls are to be spaced at;
#53. The function of the of the second plane of protection is to:
#54. For the one-storey detached House. The footing area for columns spaced 3 m o.c. will need a minimum of:
#55. The minimum length of nails for the attachment of vinyl siding is:
#56. If the foundation wall type is solid concrete with a compressive strength of 15 MPa, Based on Division B, Article 220.127.116.11, what would be the minimum acceptable wall thickness “C” (allowable soil bearing capacity 75kpa):
#57. The finished interior floor level in a Group D occupancy is 190 mm below the sliding door or sill while the distance from the finish floor to the ground level is 600 mm. The door must be;
#58. Determine the minimum required number of water closets for a group F, Division 2 occupancy located in a one (1) storey, 600m2 building. The Group F, Division 2 occupancy is located in a suite that is 400m2 in area, and the occupant load of the suite is 18 persons.
#59. What is the minimum shank diameter of casing nails or finishing nails used for fastening sheets of insulating fibreboard finish?
#60. In a house containing two dwelling units with an attached garage, what is the minimum number of self-contained mechanical ventilation systems that can be designed to serve the entire house?
#61. As a general rule, the provisions found in Section 9.20. apply to unreinforced walls that are;
#62. A building has 4 pedestrian entrances. How many of those entrances must be Barrier-Free entrances?
#63. A Barrier-Free corridor is less than 1 600 mm wide throughout it's length, then widened areas must be provided every 30 m max. These widened areas are;
#64. What is the minimum distance required between a roof surface and cladding that is adversely affected by moisture?
#65. What is the minimum metal thickness of steel studs exclusive of any coatings in an interior non-loadbearing and unrated wall?
#66. Closures for doors in a Barrier-Free path of travel and opening into entrances to normal dwelling units, must open with a force of not more than;
#67. A door serving a suite in a hotel and opening into a public corridor 'f'Siilr
#68. According to the prescriptive solutions in Division B Part 9, when the space between roof joists in a cathedral ceiling with a slope of 1 in 3 are installed, the ratio of vent area to insulated ceiling area to be provided shall be not less than:
#69. The minimum vertical clearance from an entrance to a parking storey provided with Barrier-Free access is;
#70. In accordance with Detail ED-1 in SB-7, what is the minimum deck joist size for this construction detail?
#71. Slab on ground that support a roof load in a one storey part 9 building
#72. The maximum clear span between supporting walls of a prescribed reinforced concrete slab is:
#73. In calculating the actual unobstructed glass area provided by windows and skylights, the Designer and the Plans Examiner:
#74. Whlat is the minimum lintel size over a 4.2 m opening in an exterior wall made of vertical logs and supporting only roof and ceiling loads 1f the lumber 1s Spruce-Pine-Fir #1 and the specified snow load is 1.5 kPa?
#75. We are design a house in Toronto and package A1 is selected. What’s the above grade wall min. effective R value is required?
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CC-MAIN-2022-05
| 11,557
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https://forum.gps-trace.com/d/2115-sinotrack-st-901-overheating-when-battery-is-charging
|
math
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Yes, this is certainly possible.
However, we have nothing to do with this.
With this problem, you should contact the device manufacturer, namely Sinotrack.
If you manage to solve this problem with the settings or in any other way, please write to us. People facing the same problem will be interested to know about the solution.
Thank you in advance!
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s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817033.56/warc/CC-MAIN-20240415205332-20240415235332-00146.warc.gz
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CC-MAIN-2024-18
| 350
| 5
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https://ficytozasumy.inspirationdayevents.com/arithmetical-problems-book-32259gk.php
|
math
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2 edition of Arithmetical problems found in the catalog.
G. H. Armstrong
Cover title: Armstrong"s arithmetical problems : containing entrance and senior leaving papers, 1880 to 1897.
|Other titles||Armstrong"s arithmetical problems|
|Statement||prepared and selected by G.H. Armstrong.|
|The Physical Object|
|Number of Pages||98|
Arithmetic (from the Greek ἀριθμός arithmos, "number" and τική, tiké [téchne], "art") is a branch of mathematics that consists of the study of numbers, especially the properties of the traditional operations on them—addition, subtraction, multiplication and inspirationdayevents.cometic is an elementary part of number theory, and number theory is considered to be one of the top-level. Apr 15, · RRB Group D Reasoning Arithmetical Reasoning Mental Ability in Telugu Part 3 For All Railway Exams. Verbal Reasoning and Arithmetic Reasoning .
Book Description. Provides the necessary skills to solve problems in mathematical statistics through theory, concrete examples, and exercises. With a clear and detailed approach to the fundamentals of statistical theory, Examples and Problems in Mathematical Statistics uniquely bridges the gap between theory andapplication and presents numerous problem-solving examples that illustrate the. Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.
Mar 31, · If you’ve ever tried to solve mathematical problems without any idea how to go about it, this book is for you. It will improve your ability to solve all kinds of mathematical problems whether in mathematics, science, engineering, business, or purely recreational mathematical problems (puzzles, games, . Problems in mathematical analysis book. Read reviews from world’s largest community for readers. PREFACE This collection of problems and exercises in 4/5.
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Analysis of completion sentences and arithmetical problems as items for intelligence tests by Rinsland, Henry Daniel and a great selection of related books, art and collectibles available now at inspirationdayevents.com Book Awards Book Club Selections Books by Author Books by Series Coming Soon Kids' Books New Releases Teens' Books This Month's Biggest New Releases Subjects Biography Business Cookbooks, Food & Wine Current Affairs & Politics Diet, Health & Fitness Fiction Graphic Novels & Comics History Mystery & Crime Religion Romance Sci-Fi & Fantasy.
Arithmetical Problems [Anonymous] on inspirationdayevents.com *FREE* shipping on qualifying offers. This is a reproduction of a book published before This book may have occasional imperfections such as missing or blurred pagesAuthor: Anonymous. This handy book is a compilation of practice problems, with separated chapters for both hints and solutions to each problem.
The problems are especially chosen for students preparing for undergraduate math competitions, but these challenging brain-teasers will be of interest to anyone interested in math problems dealing with Arithmetical problems book numbers, differential equations, integrals, polynomials Cited by: 2.
Home» Problem Books. MAA Book. A Gentle Introduction to the American Invitational Mathematics Exam. MAA Book. Euclidean Geometry in Mathematical Olympiads. MAA Book. Hungarian Problem Book IV. Mathematical Olympiads Problems and Solutions Arithmetical problems book Around the World.
MAA Book. The Red Book of Mathematical Problems (Dover Books on Mathematics series) by Kenneth S. Williams. In North America, the most prestigious competition in mathematics at the undergraduate level is the William Lowell Putnam Mathematical Competition. This volume is a handy compilation of practice problems, hints, and solutions indispensable for.
lesson concepts. Take the assessments without the use of the book or your notes and then check your answers. If you are using this material as part of a formal class, your instructor will provide guidance on which problems to complete.
Your instructor will also provide information on accessing answers/solutions for these problems. Many of the problems in this book were suggested by ideas originating in a variety of sources, including Crux Mathematicorum, Mathematics Magazine, and the American Mathematical Monthly, as well as various mathematical competitions.
This result is a rich selection of carefully chosen problems that will challenge and stimulate mathematical. Sep 28, · My recommendation for this are as follows 1) G.
Alexanderson, L. Klosinski, and L. Larson, The William Lowell Putnam Mathematical Competition, Problems and. Basic Arithmetic - Word Problems Basic Arithmetic - Problem Solving Divisibility by 3 Basic Arithmetic: Level 2 Challenges Basic Arithmetic - Problem Solving.
The sum of two numbers is and their difference is What is the value of the larger number. Submit Show explanation. New Book Uses Physical Reasoning to Solve Mathematical Problems 22 April Mark Levi, professor of mathematics at Penn State, has authored a book titled "The.
Popular selection of practice problems — with hints and solutions — for students preparing for undergraduate-level math competitions. Subjects range from multivariate integration to finite series to infinite sums and classical analysis. Includes questions drawn from geometry, group theory, and linear algebra, plus brainteasers dealing with real numbers, differential equations.
Oct 31, · The title of this book, though apparently not explained in the book itself, is obviously a nod to the famous dictum of Paul Erdős that God maintains The Book, in which are located the best and most elegant proofs of mathematical results. (See, for example, Proofs.
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Mathematical Problems Lecture delivered before the International Congress of Mathematicians at Paris in By Professor David Hilbert 1. Who of us would not be glad to lift the veil behind which the future lies hidden; to cast a glance at the next advances of our science and at the secrets of its development during future centuries.
Broad collection of shorter course arithmetical problems at hard to beat prices. Find Shorter Course Arithmetical Problems on sale today online. Kirkus Reviews said Stewart "succeed[ed] in illuminating many but not all of some very difficult ideas", and that the book "will enchant math enthusiasts as well as general readers who pay close attention".
Robert Schaefer from the New York Journal of Books described "The Great Mathematical Problems" as "both entertaining and accessible", although later noted that "in the end chapters Author: Ian Stewart. The Green Book of Mathematical Problems - Kenneth Hardy & Kenneth S inspirationdayevents.com The Green Book of Mathematical Problems - Kenneth Hardy & Kenneth S inspirationdayevents.com Sign In.
Details. DESCRIPTION: See also A SECOND STEP TO MATHEMATICAL OLYMPIAD PROBLEMS The International Mathematical Olympiad (IMO) is an annual international mathematics competition held for pre-collegiate students.
It is also the oldest of the international science olympiads, and competition for places is particularly fierce. This book is an amalgamation of the first 8 of 15 booklets originally. Authored by a leading name in mathematics, this engaging and clearly presented text leads the reader through the various tactics involved in solving mathematical problems at the Mathematical Olympiad level.
Covering number theory, algebra, analysis, Euclidean geometry, and analytic geometry, Solving Mathematical Problems includes numerous exercises and model solutions throughout.Jun 25, · At the end of the book answers and solutions to all the problems have also been provided As the book covers the varied aspects of Mathematical Analysis with the help of ample number of examples and practice questions, it for sure will serve as a complete textbook for practicing the various elements of Mathematical Analysis/5(96).Get this from a library!
The Greek Anthology, Volume V: Book Epigrams in Various Metres. Book Arithmetical Problems, Riddles, Oracles. Book Miscellanea. Book Epigrams of the Planudean Anthology Not in the Palatine Manuscript. [W R Paton].
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CC-MAIN-2022-33
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http://sdcourseworkxkud.vatsa.info/the-oscillations-pendulum-system.html
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math
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The oscillations pendulum system
In mechanics and physics, simple harmonic motion is a special type of periodic motion or oscillation motion where the restoring force is directly proportional to the displacement and acts in the direction opposite to that of displacement. Abstract this paper deals with the nonlinear oscillation of a simple pendulum and presents not only the exact formula for the period but also the exact expression of the angular displacement as a function of the time, the amplitude of oscillations and the angular frequency for small oscillations. Module f12ms3: oscillations and waves as a mass on a spring or a simple pendulum in the spring-particle system when the spring is stretched or compressed. The shown video focusses on simulating damped oscillations of a simple pendulum the matlab code for the program is provided in description.
Oscillations, for example, the undamped pendulum is a conservative system: total energy is a constant over system trajectories using conservation of energy. 23 cantilever linear oscillations study of a cantilever oscillation is a rather science - intensive problem in many cases the general solution to the cantilever equation of motion can not be obtained in an analytical form. Chapter 28 oscillations: the simple pendulum, energy in simple harmonic motion 199 θ ml2 −mgl a= something profound occurs in our simplification of this equation.
So what exactly is an oscillating system in short, it is a system in which a particle or set of particles moves back and forth whether it be a ball bouncing on a floor, a pendulum swinging back and forth, or a spring compressing and stretching, the basic principle of oscillation maintains that an oscillating particle returns to its initial. Oscillation is a type of motion it is a kind of periodic motioncontrast with rectilinear motion, the oscilatory motion involves the movement in to and fro directions like a pendulum, vibrating tuning fork or rocking in a cradle. Free undamped and damped vibrations lab report abstract a mechanical system is said to be vibrating when its component part are undergoing periodic oscillations about a central statical equilibrium position any system can be caused to vibrate by externally applying forces due to its inherent mass. The simplest mechanical oscillating system is a weight attached to a linear spring subject to only weight and tension such a system may. 15 oscillations 151 simple harmonic motion any motion that repeats itself at regular intervals is called harmonic motiona particle experiences a simple harmonics motion if its displacement from the origin as function of time is given by.
Tuning of a radio is the best example of electrical resonance when we turn the knob of a radio, to tune a station, we are changing the natural frequency of electrical circuit of receiver, to make it equal to the transmission frequency of the radio station. 1 the simple pendulum consider a simple pendulum consisting of a mass \(m\) fixed by a light but rigid rod of length \(l\) gravity acts on the mass with a force \(f=mg\) directed straight down. 1 the forced damped pendulum: chaos, complication and control john h hubbard this paper will show that a \simple difierential.
Oscillation vs simple harmonic motion oscillations and simple harmonic motion are two periodic motions discussed in physics the concepts of oscillations and simple harmonic motion are widely used in fields such as mechanics, dynamics, orbital motions, mechanical engineering, waves and vibrations and various other fields. Data collection a lift and release a 400 g mass to start the oscillationstart the data-logging software and observe the graph for about 10 seconds b before the oscillation dies away, restart the data-logging software and collect another set of data, which can be overlaid on the first set. A simple pendulum is one which can be considered to be a point mass suspended from a string or rod of negligible mass it is a resonant system with a single resonant frequency for small amplitudes, the period of such a pendulum. Chapter 1 oscillations david morin, [email protected] a wave is a correlated collection of oscillations for example, in a transverse wave traveling.
Oscillations period: is defined as the time taken for one complete oscillation frequency: is defined as the number of oscillations per unit time, f = 1 / t angular frequency ω: is defined by the eqn, ω = 2 π f. Where is the damping constant, and the undamped oscillation frequency suppose, finally, that the piston executes simple harmonic oscillation of angular frequency and amplitude , so that the time evolution equation of the system takes the form. Damped oscillations, forced oscillations and resonance damping in an oscillating system figure shows some oscillating systems each oscillating system will oscillate with a smaller and smaller amplitude and eventually stop completely this is due to energy loss from the oscillating systems resulting from factors like air resistance and.
Oscillations in damped driven pendulum: a chaotic system international journal of scientific and innovative mathematical research (ijsimr) page 16. Properties of the damped up: oscillations previous: the physical pendulum contents damped oscillation so far, all the oscillators we've. Phas1240lab nisha lad 1 study of a damped oscillating torsion pendulum driven into resonance nisha lad, charlie hempsted, gabriella driessen, johan m’quillan and sophia zhong. Factors affecting the time period for oscillations in a mass-spring system when a mass is attached to the end of a spring the downward force the.
A simulated inverted pendulum consisting of a bob on a shaft the simulation of the physical system treats the cart high-frequency oscillations of the. Lecture 2 • vertical oscillations of mass on spring • pendulum • damped and driven oscillations (more realistic) outline. The experimental study of damping in a time-varying inertia pendulum is presented the system consists of a disk travelling along an oscillating pendulum: large swinging angles are reached, so that its equation of motion is. A simple pendulum consists of a mass m hanging from a string of length l and fixed at a pivot point p when displaced to an initial angle and released, the pendulum will swing back and forth with periodic motion.
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http://writing-papers.work/loan-assignment/problem-solving-with-linear-functions-tesccc-answers.php
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math
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X values; solve this is a linear ch. Understanding of a problem.
Then systems of the write 3 y 5x — 3 linear functions that quadratics are included.
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Apr 4, - Problem Solving with Linear Functions. 1. The cost of building a new house depends on the number of square feet of floor space. A builder constructs the house on a lot that costs $40, and charges $60 per square foot. a. Make a table of 3 data points. b. Find the linear function that represents the total.– Bruce, Anaheim, CA
online simplifying fraction calculator; need answers for Algebra 1; transforming linear functions; step by step algebra help; kuta software infinite algebra 2; how can i solve this equation 2x+2=5√x; intermediate algebra logarithms; writing-papers.work; solve linear equations; step by step help with elimination algebra problem.– Kimberly, Corpus Christi, TX
View Homework Help - ProblemSolvingLinearFunctions from MATH at North Crowley H S. Algebra 2 HS Mathematics Unit: 04 Lesson: 01 Problem Solving with Linear Functions (pp. 1 of 3) Linear.– Sandra, Lexington, KY
As you read the material, write down specific passages or quotations that you feel will support your main points. Obviously, these notes would pertain to a paper dealing with gender differences in the classroom.
As long as the support points deal specifically with the main points of the paper, the quotes chosen could be used to analyze and problem solving with linear functions tesccc answers the papers thesis.
Some students prefer the traditional "index card" method of writing important information or quotes on one side, and the source name, author and page number on the back:By compiling your "support points" or "listings," you may begin to see a structure for the paper develop depending on how you arrange them.
Putting aside a lot of your time and energy into writing a single assignment, while you have numerous other tasks and things on your mind is far from being easy.Read more
Although, they know what they want to communicate in it. Functinos is where students usually require help - in presenting their thoughts accurately on the paper....Read more
Stop thinking, "someone, do my power point presentation.Read more
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https://www.reference.com/world-view/five-sided-shape-called-8a5cea88e8a8188c
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math
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What Is a Five-Sided Shape Called?
A five-sided shape is called a pentagon. In geometry, all two dimensional shapes are known as polygons, so it can also be referred to as a five-sided polygon.
There are two types of pentagon; regular and irregular. A regular pentagon has five sides of equal length.
An irregular pentagon has five sides of varying length. A regular pentagon will always have the same interior and exterior angles. The interior angle of a regular pentagon is 108 degrees and the exterior angle of a regular pentagon is 72 degrees. The total interior angles of a pentagon will always equal 540 degrees.
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https://www.bizcalcs.com/arc-length-calculator/
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math
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Simplify your curved shape measurements with our Arc Length Calculator. Just input the details, and it quickly gives you the length of the arc, making geometry calculations easy and accurate.
Calculating the precise length of an arc can be difficult, especially when dealing with complex geometrical figures. A reliable tool like the Arc Length Calculator is essential for those in fields requiring exact measurements.
Our guide will explore the functionalities of this calculator, simplifying intricate computations into a few clicks. With our helpful insights, you’ll conquer mathematical barriers and achieve accurate results effortlessly.
The Arc Length Calculator
The Arc Length Calculator stands as a precise digital tool designed to effortlessly compute various geometrical parameters, including the elusive arc length. Seamlessly transforming input data into accurate results, this calculator simplifies complex calculations in a user-friendly interface conducive to both educational and professional environments.
Input parameters and values
Arc-length calculators are great tools for math and science. They help you find the size of a curve quickly and easily. Here’s how you can use one:
- Choose what you need to calculate: You can pick from central angle and radius, radius and segment height, or many other combinations.
- Enter the numbers: After selecting your calculation type, type in the values for each parameter.
- Pick units: Decide if you want your answer in inches, centimeters, feet, meters, or another unit.
- Get results fast: Once all information is in, the calculator does its magic and shows you the arc length plus other helpful info like diameter or area.
Calculation of arc length, diameter, area, radius, central angle, segment height, and chord
Once you put in the numbers, the calculator gets to work on finding not just the arc length but also other key parts of a circle. You can figure out how big a circle is, how wide it is across the middle, what its radius is, and more.
The tool makes it easy to find these details with just a few clicks. It uses formulas like “s = ϴ × r” when you measure angles in radians or “s = 2 π r (θ/360°)” if you use degrees.
This smart calculator can help with many kinds of problems. Need to know how tall a segment stands? Just type in what you know about your circle’s sector or chord. Or perhaps you’re working on something bigger and need to know the area inside that curve—a task this nifty gadget handles without fuss.
Whether it’s sharp angles or smooth lines between two points, this calculator turns complex math into simple answers fast!
- Common Angle Conversions:
Selection of units of measurements
Choosing the right units for measuring is important when using an arc length calculator. You might need to use inches, centimeters, or even millimeters based on what you are working on.
The same goes for calculating areas and lengths. You can pick from square inches or square centimeters if you’re looking at area, or maybe meters if you’re measuring a longer distance.
The calculator lets you easily switch between different units so your numbers make sense for your project. For angles, you may need degrees or radians depending on your math problem.
This flexibility makes sure that all of your measurements fit together nicely and helps you solve problems accurately without any mix-ups. You can also solve for the length of the sides of a right triangle using our Pythagorean Theorem Calculator.
The Formula for Arc Length
Understanding the precise formula for calculating arc length is crucial, as it serves as the foundation for accurately measuring curved distances within various sectors of a circle; continue reading to uncover its intricacies and practical applications in numerous fields.
s = ϴ × r for radians
To find out how long a piece of a circle’s edge is, we use the arc length formula s = ϴ × r. This works when you measure the slice of the circle in radians. Imagine drawing a straight line from the center of a pizza to the crust – that’s your radius (r).
Next, look at how wide your pizza slice is – that’s your angle (ϴ), but it has to be in radians for this magic formula to work right.
Think about using this simple rule next time you need to figure out an arc’s size on any circle. It’s super useful for math problems and lots more – like building things or understanding space! All you have to do is multiply two numbers: the radius and the radian measure of your central angle.
Just like that, you have your arc length! It might sound tricky with words like “radians” and “radius,” but once you try it, it makes perfect sense.
s = 2 π r (θ/360°) for degrees
When you want to find out how long an arc is, and you have the angle in degrees, this formula works like magic. You take that angle and divide it by 360°. Why 360°? Because that’s how many degrees are in a full circle! Next, multiply your answer with 2 π (pi), which is about 3.14.
Now take the circle’s radius – the distance from the center to the edge – and multiply that by your first answer. That number you get is your arc length!
Let’s say you’re working on a project where precision matters. You wouldn’t want to guess or be off even by a little bit, right? With this formula, you can be sure about the measurement of any part of a circle’s edge between two points—the arc length you’re looking for! It’s important for making things fit together perfectly, whether it’s parts of machines or pieces of art that need curves just right.
Use these steps with care to get accurate results every single time.
Solved example demonstration
Let’s look at a real example to see our arc length calculator in action. Imagine you have a slice of pizza that is part of a larger 14-inch pie, and the tip of your slice makes a 60-degree angle from the center.
You want to know how long the crust is along the edge of your slice.
First, you enter the radius (7 inches since it’s half of 14 inches) and select degrees as your unit for measuring angles. Then type “60” into the central angle box. The calculator instantly works out that your crust – or arc length – is about 7.33 inches long! This quick example shows exactly how useful the calculator can be for all sorts of problems involving circles.
Now imagine using this tool in complex designs or astronomy calculations; you’ll quickly find how vital an accurate arc length measurement can be! And we’ve only just touched on one aspect – there’s also diameter, sector area, and more that it can calculate for you. Now you can also calculate the volume, surface area, and other properties of a sphere with our comprehensive Sphere Calculator.
Benefits of the Arc Length Calculator
The Arc Length Calculator stands as an indispensable tool, streamlining computations with unmatched precision and simplifying complex geometrical tasks. Its user-centric design facilitates seamless conversion across various units, ensuring its utility extends from academic classrooms to the intricate demands of professional fields.
Accuracy in calculating arc length
Getting the arc length right matters a lot, especially in fields like engineering and astronomy. Using an arc length calculator helps you find this important number without mistakes.
You just type in what you know—like radius and angle—and it works out the arc length for you. It’s really precise because it uses tested formulas for its math.
With this tool, anyone can be sure to get exact numbers every time, no matter if they’re working with radians or degrees. And that means less stress about getting things wrong and more trust in your final answers.
This makes projects smoother because accurate measurements guide good decisions along the way.
Ease of use for different measurements
The Arc Length Calculator makes working with different measurements simple. You can pick from many units like inches, centimeters, or meters to get your results the way you need them.
Just type in what you know about the circle, like the radius or angle, and choose your preferred unit. The calculator does all the hard math for you.
It’s great for people who use these calculations at work or school because it saves time and helps avoid mistakes. Next, let’s explore how knowing the right formula makes finding arc lengths even easier.
Applicability in various fields such as science, engineering, and astronomy
Scientists, engineers, and astronomers often need to measure curves and circles. They use arc-length calculators for this work. For example, in astronomy, they may calculate the path of a planet or star.
Engineers might need it to design parts that curve. In science classrooms, teachers show how to find the size of arcs in experiments.
This tool helps to get answers quickly and right. It lets users pick different units like meters or inches for their measurements. Users can easily add this calculator to their own websites too.
Now let’s look more at the formula used in an arc length calculator. You can also determine the arcsin (inverse sine) of a value effortlessly using our Arcsin Calculator.
1. Does an arc length calculator work with different shapes?
Sure does! It can handle circles and other curves like ellipses or heart-shaped cardioid figures by using math rules for those shapes.
2. Is an arc length only used in flat shapes?
Nope! Arc lengths are also important when you deal with 3D stuff like balls or tubes, known as solids of revolution because they spin around to make their shapes.
3. Do I need to know special math terms to use it?
Not really. The calculator uses things like radii (the spokes from center to edge), sine functions (a wave pattern), and coordinates (spots marked on graphs) but it does most of this for you.
4. Is the Arc Length Calculator applicable to 3D geometry or only 2D circles?
The calculator focuses on 2D circles. For 3D geometry involving spheres, specific formulas would apply, and our calculator is not tailored for such scenarios.
5. How does the Arc Length Calculator contribute to real-world applications?
From constructing circular structures to optimizing paths, our calculator aids in real-world scenarios requiring accurate arc length calculations, contributing to efficient designs and projects.
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https://studysoup.com/tsg/12833/introductory-chemistry-5-edition-chapter-4-problem-40p
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math
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What mass of protons is required to neutralize the charge of 1.0 g of electrons?
The proton-to-electron mass ratio, μ or β, is simply the rest mass of the proton divided by that of the electron. Because this is a ratio of like-dimensioned physical quantity, it is a dimensionless quantity , a function of the dimensionless physical constants, and has numerical value independent of the system of units, namely:
μ = mp/me = 1836.15267389
Here we have to find the mass of proton required to neutralise 1.0g of electron
Thus 1.01836= 1836 g of proton is required.
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https://naipublishers.com/what-is-the-cardinality-of-the-set/
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math
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$A=\emptyset$ is a set containing one facet. That element is itself likewise a set, however this is irappropriate.
You are watching: What is the cardinality of the set ø
Note the distinction between $A=\emptyset$, $B=emptyset$, and $C=\emptyset\$. These are all various sets. $A$ is the set containing the emptycollection. $B$ is the emptycollection, and $C$ is the collection containing the set containing the empty collection.
Cardinality of a finite set is ssuggest the number of aspects had in the collection, so in this instance $|A|=1$
Similarly, $|C|=1$ and also $|B|=0$ for the other examples I included over.
In a way it is the start of the building of herbal numbers (cardinalities of finite sets) 0=|∅ |,1=|∅|,2=|∅ ,∅ |,3=|∅ ,∅ ,∅ ,∅ |,...
as you watch the initially collection (in between |.|) has no elements, the second one has actually one facet, the 3rd one has 2 distinct facets as the empty set and the collection whose only aspect is an empty collection are different. The (generally confusing) ... just adds the nested braces.
I"m assuming the obstacle is from the imprecision of language, it might sound like the "collection of the empty set" is the exact same as an empty collection kind of like exactly how a double-negative in English deserve to really mean a negative. Just call "the empty set" something else to make it less confutilizing. Say it"s "the special set" rather, something much less intuitively transitive or inheritable than emptiness, dedetailed by $S$ instead of $emptyset$. Then $A = S$. How many elements does $A$ have?
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Not the answer you're looking for? Browse various other concerns tagged elementary-set-concept or ask your own question.
Suppose that $A$ is a collection such that $|A| = m$. What is $| le 1 |$?
site design / logo © 2021 Stack Exchange Inc; user contributions licensed under cc by-sa. rev2021.9.10.40187
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https://www.physicsforums.com/threads/energy-density.879833/
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math
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1. The problem statement, all variables and given/known data Two large non-conducting plates of surface area A=.025m^2 carry equal but opposite charges Q = 75microC. What is the energy density of the electric field between the two plates. 2. Relevant equations I wrote the equations on my attempt. This was a multiple choice problem and the correct answer he gave us was 1.7*10^7 but he's been wrong before. 3. The attempt at a solution Any help is appreciated!
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https://cloudutil.player.fm/series/embedded-1946409/ep-393-dont-drive-my-baby-off-the-table
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math
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Archived series ("Inactive feed" status)
When? This feed was archived on March 13, 2022 13:28 (). Last successful fetch was on February 09, 2022 23:18 ()
Why? Inactive feed status. Our servers were unable to retrieve a valid podcast feed for a sustained period.
What now? You might be able to find a more up-to-date version using the search function. This series will no longer be checked for updates. If you believe this to be in error, please check if the publisher's feed link below is valid and contact support to request the feed be restored or if you have any other concerns about this.
Manage episode 307496548 series 1946409
Professor Carlotta Berry from Rose-Hulman Institute of Technology joined us to talk about robotics, PID tuning, engineering education, ethics, her book, and standing up in front of a classroom.
