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https://mrsskillmansclass.weebly.com/blog/geometry
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math
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Is it possible to create a shape with one right angle and no parallel lines? Give it a try! At the end of this post you'll see what some of the 3rd graders came up with.
For over a week now we have been delving into Geometry. The big idea of this unit is "relationships," specifically the relationships between shapes. We began by exploring different quadrilaterals (4-sided shapes) using 3 criteria: parallel lines, side length, and right angles (which we call "square corners.")
Side note: I taught them my famous "parallel" song which is to the tune of Earth, Wind, and Fire's "September." Ask your child to sing it to you!
Looking at our quadrilaterals and the properties we found, we were able to see a sort of hierarchy of terms. For example, a square is a special type of rhombus, which is a type of quadrilateral, which is a type of polygon. After becoming familiar with these properties and relationships, the students were put into groups of 3. Each group was given a Venn Diagram and a set of quadrilaterals. They were to choose 2 properties for the diagram, and place the shapes in one category, the other, or the "both" category. Interestingly, every group chose to label one side "square corners" and the other "parallel lines."
What they found was that 0 quadrilaterals fit in the "square corners" category alone. Each shape was either parallel, or parallel with a square corner. This led to a natural question: Is it possible to create a shape with a square corner, but no parallel lines?
After lots of trial and improvement, they were able to come up with a right triangle!
A few days later, our reasoning about relationships led to a similar natural quandary. The students were constructing polygons using rubber bands and a pegboard, per my directions. For example, "Use 1 rubber band to create a polygon with only 1 set of parallel lines." This direction had them creating trapezoids, and we noticed some trapezoids had square corners and some didn't. In fact, the ones with square corners all had 2 square corners. So I asked, "Is it possible to create a trapezoid with only 1 square corner?" They were so enthusiastic about trying to solve this mystery! What they discovered is that once you give a trapezoid 1 square corner, you have to give it another, or else you will create 0 sets of parallel sides, rendering that polygon no longer a trapezoid.
Through these types of challenges, the students are discovering the relationship between shapes, and the relationship between the properties that define the shapes. All of which is developing their higher-order thinking skills and ability to reason abstractly and defend their thinking. What little mathematicians they are!
Little people, big minds.
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https://erasingdavid.com/courseworks/what-type-of-maths-is-asked-in-ssc-cgl/
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math
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What type of Maths is asked in SSC CGL?
The four major topics of the advanced mathematics section of SSC CGL’s Quantitative Aptitude are Geometry, Mensuration, Trigonometry and Algebra. After a thorough analysis of Previous years SSC CGL question papers, we discovered that questions from topics under Advanced Mathematics are repeated year after year.
How many math questions are there in SSC CGL?
The weightage of Tier – I and Tier – II exams is 200 Marks and 400 Marks respectively….How to Prepare Maths for SSC CGL 2022?
|Subject||Number of Questions||Maximum Marks|
Is Maths tough in SSC CGL?
If we consider SSC CGL Exam, Tier-2 of SSC CGL, in particular, is a difficult nut to crack due to the challenging and time-consuming math section. In Tier-2, there is a compulsory maths paper for 200 Marks. This is why you must prepare well for the math part in order to achieve excellent scores in this area.
Do Maths questions repeat in SSC CGL?
1. The biggest (and somewhat bad) truth with SSC is that SSC does repeat questions and that too in all sections (reasoning, maths, English and general awareness).
How can I improve my CGL maths?
Understanding SSC CGL Math Section:
- 4 Most Scoring Areas to Focus on:
- Approach to Focus on During Preparation:
- Approach While Taking the Exam:
- Practice Previous Year Papers:
- A List of All Topics of Mathematics Asked in SSC CGL:
Which teacher is best for SSC CGL maths?
Best Math Teachers for SSC Exams on YouTube
|1||Rakesh Yadav Sir|
|3||Gagan Pratap Sir|
|4||Aditya Ranjan Sir|
How can I finish my math in SSC CGL?
If we have to score full marks in SSC CGL maths then concepts of mathematics for each topics, which is asked in ssc cgl exam, should be clear. Some books like Mathematics by R.S. Agrawal, Lucent’s Higher Mathematics etc. are very helpful for preparation of mathematics.
Is CGL tough?
This exam is among the toughest ones in the country. Not only the extensive syllabus but the fierce competition for a limited number of seats makes it difficult to crack. Aspirants should familiarize themselves with the SSC CGL exam before actually starting preparing for it.
Which maths book is best for SSC CGL?
Best Books For SSC CGL Maths
- Advance Maths by Rakesh Yadav.
- Magical Book on Quicker Maths by M Tyra:
- SSC Elementary and Advanced Maths BY Kiran.
- NCERT Maths from Grade 6 to Grade 11.
- Quantitative Aptitude by Dr R.S Agarwal is also one of the best books for SSC CGL Maths.
How is CGL cutoff calculated?
Anyone can calculate the SSC CGL cut off Tier I. Candidates can calculate the cut-off marks following the below-mentioned process: Sum up the total marks obtained in each section of the exam i.e. English + Quantitative Aptitude + General Reasoning + General Awareness.
Who is the best maths teacher for SSC CGL?
Which city is best for SSC CGL preparation?
In this regard, Delhi scores the most since it is often called the Mecca of coaching classes in the country and most of the reputed coaching classes can be found here. However, other cities such as Hyderabad, Kolkata are also there on the coaching map.
How many Algebra questions are asked in SSC CGL and CHSL?
Algebra questions asked in SSC CGL and SSC CHSL or every other SSC Exam, around 2 to 3 questions is asked. Here are some links of Algebra Exercise for SSC Exams:
What are the important reasoning questions in SSC CGL?
We have discussed some of the SSC CGL important reasoning questions that can come in the reasoning section. Candidates need to apply their logic and follow short ticks to answer the questions quickly. 1. Which of the two conclusions can be true based on provided statements?
What is the SSC CGL exam?
SSC CGL Exam is conducted every year for recruitment in different governmental positions in India. The SSC CGL Exam has mainly four-tier and cracking all of them a candidate can get a government job.
What is the importance of geometry in SSC CGL?
Geometry plays a major role in SSC Exams 2 to 3 questions generally being asked in SSC CGL Tier 1 and SSC CHSL and questions number increased as per the total number of question in particular exams like in SSC CGL Tier 2, that value increased by 5 to 10 questions. Here are some Important Geometry Chapters Links:
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https://books.google.ie/books?id=G8oEAAAAYAAJ&pg=PA6&focus=viewport&vq=%22right+angles+%3B+therefore+the+angles+AKB,+AMB+are+equal+to+the+angles+DEG,+DEF,+of+which+AKB+is+equal%22&dq=editions:UOM39015065618988&lr=&output=html_text
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math
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« PreviousContinue »
11. An obtuse angle is that which is greater than a right angle.
12. An acute angle is that which is less than a right angle.
13. A term or boundary is the extremity of anything.
14. A figure is that which is enclosed by one or more boundaries. 15. A circle is a plane figure contained by one line, which is called the circumference, and is such that all straight lines drawn from a certain point within the figure to the circumference are equal to one another.
16. And this point is called the centre of the circle.
17. A diameter of a circle is a straight line drawn through the centre, and terminated both ways by the circumference.
18. A semicircle is the figure contained by a diameter and the part of the circumference cut off by the diameter.
19. A segment of a circle is the figure contained by a straight line, and the circumference it cuts off.
20. Rectilineal figures are those which are contained by straight lines.
21. Trilateral figures, or triangles, by three straight lines.
22. Quadrilateral by four straight lines.
23. Multilateral figures, or polygons, by more than four straight lines.
24. Of three-sided figures, an equilateral triangle is that which has three equal sides.
25. An isosceles triangle is that which has two sides equal.
26. A scalene triangle is that which has three unequal sides. 27. A right-angled triangle is that which has a right angle.
28. An obtuse-angled triangle is that which has an obtuse angle.
29. An acute-angled triangle is that which has three acute angles. 30. Of four-sided figures, a square is that which has all its sides equal, and all its angles right angles.
31. An oblong is that which has all its angles right angles, but has not all its sides equal.
32. A rhombus is that which has all its sides equal, but its angles are not right angles.
33. A rhomboid is that which has its opposite sides equal to one another, but all its sides are not equal, nor its angles right angles. 34. All other four-sided figures besides these are called Trapeziums. 35. Parallel straight lines are such as are in the same plane, and which, being produced ever so far both ways, do not meet.
1. Let it be granted that a straight line may be drawn from any one point to any other point.
2. That a terminated straight line may be produced to any length in a straight line.
3. And that a circle may be described from any centre, at any distance from that centre.
1. Things which are equal to the same are equal to one another.
2. If equals be added to equals, the wholes are equal.
3. If equals be taken from equals, the remainders are equal. 4. If equals be added to unequals, the wholes are unequal.
5. If equals be taken from unequals, the remainders are unequal. 6. Things which are double of the same are equal to one another.
7. Things which are halves of the same are equal to one another.
8. Magnitudes which coincide with one another, that is, which exactly fill the same space, are equal to one another.
9. The whole is greater than its part.
10. Two straight lines cannot enclose a space.
11. All right angles are equal to one another.
12. If a straight line meets two straight lines, so as to make the two interior angles on the same side of it taken together less than two right angles, these straight lines being continually produced, shall at length meet upon that side on which are the angles which are less than two right angles.
PROBLEM. To describe an equilateral triangle upon a given finite straight line.
Let AB be the given straight line; it is required to describe an equilateral triangle upon it.
From the centre A, at the distance AB, describe (3 Postulate) the circle BCD, and from the centre B, at the distance BA, describe the circle ACE; and from the point C, in which the circles cut one another, draw the straight lines (1 Post.) CA, CB, to the points A, B: ABC shall be an equilateral triangle.
Because the point A is the centre of the circle BCD, AC is equal (15 Definition) to AB; and because the point B is the centre of the circle ACE, BC is equal to BA:
But it has been proved that CA is equal to AB; therefore CA, CB are each of them equal to AB:
But things which are equal to the same are equal to one another (1 Axiom); therefore CA is equal to CB; wherefore CA, AB, BC are equal to one another; and the triangle ABC is therefore equilateral, and it is described upon the given straight line AB. Which was required to be done.
PROB. From a given point to draw a straight line equal to a given straight line.
Let A be the given point, and BC the given straight line; it is required to draw from the point A a straight line equal to BC.
From the point A to B draw (1 Post.) the straight line AB; and upon it describe (1. 1.) the equilateral triangle DAB, and produce (2 Post.) the straight lines DA, DB, to E and F; from the centre B, at the distance BC describe (3 Post.) the circle CGH, and from the centre D, at the distance DG, describe the circle GKL: AL shall be equal to BC.
Because the point B is the centre of the circle CGH, BC is equal (15 Def.) to BG;
And because D is the centre of the circle GKL, DL is equal to DG, and (Constr.) DA, DB, parts of them, are equal; therefore the remainder AL is equal to the remainder (3 Ax.) BG ;
But it has been shown, that BC is equal to BG; wherefore AL and BC are each of them equal to BG; and things that are equal to the same are equal (1 Ax.) to one another; therefore the straight line AL is equal to BC. Wherefore from the given point A a straight line AL has been drawn equal to the given straight line BC. Which was to be done.
PROB. From the greater of two given straight lines to cut off a part equal to the less.
Let AB and C be the two given straight lines, whereof AB is the greater. It is required to cut off from AB, the greater, a part equal to C, the less.
From the point A draw (2. 1.) the straight line AD equal to C; and from the centre A, and at the distance AD describe (3 Post.) the circle DEF;
And because A is the centre of the circle DEF, AE is equal (15 Def.) to AD; but the straight line C is likewise equal (Constr.) to AD; whence AE and C are each of them equal to AD; wherefore the straight line AE is equal (1 Ax.) to C, and from AB, the greater of two straight lines, a part AE has been cut off equal to C the less. Which was to be done.
THEOREM. If two triangles have two sides of the one equal to two sides of the other, each to each; and have likewise the angles contained by those sides equal to one another; they shall likewise have their bases, or third sides, equal; and the two triangles shall be equal; and their other angles shall be equal, each to each, viz., those to which the equal sides are opposite.
Let ABC, DEF be two triangles, which have the two sides AB, AC equal to the two sides DE, DF, each to each, viz., AB to DE, and AC to DF; and the angle BAC equal to the angle EDF, the base BC shall be equal to the base EF; and the triangle ABC to the triangle DEF; and the other angles to
which the equal sides are opposite, shall be equal, each to each, viz., the angle ABC to the angle DEF, and the angle ACB to DFE.
For, if the triangle ABC be applied to DEF, so that the point A may be on D, and the straight line AB upon DE, the point B shall coincide with the point E, because AB is equal (Hyp.) to DE; and AB coinciding with DE, AC shall coincide with DF, because the angle BAC is equal (Hyp.) to the angle EDF; wherefore also the point C shall coincide with the point F, because the straight line AC (Hyp.) is equal to DF:
But the point B coincides with the point E; wherefore the base BC shall coincide with the base EF, because the point B coinciding with E, and C with F, if the base BC does not coincide with the base EF, two straight lines would enclose a space, which is impossible (10 Ax.). Therefore the base BC shall coincide with the base EF, and be equal to it.
Wherefore the whole triangle ABC shall coincide with the whole triangle DEF, and be equal to it (8 Ax.); and the other angles of the one shall coincide with the remaining angles of the other, and be equal to them, viz., the angle ABC to the angle DEF, and the angle ACB to DFE. Therefore, if two triangles have two sides of the one equal to two sides of the other, each to each, and have likewise the angles contained by those sides equal to one another, their bases shall likewise be equal, and the triangles be equal, and their other angles to which the equal sides are opposite shall be equal, each to each. Which was to be demonstrated.
THEOR. The angles at the base of an isosceles triangle are equal to one another; and if the equal sides be produced, the angles upon the other side of the base shall be equal.
Let ABC be an isosceles triangle, of which the side AB is equal to AC, and let the straight lines AB, AC be produced to D and E, the angle ABC shall be equal to the angle ACB, and the angle CBD to the angle BCE.
In BD take any point F, and from AE the greater, cut off AG equal to (3. 1.) AF, the less, and join FC, GB.