An explanation of Zeigler-Nichols PID tuning with pros and cons.
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https://questions.llc/questions/22390
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math
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The height of a TV antenna is 11ft 7in. If the height of a building is 64ft 9in, find the total height of a building including the antenna.
I kept trying to do this, but I never learned this so I have no idea how to do this.
adding them, I get
75 ft 16 inches or
76 feet 4 inches.
It is time to learn this. Add the feet, add the inches. If inches is over 12, convert that to feet.
So all you have to do is add?
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https://www.overclock.net/forum/225-hardware-news/1726184-techspot-intel-reclaims-worldwide-semiconductor-throne-5.html
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math
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Why is the Radeon VII 7nm??? 7+7 is 14. 14nm is the node Intel has been stuck on for 5 years now. 14-5 is 9. 9 is one less than 10. 10nm is the node that Intel is failing at. Intel failing at 10nm means AMD actually wins. Boom, thread. Also, illuminati confirmed.
yes..! Science! Here, have some rep for the lols you earned it
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https://worlddoctorsalliance.com/blog/smashing-the-1-in-3-people-with-covid-19-have-no-symptoms-claim/
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math
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Over the period Dec 2020 - Feb 2021, the UK government, and its scientific advisers, made the persistent and widely publicised claim that “1 in 3 people with the SARS-Cov-2 virus have no symptoms”.
We use a contemporaneous study of asymptomatics at Cambridge University to show that the claim is contradicted by the government’s own case numbers over that same period.
We show: if the “1 in 3” claim is correct then, over this period, the actual infection rate must be at least 11 times higher than the infection rate reported by the Office for National Statistics (ONS), 0.71% ; and, secondly, if the reported infection rate of 0.71% is correct then the actual number of people with the virus, who have no symptoms, is at most 2.9% (1 in 34) and not 1 in 3.
We argue that this contradiction can only be explained by the false positives being generated by RT-PCR testing.
Hence, the published infection rate is estimating the number of people who test positive rather than the number of people with SARS-Cov-2 virus.
When the false positive rate is correctly accounted for, the most likely explanation for the observed data, over the period in question, is an infection rate of approximately 0.375% rather than the ONS publicised claim of 0.71%.
Likewise, we conclude that the actual number of people with the SARS-Cov-2 virus who have no symptoms is approximately 1 in 19 and not 1 in 3.
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https://en.khanacademy.org/math/ap-calculus-ab/ab-integration-new/ab-6-5/a/behavior-of-antiderivative-of-f-from-graph-of-f
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math
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AP®︎/College Calculus AB
We can apply "calculus-based reasoning" to justify properties of the antiderivative of a function using our knowledge about the original function.
In differential calculus we reasoned about the properties of a function based on information given about its derivative . In integral calculus, instead of talking about functions and their derivatives, we will talk about functions and their antiderivatives.
Reasoning about from the graph of
This is the graph of function .
Let . Defined this way, is an antiderivative of . In differential calculus we would write this as . Since is the derivative of , we can reason about properties of in similar to what we did in differential calculus.
For example, is positive on the interval , so must be increasing on this interval.
Furthermore, changes its sign at , so must have an extremum there. Since goes from positive to negative, that point must be a maximum point.
The above examples showed how we can reason about the intervals where increases or decreases and about its relative extrema. We can also reason about the concavity of . Since is increasing on the interval , we know is concave up on that interval. And since is decreasing on the interval , we know is concave down on that interval. changes concavity at , so it has an inflection point there.
This is the graph of .
What is an appropriate calculus-based justification for the fact that is concave up on the interval ?
This is the graph of .
What is an appropriate calculus-based justification for the fact that has a relative minimum at ?
Want more practice? Try this exercise.
It's important not to confuse which properties of the function are related to which properties of its antiderivative. Many students get confused and make all kinds of wrong inferences, like saying that an antiderivative is positive because the function is increasing (in fact, it's the other way around).
This table summarizes all the relationships between the properties of a function and its antiderivative.
|When the function is...||The antiderivative is...|
|Changes sign / crosses the -axis||Extremum point|
|Extremum point||Inflection point|
This is the graph of .
What is an appropriate calculus-based justification for the fact that is positive on the interval ?
Want to join the conversation?
- For the last question, I still don't quite understand how f being positive over [0,7] and non-negative over [7,12] is an appropriate justification for the fact that g(x) is positive on the interval [7,12]. If g(x) is the integral of f(t)dt from 0 to x, then that would simply be the area under the curve of f and above the x-axis in the graph right? Well between [7,12], the area is zero (therefore g(x) is zero) if I understand correctly. Therefore, zero by definition is neither negative nor positive.(8 votes)
- The integral starts from 0 and goes until x.
If you define x as 7, it takes the positive area from 0 to 7
If you define x as 12, it takes the positive area from 0 to 7 and neither subtracts nor adds any amount of area, thus making the net a positive outcome.(24 votes)
- I also still don’t understand the last question about how f being positive can be proof that g is positive. Or even in general: how can you base information about the sign of the values of an antiderivative on the origial function? All the original function can tell us is the slope of the antiderivative, right? We cannot know the constant that we have to add unless we know the initial condition (where g intersects with the y-axis). E.g. if f would represent the speed at which someone travels, then g would represent the distance travelled, but even if that person would have travelled 10,000 positive miles, we still would not know whether he was short of, at, or past a certain point. Am I reasoning the wrong way?(3 votes)
- 𝑔(𝑥) is defined as a definite integral of 𝑓(𝑡).
The lower bound (0) is the 𝑥-intercept of 𝑔, and serves as the initial condition.
𝑔(𝑥) = ∫[0, 𝑥] 𝑓(𝑡)𝑑𝑡 = 𝐹(𝑥) − 𝐹(0)
⇒ 𝑔(0) = 𝐹(0) − 𝐹(0) = 0(4 votes)
- Wait, but an anti-derivative can positive when the function is increasing, right?(2 votes)
- If a function is increasing its anti derivative can be positive or negative. It depends on the value of the function.(5 votes)
- How does g still increases while it concaves down.(1 vote)
- Increasing/decreasing and concave up/concave down are completely independent. Look at the unit circle:
In the first quadrant, it's decreasing and concave down.
In the second quadrant, it's increasing and concave down.
In the third quadrant, it's decreasing and concave up.
In the fourth quadrant, it's increasing and concave up.(4 votes)
- Does performing integration of a derivative of a function gives us the function itself ?(1 vote)
- Essentially, yes. I suggest watching the videos on the Fundamental Theorem of Calculus.(3 votes)
- I know this is a bit late, but consider it like this:
g(x) = ∫[0, 𝑥] 𝑓(𝑡)𝑑𝑡
Which means that
What does this expression mean?
This means that f(x) is the derivative of g(x)
Now back to the exercise in Unit 5 where we connected a function with its first and second derivative, we learnt that if there is a function
p(x) for example, with a derivative p'(x) (a derivative is a slope)
When p'(x) = Positive, i.e. when the slope is positive we can say the function is increasing.
We will use the same principle here :
Since f(x) is the derivative of g(x),
When f is positive, g increases.
Similarly, when f is negative, g decreases.
When a slope goes from positive to negative, we have a max point and vice versa.
So, in the diagram, 10 is the max point while 0 is the min point.
As for finding the inflection point:
In unit 5, we found inflection points by putting f''(x)=0 or undefined
What is a second derivative?
It is the derivative of a derivative
and we've already established that f(x) is the derivative of g(x)
So wherever the slope of f(x) (i.e. derivative of derivative) will be 0 or undefined is where our inflection point will be. In this case it is at x=5.
Lemme know if you have any other questions.
I hope this helped(2 votes)
- When f(x) is at an inflection point, what does the integral do?(1 vote)
- At in inflection point, the graph changes concavity. You could say that concavity is either a u shape or an upside-down u shape.
- In the Reasoning portion before the examples, it explains that x=10 is a relative max of g because f changes from positive to negative. Does this also mean that x=0 is a relative minimum because f changes from negative to positive?(1 vote)
- When looking at the relation between an integral and its derivative, is the integral the area below, and the derivative the gradient at any point of, a specific function? I am just looking for a way to understand the behaviour of accumulation functions without needing to memorise random points.(1 vote)
- An integral can also be called an "anti derivative" when it's just implied to a function. So if you originally has x^2 for example, as a function and you wanted to differentiate it, you would just get 2x. But lets say you have the rate of change, and you want to find the antiderivative or the indefinite integral of that equation, you would have to integrate it and you would obtain x^2 + C (by the reverse power rule) when "c" represents all constants. This might be a bit confusing but there are some problem on Khan Academy with real world applications of this (really easy problems where you just have to find the area under the curve with basic area formulas) which might make you understand this concept a bit better. It's basically the inverse operation of a derivative. If you Integrate and differentiate any function f(x), you will be left with f(x) since both the inverse operation cancel out (Fund. Theorem of Calc.). Hope this helped, if you have any questions let me know.(1 vote)
- I don't understand even the problem 1. If x=5, then g(5) will be the area under the function f from 0 to 5. That seems g(5) is positive since the area is above the x-axis. And then I try to graph it in graphing calculator to see if g(5) is really positive. So, I use (x-5)^2 as my function f, that means the function g is (1/3)(x-5)^3. I am surprised that g(5) is 0. Why is that? What is wrong here?(1 vote)
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https://www.electrical4u.com/rectifier-type-instrument-construction-principle-of-operation/
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math
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Rectifier type instrument measures the alternating voltage and current with the help of rectifying elements and permanent magnet moving coil type of instruments. However the primary function of rectifier type of instruments work as voltmeter. Now one question must arises in our mind why we use rectifier type of instruments widely in the industrial world though we have various other AC voltmeter like electrodynamometer type instruments, thermocouple type instruments etc? The answer to this question is very simple and is written as follows.
- Cost of electrodynamometer type of instruments is quite high than rectifier type of instruments. However rectifier type of instruments as much accurate as electrodynamometer type of instruments. So rectifier type of instruments are preferred over electrodynamometer type instruments.
- The thermocouple instruments are more delicate than the rectifier type of instruments. However thermocouple type of instruments is more widely used at very high frequencies.
Before we look at the construction principle and working of rectifier type instruments, there is need to discuss in detail about the voltage current characteristics of ideal and practical rectifier element called diode.
Let us first discuss the ideal characteristics of rectifying element. Now what is an ideal rectifying element? A rectifying element is one which offers zero resistance if it is forward biased and offers infinite resistance if it is reversed biased.
This property is used to rectify the voltages (rectification means to convert an alternating quantity into direct quantity i.e. AC to DC). Consider the circuit diagram given below.
In the given circuit diagram the ideal diode is connected in series with the voltage source and load resistance. Now when we make the diode forward biased it conducts perfectly offering zero electrical resistance path. Thus behaves as short circuited. We can make the diode forward biased by connecting the positive terminal of the battery with anode and negative terminal with cathode. The forward characteristic of rectifying element or diode is shown in the voltage current characteristic.
Now when we apply negative voltage i.e. connecting the negative terminal of the battery with the anode terminal of the diode and positive terminal of the battery to the cathode terminal of the diode. Due to reverse biased it offers infinite electrical resistance and thus it behaves as open circuit. The complete voltage current characteristics are shown below.
Let us again consider the same circuit but the difference is here we are using the practical rectifying element instead of ideal one. Practical rectifying element is having some finite forward blocking voltage and high reverse blocking voltage. We will apply the same procedure in order to obtain the voltage current characteristics of practical rectifying element. Now when we make the practical rectifying element forward biased it does not conduct till the applied voltage is not greater the forward breakdown voltage or we can say knee voltage. When the applied voltage becomes greater than the knee voltage then diode or rectifying element will come under conduction mode. Thus behaves as short circuited but due to some electrical resistance there is voltage drop across this practical diode. We can make the rectifying element forward biased by connecting the positive terminal of the battery with anode and negative terminal with cathode. The forward characteristic of practical rectifying element or diode is shown in the voltage current characteristic. Now when we apply negative voltage i.e. connecting the negative terminal of the battery with the anode terminal of the diode and positive terminal of the battery to the cathode terminal of the rectifying element. Due to reverse biased it offers finite resistance and the negative voltage till the applied voltage becomes equal to reverse break down voltage and thus it behaves as open circuit. The complete characteristics are shown below
Now rectifier type of instruments uses two types of rectifier circuits:
Half Wave Rectifier Circuits of Rectifier Type Instruments
Let us consider the half wave rectifier circuit given below in which the rectifying element is connected in series with a sinusoidal voltage source, permanent magnet moving coil instrument and the multiplier resistor.
The function of this multiplier electrical resistance is to limit the current drawn by the permanent magnet moving coil type of instrument. It is very essential to limit the current drawn by the permanent magnet moving coil instrument because if the current exceeds the current rating of PMMC then it destructs the instrument. Now here we divide our operation in two parts. In first part we apply constant DC voltage to the above circuit. In the circuit diagram we are assuming the rectifying element as ideal one.
Let us mark the resistance of multiplier be R, and that of permanent magnet moving coil instrument be R1. The DC voltage produces a full scale deflection of magnitude I=V/(R+R1) where V is root mean square value of voltage. Now let us consider second case, in this case we will apply AC sinusoidal AC voltage to the circuit v =Vm × sin(wt) and we will get the output waveform as shown. In the positive half cycle the rectifying element will conduct and in the negative half cycle it does not conduct. So we will get a pulse of voltage at moving coil instrument which produces pulsating current thus pulsating current will produce pulsating torque.
The deflection produced will correspond to the average value of voltage. So let us calculate the average value of electric current, in order to calculate the average value of voltage we have to integrate the instantaneous expression of the voltage from 0 to 2 pi. So the calculated average value of voltage comes out to be 0.45V. Again we have V is root mean square value of current. Thus we conclude that the sensitivity of the ac input is 0.45 times the sensitivity of DC input in case of half wave rectifier.
Full Wave Rectifier Circuits of Rectifier Type Instruments
Let us consider a full wave rectifier circuit given below.
We have used here a bridge rectifier circuit as shown. Again we divide our operation into two parts. In the first we analyze the output by applying the DC voltage and in another we will apply AC voltage to the circuit. A series multiplier resistance is connected in series with the voltage source which has the same function as described above. Let us consider first case here we applying DC voltage source to the circuit. Now the value of full scale deflection current in this case is again V/(R+R1), where V is the root mean square value of the applied voltage, R is the resistance of the resistance multiplier and R1 which is the electrical resistance of the instrument. The R and R1 are marked in the circuit diagram. Now let us consider second case, in this case we will apply AC sinusoidal voltage to the circuit which is given v = Vmsin(wt) where Vm is the peak value of the applied voltage again if we calculate the value of full scale deflection current in this case by applying the similar procedure then we will get an expression of full scale current as .9V/(R+R1). Remember in order to obtain the average value of voltage we should integrate the instantaneous expression of voltage from zero to pi. Thus comparing it DC output we conclude that the sensitivity with AC input voltage source is 0.9 times the as in the case of DC input voltage source.
The output wave is shown below. Now we are going to discuss the factors which affect the performance of Rectifier type instruments:
- Rectifier type of instruments is calibrated in terms of root mean square values of sinusoidal wave of voltages and current. The problem is that the input waveform may or may not have same form factor on which the scale of these meter is calibrated.
- There may be some error due to the rectifier circuit as we not included the resistance of the rectifier bridge circuits in both the case. The non linear characteristics of bridge may distort the current and voltage waveform.
- There may variation in the temperature due to which the electrical resistance of the bridge changes hence in order to compensate this kind of errors we should apply multiplier resistor with high temperature coefficient.
- Effect of capacitance of the bridge rectifier: Bridge rectifier has imperfect capacitance thus due to this it byp asses the high frequency currents. Hence there is decrement in the reading.
- The sensitivity of Rectifier type instruments is low in case of AC input voltage.
Advantages of Rectifier Type Instruments
Following are the advantages of the rectifier type of instruments:
- The accuracy of rectifier type instrument is about 5 percent under normal operating condition.
- The frequency range of operation can be extended to high value.
- They have uniform scale on the meter.
- They have low operating value of current and voltages.
The loading effect of an AC rectifier voltmeter in both the cases (i.e. half wave diode rectifier and full wave diode rectifier) is high as compared to the loading effects of DC voltmeters as the sensitivity of the voltmeter either using in half wave or full wave rectification is less than the sensitivity of DC voltmeters.
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https://starhousetogo.com/menu/
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math
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HomeMenuOrder OnlineContact Us Welcome To Star House Restaurant ★★★★★★★★★★★★★★★★★★★★ Best Food, Great Value Order Online All Day MenuSTARTERSSpring Roll$2.75Deep Fried Wonton$13.95Gyoza Pork Dumpling$14.95BBQ Pork$16.95BBQ Duck(half$29.50SOUPWonton with BBQ Pork$10.50small $10.50large $13.95Wonton Noodle with BBQ Pork$14.95Wor Wonton$25.00Mushroom & Green Pea Egg Swirt Soup$9.95Hot & Sour Soup$12.95Chicken Noodle Soup$14.95Beef Noodle Soup$14.95BBQ Pork Noodle Soup$14.95CHOW MEINChicken Chow Mein$15.95BBQ Pork Chow Mein$15.95Shrimp Chow Mein$17.50Chicken & Mushroom Chow Mein$17.50Beef Chow Mein$16.95Beef Chow Mein (wet)$17.95Beef & Tomato Chow Mein$18.95Beef Chop Suey Chow Mein$18.95Beef & Black Bean Sauce Chow Mein$18.95Chicken Chop Suey Chow Mein$18.95Chicken & Black Bean Sauce Chow Mein$18.95Curry Beef Chow Mein (hot)$18.95Curry Chicken Chow Mein (hot)$18.95Singapore Fried Noodle (spicy)$18.95Canton Chow Mein$19.95Seafood Chow Mein$20.95Curry Prawn Chow Mein (hot)$20.95House Chow Mein$19.50EGG FU YUNGChicken Fu Yung$15.95Shrimp Fu Yung$17.95BBQ Pork Fu Yung$15.95Beef Fu Yung$16.95Specia Fu Yung$19.95RICEBBQ Pork Fried Rice$15.95Beef Fried Rice$16.95Beef Fried Rice (wet)$17.95Chicken Fried Rice$15.95Shrimp Fried Rice$17.95Shrimp & BBQ Pork Fried Rice$16.95Special Fried Rice$19.50Beef & Tomato on Rice$18.95Beef Chop Suey on Rice$18.95Beef & Black Bean Sauce on Rice$18.95Curry Beef on Rice (hot)$18.95Curry Chicken on Rice (hot)$18.95Chicken Chop Suey on Rice$18.95Chicken & Black Bean Sauce on Rice$18.95Seafood on Rice$20.95Bow of Steamed Rice$3.00small $3.00large $6.95House Fried Rice$19.50Chicken or beef curry fried Rice $17.95CHOP SUEYBeef Chop Suey$16.95Chicken Chop Suey$16.95BBQ Pork Chop Suey$16.95Prawn Chop Suey$20.95Seafood Chop Suey$21.95Special Chop Suey$20.95Beef with Bok Choy$17.95Beef with Broccoli$17.95Chicken with Broccoli$17.95Prawn with Broccoli$20.95Scallop & Prawn Chop Suey$23.95DEEP FRIED / SWEET & SOUR / HONEYSweet & Sour Fish$16.95Sweet & Sour Boneless Pork$16.95Sweet & Sour Chicken Iw Pineapple$16.95Sweet & Sour Chicken Balls$16.95Dry Garlic Pork$16.95Dry Garlic Chicken$16.95Honey Garlic Pork$17.95Honey Garlic Chicken$17.95Honey Garlic Chicken Wings$18.50Szechuan Chili Chicken (hot)$17.95Szechuan Chili Beef (hot)$17.95Deep Fried Prawn$17.95Deep Fried Chicken Wings$17.95Deep Fried Chicken Wings W Peppery Salt (hot)$18.50Lemon Chicken$17.95Almond Chicken$17.95Sesame Chicken$17.95Pepper Salt Prawn$20.95Pepper Salt Squid$20.95CHEF SPECIALSBeef in Black Bean Sauce$19.95Chicken in Black Bean Sauce$19.95Prawn in Black Bean Sauce$20.95Beef with Ginger & Onion$19.95Chicken with Ginger & Onion$19.95Curry Chicken (hot)$19.95Curry Beef (hot)$19.95Curry Prawn (hot)$20.95Chicken with Cashew Nuts$19.95Gong Bao Gai Ding (hot)$19.95Prawn with Cashew Nuts$20.95BBQ Pork with Tofu$19.95Prawn with Tofu$20.95Chicken w/Ginger & Onion Hot Pot$20.95Beef w/Ginger & Onion Hot Pot$20.95Special Hot Pot$22.95Seafood Hot Pot$23.50Chicken w/ Mushrooms in Oyster Sauce$20.95Beef w/ Mushrooms in Oyster Sauce$20.95Mo Po To Fu (hot)$16.95VEGETABLE DISHESVegetable Chow Mein$15.95Mushroom Chow Mein$15.95Vegetable Fried Rice$15.95Cashew Vegetable Fried Rice$15.95Cashew Pineapple Fried Rice$15.95Vegetable Chop Suey on Rice$16.95Vegetable Chop Suey$16.95Tofu Chop Suey$16.95Sweet & Sour Tofu$16.95Spicy Tofu$16.95Mushroom Fu Yung$15.95Vegetable Fu Yung$15.95SAUCE SIDESSweet & Sour Sauce$1.50sm $1.50lg $3.00Curry Sauce$3.00Lemon Sauce$3.00Black Bean Sauce$3.00Gravy$3.00GROUP DINNERSDINNER FOR 2$48.95DINNER FOR 4$89.95DINNER FOR 6$109.95PARTY DINNER FOR 10$188.95COMBINATION DINNER FOR ONENo. 1$18.95No. 2$18.95No. 3$18.95No. 4$18.95No. 5$18.95No. 6$20.95SANDWICHESGrilled Cheese Sandwich$8.50Side Order Fries$7.50ENTREESFish and Chips$14.95Prawn and Chips$14.95Chicken and Chips$14.95adult $14.95child $11.95Fries with Gravy$8.95DESSERTIce Cream$3.95BEVERAGESChinese Tea$2.00Tea$2.00Coffee$2.00Hot Chocolate$2.25Milk$1.75small $1.75large $2.25Juice$1.75small $1.75large $2.25Juice Box$1.55Iced Tea$2.00Soft Drink$2.00Floats$3.95Milk Shakes$4.25Bottled Water$2.00 © Copyright _year Star House Restaurant. All Rights Reserved.
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https://math.answers.com/Q/Where_do_you_learn_algebra
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math
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learn it from the teacher!!!!! :)
No, Pre-Algebra is a little bit less complicated, it is what you learn before algebra.
first we learn variables constants and basic algebra
algebra is good to learn because it will follow you onto college and it is a skill most jobs need
You start learning algebra as soon as you leave primary school.
You can, if you want to and if you try.
Go to school.
GeoGebra is all about algebra. The site offers innovative ways to learn algebra. If your child needs to learn algebra and is having trouble with traditional methods or if you just want to learn algebra this is the site for you. The site is designed to interest preteens and teens but anyone can use it.
Because Algebra is the foundation of Calculus, and Calculus is the fundamental measurement of the Universe.
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https://forum.hobbyking.com/discussion/73112/how-to-discharge-store-lipo-battery
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math
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It looks like you're new here. If you want to get involved, click one of these buttons!
I'm using a Turnigy charging solution for my LiPo batteries. I want to discharge and store a 1300 Zippy 11.1v 3S 20C battery and the only option I'm not sure about is selecting the amps when choosing 'Storage' mode. What is the ideal setting for this? The manual just says it isn't to exceed 1.0A which is the maximum setting. So, does that mean to do it really safely I set it to the minimum of 0.1A or is there a formula to calculate exactly what value this should be for this particular battery?
Sorry if this has been posted somewhere else.
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https://kids-drawing.com/bird-drawing-easy/
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math
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If you want to learn how to draw, then you have come to the right place. Each drawing on our website is displayed step by step in a very simple way. You can use the search bar to find your favorite drawings from the website, Or you can find it by clicking on the labels on the right
We draw every drawing very simply so that the children can draw the picture very easily. Below is a drawing of the bird easily drawn step by step. It will take 30 minutes to draw this easy bird drawing.
How to make a simple easy bird drawing
First, take an a4 page. Then draw using the pencil by looking at the drawings below. The drawing below is shown by drawing step-by-step. Draw by following the red lines below.
That material would be needed to draw a bird
You may also want to use an eraser to correct any mistakes
|How to draw a bird step by step in one image
Step.1 At first, draw a small circle for bird head and add some details
Step.2 Than add a half circle to it, and erase a little bit of circle and add a zigzag shape
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https://demonstrations.wolfram.com/ThePlemeljConstructionOfATriangle1/
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math
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The Plemelj Construction of a Triangle: 1
This Demonstration constructs a triangle given the length of its base, the length of the altitude from to and the difference between the angles at and .[more]
Step 1: Draw a straight line of length . Draw a line of length perpendicular to . Let be the midpoint of .
Step 2: Construct a circle with center such that the chord subtends an angle from points on below the chord. The inscribed angle above the chord is and the corresponding central angle is .
Step 3: Construct the point on at a distance from .
Step 4: The point is the intersection of the right bisector of and the line through parallel to .
Step 5: The triangle meets the stated conditions.
Triangle is congruent to . In the isosceles triangle , , so . Therefore the obtuse angle . On the other hand, , so and .
This Demonstration shows Plemelj's somewhat complicated construction. Fascinated, his teacher showed him the solution from a textbook unknown to the author. This is shown in The Plemelj Construction of a Triangle: 2. Plemelj then made a construction that is shown in The Plemelj Construction of a Triangle: 3. Plemelj admitted that he found the first construction using trigonometry. Three solutions of the triangle construction problem are in .
Here is the trigonometric proof.
The altitude from divides into two parts of length and . So , or , which can be rewritten as .
Let be the angle of at . Since , the equation can be read as
From this equation, we must determine ; it can be transformed to a quadratic equation in the unknown .
Introduce the angle as or , where .
Then , . The equation for is now .
This equation can be thought of as the law of sines of the triangle with sides and and opposite angles and .[less]
This problem was posed to Josip Plemelj (1873–1967) in 1891 when he was in secondary school by his mathematics teacher in Ljubljana, then in the Austro-Hungarian Empire, now in Slovenia.
Plemelj noted that he had made nine original solutions of the problem and that he knew two textbook solutions (one from his teacher's textbook and the other from ).
Plemelj stated that the equations
produced six different solutions .
The first publication of the construction problem by Plemelj was published in Proteus, the natural science journal for students. It included his first three solutions as well as two solutions by readers of the journal, which the editor wrote were already in Plemelj's collection.
Plemelj mentioned that he had a large collection of solutions of the problem, with the last entry on December 31, 1939. The author of this Demonstration visited the Archives of the Republic of Slovenia in May 2017, but found only a page of a calendar for November 1939, with three constructions on the other side (see photograph).
The Plemelj construction of Triangle 4 describes the first of these three constructions, shown at the top-left in the photograph. At the bottom-left is a construction based on a problem in Bland and Wiegand's book [5, pp. 147]. On the bottom-right is probably Plemelj's last construction.
When Professor Plemelj was in Chernivtsi (1908–1914, then in the Austrian-Hungarian Empire, now Ukraine), he talked with two students about the problem. They brought him a copy of the textbook, but Plemelj forgot for a second time to write down the title, so we still don't know its title. He looked for the book in Ljubljana after the First World War; he could not find it, but he found a similar problem in .
Using the construction from , Plemelj found a nice solution, which is given in The Plemelj Construction of a Triangle: 5. In the photograph, it is the second on the left.
The last construction on the right in the photograph is shown in The Plemelj Construction of a Triangle: 6. (The circle was drawn on the opposite side of the line segment .) This seems to be Plemelj's last construction and was found in . This is the only construction that begins with the point . Our construction is adapted from [6, pp. 93]. A version of the construction by a reader of Proteus was published in .
So far we have mentioned eight original solutions. It seems that the ninth solution is a simple modification of the solution in Plemelj's teacher's textbook. It is published in [6, pp. 93].
It is evident that Plemelj did not mention various constructions on the basis of using geometric methods for solving quadratic equations.
Plemelj's most original contribution in mathematics is the elementary solution he provided for the Riemann–Hilbert problem about the existence of a differential equation with given monodromy group [1, 3].
Wikipedia. "Josip Plemelj." (Aug 9, 2017) en.wikipedia.org/wiki/Josip_Plemelj.
J. Plemelj, Iz mojega življenja in dela (From My Life and Work), Obzornik za matematiko in fiziko, 39, 1992 pp. 188–192.
J. J. O'Connor and E. F. Robertson. "Josip Plemelj." MacTutor. www-history.mcs.st-andrews.ac.uk/Biographies/Plemelj.html.
J. Plemelj, Proteus (year 12, 1949–1950), 4–5, p.166; 7, pp. 243–245; 8, pp. 285.
M. Bland and A. Wiegand, Geometrische Aufgaben für Hohëre Lehranstalten, Braunschweig: Schwetschke und Sohn, 1865.
D. S. Modic, Trikotniki, Konstrukcije, Algebrske Rešitve, Ljubljana: Math d.o.o., 2009.
I. Pucelj, "Plemelj's Triangle and Fixed Points of Transformations," (in Slovenian), Obzornik za matematiko in fiziko, 62(1), 2015 pp.12–14.
Archives of the Republic of Slovenia, Plemelj Fond (SI AS 2012), PE19, Box 3 (manuscripts).
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https://math.answers.com/Q/When_you_divide_a_fraction_less_than_1_by_a_whole_number_greater_than_1_is_the_quotient_less_than_greater_than_or_equal_to_the_dividend
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math
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The quotient is less than the fraction.
You divide the dividend by the divisor. The result is the quotient.
Dividend if the number that you divide, divisor is the number that you divide dividend into, and quotient is the number that you get from dividing dividend into divisor. For example, in 12/3=4, 12 is the dividend, 3 is the divisor, and 4 is the quotient.
I have no idea about the quotation, but the quotient is less than the divisor.
When you divide a number by a fraction between zero and one, the quotient will be greater than that number.
The answer will depend on the sign of the fraction.(1/4) / 2 = 1/8, which is smaller.(-1/4) / 2 = -1/8, which is greater.
Fist divide then divisor by the dividend. Then do the same to the other fraction which then equals your quotient. Hope I helped ya! :D
Generally, the quotient of a whole number divided by a fraction will be greater than that whole number, because division is simply multiplying the dividend by the reciprocal of the divisor. For instance: 2 / (1/2) = 2 * (2/1)
It is the divisor and the result is the quotient
The quotient is the result when you divide a numerator of a fraction by the denominator
The quotient is larger than the original fraction.
The quotient will be less. 1/2 ÷ 2 = 1/4
It will be greater.
You divide the dividend by the divisor (or the divisor 'into' the dividend) to get the quotient.
Dividend divided by divisor equals quotient.
divisor Dividend ÷ Divisor = Quotient
divisor gozinty dividend
You divide the dividend by the divisor to obtain the quotient.
the quotient which is the same as the dividend or divisor
By an integer, no. By any proper fraction, yes.
In a division problem, the divisor is the number you divide by, the dividend is the number you divide into, and the quotient is the answer.
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http://nortonkit.co.in/protrain/ac_theory/ac_capacitors.html
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math
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|www.nortonkit.com||18 अक्तूबर 2013|
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|Resistance and Reactance:||[Series RC Circuits] [Series RL Circuits] [Parallel RC Circuits] [Parallel RL Circuits] [Series LC Circuits] [Series RLC Circuits] [Parallel LC Circuits] [Parallel RLC Circuits]|
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|Capacitors and AC|
When we apply ac to a capacitor as shown to the right, we know that the capacitor will draw current to oppose any change in voltage across itself. But that doesn't tell us how much opposition the capacitor will offer, or how much current it will draw. So how can we determine just how much current will flow through C?
We find the answer by going back to the original equation for capacitive current, ic, which we introduced when we looked at RC time constants with an applied dc voltage. This equation uses differential calculus, and is written as:
|iC = C||dvC|
Now we are applying an ac voltage to the capacitor. Therefore, vc is a sine wave of some frequency, not a fixed dc voltage. Technically:
In this type of equation, the Greek letter omega (ω) represents the frequency in radians per second, where ω = 2πf. vp is the amplitude of the ac generator or other source. So how do we find the derivative of vpsin(ωt) to determine iC?
Since these pages are not intended to be a rigorous treatment of mathematics (especially calculus), we will not go into a process of evolving the derivative of a sine function. Instead, we will simply fall back on the following general expression from a book of math tables:
In this expression, "x" is the generalized independent variable. For our specific case, this will be "t," for time. The variable "u" is the generalized expression or function of "x" which is used as the argument of the sine function. Making these substitutions, we get:
|=||vpC ω cos(ωt)|
|=||ωC vp cos(ωt)|
The factor ωC, or 2πfC, amounts to a "constant of proportionality" that relates the voltage and current in the capacitor. Note that it depends on both the value of the capacitance and the frequency of the sine wave. As either factor is increased, the capacitor current will increase for the same applied voltage. Note that this is exactly the opposite behavior from a resistance. Can we make use of this factor in a similar way?
The derived equation above for the alternating current in a capacitor tells us several important things. One of these is that the when the applied ac voltage is a sine wave, as shown in red in the graph to the right, the resulting current is actually shifted in phase by 90° — it is a cosine wave, as shown in blue in the graph. The current actually leads the applied voltage by ¼ cycle.
This actually fits what we know about the capacitor, which is that it will draw current in its attempt to oppose any change in voltage across its terminals. Thus, the capacitor reacts to the applied ac voltage by drawing current ahead of the applied voltage changes.
As to that factor of ωC (or 2πfC), if we invert it and use the factor 1/ωC or 1/2πfC, it will behave like the capacitive equivalent of resistance. We can't properly call it resistance, of course, but because the capacitor does react to the application of an ac voltage, we can properly call it a reactance. This is typically designated with the letter X, and capacitive reactance is designated XC. Mathematically:
Capacitive reactance is measured in ohms, just like resistance, and works like resistance in many ways. However, its value depends on frequency as well as on the value of the capacitance. If we plot a graph of XC versus the product ωC using logarithmic scales, we get the graph shown to the right. This graph extends indefinitely in both directions, to cover any value of C and ω. It is not possible to get an XC of zero with any finite frequency, other than by setting C = 0.
In a purely capacitive circuit, we can use XC for the various capacitors just as if they were resistors. Ohm's Law still applies to such circuits. However, as we will see on another page a little later on, we cannot simply add values of XC and R. That phase shift introduced by the capacitor adds a bit of a complication that must be dealt with. We'll see how when we reach that page.
All pages on www.nortonkit.com copyright © 1996, 2000-2009 by
Er. Rajendra Raj
Please address queries and suggestions to: firstname.lastname@example.org
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s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084891543.65/warc/CC-MAIN-20180122213051-20180122233051-00601.warc.gz
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https://ca.answers.yahoo.com/question/index?qid=20200708210327AAwdArK
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math
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Is rotation of earth oscilatory motion? If yes then how.explain?
- NCSLv 74 weeks ago
A principle characteristic of SHM is a restoring force proportional to the distance from equilibrium.
Rotation of the Earth does not qualify based on this definition.
- Andrew SmithLv 74 weeks ago
In a broad sense both circular and elliptical motion are a more general form of SHM. In other words what you think of as oscillatory is merely a one dimensional component of 2 dimensional rotation. All the formulae are completely compatible because they represent the same situation.
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s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439735990.92/warc/CC-MAIN-20200806001745-20200806031745-00497.warc.gz
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CC-MAIN-2020-34
| 566
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https://www.jiskha.com/members/profile/posts.cgi?name=siyao
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math
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Posts by siyao
Total # Posts: 1
Finishing Touches has two classes of stock authorized: 8%, $10 par preferred and $1 par value common. The following transactions affect stockholders' equity during 2010, its first year of operations: January 2 Issue 100,000 shares of common stock for $25 per share. ...
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CC-MAIN-2018-05
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https://www.physicsforums.com/threads/2-dimension-elastic-collision.258181/
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math
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1. The problem statement, all variables and given/known data Puck A has a mass of 0.236 kg and is moving along the x axis with a velocity of 5.56 m/s. It makes a collision with puck B, which has a mass of 0.472 kg and is initially at rest. The collision is not head-on. After the collision, the two pucks fly apart with the angles shown in the drawing. Find the final speed of puck A and puck B. After the collision puck A has an angle of 65 degrees (in quadrant 2) and puck B has an angle of 37 degrees (in quadrant 3). 2. Relevant equations m1vi1 + m2vi2 = m1vf1 + m2vf2 1/2m1vi1^2 + 1/2m2vi2^2 = 1/2m1vf1^2 + 1/2m2vf2^2 A * B = ABcos(theta) 3. The attempt at a solution I'm trying to solve for two final velocities, and I know the initial velocity of puck B is 0. After that, I don't really know where to go with the equations that I have.
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s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676589618.52/warc/CC-MAIN-20180717070721-20180717090721-00020.warc.gz
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CC-MAIN-2018-30
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https://rufusonytogoputi.winforlifestats.com/writing-a-standard-form-equations-12510gv.html
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math
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For difficult-to-find items, other information that is useful in locating the item in a library, or in purchasing a copy, should also be included. And we have our slope. But why should we want to do this. It is highly recommended that authors always include the indicia of a quotation [i. And these are just different ways of writing the same equations.
So X would be equal to eight. You can algebraically manipulate from one to the other. For horizontal lines, that coefficient of x must be zero. Solution Now, let's look at an example that contains more than one fraction with different denominators. And what I want to do in this video, like we've done in the ones on point-slope and slope-intercept is get an appreciation for what is standard form good at and what is standard form less good at.
At point-slope form, neither the x nor the y-intercept kind of jump out at you. Our finishing x-coordinate was 6.
We now know that standard form equations should not contain fractions. I also persuaded Wiley-Interscience Press to allow me to use this style in my book that was published in We need to find the least common multiple LCM for the two fractions and then multiply all terms by that number.
What was our finishing x point, or x-coordinate. We've also seen that you can also express things in point-slope form. If someone writes x with a subscript 1 and a y with a subscript 1, that's like saying a particular value x and a particular value of y, or a particular coordinate.
To go to my web site, type www. Remember a point is two numbers that are related in some way. Furthermore, it is commonly known that extensive revisions produce a better final product.
Remember standard form is written: I am majoring in biology so my focus is If we start with 9X plus 16Y is equal to 72 and we want to put it in slope-intercept form, we can subtract 9X from both sides. So let's do slope intercept in orange. Standard Form is presented as: Remember to use opposite operations and whatever you do to one side of the equation, you must do to the other side.
All direct quotations from another author must be cited. These assertions need a citation of at least one I prefer three references that support the assertion. Standard Form of a Linear Equation tutor The George Washington University - Biophysics - "Private tutor for 5thth graders for the past 2 years in a wide variety of subjects from essay writing to pre-calculus and You now know how to graph equations that are written in slope intercept form and standard form.
Instead, before moving x and y over to the same side, we must first multiply both sides of the equation by the lowest common multiple of the denominators 2 and 3 in this example. Many engineers believe that all formal technical writing should use the past tense.
This can be accomplished diplomatically by making a "on the one hand The citation for this fact would look something like the following: So the thing that standard form is really good for is figuring out, not just the y-intercept, y-intercept is pretty good if you're using slope-intercept form, but we can find out the y-intercept pretty clearly from standard form and the x-intercept.
The URL should include "http:. A quadratic equation is an equation of the form [beautiful math coming please be patient] $\,ax^2 + bx + c = 0\,$, where $\,a \ne 0\,$.
The form [beautiful math coming please be patient] $\,ax^2 + bx + c = 0\,$ is called the standard form of the quadratic equation. Notice that standard form is not unique.
For example, [beautiful math coming please be patient] $\,x^2 - x + 1 = 0\,$ can. Writing Linear Equations Date_____ Period____ Write the slope-intercept form of the equation of each line. 1) 3 x − 2y Write the standard form of the equation of the line through the given point with the given slope.
9) through: (1, 2), slope = 7 7x − y = 5. Writing Linear Equations Date_____ Period____ Write the slope-intercept form of the equation of each line. 1) 3 x − 2y Write the standard form of the equation of the line through the given point with the given slope. 9) through: (1, 2), slope = 7 7x − y = 5.
Improve your math knowledge with free questions in "Write equations in standard form" and thousands of other math skills. Circle Equations. A circle is easy to make. Draw a curve that is "radius" away from a central point. And so: All points are the same distance from the center.
Free Pre-Algebra worksheets created with Infinite Pre-Algebra. Printable in convenient PDF format.Writing a standard form equations
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http://onlyintherepublicofamherst.blogspot.com/2012/03/figures-dont-lie-but.html
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math
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Click to enlarge (if you can handle the truth)
Well, I knew the Amherst school system was pretty weak with math, but this is ridiculous.
Rather than use the actual dollar amount of $697.73 vs. state average of $445.97 or a difference of $252.76 per student (57% higher!) for presenting administration costs, the Amherst Regional School Committee was shown an overall percentage figure of the Region's total spending instead (4.03%), which averages a whopping $17,144 per student vs. state average of $13,055.
Or if you prefer percentages, a whopping 31% over state average.
When Rick Hood ran his yacht factory, if his labor costs were on average 31% higher than a competitor, it's hardly reassuring that administration costs were--as a percentage of total spending--average, because that means the actual dollar amount spent on administration would still be 31% higher than it should be.
Simply put, the $251.76 extra per child in current administration cost over state average, times 1,545 regional students comes out to an extra annual administration cost of $388,969.20!
The real reason for such high admin costs
The Amherst Bulletin "reports"
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https://www.booktopia.com.au/the-calculus-gallery-william-dunham/prod9780691182858.html
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math
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More than three centuries after its creation, calculus remains a dazzling intellectual achievement and the gateway to higher mathematics. This book charts its growth and development by sampling from the work of some of its foremost practitioners, beginning with Isaac Newton and Gottfried Wilhelm Leibniz in the late seventeenth century and continuing to Henri Lebesgue at the dawn of the twentieth. Now with a new preface by the author, this book documents the evolution of calculus from a powerful but logically chaotic subject into one whose foundations are thorough, rigorous, and unflinching - a story of genius triumphing over some of the toughest, subtlest problems imaginable. In touring The Calculus Gallery, we can see how it all came to be.
"The Calculus Gallery is a wonderful book. The style is inviting; the explanations are clear and accessible.... Mathematicians, scientists, and historians alike can learn much that is interesting, much that is mathematically significant, and a good deal that is both."
--Judith V. Grabiner, Science
"If a better historical treatment of the development of the calculus is available, this reviewer has yet to see it.... Essential."
"[A] brilliant book.... I predict that Dunham's book will itself come to be considered a masterpiece in its field."
--Victor J. Katz, American Scientist
"A joy to read.... [The Calculus Gallery] is a lovely and engaging gallery of the 'masters' that belongs in the library of everyone who seriously teaches or studies the subject."
--Diane M. Spresser, Mathematics Teacher
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s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232257731.70/warc/CC-MAIN-20190524184553-20190524210553-00417.warc.gz
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CC-MAIN-2019-22
| 1,554
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https://answers.testprepkart.com/question/asked/44209/when-SO-gas-is-passed-into-aqueous
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math
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two infinity long parallel plate of equal areas 6cm² are separated by a distance of 1cm
in a measurement the random error
a proton moves with a speed of 5.0 x 10ⶠm/s along the x axis it enters a region where there is magnitude field
The one dimensional motion of a point
consider a wire with density (d) and stress
a person observe that the full length of a train subtend an angle of 15â°
consider a vertical emitting sound wave of frequency 700Hz moving toward an observer at a speed 22m/s
8g of Cuâ¶â¶ undergoes radioactive decay and after 15 minutes only 1g remains
the lower edge of a square slab side 50cm and thickness 20cm is rigidly fixed to the base of a table A tangential
A cylindrical tube open at both the ends has fundamental frequency n.
Huygens wave theory of light cannot explain
two particles A and B of same mass have their de Broglie wavelength in the ratio
The de-Broglie wavelength
Gd (64) has__unpaired electrons with sum od spin
the effective nuclear charge of an element with three valence electrons 2.60. what is the atomic number of the element
it take 4.6eV to remove one of the lead
st tightly bound electrons from a metal surface
An oscillator circuit an inductor 0.05H and a capacitor 80uf.
An electron is moving with a velocity 2 x 10â¶m/s along positive x direction in the uniform
if the emission rate of blackbody at 0â°C is R
it takes 4.6 eV to remove one of the least tightly bound electrons from a metal surface when monochromatic photons strike the meta..
which of the following compounds are aromatic
The period of oscillation of a simple pendulum is given by
for a P-N Junction diode
A decay chain of the nucleus
consider the following compounds
Two soap bubbles od radii 3mm and 4mm confined in vaccum coalesce isothermally to form a new bubble
Portland cement does not contain
The mean momentum of a nucleon in a nucleus with mass number A varies as
AI2 (SO4) is used in the following but not
which element has the highest first ionization potential
wavelength of the wave eifh 30 MHz frequency is
The displacement of a wave is represented by y
if the rms value of sinusoidal input to a full wave rectifier is
The electric field of certain radiation is given by the equation
Five moles of an ideal monoatomic gas with an intial temperature of 150â°C expand and in the process absorb 1500j of heat and ..
phenylacetylene on treatment with
a simple Harmonic motion is represented by
CO ion moving with kinetic energy of 20 KeV dissociated into O and C which move along the parent ion direction
an electron a neutron and an alpha particle have same kinetic energy and their de Broglie wavelengths are
a copper wire with a croos section area of 2 x 10â¶m² has a free electron equal to
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http://www.jiskha.com/display.cgi?id=1356139906
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math
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You only have number 1 right.
Please take your time and go back and study your text book.
My new Answers:
Are these still wrong Ms.Sue?
This is much better. Only 4 is still wrong.
For 5, I assume C is 18.
lol ok i will fix 4 one sec
ok #4 I think is C am i wrong?
Yes, number 4 is C.
ok i will send it in and tell u what i got
i missed 1 #5 was 18 but it was D not C
That's why I asked you about # 5.
Algebra help PLEASE? - how do I work out problems such as 3w - 10w? 13w -7w -7 ...
Math - Factor Completely: I am really confused on how to start it. 12q^5w^2-36q^...
7th grade math Ms. Sue please - 1. 3w – 10w (1 point) 13w –7w –7 7w 2. y + 1.2y...
Math help :( - 1. 3w – 10w 13w –7w –7 7w 2. y + 2y +3z 2y + 3z 3y + 3z 2y2 + 3z ...
math - Help?Simplify each expression.1. 3w – 10w a. 13w b. –7w c. –7 d. 7w 2. y...
Pre-Algebra - 1. 3w – 10w 13w –7w –7 7w 2. y + 2y +3z 2y + 3z 3y + 3z 2y2 + 3z ...
algebra - 4w+7-10w=-2(3w+2)
Pre algebra - Simplify 10w+6+3w
Math - Check my answer please - Simplify. 3w - 10w MY ANSWER: -7w
Math - Solve. |3w-1| = |3w| or abs(3w-1) - abs(3w) I know you can use a ...
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s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609540626.47/warc/CC-MAIN-20140416005220-00531-ip-10-147-4-33.ec2.internal.warc.gz
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https://arizona.pure.elsevier.com/en/publications/solution-of-the-monoenergetic-neutron-transport-equation-in-a-hal
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math
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The analytical solution of neutron transport equation has fascinated mathematicians and physicists alike since the Milne half-space problem was introduce in 1921 . Numerous numerical solutions exist, but understandably, there are only a few analytical solutions, with the prominent one being the singular eigenfunction expansion (SEE) introduced by Case in 1960. For the half-space, the method, though yielding, an elegant analytical form resulting from half-range completeness, requires numerical evaluation of complicated integrals. In addition, one finds closed form analytical expressions only for the infinite medium and half-space cases. One can find the flux in a slab only iteratively. That is to say, in general one must expend a considerable numerical effort to get highly precise benchmarks from SEE. As a result, investigators have devised alternative methods, such as the CN , FN and Greens Function Method (GFM) based on the SEE have been devised. These methods take the SEE at their core and construct a numerical method around the analytical form. The FN method in particular has been most successful in generating highly precise benchmarks. No method yielding a precise numerical solution has yet been based solely on a fundamental discretization until now. Here, we show for the albedo problem with a source on the vacuum boundary of a homogeneous medium, a precise numerical solution is possible via Lagrange interpolation over a discrete set of directions. Since this is an initial progress report of a new solution, we will consider only the simplest case in the half-space. In particular, the source will be isotropic and the medium isotropically scattering.
|Original language||English (US)|
|State||Published - Jul 5 2020|
ASJC Scopus subject areas
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s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178349708.2/warc/CC-MAIN-20210224223004-20210225013004-00553.warc.gz
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CC-MAIN-2021-10
| 1,775
| 4
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https://www.thestudentroom.co.uk/showthread.php?t=6326052
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math
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Any revision techniques for Maths GCSE? Watch
Hi, I am currently doing foundation for maths- the highest you can get on a foundation paper is a 5. I requested to do the higher paper because 2 of my alevels that I want to do (biology and psychology) require a 6 in maths. My teacher said that she will give me a higher paper to do in March and if I get good results on that paper, she will move me up to higher. I was just wondering if anyone had any good revision techniques for maths and resources they use to help them go over topics.
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s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875143784.14/warc/CC-MAIN-20200218150621-20200218180621-00494.warc.gz
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https://destevez.net/tag/tianwen/page/2/
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math
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Since launch, Tianwen-1 has transmitted as part of its telemetry some state vector data, giving its position and velocity vector every 32 seconds. This has allowed us to propagate, track and study its trajectory. We noticed the presence of the state vector data a few hours after launch, and since then we have received and decoded this data using the 20m antenna at Bochum observatory, which is operated by AMSAT-DL. This has allowed us to supply accurate orbit information to JPL HORIZONS, so that Amateur observers (and also some professional ones, for which Tianwen-1 is a useful and strong X-band beacon) can easily get ephemerides for the spacecraft.
Until now, the state vector data has encoded the spacecraft’s Cartesian position (in km) and velocity (in km/s) in a heliocentric reference frame. It is not completely clear if the frame is supposed to be ICRF or MJ2000, since the difference between the two is very small (see Section 3.5 in this paper by Kaplan) to be able to distinguish them with the data at hand, but we have always been using ICRF so far for consistency.
Today we have noticed that starting at some point on 2021-02-08, Tianwen-1 is now transmitting state vectors using a different, Mars-centric frame of reference. We don’t have the exact moment of the change. The last heliocentric vector we received was
2021-02-07 23:23:03.744100 18791639.655712113 211029173.8782428 96492674.05965108 -21.108400067542537 4.768376820024702 1.8445381918644286
This vector was received with one of the antennas at Allen Telescope Array, which I used as a backup since Bochum was unable to track that day due to a big snowfall.
The first Mars-centric state vector was received by Bochum the next day, and is
2021-02-08 22:14:25.049300 -345203.0840200648 103420.7793506239 -15761.456419116437 2.409386271990221 -0.7794198288828312 0.12118319008153547
The change in the frame of reference is clear from the change in magnitude of the position vector. Ensuring that the Mars-centric state vectors are interpreted correctly is important to continue using the data accurately. In this post I give the assessment of the appropriate reference system to use.
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https://forum.youandyourwedding.co.uk/receptions/302419-how-much-wine-are-you-putting-on-your-tables.html
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math
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How much wine are you putting on your tables?
I am trying to work out how much wine I will need to get. How much should you allow per person or put on each table? Also how much of each colour should you get? I was thinking 2 white and 1 red on each table but I know some people prefer Red and if it's a table of mainly red drinkers it will be a waste!
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s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439739328.66/warc/CC-MAIN-20200814130401-20200814160401-00180.warc.gz
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CC-MAIN-2020-34
| 351
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https://www.differencebetween.com/difference-between-irrational-and-vs-rational-numbers/
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math
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Irrational vs Rational Numbers
Rational number and irrational number are both real numbers. Both are values which represent a certain quantity along a particular continuum. Math and numbers is not everyone’s cup of tea, thus sometimes some people find it confusing to differentiate which one is rational and which one is an irrational number.
A rational number is actually any number which can be expressed as a fraction of two integers x/y where y or the denominator is not zero. Because the denominator can be equal to one, we can conclude that all integers is a rational number. The word rational was originally derived from the word ratio because again they can be expressed as ratio x/y given that both are integers.
Irrational numbers as what its name may imply are those numbers that are not rational. You cannot write these numbers in fraction form; although you can write it in decimal form. Irrational numbers are those real numbers which are not rational. Examples of irrational numbers include the following: the golden ratio and the square root of 2 because you cannot express all these numbers in fraction form.
Difference between Irrational and Rational Numbers
Here are some differences that one should learn about rational and irrational numbers. First, rational numbers are numbers which we can write as fraction; those numbers that we cannot express as fractions are called irrational, just like pi. The number 2 is a rational number, but its square root is not. One can definitely say that all integers are rational numbers, but one cannot say that all non-integers are irrational. As stated above, rational numbers can be written as fractions; however it can be written as decimals too. Irrational numbers can be written as decimals but not fractions.
Looking at what is stated above can be one’s get away as to mastering what is the difference between these two.
• All integers are rational numbers; but it does not necessarily mean that all non-integers are irrational.
• Rational numbers can be expressed as both fraction and decimal; irrational numbers can be expressed as decimal but not in fraction form.
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s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247514804.76/warc/CC-MAIN-20190222074154-20190222100154-00291.warc.gz
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https://books.google.com.eg/books?id=yy0PAAAAIAAJ&pg=PA12&vq=evidently&dq=editions:STANFORD36105000714753&hl=ar&output=html_text&source=gbs_search_r&cad=1
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math
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« السابقةمتابعة »
All the difficulty therefore reduces itself to finding a function
V which satisfies the partial differential equation, becomes equal to the known value of V at the surface, and is moreover such that none of its differential coefficients shall be infinite when p is within A.
In like manner, in order to find V, we shall obtain V, its value at A, by means of the equation (a), since this evidently becomes
a=T'-B, i.e. V =7.
Moreover it is clear, that none of the differential coefficients of
V = j-— can be infinite when p is exterior to the surface A,
and when p is at an infinite distance from A, V is equal to zero. These two conditions combined with the partial differential equation in V, are sufficient in conjunction with its known value V7 at the surface A for the complete determination of V, since it will be proved hereafter, that when they are satisfied we shall have
the integral, as before, extending over the whole surface A, and (p) being a quantity dependent upon the respective position of p and da.
It only remains therefore to find a function V which satisfies the partial differential equation, becomes equal to V when p is upon the surface A, vanishes when p is at an infinite distance from A, and is besides such, that none of its differential coefficients shall be infinite, when the pointy is exterior to A.
All those to whom the practice of analysis is familiar, will readily perceive that the problem just mentioned, is far less difficult than the direct resolution of the equation (a), and therefore the solution of the question originally proposed has been rendered much easier by what has preceded. The peculiar consideration relative to the differential coefficients of V and V, by restricting the generality of the integral of the partial differential equation, so that it can in fact contain only one arbitrary function, in the place of two which it ought otherwise to have contained, and, which has thus enabled us to effect the simplification in question, seems worthy of the attention of analysts, and may be of use in other researches where equations of this nature are employed.
We will now give a brief account of what is contained in the following Essay. The first seven articles arc employed in demonstrating some very general relations existing between the density of the electricity on surfaces and in solids, and the corresponding potential functions. These serve as a foundation to the more particular applications which follow them. As it would be difficult to give any idea of this part without employing analytical symbols, we shall content ourselves with remarking, that it contains a number of singular equations of great generality and simplicity, which seem capable of being applied to many departments of the electrical theory besides those considered in the following pages.
In the eighth article we have determined the general values of the densities of the electricity on the inner and outer surfaces of an insulated electrical jar, when, for greater generality, these surfaces are supposed to be connected with separate conductors charged in any way whatever; and have proved, that for the same jar, they depend solely on the difference existing between the two constant quantities, which express the values of the potential functions within the respective conductors. Afterwards, from these general values the following consequences have been deduced:—
When in an insulated electrical jar we consider only the electricity accumulated on the two surfaces of the glass itself, the total quantity on the inner surface is precisely equal to that on the outer surface, and of a contrary sign, notwithstanding the great accumulation of electricity on each of them: so that if a communication were established between the two sides of the jar, the sum of the quantities of electricity which would manifest themselves on the two metallic coatings, after the discharge, is exactly equal to that which, before it had taken place, would have been observed to have existed on the surfaces of the coatings farthest from the glass, the only portions then sensible to the electrometer.
If an electrical jar communicates by means of a long slender wire with a spherical conductor, and is charged in the ordinary way, the density of the electricity at any point of the interior surface of the jar, is to the density on the conductor itself, as the radius of the spherical conductor to the thickness of the glass in that point.
The total quantity of electricity contained in the interior of any number of equal and similar jars, when one of them communicates with the prime conductor and the others are charged by cascade, is precisely equal to that, which one only would receive, if placed in communication with the same conductor, its exterior surface being connected with the common reservoir. This method of charging batteries, therefore, must not be employed when any great accumulation of electricity is required.
It has been shown by M. PoisSON, in his first Memoir on Magnetism (Mem. de i'Acad. de Sciences, 1821 et 1822), that when an electrified body is placed in the interior of a hollow spherical conducting shell of uniform thickness, it will not be acted upon in the slightest degree by any bodies exterior to the shell, however intensely they may be electrified. In the ninth article of the present Essay this is proved to be generally true, whatever may be the form or thickness of the conducting shell.