Because AF is equal (Constr.) to AG, and AB to (Hyp.) AC, the two sides FA, AC are equal to the two GA, AB, each to each; and they contain the angle FAG common to the two triangles AFC, AGB; therefore the base FC is equal (4. 1.) to the base GB, and the triangle AFC to the triangle AGB; and the remaining angles of the one are equal (4. 1.) to the remaining angles of the other, each to each, to which the equal sides are opposite, viz., the angle ACF to the angle ABG, and the angle AFC to the angle AGB:
And because the whole AF is equal to the whole AG (Constr.), of which the parts AB, AC, are equal (Hyp.); the remainder BF shall be equal (3 Ax.) to the remainder CG; and FC was proved to be equal to GB; therefore the two sides BF, FC are equal to the two CG, GB, each to each; and the angle BFC is equal to the angle CGB;
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100399.81/warc/CC-MAIN-20231202105028-20231202135028-00019.warc.gz
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CC-MAIN-2023-50
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https://myhomeworkwriters.com/reconciliation-of-variable-costing-income-assignment-top-universities-2/
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math
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Reconciliation of Variable Costing Income Assignment | Top Universities
Variable costing income statement and conversion to absorption costing income (two consecutive years) LO P2, P3 Part 1 of 2 The following information applies to the questions displayed below] 20 Dowell Company produces a single product. Its income statements under absorption costing for its first two years of operation follow. points 2016 $966,0ee $1,886,0ee 651,08e 315,e8e 2817 Sales ($46 per unit) Cost of goods sold ($31 per unit) Gross margin Selling and administrative expenses 1,271,08e 615,08e 337,250 292,250 22,750$ 277,75e Net income Additional Information a. Sales and production data for these first two years following. 2817 31,eee 41,eee 2816 Units produced Units sold 31,eee 21,eee
b. Variable cost per unit and total fixed costs are unchanged during 2016 and 2017. The company's $31 per unit product cost consists of the following. Direct materials 4 Direct labor Variable overhead Fixed overhead ($310,eee/31,eee units) 10 $31 Total product cost per unit Selling and administrative expenses consist of the following. C. 2017 2016 Variable selling and administrative expenses ($2.25 per unit) Fixed selling and administrative expenses 47,250 92,250 245,eee 245,08e Total selling and administrative expenses $292,250 $337,250 7 Problem 19-1A Part 1 1. Complete income statements for the company for each of its first two years under variable costing. (Loss amounts should be entered with a minus sign.) Part 1 of 2 Answer is not complete. 20 points DOWELL Company Variable Costing Income Statements 2017 2016 Sales 966,000 1,886,000 Less: Variable costs Variable selling and administrative 92,250 47,250 expenses Total variable costs 47,250 92,250 Contribution margin 918,750 Less: Fixed expenses Fixed selling and administrative costs Net income (loss) 8. c. Selling and administrative expenses consist of the following. Part 2 of 2 2016 2017 47,250 $ 92, 250 245,000 245,000 $292,250 $337, 250 Variable selling and administrative expenses ($2.25 per unit) Fixed selling and administrative expenses Total selling and administrative expenses 20 points Skipped Problem 19-1A Part 2 eBook 2. What are the differences between the absorption costing income and the variable costing income for these two years? (Loss amounts should be entered with a minus sign.) Print DOWELL COMPANY Reconciliation of Variable Costing Income to Absorption Costing Income 2016 2017 References Variable costing income (loss) Absorption costing income (loss) Get Accounting Homework Help Today.
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CC-MAIN-2023-23
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https://rebab.net/lines-of-symmetry-in-a-rectangle/
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math
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In Geometry, a number is stated to it is in symmetrical once it is separated into two the same halves v the help of a line. These lines are called the present of the contrary of a form or figure.& A heat of symmetry always cuts the shape right into two same and similar parts. There are different species of symmetries for a shape like straight symmetry, mirror symmetry, reflectional symmetry.
You are watching: Lines of symmetry in a rectangle
Let united state read more about the present of the opposite in a rectangle. We know that a rectangle is a special parallelogram whose opposite sides are equal and also parallel. A rectangle has 2 currently of symmetry. Let us learn how to find the present of the opposite in a rectangle.
|1.||What are Lines of symmetry in a Rectangle?|
|2.||Rotational the opposite of a Rectangle|
|3.||FAQs on present of symmetry in a Rectangle|
There room two currently of symmetry in a rectangle. When one heat is attracted through the facility along that length and also the other is attracted along the broad (breadth), we obtain the two lines that symmetry. By doing this, us get 4 equal and also matching shapes. This can be tried the end by taking a rectangular item of paper. This is a simple an approach of folding with which us can discover out if a shape has a line of the contrary or not. If the folded part is placed specifically on the various other one, then that folding line is referred to as the line of symmetry. The number shown below shows the currently of the contrary of a rectangle follow me its length and also width. Each half is inserted on the other as soon as the rectangle is folded along the lines of symmetry. First, fold the document horizontally to check the very first line that symmetry and also observe the size and also shape that the same halves. Then, fold it vertically to check the 2nd line of symmetry to check out the other similar halves.
It must be detailed that the diagonals the a rectangle cannot be taken as lines the symmetry as they execute not form equal equivalent shapes. Now, let united state observe the following figure which mirrors why a rectangle does not develop two halves as soon as folded throughout the diagonal. This is because, as soon as we wrinkles the rectangle along the diagonal line, we do not gain two identical halves.
If a figure or a flat shape is rotated follow me its axis and it still shows up to be the very same as before, we call it rotational symmetry. In various other words, ~ above partial rotation, if the shape remains the very same as before, then there is rotational symmetry. A rectangle has a rotational symmetry once it is rotated by 180° and 360° ~ above its axis. When a rectangle is rotated, it fits exactly on its boundary 2 times, once at 180° and once at 360°. In a rectangle the size is greater than the breadth, for this reason we have the right to say that there is no rotational symmetry in ~ 90° and 270°.
Topics related to Lines of the contrary in Rectangle
Example 1: check whether heat 1 and line 2 significant in the figure are the currently of the opposite in the rectangle given below. Justify her answer.
When the rectangle is folded along line 1, each of the parts created by the line execute not superimpose each other completely. The exact same thing happens when we wrinkles it along line 2. So, we deserve to say the line 1 and line 2 room not the present of symmetry for this rectangle.
Example 2: What room the angles at i beg your pardon a rectangle has rotational symmetry?
A rectangle has rotational symmetry at 180° and 360°.
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CC-MAIN-2022-21
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https://lavelle.chem.ucla.edu/forum/viewtopic.php?f=134&t=26643&view=print
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math
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As long as the values of Gibbs free energies or enthalpies of formation you are using all correspond to the same temperature and pressure conditions, there should be no difference between methods. Of course, if averaging has been used to tabulate some values of Gibbs free energy, analogous to the case of mean bond enthalpies, then there could be a difference in accuracy between methods.
You should realize that when plugging in values to the expression
, in order to be strictly accurate, you should be using values for enthalpy and Gibbs free energy that correspond to the temperature in the expression. When we calculate a temperature at which a reaction becomes spontaneous, we are assuming a little bit of error. As long as the temperature at which the values of enthalpy and Gibbs free energy plugged into the preceding equation are not extremely far from the temperature at which the reaction becomes spontaneous, then that error will be low.
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CC-MAIN-2020-34
| 951
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https://essaywritingwizard.com/2020/10/21/how-to-get-answers-for-math-homework_m8/
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math
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The best way to get the answers you seek is to study hard. ask a question and get answers from your fellow students and educators. 750÷15=50 answer: to get one-half, type fractions.fraction(1, 2). the math answers are essay on leadership sytles generated how to get answers for math homework and displayed real-time, at the moment a web user types in their math problem and clicks write papers for students “solve.” in addition to the answers, webmath also shows the student how to arrive at the answer. all i talk is tech 221,681 views. compare and contrast essay examples there are 1000 online websites that offer, “do math homework for money.” the challenging part is to get a credible company to do your homework and ensure you can always depend on how to get answers for math homework them at library homework help vfw essay any time you want to pay someone to do math homework socratic can help! it is important to pick up topics in math quickly, or you may not get later concepts, and the problems will snowball math questions and answers – discover the define definition essay enotes.com community of teachers, mentors and students proforma business plan just like you that can answer any question you might have on math enotes home homework help. how to cheat on homework: a. submit your login details or math homework questions in the form, and mention what do you need to get what format are scientific papers written in done. business planning software free download find correct step-by-step solutions for all your homework for free! you can even get mymathlab answers how to get answers for math homework homework set how to get answers for math homework which is available assignment sheets for students to our professional math experts. textbook help view 1,000,000 odd and even research paper topics psychology step-by-step solutions clear explanation with images.
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CC-MAIN-2020-50
| 1,892
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http://qna.rediff.com/questions-and-answers/what-is-the-formula-for-real-rate-of-interest/24637872/answers/24653099
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math
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The real interest rate is the rate of interest an investor expects to receive after allowing for inflation. It can be described more formally by the Fisher equation, which states that the real interest rate is approximately the nominal interest rate minus the inflation rate. If, for example, an investor were able to lock in a five percent interest rate for the coming year and anticipated a two percent rise in prices, he would expect to earn a real interest rate of three percent. This is not a single number, as different investors have different expectations of future inflation. Since the inflation rate over the course of a loan is not known initially, volatility in inflation represents a risk to both the lender and the borrower.
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s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1410657132495.49/warc/CC-MAIN-20140914011212-00338-ip-10-196-40-205.us-west-1.compute.internal.warc.gz
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CC-MAIN-2014-41
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http://www.fullgk.com/?p=69
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math
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Home » APTITUDE » A train running at the speed of 60 km/hr crosses a pole in 9 seconds. What is the length of the train?
Answer: Option B
= 45 km/hr.
Let the speed of the train be x km/hr. Then, relative speed = (x – 5) km/hr.
x – 5 = 45 x = 50 km/hr.
Tags: APTITUDE, Banks GK, GK
Your email address will not be published. Required fields are marked *
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s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583513804.32/warc/CC-MAIN-20181021073314-20181021094814-00510.warc.gz
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CC-MAIN-2018-43
| 357
| 7
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https://www.allinterview.com/company/1000/ibm/interview-questions/400/general-aptitude.html
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math
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If PQRST is a parallelogram what it the ratio of triangle PQS & parallelogram PQRST5 20909
In 1978, a kg of paper was sold at Rs25/-. I f the paper rate increases at 1.5% more than inflation rate which is of 6.5% a year , then what wil be the cost of a kg of paper after 2 years? a)29.12 (b) 29.72 (c) 30.12 (d) 32.65 (e) none of these6 15665
If a car starts from A towards B with some velocity due to some problem in the engine after travelling 30km.If the car goes with 4/5 th of its actuval velocity the car reaches B 45min later to the actual time. If the car engine fails ofter travelling 45km, the car reaches the destination B 36min late to the actual time , what is the initial velocity of car and what is the distance between A and B in km8 14307
In a class , except 18 all are above 50 years. 15 are below 50 years of age. how many people are there a) 30 b) 33 c) 36 d) none of these.7 9228
A square plot of some size , at four corners equal squares of some size are cut and is formed as open box. If this open box carries 128ml of oil. What is the size of the plate i.e. side a.17 b.14 c.133 4758
In a square , all the mid points are joined. the inner square is shaded. If the area of the square is A, what is the shaded area?4 13073
Number Series 18,20,22,20,28,20,?16 29057
A clerk multiplied a number by ten when it should have been divided by ten.The ans he got was 100.what should the ans have been?6 19333
A man owns 2/3 of the market research beauro business and sells 3/4 of his shares for Rs. 75000. What is the value of Business.4 17219
A computer printer produced 176,400 lines in a given day. If the printer was in operation for seven hours during the day, how many lines did it print per minute?7 14834
A company rented a machine for Rs.700/- a month. Five years later the treasurer calculated that if the company had purchased the machine and paid Rs.100/- monthly maintenance charge, the company would have saved Rs.2000/-. What was the purchase price of the machine?3 19271
On a given day, a bank had 16000 cheques returned by customers. Inspection of the first 800 cheques indicated that 100 of those 800 had errors and were therefore the available immediately for data processing. On this basis, hwo many cheques would be available immediately for data processing on that day?6 20040
The dimensions of a certain machine are 48" X 30" X 52". If the size of the machine is increased proportionately until the sum of its dimensions equals 156", what will be the increase in the shortest side?5 35519
It cost a college Rs.0.70 a copy to produce a Programme for the homecoming football game. If Rs.15,000/- was received for advertisements in the programme, how many copies at Rs.0.50 a copy must be sold to make a profit of Rs.8000/- ?5 23083
How can u cut a big piece of cake into eight(8) pieces with only three cuts using a knife.12 34816
what is the use of schema in biztalk and why we use schema?
is the toogle case and race around condition equal?
dear sir, pls provide me a previous paper for hpcl engineers trainee exam for mechanical engg. this is a request pls do the needful as early as possible.
description about dry type transformers
What is slope...? Explain slope 1 and slope 2...?
can we view the access paths created by dbrm ? how ? thx
how to conrtruct gear make him rotate on its axis
what is tension footing?
how will be maintain vaccum by an steam ejector system? what will be happen when steam turbine vaccum is down? what is the blow down ratio?
can someone tell me a trusted online moneymaking site?
any body plz send health care domain project to me with explanation any two modules on that project. mail_id: email@example.com
Why u switch your career from BSC ( foods & nutrition) to MBA ( HRM)
how to convince customer to buy your product on phone
what is direct schedule and what is meta chain
Stiff spring is used in the selector mechanism a) To prevent engagement of two gears simultaneously b) To prevent engagement of reverse gear c) To facilitate the gear selection d) To avoid the necessity of having neutral gear
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CC-MAIN-2019-04
| 4,072
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http://vocabulary.odm2.org/unitstype/angularAcceleration/
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math
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Angular accelerationUnits Type ⤴
Angular acceleration is the rate of change of angular velocity over time. Measurement of the change made in the rate of change of an angle that a spinning object undergoes per unit time. It is a vector quantity. Also called Rotational acceleration. In SI units, it is measured in radians per second squared (rad/s^2), and is usually denoted by the Greek letter alpha.
Space and Time
Radian per second squared (rad/s^2)
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CC-MAIN-2023-23
| 453
| 4
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https://outgoingincome.com/forums/users/washray28/
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math
|
Registered: 5 months, 2 weeks ago
Why Investigation Math? supports Parametric Equations Solving an integral applying u exchange is the to begin many "integration techniques" found in calculus. This method is the simplest yet most frequently utilized way to transform an integral as one of the apparent "elementary forms". By this we mean an important whose response can be written by inspection. A number of examples Int x^r dx = x^(r+1)/(r+1)+C Int trouble (x) dx = cos(x) + Vitamins Int e^x dx = e^x plus C Suppose that instead of witnessing a basic contact form like these, you may have something like: Int sin (4 x) cos(4x) dx By what we have now learned about undertaking elementary integrals, the answer to the present one actually immediately apparent. https://higheducationhere.com/the-integral-of-cos2x/ is where accomplishing the major with circumstance substitution is supplied in. The purpose is to use a modification of varied to bring the integral as one of the basic forms. Why don't we go ahead and observe how we could do this in this case. The method goes as follows. First we look at the integrand and monitor what celebration or term is having a problem the fact that prevents us from carrying out the primary by inspection. Then establish a new varied u so that we can locate the kind of the troublesome term from the integrand. However, notice that if we took: circumstance = sin(4x) Then we might have: i = 5 cos (4x) dx Fortunately for us there is a term cos(4x) in the integrand already. And can invert du sama dengan 4 cos (4x) dx to give: cos (4x )dx = (1/4) du Employing this together with circumstance = sin(4x) we obtain the subsequent transformation in the integral: Int sin (4 x) cos(4x) dx = (1/4) Int u ihr This primary is very easy to do, we know that: Int x^r dx = x^(r+1)/(r+1)+C And so the transformation of varied we selected yields: Int sin (4 x) cos(4x) dx sama dengan (1/4) Int u du = (1/4)u^2/2 + Vitamins = 1/8 u ^2 + City (c) Now to find the final result, all of us "back substitute" the switch of variable. We started off by choosing u = sin(4x). Putting all of this together coming from found that: Int trouble (4 x) cos(4x) dx = 1/8 sin(4x)^2 & C This kind of example reveals us how come doing an intrinsic with circumstance substitution performs for us. Having a clever modification of varying, we transformed an integral that may not performed into one that could be evaluated by inspection. The key to doing these types of integrals is to look into the integrand to see if some type of change of shifting can transform it into one in the elementary forms. Before continuing with u substitution it has the always smart to go back and review the fundamentals so that you determine what those basic forms will be without having to search them up.
Topics Started: 0
Replies Created: 0
Forum Role: Participant
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https://www.clickoncare.com/control-oriented-model-reduction-for-parabolic-systems
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math
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Model reduction is one of the most valuable
contributions of mathematical system theory to
applied mathematics (Jan C. Willems, 2007).
In this book, Ulrike Baur investigates model
reduction for parabolic PDEs based on balanced
Effective implementations of balanced truncation (and
of related methods such as singular perturbation
cross-Gramian model reduction, balanced truncation
for unstable systems)
are developed by exploiting the structure of the
underlying PDE problem.
This is achieved by a data-sparse approximation of
discretized differential operator using the
hierarchical matrix format and
by using the formatted arithmetic in the developed
solvers for different types of matrix equations such as
(generalized) Lyapunov, Stein, Sylvester and
algebraic Bernoulli equations.