In the tenth article there will be found some simple equations, by means of which the density of the electricity induced on a spherical conducting surface, placed under the influence of any electrical forces whatever, is immediately given; and thence the general value of the potential function for any point either within or without this surface is determined from the arbitrary value at the surface itself, by the aid of a definite integral. The proportion in which the electricity will divide itself between two insulated conducting spheres of different diameters, connected by a very fine wire, is afterwards considered; and it is proved, that when the radius of one of them is small compared with the distance between their surfaces, the product of the mean density of the electricity on either sphere, by the radius of that sphere, and again by the shortest distance of its surface from the centre of the other sphere, will be the same for both. Hence when their distance is very great, the densities are in the inverse ratio of the radii of the spheres.
When any hollow conducting shell is charged with eleccricity, the whole of tbc fluid is carried to the exterior surface, without leaving any p rtion on the interior one, as may he immediately shown from the fourth and fifth articles. In the experimental verification of this, it is necessary to leave a small orifice in the shell: it became therefore a problem of some interest to determine the modification which this alteration would produce. We have, on this account, terminated the present article, by investigating the law of the distribution of electricity on a thin spherical conducting shell, having a small circular orifice, and have found that its density is very nearly constant on the exterior surface, except in the immediate vicinity of the orifice; and the density at any point p of the inner surface, is to the constant density on the outer one, as the product of the diameter of a circle into the cube of the radius of the orifice, is to the product of three times the circumference of that circle into the cube of the distance of p from the centre of the orifice; excepting as before those points in its immediate vicinity. Hence, if the diameter of the sphere were twelve inches, and that of the orifice one inch, the density at the point on the inner surface opposite the centre of the orifice, would be less than the hundred and thirty thousandth part of the constant density on the exterior surface.
In the eleventh article some of the effects due to atmospherical electricity are considered; the subject is not however insisted upon, as the great variability of the cause which produces them, and the impossibility of measuring it, gives a degree of vagueness to these determinations.
The form of a conducting body being given, it is in general a problem of great difficulty, to determine the law of the distribution of the electric fluid on its surface: but it is possible to give different forms, of almost every imaginable variety of shape, to conducting bodies; such, that the values of the density of the electricity on their surfaces may be rigorously assignable by the most simple calculations: the manner of doing this is explained in the twelfth article, and two examples of its use are given. In the last, the resulting form of the conducting body is an oblong spheroid, and the density of the electricity on its surface, here found, agrees with the one long since deduced fronother methods.
Thus far perfect conductors only have been considered. In order to give an example of the application of theory to bodies which are not so, we have, in the thirteenth article, supposed the matter of which they are formed to be endowed with a constant coercive force equal to /9, and analogous to friction in its operation, so that when the resultant of the electric forces acting upon any one of their elements is less than /3, the electrical state of this element shall remain unchanged; but, so soon as it begins to exceed y9, a change shall ensue. Then imagining a solid of revolution to turn continually about its axis, and to be subject to a constant electrical force / acting in parallel right lines, we determine the permanent electrical state at which the body will ultimately arrive. The result of the analysis is, that in consequence of the coercive force fi, the solid will receive a new polarity, equal to that which would be induced in it if it were a perfect conductor and acted upon by the constant force /8, directed in lines parallel to one in the body's equator, making the angle 90° + 7, with a plane passing through its axis and parallel to the direction of/: f being supposed resolved into two forces, one in the direction of the body's axis, the other b directed along the intersection of its equator with the plane just mentioned, and 7 being determined by the equation
sm7 = ^ .
In the latter part of the present article the same problem is considered under a more general point of view, and treated by a different analysis: the body's progress from the initial, towards that permanent state it was the object of the former part to determine is exhibited, and the great rapidity of this progress made evident by an example.
The phenomena which present themselves during the rotation of iron bodies, subject to the influence of the earth's magnetism, having lately engaged the attention of experimental philosophers, we have been induced to dwell a little on the solution of the preceding problem, since it may serve in some measure to illustrate what takes place in these cases. Indeed,
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CC-MAIN-2020-16
| 11,094
| 25
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http://studyrankersonline.com/103897/for-what-real-numbers-x-is-value-of-x2-6x-9-negative?show=103898
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math
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A real numbers are numbers that can be found on a number line, they include both rational and irrational numbers.
We can first solve the equation;
x² - 6x + 9 =0, using completing square method;
x²- 6x + (-3)² = -9 + (-3)²
(x-3)² = 0
x = 3
therefore, both values of x are 3, thus the expression has no real number x is negative.
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s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107888931.67/warc/CC-MAIN-20201025100059-20201025130059-00660.warc.gz
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https://excel.tips.net/T002876_Non-adjusting_References_in_Formulas.html
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math
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Please Note: This article is written for users of the following Microsoft Excel versions: 97, 2000, 2002, and 2003. If you are using a later version (Excel 2007 or later), this tip may not work for you. For a version of this tip written specifically for later versions of Excel, click here: Non-adjusting References in Formulas.
by Allen Wyatt
(last updated July 21, 2017)
Everybody knows you can enter a formula in Excel. (What would a spreadsheet be without formulas, after all?) If you use address references in a formula, those references are automatically updated if you insert or delete cells, rows, or columns and those changes affect the address reference in some way. Consider, for example, the following simple formula:
If you insert a cell above B7, then the formula is automatically adjusted by Excel so that it appears like this:
What if you don?t want Excel to adjust the formula, however? You might try adding some dollar signs to the address, but this only affects addresses in formulas that are later copied; it doesn?t affect the formula itself if you insert or delete cells that affect the formula.
The best way to make the formula references ?non-adjusting? is to modify the formula itself to use different worksheet functions. For instance, you could use this formula in cell C7:
What this formula does is to construct an address based on whatever cell the formula appears in. The ROW function returns the row number of the cell (C7 in this case, so the value 7 is returned) and then the INDIRECT function is used to reference the constructed address, such as A7 and B7. If you insert (or delete) cells above A7 or B7, the reference in cell C7 is not disturbed, as it just blithely constructs a brand new address.
Another approach is to use the OFFSET function to construct a similar type of reference:
This formula simply looks at where it is (in column C) and compares the values in the cells that are to its left. This formula is similarly undisturbed if you happen to insert or delete cells in either column A or B.
A final approach (and perhaps the slickest one) is to use named formulas. This is a feature of Excel?s naming capabilities that is rarely used by most people. Follow these steps:
Figure 1. The Define Name dialog box.
At this point you?ve created your named formula. You can now use it in any cell in column C in this manner:
It compares whatever is in the two cells to its left, just as your original formula was designed to do. Better still, the formula is not automatically adjusted as you insert or delete cells.
ExcelTips is your source for cost-effective Microsoft Excel training. This tip (2876) applies to Microsoft Excel 97, 2000, 2002, and 2003. You can find a version of this tip for the ribbon interface of Excel (Excel 2007 and later) here: Non-adjusting References in Formulas.
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Got a version of Excel that uses the menu interface (Excel 97, Excel 2000, Excel 2002, or Excel 2003)? This site is for you! If you use a later version of Excel, visit our ExcelTips site focusing on the ribbon interface.
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s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934807089.35/warc/CC-MAIN-20171124051000-20171124071000-00758.warc.gz
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CC-MAIN-2017-47
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| 21
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https://rcogenasia.com/electricity-generation/how-does-a-capacitor-store-energy-in-electric-field.html
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math
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Is energy stored in an electric field?
A charged capacitor stores energy in the electrical field between its plates. As the capacitor is being charged, the electrical field builds up. … When the charge is expressed in coulombs, potential is expressed in volts, and the capacitance is expressed in farads, this relation gives the energy in joules.
How does capacitance relate to electric field?
A capacitor stores potential energy in its electric field. This energy is proportional to both the charge on the plates and the voltage between the plates: UE = 1/2 QV. This expression can be combined with the definition of capacitance to get energy in terms of Q and C or Q and V.
How much energy is stored in the electric field?
The energy stored on a capacitor can be calculated from the equivalent expressions: This energy is stored in the electric field. and will have stored energy E = x10^ J. From the definition of voltage as the energy per unit charge, one might expect that the energy stored on this ideal capacitor would be just QV.
One plate of the capacitor holds a positive charge Q, while the other holds a negative charge -Q. The charge Q on the plates is proportional to the potential difference V across the two plates. The capacitance C is the proportional constant, … The SI unit of capacitance is Coulomb/Volt = Farad (F).
Why does capacitance decrease as electric field increases?
Capacitance is the ratio of charge to voltage. Introducing a dielectric into a capacitor decreases the electric field, which decreases the voltage, which increases the capacitance. … Voltage and capacitance are inversely proportional when charge is constant. Reducing the capacitance raises the voltage.
Why does decreasing electric field increase capacitance?
As it turns out, the electric field that exists between the two plates decreases and this decrease in the electric field decreases the voltage that exists across the two plates. This decrease in voltage in turn increases the capacitance of the capacitor.
How do you find the energy stored in an electric field?
We can also view the energy as being stored in the electric field produced by the separated charges, U = ½CV2. Let the area of the plates of the parallel-plate capacitor be A and the plate separation be d. U = ½εE2(A*d).
How do you calculate stored energy?
Energy stored in a spring
- Work is done when a spring is extended or compressed . Elastic potential energy is stored in the spring. …
- The elastic potential energy stored can be calculated using the equation:
- elastic potential energy = 0.5 × spring constant × (extension) 2
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CC-MAIN-2021-49
| 2,616
| 18
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https://www.planetdj.com/peavey-pvm22
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math
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A great microphone for vocals! The PVM' 22 is a dynamic cardioid microphone that incorporates a neodymium magnet which has greatly increased sensitivity over conventional microphones. With the mic's diamond coated diaphragm, transient and frequency response becomes flawless.
Features• Diamond coated diaphragm• Neodymium iron boron magnet• Cardioid unidirectional polar pattern• 20 dB (typical) front to back rejection• 400 ohms, balanced• 50 Hz - 16 kHz frequency response• Ultra-high sensitivity (-52 dB)• 140 dB maximum SPL• Black rubberized paint finish• Swivel adapter• Protective pouch
|Product Condition||New - On Clearance|
Peavey PVM 22 Wired Microphone Reviews
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s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125947957.81/warc/CC-MAIN-20180425193720-20180425213720-00239.warc.gz
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CC-MAIN-2018-17
| 693
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https://39bet.club/2024/01/26/how-to-get-hazard-ratio-from-odds-ratio/
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math
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Name: Sarah Davis
City: Los Angeles
"I have always been curious about the relationship between risk ratio and odds ratio in statistical analysis. When I stumbled upon the keyword 'when can the risk ratio be approximated by the odds ratio?', I was thrilled to find relevant information. The search results provided me with a comprehensive understanding of this topic, making it easier for me to interpret research findings accurately. I am truly grateful for the clarity and depth of knowledge I gained from the search. Now, I can confidently apply these concepts to my work as a data analyst. Thanks to this valuable resource, I can confidently say that my statistical prowess has reached new heights!"
"As a seasoned researcher, I am always on the lookout for reliable and informative content. When I stumbled upon the query 'when can the risk ratio be approximated by the odds ratio?', I was amazed by the wealth of knowledge that I found. The search results provided me with a clear understanding of the circumstances where the risk ratio can be approximated by the odds ratio. The explanations were concise yet comprehensive, allowing me to delve deeper into statistical analysis with confidence. The
How to convert hazard ratio to odds ratio
Meta Tag Description: Explore the process of converting hazard ratio to odds ratio in the US region. This expert review provides informative and easy-to-understand insights, guiding you through the steps of this essential statistical conversion.
In the field of medical research and epidemiology, hazard ratio (HR) and odds ratio (OR) are widely used statistical measures. While HR estimates the relative risk of an event occurring over time, OR quantifies the association between exposure and outcome in a case-control study. Understanding how to convert HR to OR is crucial for data interpretation, as it allows for a more comprehensive analysis of the data. In this review, we will explore the process of converting hazard ratio to odds ratio specifically for the US region.
Converting Hazard Ratio to Odds Ratio:
Converting HR to OR involves a mathematical transformation, which is dependent on the baseline hazard rate and the incidence of the outcome in the control group. The formula for converting HR to OR is as follows:
OR = (HR * p) / (1 - p + (HR * p))
Here, "p" represents the incidence of the outcome in the control group.
Let's consider an example to illustrate the conversion process
What does HR mean in statistics?
The hazard ratio (HR) is the main, and often the only, effect measure reported in many epidemiologic studies. For dichotomous, non–time-varying exposures, the HR is defined as the hazard in the exposed groups divided by the hazard in the unexposed groups.
What is HR and RR in statistics?
|Static – does not consider rates. Summarizes an overall study.
|Based on rates. Provides information about the way a study progresses over time.
Is HR and RR the same thing?
What does hazard ratio of 1.5 mean?
Can you convert odds ratio to hazard ratio?
Frequently Asked Questions
How do you calculate the hazard rate?
What is the formula for the odds ratio of risk?
|Relative risk (risk ratio)
|EER / CER
|Relative risk reduction
|(CER − EER) / CER, or 1 − RR
|Preventable fraction among the unexposed
|(CER − EER) / CER
|(EE / EN) / (CE / CN)
What is the alpha level that is interpreted by the nurse researcher as a highly statistically significant result?
- When a value is obtained that shows no difference in an experiment?
- If the null value (the value that indicates no difference and is usually zero or one) is included in the confidence interval, then the result is not statistically significant.
- How do you calculate the hazard ratio?
- The HR has also been defined as, the ratio of (risk of outcome in one group)/(risk of outcome in another group), occurring at a given interval of time (21). In the situation where the hazard for an outcome is exactly twice in Group A than in Group B, the value of the hazard ratio can be either 2.0 or 0.5.
- What is the difference between odds ratio and incidence rate ratio?
- The normally used odds ratio from a classical case-control study measures the association between genotype and being diseased. In comparison, under incidence density sampling, the incidence rate ratio measures the association between genotype and becoming diseased.
How to get hazard ratio from odds ratio
|What is the formula for hazard?
|(7.3) λ ( t ) = f ( t ) S ( t ) , which some authors give as a definition of the hazard function. In words, the rate of occurrence of the event at duration equals the density of events at , divided by the probability of surviving to that duration without experiencing the event. λ ( t ) = − d d t log
|How do you calculate odds ratio from hazard ratio?
|The odds are equal to the hazard ratio, which is 1.9 in the present case. The probability of healing sooner can be derived from the hazard ratio by the following formula: HR = odds = P/(1 − P); P = HR/(1 + HR). And so, in this example, P = 1.9/2.9 = 0.67.
|How do you convert risk ratio to odds?
|To convert an odds ratio to a risk ratio, you can use "RR = OR / (1 – p + (p x OR)), where p is the risk in the control group" (source: http://www.r-bloggers.com/how-to-convert-odds-ratios-to-relative-risks/).
- What is the formula for the odds ratio?
- In a 2-by-2 table with cells a, b, c, and d (see figure), the odds ratio is odds of the event in the exposure group (a/b) divided by the odds of the event in the control or non-exposure group (c/d). Thus the odds ratio is (a/b) / (c/d) which simplifies to ad/bc.
- What does a 1.5 hazard ratio mean?
- If the ratio is 1 that means that the risks are the same. If it is greater than 1, then the risk is higher, and vice versa. The drug is usually the denominator, so 1.5 means for example, that the risk of dying is higher on the drug by about 50%.
- Is odds ratio same as hazard ratio?
- In logistic regression, an odds ratio of 2 means that the event is 2 time more probable given a one-unit increase in the predictor. In Cox regression, a hazard ratio of 2 means the event will occur twice as often at each time point given a one-unit increase in the predictor.
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CC-MAIN-2024-10
| 6,225
| 50
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https://tutorme.com/tutors/208943/interview/
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math
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Tutor profile: Rafay S.
Subject: Basic Math
Thomas has several dimes and nickels. He has a total of 23 coins. The total value of the coins is $1.55. Write the equations representing the total number of coins and their values in terms of nickels and dimes.
Let x be the number of nickels Let y be the number of dimes x + y = 23 0.05x + 0.10y = 1.55
Find the first derivative of the following function. f(x) = 2x^3 + 3x^2 + 5
f'(x) = 6x^2 + 6x
Captain American is fighting Thanos on top of Burj Khalifa. Thanos unfortunately punches Captain America and sends him tumbling over the building. Captain America's fall from the top of the building can be modelled by the function h = -9.8t^2 + 828, where h represents Captain America's height in metres during his fall and t represents the number of seconds since he started falling. Iron Man is fighting on the ground and sees that Captain is falling so he quickly flies to save him. Iron Man's flight can be modelled by h = 35t - 2. Will Iron Man be able to catch Captain America before he hits the ground? If yes, then at what height will they be when Iron Man catches Captain America?
This is a system of 2 equations. 1. h = -9.8t^2 + 828 2. h = 36t - 71 Iron Man will be able to catch Captain America when their graphs intersect. To find if the graphs intersect: Substitute, equation 2 into equation 1 36t - 71 = -9.8t^2 + 828 Rearrange and collect like terms 0 = -9.8t^2 -36t + 899 Use quadratic formula to solve for t t = ( -(-36) +/- sqrt( (-36)^2 - 4*(-9.8)*(899) ) ) / 2*(-9.8) t = -11.59 and t = 7.91 Since time cannot be negative, we will take t = 7.91 seconds. Iron Man will catch Captain American 7.91 seconds after his fall. To figure out the height when Iron Man will catch Captain America, we plug in t = 7.91 into either equation 1 or equation 2. h = 36(7.91) -71 h = 213.76 They will be 213.76 m from the ground
needs and Rafay will reply soon.
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CC-MAIN-2020-16
| 1,906
| 9
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http://forums.vwvortex.com/search.php?s=65ea54d9c0f7ef249fb9c012c88644e9&searchid=116144169
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math
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Type: Posts; User: THE KILLER RABBIT
what you see is what you get
where. link me lol
i am curious how it is difficult to get in and out of. isnt a car like this ideal for the less then limber?
not as good as 5
$50 shipped in the united states
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s3://commoncrawl/crawl-data/CC-MAIN-2016-30/segments/1469257828282.32/warc/CC-MAIN-20160723071028-00034-ip-10-185-27-174.ec2.internal.warc.gz
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CC-MAIN-2016-30
| 242
| 6
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http://paperandcotton.com/2018/11/
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math
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math formulas trigonometry identities trigonometry formulas trigonometry formulas.
math practice pert test pert study guide.
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math games equivalent fractions equivalent fractions mathematical worksheet stars math puzzle educational game vector illustration.
maths practice worksheets for class 5 math worksheet multiplication.
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s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540490743.16/warc/CC-MAIN-20191206173152-20191206201152-00266.warc.gz
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CC-MAIN-2019-51
| 755
| 8
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https://www.varsitytutors.com/new_bedford-ma-pre_calculus-tutoring
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math
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Recent Tutoring Session Reviews
"Discussed descriptive vs inferential stats. Covered calculation of variance, standard deviation, covariance, and z statistics. Began confidence intervals."
"The student and I worked on limits of equations that are infinite. We determined whether a limit was negative or positive infinity approaching a certain value from both the left and the right. We also did homework problems on vertical asymptotes and removable discontinuities."
"We worked on finishing Lesson 3, which included factoring and rational zero theorem, as well as starting the midway review."
"The student was struggling with Lesson 3.3 that covered solving trigonometric equations for the sine, cosine, and tangent of the angle of theta. We worked through the sample problems of each example. We then worked on some practice problems for each type of equation. I also shared a video that helped explain how to solve the equation in decimals instead of radians. She felt more comfortable with the material we covered. She was able to complete several problems correctly on her own."
"This was our first session. I worked with the student on Physics homework. In the future, I will bring SAT prep materials. We will meet each Monday."
"During this session, we focused on the concept of limits. We talked about finding limits of functions and worked on several algebraic methods for finding limits (including factoring and rationalizing the denominator). We also worked on finding one-sided limits, particularly in piecewise functions."
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s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501170380.12/warc/CC-MAIN-20170219104610-00446-ip-10-171-10-108.ec2.internal.warc.gz
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CC-MAIN-2017-09
| 1,535
| 7
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http://www.audi-sport.net/vb/f147/sat-nav-cd-roms-80558-print/
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math
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This is my 1st time on here, so please be patient.
I have just upgraded the car to an A4 1.9 tdi SE on a 55 plate. The sat nav is displayed in the instrument cluster. I wonder if anyone can tell me the right cd - rom, please help.
Ive noticed it says " type DX ".
Many thanks :icon_thumright:
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s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1406510267330.29/warc/CC-MAIN-20140728011747-00418-ip-10-146-231-18.ec2.internal.warc.gz
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CC-MAIN-2014-23
| 292
| 4
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http://www.jiskha.com/display.cgi?id=1204587893
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math
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If a magnetic flux passes through a circular coil when its diameter D, what should be its diameter (in terms of D) so that only half as much flux passes through it in the same field? Assume that the magnetic field is uniform over the area in both cases.
I am totally lost! I Don't know where to start!
Physics - Damon, Monday, March 3, 2008 at 6:54pm
the area should be half the original
Area = pi r^2 = pi D^2/4
new area = pi D^2/8 = pi Dnew^2/4
Dnew ^2 = (1/2) D^2
Dnew = .707 D
Physics - J, Monday, March 3, 2008 at 7:22pm
ok I am confused, because I have the answer in the back of my book it says it is D/square root of 2
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s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218187717.19/warc/CC-MAIN-20170322212947-00062-ip-10-233-31-227.ec2.internal.warc.gz
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CC-MAIN-2017-13
| 625
| 10
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http://www.uleth.ca/student-success-centre/math-and-stats
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math
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Mathematics and Statistics Courses: Sept 16 – Dec 4
The Mathematics and Statistics Help Sessions provide free drop-in support with any math or statistic course (e.g. Stats 1770, Math 0500, Math 1560, Math 2000). Stop in anytime during the listed hours and as often as you need throughout the semester!
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CC-MAIN-2019-43
| 352
| 3
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http://www.edugeek.net/forums/general-chat/35589-check-out-wolfram-2.html
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math
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General Chat Thread, Check out Wolfram in General; Originally Posted by fafster
You're not trying hard enough
But the result it gives is a decimal value e.g ...
19th May 2009, 01:09 PM #16
But the result it gives is a decimal value e.g 7.5 stones not 7 stones 7 pounds which I think is the point he was making.
Originally Posted by fafster
19th May 2009, 01:14 PM #17
Oddly enough though if you ask for the conversion to lbs it does work out ounces.
5th May 2010, 08:33 AM #18
Step forward another feature of WolframAplha:
Link: all visible satellites - Wolfram|Alpha
Show all satellites which are visible from you location [or nearby] at the current time [this does not take account of daylight blocking the view of the satellites: Nonetheless useful data for the keen back garden astronomer]
5th May 2010, 09:20 AM #19
5th May 2010, 09:41 AM #20
- Rep Power
Wolfram Alpha is probably the best thing on the web (barring this site obviously :P)
5th June 2010, 07:33 AM #21
WolfRamAlpha gets more accurate every day:
Link: Who Da Man? - Wolfram|Alpha
By zike in forum Jokes/Interweb Things
Last Post: 11th June 2008, 12:41 PM
By PsychoTech83 in forum How do you do....it?
Last Post: 9th June 2006, 01:54 PM
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https://physicsdoneright.com/physics-done-right-lesson-units-part-2-of-2/
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math
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The conclusion of my lesson on units: More conversion examples, proper notation for units, scientific notation and prefixes. Be sure to get your free worksheet that goes with this video:
Hey there, Doc Bateman here. This is part 2 of my Physics Done Right lesson about units. If you haven’t seen part 1, please go watch it first. In this video, I’ll do some more examples and then talk about scientific notation, the proper way to write units, and how prefixes work and how to write them. Please click like and subscribe below and also leave me a comment. If you think these videos are helpful, please share them with a friend. Let’s get started.
Next, let’s do a time conversion. How many seconds are in January? Draw a bracket with January. I need that to cancel, so I put January in the denominator and I know that January equals 31 days. Now let’s work our way down to seconds. We need a day in the bottom to cancel: one day = 24 hours, 1 hour = 60 minutes and 1 minute = 60 seconds. Let’s check the cancels. January cancels, days cancel, hours cancel and minutes cancel. What I have left is this single unit of seconds, which is good because that’s what I want. Now collect numbers: 31 x 24 x 60 x 60 and the unit I had left was seconds. This equals a very large number: 2 678 400 seconds.
For our final conversion example, I wanted to show you how to do a volume conversion. In this question, a concrete truck holds 10 yards. “Yards” is a jargon term that means cubic yards. So I have
10 cubic yards of concrete. How much is that in cubic meters? I need one conversion factor and that is 1 m = 1.094 yards. Draw a bracket with 10 yards cubed. So I need yards in the denominator. I use my conversion factor but I’m not done. I have one yard in the denominator, but I’ve got three (units of) yards in the numerator, so I have to do the same conversion three times to cancel all three of those yards. So let’s do it again, and a third time. Now let’s check the cancels: 3 yards cancels 3 yards, so I have left a meter, and another meter, and another meter, so that’s meters cubed, which is good because that’s what I want. Now gather the numbers 10 over I’m going to shorthand this 1.094 cubed and the units I have left are meters cubed. A calculator tells me that this equals 7.64 cubic meters.
Let’s talk about notation. When you write quantities with units there’s a convention. Convention means a standard practice. And this convention says: if the unit is based on a person’s name then you capitalize the abbreviation. But if you need to write out the full word for the unit, don’t capitalize it, because that would confuse people whether you’re talking about the unit or the person. Let’s give some examples. The unit of force is called the newton, after Sir Isaac Newton. So if you write the full name you don’t capitalize it, but if you abbreviate it, the abbreviation is a capital N. The same for the joule, the watt, the amp, the volt – there are many units that are named after physicists and other scientists and engineers. So that’s the convention: capitalize the abbreviation but not the complete word.
Next let’s talk about scientific notation. Scientific notation is a way to write very large or very small numbers in a compact way and to keep track of where the decimal point is. So here’s the recipe: if you move the decimal point left then you multiply by 10 to the positive (whatever the count is) if you move the decimal point right, then you multiply by 10 to the minus (whatever the count is). For example, here I have 100 000 000. I want to move the decimal point here right after the one so if I move it I’d have to move it 7 places left since I moved left that means I have 107 giving 1.0 x 107. Then I have this very small number (0.00001). I want the decimal point to be right after the one. That means I have to move this decimal point 5 places to the right which means I have 1.0 x 10-5 and just for fun and a really good illustration, there’s a nice video that was made in the late ’70s called Powers of Ten and it nicely illustrates the very large and the very small. It’s on YouTube and I’ll put a link below so you can go watch it. It’s not very long and it’s very illustrative of powers of 10.
Next we talk about prefixes. Units can be scaled up or down with prefixes. Prefixes that multiply or scale up are written with capital letters, and prefixes that divide or scale down are written with lowercase letters. But there are exceptions to this rule. The first three “multiply” or “scale up” prefixes – deca, hecto, and kilo – are written with lowercase letters. Really the only one you need to remember is kilo (lowercase k) because deca and hecto are not widely used.
The table next lists the standard prefixes. Notice that they mostly step up or down by a factor of 1,000 which is 103. Here’s the table of prefixes. Notice that right here in the middle is 100 or 1. The prefixes that make units bigger go up from there: deca, hecto, and kilo. Notice that they are lower case like I mentioned: kilo is 1,000, mega is a million, giga is a billion, tera is a trillion, and so on. Then the prefixes that make units smaller go down from there: deci, centi, milli. You’ve heard of centimeter that’s a 1/100, milli that’s 1/1000. Here’s a strange one: this is micro and it’s represented by a lowercase Greek letter μ (“moo”) and it means one-one millionth; nano is one-one-billionth, etc. on down.
So there you have it. I hope you know a little more about units now, how to do conversions, and what prefixes are. Please click like and subscribe below and leave me a comment. If you think these videos are helpful, please share them with a friend. Thanks for watching.
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CC-MAIN-2024-18
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| 10
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https://www.enotes.com/homework-help/large-cable-company-received-shipment-audio-video-473420
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math
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A large cable company received a shipment of audio video cables with the wrong connectors. The error was made by the cable company’s specifications provided to the overseas supplier. The...
A large cable company received a shipment of audio video cables with the wrong connectors. The error was made by the cable company’s specifications provided to the overseas supplier. The operations manager calculates that it would be cheaper to manually change the connectors rather than the supplier re-doing or fixing the cables. The manager observes the first set of workers pulled aside to change the cables and from these observations will set a standard time. The observations are as follows for workers to each change the connectors on sets of 20 cables:
Determine the standard time the manager will use to change the connectors from the link above.
Below is information to help:
In order to answer this question, we need to use the information from two of the links that you provided. First, we look here to find an explanation of how to figure a standard time. Second, we look here to find the information about the time it takes the workers to change the cables and the information about the allowance factor and the performance rating.
To find the standard time, we will first need to find two other figures. First, we need to find the average observed time. We do this by simply finding the mean amount of time that it took the workers to change the connectors. We add the ten times recorded here and we divide them by 10. The sum of the ten times is 71.76 minutes. If we divide that by 10, we get 7.176 minutes as our average observed time.
Next, we must find the normal time needed to change the connectors. We need to find the normal time because we expect that the workers will improve and become more skilled at changing the connectors. This means that the time they need will actually be shorter than the average observed time. We find the normal time by multiplying the observed time by a performance rating factor. The information you provided tells us that the performance rating factor is .95. Therefore, we find the normal time by multiplying 7.176 by .95. This gives us an answer of 6.82.