All approaches are well-suited for classes of
problems and allow the application of balanced
truncation and related methods to systems
coming from 2D and 3D FEM and BEM discretizations.
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s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917122720.81/warc/CC-MAIN-20170423031202-00012-ip-10-145-167-34.ec2.internal.warc.gz
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CC-MAIN-2017-17
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https://caxahaz.wsimarketing4theweb.com/one-way-analysis-of-variance-30874zl.html
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math
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So there is some variation involved. Also notice that there were 7 df on top and df on bottom. This requires that you have all of the sample data available to you, which is usually One way analysis of variance case, but not always.
Multiple Comparisons Results In the "Tukey Grouping" table, means with the same letter are not significantly different.
The standard error of the difference is an estimate of the variability within each group assumed to be the same. Select o3 as the dependent variable. Finishing the Test Well, we have all these wonderful numbers in a table, but what do we do with them? If the chance of a type I error in one such comparison is 0.
Abstract This review introduces one-way analysis of variance, which is a method of testing differences between more than two groups or treatments. The researcher randomly assigns a group of volunteers to either a group that a starts slow and then increases their speed, b starts fast and slows down or c runs at a steady pace throughout.
Review the Results This analysis tests whether the independent variable shift is a significant factor in accounting for the variation in ozone levels.
She conducted a randomized clinical trial to see the differences between 3 different groups of high school students attending one sexual education class, attending one sexual education plus one skills training class, and attending regular class- no sexual educational class provided.
The total variation not variance is comprised the sum of the squares of the differences of each mean with the grand mean. What two number were divided to find the F test statistic? One-way analysis of variance In an independent samples t-test, the test statistic is computed by dividing the difference between the sample means by the standard error of the difference.
To determine which specific groups differed from each other, you need to use a post hoc test. The number of pairwise comparisons is given by 4C2 and is equal to 4! If the sample means are close to each other and therefore the Grand Mean this will be small.
Which means are different? Within Group Variation Error Is every data value within each group identical?
This study design is illustrated schematically in the diagram below: The questionnaires were given to the participants of the study, 4 weeks after attending the classes.
Calculations of the means and the variance are performed as part of the hypothesis test. If the variances are not known to be equal, a generalization of 2-sample Welch's t-test can be used.
Between Group Variation Treatment Is the sample mean of each group identical to each other? The general conclusion from these studies is that the consequences of such violations are less severe than previously thought.
I am writing my hypotheses like this: We need a critical value to compare the test statistic to.
Each sample is considered independently, no interaction between samples is involved. The commonly used normal linear models for a completely randomized experiment are: The standard error of the difference is an estimate of the variability within each group assumed to be the same.
The weight applied is the sample size.
This is the total variation. There are k samples involved with one data value for each sample the sample meanso there are k-1 degrees of freedom. Are you ready for some more really beautiful stuff? There is the between group variation and the within group variation.
Tiku found that "the non-normal theory power of F is found to differ from the normal theory power by a correction term which decreases sharply with increasing sample size. However, as either the sample size or the number of cells increases, "the power curves seem to converge to that based on the normal distribution".
Remember that error means deviation, not that something was done wrong. Also recall that the F test statistic is the ratio of two sample variances, well, it turns out that's exactly what we have here. The one-way analysis of variance ANOVA is used to determine whether there are any statistically significant differences between the means of three or more independent unrelated groups.
Notice that the between group is on top and the within group is on bottom, and that's the way we divided. The case of fixed effects, fully randomized experiment, unbalanced data[ edit ] The model[ edit ] The normal linear model describes treatment groups with probability distributions which are identically bell-shaped normal curves with different means.The One-Way ANOVA task enables you to perform an analysis of variance when you have a continuous dependent variable and a single classification variable.
For example, consider the data set on air quality (Air), described in the preceding section. Analysis of Variance, or ANOVA for short, is a statistical test that looks for significant differences between means. For example, say you are interested in studying the education level of athletes in a community, so you survey people on various teams.
A One-Way Analysis of Variance is a way to test the equality of three or more means at one time by using variances. Assumptions The populations from which the samples were obtained must be normally or approximately normally distributed. One-way Analysis of Variance (ANOVA) Essentially Analysis of Variance (ANOVA) is an extension of the two sample hypothesis testing for comparing means (when variances are unknown) to.
Mar 01, · One-way analysis of variance is the simplest form. It is an extension of the independent samples t-test (see statistics review 5 [ 1 ]) and can be used to. The one-way analysis of variance compares the means of two or more groups to determine if at least one group mean is different from the others.
The F-ratio is used to determine statistical significance. The tests are non-directional in.Download
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s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875146160.21/warc/CC-MAIN-20200225202625-20200225232625-00175.warc.gz
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CC-MAIN-2020-10
| 5,823
| 23
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https://www.physicsforums.com/threads/electric-potential-geiger-coutner.472722/
|
math
|
A particular Gieger counter has a metal cylinder with an inner diameter of 1.9 cm along whose axis is stretched a wire with 24 N of tension. The potential difference between the wire and the cylinder is 870 volts. The wire has a length of 8 cm and an outer diameter of 1.1 X 10-4 cm.
What is the electric field at the surface of the wire?
Vb - Va = ∫E∙dl = λ/(2*pi*ε*r)*(lna/b)
λ = (V*2*PI*ε*ln(a/b))
E = λ/2*PI*ε*R
The Attempt at a Solution
First I have to find the charge density of the wire:
λ = 870*2*PI*(8.85e-12)*ln(0.0095/(5.5e-5)) = 2.49226e-7
Then it should have been pretty easy to find the electric field from that:
E = (2.49226e-7)/(2*PI*(8.85e-12)*(5.5e-5) = 8.149075e7 V/m
But it did not like my answer. I am wondering that to find the electric field i have to use the entire radius of the cylinder and then set that equal to the voltage potential. Which then the charge density can be found? Maybe I worked this out backwards. Any ideas?
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030335514.65/warc/CC-MAIN-20221001003954-20221001033954-00756.warc.gz
|
CC-MAIN-2022-40
| 963
| 11
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https://lists.boost.org/Archives/boost/2003/12/57588.php
|
math
|
From: Mohamed Iqbal (miqbal_at_[hidden])
Date: 2003-12-13 11:40:42
> Mohamed Iqbal wrote:
> >>>26.2/2: The effect of instantiating the template complex for any type
> >>> other than float, double or long double is unspecified.
> >>Does anybody know the reason for that?
> > Another reason is: some of the mathematical operations are not
> > you can't
> > represent a fractional value.
> can you give examples for that. which basic operations make sense with
> int but not with complex<int>?
It's the reverse. There is a number of mathematical operations available
on complex that doesn't make sense with int.
pow, cos, sin, sqrt, tan, polar, ...
sin and cos returns a result in the -1..1 range. An integer can only
store, -1,0,1 which obvisoulsy means you can only process the angles 0,
90, 180, 270.
A complex number is by mathematical definition a superset of a floating
point number, containing a real and an imaginary part (each a floating
point number) so obviously you can't use two integers.
Boost list run by bdawes at acm.org, gregod at cs.rpi.edu, cpdaniel at pacbell.net, john at johnmaddock.co.uk
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s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107916776.80/warc/CC-MAIN-20201031062721-20201031092721-00194.warc.gz
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CC-MAIN-2020-45
| 1,108
| 21
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http://www.cheftalk.com/products/garde-manger-the-art-and-craft-of-the-cold-kitchen-culinary-institute-of-america
|
math
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Well, the CIA (Culinary Institute of America) did it again. Recently, this venerable culinary school has been publishing some excellent cookbooks. Granted, these cookbooks are written for the professional market (the CIA trains its students to become future professional chefs), but they are certainly excellent resources for the serious cook. One of the most recently published books is Garde Manger, The Art and Craft of the Cold Kitchen.
Before going any further though, lets first discuss the title, Garde Manger, The Art and Craft of the Cold Kitchen. Outside of professional kitchens, not many people have heard of this word. Garde manger is a term that goes back to medieval France. The term literally translates to the place to store the food. Originally, the perishables were stored in the coldest place in the castle. Over time, this cold room was also used for the preparation of temperature sensitive savory items. Eventually, this cold storage room became the cold kitchen in todays professional kitchens.
Garde manger is an exciting part of the professional kitchen. Many different preparations fall under the responsibilities of the garde manger kitchen. Garde manger encompasses a wide range of topics such as: simple and compound salads, canapés, cold hors doeuvres, pates, sausages, galantines, mousses, terrines, butter sculpture, and on and on! The serious garde manger chef must master a wide range of skills.
Garde Manger, The Art and Craft of the Cold Kitchen does a masterful job of exploring all aspects of the garde manger. The book begins with a concise historical presentation of the garde manger kitchen. Following this bit of culinary history, there are chapters that range from salads and sandwiches to smoking, sausage making, and pates. The recipes are up to date (long overdue in the field of garde manger) and are complemented by beautiful photographs. The chapter on cheese is not only informative, but contains recipes for making basic cheeses and cultured milk products. The ideas in the appetizer chapter are all intriguing.
I am always a firm believer that serious cooks should purchase the cookbooks that the professionals really use. This book is nothing short of a treasure of recipes and techniques that will be a continual resource to any home or professional chef for years.
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s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738662882.88/warc/CC-MAIN-20160924173742-00117-ip-10-143-35-109.ec2.internal.warc.gz
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CC-MAIN-2016-40
| 2,340
| 5
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https://jmservera.com/solve-for-z-1201-527z/
|
math
|
Rewrite the equation as 27⋅z=1201.5.
Divide each term by 27 and simplify.
Divide each term in 27⋅z=1201.5 by 27.
Cancel the common factor of 27.
Cancel the common factor.
Divide z by 1.
Divide 1201.5 by 27.
Solve for z 1201.5=27*z
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s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710698.62/warc/CC-MAIN-20221129132340-20221129162340-00298.warc.gz
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CC-MAIN-2022-49
| 234
| 8
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http://www.math.rwth-aachen.de/~Martin.Schoenert/Cube-Lovers/Jan_de_Ruiter__%5Bno_subject%5D_(4).html
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math
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Subject: Re: Rubiks tangle
Your concept is theoretically extendable to the 10*10 tangle, but even
with this optimisation the puzzle would take a long time to solve. How
long do you take for the 5*5 Tangle on your computer?
Your question prompted me to actually write the program, and to
squeeze as much efficiency from the program as I could.
You wrote on december the 14th, your program took about 20 minutes
on a 486DX2-66,
Don Woods writes on the same date, that his program takes 45 seconds
on a SparcStation II,
And now I am proud to present my timing: trrrrr (drum roll)
7 seconds on a Compacq Deskpro 386/33. (and still only brute force!)
Now I am ready to try the 10x10.
Some thoughts in the mean time:
If the algorithm treats the duplicate pieces just as ordinary pieces,
i.e. as different, this will cause the program to find 4 solutions
for the 5x5 where only 2 exist (by exchanging the duplicate pieces).
This factor of 2 may not be dramatical, but if the same algorithm
tries the 10x10, then for every 1 solution that exists, the program
will find (5!)^4 x (4!)^20 identical versions (combinations of
My program views duplicate pieces as one, which may be placed several
times. So for some position X a piece with duplicates will only be
Don Woods writes:
>Regarding solving the Tangle, I forgot one other minor optimisation:
>When my program is picking a corner piece other than the first, it
>requires that the piece "number" be less than or equal to that of the
>first corner. I.e., it refuses to search for solutions that are
>rotations of other solutions.
My program prevents finding rotations of solutions, by excluding the
rotations of just one piece. The list of possibilities to try on any
position includes this one piece just once, and every other piece four
times. You can choose any piece for this, except the duplicated one.
Regrettably this approach works only for the 5x5: the 10x10 will
probably have to use Don Woods method.
- Jan D. de Ruiter
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CC-MAIN-2019-13
| 1,974
| 35
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http://mathematicianspictures.com/Mathematicians/Euclid.htm
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math
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Eukleides (Euclid of Alexandria), although little is known about his life, is likely the most famous teacher of mathematics of all time. His treatise on mathematics, The Elements, endured for two millennia as a principal text on geometry.
The Elements commences with definitions and five postulates. The first three postulates deal with geometrical construction, implicitly assuming points, lines, circles, and thence the other geometrical objects.
Postulate four asserts that all right angles are equal -- a concept that assumes a commonality to space, with geometrical constructs existing independent of the specific space or location they occupy.
Eukleides is pictured with what is perhaps his most famous postulate -- the fifth postulate, often cited as the "parallel postulate". The parallel postulate states that one, and only one, line can be drawn through a point parallel to a given line -- and it is from this postulate, and on this basis, that what has come to be known as "Euclidean geometry" proceeds.
It was not until the 19th century that Euclid's fifth postulate -- the "parallel postulate" was rigorously and successfully challenged.
The two parallel lines of Euclid meet and converge in the portrait of Johann Carl Friedrich Gauss -- whose work led to the emergence of non-Euclidean geometry, where Euclid's fifth postulate gave way to new mathematical universe, where 2 parallel lines could, in fact, meet.
The portrait of Gauss shares a common dominant color palette with the portrait of Euclid -- but two different conceptions of 'geometry'.
Pictured over Euclid's right shoulder is a small drawing which is taken from Euclid's proof of the right angled triangle which has come to be known as the theorem of Pythagoras. While very little is known about the lives of either Pythagoras or Eukleides, it is both plausible and likely that Euclid and Pythagoras independently discovered and "proved" this basic theorem. Euclid's proof of this theorem relies on most of his 46 theorems which preceded this proof.
Central to Euclid's portrait is a circle with its radius drawn. Euclid's geometry was one of construction, and the circle and radius were central elements to Euclid's constructions.
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CC-MAIN-2017-30
| 2,209
| 9
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https://www.linknovate.com/affiliation/tianshui-normal-college-318421/all/
|
math
|
Ren S.,Northwest University, China |
Ren S.,Tianshui Normal College Tianshui
Match | Year: 2011
Some results with respect to Merrifield-Simmons index of tree-type hexagonal systems are shown. Using these results, the tree-type hexagonal system with lower bound of Merrifield-Simmons index is determined. These results generalize some known results on hexagonal chains and hexagonal spiders.
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s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320270.12/warc/CC-MAIN-20170624170517-20170624190517-00317.warc.gz
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CC-MAIN-2017-26
| 390
| 4
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https://www.hackmath.net/en/math-problem/7193
|
math
|
The top of the pole we see at an angle of 45°. If we approach the pole by 10 m, we see the top of the pole at an angle of 60°. What is the height of the pole?
Did you find an error or inaccuracy? Feel free to write us. Thank you!
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We encourage you to watch this tutorial video on this math problem: video1
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From the endpoints of the base 240 m long and inclined at an angle of 18° 15 ', the top of the mountain can be seen at elevation angles of 43° and 51°. How high is the mountain?
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The rescue helicopter is above the landing site at a height of 180m. The site of the rescue operation can be seen from here at a depth angle of 52° 40 '. How far will the helicopter land from the rescue site?
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How high is the chimney if we see it from a distance of 60 m at an angle of 42°?
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From the observation tower at a height of 105 m above sea level, the ship is aimed at a depth angle of 1° 49´. How far is the ship from the base of the tower?
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From point A, the power line pole is seen at an angle of 18 degrees. From point B to which we get when going from point A 30m away from the column at an angle of 10 degrees. Find the height of the power pole.
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From the top of a lighthouse 145 ft above sea level, the angle of depression of a boat 29°. How far is the boat from the lighthouse?