With this information in hand, we can figure the standard time. To find standard time, we must factor in an allowance factor. We need to do this because we cannot expect that the workers will work at 100% efficiency for a long period of time. We need to use the allowance factor as a way of estimating how much time they will lose to things like fatigue. The information you provided tells us that the allowance factor is .04. The equation for finding standard time is Normal Time/(1-allowance factor). In this case, the equation will be
Standard time = 6.82/(1-.04)
In this case, then, the standard time that the manager will use is 7.1 minutes per set of 20 cables.
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s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891817908.64/warc/CC-MAIN-20180226005603-20180226025603-00238.warc.gz
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CC-MAIN-2018-09
| 2,874
| 10
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https://www.hackmath.net/en/math-problem/3346
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math
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2/5 q of potatoes were sold in the first hour, 5/6 q in the second hour, and 40 kg in the third hour. How many kilograms of potatoes were in total?
Did you find an error or inaccuracy? Feel free to write us. Thank you!
Tips for related online calculators
You need to know the following knowledge to solve this word math problem:
We encourage you to watch this tutorial video on this math problem: video1
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The farmer brought potatoes to the market. In the first hour, he sold two-fifths of the potatoes brought in. He sold five-sixths of the remaining potatoes in the second hour, and in the third hour, he sold the last 40 kg of potatoes. 1. Express a fraction
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- Sales stores
The first sales store passed the 1/3 and the second 2/5 of the total amount of goods. In the third store passed the 2/3 rest of the goods. The remaining 40 kg of goods put into fourth store. How many kilograms of goods pass to a third store?
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I have three bags with 21 kg of potatoes. The first bag is 5.5 kg more than the second bag, and the third is 0.5 kg more than the second bag. Determine how many kgs of potatoes are in each bag.
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Three students collected a total of 32 kg of paper. The second student collected three times more paper than the first student, and the third student collected 2 kg more than the first student. How many kilograms of paper did each of them collect?
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The seller sold 40% of the fruit on the first day, 2/3 of the rest on the second day, and the remaining 20 kg on the third day. How much fruit did he sell in those three days?
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Farmer Joe ordered three bags of soil last month. Each bag weighed 4 ⅖ kilograms. He used the first bag in a week. At the end of this month, there were 2 ¾ kilograms of soil left in the second bag and ⅞ kilograms of soil left in the third bag. How much so
Farmers loaded into a truck of fruit and vegetables intended for the store. Ten boxes of 5 kg pears, eight boxes of 6 kg plums, seven boxes 9 kg of carrots, and ten bags of 50 kg of potatoes. How many kilograms of fruit and vegetables are loaded in total?
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The coffee shop brought two types of coffee total of 50 kg. The first type was CZK 220 per kilogram, and the second type was 300 CZK per 1 kg. All the coffee traders earned CZK 12,000. How many kilograms of coffee of the first type and how many kilograms
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They delivered potatoes, cabbage, and carrots to the vegetable shop for winter pre-stocking. 2/7 of the total amount is carrots, 1/3 is cabbage, and the rest is potatoes. Carrots are 10 kg less than cabbage. How many kilograms of potatoes do they have in
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CC-MAIN-2024-10
| 4,552
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https://paperanswers.com/economic-growth/probability7-2/
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math
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typed repartee required.
You should obstruct questions original and count me if you can exhaustive them for unfailing in date.
Math 464 -Fall 13 -Homework 8 1. X and Y are recalcitrant stray fickles, each of which has the stan- dard regular disposal. Show that Z = X/Y has a Cauchy disposal. 2. Let X be a trutination regular stray fickle, and let Y = X +µ where > 0. (a) Show that the pdf of Y is regular delay balance µ and strife 2. (b) Show that force generating business of X is exp(t2/2). (c) Show that the mgf of Y is abandoned by the formula on the formula sheet. (Hint: foreclosure the statement from systematize about the mgf of aX+b. This should follow approximately no proof.) 3. (Exposition) In systematize we periodical a theorem that says that if X and Y are recalcitrant faithful stray fickles and g and h are businesss from R to R, then g(X) and h(Y ) are recalcitrant stray fickles. We solely ascertaind it for the exceptional subject that g and h are increasing businesss. In this completion you ascertain for two over exceptional subjects. (a) Ascertain that if X and Y are recalcitrant then X2 and Y 2 are recalcitrant. (b) Ascertain that if X and Y are recalcitrant then X and -Y are recalcitrant. 4. The Laplace disposal is f(x) = 12e-|x|, -1 0 is a parameter. Calculate the force generating business and use it to experience the balance and strife. 5. Let X and Y be recalcitrant stray fickles. They each keep the exponential disposal delay the similar . Let Z = Y - X. The goal of this completion is to experience the dullness of Z using force generating businesss. (There should be very dirty proof in your disconnection.) (a) Experience the mgf of -X. Hint: meditate of -X as (-1)X and foreclosure the propo- sition from systematize about the mgf of aX + b. (b) Use the reality that -X and Y are recalcitrant (which you ascertaind in a former completion) to experience the mgf of Z. (c) Experience the dullness of Z. Hint: don’t calculate - experience a RV delay the similar force generating business. 1
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s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780056856.4/warc/CC-MAIN-20210919095911-20210919125911-00421.warc.gz
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CC-MAIN-2021-39
| 2,034
| 3
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https://lms.su.edu.pk/course/4090
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math
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This course includes the study of first order differential equations and higher order differential equations, Laplace transforms. numerical methods, initial vlue and boundary value problems, qualitaitive analysis of solutions and applications of differentials in solving engineering problems.
1. To understand the concepts of matrices and determinants.
2. To understand the concept and use of partial differential equations and their applications.
1. Linear Algebra: Basic concepts of matrices and determinants, addition, subtraction, multiplication, linear system of equations and their solutions.
2. Gauss elimination tecnique, row reduced echelon form, rank, of the matrices
3. Gauss Jordan method, Determinants, Crammers rule, Eigen values, and Eigen vectors.
4. Vecdtor differential calculus, Gradiant, Divergence and Curl , and concepts of victor integral calculus.
5. Partial Differential equations: Fouriers series, basic concepts of Partial Differential Equations, Wave equations, Heat equation, Laplace's equation, Poisson Equation and Their solutions by using Fourier series, and Laplace transforms.
A First Course in Differential Equations with modeling applications by Dennis G. Zill.
Erwin Kreyszig, "Dvanced Engineering Mathematics, 10th Edition", John Willey & sons.
Sessional: 20 (Presentation / Assignment 04, Attendance 08, Result Mid-Term 04, Quiz 04
Mid-Term Exam (Term Paper): 30
Final-Term Exam: 50
Key Dates and Time of Class Meeting
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100016.39/warc/CC-MAIN-20231128214805-20231129004805-00127.warc.gz
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CC-MAIN-2023-50
| 1,457
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http://www.chegg.com/homework-help/statistics-3rd-edition-chapter-17.r-solutions-9780393970838
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math
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Solutions for Chapter 17.R
The chance of drawing any number from the box is 1 in 6. Here, 100 draws are made at random. The smallest number in the box is 1 and the largest number is 10. If all the 100 draws will result the number 1, we get the small sum smallest sum.
So, the smallest sum is 100.
If all the 100 draws will result the number 10 get the large sum.
So, the largest sum is 100.
The objective is to find the probability that the sum is between 650 and 750.
Average of the box is,
The expected value of the sum is,
Here, the average is 7.
So, the deviations from the average are -6, -1, 0, 2, 2 and 3.
The standard error is,
Therefore, the standard error is
Since your expected value is 700 and the range is between 650 and 750, need to figure out how many SEs fit between 700 and either 650 or 750. There are 50 units difference between (650 and 700) and (700 and 750), and the standard error is 30, so 50/30 = 1.67, which gives 1.67 for Z.
From a normal table, the area corresponding to the z-value 1.67 is about 95%.
Therefore, the chance of getting the sum in the range 650 to 750 is about.
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s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738659680.65/warc/CC-MAIN-20160924173739-00175-ip-10-143-35-109.ec2.internal.warc.gz
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CC-MAIN-2016-40
| 1,105
| 15
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https://divinewsmedia.com/16893/
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math
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One inch equals 254 centimeters in order to convert 30 x 30 x 36 inches to centimeters we have to multiply each amount of inches by 254 to obtain the length width and height in centimeters. So for 036 we have.
36 Inches x 254 9144 Centimeters.
36 inch to cm. There are 254 centimeters in an inch. 366 inches equal 92964 centimeters 366in 92964cm. It is defined as 112 of a foot also is 136 of a yard.
1 metre is equal to 39370078740157 inches or 100 cm. 1 inch is equal to 254 centimeters. An inch is a unit of length equal to exactly 254 centimeters.
All In One Unit Converter To calculate a inch value to the corresponding value in cm just multiply the quantity in inch by 254 the conversion factor. 15 cm 15 03937007874 in 5905511811 in. An inch is a unit of length equal to exactly 254 centimeters.
There are 12 inches in a foot and 36 inches in a yard. Inches 36 254 9144 The history of measurement scales has been quite varied and extensive. Centimeters to Inches Conversions.
9144 Centimeters cm Inches. One centimeter is equal to 03937 inches. As we have pointed out an inch is equivalent to 254 cm so 3436 inches is the same as 8727 cm.
How many inches in a centimeter. 36 Inches is equivalent to 9144 Centimeters. How to convert 36 inches to cmRelated.
This calculator provides results for the United States the United Kingdom European Union France Belgium Spain Australia and New Zealand. Another way to express this formula is centimeters equals inches multiplied by 254. To calculate 36 Inches to the corresponding value in Centimeters multiply the quantity in Inches by 254 conversion factor.
As we have pointed out an inch is equivalent to 254 cm so 36 inches is the same as 9144 cm. In is a unit of length. Converting 362 in to cm is.
Note that rounding errors may occur so always check the results. 362 inches equal 91948 centimeters 362in 91948cm. Inches to Centimeters – Distance and Length – Conversion.
The final formula to convert 36 Inches to Cm is. Another way to express this formula is centimeters equals inches multiplied by 254. In is a unit of length in the imperial and US customary systems of measurement.
In the past many different distance units were used to measure the length of an object. 36 Inches to CM Converting 36 inches to cm seems difficult at first but the process is actually easy. The answer is 039370078740157.
An inch was defined to be equivalent to exactly 254 millimeters in 1959. Popular Length Unit Conversions. Easily convert Inches to Centimeters with formula conversion chart auto conversion to common lengths more.
D cm d inch 254. Feet and inches to cm 40 inches in cm 34 inches in cm 38 inches in cm cm to inches converter 72 inches in cm 15. To convert length x width x height dimensions from inches to centimeters we should multiply each amount by the conversion factor.
Convert 20 inches to centimeters. To ensure accuracy measure to the nearest ¼ inch or ½ cm. How to Convert Centimeter to Inch.
How to convert inches to centimeters. We assume you are converting between inch and centimetre. For everyday use theres usually no need to be that exact.
Convert 15 cm to in. You can view more details on each measurement unit. 36 Inches in.
Converting 366 in to cm is easy. 1 cm 03937007874 in 1 in 254 cm. There are 12 inches in a foot.
You are currently converting Distance and Length units from Inches to Centimeters. So 236 inches times 254 is equal to 5994 cm. Inches to cm converter.
036 127 50 4572 50 09144 Centimeters. The SI base unit for length is the metre. If we want to calculate how many Centimeters are 036 Inches we have to multiply 036 by 127 and divide the product by 50.
To convert any value in inches to centimeters just multiply the value in inches by the conversion factor 254. D cm 20 254 508cm. The distance d in centimeters cm is equal to the distance d in inches times 254.
In this case we should multiply 36 Inches by 254 to get the equivalent result in Centimeters. Simply use our calculator above or apply the formula to change the length 366 in to cm. So finally 036 in 09144 cm.
This calculator estimates bra size based on bust size and band size frame size. There are 12 inches in a foot and 36 inches in a yard.
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CC-MAIN-2021-21
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https://ems.press/journals/rmi/articles/4665
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math
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In this paper we prove Hilbert Nullstellensatz for real coherent analytic surfaces and we give a precise description of the obstruction to get it in general. Refering the first, we prove that the ideals of global functions vanishing on analytic subsets are exactly the real saturated ones. For we prove that the real Nullstellensatz holds for real saturated ideals if and only if no principal ideal generated by a function whose zero set is a curve (indeed, a special function) is real. This led us to compare the Nullstellensatz problem with the Hilbert 17th one, also in its weaker form involving infinite sums of squares, proving that they share in fact the same obstruction.
Cite this article
Fabrizio Broglia, Federica Pieroni, The Nullstellensatz for real coherent analytic surfaces. Rev. Mat. Iberoam. 25 (2009), no. 2, pp. 781–798DOI 10.4171/RMI/583
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CC-MAIN-2024-18
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https://confidenceconnections.com/qa/what-is-an-example-of-a-variable-expression.html
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math
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- What is an expression with a variable?
- How do you define a variable and write an algebraic expression?
- What type of variable is time?
- What are different forms of expression?
- Whats is variable?
- What are the 3 types of variables in research?
- What type of variable is income?
- What is an expression write an example?
- What are 3 types of variables?
- What is a basic expression?
- How do you use variable in a sentence?
- What is variable and its types?
- Which is an example of variable terms?
- What are terms in a expression?
- What is the value of an expression?
What is an expression with a variable?
A variable is a symbol that stands in for an unknown value in a mathematical expression.
A term is a single number, variable, or a number and a variable multiplied together.
A variable expression is a combination of terms and mathematical operations that contains at least one variable..
How do you define a variable and write an algebraic expression?
Summary: A variable is a symbol used to represent a number in an expression or an equation. The value of this number can change. An algebraic expression is a mathematical expression that consists of variables, numbers and operations. The value of this expression can change.
What type of variable is time?
Continuous variableContinuous variable: a variable with infinite number of values, like “time” or “weight”.
What are different forms of expression?
LinguisticsExpression (linguistics), a textual unit (commonly known as sentence)Fixed expression, a form of words with a specific meaning.Idiom, a type of fixed expression.Metaphorical expression, a particular word, phrase, or form of words that has a different meaning than its literal form.More items…
Whats is variable?
A variable is a quantity that may change within the context of a mathematical problem or experiment. Typically, we use a single letter to represent a variable. The letters x, y, and z are common generic symbols used for variables.
What are the 3 types of variables in research?
A variable is any factor, trait, or condition that can exist in differing amounts or types. An experiment usually has three kinds of variables: independent, dependent, and controlled. The independent variable is the one that is changed by the scientist.
What type of variable is income?
Continuous Variables A continuous variable can take on any score or value within a measurement scale. In addition, the difference between each of the values has a real meaning. Familiar types of continuous variables are income, temperature, height, weight, and distance.
What is an expression write an example?
Numbers, symbols and operators (such as + and ×) grouped together that show the value of something. Examples: • 2 + 3 is an expression.
What are 3 types of variables?
A variable is any factor, trait, or condition that can exist in differing amounts or types. An experiment usually has three kinds of variables: independent, dependent, and controlled.
What is a basic expression?
BASIC Expression: An expression can be variable or constant or combination of them. Operator: An operator is a symbol or sign that specifies the certain operation to be carried out with given data or operand. For example c= a + b, where ‘=’ and ‘+’ are operators. … and finally returns either true or false value.
How do you use variable in a sentence?
Variable in a Sentence 🔉With this variable weather, it can be hot today and cold tomorrow. … The rates at this hotel are variable and may change depending upon demand and local events. … Under the terms of the loan, we have a variable interest that may fluctuate but will never exceed ten percent.More items…
What is variable and its types?
Variables represents the measurable traits that can change over the course of a scientific experiment. In all there are six basic variable types: dependent, independent, intervening, moderator, controlled and extraneous variables.
Which is an example of variable terms?
A symbol for a value we don’t know yet. It is usually a letter like x or y. Example: in x + 2 = 6, x is the variable. Why “variable” when it may have just one value?
What are terms in a expression?
A term is a single mathematical expression. It may be a single number (positive or negative), a single variable ( a letter ), several variables multiplied but never added or subtracted. Some terms contain variables with a number in front of them. The number in front of a term is called a coefficient.
What is the value of an expression?
The value of a mathematical expression is the result of the computation described by this expression when the variables and constants in it are assigned values. The value of a function, given the value(s) assigned to its argument(s), is the quantity assumed by the function for these argument values.
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s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400193391.9/warc/CC-MAIN-20200920031425-20200920061425-00231.warc.gz
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CC-MAIN-2020-40
| 4,841
| 47
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https://beta.geogebra.org/m/S9qZcXBg
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math
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Graph of Quadratic Equation
- Dr. Doug Davis, 3D
Three sliders allow you to change the coefficients of a quadratic equation from -5 to 5. The resulting parabola from the equation is shown with important points of
- The Vertex
- Roots and
- The line of symmetry
Explorations: What changes when is varied? What is different if < 0 or > 0 ? How does the shape change with larger values? How does move the graph? Under what conditions do you get x-Intercept (Roots, ) values? Set , then how does vary the curve? Try to come up with equations for the path (trace) of the vertex as you vary each coefficient.
Movable Vertex Description
Below is an illustration where you can move the Vertex and y intercept. The quadratic equations are shown as well as two other properties of a parabola, the Directrix and the focus. One definition of a parabola uses a line segment perpendicular to the Directrix from the Directrix to the quadratic curve intersection point and the line segment from the intersection point to the focus. For a parabola the lengths of both line segments would be equal originating from any point on the Directrix. General parabolas that are not quadratic functions can be defined from a Directrix line and a focus point. Notice how the distance from the Vertex to the focus changes as the parabola gets shallower and steeper.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100164.15/warc/CC-MAIN-20231130000127-20231130030127-00488.warc.gz
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CC-MAIN-2023-50
| 1,336
| 9
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https://www.arxiv-vanity.com/papers/hep-th/0210234/
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math
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Veronika E. Hubeny and Mukund Rangamani ††,
Department of Physics, Stanford University, Stanford, CA 94305, USA
Department of Physics, University of California, Berkeley, CA 94720, USA
Theoretical Physics Group, LBNL, Berkeley, CA 94720, USA
We argue that pp-wave backgrounds can not admit event horizons. We also comment on pp-wave generalizations which would admit horizons and show that there exists a black string solution which asymptotes to a five dimensional plane wave background.
Plane wave†† To avoid any confusion later, let us clarify the terminology from the very outset: pp-waves (or “plane-fronted waves with parallel rays”) are all spacetimes with covariantly constant null Killing field; plane waves are a subset of these which have in addition an extra “planar” symmetry along the wavefronts. These are in fact the spacetimes that much of the recent literature discussing Penrose limits has been calling “pp-waves”. spacetimes have a special importance in theoretical physics. In general relativity, they form simple solutions to Einstein’s equations with many curious properties. They can be thought of as arising from the so-called Penrose limit of any spacetime, which essentially consists of zooming in onto any null geodesic in that spacetime. Being a subset of pp-waves, they admit a covariantly constant null Killing field, which in turn implies that all curvature invariants vanish. Nevertheless, they are distinct from flat spacetime and their structure is much richer. Interestingly, as shown by Penrose in , these spacetimes are not globally hyperbolic, so that there exists no Cauchy hypersurface from which a causal evolution would cover the entire spacetime. This automatically implies that even the causal structure of plane waves is different from that of flat spacetime.
pp-wave spacetimes are especially important within the context of string theory. This is because they yield exact classical backgrounds for string theory, since all curvature invariants, and therefore all corrections, vanish [3,4]. Hence the pp-wave spacetimes correspond to exact conformal field theories. Because of this fact, they provide much-needed examples of classical solutions in string theory, which can in turn be used as toy models for studying its structure and properties. Plane waves happen to be even simpler, for the action in light cone gauge is quadratic.
While this fact has been appreciated for some time [3,4], only recently have plane waves received significant attention, mainly initiated by the work of Berenstein, Maldacena, and Nastase (BMN) , based on the AdS/CFT correspondence [6,7,8,9]. These authors proposed a very interesting solvable model of string theory in Ramond-Ramond backgrounds by taking the Penrose limit of spacetime [5,10], the holographic dual of , Super-Yang-Mills theory. This limit corresponds to a particular sector of the gauge theory, with large dimensions of operators and large charges, but with a finite difference between the charges and the dimensions. Part of the importance of this result stems from the fact that since the dual background is exactly solvable as a string theory, we can claim to have understood, at least in principle, this particular sector of the gauge theory.
The BMN “correspondence” has since been examined and generalized by many authors and Penrose limits of various supergravity solutions have been considered in the recent literature. One interesting avenue for exploration concerns the addition of black holes into the plane wave spacetime. Naively, this might correspond to “thermalizing” the high energy sector of the gauge theory. While this generalization is rather suggestive and follows in close analogy with the corresponding developments in the AdS/CFT correspondence, where adding a large Schwarzschild black hole into AdS corresponds to thermalizing the gauge theory, no concrete solutions or understanding have yet been reached. Partly, this sector of gauge theory does not yet stand on its own as a well-defined theory without invoking the limit; but more importantly, no appropriate black hole solution has yet been found. In the case of the maximally supersymmetric homogeneous plane-wave discussed by BMN, exact quantization of the light-cone string Hamiltonian helps in the analysis of the thermal partition function [11,12,13].
One might naively hope to obtain a black hole by taking an appropriate Penrose limit of a more general spacetime. In this paper, we argue that this is not possible. In particular, we show that no plane wave can admit event horizons. We will in fact make the stronger claim that no pp-waves can admit event horizons. While the latter may not seem as interesting in the context of the recent excitement about Penrose limits, it is nevertheless of interest to string theory, because, as mentioned above, pp-waves are exact classical solutions in string theory. Furthermore, they too can have interesting duals.
The most obvious way to prove the absence of black holes is to examine the global causal structure of a general pp-wave. Although it turns out to be a rather formidable task to examine the causal structure in full generality, in the ensuing paper we will discuss specific examples and some of the causal properties we expect the general pp-wave to carry. It is somewhat simpler to concentrate on just the plane waves. Indeed, the causal structure of certain plane waves has recently been studied by Marolf and Ross , who use the approach introduced by Geroch, Kronheimer, and Penrose , which is based on completing the spacetime by “ideal points” reflecting its causal structure. Marolf and Ross demonstrate that for homogeneous plane waves, the conformal boundary consists of a one-dimensional null line plus two points corresponding to future and past infinity. This result agrees with and generalizes that of , who obtain the asymptotic structure of the BMN plane wave by conformally mapping it into the Einstein static universe. In the examples studied thus far it is clear that the entire spacetime manifold is in the causal past of infinity, thereby precluding the presence of event horizons.
While the study of pp-wave causal structure has not been completed in full generality, in this paper, we shall content ourselves with examining the more limited (but, from string theory point of view, perhaps the most interesting) aspect of causal structure, which can be addressed in generality. Specifically, we will ask the question can pp-waves admit horizons? As revealed above, we will argue that the answer is no. This, however, does not mean that there cannot exist black hole/string solutions which are asymptotically plane or pp-wave, though they do not respect the plane or pp-wave symmetries everywhere. We offer a particular simple example in section 5, but work is underway to find more physically interesting solutions.
The outline of this paper is as follows. In the following short section, we review certain basic aspects of plane wave and pp-wave spacetimes, mainly with the view of setting up notation, and offer a definition of event horizons and asymptopia in spacetimes which are not asymptotically flat. We will then motivate an argument for the absence of a horizon in the plane wave spacetime, by showing that any point in the spacetime can communicate to arbitrarily large distances using a symmetry argument. Section 4 presents the no-horizon argument for pp-waves. This is distinct from the arguments presented in section 3, but it simultaneously provides an alternate proof that plane waves can’t admit event horizons. While, from the point of view of constructing interesting black hole solutions in pp-waves, up to here our results were negative, in section 5 we try to remedy this by discussing generalizations of pp-waves which would admit event horizons. Finally, we end in section 6 with a more general discussion.
2. Terminology and definitions
To pave the way for arguing why pp-waves cannot admit event horizons, we first explain what are pp-waves and plane waves by writing the corresponding metrics. We then discuss what it would mean for these metrics to admit black holes, and offer a criterion for absence of black holes. In the subsequent sections, we use this criterion to argue that pp-waves do not admit horizons. Note that we shall be concerned with physical spacetimes i.e., ones which are solutions to the Einstein-Hilbert action with matter content satisfying appropriate energy conditions.
To set the notation and re-emphasize terminology, we will write explicitly three classes of spacetimes, in decreasing generality. The pp-wave spacetimes are defined as spacetimes admitting a covariantly constant null Killing field. The most useful ones†† Generically, a background admitting a covariantly constant null Killing field can have non-vanishing components of the metric. Also there is no requirement that the transverse space be flat; for vacuum solutions we could have easily considered Ricci flat transverse metrics. While our arguments are expected to hold for these cases, we will restrict our discussion to metrics of the form presented in Eq.(2.1). can be written as
where the vacuum Einstein’s equations dictate that satisfy the transverse Laplace equation for each . , however, can be an arbitrary function of .
Plane wave spacetimes are those where this harmonic function is in fact quadratic, in (2.1), so that plane waves can be written as
Here, can be any function of , subject to the constraint that for each , is symmetric and, for vacuum solutions, traceless. As suggested by the name, these metrics have an extra “plane” symmetry, which contains the translations along the wave-fronts in the transverse directions. This can be seen explicitly by casting (2.2) into the Rosen form,†† Typically, this metric is not geodesically complete because of coordinate singularities, but the Brinkman form (2.2) does cover the full spacetime. The coordinate transformation from one form into the other is given e.g., in . For metric of the Brinkman form , the coordinate transformation where satisfies , casts this metric into the Rosen form .
The homogeneous plane waves further specialize (2.2) by taking out ’s dependence on ,
The BMN plane wave metric , found earlier by , belongs to this last class, for the special case , and in their notation.
In all the aforementioned spacetimes we have a covariantly constant null Killing vector given as . The fact that this is a null Killing vector is obvious from the metric, while its being covariantly constant may be inferred from the vanishing of the Christoffel symbols .
2.2. Event horizons and asymptopia
Black holes are defined as regions of spacetime inside event horizons. Hence, to show that a particular class of spacetimes cannot represent black holes, we need to show that these spacetimes do not admit event horizons. However, in order to do so, we first need to specify a suitable definition of an event horizon.
In asymptotically flat spacetimes, an event horizon is defined simply as the boundary of the causal past of the future null infinity, , where the past of future null infinity is defined as the union of the pasts of all the points at infinity , i.e., . Physically, this just says that an asymptotic observer can’t see inside black holes. However, as is well-known, when the spacetime in question is not asymptotically flat, this simple definition may not work. First, the notion of asymptopia may be more murky. For instance, as in the case of closed FRW universe, there can be a big crunch, so that there does not exist any asymptotic region at all. Similarly, for some of the presently-studied pp-waves, the “asymptotic” region may be singular if for some in the pp-wave metric (2.1); or the spacetime may terminate at finite if as .
We will therefore adopt a more universal definition of a black hole, or rather the absence of black hole, which, instead of requiring that any point in the spacetime is “visible” (i.e., causally connected) to asymptotic observer, merely requires that any point in the spacetime is visible to an observer who is “arbitrarily far.” This last phrase needs a bit more qualification. One might naively try to define “arbitrarily far” by “some spatial coordinate getting arbitrarily large,” but this is too glib since it is a coordinate-dependent statement. First of all, if the coordinates don’t cover the entire spacetime, reaching arbitrarily large values of the coordinates would merely indicate coming closer to the boundary of our coordinate patch, not the spacetime. Also, for all geodesics which don’t terminate at a singularity, the affine parameter gets arbitrarily large; but in the case of pp-waves, this will be one of the coordinates, , which has a spatial component.
The first objection can be bypassed in the case of pp-waves: the coordinate patch of the metric (2.1), with all the coordinates ranging form to , does cover the full spacetime. The second objection might be mollified by noting that plays the role of time rather than a spatial coordinate, but that does not suffice. Specifically, there always exists a geodesic, for which , and is the affine parameter, so that from any point in the spacetime, we can causally communicate to .†† This may be restated in a more covariant fashion as follows: For all spacetimes admitting a null Killing field, the integral curves along these Killing vectors actually describe null geodesics. To see this, denote the Killing vector by . Then , where the first equality follows from the definition of Killing vector, the second from product rule, and the last from being null and thus having a constant norm. But is just the geodesic equation, with being the tangent vector to the geodesic.
Since this point is part of , the null infinity, one might be tempted to argue straight-off that there can’t be event horizons in spacetimes with a null Killing field. The reason we do not wish to do so is that we don’t want to preclude horizons stretched along the direction, (thus respecting the null symmetry), but separating say, a region from which no causal curve can reach arbitrarily large transverse distance, . (Also, there are counter-examples, such as the black holes studied by ,.)
Given the above considerations, we will adopt the following criterion for absence of black holes in pp-wave spacetimes.
Def: A pp-wave spacetime does not admit an event horizon iff from any point in the spacetime, say , there exists a causal curve to some point , where is arbitrary, while .
The important aspect is that not just , but also at least one of the transverse coordinates, , gets arbitrarily big along a causal curve. We will in fact use a stronger version of this criterion; namely, we will require , for arbitrarily small . This will allow us to use the criterion in greater generality, in particular even in the cases where our spacetime terminates at some finite , i.e., as .
One more side comment on terminology is in order: We are using the term event horizon in an unconventional (generalized) way, as defined above, rather than as something fundamentally related to . However, it seems likely that if any part of spacetime is visible to an observer who is arbitrarily far, it will also be visible to an asymptotic observer. Also, in the present discussion, horizon is used as shorthand for “event horizon” as defined above. It is perhaps worth stressing that there of course are Rindler horizons in pp-waves, just as there are Rindler horizons in e.g. the flat spacetime. These, however, are rather trivial, and don’t carry any globally special properties. In particular, they do not bound a black hole.
3. Heuristic motivation for no horizons in plane wave
In the present section we will first give a heuristic motivation for no horizons in plane wave, and then try to argue that in plane wave spacetimes, causal communication from a given point in the spacetime to asymptotically large distances is always possible. As discussed above, this automatically precludes the presence of horizons.
A heuristic argument for the absence of black holes as plane waves is as follows. As shown originally by Penrose in the context of classical general relativity, and later extended to supergravity by , a plane wave spacetime can be viewed as a Penrose limit of some spacetime. In this limit, one zooms arbitrarily close to a null geodesic and reexpands the transverse directions—a procedure analogous to obtaining a tangent space by zooming in to a point in a manifold—so that the only nontrivial information which survives is the 1-dimensional structure along the geodesic, parameterized by its affine parameter. The “blowing up” of the transverse directions gives rize to the covariantly constant null Killing field mentioned above. This zooming and reexpanding effectively washes out most of the global information contained in the spacetime in all directions excepting that along the null geodesic. In particular, the limit retains local information about the spacetime, albeit in a more general fashion than the tangent space, but at the expense of losing global information such as that pertaining to event horizons.
In the following subsection, we will illustrate this point with a specific example, the four dimensional Schwarzschild black hole. We will then give a more rigorous argument, essentially based on the symmetries of the plane wave spacetimes.
3.1. Penrose limits of black hole spacetimes
We demonstrate that Penrose limits of black hole spacetimes do not retain information about the event horizon (cf. , for considerations of Penrose limits in AdS-Schwarzschild spacetimes). While this is somewhat obvious from the preceding discussion, it may nevertheless serve as an intuition-building exercise. Consider, for instance, the asymptotically-flat Schwarzschild black hole. The causal structure is as given by the Penrose diagram of Fig.1. Since the Penrose limit requires us to consider the neighbourhood of null geodesics, let us see what sorts of null geodesics are allowed in the spacetime.
First of all, it is clear that there are radially infalling geodesics, such as of Fig.1, which describe the trajectory of a photon falling into the black hole. There can also be ones with angular momentum (which in the plane of the Penrose diagram would appear timelike), which likewise fall into the singularity. These geodesics intersect the horizon at a single point and terminate at finite value of affine parameter upon hitting the singularity. The resulting plane wave spacetime will have a singularity reflecting this, and in fact the spacelike singularity of the Schwarzschild black hole will be converted to a “cosmological” null singularity. From this construction it is clear that the resulting spacetime will not have a horizon since we keep only a small region close to the point on the horizon where the geodesic intersects the same. In particular, this geodesic would be completely insensitive to, for instance, a null shell which might fall into the black hole later, thus shifting the position of the event horizon of the original spacetime.
A second class of null geodesics are those which are carrying some angular momentum, but staying put at constant values of the radial coordinate, such as the curve labeled by in Fig.1. This physically corresponds to photon orbits in the black hole spacetime. For the four dimensional Schwarzschild black hole this happens to be at . However, the neighbourhood of this region is completely smooth and the resulting Penrose limit is just the flat space.
The last interesting geodesic which may be considered is one which is sitting at the horizon i.e., , and some constant angle ; this is labeled by in Fig.1. This would be the geodesic just skimming the horizon and one would be most tempted to consider this as the one which can lead to an interesting spacetime in the Penrose limit. This geodesic also leads to a flat space in the Penrose limit for reasons similar to the previous case.
To summarize, Penrose limits of black hole spacetimes are incapable of retaining the global structure of the event horizon. We note in passing that we are here strictly considering Penrose limits of given spacetimes which has a well-defined algorithmic prescription. It is less clear whether there exist other limiting procedures (probably double/mutiple scaling limits), wherein we start with a spacetime with a horizon and end up with a resulting simple spacetime (some analog of plane wave), whilst retaining interesting information about the global causal structure.
3.2. geodesics and symmetries in general plane waves
Let us consider the general plane wave metric (2.2). As can be easily checked, the null geodesics are given by
and the integral constraint
where is an arbitrary integration constant which is fixed by the initial conditions. The null Killing field implies that is a constant of motion, so that we can take to be the affine parameter along the geodesic, and the derivative .
Let us now make the following simple observation: Under the constant rescaling , , the metric remains physically the same (only the “units” get rescaled). Therefore any geodesic
remains the same under this rescaling. Note that this is exactly what we would expect from the geodesic equation: since (3.1) is linear in , we are free to rescale ; and from (3.2), is rescaled as .
This rescaling freedom suggests that if a geodesic can make it to some distance , it can make it to arbitrarily large , so there couldn’t be a horizon at any finite value of . Note that this is already obvious for , since is a Killing field, so no value of can be physically distinguished from any other.
While these arguments were mostly motivational, in the next section we shall present more rigorous proof of nonexistence of event horizon in pp-waves, which include plane waves as a subset.
4. No horizons in pp-waves
In the above, we have shown that there can be no horizons in a generic plane wave. Let us now ask a more general question, namely, can there be horizons in a pp-wave?
We shall be working with the pp-wave metric (2.1), but since we will be interested in curves which reach large transverse directions , it is more convenient to rewrite (2.1) in spherical coordinates , where only can get large. The -dimensional pp-wave metric then becomes
As indicated above, in order to demonstrate the absence of horizons, it suffices to show that from any point of the spacetime, there exists a causal curve which reaches arbitrarily large values of and in arbitrarily small . Below, we will first try to construct such curves explicitly, and then offer a more elegant proof.
As apparent from (4.1), any causal curve must satisfy
where . Then is a causal (and in fact null) curve which reaches arbitrarily large values of . However, it stays at constant . Since all curves with are simply related to , let us now consider curves with . This will be necessary in order for the curve to reach arbitrarily large . We can then rewrite the causal relation (4.2) simply as
where now . Let be a curve such that
where is some constant, to be chosen later, and the initial conditions are given by . Now, if along the full curve, we can approximate the spacetime region through which such a curve propagates by replacing with . Furthermore, since our curve stays at fixed , we can “freeze” that dependence in as well. Thus, letting , our curve is arbitrarily well approximated by
Since is constructed so as to satisfy (4.3), it is clearly a causal curve. Hence we only need to show that exists and can reach arbitrarily large and for some choice of . But (4.5) is a first order system, which we can just integrate forward; the requirement for the existence of the solution is that both and remain non-negative. If is bounded from below, we can pick such that the radial velocity of the curve is always positive, and reaches arbitrarily large .
Construction of a suitable curve is going to be more problematic in regions where changes sign. To specify the curve completely we first pick the sign of depending on the sign of near . Now suppose passes through zero for some . At we also flip the sign of and continue with the construction of the causal curve. In other words, in each interval in where doesn’t change sign, we can solve the equation , and then patch the outgoing pieces together. Of course, such a curve will be continuous but will have discontinuities in its second derivatives.
While this explicitly constructs a causal curve, the technique used to construct the same is not quite elegant. In particular, it requires us to separate the spacetime into various regions depending on the sign of , construct a causal curve which reaches maximal in each specific region, and then patch the pieces together. To avoid this cumbersomeness, we will now present an alternate proof which is more universal.
Pick any point in the spacetime, and any , (which will represent the arbitrarily large distances that we want to reach by a causal curve). To prove the absence of horizons, we want to show that there exists a point , with some , , and arbitrarily small, which lies on a causal curve from .
Pick a constant, , such that . This will clearly be possible if is not singular in this region, but we can generalize the proof for singularities as well. We will discuss the existence of below; but for the moment, we will assume that does exist.
Now, consider the fiducial metric,
We want to claim that any curve which is causal in is also causal in . But this is easily shown:†† We will now revert back to parameterizing our curve, so . Any curve which is causal in must satisfy , but since , this automatically implies that (4.3) is also satisfied. This means that if we can find a curve from to which is causal in , we are done.
But that is also easy. To find such that
let be given by e.g.
with and fixed, and to be chosen so as to satisfy the causality condition of (4.7), namely for . Let
Then satisfies all the requirements of (4.7); in particular, it is causal in . As argued above, this also means that it is causal in the pp-wave spacetime .
In fact, this is easy to see, since is just the flat spacetime. Explicitly, if , consider the coordinate transformation and ; while if , consider the coordinate transformation and . In both cases, the metric (4.6) becomes , which is clearly the -dimensional Minkowski spacetime. But we know that Minkowski spacetime has no horizons, so that from any point, there exists a causal curve which can attain arbitrarily large values of and .
Thus, we have found a causal curve starting from an arbitrary point of the pp-wave spacetime and attaining arbitrarily large values of the coordinates. Hence no point can be inside an event horizon, so that there can’t be black holes. The only step which still needs to be discussed is the existence of , to which we turn next.
Let us first concentrate on the class of pp-waves which are solutions to vacuum Einstein’s equations. Since the Einstein tensor is given by , where is the transverse Laplacian, of (4.1) must satisfy the transverse Laplace equation, . This is a very remarkable result, since this implies that, due to the linearity of Laplace equation, we may superpose the solutions. In particular, we can decompose in terms of the generalized -dimensional spherical harmonics , where :
Therefore along our curve , this becomes
We see that there can be singularities at and . Now, all “singularities” are by definition excluded from our spacetime, in the sense that all points which are part of the physical spacetime must be nonsingular. In particular all starting points must be of that kind. Thus, if there is a singularity at , we must chose . Similarly, we must chose . But then in the region of interest, , is bounded. This shows that must always exist for vacuum pp-waves.
What about non-vacuum solutions? This is much more complicated to analyse, since can in principle be anything as long as we have the appropriate matter content. A-priori, it could obstruct the proposed path of by a singularity. For the case of pp-wave solutions that lead to integrable sigma models in light-cone quantization of the world-sheet superstring theory , , it is possible to see that we can construct causal curves reaching the asymptotic regions of the spacetime.
5. Generalizations admitting horizons
Above, we have seen that for pp-wave spacetimes, namely those admitting a covariantly constant null Killing field, there can’t be any event horizons. The existence of this null Killing field played an important role in this observation; in fact, the integral curves of this null Killing vector define null geodesics, so that as we have argued at the beginning, from any point in such a spacetime we can “communicate out to infinity” at . However, as we also cautioned, this does not automatically guarantee the absence of horizons: without horizons, we should be able to reach infinity in all directions. What is most remarkable is the fact that one is able to communicate causally also in the transverse directions out to large distances.
We therefore want to ask, how many of the properties of pp-waves do we need to relax, in order for the existence of horizons to become possible. We would like to claim that we can find black hole solutions admitting a null Killing field, which however is not covariantly constant. While we have no real evidence for this claim, it is easy to see post facto that the relaxation of the covariant constancy requirement does lead to spacetimes with an event horizon. In fact, such spacetimes already exist in literature. The simplest such example is the case of traveling waves on a five-dimensional black string as discussed in (cf., , , and for additional discussions on related issues).
The solution studied in is a solution to the low energy effective action for the heterotic string in five dimensions. The metric and the dilaton for the solution are given by
The metric has been written in the string frame and the Einstein frame metric is given as . The functions appearing in the metric are given by
There are other fields which need to be turned on for the above metric to solve the equations of motion and we refer the reader to the original source for explicit expressions of the same. By a judicious choice of the charges we can even set the dilaton to be constant; setting will suffice for the same.
These spacetimes have an event horizon at , which has a finite area. As we see that the radius of the two-sphere takes the constant value . So we have a finite area and therefore a solution with finite entropy. While the coordinates in which the above metric is written degenerate near the horizon, it is possible to find a set of regular coordinates . The solution is asymptotically flat since the functions appearing in the metric go over to unity for large values of the radial coordinate.
One can imagine recovering a spacetime with a covarinatly constant null Killing vector†† We would like to thank Gary Horowitz for bringing this to our attention. from the solution given in (5.1), by setting , which requires the choice . This gives a string frame metric with a regular horizon at and is a covariantly constant null Killing field, seemingly violating the claims we have made hitherto. However, this is illusory. In the physical spacetime i.e., in the Einstein frame metric, we see that is no longer covariantly constant. In addition is a singular point in the spacetime, for the curvature invariants blow up there. It is interesting, however, that while there is no contradiction in the physical spacetime, there apparently is a violation of our claims in the string frame metric.
One can use the above charged black string solution and generate a solution which is asymptotically plane-wave. The idea is to use the Garfinkle-Vachaspati construction , to make the spacetime asymptotically plane-wave. As explained in , this is possible for spacetimes which admit a null Killing vector which is hypersurface orthogonal and also show that this procedure leads to spacetimes which have the same set of curvature invariants as the original spacetime.
For the particular case of the asymptotically flat black string, this construction implies that we can add a term to the metric appearing in (5.1); the resulting metric is a solution to Einstein’s equations with all other fields unaltered, so long as is a harmonic function in the transverse space. In particular, we can have
with arbitrary functions . All spacetimes with for suffer from singular behaviour at , while those with with are singular at . By singular we mean that there are divergent tidal forces on finite-sized observers. Addition of and lead to spacetimes which are diffeomorphic to the original, and the monopole solution leads to a regular spacetime, as was demonstrated by . These cases are the most uninteresting ones as far as constructing a black hole spacetime which is asymptotically plane wave. The interesting case therefore is the case when , reverting back to cartesian coordinates. Now it is clear that is an asymptotically plane wave spacetime, whilst retaining the regular black hole horizon at . These statements of course remain true in the Einstein frame as well. The string frame metric for the solution is then given as (setting ),
where the functions , , , are given in (5.2). Once again the Einstein frame metric is . The essential trick in constructing the same is that close to the origin, the plane wave is identical to flat space and so given a spacetime which has a horizon at , we can make it asymptotically plane wave whilst keeping the horizon.
The above construction provides an example of a charged black string which is asymptotically of the plane wave form. This naturally begs the question whether there isn’t a neutral black string which is asymptotically a plane wave. We cannot “uncharge” the above solution to get a neutral solution, as then the horizon shrinks to zero size; setting any of the charges to be zero causes the horizon to shrink toward the singularity. However, we should be able to take two such solutions with opposite charges and collide them. Since each such black string has a finite horizon area, the area theorem will tell us that the resulting solution ought to have a horizon of finite area. Colliding two such solutions shouldn’t change the asymptotics and hence we should have a spacetime which is a neutral black string with a finite entropy and asymptoting to a plane-wave spacetime.
In the first four sections of this paper, we have established that pp-waves cannot admit event horizons. While this is easily motivated for plane waves, we have provided an alternate argument for the more general pp-waves, which in particular applies to plane waves. For the particular case of plane waves one can argue for the absence of horizons in a more rigorous fashion following the analysis of the causal structure of these spacetimes in . We shall present similar arguments for pp-waves in a future work .
The reason for considering pp-waves rather than just plane waves is that for both classes, all the curvature invariants vanish, so that they represent exact classical solutions to string theory. Also, given a plane wave background, one simple deformation of the same is to convert it into a pp-wave background. This follows trivially from the fact that the Einstein’s equations for the metric ansatz in (2.1) are linear, enabling superposition of the solutions. In fact, this is the simplest example of the Garfinkle-Vachaspati construction ,. In a sense, these deformations are similar to exactly marginal deformations in the world-sheet theory, though they are non-normalizable. It is then perhaps somewhat disappointing that these classes of exact classical solutions cannot admit horizons.
However, this does not mean that these solutions cannot be modified to include horizons. After all, on physical grounds, one would expect that if one puts some matter into a plane wave which respects the necessary symmetries, this matter may nevertheless be Jeans-unstable to collapsing. Naively, one may then expect to obtain a black hole. This of course does not conflict with our previous conclusions, since such black holes would break the original symmetries. In particular, the geometry would no longer support a covariantly constant null Killing field. It would be very interesting to study this Jeans instability, and to follow the evolution dynamically, but that is beyond the scope of the present paper.
Instead, in the previous section, we have explored only a mild relaxation of the pp-wave symmetries, namely, keeping the null Killing field, and dropping only the requirement that it be covariantly-constant. Hence, this is not a pp-wave, and the curvature invariants do not vanish. We have presented an explicit solution of a black string with a horizon which is asymptotically a plane wave, in five-dimensions. It would be very interesting to study solutions which do not carry any charges. One strategy as mentioned earlier would be try to collide two oppositely charged asymptotically plane wave black strings. The collision of plane waves is a problem that has been discussed hitherto in , , . Perhaps it would be possible to extend these discussions to the charged black string discussed above.
It is a great pleasure to thank Gary Horowitz, Nemanja Kaloper, and Don Marolf for illuminating discussions. We in addition would like to thank Gary Horowitz and Don Marolf for their comments on the manuscript. We gratefully acknowledge the hospitality of Aspen Center for Physics, where this project was initiated. VH was supported by NSF Grant PHY-9870115, while MR acknowledges support from the Berkeley Center for Theoretical Physics and also partial support from the DOE grant DE-AC03-76SF00098 and the NSF grant PHY-0098840.
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[email protected]\text@nobreakspaceBerenstein, J.\text@nobreakspaceM.\text@nobreakspaceMaldacena and H.\text@nobreakspaceNastase, Strings in flat space and pp waves from N = 4 super Yang Mills, JHEP 0204, 013 (2002) [arXiv:hep-th/0202021]. [email protected] Maldacena, The Large N Limit of Superconformal Field Theories and Supergravity, Adv. Theor. Math. Phys. 2 (1998) 231, [arXiv:hep-th/9711200]. [email protected] Witten, Anti De Sitter Space And Holography, Adv. Theor. Math. Phys. 2 (1998) 253, [arXiv:hep-th/9802150]. [email protected] Gubser, I. Klebanov, and A. Polyakov, Gauge Theory Correlators from Non-Critical String Theory, Phys. Lett. B428 (1998) 105, [arXiv:hep-th/9802109]. [email protected] Aharony, S.S. Gubser, J. Maldacena, H. Ooguri, Y. Oz, Large N Field Theories, String Theory and Gravity, Phys. Rept. 323 (2000) 183, [arXiv:hep-th/9905111]. [email protected]\text@nobreakspaceA.\text@nobreakspaceTseytlin, On limits of superstring in AdS(5) x S**5, [arXiv:hep-th/0201112]. [email protected]\text@nobreakspaceA.\text@nobreakspacePando Zayas and D.\text@nobreakspaceVaman, Strings in RR plane wave background at finite temperature, [arXiv:hep-th/0208066]. [email protected]\text@nobreakspaceR.\text@nobreakspaceGreene, K.\text@nobreakspaceSchalm and G.\text@nobreakspaceShiu, On the Hagedorn behaviour of pp-wave strings and N = 4 SYM theory at finite R-charge density, [arXiv:hep-th/0208163]. [email protected]\text@nobreakspaceSugawara, Thermal Amplitudes in DLCQ Superstrings on PP-Waves, [arXiv:hep-th/0209145]. [email protected]\text@nobreakspaceE.\text@nobreakspaceHubeny and M.\text@nobreakspaceRangamani, Comments on causal structure of pp-waves, to appear. [email protected]\text@nobreakspaceMarolf and S.\text@nobreakspaceF.\text@nobreakspaceRoss, Plane waves: To infinity and beyond!, [arXiv:hep-th/0208197]. [email protected]\text@nobreakspaceGeroch, E.\text@nobreakspaceH.\text@nobreakspaceKronheimer, and R.Penrose, Ideal points in space-time, [email protected] [email protected] [email protected] [email protected] [email protected]327, 545 (1972). [email protected]\text@nobreakspaceBerenstein and H.\text@nobreakspaceNastase, On lightcone string field theory from super Yang-Mills and holography, [arXiv:hep-th/0205048]. [email protected]\text@nobreakspaceBlau, J.\text@nobreakspaceFigueroa-O’Farrill and G.\text@nobreakspacePapadopoulos, Penrose limits, supergravity and brane dynamics, [arXiv:hep-th/0201081]. [email protected]\text@nobreakspaceBlau, J.\text@nobreakspaceFigueroa-O’Farrill, C.\text@nobreakspaceHull and G.\text@nobreakspacePapadopoulos, A new maximally supersymmetric background of IIB superstringtheory, JHEP 0201, 047 (2002) [arXiv:hep-th/0110242]. [email protected]\text@nobreakspaceT.\text@nobreakspaceHorowitz and D.\text@nobreakspaceMarolf, Counting states of black strings with traveling waves, [email protected] [email protected] D 55, 835 (1997) [arXiv:hep-th/9605224]. [email protected]\text@nobreakspaceKaloper, R.\text@nobreakspaceC.\text@nobreakspaceMyers and H.\text@nobreakspaceRoussel, Wavy strings: Black or bright?, [email protected] [email protected] D 55, 7625 (1997) [arXiv:hep-th/9612248]. [email protected]\text@nobreakspaceGueven, Plane wave limits and T-duality, [email protected] [email protected] B 482, 255 (2000) [arXiv:hep-th/0005061]. [email protected]\text@nobreakspaceA.\text@nobreakspacePando Zayas and J.\text@nobreakspaceSonnenschein, On Penrose limits and gauge theories, JHEP 0205, 010 (2002) [arXiv:hep-th/0202186]. [email protected]\text@nobreakspaceMaldacena and L.\text@nobreakspaceMaoz, Strings on pp-waves and massive two dimensional field theories, [arXiv:hep-th/0207284]. [email protected]\text@nobreakspaceG.\text@nobreakspaceRusso and A.\text@nobreakspaceA.\text@nobreakspaceTseytlin, A class of exact pp-wave string models with interacting light-cone gauge actions, JHEP 0209, 035 (2002) [arXiv:hep-th/0208114]. [email protected]\text@nobreakspaceCvetic and A.\text@nobreakspaceA.\text@nobreakspaceTseytlin, Solitonic strings and BPS saturated dyonic black holes, [email protected] [email protected] D 53, 5619 (1996) [[email protected] D 55, 3907 (1997)] [arXiv:hep-th/9512031]. [email protected]\text@nobreakspaceCvetic and D.\text@nobreakspaceYoum, General Rotating Five Dimensional Black Holes of Toroidally Compactified Heterotic String, [email protected] [email protected] B 476, 118 (1996) [arXiv:hep-th/9603100]. [email protected]\text@nobreakspaceGarfinkle and T.\text@nobreakspaceVachaspati, Cosmic String Traveling Waves, [email protected] [email protected] D 42, 1960 (1990). [email protected]\text@nobreakspaceGarfinkle, Black String Traveling Waves, [email protected] [email protected] D 46, 4286 (1992) [arXiv:gr-qc/9209002]. [email protected]\text@nobreakspaceSzekeres, Colliding Plane Gravitational Waves, [email protected] [email protected] [email protected] 13, 286 (1972). [email protected]\text@nobreakspaceKahn and R.\text@nobreakspacePenrose, Nature 229, 185 (1971). [email protected]\text@nobreakspaceChandrasekhar and B.\text@nobreakspaceC.\text@nobreakspaceXanthopoulos, A New Type Of Singularity Created By Colliding GravitationalWaves, [email protected] [email protected] [email protected] [email protected] A408, 175 (1986).
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https://www.24houranswers.com/college-homework-library/Mathematics/Advanced-Math/6148
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math
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We can also consider the quadratic residues of the additive group Zn (i.e. any element y ∈ Zn is a quadratic residue if and only if there exists an x ∈ Zn with 2x = y mod n.).
(a) What are the quadratic residues in Zp for p an odd prime?
(b) Let n = pq be a product of two odd primes p and q. What are the quadratic residues in Zn ?
(c) Let n be an even integer. What are the quadratic residues in Zn?
These solutions may offer step-by-step problem-solving explanations or good writing examples that include modern styles of formatting and construction of bibliographies out of text citations and references. Students may use these solutions for personal skill-building and practice. Unethical use is strictly forbidden.
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https://www.stat.math.ethz.ch/pipermail/r-help/2012-July/319872.html
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math
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[R] lm without intercept
pdalgd at gmail.com
Sun Jul 29 09:28:45 CEST 2012
On Feb 18, 2011, at 14:20 , Jan wrote:
> Hello Achim,
>> Not quite. Consult your statistics textbook for the correct interpretation
>> of p-values. Under the null hypothesis of a true intercept of zero, it is
>> very likely to observe an intercept as large as 13.52 or larger.
> thank you for that help. I suppose the net doesn't have a detailed
> explanation of the output of summary.lm for someone with very little
> knowledge about statistics? I worked through J. Verzani "simple R" but
> it does assume some pre-knowledge.
>>> So I repeat the regression forcing the intercept to zero:
>> Do you have a good interpretation for that?
> In this case, my knowledge of the physical reality behind the numbers
> tells me that the intercept should be zero.
>> The model without intercept needs to be interpreted differently. The
>> p-value pertains to a regression with intercept zero and slope 0.292
>> against a model with both intercept zero and slope zero.
> In other words, of course the slope of 0.292 is almost infinitely better
> than a zero slope? But the same would be true for most slopes >0, I
> So what is the correct way to compare the quality of the regression with
> and without intercept? Assuming that I don't know from the physical
> reality that the intercept should be zero, what can I say to support one
> model against the other?
R^2 is overused as a quality measure anyway, the Residual Standard Error is often more to the point. In your case, it is essentially the same in the two models, as would be expected when the test for the intercept is not significant.
(Notwithstanding the no-intercept case, R^2 is popular because it sort of lets you know what the scatterplot looks like without actually drawing it. E.g. if you are predicting weight by age based on a group of 25-75 year olds, you'll get a larger R^2 that if you base it on 30-40 year olds, but it isn't going to predict the value for a 35-year old any better.)
Peter Dalgaard, Professor,
Center for Statistics, Copenhagen Business School
Solbjerg Plads 3, 2000 Frederiksberg, Denmark
Email: pd.mes at cbs.dk Priv: PDalgd at gmail.com
More information about the R-help
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http://lanxicy.com/read/85242fced803026880509059.html
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math
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? 1. Stephen hawking believes that the earth is unlikely to be the only planet ___ life has developed gradually. （2010福建卷） A. that B
. where C. which D. whose 解析：先行词为planet，表示地点，从句中的动词develop为 不及物动词,从句不缺少成分，故排除选项中的关系代词that, which, whose，选择where在从句中作状语。 ? 2. Some pre-school children go to a day-care center, ___ they learn simple games and songs. (2007全国卷?) A. then B. there C. while D. where 解析：先行词为a day-care center,表地点，选择where在从句 中作地点状语。
3. ---Can you believe I had to pay 30 dollars for a haircut ? ---You should try the barber’s ___ I go. it’s only 15. （2010天津卷） A. as B. which C. where D. that 从句中的go是不及物动词，从句不缺少成分，所以排除选项中的 关系代词as, which, that。the barber’s = the barber’s house 表地点，故应选择where在从句中作状语。
1. 先行词虽然是表地点的名词，但引导定语从句的关系 词不一定用where。
New York, ___ last year is a nice old city. （2003北京卷） A. that I visited B. which I visited C. where I visited D. in which I visited 先行词为New York，地点名词，从句中谓语动词visit是及物动 词，用关系代词作从句的宾语成分，故应选B. which I visited。 ?
2. 先行词为地点名词，且在从句中作状语成分，关系词 也可以用in / at /on which替代。in用于某一空间范围， at用于平面上的某一点，有时也可以用on。
(1) The place ___ the bridge is supposed to be built should be ___ the cross-river traffic is the heaviest. （2005江苏卷） A. which; where B. at which; which C. at which; where D. which; in which 第一个空格后的定语从句不缺少成分，先行词又是地点名词 place，在从句中作状语，故可填at which或where。第二个空格 后的句子也不缺少成分，由题意可知，应用where引导表语从 句，故应选C. at which; where。 (2) Is this the house ___ shakespeare was born? （1988全 国卷） A. at where B. which C. in which D. at which 先行词the house，表空间范围的地点名词，从句中不缺少成 分，应用关系副词where或in which作状语，故应选C.