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s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300624.10/warc/CC-MAIN-20220117212242-20220118002242-00451.warc.gz
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CC-MAIN-2022-05
| 3,768
| 34
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https://pozyhafiqumyximop.redleaf-photography.com/tables-of-probability-functions-book-21889em.php
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math
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|Statement||prepared by the Federal Works Agency Work Projects Administration for the City of New York ; conducted under the sponsorship of the National Bureau of Standards.|
|Contributions||National Bureau of Standards.|
Get this from a library! Tables of normal probability functions.. [United States. National Bureau of Standards. Computation Laboratory.]. Tables of Normal Probability Functions Hardcover – January 1, by Director A. V. Astin (Author) See all formats and editions Hide other formats and editions. Price New from Used from Hardcover, January 1, "Please retry" Author: Director A. V. Astin. Several probability tables with accuracy up to nine decimal places are provided in the appendices for quick reference. A special feature is the graphical presentation of the commonly occurring Fourier transforms, where both time and frequency functions are drawn to scale. Continuous Probability Distributions. When you work with continuous probability distributions, the functions can take many forms. These include continuous uniform, exponential, normal, standard normal (Z), binomial approximation, Poisson approximation, and .
journal and book publishers1. LATEX is a markup language that is compiled similar to programming languages such as C. LATEX is particularly strong in layouts, cross–referencing, typesetting equations, making tables, biblio-graphic citations, indexes and tables of contents, and allowing for insertion of graphics in Size: KB. In the study of probability, the functions we study are special. We define the function f(x) so that the area between it and the x-axis is equal to a probability. Since the maximum probability is one, the maximum area is also one. For continuous probability distributions, PROBABILITY = AREA. Fourier Transforms of Distributions and their Inverses A Collection of Tables A volume in Probability and Mathematical Statistics: A Series of Monographs and Textbooks This book is organized into two parts and begins with an introduction to those properties of characteristic functions which are important in probability theory, followed by a. This book is a compendium of mathematical formulas, tables, and graphs. It contains a very complete table of analytical integrals, differential equations, and numerical series; and includes tables of trigonometric and hyperbolic functions, tables for numerical integration, rules for differentiation and integration, and techniques for point interpolation and function approximation.
Tables of Normal Probability Functions. Title: Tables of Normal Probability Functions: Author: Mathematical Tables Project (U.S.) Note: Washington: GPO, Link: page images at HathiTrust: Stable link here: Look for editions of this book at your library, or : Mathematical Tables Project (U.S.). Tables of Normal Probability Functions (Washington: GPO, ), by Mathematical Tables Project (U.S.) (page images at HathiTrust) Handbook of Mathematical Functions, With Formulas, Graphs, and Mathematical Tables (10th printing, with corrections, ), ed. by Milton Abramowitz and Irene A. Stegun (page images at ). In my opinion, the book omits all the right things, including most of the tables found in introductory probability and statistics texts. The book is well-organized as any good textbook should be. The table of contents, index, and preface are all helpful. Content Accuracy rating: /5(6). Note: see any basic probability textbook, such as Larson (), Larsen and Marx (), or Hogg and Tanis () for formal deflnitions of the notionsofsamplespace,event,probability,andconditionalprobability.
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https://www.assignmentexpert.com/homework-answers/physics/other/question-43416
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math
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Answer to Question #43416 in Other Physics for Monica Walkowiak
a 2.85 m long pendulum has a 5.60 kg bob. The bob is pulled to the right and given a push back towards its rest position so that when the bob passes through its rest position, its kinetic energy is 85 J. If when the pendulum bob passes through a position that is at a distance of d m to the rights of its rest position, it has a kinetic energy of 35 J. The value of d is?
No comments. Be first!
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s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027313996.39/warc/CC-MAIN-20190818185421-20190818211421-00355.warc.gz
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CC-MAIN-2019-35
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https://mylektsii.su/4-25309.html
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math
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АвтомобилиАстрономияБиологияГеографияДом и садДругие языкиДругоеИнформатикаИсторияКультураЛитератураЛогикаМатематикаМедицинаМеталлургияМеханикаОбразованиеОхрана трудаПедагогикаПолитикаПравоПсихологияРелигияРиторикаСоциологияСпортСтроительствоТехнологияТуризмФизикаФилософияФинансыХимияЧерчениеЭкологияЭкономикаЭлектроника
A firm's total costs in this model can be expressed as:
TC = wL + cK
where: TC = total cost
Just as we used isoquants to represent combinations of inputs that allow the production of a given level of output, we use isocost curves to represent all of the combinations of inputs that result in a given level of total cost.
The diagram below contains an isocost curve corresponding to a level of total costs equal to TCo.
Notice that the intercepts of this isocost curve equal the level of total costs divided by the price of the factor on each axis. (To demonstrate this, set the level of the other input equal to zero and solve for L or K.) The slope equals -w/c. More generally, the slope of any isocost curve relating any two factors of production will equal the price of the factor on the horizontal axis divided by the price of the factor on the horizontal axis. To see this, let's solve the total cost curve equation above for K (the variable on the vertical axis):
K = (-w/c)L +(TC/c)
Since this is written in standard slope-intercept form (Y = mx+b), we know that the coefficient multiplying the variable on the horizontal axis (-w/c) is the slope. The intercept on the vertical axis, as noted above, is TC/C, the constant term at the end of this expression.
Any combination of inputs that lie above an isocost curve corresponds to a higher level of total costs. Combinations of inputs that lie below a total cost curve correspond to lower levels of cost. There are an infinite number of possible total cost curves. The diagram below illustrates a few such curves. Notice that all of the isocost curves are parallel to each other (since they all have a slope equal to -w/c).
Note that TC' > TCo > TC'' in this example.
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CC-MAIN-2022-49
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https://forum.allaboutcircuits.com/threads/class-b-output-stage.122667/
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math
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The figure shows a class B output stage with two complementary output transistors Q3 and Q4 and two complementary driver transistors Q1 and Q2. The transistors are connected in Darlington connection for sufficiently high current gain from input to output at the output stage.
R1 is inserted to increase the quiescent current in Q1 and Q2, and increases the speed of Q3 and Q4 when the transistors to turn off (Class B). RL is the load output stage to drive. Vbb1 and Vbb2 creates a voltage between the bases of the two symmetrical halves amplifier so that the quiescent current IQ in the output transistors can be controlled, it applies to VBB = Vbb1 + Vbb2 and Vbb1 = Vbb2. Rest current is the current flowing through the two output transistors collectors when RL is disconnected and Vout = 0V
For transistors: Is-q1 = Is-q2 = 5 * 10^-14 A. and Is-q3 = Is-q4 = 2 * 10^-12 A.
a) Calculate the maximum power dissipation in the output transistors PQ3 + PQ4.
b) Calculate Vbb1 = Vbb2 so that the quiescent current in the output transistors are I_Q-X, and R1 as the quiescent current of the driver transistors (I_R1) will be equal to I_R1-X.
β is ∞ for all transistors.
c) Determine the maximum efficiency of the amplifier when the maximum output voltage is limited by the following (Vneg + 4V <= Vout <= V POS-4V).
The given values are:
Vpos = 24 V.
Vneg = 24 V.
RL = 7 Ω.
R2 = 768 Ω.
R3 = 768 Ω.
I_R1-X = 27 mA.
I_Q-X = 66 mA.
Vout-X = 16 V.
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https://www.acmicpc.net/problem/19189
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math
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|시간 제한||메모리 제한||제출||정답||맞은 사람||정답 비율|
|5 초||512 MB||1||1||1||100.000%|
A group of archaeologists has found an ancient clay tablet with a game of Tic-tac-toe engraved on it.
Tic-tac-toe is a paper-and-pencil game for two players, '
O' and '
X', who take turns marking the spaces in a $3 \times 3$ grid. The player who succeeds in placing three respective marks in a horizontal, vertical, or diagonal row wins the game.
You, as an employee of the State Historical Museum in Byteozavodsk, are to arbitrate if this state of game could have been created by two excellent players.
The first line of input contains a single positive integer $t$, the number of test cases. The descriptions of the test cases follow.
Each test case consists of three lines, three characters on each line. The $j$-th character of the $i$-th line denotes the state of the $j$-th square in the $i$-th row of the clay tablet. There are three possibilities:
." denotes an empty square,
O" (big "o") denotes a square that was marked by first player,
X" denotes a square that was marked by second player.
Each test cases will be preceded by a single blank line.
For each test case, output a single line containing a single word: "
INVALID", if there does not exist a valid sequence of alternating moves that leads to this game state, "
UNREACHABLE", if there does exist a valid sequence of alternating moves that leads to this game state, but only when at least one of players is not excellent, and "
3 ... .X. ... ... .OX ... ... .O. ..X
INVALID UNREACHABLE REACHABLE
Provided that it is possible, an excellent player always performs a move that lets him win regardless of further moves of his opponent. If it is not possible, then he performs a move that brings him to a draw. If worse comes to worst, he makes any move.
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http://solespanol.gq/examples+of+jump+discontinuity+powerpointexamples+of+jump+squats.htm
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math
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than the left and right limits aren’t equal (for example, ei-ther the left or right limit or both don’t exist). There should be a jump discontinuity in the curve above x= 3. The curve above x= 4 should have a point missing and repositioned directly ab
But a jump discontinuity of a density function to zero does not sound right. In fact, why would a jump discontinuity (jd) to zero be more justifiable than any other jd in a density function.
Twenty-Fourth Symposium on Naval Hydrodynamics Fukuoka, Japan, July 8-13, 2002 Nonlinear Free-Surface Effects on the Resistance and Squat of High-SpeecI Vessels with a Hansom Stern Lawrence ].
Jump discontinuity definition, a discontinuity of a function at a point where the function has finite, but unequal, limits as the independent variable approaches the point from the left and from the right.
Understand and use the definition of continuity ... Jump discontinuity a discontinuity because the function jumps from one value to another ... – A free PowerPoint PPT presentation (displayed as a Flash slide show) on PowerShow.com - id: 281aaf-ZTRlO
Jump Discontinuity : A discontinuity where the value of the function jumps from one piece of the graph to the other. It can also be said as the discontinuity where both right and left limit exist, but are not equal to each other.
in a jump discontinuity, the size of the jump is the oscillation (assuming that the value at the point lies between these limits from the two sides); in an essential discontinuity, oscillation measures the failure of a limit to exist.
Discontinuities can be classified as jump ... we say the function has a jump discontinuity at ... The following two graphs are also examples of infinite ...
A jump discontinuity looks as if the function literally jumped locations at certain values. There is no limit to the number of jump discontinuities you can have in a function.
We would like to show you a description here but the site won’t allow us.
An example of this is posttetanic potentiation. This paper describes a P-LC phosphorylation induced mechanism for force enhancement during isometric contraction. ... (jump squat) using a spectrum ...
Jump Discontinuities. Jump discontinuities are very similar to point discontinuities. Instead of a single point "jumping" from the normal curve, an entire portion or entire portions of the curve jump. For example, let's look at the following
Infinite and jump discontinuities are nonremovable discontinuities. This video explains how to identify the points of discontinuity in a rational function and in a piecewise function.
Stack Exchange network consists of 174 Q&A communities including Stack Overflow, the largest, most trusted online community for developers to learn, share their knowledge, and build their careers.
Development of a hip adductor injury-prevention plan including stationary cycling, hip adductor stretching, sumo squats, side lunges, kneeling pelvic tilts, ball squeezes, concentric progressive resistance hip adduction exercises, sliding board, unilatera
Unlike a hole (a.k.a. removable discontinuity), there is no replacement value that we can assign to #f(x)# at a jump discontinuity in order to make #f(x)# continuous. Related questions How do you find discontinuity algebraically?
In a jump discontinuity (Example 2), the right- and left-hand limits both exist, but are not equal. Thus, lim x→a f(x) does not exist, according to (1). The size of the jump is the difference between the right- and left-hand limits (it is 2 in Example
Jump discontinuity - the graph jumps from one place to another. Imagine a superhero going for a walk: he reaches a dead end and, because he can, flies to another road.
(introduced by Andron's Uncle Smith) has a jump discontinuity at u=0. As other examples, the functions h(t) and j(t) from "Left- and Right-hand Limits" in Stage 3 have jump discontinuities. Graph of j(t) showing jump discontinuity at t=-4
A jump discontinuity at x = 3 ( for f(x) = 2(x 2) +5 ;x 3 1;x 3. Multiple jump discontinuities for f(x) = bxc. J. Garvin|Continuity Slide 8/19 limits Types of Discontinuities An in nite discontinuity occurs when the left- and right-handed limits exist, an
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https://www.mathnasium.com/ca/math-centres/reddeer/news/6820230119-wholes-and-parts-the-concept-that-your-child-needs-to-have-for-success
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math
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We aim to create long-lasting memories with handmade gifts on special occasions for our students. Beyond that, ‘enjoying’ true Mathnasium enthusiasts showing the success of the Mathnasium Method™ is the ultimate reward.
In the last blog, NUMBER SENSE STARTS WITH COUNTING, we have discussed the first pillar of Number Sense: Counting. Let’s talk about the second pillar now: Wholes & Parts – another type of math problems a student encounters from Kindergarten to Grade 12. A strong understanding of the concept of Whole and Parts will make a difference in understanding problem-solving: do I add or do I subtract? Do I multiply or do I divide?
What is “Wholes and Parts”?
The whole equals the sum of its parts: Whole = Part + Part + … + Part.
The whole thing is equal to the total of all the little things that make it up. This is one essential thread that binds together many of the diverse elements of mathematics, because Wholes and Parts, and the relationship between them, unite various aspects of math.
To understand what is going on in math, it is necessary to see the Big Picture of the subject at hand, the problem on which you’re now working. Seeing this Big Picture nearly always involves determining the whole, its parts, and the relationship between them.
By seeing how parts come together to form a whole, and how the whole is broken-down into meaningful parts, many aspects of mathematical problem solving can be learned very quickly.
The Law of “Wholes and Parts” is the basis of solving strategies of many diverse branches of math
When two parts form a whole, each part is called the complement of the other with respect to the whole. When three or more parts are considered, each part individually is the complement of the group of all other parts.
Here are the two most common tasks in math – with basic problem examples:
When your child is confused in solving a problem-solving question, and you see that it’s about wholes and parts like the above example, ask them: read carefully, is it about addition or subtraction?
Finding the whole and finding the missing part are found in all branches of math. For example, finding the supplementary or complementary angles in Geometry, or writing equations and solving it in Algebra. Another example is solving probability problems in Statistics e.g. the probability of winning plus the probability of losing = 1. In Calculus: the whole area under a curve equals the sum of the areas of all the thin little rectangles, parts, that can be arranged to most completely cover that area.
As in other aspects of learning such as sports, language, music, etc. the earlier you learn a new skill, the stronger and the more fluent you are going to be.
Introducing this concept should be done early to make it possible for their brain to grow with “problem-solving brain wiring”. With a kindergartener (as we did with our model kindergartener in the picture), start with very basic problems such as 10 + 2 = ? and 10 + ? = 12. To make it easy for them to visualize the problem, we could ask: if you have 10 candies and your brother gives you another two candies, how many do you have now? (Finding the whole). If you have 10 candies, how many more should your brother give you to make it 12? (Finding the parts). It’s ok if they don’t get it yet; they may not have mastered this skill yet, but at least we have brought awareness to them. With repetition and patience (and of course some fun), they will master it one day.
We have a grade 4 student who has been with us for a little more than 2 years, and we notice that he is now very savvy in identifying wholes and parts and solving it all mentally. This is so rewarding to us and of course his parents, considering he was not able to do basic math when he first came in.
In the next blog, we will be talking about The Birth of Fractions, because Fractions are a natural extension of seeing things in terms of wholes and parts. So stay tuned!
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https://scribesoftimbuktu.com/factor-a2-81b2/
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math
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Rewrite 81b2 as (9b)2.
Since both terms are perfect squares, factor using the difference of squares formula, a2-b2=(a+b)(a-b) where a=a and b=9b.
Multiply 9 by -1.