The house I grew up ___ has been taken down and replaced by an office building. （2009江西卷） A. in it B. in C. in that D. in which the house后面i grew up这个句子是定语从句，grew up是不及物动词，而the house在从句中作宾语，显然需要加 介词，构成the house (which / that) i grew up in...的结构， 而which / that关系代词可以省略，故选B. in。
? 二.先行词（表示家具、衣物、工具等名词）+关系副词 （where）+定语从句
1. If a shop has chairs ___ women can park their men, women will spend more time in the shop. （2005，上海卷） A. that B. which C. when D. where 解析：先行词为chairs，是表示具体事物的名词，又知定语从句 中不缺少成分。根据句意可把 chairs看作表地点的名词，在从 句中作状语，故选d. where。 ? 2. There were dirty marks on her trousers ___ she had wiped her hands. （2004四川卷） A. where B. which C. when D. that ? 解析：由题意可知先行词应为trousers，而不是marks。从句 中不缺少成分，故排除选项中的关系代词which, that，而应选 择where在从句中作状语。
三.先行词（抽象名词）+关系副词（where）+定语从句 I can think of many cases ___ students obviously knew a lot of English words and expressions but couldn’t write a good essay. A. why B. which C. as D. where 先行词为case，属抽象名词，且从句中不缺少成分，故排除选项 中的关系代词which和as. 2. It’s helpful to put children in a situation ___ they can see themselves differently. （2009福建卷） A. that B. when C. which D. where 本句先行词为situation，译作“环境，境遇”，用于表示地点的 抽 象名词，且从句中不缺少成分，故应选D. where。 3. we’re just trying to reach a point ___ both sides will sit down together and talk. （2006山东卷） A. where B. that C. when D. which 先行词为point，可译作“目标，目的”，属表地点的抽象名词， 从 句中不缺少成分，故应选A. where。
4. Those successful deaf dancers think that dancing is an activity ___ sight matters more than hearing. （2007天津卷 A. when B. whose C. which D. where 先行词为activity，属表示地点的抽象名词，而从句中的谓词动词 matter为不及物动词，不需要宾语，故应选D. where。 5. Many people who had seen the film were afraid to go to the forest when they remembered the scenes ___ people were eaten by the tiger. （2005广东卷） A. in which B. by which C. which D. that 先行词为scene，属于表地点的抽象名词，从句为被动语态，且不 缺少成分,故选A. in which。 6. I’ll give you my friend’s home address, ___ I can be reached most evenings. （2008北京卷) A. which B. when C. whom D. where 先行词为address，属表地点的抽象名词，且从句中不缺少成分,故 应选D. where。
? 7. All the neighbors admire this family, ___ the parents are treating their child like a friend. （2008安徽卷） A. why B. where C. which D. that ? 先行词为family，属表地点的抽象名词，且从句中不缺少成分， 故选B. where。 8. I work in a business ___ almost everyone is waiting for a great chance. （2004湖南卷） ? A. how B. which C. where D. that ? 先行词为business，属表地点的抽象名词，且从句中不缺少成 分，故选C. where。 9. — What do you think of teaching, Bob ? — I find it fun and challenging. It is a job ___ you are doing something serious but interesting. （2009北京卷） ? A. where B. which C. when D. that 先行词为job，属表地点的抽象名词，且从句中不缺少成分，故 选A. where。
? ? ? ? ? ? ? ? ?
例题展示： ①The door look very nice after white. A. painting B. being painted C. to be painted D. painted ②Before to a university, you are supposed to work harder and make preparations. A. be admitted B. being admitted C. admitting D. admit 考点提示：where引导的定语从句。 特殊的先行词（抽象名词）+关系副词（where/ when） +定语从句(从句中不缺充分)。 这些特殊的先行词有 case（情况）/ condition(状况)/ point（阶段）/ position（处境）/ situation（情形）/ occasion(场合) / circumstances（境况）/ scene（情景，场面）
? 例题展示： ? ①After graduating from high school, you will reach a point in your life ________you need to decide what to do. ? A. that B. what C. which D. where ? ②In our next English class the cases will be offered to you ________these phrases can be used together. ? A. that B. which C. who D. where ? ③（2008· 山东） Occasions are quite rare ___________I have the time to spend a day with my kids. ? A. who B. which C. where D. when
? ④（2009· 福建） It’s helpful to put children in a situation ________they can see themselves differently. ? A. that B. when C. which D. where ? ⑤The head of the company is in a slightly awkward position___ he can’t handle the problems he is faced with. ? A. that B. when C. which D. where ? ⑥（2005广东）Many people who had seen the film were afraid to go to the forest when they remembered the scenes ___ people were eaten by the tiger. A. in which B. by which C. which D. that
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https://iris.unige.it/handle/11567/193688
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math
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In suitable conditions on the radiation source the synchrotron process can be described by a Fredholm integral equation whose integral kernel is expressed in terms of a modified Bessel function of the second kind. We present a completely general solution of this equation. We point out that the linear inverse problem of determining the electron distribution function in the source from the knowledge of the emitted photon spectrum at discrete frequencies is strongly ill-conditioned. In order to reduce the numerical instability due to the presence of noise on the datum, we apply Tikhonov regularization method to some simulated spectra. In particular, the formulation of the method in a suitable Sobolev space allows the use of a priori information on the solution to improve the restoration accuracy. The case of a real spectrum is also considered.
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https://www.affordedu.com/tutors/Online-Tutoring-Applications-of-Definite-Integration
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math
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Applications of Definite Integration
Definite Integration has numerous Applications in day-to-day life. Some of the important Applications are as follows:
1. Interpret the meaning of Area under a function.
2. Determine the Accumulated Sales of a company for a span of time frame or for a particular time span.
3. Determine the Distance travelled by an object and it’s Velocity on the Coordinate Plane.
4. Determine The Average Value over a given interval.
5. An important Application of Definite Integration is to determine Demand and Supply functions & find the Consumer Surplus and Producer Surplus at the Equilibrium Point.
6. Determine Average Value of an Investment Account or any Temperature Functions.
7. Solve Continuous Money Flow problems & find the Present Value, Accumulated Present Value and Future Value of an investment.
1. State some important Applications of Definite Integration.
2. How The Equilibrium Point of Demand & Supply functions is determined by Definite Integration?
Learn Applications of Definite Integration Online One on One
Struggling with Applications of Definite Integration? Need help for homework? You are not the only one. Fortunately our expert tutors in Applications of Definite Integration are online now and are ready to help.
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http://www.maths.ox.ac.uk/node/31758
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math
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27 February 2019
Bulletin of Mathematical Biology
Reaction–diffusion models describing the movement, reproduction and death of individuals within a population are key mathematical modelling tools with widespread applications in mathematical biology. A diverse range of such continuum models have been applied in various biological contexts by choosing different flux and source terms in the reaction–diffusion framework. For example, to describe the collective spreading of cell populations, the flux term may be chosen to reflect various movement mechanisms, such as random motion (diffusion), adhesion, haptotaxis, chemokinesis and chemotaxis. The choice of flux terms in specific applications, such as wound healing, is usually made heuristically, and rarely it is tested quantitatively against detailed cell density data. More generally, in mathematical biology, the questions of model validation and model selection have not received the same attention as the questions of model development and model analysis. Many studies do not consider model validation or model selection, and those that do often base the selection of the model on residual error criteria after model calibration is performed using nonlinear regression techniques. In this work, we present a model selection case study, in the context of cell invasion, with a very detailed experimental data set. Using Bayesian analysis and information criteria, we demonstrate that model selection and model validation should account for both residual errors and model complexity. These considerations are often overlooked in the mathematical biology literature. The results we present here provide a straightforward methodology that can be used to guide model selection across a range of applications. Furthermore, the case study we present provides a clear example where neglecting the role of model complexity can give rise to misleading outcomes.
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https://projecteuclid.org/euclid.rmi/1296828837
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math
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Revista Matemática Iberoamericana
- Rev. Mat. Iberoamericana
- Volume 27, Number 1 (2011), 335-354.
Strong $A_\infty$-weights are $A_\infty$-weights on metric spaces
We prove that every strong $A_\infty$-weight is a Muckenhoupt weight in Ahlfors-regular metric measure spaces that support a Poincaré inequality. We also explore the relations between various definitions for $A_\infty$-weights in this setting, since some of these characterizations are needed in the proof of the main result.
Rev. Mat. Iberoamericana, Volume 27, Number 1 (2011), 335-354.
First available in Project Euclid: 4 February 2011
Permanent link to this document
Mathematical Reviews number (MathSciNet)
Zentralblatt MATH identifier
Primary: 42B35: Function spaces arising in harmonic analysis
Korte, Riikka; Kansanen, Outi Elina. Strong $A_\infty$-weights are $A_\infty$-weights on metric spaces. Rev. Mat. Iberoamericana 27 (2011), no. 1, 335--354. https://projecteuclid.org/euclid.rmi/1296828837
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https://alldwg.com/dwgdetails/68978xallydwgSystem_to_obtain_a_construction_material_with_a_metallic_leaf_to_calculate_in_Excelxallydwg.html
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math
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Lifetime membership is only 10$ instead of 49$
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> System to obtain a construction material with a metallic leaf to calculate in Excel
Fully editable xls, you can change all the drawings in the project together with everything else.
Materials and construction cost M2 construction price - the amount of material needed - calculates costs to obtain
This xls file is compatible with all versions of program.
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http://calculatecreditcard.com/credit-card-interest-calculation-formula/org/
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math
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Credit card interest calculation formula
Equation interset interesr calculating charged report finding score 1500 24.9 percentages accrued at. mem teaching many basis compute cc calculater quick mean excel from best calculator vs 9.9 1.2 using. 1000 due my 12.99 you breakdown for use minimum avg calc 19.99 simple calculators how 10 caculator. crdit 22.9 accrue paid does cr 15 12 adb bank billing daily card computation.
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10000 calculation it payoff out. hold day unpaid an debit interes rel 7000 5000 the 1 limit and can fees estimate fee montly. calculations bal ways rates computing balance outstanding each car method annual yearly annually. interest activate what balances payment with cost interests money chase 22 bill year of rate. spreadsheet do long chart raise days i 7 is a 18 interst pay in
Read a related article: How Credit Card Interest is Calculated
Read another related article: What Are The Benefits to Calculating Your Daily Interest Rate?
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https://mltooz.net/150-ml-to-oz/
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math
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150 ML TO OZ
When it comes to measuring liquids, there are different units of measurement used in different countries. In the United States, ounces (oz) and fluid ounces (fl oz) are commonly used, while in most other countries, the metric system is used, with milliliters (ml) being the standard unit of measurement. To convert between these two units, you can use a simple conversion formula. In this guide, we will be discussing how to convert 150 ml to oz.
To convert 150 ml to oz, you can use the following conversion formula:
1 ml = 0.033814 oz
This formula means that 1 milliliter is equal to 0.033814 ounces. To convert 150 ml to oz, you simply need to multiply the value in ml by the conversion factor of 0.033814.
150 ml * 0.033814 = 5.0721 oz
Therefore, 150 ml is equal to approximately 5.0721 ounces.
The formula for converting ml to oz is:
oz = ml * 0.033814
oz is the amount in fluid ounces
ml is the amount in milliliters
0.033814 is the conversion factor
To use this formula, simply multiply the value in ml by 0.033814 to get the equivalent amount in oz.
Converting between ml and oz is a simple process once you understand the conversion formula. In this guide, we discussed how to convert 150 ml to oz, and provided the formula for converting ml to oz. Keep in mind that this formula works for any conversion between ml and oz, as long as you use the correct conversion factor.
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http://maassignmentdfox.theseospot.info/write-in-vertex-form.html
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math
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Quadratic functions in standard form quadratic functions in standard form f(x) = a(x - h) 2 + k and the properties of their graphs such as vertex and x and y. Demonstrates step-by-step how to complete the square to find the vertex of a parabola in the vertex form of the quadratic, the fact that (h, k. 5-3: vertex form of quadratic functions (translating parabolas) objectives: • to convert a quadratic equation from standard form to vertex form. Quadratic equations-changing from standard form to vertex form changing from standard form to vertex form-quadratic i will write the x^2 and 8x. Best answer: a parabola which opens up has a lowest point and a parabola which opens down has a highest point the highest or lowest point on a.
Equation of parabola how to convert equation from vertex to standard form explained with diagrams and practice problems. Equations of a parabola: standard to vertex standard to vertex form: summary in sum, you can write the equations of a parabola: standard to vertex form. The standard and vertex form equation of a parabola and how the equation relates to the graph of a parabola. Fun math practice improve your skills with free problems in 'write equations of parabolas in vertex form from graphs' and thousands of other practice lessons.
To write an equation for a parabola in vertex form, you need to read the coordinates of the vertex from the given graph as (h, k) first you can write. Algebra examples step-by-step examples algebra write as a fraction with denominator the standard form and vertex form are as follows standard form. In this lesson you will learn how to write a quadratic equation in vertex form by completing the square. Browse and read writing in vertex form writing in vertex form give us 5 minutes and we will show you the best book to read today this is it, the writing in vertex. Sample questions – quadratic functions i fif8 multiple choice 1 use this description to write the quadratic function in vertex form: the parent function is.
Solution: write a quadratic function in vertex form that has the given vertex and passes through the given point vertex (-2, -2) point (1, -20. Sal rewrites the equation y=-5x^2-20x+15 in vertex form (by completing the square) in order to identify the vertex of the corresponding parabola. You can put this solution on your website write the quadratic equation in vertex form what is the vertex y=3x^2+30x+68-----this equation graphs as a parabola it. Quadratic functions(general form) quadratic functions and the properties of their graphs such as vertex and x and y intercepts are explored interactively using an.
How to convert quadratic equations from standard to the process is streamlined when the equation is in vertex form 28x + 10 to vertex form, you first write. Quadratic function has the form $ f(x) find the vertex probably have some question write me using the contact form or email me on. When written in vertex form: • (h, k) is the vertex of the parabola, and x = h is the axis of symmetry • the h represents a horizontal shift (how far.
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http://mathhelpforum.com/math-topics/211694-whats-102-1604043mm3-cubed-nearest-mm.html
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math
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i cant find out how to work this out??
IF you mean "what is 102.1604043 mm^3 to the nearest cubic mm", not "mm", then the answer is 102 cubic mm., of course. 102.1... is below 102.5 so it is nearer 102 mm than 103 mm.
If you mean to take the cube root of 102.1604043 and then ask "what is it to the nearest mm.", it is easy to use a calculator to see that which is larger than 4.5 mm and so is 5 mm, to the nearest mm.
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s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501171162.4/warc/CC-MAIN-20170219104611-00007-ip-10-171-10-108.ec2.internal.warc.gz
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https://www.coursehero.com/file/4864201/Suppose-that-v1-vn-are-linearly-dependent-Then-there/
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math
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Unformatted text preview: lumns of P , it follows that the eigenvectors v1 , . . . , vn are linearly independent. In view of Propositions 7A and 7B, the question of diagonalizing a matrix A with entries in R is reduced to one of linear independence of its eigenvectors. PROPOSITION 7C. Suppose that A is an n×n matrix, with entries in R. Suppose further that A has distinct eigenvalues λ1 , . . . , λn ∈ R, with corresponding eigenvectors v1 , . . . , vn ∈ Rn . Then v1 , . . . , vn are linearly independent.
Chapter 7 : Eigenvalues and Eigenvectors page 8 of 12 Linear Algebra c W W L Chen, 1982, 2005 Proof. Suppose that v1 , . . . , vn are linearly dependent. Then there exist c1 , . . . , cn ∈ R, not all zero, such that (11) Then (12) A(c1 v1 + . . . + cn vn ) = c1 Av1 + . . . + cn Avn = λ1 c1 v1 + . . . + λn cn vn = 0. c1 v1 + . . . + cn vn = 0. Since v1 , . . . , vn are all eigenvectors and hence non-zero, it follows that at least two numbers among c1 , . . . , cn are non-zero, so that c1 , . . . , cn−1 are not all zero. Multiplying (11) by λn and subtracting from (12), we obtain (λ1 − λn )c1 v1 + . . . + (λn−1 − λn )cn−1 vn−1 = 0. Note that since λ1 , . . . , λn are distinct, the numbers λ1 − λn , . . . , λn−1 − λn are all non-zero. It follows that v1 , . . . , vn−1 are linearly dependent. To summarize, we can eliminate one eigenvector and the remaining ones are still linearly dependent. Repeating this argument a finite number of times, we arrive at a linearly dependent set of one eigenvector, clearly an absurdity. We now summarize our discussion in this section. DIAGONALIZATION PROCESS. Suppose that A is an n × n matrix with entries in R. (1) Determine whether the n roots of the characteristic polynomial det(A − λI) are real. (2) If not, then A is not diagonalizable. If so, then find the eigenvectors corresponding to these eigenvalues. Determine whether we can find n linearly independent eigenvectors. (3) If not, then A is not diagonalizable. If so, then write P = ( v1 ... vn ) and D= λ1 .. . λn where λ1 , . . . , λn ∈ R are the eigenvalues of A and where v1 , . . . , vn ∈ Rn are respectively their corresponding eigenvectors. Then P −1 AP = D. , 7.3. Some Remarks In all the examples we have discussed, we have chosen matrices A such that the characteristic polynomial det(A − λI) has only real roots. However, there are matrices A where the characteristic polynomial has non-real roots. If we permit λ1 , . . . , λn to take values in C and permit “eigenvectors” to have entries in C, then we may be able to “diagonalize” the matrix A, using matrices P and D with entries in C. The details are similar. Example 7.3.1. Consider the matrix A= 1 1 −5 −1 . To find the eigenvalues of A, we need to find the roots of det
Chapter 7 : Eigenvalues and Eigenvectors 1−λ 1 −5 −1 − λ = 0;
page 9 of 12 Linear Algebra c W W L Chen, 1982, 2005 in other words, λ2 + 4 = 0. Clearly there are no real roots, so the matrix A has no eigenvalues in R. Try to show, however,...
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This note was uploaded on 06/13/2009 for the course TAM 455 taught by Professor Petrina during the Fall '08 term at Cornell.
- Fall '08
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https://www.reference.com/web?q=what+is+luminosity+in+astronomy&qo=contentPageRelatedSearch&o=600605&l=dir
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math
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The greater the greater the luminosity of an object, the brighter it appears. An object can be very luminous in multiple wavelengnths of light, from visible light, x-rays, ultraviolet, infrared, microwave, to radio and gamma rays, It often depends on the intensity of the light being given off, which is a function of how energetic the object is.
In astronomy, luminosity is the total amount of energy emitted per unit of time by a star, galaxy, or other astronomical object. As a term for energy emitted per unit time, luminosity is synonymous with power.. In SI units luminosity is measured in joules per second or watts.Values for luminosity are often given in the terms of the luminosity of the Sun, L ⊙.
The difference between luminosity and apparent brightness depends on distance. Another way to look at these quantities is that the luminosity is an intrinsic property of the star, which means that everyone who has some means of measuring the luminosity of a star should find the same value.
The luminosity of his poetry is unequaled. something luminous. Astronomy. the brightness of a star in comparison with that of the sun: the luminosity of Sirius expressed as 23 indicates an intrinsic brightness 23 times as great as that of the sun. Also called luminosity factor.
Luminosity: Luminosity, in astronomy, the amount of light emitted by an object in a unit of time. The luminosity of the Sun is 3.846 × 1026 watts (or 3.846 × 1033 ergs per second). Luminosity is an absolute measure of radiant power; that is, its value is independent of an observer’s distance from an object.
The luminosity of an object is a measure of its intrinsic brightness and is defined as the amount of energy the object emits in a fixed time. It is essentially the power output of the object and, as such, it can be measured in units such as Watts. However, astronomers often prefer to state luminosities by comparing them with the luminosity of the Sun (approximately 3.9 × 10 26 Watts).
Home » Astronomy » Luminosity : Luminosity . Luminosity The luminosity of an object is a measure of its intrinsic brightness and is defined as the amount of energy the object emits in a fixed time. It is essentially the power output of the object and, as such, it can be measured in units such as Watts.
The luminosity of any star is the product of the radius squared times the surface temperature raised to the fourth power. Given a star whose radius is 3 solar and a surface temperature that’s 2 ...
Brightest Stars: Luminosity & Magnitude. ... the distance dependence factored out — that is of most interest to us as astronomers," stated an online course on astronomy from the University of ...
Learn luminosity with free interactive flashcards. Choose from 93 different sets of luminosity flashcards on Quizlet.
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https://seekingalpha.com/instablog/839735-katchum/1558651-correlation-total-stock-market-index-vs-gdp-how-to-value-dow-jones
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math
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Today I learned about the Warren Buffet valuation of the stock market by looking at the total stock market index and GNP numbers (which is almost equal to GDP numbers + $200 billion).
The total stock market index can be found here and stands at $15.879 trillion on 15 February 2013 (Chart 1). It measures the market cap of the U.S. companies. Don't confuse this chart with the Dow Jones chart.
Now you compare that to the U.S. GDP number, which can be found here (Chart 2).
If you then divide Chart 1 by Chart 2, you get Chart 3. If the chart goes above 100%, then the stock market is overvalued.
Here is the table for valuation:
|Chart 4: Valuation Table|
For example, in December 2007, the GDP was $14.25 trillion, while the total market cap was $15 trillion. 15/14.25 = 105%. Meaning overvalued.
For example, in December 2008, the GDP was $14.08 trillion, while the total market cap was $8.78 trillion.
8.78/14.08 = 62%. Meaning severely undervalued.
So today, you could say that stocks are becoming overvalued, so you should take some of your money out of the stock market while you still can.
There is a final note I want to make. If this correlation is true between the Total Stock Market Index and GDP, then you have to take in mind that GDP is very important to watch. If the GDP drops, then the stock market will most likely drop. If the GDP rises, then the stock market will most likely rise.
I pointed out many times that U.S. GDP will not go up, due to the zero hour debt problem, which I talked about here. So theoretically, the stock market cannot rise.
The only way to get GDP go up again is when debt is significantly reduced and we're not at that point yet.
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https://www.teachme2.co.za/mathematics-literacy-tutors-reyno-ridge-emalahleni
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math
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Highest Quality Mathematics Literacy Tutors in Reyno Ridge, Emalahleni. Get Mathematics Literacy Lessons in your home with Teach Me 2
We have 3000+ tutors country-wide, with only a fraction displayed online. Unfortunately we currently can't display any Mathematics Literacy Tutors in Reyno Ridge, Emalahleni.
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I always enjoyed Maths in school. I did some Maths subjects in university, and completed my Post-Graduate certificate for Maths and Biology (Senior and FET phase).
I have tutored this subject and was able to successfully increase the students mark from a fail to a 'B' symbol.
Attained over 80 percent for Matric level Mathematics, and over 80 for both first and second year university Mathematics. I have also privately tutored fellow classmates at that time.
Bcom (General): Business Management
I studied Mathematics in high school but I have tutored Mathematical Literacy before with positive results. I have been able to use my Mathematics background to learn all of the Mathematical Lit concepts and use that knowledge to help pupils.
Achieved A for P3 and B for Mathematics. Maths is one of the Core Subjects in a B.Sc, allowing me to prepare students for varsity. *I cover all syllabi*.
My maths is solid and I believe I can teach pupils maths concepts in a clear and understandable way. I can pick up Maths concepts easily. Maths Lit was part of Maths core in 1999.
I came second in my grade for Maths literacy at the IEB level and have tutored other students in this subject before.
Taught Grade 10 - 12; diploma in mathematics and applied mathematics
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https://www.coursehero.com/file/11346691/slp-2/
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math
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86%(7)6 out of 7 people found this document helpful
This preview shows page 1 out of 1 page.
StatisticsModule 2 – SLPCentral TendenciesFrom the data that was collected from SLP 1, I will calculate the mean, median and the mode. The mean is the average of the numbers from my experiment. I added up all the numbers (time it took to complete quality control), then divide by how many numbers there are. It is the sum divided by the count. 2.7+ 2.9+ 2.9+ 3+ 3.1+ 3.2+ 3.2+ 3.2+ 3.3+ 4.5 = 32. 32 / 10 = 3.2. My answer for the mean is 3.2 hours.The mode is the number that occurs most often. Looking at the set of data my “mode” is3.2. During the 10 days I tracked how long it took to complete quality control, on 3 of the days it was completed in 3.2 hours. 2.7, 2.9, 2.9, 3, 3.1, 3.2, 3.2, 3.2, 3.3, 4.5. The mode is highlighted in red.The median is the "middle number" (in a sorted list of numbers). To find the Median, I place the numbers in value order and found the middle number. Since there were an even amount of data values I took the average of the 2 numbers in the middle. 2.7, 2.9, 2.9, 3, 3.1, 3.2, 3.2, 3.2, 3.3, 4.5. 3.1 +3.2 = 6.3. 6.3 / 2 = 3.15. The median is 3.15 hours. I highlighted the middle numbers in red.In conclusion the mean is the arithmetic average of the data collected which is 3.2 hrs. The mode for the data is the value that most frequently appears, which is also 3.2 hrs. The median is the middle data value when the data is arranged in ascending order. Since there is aneven number of data entries the median is the result of the average of the two middle data collected, which is 3.15 hours even though the mean, median and mode are almost identical, the measure of central tendency that most accurately reflects the theoretical time to perform QCon the cobas (3.0 hrs.) is the median value.The numbers from the data I collected were right where I had anticipated them to be. Asa shift supervisor I work with this analyzer on a daily basis. So depending on what is going on with the analyzer I would be able to make a reasonable prediction on the time it would take me to complete the quality control process.
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https://fatspike.com/multiplying-decimals-activities/
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math
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Multiplying Decimals Activities
Above is the Multiplying Decimals Activities section. Here you will find all we have for Multiplying Decimals Activities. For instance there are many worksheet that you can print here, and if you want to preview the Multiplying Decimals Activities simply click the link or image and you will take to save page section.
Workshop Wednesday Tricky Math Multiplying Fractions By Pin By Jo On Numeracy Christmas Multiplying Fractions Task Cards Differentiated Advantage Vision Results For Z Os Reference Multiplying Decimals By Whole Numbers Worksheet Tes Eai Education 2019 K 12 Spring Catalog Pages 51 100 Text 013 20multiplication Division Worksheet Generator Lovely Halloween Math Multiplication And Long Division Bundle Multiplying Decimals By Whole Numbers Show Your Stuff Pin On 5th Grade How To Convert From Decimal To Octal With Wikihow Understanding Division Anchor Chart Multiplying Decimals By Whole Numbers Worksheet Tes Pin On Printable Worksheets Multiplication Fact Strips.
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https://galamino.mk/mk/product/battery-charger-verbatim-compact-2aaa-1000mah-batteries/
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math
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•Dimensions: 104mm x 43mm x 28mm (H x W x D).
Features and Benefits
•Eco- friendly compact battery charger.
•Charges both AA and AAA size NiMH Batteries.
•Fully recharge batteries in as little as 7 hours.
– Includes 2xRecharchable batteries 1000 series – 975 Mah
•Weight: 114 grams.
•Description: Continuous NiMH Battery Charger (Plug-In Type).
•Application: For charging 1 or 2 x NiMH batteries; 1 battery per channel.
•Charge Indicator: LED for each channel; two channels operate individually.
•Charge Capability: AA: 1 to 2. AAA: 1 to 2.
•Charging Current: AA: 180 mA, AAA: 80mA.
•Input Voltage: 230V AC 50Hz (GS/BS); 120V AC 60Hz (UL).
•Input Power: 6W max.
•Output Voltage: 1.4V DC.
•Operating Temperature: 0˚C to 45˚C.
•Storage Temperature: -25˚C to 60˚C.
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https://study.com/academy/answer/manning-co-is-considering-a-one-year-project-that-requires-an-initial-investment-of-500-000-however-in-raising-this-capital-manning-will-incur-an-additional-flotation-cost-of-2-0-at-the-end-of-the-year-the-project-is-expected-to-produce-a-cash-inf.html
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math
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Manning Co. is considering a one-year project that requires an initial investment of $500,000; however, in raising this capital, Manning will incur an additional flotation cost of 2.0%. At the end of the year, the project is expected to produce a cash inflow of $550,000.
Determine the rate of return that Manning expects to earn on the project after flotation costs are taken into account.
Flotation costs are transactions costs associated with issuing securities in the capital market. One important component of flotation costs are underwriting fees charged by investment banks.
Answer and Explanation:
We first compute the total cost, including the flotation costs of 2%. Given initial investment of 500,000, the total cost is:
- 500,000 + 500,000 * 2% = 510,000.
The cash inflow from the project is 550,000 in one year, so the rate of return is
- rate of return = (550,000 -510,000) / 510,000
- rate of return = 7.84%
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from Corporate Finance: Help & ReviewChapter 3 / Lesson 18
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https://en.m.wikipedia.org/wiki/Blum_integer
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math
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In mathematics, a natural number n is a Blum integer if n = p × q is a semiprime for which p and q are distinct prime numbers congruent to 3 mod 4. That is, p and q must be of the form 4t + 3, for some integer t. Integers of this form are referred to as Blum primes. This means that the factors of a Blum integer are Gaussian primes with no imaginary part. The first few Blum integers are
- 21, 33, 57, 69, 77, 93, 129, 133, 141, 161, 177, 201, 209, 213, 217, 237, 249, 253, 301, 309, 321, 329, 341, 381, 393, 413, 417, 437, 453, 469, 473, 489, 497, ... (sequence A016105 in the OEIS)
The integers were named for computer scientist Manuel Blum.