We can solve all math problems. Get help on the web or with our math app
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https://fiveable.me/ap-stats/unit-2/least-squares-regression/study-guide/cRc4EhpHno3A4KvWrqyj
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math
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✍️ Free Response Questions (FRQs)
👆 Unit 1 - Exploring One-Variable Data
1.4Representing a Categorical Variable with Graphs
1.5Representing a Quantitative Variable with Graphs
1.6Describing the Distribution of a Quantitative Variable
1.7Summary Statistics for a Quantitative Variable
1.8Graphical Representations of Summary Statistics
1.9Comparing Distributions of a Quantitative Variable
✌️ Unit 2 - Exploring Two-Variable Data
2.0 Unit 2 Overview: Exploring Two-Variable Data
2.1Introducing Statistics: Are Variables Related?
2.2Representing Two Categorical Variables
2.3Statistics for Two Categorical Variables
2.4Representing the Relationship Between Two Quantitative Variables
2.8Least Squares Regression
🔎 Unit 3 - Collecting Data
3.5Introduction to Experimental Design
🎲 Unit 4 - Probability, Random Variables, and Probability Distributions
4.1Introducing Statistics: Random and Non-Random Patterns?
4.7Introduction to Random Variables and Probability Distributions
4.8Mean and Standard Deviation of Random Variables
4.9Combining Random Variables
4.11Parameters for a Binomial Distribution
📊 Unit 5 - Sampling Distributions
5.0Unit 5 Overview: Sampling Distributions
5.1Introducing Statistics: Why Is My Sample Not Like Yours?
5.4Biased and Unbiased Point Estimates
5.6Sampling Distributions for Differences in Sample Proportions
⚖️ Unit 6 - Inference for Categorical Data: Proportions
6.0Unit 6 Overview: Inference for Categorical Data: Proportions
6.1Introducing Statistics: Why Be Normal?
6.2Constructing a Confidence Interval for a Population Proportion
6.3Justifying a Claim Based on a Confidence Interval for a Population Proportion
6.4Setting Up a Test for a Population Proportion
6.6Concluding a Test for a Population Proportion
6.7Potential Errors When Performing Tests
6.8Confidence Intervals for the Difference of Two Proportions
6.9Justifying a Claim Based on a Confidence Interval for a Difference of Population Proportions
6.10Setting Up a Test for the Difference of Two Population Proportions
😼 Unit 7 - Inference for Qualitative Data: Means
7.1Introducing Statistics: Should I Worry About Error?
7.2Constructing a Confidence Interval for a Population Mean
7.3Justifying a Claim About a Population Mean Based on a Confidence Interval
7.4Setting Up a Test for a Population Mean
7.5Carrying Out a Test for a Population Mean
7.6Confidence Intervals for the Difference of Two Means
7.7Justifying a Claim About the Difference of Two Means Based on a Confidence Interval
7.8Setting Up a Test for the Difference of Two Population Means
7.9Carrying Out a Test for the Difference of Two Population Means
✳️ Unit 8 Inference for Categorical Data: Chi-Square
📈 Unit 9 - Inference for Quantitative Data: Slopes
🧐 Multiple Choice Questions (MCQs)
Best Quizlet Decks for AP Statistics
⏱️ 3 min read
June 3, 2020
The least squares regression line is the best linear regression line that exists. It’s made by minimizing the sum of the squares of the residuals. Why square the residuals? This is because if we didn’t, negative and positive residuals would cancel out, reducing the impact of the residuals. Like regular regression models, the LSRL has a formula of ŷ=a+bx, with a being y-intercept and b being slope with each having their own formula using one-variable statistics of x and y.
The slope is the predicted increase in the response variable with an increase of one unit of the explanatory variable. To find the slope, we have the formula:
image courtesy of: codecogs.com
This is basically saying that the slope is the average deviation of y over the average deviation of x with the correlating coefficient as a correcting factor.
When asked to interpret a slope of a LSRL, follow the template below:
There is a predicted increase/decrease of ______ (slope in unit of y variable) for every 1 (unit of x variable).
Once we have a slope, we can get the y-intercept and general formula of the LSRL from point-slope form given that we have a point. Fortunately, we have a point that we can use for this. An important thing to note is that the LSRL always passes through the point (x̄,ȳ). Thus, from point-slope form we have ŷ-ȳ=b(x-x̄) and ŷ=bx+(-bx̄+ȳ). The expression in parentheses is the y-intercept, but usually, you can derive it from the point-slope form.
We can interpret the y-intercept as the value the response variable would take if the explanatory variable is 0.
When asked to interpret a y-intercept of a LSRL, follow the template below:
The predicted value of (y in context) is _____ when (x value in context) is 0 (units in context).
To determine how well the LSRL fits the data, we can use a statistic called the coefficient of determination, also called r^2 because it is the correlation coefficient squared. This can be a value between 0 and 1, with 0 meaning that the LSRL does not model the data at all, with the equation being ŷ-ȳ, while 1 means that all the points lie on the LSRL. There is also another formula for r^2 as well. This formula is:
image courtesy of: codecogs.com
This is saying that this is the percent difference between the variance of y and the sum of the residual squared. In other words, this is the reduction in the variation of y due to the LSRL. When interpreting this we say that it is the “percentage of the variation of y that can be explained by a linear model with respect to x.”
When asked to interpret a coefficient of determination for a least squares regression model, use the template below:
____% of the variation in (y in context) is due to its linear relationship with (x in context).
The last statistic we will talk about is the standard deviation of the residuals, also called s. S is the typical residual by a given data point of the data with respect to the LSRL. The formula for s is given as
image courtesy of: apcentral.collegeboard.org
which looks similar to the sample standard deviation, except we will divide by n-2 and not n-1. Why? We will learn more about s when we learn inference for regression in Unit 9.
On the AP test, it is very likely that you will be expected to read a computer printout of the data. Here is a sample printout with a look at where most of the statistics you will need to use are (the rest you will learn in Unit 9):
Courtesy of Starnes, Daren S. and Tabor, Josh. The Practice of Statistics—For the AP Exam, 5th Edition. Cengage Publishing.
Always use R-Sq, NEVER R-Sq(adj)!
🎥Watch: AP Stats - Least Squares Regression Lines
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https://mcqslearn.com/cs/dld/venn-diagrams-multiple-choice-questions.php
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math
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Computer Science Degrees Online Courses
Digital Logic Design MCQs
Digital Logic Design MCQs - Subtopic
Solve Venn Diagrams Multiple Choice Questions (MCQ), digital logic design quiz answers PDF with career tests for online courses. Practice boolean algebra and logic gates Multiple Choice Questions and Answers (MCQs), Venn Diagrams quiz questions bank for online degrees. "Venn Diagrams MCQ" PDF book: boolean functions in dld, basic theorems and properties of boolean algebra, product of maxterms, axiomatic definition of boolean algebra test prep for information and communication technology.
"X+xy is equal to" Multiple Choice Questions (MCQ) on venn diagrams with choices y, 1, 0, and x for online degrees. Practice venn diagrams quiz questions for merit scholarship test and certificate programs for associates in computer science.
x+xy is equal to
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https://www.nagwa.com/en/videos/398181216139/
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math
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Evaluate the average rate of change for the function 𝑓 of 𝑥 equals negative seven 𝑥 squared minus three 𝑥 plus three when 𝑥 changes from one to 1.5.
To solve this, we’re going to use a formula for the average rate of change. So for any function 𝑓 of 𝑥, the average rate of change of 𝑓 of 𝑥 as 𝑥 changes from 𝑎 to 𝑏 is this thing here: 𝑓 of 𝑏 minus 𝑓 of 𝑎 all divided by 𝑏 minus 𝑎.
If we compare this definition to our question, we’ll see that the value of 𝑎 is one and the value of 𝑏 is 1.5. We also need to find the values of 𝑓 of 𝑎 and 𝑓 of 𝑏 which we do by substituting into this expression here. So substituting in one, we get negative seven times one squared minus three times one plus three. And evaluating that we get negative seven.
We also find 𝑓 of 𝑏 which is 𝑓 of 1.5, because as we’ve seen before 𝑏 is 1.5. And again, this is just a case of substituting in. This time we’re substituting 1.5 instead of one. And this time we get negative 17.25.
So now we have these values. Let’s substitute them into the formula we have, the average rate of change here. And of course we remember that 𝑓 of one is 𝑓 of 𝑎, because 𝑎 is one. And similarly, 𝑓 of 1.5 is 𝑓 of 𝑏. We can clearly see this when we substitute the values of 𝑎 and 𝑏 into our formula, we get 𝑓 of 1.5 minus 𝑓 of over 1.5 minus one.
Substituting the values of 𝑓 of 1.5 and 𝑓 of 1, we get negative 17.25 minus negative seven all over 1.5 minus one. Evaluating the numerator and denominator, we get negative 10.25 over 0.5. So finally, we get the answer of negative 20.5. This is the average rate of change of the function 𝑓 of 𝑥 equals negative seven 𝑥 squared minus three 𝑥 plus three when 𝑥 changes from one to 1.5. You can think about this in terms of the graph of 𝑓 of 𝑥 as 𝑥 changes from one to 1.5.
We’ve seen that the value of 𝑓 of 𝑥 changes from negative seven to negative 17.25. And the average rate of change of the function between those two values of 𝑥 turns out to be the gradient of the line segment between the two endpoints of the curve. So the gradient, also known as the slope, is negative 20.5. If this were a displacement time graph where 𝑓 represented a displacement of the time 𝑥, then this average rate of change of 𝑓 would be the average speed in the interval from one to 1.5.
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s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476137.72/warc/CC-MAIN-20240302215752-20240303005752-00033.warc.gz
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CC-MAIN-2024-10
| 2,443
| 7
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http://mathhelpforum.com/advanced-statistics/133196-discrete-continuous.html
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math
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It's certainly a continous random variable.
That is a valid density.
However, the number of days of anything should be a discrete rv.
Hence that density may not be appropriate in this setting.
To make you both winners it should say that the distribution of days is APPROXIMATELY....
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s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698542851.96/warc/CC-MAIN-20161202170902-00336-ip-10-31-129-80.ec2.internal.warc.gz
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CC-MAIN-2016-50
| 282
| 5
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https://www.aspirebuzz.com/tcy-online/mba-cat-mock-test-series/quantitative-aptitude
|
math
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The Course Module
Quantitative Aptitude is probably the scariest section for many students preparing for various competitive MBA entrance. The syllabus is enormous, the formulas are endless, there are always some shortcut tricks that you are unaware of and there are few who can solve complex questions in less than a minute in your study groups. A lot of these problems arise from the very notion that – Math is difficult! Which actually is not the case, candidates who seek admission in any MBA programme are expected to have an aptitude for basic and elementary accounting as well as the knack of solving simple arithmetic problems. The Quantitative Aptitude section evaluates a candidate's skills in solving mathematical problems based on primarily elementary topics and some complex topics from the Intermediate or equivalent level. Preparation for Quantitative Aptitude demands structured study plan, studying right reference material, lots of practice tests, conceptual clarity and speed.
This section of Quantitative Aptitude for MBA entrance by TCYOnline empowers students with 114 online test series having large number of 2688 questions available to practice and perform covering topics such as Introduction to Numbers, Number Theory, LCM and HCF, Averages, Ratio and Proportion, Alligations and Mixtures, Percentages, Profit and Loss, Time and Distance, Time and Work, Commercial Maths, Clocks and Calendars, Elementary Algebra, Solving Polynomial Equations, Inequalities, Progressions, Functions, Geometry, Area and Volume, Coordinate Geometry, Trigonometry, Permutation and Combination, Probability, Set Theory, Data Interpretation, Algebra, Statistics. The key is continuous practice in a timed setting. And we help aspirants to gain command over respective topics with variety of quality choices and smartly curated question series.
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s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038071212.27/warc/CC-MAIN-20210413000853-20210413030853-00521.warc.gz
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CC-MAIN-2021-17
| 1,850
| 3
|
https://www.vn.freelancer.com/jobs/latvian/
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math
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Hello there, We are looking for a native Latvian translator to translate 4000 words from English to Latvian. I will provide the source files on Monday morning to the selected translator and the deadline would be Wednesday afternoon latest. Thanks!
English to Latvian translation of 4000 words 3 ngày left
ĐÃ XÁC THỰC
$77 (Avg Bid)
$77 Giá đặt trung bình
12 lượt đặt giá
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s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912206677.94/warc/CC-MAIN-20190326220507-20190327002507-00159.warc.gz
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CC-MAIN-2019-13
| 387
| 6
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https://books.google.no/books?id=HUPPAAAAMAAJ&dq=editions:OCLC1113364645&hl=no&output=html_text&source=gbs_navlinks_s
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math
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The Elements of Euclid: Viz. the First Six Books, Together with the Eleventh and Twelfth. The Errors, by which Theon, Or Others, Have Long Ago Vitiated These Books, are Corrected, and Some of Euclid's Demonstrations are Restored. Also, the Book of Euclid's Data, in Like Manner Corrected
T. Desilver and R. Desilver, 1825 - 516 sider
Andre utgaver - Vis alle
The Elements of Euclid: Viz. the First Six Books, Together with the Eleventh ...
Uten tilgangsbegrensning - 1810
The Elements of Euclid, Viz. the First Six Books, Together with the Eleventh ...
Uten tilgangsbegrensning - 1809
The Elements of Euclid: The Errors, by which Theon, Or Others, Have Long Ago ...
Uten tilgangsbegrensning - 1838
altitude angle ABC angle BAC base BC BC is equal BC is given bisected centre circle ABCD circumference cone cylinder demonstrated described diameter draw drawn equal angles equiangular equimultiples Euclid ex æquali excess fore given angle given in magnitude given in position given in species given magnitude given ratio given straight line gnomon greater join less Let ABC meet multiple parallel parallelogram parallelogram AC perpendicular point F polygon prism proportionals proposition Q. E. D. PROP radius ratio of AE rectangle CB rectangle contained rectilineal figure remaining angle right angles segment sides BA similar sine solid angle solid parallelopipeds square of AC straight line AB straight line BC tangent THEOR third triangle ABC triplicate ratio vertex wherefore
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s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510284.49/warc/CC-MAIN-20230927071345-20230927101345-00108.warc.gz
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CC-MAIN-2023-40
| 1,481
| 10
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https://www.studysquare.co.uk/test/Maths/AQA/GCSE/Angles-in-shapes
|
math
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Angles in shapes for AQA GCSE Maths
This page covers the following topics:
1. Sum of angles in a triangle
2. Sum of angles in a square
3. Sum of angles and inner angles
4. Sum of angles and outer angles
The sum of interior angles in a triangle is 180°. If the side of a triangle is extended, an angle is created outside the triangle called an exterior angle.
A square has 4 interior angles, all of equal size 90°.
The sum of interior angles in a polygon can be found by dividing the polygon into a number of triangles.
The exterior angles of a polygon can be found by extending the sides of the polygon to form an angle outside the shape.
Calculate the sum of interior angles in a pentagon.
Calculate the size of the exterior angles in the shape shown and hence, calculate the size of the interior angles.
exterior angle = 72°
interior angle = 108°
If x is the number of sides in a polygon, write a formula that can be used to find the sum of interior angles in the polygon.
180º(x − 2)
Find the size of angle x.
Calculate the sum of the interior angles in the shape shown.
End of page
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s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662526009.35/warc/CC-MAIN-20220519074217-20220519104217-00725.warc.gz
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CC-MAIN-2022-21
| 1,092
| 19
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http://hermeneutics.stackexchange.com/questions/tagged/1-peter?sort=unanswered
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math
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Biblical Hermeneutics Meta
to customize your list.
more stack exchange communities
Start here for a quick overview of the site
Detailed answers to any questions you might have
Discuss the workings and policies of this site
The Apostle Peter's first epistle.
What is the literal meaning of “royal priesthood” in 1 Peter 2:9?
"But you are a chosen people, a royal priesthood, a holy nation..." - 1 Peter 2:9 (NIV) I've understood the phrase "royal priesthood" to mean something along the lines of "priesthood that serves ...
Oct 12 '14 at 5:15
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s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440644065464.19/warc/CC-MAIN-20150827025425-00107-ip-10-171-96-226.ec2.internal.warc.gz
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CC-MAIN-2015-35
| 2,314
| 55
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https://www.sciencenews.org/article/mobius-strip-mystery-solved-math
|
math
|
Any attempt to better understand Möbius strips is bound to run into some kinks.
The twisted loops are so strange that mathematicians have struggled to answer some basic questions about them. For example: “What’s the shortest Möbius strip you can make for a paper band of a given width?”
The question hooked mathematician Richard Evan Schwartz. A mistake in a computer program almost prevented him from finding the answer. Simply messing around with strips of paper finally helped him solve the mystery.
A Möbius strip is a mathematical oddity that anyone can make. Cut a strip of paper, twist one end halfway around, and tape the two ends together to form a loop with a twist in it. The result is a one-sided surface. The strips have inspired mathematicians, artists and scientists in a variety of fields (SN: 5/27/22).
A long, skinny Möbius strip is easier to make than a stumpy one. With a very short strip, the paper has to contort so much that it flattens into an equilateral triangle (SN: 7/24/07). (You can see this shape form if you slowly pull one end of an untaped Möbius strip to shorten it.) The triangular Möbius strip is made from a piece of paper that has a length that’s √3, or about 1.73, times its width.
In 1977, mathematicians hypothesized that the triangular Möbius strip was as short as you can go. Specifically, it’s the limit for an idealized mathematical version of paper that is infinitely thin, smooth and nonstretchy, and which, like real-world paper, can’t pass through itself. But in the nearly 50 years that followed, no one had been able to prove it. Mathematicians could show only that the ratio between a Möbius strip’s length and width must be greater than π/2, or about 1.57.
The stumper piqued Schwartz’s interest. He is fond of simple problems that befuddle mathematicians. “I like it when no one has any idea what to do,” he says. A bonus: “If I bomb out on this, there’s no shame in it. I’m just like everybody else.”
Schwartz focused on a key property of Möbius strips: While the paper curves this way and that to form the loop, at every point on the band there’s a direction in which the paper follows a straight line from edge to edge, with no curvature at all. (That’s not true of all surfaces. Think of a bowl: There are no straight lines to be found.) He realized that, in any Möbius strip, there must always be two such lines that are perpendicular and in the same plane, as in the letter T.
Based on how the paper contorts to form this T shape, Schwartz found a new minimum length-to-width ratio. To his disappointment, it was not √3 but a number achingly close to it, about 1.69, he reported in Geometriae Dedicata in 2021.
Schwartz moved on to other topics but couldn’t stop thinking about the problem. One day, on a whim, he began playing with strips of paper. In a head-smacking jolt, he realized he’d made an error.
Schwartz had assumed that slicing open a Möbius strip along a diagonal and flattening it forms a parallelogram. But when Schwartz cut open one of his paper Möbius strips, he saw in front of him not a parallelogram, but a trapezoid. “I instantly said, ‘uh oh,’” he says.
It was a simple mistake. But Schwartz had been investigating Möbius strips primarily on the computer. He’d flubbed the setup of his computer program, which led to the parallelogram whoopsie. “Once I’d made the mistake,” he says, “it’s like it got locked into my brain.”
Schwartz says he hardly ever used paper Möbius strips in his research. But that’s what it took to jolt him out of his stagnant thought pattern. It’s a bit curious that Schwartz didn’t turn to paper earlier. He fiddles with paper as a hobby, designing elaborate masks of dangling paper.
Once Schwartz redid the calculation with the trapezoid fix, √3 popped out. He’d finally proved, that the length of a Möbius strip must be greater than √3 times its width, Schwartz reported August 24 at arXiv.org. The triangular Möbius strip is truly the limit for paper Möbius strips.
Now, Schwartz is interested in taking this work further. What, he wonders, is the minimum length for a loop with two twists, or three twists, instead of one? This time, perhaps, he’ll spend more time playing with paper.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100508.53/warc/CC-MAIN-20231203193127-20231203223127-00389.warc.gz
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CC-MAIN-2023-50
| 4,292
| 15
|
https://data.isiscb.org/isis/authority/CBA000116975/
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math
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Description: Term used during the period 2002-present
Publication dates of all IsisCB bibliographic records associated with Discrete mathematics.
All records associated with this authority. See a list of 16 records.
Records related by role:
Subject (most recent) See all 16 citations related in this way.
[Article] Kathleen M. Clark; Emmet P. Harrington (2016) The Paul A. M. Dirac Papers at Florida State University: A Search for Informal Mathematical Investigations. British Society for the History of Mathematics Bulletin (pp. 205-214).
[Article] Wilson, Robin (2014) In the Footsteps of Euler and Macmahon: Combinatorics, the Mathematics That Counts. British Society for the History of Mathematics Bulletin (pp. 196-209).
[Article] Basak, Subhash C. (2013) Philosophy of Mathematical Chemistry: A Personal Perspective. Hyle (p. 3).
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s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496668699.77/warc/CC-MAIN-20191115171915-20191115195915-00507.warc.gz
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CC-MAIN-2019-47
| 835
| 8
|
https://www.mycoursehelp.com/QA/the-next-dividend-payment-by-wyatt-inc-w/15306/1
|
math
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The next dividend payment by Wyatt, Inc., will be $2.80 pershare. The dividends are anticipated to maintain a growth rate of7.25 percent, forever. Assume the stock currently sells for $49.20per share
Requirement 1: What is the dividend Yield?
Requirement 2: What is the expected capital gains Yield?
Kasey Hartman is the controller for Wholemart Company, which has numerous long-term investments in debt securities. Wholemart’s investments are mainly in five-year bonds....Apr 13 2020
Determine the domain such that the function is continuous over its domain.Jun 15 2021
Calculate the number of atoms in the universe? The following steps will guide you through this calculation.a) Planets constitute less than 1% of the total mass of the uni...Jul 19 2021
Give the chemical formula for (a) chlorite ion, (b) chloride ion, (c) chlorate ion, (d) perchlorate ion, (e) hypochlorite ion.Aug 22 2021
From equation (1.5), and for k 1, verify thatAnd carry out the evaluation when the interoccurrence times are exponentially distributed with parameter λ, so that dFk is t...Aug 04 2020
Kingston Company produces precision components. Kingston has 11 customers, one accounts for 60% of the sales, with the remaining ten accounting for the rest of the sales....Jun 14 2021
According to the Internal Revenue Service, 75% of all tax returns lead to a refund. A random sample of 100 tax returns is taken. a. What is the mean of the distributio...Aug 21 2020
A heat pump, acting reversibly, requires 10 hp to supply 5000 BTU/min to a room at 72 F. a. How much heat is removed per minute from the outside air? b. What is the outdo...Jul 18 2020
Why do trade policy and foreign policy often pull in different directions?Aug 21 2021
One form of aggressive behavior that is often seen in toddlers isa.hitting.c.pushing.b.name calling.d.biting.33. The personality trait that has been shown ...Dec 12 2019
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s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323584554.98/warc/CC-MAIN-20211016074500-20211016104500-00213.warc.gz
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CC-MAIN-2021-43
| 1,888
| 13
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https://solvedlib.com/n/orqinuabon-fkn8-1527-randonly-camplod-amoncan-clizuns-dovou,19788101
|
math
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To determine an unknown particle in a nuclear reaction. We add up the some of the mass numbers of our reactant and said it equal to some of the mass numbers of our products. Then we find the sum of the atomic numbers of our reactant and said it equal to the sum of the atomic numbers of our products. Then we find the atomic number of our unknown particle and look up the atomic number on the periodic table to determine exactly what particle that is. So starting with our reactant on the left hand side, we have 54 plus four gives us 58 on the right hand side we have tuna neutrons two times.
One is two plus some numbers 58. So that number is going to be 56. Then for our atomic numbers 26 plus two, we have 28. That has to equal zero plus some number. So that's going to be 28 then, looking for atomic number 28.
On the periodic table, we find our unknown particle is nitrogen. For our next reaction, we repeat the process all over again. 27 plus four is 31 31 plus 30 plus some number equals 31. So that's a one on top. On the bottom, we have 13 plus two.
That's 15. And on the bottom. We already have 15. So that's going to be zero and are unknown. Particle has amassed number of one, but an atomic number of zero.
So that's a neutron. So when aluminum 27 is bombarded with an Alfa particle, it to Kay's into phosphorus 30 on a neutron. For our next equation, we have sulphur being bombarded by a neutron and producing ah, hydrogen or a proton. Ah, so 36 plus one is 37. One plus 36 equals 37.
Then, for our atomic numbers, 16 plus zero is 16 and on the right, one plus 15 equals 16. So, looking on the periodic table, I just realized I have that written wrong. I'm sorry. Okay, so this should be 32. There we go.
That makes a little more sense now. 32 making this 33. Okay. Which means this over here is now 33 minus one. It was 32.
Okay, so we have 32. 15 element 15 is phosphorus, phosphorus here we have a limp Lipton, um, being bombarded by a deuterium and producing a nitrogen, an unknown particle. So our reactant mass numbers 96 plus two is 98 then 98 minus one gives us 97 for the mass number of our unknown particle. On the bottom, we have 42 plus one is 43 and zero plus 43 for unknown particle. And we have Tikken idiom 97 gets are unknown particle.
In our next reaction, we again have MMA lived in, um, But this time we have eliminated 98 plus a neutron yields technology, Um, plus some unknown particles. When we look at our reactant on a right hand on our left hand side, we have 98 plus one is 90 dying, and that has to equal 99 plus something. That's something being zero for our atomic numbers, we have 42 plus zero is 42 and on the bottom, we have 43. Plus something is 42 so that something has to be a negative one, and that tells us that are unknown. Particle is a beta particle.
And finally, if we want to look at flooring. 18. What happens when it decays? Um, it produces oxygen 18 plus an unknown particle. So our top numbers are both 18 18 on the left and 18 on the right. So we have zero for unknown particle and we have nine equals eight plus one, and that is the symbol for a positron.
So when flooring 18 decays, it produces a positron, plus an oxygen 18 nuclei..
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s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499826.71/warc/CC-MAIN-20230130165437-20230130195437-00776.warc.gz
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CC-MAIN-2023-06
| 3,197
| 11
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https://mrhonner.com/archives/15138
|
math
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Math Photo: Hexagonal Rabbits
The tilling station is one of my favorite exhibits at the Museum of Mathematics. These rabbit tiles create a hexagonal tiling of the plane. Pick any rabbit, and you’ll notice six rabbits all around it; this is exactly how hexagons fit together to tile the plane.
What I really like about this tiling is the the various levels of triangles that emerge. Triangles of rabbits, one of each color, mutually intersect at ears and paws. And I can’t help but seeing the monochromatic rabbit triangles!
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100057.69/warc/CC-MAIN-20231129073519-20231129103519-00527.warc.gz
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CC-MAIN-2023-50
| 527
| 3
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https://tutors.com/fl/orlando/math-tutors/textor-tutoring
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math
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I like to breakdown the intuition behind math problems in a casual language so the student can relate and understand better, but on paper we use rigorous language to define math expressions so that the student learns the proper notations, formulas, definitions, etc. without having to spend hours memorizing. Casual language helps connect math to real life. Once the student has a grasp of the intuition, the "hard" problem suddenly becomes something that just clicks with them. I belive this approach of mixing rigorous writing and casual language is of great benefit to all my students from elementary to college, and it can be used for any topic under any subject for any student.
Everyone can use math no matter what, and I enjoy the fact that no matter what I have something to offer anyone who wants it.
There are no reviews yet
When I work with a student I have never met before I like to begin with a brief interview with the student (and parent if they're available). Ideally I would like to find out what the student's dedication, ambitions, and limitations may be, as well as their current understanding of the topic. Once we agree that I am the right fit for the student then I begin right away with my lesson plan which includes using casual language to explain the rigorous math problems the student struggles with.
I love math and will soon be getting my degree in Mathematics. I know everything in math from basic arithmetic to calculus and even some higher maths. On top of this I have worked with autistic children in the past and have spent lots of time learning how to reach people who struggle to communicate and understand certain concepts.
I began tutoring when my cousin needed help in math and since then I realized I can make a big difference in peoples lives by tutoring, specifically math. Schools do not do well in teaching among many different styles of learning, so I wanted to change that by helping as many students as possible understand mathematics with a personalized lesson plan. Mathematics is the language of the universe, it appears everywhere and in all aspects of life, everyone has a use for it, and that is why I love teaching math.
I have worked with children as young as 10 all the way up to college age, and even some adults wanting to improve themselves in their free time.
Give it a try, there's no reason not to. Even if you're an exerienced mathmetician simply having another perspective or style teach you could change how you think about things entirely. Also, be honest with yourself and with the teacher/tutor. If you honestly want to improve youself and are honest with your teacher then you will improve by miles instead of inches.
1) What do I want to know exactly?
2) Why do I want to know it?
3) Am I asking the right question?
4a) Did I already try to solve it?
4b) Did I already ask a peer?
5) What do I already know about this topic?
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s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487649731.59/warc/CC-MAIN-20210619203250-20210619233250-00052.warc.gz
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CC-MAIN-2021-25
| 2,896
| 14
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https://wicujovawolety.cinemavog-legrauduroi.com/essays-in-algebraic-simplification-book-8683tl.php
|
math
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2 edition of Essays in algebraic simplification found in the catalog.
Essays in algebraic simplification
Richard J. Fateman
|Statement||by Richard J. Fateman.|
|LC Classifications||QA154 .F27|
|The Physical Object|
|Number of Pages||190|
|LC Control Number||73172099|
free algebraic expressions linear worksheets 9th grade ; sample algebra test glencoe ; convert to square root ; why use 4/3 when calculating the volume of a sphere ; how to do algebra . Exercise 1. Simplify the following, or where they don’t simplify, write “N/A”. 8𝑥+9𝑥−𝑥+𝑦 → 𝟏𝟔𝒙+𝒚4𝑧2+3𝑧 → 𝑵𝑨8𝑥𝑦.
quotes from René Girard: 'The anti-Semitic interpretation fails to discern the real intention of the Gospels. It is clearly mimetic contagion that explains the hatred of the masses for . Fractions to Decimals & Percents (easy) – Fractions to Decimals & Percents (difficult) – Decimals to Fractions & Percents – Percents to Fractions and Decimals – Percent of Increase and .
Simplifying Algebraic Expressions. By “simplifying” an algebraic expression, we mean writing it in the most compact or efficient manner, without changing the value of the expression. This . Algebra II Free Essay, Term Paper and Book Report This semester I gained knowledge of not only learning math, but also enjoying it. Algebra II has become my favorite subject of this year. .
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This thesis consists of essays on several aspects of the problem of algebraic simplification by computer. Since simplification is at the core of most algebraic manipulations, efficient and. The Karnaugh Map Boolean Algebraic Simplification.
i need help completing this assignment. 5 questions. i have completed the rest of the assignment. Abstract. Some basic techniques for the simplification of terms are surveyed.
In two introductory sections the problem of canonical algebraic simplification is formally stated and some. Simplifying Expressions Simplifying Expressions Simplifying expressions is one of the core basics for algebra simplification.
The goal is taking the distributive property, which is used to. Simplification of algebraic expressions In order to simplify an algebraic expression, do all possible operations in the correct order. Of course the correct order is based on the order of operations.
Like and unlike algebraic terms Like algebraic terms are defined as those terms which are represented by the same algebraic symbol, regardless of the sign or the magnitude. ALGEBRAIC SIMPLIFICATION A GUIDE FOR THE PERPLEXED by Joel Moses Project MAC, MIT Abstract Algebraic simplification is examined first from the point of view of a user needing Cited by: Math solver free, coordinate graph, poems about algebra, algebra 1 student workbook answer key, 9th grade algebra.