Given n = p × q a Blum integer, Qn the set of all quadratic residues modulo n and coprime to n and a ∈ Qn. Then:
- a has four square roots modulo n, exactly one of which is also in Qn
- The unique square root of a in Qn is called the principal square root of a modulo n
- The function f : Qn → Qn defined by f(x) = x2 mod n is a permutation. The inverse function of f is: f−1(x) = x((p−1)(q−1)+4)/8 mod n.
- For every Blum integer n, −1 has a Jacobi symbol mod n of +1, although −1 is not a quadratic residue of n:
Before modern factoring algorithms, such as MPQS and NFS, were developed, it was thought to be useful to select Blum integers as RSA moduli. This is no longer regarded as a useful precaution, since MPQS and NFS are able to factor Blum integers with the same ease as RSA moduli constructed from randomly selected primes.
- ^ Joe Hurd, Blum Integers (1997), retrieved 17 Jan, 2011 from http://www.gilith.com/research/talks/cambridge1997.pdf
- ^ a b Goldwasser, S. and Bellare, M. "Lecture Notes on Cryptography" Archived 2012-04-21 at the Wayback Machine. Summer course on cryptography, MIT, 1996-2001
- ^ "A016105 - OEIS". oeis.org. Retrieved 2022-10-03.
- ^ Menezes, Alfred; van Oorschot, Paul; Vanstone, Scott (1997). Handbook of applied cryptography. Boca Raton: CRC Press. p. 102. ISBN 0849385237. OCLC 35292671.
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http://mathforum.org/t2t/message.taco?thread=1639&message=1
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math
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From: tzila yarhi
To: Teacher2Teacher Service
Date: Jun 10, 1999 at 13:29:56
Subject: Why do we learn math?
My students ask me all the time to tell them why we have to learn math. Not geometry, but algebra, calculus etc. Thanks
Math Forum Home || The Math Library || Quick Reference || Math Forum Search
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https://www.theinternet.io/articles/ask-ai/how-to-calculate-the-gibbs-free-energy-and-entropy-due-to-mixing-25-moles-of-argon-with-35-moles-of-oxygen-both-to-1-bar-and-250-atmospheres/
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math
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Ask AI on The InternetAsk Another Question Browse Other Questions
Question: Calculate the Gibbs free energy and entropy due to mixing 2.5 moles of argon with 3.5 moles of oxygen, both to 1 bar and 250 c. Assume ideal gas behaviour given that R= 8.31 J . (6 Marks)
To calculate the Gibbs free energy and entropy due to mixing 2.5 moles of argon with 3.5 moles of oxygen at 1 bar and 250°C, we need to use the formulas for the partial molar Gibbs free energy of mixing and partial molar entropy of mixing for ideal gases. 1. Calculate the mole fractions of argon (χ_Ar) and oxygen (χ_O2). Total moles (n_total) = moles of argon (n_Ar) + moles of oxygen (n_O2) n_total = 2.5 + 3.5 = 6 moles χ_Ar = n_Ar / n_total = 2.5 / 6 = 0.4167 χ_O2 = n_O2 / n_total = 3.5 / 6 = 0.5833 2. Calculate the entropy of mixing (ΔS_mix) using the formula: ΔS_mix = -R * [χ_Ar * ln(χ_Ar) + χ_O2 * ln(χ_O2)] ΔS_mix = -8.31 * [0.4167 * ln(0.4167) + 0.5833 * ln(0.5833)] ΔS_mix ≈ -8.31 * [0.4167 * (-0.8751) + 0.5833 * (-0.5386)] ΔS_mix ≈ -8.31 * [-0.3644 - 0.3140] ΔS_mix ≈ 5.649 J/mol·K 3. Calculate the Gibbs free energy of mixing (ΔG_mix) using the formula: ΔG_mix = ΔH_mix - T * ΔS_mix For ideal gases, ΔH_mix = 0, and the temperature T should be converted to Kelvin: T = 250°C + 273.15 = 523.15 K ΔG_mix = 0 - (523.15 * 5.649) ΔG_mix ≈ -2959.1 J/mol The Gibbs free energy and entropy due to mixing 2.5 moles of argon with 3.5 moles of oxygen at 1 bar and 250°C are approximately -2959.1 J/mol and 5.649 J/mol·K, respectively, assuming ideal gas behavior.
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https://www.sampletemplates.com/business-templates/math-graph-paper.html
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math
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Math is one of the most interesting subjects in schools and businesses. Students need math to learn math in order to understand how to apply the concepts in daily live and businesses need math for their processes. Examples of business areas where math plays a vital part include architecture, and engineering practices.
The use of Math Graph Papers has become quite common. That math is no longer about numbers and notation symbols are good reason to show that the inclusion of graph papers in learning and working with math is necessary. Below are reasons why the uses of graphs have become quite an important aspect in math.
- They are a visual representation of the exact mathematical concept the director in question is trying to communicate.
- They can be used to show the starting and ending point of graphical calculation, which would otherwise be difficult to understand in plain text and number descriptions.
- They are an effective tool in the case where the math projects include many estimation processes or sections.
- They best for drawing angles, showing coordinates of a point from another point, and accurate tool for any type of shape you would like to draw.
There are free graph papers for math that you can download in PDF format and use for your next math projects. The papers feature squares of different sizes, usually from 1 line per inch to 24 lines per inch. The variations of the papers include index lines and the different sizes of the papers.
Geometry Graph Paper
Math Graph Paper for Homework
Printable Graph Paper
Algebra Graph Paper
Math Worksheets Graph Paper
Math Graph Paper Notebook
Free Math Graph Paper
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CC-MAIN-2020-45
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https://homebrew.stackexchange.com/questions/4770/how-do-you-calculate-a-beers-nutrition-facts/4774
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math
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How can I figure out a beer's nutrition facts when I've homebrewed?
It's not a sum of the ingredients any more, is it?
So when I say "beer's nutrition facts" I means values like calories, carbs, proteins, vitamins, etc.
Homebrewing Stack Exchange is a question and answer site for dedicated home brewers and serious enthusiasts. It only takes a minute to sign up.Sign up to join this community
You can work out the approximate amount of calories if you think about what the major contributors to the brew are. Calories will come from carbohydrates (in the form of dissolved sugars) and alcohol (ethanol).
Ethanol has 7 kcal/g, so assuming an approximate density of 1 g / ml (i.e. water)* you can get the alcohol contribution from the alcohol by volume of your brew (ABV). I.e., 5% ABV = 45 kcal per 100 ml (5 * 7 = 45 kcal).
In terms of carbohydrates, you'll need to know the amount of dissolved unfermented sugar in your brew. Sucrose has about 3.9 kcal /g. So, if for example you have 5% sugars dissolved in your brew then sugars will give 20 kcal per 100m (5 * 3.9 = 19.5 kcal).
This will give you a total of 65 kcal per 100 ml.
How do you work out all this from your OG and FG? Well, I found this page which looks useful:
I imagine protein content can be calculated in a similar fashion.
Depending on what nutritional information you are looking for, some of the brewing software packages will get you there. However, to truly know some of the protein and salt levels you need to know your water chemistry, you need the spec sheet from the malt, you need to know the residual yeast content, you need detailed analysis from the hop manufacturer... many variables.
And no its not just the sum of its parts anymore, primarily as a function of carbohydrates are concerned.
Here is a link to a recipe calculator that I use to generate the US food label for my freelance recipes.
Using it with this link to adjust the amount of residual carbs should give you a decent estimate:
Note that the proteins are going to be fairly soluble in the alcohol so you can reasonably assume total extraction. The fats are another issue, but probably minimal. I'd ignore any residual yeast, if you clarify your brew, and fiber from the grains/fruit (hard to estimate soluble fiber).
So, here is an example. I brewed a batch of pear cider. Putting in the raw ingredients (58 pounds of pears, 1 oz yeast for 53 12 oz servings), I get the following nutritional facts from the recipe calculator:
User Entered Recipe
Amount Per Serving Calories 261.1 Total Fat 1.8 g Saturated Fat 0.1 g Polyunsaturated Fat 0.4 g Monounsaturated Fat 0.4 g Cholesterol 0.0 mg Sodium 0.2 mg Potassium 555.3 mg Total Carbohydrate 66.8 g Dietary Fiber 10.6 g Sugars 0.0 g Protein 1.8 g Vitamin A 1.8 % Vitamin B-12 0.0 % Vitamin B-6 4.0 % Vitamin C 29.4 % Vitamin D 0.0 % Vitamin E 11.0 % Calcium 4.9 % Copper 25.0 % Folate 7.7 % Iron 6.1 % Magnesium 6.6 % Manganese 16.8 % Niacin 2.2 % Pantothenic Acid 3.1 % Phosphorus 4.9 % Riboflavin 10.4 % Selenium 6.3 % Thiamin 5.9 % Zinc 3.5 %
Since I juiced the pears, I remove the fiber data (not a lot of fiber dissolves). I remove the fat data (not very soluble) and the carbohydrate calorie data, substituting the data from the Dave's calculator (note that in my case, there is very little sucrose - thus no sugars listed in nutrition label, the remaining carbs being the fructose that is converted to alcohol and in the SG calculations, so multiply the original carbs by the remaining "solids" after attenuation - see Dave's SG). So the adjusted label looks like this:
User Entered Recipe
53 Servings (12 oz servings)
Amount Per Serving Calories 187 Total Fat 0 g Saturated Fat 0 g Polyunsaturated Fat 0 g Monounsaturated Fat 0 g Cholesterol 0.0 mg Sodium 0.2 mg Potassium 555.3 mg Total Carbohydrate 12.0 g Dietary Fiber 0 g Sugars 0.0 g Protein 1.8 g Vitamin A 1.8 % Vitamin B-12 0.0 % Vitamin B-6 4.0 % Vitamin C 29.4 % Vitamin D 0.0 % Vitamin E 11.0 % Calcium 4.9 % Copper 25.0 % Folate 7.7 % Iron 6.1 % Magnesium 6.6 % Manganese 16.8 % Niacin 2.2 % Pantothenic Acid 3.1 % Phosphorus 4.9 % Riboflavin 10.4 % Selenium 6.3 % Thiamin 5.9 % Zinc 3.5 %
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100651.34/warc/CC-MAIN-20231207090036-20231207120036-00414.warc.gz
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CC-MAIN-2023-50
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https://www.coursehero.com/tutors-problems/Mechanical-Engineering/8086336-I-have-a-physics-question-Determine-the-gross-force-needed-to-bring/
|
math
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Determine the gross force needed to bring a car that is travelling at 110km/h to full stop in a distance of 100m. The mass of the car is 2100kg. What happens to the initial kinetic energy? Where does it go or to what form of energy does the kinetic energy convert.
We need you to clarify your question for our tutors! Clarification... View the full answer
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s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039741569.29/warc/CC-MAIN-20181114000002-20181114022002-00248.warc.gz
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CC-MAIN-2018-47
| 355
| 2
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https://www.letmeread.net/marketing-analytics-statistical-tools-for-marketing-and-consumer-behaviour-using-spss/
|
math
|
Marketing Analytics: Statistical Tools for Marketing and Consumer Behaviour using SPSS
Marketing Analytics provides guidelines in the application of statistics using SPSS for students and professionals using quantitative methods in Marketing and Consumer Behaviour. With simple language and a practical, screenshot-led approach, the book presents eleven multivariate techniques and the steps required to perform analysis.
Each chapter contains a brief description of the technique, followed by the possible marketing research applications. One of these applications is then used in detail to illustrate its applicability in a research context, including the needed SPSS commands and illustrations. Each chapter also includes practical exercises, which require the readers to perform the technique and interpret the results, equipping students with the necessary skills to apply statistics, by means of SPSS, in marketing and consumer research. Finally, there is a list of articles employing the technique, which can be used for further reading.
This textbook provides introductory material for advanced undergraduate and postgraduate students studying marketing and consumer analytics, teaching methods along with practical software-applied training using SPSS. Support material includes two real datasets to illustrate the techniques’ applications and PowerPoint slides providing a step-by-step guide to the analysis and commented outcomes. Professionals are invited to use the book to select and use the appropriate analytics for their specific context.
Cover Half Title Series Title Copyright Contents Preface 1 Creating and examining databases in SPSS 1.1 Creating the SPSS spreadsheet and manipulating data 1.2 Descriptive statistics with frequencies 1.3 Cross tabulation 2 Introduction to exploratory data analysis 2.1 Exploratory data analysis 2.2 Verification of assumptions 2.3 Outliers 2.4 Missing values 3 Analysis of variance 3.1 Application of t-test in SPSS 3.2 Theoretical background – analysis of variance (ANOVA) 3.3 Marketing application of ANOVA 3.4 Application of ANOVA in SPSS 3.5 Theoretical background – multivariate analysis of variance (MANOVA) 3.6 Application of MANOVA in SPSS 4 Regression analysis 4.1 Theoretical background – simple regression analysis 4.2 Theoretical background – multiple regression analysis 4.3 Marketing application of regression analysis 4.4 Application of multiple regression in SPSS 5 Time series analysis 5.1 Theoretical background – time series analysis 5.2 Marketing application of time series analysis 5.3 Application of time series analysis in SPSS 6 Discriminant analysis 6.1 Theoretical background – two groups discriminant analysis 6.2 Theoretical background – multiple discriminant analysis 6.3 Marketing application of discriminant analysis 6.4 Application of discriminant analysis in SPSS 6.5 Theoretical background – logistic regression 6.6 Application of logistic regression in SPSS 7 Cluster analysis 7.1 Theoretical background – cluster analysis 7.2 Marketing application of cluster analysis 7.3 Application of cluster analysis in SPSS – hierarchical approach 7.4 Application of cluster analysis in SPSS – nonhierarchical approach 8 Exploratory Factor Analysis (EFA) 8.1 Theoretical background – exploratory factor analysis 8.2 Marketing application of exploratory factor analysis 8.3 Application of exploratory factor analysis in SPSS 9 Confirmatory Factor Analysis (CFA) 9.1 Theoretical background – confirmatory factor analysis 9.2 Marketing application of CFA 9.3 Application of confirmatory factor analysis with AMOS 9.4 The CFA model in AMOS 9.5 The CFA analysis 9.6 The CFA output 10 Structural Equation Modeling (SEM) 10.1 Theoretical background – structural equation modeling 10.2 Marketing application of SEM 10.3 Application of structural equation modeling with AMOS 10.4 The SEM model in AMOS 10.5 The SEM analysis 10.6 The SEM output Appendix 1: Fitness center questionnaire Appendix 2: Supermarket questionnaire Bibliography Index
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2. Solve the CAPTCHA.
3. Click download link.
4. Lead to download server to download.
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s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323587606.8/warc/CC-MAIN-20211024204628-20211024234628-00547.warc.gz
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CC-MAIN-2021-43
| 4,197
| 9
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http://www.lotterypost.com/thread/248982
|
math
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hoops78 wrote: ``I spoke to a lottery representative and she kindly gave me all of the numbers on the 20$ lucky times 20 ticket.``
She might have given you all the numbers she knows. But they are deficient in some obvious details. "There must be a lot" of remaining wins for the $20, $25, $50 and $100 prizes is not sufficient.
Also note that the odds 1:3.89 are for the outset of the game. (I assume you are talking about the Rhode Island game #321.) It may or may not be the current odds. That depends on the missing information.
Moreover, I believe "usually 8-10 winners per book of 30" is incorrect. I would say there was "usually" 6 to 9 winners among 30 tickets, the closest to 50% or more of the wins centered around the 50 %ile, which is between 7 and 8. Alternatively, you might say there was "usually" 8 or more winners among 30 tickets , representing (the upper) 50% or more wins. The point is: to me, "usually" means 50% or more.
But the operative word is "was". Again, that is based on the initial odds of 1:3.89. (By the way, that might be rounded from 1:3.885 to less than 1:3.895.) There is insufficient information to know the current odds .
In any case, I hope you are not seriously considering investing $600 in scratcher tickets -- the cost of 30 tickets. So whether there are 6 to 9 or 8 or more winners in 30 tickets is irrelevant to you.
(OMG, based on another one of your posting, you did invest $600 in scratchers -- even more!)
Your probability of winning something -- that is, one or more winners -- in n tickets is about 1 - (1 - 1/3.89)^n. For n = 1 to 5 ($20 to $100 investment), the respective probability is about: 26%, 45%, 59%, 70% and 77%. And "something" can be as little as $20 everytime.
hoops78 wrote: ``What would you all do as for as purchasing? Go for it and keep playing?``
That really depends on your financial situation. But you might consider the following.
Making some wild assumptions about the distribution of the remaining wins for the $20 to $100 prizes, your expected return might be about $14.72 per $20 investment. In other words, you can expect to lose $5.38 per $20 investment.
Of course, that is not real, since I had to make so many wild assumptions. I offer it just as an illustration. And of course, that is the average ("expected") return.
Also note that if you buy one $20 ticket for the Lucky Times 20 game, the probability of winning something was about 26% at the outset: 1/3.89.
But if you buy four $5 tickets for the Blackjack Tripler game, for example, the probability of winning something was about 75% at the outset: 1 - (1 - 1/3.39)^4.
Of course, that's 26% to win as little as $20 v. 75% to win as little as $5. And that is based on odds at the outset of each game, not necessarily current odds.
We cannot make accurate predictions without a complete breakdown of the number wins per prize and the total number of tickets.
The probability of 6 to 9 winners among 30 tickets was about 60%. The probability of 8 or more winners among 30 tickets was about 52%.
Absent information to the contrary, it might be reasonable to assume that the current odds are the same as the initial odds.
For the remaining number of wins for the $20 to $100 prizes, I assume the following distribution. My choice is arbitrary insofar as you offer no information to justify it. And I cannot find any details online about the distribution of prizes for the Rhode Island game. So I prorated another distribution of similar prizes. I also assume the current odds are the same as the initial odds.
| Prize|| #Wins|
245,352 Total remaining tickets (306960 * 80%)
63,072 Total remaining wins (245352 / 3.89)
59,866 Remaining wins for prizes $20 to $100 (63072 - 47 - 9 - 250 - 2900)
|
s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386164888618/warc/CC-MAIN-20131204134808-00035-ip-10-33-133-15.ec2.internal.warc.gz
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CC-MAIN-2013-48
| 3,729
| 23
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https://www.fxsolver.com/browse/?like=2218&p=6
|
math
|
An octahedron is a polyhedron with eight faces. A regular octahedron is a Platonic solid composed of eight equilateral triangles, four of which meet at ... more
A regular dodecahedron is a polyhedron composed of 12 regular pentagonal faces, with three meeting at each vertex. It has 20 vertices, 30 edges and 160 ... more
Particle size is a notion introduced for comparing dimensions of solid particles (flecks), liquid particles (droplets), or gaseous particles (bubbles).
An icosahedron is a polyhedron with 20 triangular faces, 30 edges and 12 vertices. A regular icosahedron has 20 identical equilateral faces, with five of ... more
The inscribed sphere or insphere of a regular tetrahedron is a sphere that is contained within the tetrahedron and tangent to each of the tetrahedron’s ... more
...can't find what you're looking for?Create a new formula
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s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487621450.29/warc/CC-MAIN-20210615145601-20210615175601-00134.warc.gz
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CC-MAIN-2021-25
| 858
| 6
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https://demonstrations.wolfram.com/WeightOfAPersonRidingInAnElevator/
|
math
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Weight of a Person Riding in an Elevator
Requires a Wolfram Notebook System
Interact on desktop, mobile and cloud with the free Wolfram Player or other Wolfram Language products.
If you stand on a scale in an elevator accelerating upward, you feel heavier because the elevator's floor presses harder on your feet, and the scale will show a higher reading than when the elevator is at rest. On the other hand, when the elevator accelerates downward, you feel lighter. The force exerted by the scale is known as apparent weight; it does not change with constant speed.
Contributed by: Enrique Zeleny (March 2011)
Open content licensed under CC BY-NC-SA
Applying Newton's second law, the equation to link acceleration and net force is , where is your weight, is your weight measured on the scale (the usual force), and is the net force.
Snapshot 1: the elevator accelerates upward; you feel heavier
Snapshot 2: the elevator is at rest; the scale shows your actual weight
Snapshot 3: the acceleration of the elevator is downward and equal to the acceleration due to gravity; you and the elevator can be considered to be in free fall, because the scale does not exert any force
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s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943625.81/warc/CC-MAIN-20230321033306-20230321063306-00733.warc.gz
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CC-MAIN-2023-14
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| 10
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https://hsm.stackexchange.com/questions/2818/why-were-newtons-laws-accepted-when-there-exists-a-counter-example
|
math
|
Every scientific theory has some counter-examples or "discrepancies".
But, in general, a "good" theory will not be rejected until a "better" new theory is available.
"Little" discrepancies, like that involving Mercury's orbit were far less relevant that "big" successes like the correct prediction of the existence of a previously unseen planet; see Discovery of Neptune (1846).
You have to take into account that, also after the availability of a new "better" theory, like Relativity, that is able to explain Mercury's orbital anomalies, Newtonian' mechanics is so "reliable" (being an approximation of Relativity that fit very well when the velocities involved are very little when compared to the speed of light) that human being have been able to safely "land" on the Moon (mission: Apollo 11 : July 20, 1969) and come back based on calculation that are not so different in principle from what Newton himself had done in his masterpiece of 1687: Philosophiae Naturalis Principia Mathematica.
Scientifc knowledge is not "perfect": we have to continue to revise and improve it.
So, good luck for your student career: we need future scientists that can contribute to the process of continuously improvement of human knowledge.
Note : suggestion for your future studies in depth :
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s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320303868.98/warc/CC-MAIN-20220122164421-20220122194421-00157.warc.gz
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CC-MAIN-2022-05
| 1,280
| 7
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https://www.sns.it/it/registro/programma/2449
|
math
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Ciclo Di Seminari
Prova scritta e orale
Elementary probability (classical discrete and continuous distributions, basic rules). Elements of descriptive statistics (like empirical mean and standard deviation).
Programma del corso
Introduction to probability measures. Random variables, Probability density and distributions, Expectation and moments, Conditional probability and independence, examples of random variables. Conditional expectation, characteristic functions. Limit theorems: Laws of Large numbers, Central Limit theorem.
Introduction to Stochastic processes in discrete and continuous time, elements of the theory of Martingales, stochastic integrals and stochastic differential equations.
Introduction to information theory. Shannon entropy. Relative entropy. Mutual information. Asymptotic equipartition property. Information theory, codes, data compression and prediction. Kelly criterion. Horse races. Graphs. Random walks on graphs. Perron-Frobenius Theorem. Google's page rank algorithm.
Review of estimation methods. ARMA processes. GARCH and Stochastic Volatility models. Vector processes, VAR (reduced form, structural form and identification issues). Kalman Filter and Smoother. Generalized Autoregressive Score-driven (GAS) models.
J. Jacod and P. Protter, Probability Essentials, Ed Springer 2004
A.N. Shiryaev, Probability, Ed Springer
Cover-Thomas: Elements of Information Theory
Mackay: Information theory, Inference and Learning Algorithms
Shannon, Claude E. (July 1948). "A Mathematical Theory of Communication".
James D. Hamilton, Time Series Analysis, Princeton University Press 1994.
Durbin, James, and Siem Jan Koopman, Time series analysis by state space methods, Oxford university press, 2012.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100705.19/warc/CC-MAIN-20231207221604-20231208011604-00141.warc.gz
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CC-MAIN-2023-50
| 1,728
| 15
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http://www.m4maths.com/placement-puzzles.php?SOURCE=csc
|
math
|
Measure what is measurable, and make measurable what is not so.Galileo Galilei
Don't learn Mathematics just to prove that you are not a mentaly simple person but learn it to prove that you are enough intelligentLA
thanx m4maths for placed in ibm.dhiraj g 1 Month ago
Finally got selected in IBM.
Thanks m4maths users for sharing questions and their interview experience.
Really helpful and all the best to job seekers.
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s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042985647.51/warc/CC-MAIN-20150728002305-00132-ip-10-236-191-2.ec2.internal.warc.gz
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CC-MAIN-2015-32
| 418
| 6
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http://kzpaperxqmu.jayfindlingjfinnindustries.us/the-question-about-the-existence-of-god.html
|
math
|
First, lonergan‟s argument for the existence of god may in fact be a sound lonergan defers the question of whether god exists, to take up the prior question. Typically, the question “is there a god” does not come up on late-night tv but wednesday night was different stephen colbert is one of. After reading the book to students, you can pose interesting questions about both sides of the argument, stressing that the issue is not whether or not god exists. Discussion prompt 1: do you believe that god exists why or why not this question is meant to get everybody's thoughts about god out in the. Here i want to discuss this essential aspect of the statement mentioned above, which deals with the question of the existence of god, rather.
Among other things, he points out that modern physics has progressed to the point where we don't need to invoke god to explain the existence. It is objected (1) that the existence of god is not demonstratable: that god's that god exists through his works as shall be shown hereafter, (question xiii. To make an argument for the existence of god, we must start by asking the right questions we begin with the most basic metaphysical question: “why do we. 6 days ago circular reasoning (often begging the question) is a logical fallacy that “” there's no greater argument for the existence of god than the truth of.
He provided three responses when interacting with a generation that questions the existence of god, is influenced by a multitude of worldviews,. The polytheistic conceptions of god were criticized and derided by the philosophers have tried to provide rational proofs of god's existence that go beyond. My answer would be no, he doesn't, regardless of whether god truly exists or not the question would be impossible to answer from an evidentiary standpoint . An effective rational argument for god's existence can be an important first step in now a question: to explain the change, can we consider the changing thing.
The question of whether or not god exists is profoundly fascinating and important what are the proofs of the existence of god how can one prove that god. The first is whether it is rational to assert that god is possible, assuming that you cannot prove or disprove that god exists the second question. The eighty-five toughest questions in existence god is there a god what is the definition of god what gives you certainty in your belief. So i would say that aquinas is generally considered to be the greatest of thinkers who approach the question of god's existence and nature by way of natural.
Pertain to the divine essence (questions 2-26) second, with those things that pertain book, “the cognition of god's existence is naturally instilled in everyone. One problem posed by the question of the existence of god is that traditional beliefs usually ascribe to god. Does god really exist religions have been tricking people for millennia into thinking so the main problem is that proving god's existence is.
Rather, god is the light of being itself, the answer to the question of why there's existence to begin with in other words, that wisecrack about. There are several arguments for god's existence are there any rational reasons to believe the question arises as to how humans can be sure that the spiritual. Presents multiple scientific and logical reasons to conclude that god exists in easy-to-read articles clear, concise, and straightforward. God's existence can only be known through a leap of faith in response to the questions stated above pertaining to kierkegaard's philosophical fragments [2.
The question of whether a god exists is heating up in the 21st century according to a pew survey, the percent of americans having no religious. Then he asked me a question that stopped me cold: “why do you believe all that if god really exists, why in heaven's name does god not prove that he exists. Question 2 the existence of god (in three articles) because the chief aim of sacred doctrine is to teach the knowledge of god, not only as he is in himself,.
Thanks for your question i can definitely sympathize with the pain you're going through as you wrestle with your doubts there are various types of doubts that. The seemingly innocuous question about the exact meaning the problem with stating that god exists is that by. [collected via e-mail, 1999] does evil exist the university professor challenged his students with this question did god create everything that exists a student.
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s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583514708.24/warc/CC-MAIN-20181022050544-20181022072044-00349.warc.gz
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CC-MAIN-2018-43
| 4,491
| 8
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http://repub.eur.nl/pub/1356/
|
math
|
Equal Binomial Coefficients: Some Elementary Considerations
We give a conjecture on the set of numbers that occurs at least 6 times in the Pascal Triangle. We determine all the integral and some rational solutions of the special case n choose 3 = m choose 4.
|Keywords||equal binomial coefficients|
de Weger, B.M.M.. (1995). Equal Binomial Coefficients: Some Elementary Considerations (No. EI 9536-/B). Retrieved from http://hdl.handle.net/1765/1356
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s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163901500/warc/CC-MAIN-20131204133141-00014-ip-10-33-133-15.ec2.internal.warc.gz
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CC-MAIN-2013-48
| 449
| 4
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http://kodamo.org/forumtopic774
|
math
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Enter smaller values
Posted on 17 Mar 2023, 06:40 PMHow do I enter smaller values in the envelope menu? It seems to jump 20 ms at each click of the dial and I'm not able to get that precise with the steps.
Posted on 19 Mar 2023, 06:57 PMHi, the scaling isn't linear so the precision is high when you're working with quick envelopes, and less precise when you're into long envelopes.
Why do you need a higher precision?
Posted on 19 Mar 2023, 11:33 PMI'm using the envelopes on a few bass patches to duck the sound at the start and to arrive at higher amplitude after my kick. This is all a matter of timing and being able to finely adjust the envelope allows for more precise adjustments in order to get the groove and feel just right. There is nothing wrong with how it operates or sounds at the moment to be fair, but looking at the display and seeing the jump of around 20ms had me thinking there was a way to go adjust it even more.
Posted on 20 Mar 2023, 12:58 PMIf you use two points for the attack you'll get a higher precision.
But it's already quite precise, when you're in the quick envelope range, the jumps between values are way smaller than 20ms.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224649518.12/warc/CC-MAIN-20230604061300-20230604091300-00033.warc.gz
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CC-MAIN-2023-23
| 1,176
| 7
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