Common denominator finder, examples of algebraic expression. Rakesh Yadav + Maths Chapterwise PDF. SS Bharti Maths Class Notes PDF Download. Abhinay Sharma Maths PDF Download.
SSC English + Chapterwise PDF. More generally, the term algebra encompasses nowadays many other fields of mathematics: geometric algebra, abstract algebra, Boolean algebra,s-algebra, to name a few.
Algebra is an. Simplify: to make simpler. One of the big jobs we do in Algebra is simplification. In general, it is simpler when it is easier to use. It is now a little easier to use.
"Half" is definitely simpler than. Computer algebra systems began to appear in the s and evolved out of two quite different sources—the requirements of theoretical physicists and research into artificial intelligence. S = simplify (expr,Name,Value) S = simplify (expr) performs algebraic simplification of expr.
If expr is a symbolic vector or matrix, this function simplifies each element of expr. S = simplify 'default': Use the default (internal) simplification criteria.
Simplifying Algebraic Expressions You probably know that if you have an expression like you cannot add those terms to simplify it in any way. That’s because one term in a constant (the 4).
A little test on algebraic simplication, includes factorising, index laws and algebraic fractions. Algebraic Academy is founded with the vision to provide an Early Start to the leaders of tomorrow by imparting critical life skills on a Game and Fun platform.
To help young children to. Check out a sample textbook solution. Using Composite and Inverse Functions In Exercisesuse the functions f(x)=18x3 and g(x)=x3 to find the i Calculus: Early Transcendental.
Excellent resource for visual learners. In this activity, students draw models for algebraic expressions based on real-world situation. They can use the models to write and simplify 4/5(50). Basic Algebraic Properties of Real Numbers 10 October Algebraic Properties of Real Numbers The numbers used to measure real-world quantities such as length, area, volume.
An algebraic expression is an expression involving numbers, parentheses, operation signs and pronumerals that becomes a number when numbers are substituted for the pronumerals. For File Size: 1MB. Essays in algebraic simplification, Pdf Download Encyclopedia of Molecular Biology Free Ebook From Moscow to Madrid: European Cities, Postmodern Cinema Pdf Download Eating the IT .Simplifying Algebraic Expressions by Combining Like Terms Objective: Students will identify like terms.
Students will simplify algebraic expressions by combining like terms. Term Definition File Size: 1MB.Rewrite each phrase as an algebraic expression. 6. c multiplied by 5 5c 7. 10 larger than y 10 + y 8.
9 less than e e - 9 9. triple r 3r half of p p 2 quadruple f 4f Write your answer to the File Size: KB.
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https://thinking-about-science.com/2022/08/10/22-16-jacobians-changing-the-mapping-of-an-integral/
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math
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This post is about an obscure mathematical technique that will not interest many people.
So why have I written it? There are two reasons. One: I mentioned this topic in appendix 2 of post 22.15 so some readers may want to know more about it. Two: many books on physics and engineering change the mapping of an integral, often without explicitly saying that is what they are doing. These books usually use the method I explained in post 22.15. But using a Jacobian is sometimes easier (especially in two dimensions) and, therefore, may be useful for students.
The structure of this post is to answer the questions:
- What do I mean by changing the mapping of an integral?
- What is a Jacobian?
- How is a Jacobian used to change the mapping of an integral?
- Does this method give the same result as I obtained in post 22.15?
Part 4 is important because I am not going to prove the method given in part 3. So part 4 is used to justify that the method works.
1. Changing the mapping of an integral
Suppose that f(x, y, z) is a function of x, y and z only. We can integrate this function, with respect to the three variables to obtain
Now suppose that we transform the function so that it depends on three other variables u, v, w. If we want to evaluate I from this form of the function, we need to calculate
But how do we do this – we are trying to evaluate the integral with a different set of variables to those that define the value of the function. We need to change the mapping of the integral – that is we need to change the variables involved in integration from x, y and z to u, v and w.
The Jacobian is named after the German mathematician Carl Jacobi (1804-1851).
The Jacobian that enables us to change the mapping of I from x, y and z to u, v and w is represented by
It is defined by the determinant of partial derivatives shown below.
3. Using a Jacobian to change the mapping of an integral
Then we can change the mapping of our integral by writing
I am not going to prove this result. Instead, I will use it to change the mapping of an integral from Cartesian coordinates into spherical polar coordinates. I did this in appendix 2 of post 22.15 by a conceptually simple method that is not easy to implement. Below I will use the Jacobian to obtain the same results.
4. Using a Jacobian to convert a mapping from Cartesian to spherical polar coordinates
If the Cartesian coordinates of a point are (x, y, z) and its spherical polar coordinates are (r, θ, ϕ) then
x = rsinθcosϕ
y = rsinθsinϕ
z = rcosϕ
as explained in post 22.15. Now
If you’re not sure how I calculated these derivatives, see post 22.10.
The Jacobian we need to change the mapping of our integral is
The evaluation of this determinant is described in post 17.37. We need to evaluate the three determinants
and then add them together. The result is
Since the sum of the squares of the sine and cosine of any angle is 1 (see post 16.50) this gives
which is the result obtained in post 22.15. This method may involve a lot of algebra but, unlike the method of post 22.15 it is a method to change the mapping of any integral.
22.8 The catenary
21.3 Polar coordinates, circles and spirals
20.34 The operator del
19.11 Partial differentiation
19.10 Differential equations
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http://betcalc.com/sudokuhelp.htm
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math
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The purpose of this website is not to supply a complete sudoku solution for you, though it can do that.
The idea is to provide a help companion for you when doing a sudoku puzzle.
You can check all the potential values in any given unknown cell and apply your own logic,
or you can ask the sudoku help to provide a hint and suggest which square is able to be solved next
and by what logic.
Click on any square on the grid to enter a number.
Key the starting numbers of the sudoku puzzle from your newspaper, book, or magazine.
Of course you can also enter any numbers you may have calculated yourself so far.
At any point you can enter your own numbers, but unless they are entered correctly the puzzle will
not be able to be completed by this utility.
From the menu on the right hand side, click;
Show/Hide Possible Values
- click this to see all possible values for each unknown cell on the grid.
Click again to hide the possible values.
The possible values are very useful and will save you the time of calculating and recalculating these
during the solving of a sudoku puzzle. Any time the value of a known cell is supplied then these values are
recalculated and shown.
SuDokuHelp can be used with this feature only and not be considered as "cheating" as you are not using any
code to supply the unknown values but you are applying your own logic.
It is very heplful to switch the possible values on when you are using the hint suggest button as
this helps to explain the logic behind the hint suggestion.
Hint Suggest One
- to show a solvable square with some hint text at the bottom.
Determine the only possible value in this position, and key it in manually
(by clicking on the relevant square and using numbers 1 to 9).
The hints are numbered in order of ease of calculation, and the sudoku helper will always attempt the
most straightforward logic first.
All other possible numbers have been used in this cell's horizontal line, vertical line, and 3x3 block.
So by a process of elimination, this must the only remaining digit.
In this nine square three-by-three block this is the only possible square that can be one particular digit from 1 to 9.
In this nine square horizontal row this is the only possible square that can be one particular digit from 1 to 9.
In this nine square vertical column this is the only possible square that can be one particular digit from 1 to 9.
Twins can be found where two squares in the same row, column or 3x3 block can only possibly be the same
two digits. As a result none of the others in the same group of 9 (either row, column or block) can be either of
these two numbers.
No logical step can be used to find a definite value for the next cell.
So the sudoku helper will find a cell this the least possible values and "guess" one of them,
then follow this through to see if the complete puzzle can be completed successfully, making other "guesses"
along the way if necessary. If the complete solution is not found then alternative "guesses" will be attempted.
Not enough digits are supplied to be able to calculate another cell value.
A complete solution is in the grid.
If you cannot work out the value of a square from the suggested hints, then click the following option.
- this will show you the correct digit for this cell, with an explanation
at the bottom of the grid to explain how this was calculated.
See above for a detailed list of the possible explanations.
- this completes the entire puzzle and shows the complete correct solution.
You can combine manual keying of numbers with the suggest and calculate one functions.
Click on "Example - Hard" to fill the Su Doku square with the starting numbers.
The initial digits on the grid are fixed and should not be changed.
A detailed walkthrough of this example will appear here soon.
Su Doku (or Sudoku, even Sun Doku in one newspaper) puzzles are the craze taking the world by storm.
Most daily newspapers are printing them, there are books available, and even specialist sudoku magazines.
The name comes the japanese "Su" meaning number, and "Doku" meaning single.
Help support this site by buying Su Doku books from amazon using any of the links on this page.
The number of books available are growing rapidly, ranging from books simply full of puzzles from The Times,
The Telegraph and The Sun, to How To Solve Sudoku & Sudoku For Dummies.
Bear in mind that it is only online that you can get a truly interactive Su Doku puzzle hint companion & helper
like this one.
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https://www.wyzant.com/resources/answers/353/what_is_the_answer_to_6_3b_18
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math
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its really hard for me to do this
To solve for b you will want to get it to one side of the equation
Let's start by subtracting 6 from both sides.
Now you can simplify those number on the right.
Now to get b by itself you will need to divide by the 3 on both sides.
So, after simplifying, b will equal -8.
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https://www.technologyreview.com/2011/04/13/195771/paradoxical-decision-making-explained-by-quantum-theory/
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math
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Suppose you receive the following questionnaire in an email:
Imagine an urn containing 90 balls of three different colors: red balls, black balls and yellow balls. We know that the number of red balls is 30 and that the sum of the the black balls and the yellow balls is 60. Our questions are about the situation where somebody randomly takes one ball from the urn.
- The first question is about a choice between two bets: Bet I and Bet II. Bet I involves winning ‘10 euros when the ball is red’ and ‘zero euros when it is black or yellow’. Bet II involves winning ‘10 euros when the ball is black’ and ‘zero euros when it is red or yellow’. The first question is: Which of the two bets, Bet I or Bet II, would you prefer?
- The second question is again about a choice between two different bets, Bet III and Bet IV. Bet III involves winning ‘10 euros when the ball is red or yellow’ and ‘zero euros when the ball is black’. Bet IV involves winning ‘10 euros when the ball is black or yellow’ and ‘zero euros when the ball is red’. The second question is: which of the two bets, Bet III or Bet IV, would you prefer?
This are exactly the questions sent out by Diederik Aerts and pals at the Brussels Free University in Belgium. They received replies from 59 people which broke down like this: 34 respondents preferred Bets I and IV, 12 preferred Bets II and III, 7 preferred Bets II and IV and 6 preferred Bets I and III.
That most respondents preferred Bets I and IV is no surprise. It’s been verified in countless experiments since the 1960s when the situation was dreamt up by Daniel Ellsberg, a Harvard economist (who more famously leaked the Pentagon Papers later that decade).
The situation is interesting because, paradoxically, a branch of science called decision theory, on which modern economics is based, predicts that humans ought to make an entirely different choice.
Here’s why. Decision theory assumes that any individual tackling this problem would do it by assigning a fixed probability to the chance of picking a yellow or black ball and then stick with that probability as they chose their bets. This approach leads to the conclusion that if you prefer Bet I, then you must also prefer Bet III. But if you prefer Bet II, then you must also prefer Bet IV.
Of course, humans don’t generally think like that, which is why most people prefer Bets I and IV (and why modern economic theory has served us so badly in recent years).
At the heart of the Ellsberg paradox are two different kinds of uncertainties. The first is a probability: the chance of picking a red ball versus picking a non-red ball, which we are told is 1/3. The second is an ambiguity: the chance of the non-red ball being black or yellow which is entirely uncertain.
Conventional decision theory cannot easily handle both types of uncertainty. But various researchers in recent years have pointed out that quantum theory can cope with with both types and what’s more, can accurately model the patterns of answers that humans come up with.
We looked at an example a couple of years ago that showed how quantum probability theory can explain other paradoxical behaviours in humans called the conjunction and disconjunction fallacies.
Now Aerts and pals have done the same for the Ellsberg paradox by creating a model of the way humans think about this problem and framing it in terms of quantum probability theory.
In fact, these guys go further. The point out that humans can also think in a way that is consistent with decision theory and therefore that this thinking must employ classical logic. So both classical and quantum logic must both be at work at some level in human thought.
The big surprise is that quantum theory works at all. Just why quantum probability theory should explain the strange workings of the human mind, nobody is quite sure. Neither is it yet clear how quantum probability theory will help to mould new ideas about economics and broader human behaviour.
But that’s why there is so much excitement over this new approach and why you’re likely to hear much more about it in future.
Ref: arxiv.org/abs/1104.1459: A Quantum Cognition Analysis of the Ellsberg Paradox
You can now follow The Physics arXiv Blog on Twitter
DeepMind’s cofounder: Generative AI is just a phase. What’s next is interactive AI.
“This is a profound moment in the history of technology,” says Mustafa Suleyman.
What to know about this autumn’s covid vaccines
New variants will pose a challenge, but early signs suggest the shots will still boost antibody responses.
Human-plus-AI solutions mitigate security threats
With the right human oversight, emerging technologies like artificial intelligence can help keep business and customer data secure
Next slide, please: A brief history of the corporate presentation
From million-dollar slide shows to Steve Jobs’s introduction of the iPhone, a bit of show business never hurt plain old business.
Get the latest updates from
MIT Technology Review
Discover special offers, top stories, upcoming events, and more.
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https://www.jiskha.com/display.cgi?id=1334093263
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math
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posted by Halie .
What mass of sodium chloride is produced when chlorine gas reacts with 0.29 grams of sodium iodide? Unbalanced equation is given below:
NaI + Cl2 -> NaCl + I2
Balance the equation.
Convert 0.29 g NaI to mols. mols = grams/molar mass
Use the coefficients in the balanced equation to convert mols NaI to mols NaCl.
Now convert mols NaCl to grams. g = mols x molar mass.
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http://www.jetradar.co.nz/flights/Perth-PER-to-Denpasar-DPS/?dont_redirect_please=true&marker=direct
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math
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Best airfares from Perth to DenpasarJetradar compares airfares from Perth to Denpasar with hundreds of airlines (including Air New Zealand, Qantas, Virgin Australia) and dozens of online travel agencies in one single place. We provide you with all the options to find the cheapest flights to Denpasar, you choose where to book. Also there you can find airlines special offers from Perth to Denpasar. The cheapest round-trip price found within the last week was NZ$195. The cheapest oneway price found within the last week was NZ$100.
Cheapest Flights from Perth, WA to Denpasar
Airline One Way One Way / Round-Trip Round-Trip Air New Zealand NZ$2,061 NZ$1,587 Qantas NZ$98 NZ$200 Virgin Australia NZ$126 NZ$226 Emirates NZ$432 NZ$548 Jetstar NZ$122 NZ$195
Airline One Way One Way / Round-Trip Round-Trip China Southern Airlines NZ$810 NZ$707 China Eastern Airlines NZ$962 NZ$1,149 Cathay Pacific NZ$666 NZ$687 Singapore Airlines NZ$399 NZ$450 Malaysia Airlines NZ$417 NZ$518
Airline One Way One Way / Round-Trip Round-Trip Thai Airways NZ$1,981 NZ$978 China Airlines Find Find Etihad Airways Find NZ$3,931 Korean Air NZ$4,373 NZ$2,860 Qatar Airways NZ$1,412 NZ$1,514
Airline One Way One Way / Round-Trip Round-Trip AirAsia X NZ$232 NZ$217 KLM Find Find Garuda Indonesia NZ$209 NZ$318 Scoot NZ$235 NZ$374 Tigerair Australia NZ$100 NZ$200
Flights from Perth to Denpasar
Travelling from Perth to Denpasar advices and facts
- The distance between Perth and Denpasar is 1597 miles (or 2570 kilometers).
- The shortest flight time is 5h 8m
- There is no time difference between Perth and Denpasar. Check this again shortly before your flight.
- The currency exchange rate between Perth (PER) and Denpasar (DPS) is 1 AUD = 9878.7783 IDR.
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https://www.clutchprep.com/chemistry/practice-problems/89171/what-is-dimensional-analysis
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math
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• manipulation of prefix multipliers and conversion factors in calculations to solve chemical problems or to arrive a value of desired unit
What is dimensional analysis?
A. using additional (non-experimental) data while solving problems
B. using units as a guide to solving problems
C. the set of rules for geting maximum number of significant figures in the solution of particular problem
D, determining the number of significant figures of the solution of the problem
Frequently Asked Questions
What scientific concept do you need to know in order to solve this problem?
Our tutors have indicated that to solve this problem you will need to apply the Dimensional Analysis concept. You can view video lessons to learn Dimensional Analysis. Or if you need more Dimensional Analysis practice, you can also practice Dimensional Analysis practice problems.
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| 855
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http://www.discussion.malesurvivor.org/board/ubbthreads.php?ubb=showflat&Number=430122
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math
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I did not mean to yell, you are not attacking me.
I did not mean to cry, you are not trying to hurt me.
I did not mean to hide, you are not hunting me.
I did not mean to shake, I am not cold.
I did not mean to blush, I am just frozen with fear.
I am sorry for staring, I am not looking at you, or in the "now".
I did not mean to say angry words, I am afraid.
Yes I am nice, but I cannot be all the time, that is why I cannot be your friend. You are kind and compassionate, but you do not have my experiences. It makes sense to me, but You Don't understand. You cannot understand.
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s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084891316.80/warc/CC-MAIN-20180122113633-20180122133633-00396.warc.gz
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| 579
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http://openstudy.com/updates/4ddfe388c9a28b0b5faf65c2
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math
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At vero eos et accusamus et iusto odio dignissimos ducimus qui blanditiis praesentium voluptatum deleniti atque corrupti quos dolores et quas molestias excepturi sint occaecati cupiditate non provident, similique sunt in culpa qui officia deserunt mollitia animi, id est laborum et dolorum fuga. Et harum quidem rerum facilis est et expedita distinctio. Nam libero tempore, cum soluta nobis est eligendi optio cumque nihil impedit quo minus id quod maxime placeat facere possimus, omnis voluptas assumenda est, omnis dolor repellendus. Itaque earum rerum hic tenetur a sapiente delectus, ut aut reiciendis voluptatibus maiores alias consequatur aut perferendis doloribus asperiores repellat.
think that last ones a little off.....
16 1/2% (that is, 16.5%) 17% 17 1/2% (that is, 17.5%) 18%
thats all i can choose from
aww u deleted it... i was looking at it lol
1) simple interest should be: 195 = 2000*12*r r = 195/(24000) r = .8125 % 2) compounded interest would be: 2195 = 2000(1+r/12)^12 2195/2000 = (1+r/12)^12 (2195/2000)^(1/12) = 1 + r/12 (2195/2000)^(1/12) - 1 = r/12 r = 12* [(2195/2000)^(1/12) - 1] maybe lol
you know i tried to send the ? to KGB and they got it wrong
that doesnt match an answer either does it... r = 9.33% with that...
well, getting it wrong is sometimes better than getting it right lol
see i got 5 questions for this exam and im barley passing so im trying to get all five right lol
let me do a quick read on APR .... there is something that im forgetting, I just know it ;)
andthis last question i cant get
........ 17.5 is what I can come up with; but how? i dunno
hey... ima go with it
when I put in 17.5; I get interest of 194......
hope its right ;)
ill let you now in a sec
We need to use Table 13.3 to determine the APR, and it is displayed based on the finance charge per $100. So we need to calculate how much finance charge Natasha paid per $100. ($195/$2000)*($100) = $9.75 Turning to Table 13.3, for the line with no. payments = 12, $9.75 is closest to the column for 17.5%. So the APR is approximately 17 1/2% (17.5%)
good job!! thanks alot!!
9.75 i had .... just couldnt figure what to do with it ;)
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https://www.thetutorteam.com/maths/what-are-quadratic-equations-and-how-do-i-solve-them/
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math
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I’m going to write a series of posts about quadratic equations over the next few weeks which will hopefully clear up the confusion about them and lead to you, the reader, becoming an expert on the topic of quadratic equations. This is my plan anyhow…
When you first start studying algebra the equations you will be looking at will no doubt be all linear equations. I’ll write some examples below:
- x + 5 = 8
- 3a -10 = 26
- 6w – 3 = 7 – 4w
Feel free to try and solve these equations as a little warm up. They get gradually more difficult, but are a lot easier, and less weird, than quadratic equations. One thing they all have in common is that the variable, which is the unknown value that has been represented by a letter in bold, are all to the power of 1. That is that nothing has been squared, cubed, square rooted or anything like that. In quadratic equations the variable could also be squared, but not cubed or any other power. I have put some examples below:
What makes quadratic equations special?
The strange thing about quadratic equations is that they can have more than one solution! What?? I know right… How could that possibly be?? Let’s imagine a very simple equation:
x2 = 9
How would you solve this equation? Well, we want to find what x is, and we currently know what x2 is. Like all equations, we can split this equation into two sides: Left of equal sign and right of the equal sign. I shall refer to these sides as the left and right sides.
The golden rule for all equations is:
“Whatever you do to one side, you must do to the other side of the equation.”
So to change x2 to x I just need to square root it.
However, following the above rule, I would have to also square root 9. That’s easy, it’s 3 right? 32 = 9 and so the square root of 9 is 3. Ta da!
Really? Why not? Well… 32 does in fact equal 9, but (-3)2 also equals 9! So there are two solutions to x2 = 9:
x = 3 or x = -3
I know right?? Mind blown!
Both solutions satisfy the equation, so there really are two solutions.
The trick to solving quadratic equations
Let’s expand the equation below:
(x-3)(x-5) = 0
I’m going to presume you know how to expand double brackets here, but if not you might want to brush up. Below is the equation expanded and simplified:
x2 – 8x +15 = 0
You may wonder why I’m having zero on the right hand side of the equation. All I shall say for now is that it is very useful to do so, but read on and you shall see why.
Because all I have done is expand the equation, they are in fact the same equation, but arranged differently. Once we expand out the brackets we see the equation is a quadratic because it has a maximum power of 2.
Now in the first rearrangement we have two algebraic expressions being multiplied by each other and equaling zero. The first expression: x-3, and the second expression: x-5. At the risk of making this more complicated, let’s say:
a = x – 3 and b = x – 5
ab = 0
The only way this could be true is if a equals zero, b = zero or they both equal zero.
a = 0
b = 0
Which means that:
x – 3 = 0
x – 5 = 0
In other words…
x = 3
x = 5
Two solutions! Mind blown… No wait, I’ve done that bit…
Ok, let’s see if this actually works, or have I just broken a load of Maths rules?? We’re going to put the values for x back into the left side of the equation (x2 – 8x +15) to see if it does in fact equal zero:
x = 3: 32 – (8×3) + 15
= 9 – 24 +15 = 0
x = 5: 52 – (8×5) + 15
= 25 – 40 +15 = 0
Hang on though… That’s all well and good, but we started with: (x-3)(x-5) = 0, which made it a lot easier. What if we started with: x2 – 8x +15 = 0?
Without going into too much of an explanation, I shall teach you the method of how to factorise, which is the opposite of expanding.
Factorising: x2 – 8x +15 → (x-3)(x-5)
Expanding: (x-3)(x-5) → x2 – 8x +15
We always want our quadratic equation to be in the form of:
ax2 + bx + c = 0
In our equation: x2 – 8x +15, a = 1, b = -8 and c = 15.
We are looking for two numbers, let’s call them m and n, where:
m + n = b
mn = c
In our case:
m + n = -8
mn = 15
With a little bit of thinking we see the numbers are: -3 and -5. It doesn’t matter which one is n and which one m. We then put that into the form of
In our case: (x-3)(x-5)
So, there you have it. That’s how to factorise and you already know why to factorise.
Important note… This only works when a = 1. We shall look at other situations in a future post.
One more thing before I sign off… Here is an AWESOME resource which helps you solve any quadratic equation. Check it out. I shall see you next post!
A bit about the author, Paul H:
Paul is a qualified and experienced Physics, Maths, and Science teacher, now working as a full-time tutor, providing online tuition using a variety of hi-tech resources to provide engaging and interesting lessons. He covers Physics, Chemistry, Biology, and Science from Prep and Key Stage 3 through to GCSE and IGCSE. He also teaches Physics, Maths, and Chemistry to A-Level across all the major Exam Boards.
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CC-MAIN-2023-50
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https://physicsmax.com/applying-gauss-law-planar-symmetry-9457
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math
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Applying Gauss’ Law:
a portion of a thin, infinite, nonconducting sheet with a uniform (positive) surface charge density T A sheet of thin plastic wrap union charged on one side can serve as a simple model Let us find the electric field E a distancer in front of the sheet-A useful Gaussian surface is a closed cylinder with end caps area A arranged to pierce the sheet perpendicularly as shown From symmetry E must be perpendicular to the sheet and hence to the end caps Furthermore since the charge is positive £ is directed away from the sheet and thus the electric field lines pierce the two Gaussian end caps in an outward direction Because the field lines do not pierce the curved surface there is no flux through this portion of the Gaussian.
where is the charge enclosed by the Gaussian surface This gives.
Since we are considering an infinite sheet with uniform charge density this result holds for any point at a finite distance from the sheet agrees with which we found by integration of the electric field components that are
produced by individual charges Look back to that time-consuming and challenging integration and note how much more easily we obtain the result with Gauss’ law That is one reason for devoting a whole chapter to that law for Celina symmetric arrangements of charge. it is very much easier to use than integration of field components.
perspective view (a) and side view (b) of a portion of a very large thin plastic sheet. uniformly charged on one side to surface charge density a
A closed cylindrical Gaussian surface passes through the sheet and is perpendicular to.
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CC-MAIN-2021-43
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https://www.calcblog.com/graph-polar-equations-ti83-ti84/
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math
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Polar coordinates are another way of representing a two-dimensional space, just like Cartesian (rectangular) coordinates. Instead of x and y, points are described using r, a radius, and θ (theta), the angle counterclockwise from the positive x axis.
In this tutorial, learn how to use your TI-83, TI-83 Plus, or TI-84 Plus to graph equations in polar variables. If you’re interested in a basic introduction to graphing features, check out our tutorial and video on graphing in rectangular coordinates.
First, we need to make sure we have the correct settings selected. Check your mode menu by pressing thebutton. Use the arrow buttons to navigate, and to select an option. To enable polar graphing, make sure the “POL” or “POLAR” option is selected. Polar graphing behaves differently depending on whether you are in radian or degree mode—usually, you’ll want to work in radians.
Next, we can go to the equation entry screen by pressing thebutton, just like for graphing equations in rectangular coordinates. This time, instead of seeing “y=” for each equation, it prompts for each equation in terms of r. If r is a constant, the result will be a circle; otherwise, r is a function of angle. Go ahead and enter the equation you want to graph.
Before we graph our function, we must first confirm that the window sections are correct. Pressing thebutton lets us check these options. In addition to the traditional window settings, we are asked to specify θmin, θmax, and θstep. The default settings are 0, 2*π, and π/24, which means that the calculator will use 48 points to plot the function between θ=0 and θ=2*π. If you want your function to be smoother, you can decrease θstep, but this might increase the draw time.
These defaults are generally good settings so long as you aren’t using degrees for angle measurements. However, while many polar functions repeat after θ=2*π, some, including spirals, continue indefinitely. If your function seems to end before reaching the edge of the screen, you might want to increase your angle range.
Finally, go ahead and press thebutton to draw your function. Now you can use many of your calculator’s other graph features, including the trace function and the ability to calculate derivatives at a point. Happy plotting!
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https://canadianfor-salepharmacy.com/qa/quick-answer-what-does-r-mean-in-statistics.html
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math
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- What is the difference between R and R in statistics?
- What is a good r squared?
- What does an R squared value of 0.9 mean?
- What does an R squared value of 0.3 mean?
- What does P mean in statistics?
- What does P and R mean in statistics?
- What r squared tells us?
- How do you know if r squared is significant?
- Does P value show correlation?
- Is r squared the p value?
- What does the R stand for in statistics?
What is the difference between R and R in statistics?
Simply put, R is the correlation between the predicted values and the observed values of Y.
R square is the square of this coefficient and indicates the percentage of variation explained by your regression line out of the total variation.
This value tends to increase as you include additional predictors in the model..
What is a good r squared?
R-squared should accurately reflect the percentage of the dependent variable variation that the linear model explains. Your R2 should not be any higher or lower than this value. … However, if you analyze a physical process and have very good measurements, you might expect R-squared values over 90%.
What does an R squared value of 0.9 mean?
r is always between -1 and 1 inclusive. The R-squared value, denoted by R 2, is the square of the correlation. It measures the proportion of variation in the dependent variable that can be attributed to the independent variable. … Correlation r = 0.9; R=squared = 0.81. Small positive linear association.
What does an R squared value of 0.3 mean?
– if R-squared value < 0.3 this value is generally considered a None or Very weak effect size, ... - if R-squared value 0.5 < r < 0.7 this value is generally considered a Moderate effect size, - if R-squared value r > 0.7 this value is generally considered strong effect size, Ref: Source: Moore, D. S., Notz, W.
What does P mean in statistics?
In statistics, the p-value is the probability of obtaining results at least as extreme as the observed results of a statistical hypothesis test, assuming that the null hypothesis is correct. … A smaller p-value means that there is stronger evidence in favor of the alternative hypothesis.
What does P and R mean in statistics?
The two most commonly used statistical tests for establishing relationship between variables are correlation and p-value. Correlation is a way to test if two variables have any kind of relationship, whereas p-value tells us if the result of an experiment is statistically significant.
What r squared tells us?
R-squared is a statistical measure of how close the data are to the fitted regression line. It is also known as the coefficient of determination, or the coefficient of multiple determination for multiple regression. … 100% indicates that the model explains all the variability of the response data around its mean.
How do you know if r squared is significant?
The most common interpretation of r-squared is how well the regression model fits the observed data. For example, an r-squared of 60% reveals that 60% of the data fit the regression model. Generally, a higher r-squared indicates a better fit for the model.
Does P value show correlation?
A p-value is the probability that the null hypothesis is true. In our case, it represents the probability that the correlation between x and y in the sample data occurred by chance. A p-value of 0.05 means that there is only 5% chance that results from your sample occurred due to chance.
Is r squared the p value?
R-square value tells you how much variation is explained by your model. … Whereas p-value tells you about the F statistic hypothesis testing of the “fit of the intercept-only model and your model are equal”. So if the p-value is less than the significance level (usually 0.05) then your model fits the data well.
What does the R stand for in statistics?
Correlation Coefficient. The main result of a correlation is called the correlation coefficient (or “r”). It ranges from -1.0 to +1.0. The closer r is to +1 or -1, the more closely the two variables are related. If r is close to 0, it means there is no relationship between the variables.
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https://www.jiskha.com/display.cgi?id=1483989092
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math
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posted by Anonymous
Please help with this test, I was out of school for awhile due to my dad passing away from heart and kidney failure. I'm trying to catch up on missing work and get good grades to make my mom happy and every time I ask my teachers for help with this test they really don't help at all. The test is lesson 11 unit 3 rational numbers unit test. It's a connections academy test
If you choose the 5 most difficult questions to post and tell the tutors what YOU THINK and/or what confuses you, you might get some help.
No one, however, will take the whole test for you!
Her dad just died. Show some sympathy at least. I mean- how would you feel if your dad just passed away and all you want to do is help your mom out by getting good grades?
Also, what grade is it for? I think that I can help you. @Anonymous
So so so so so sorry about your dad:(
Can someone post the answers to the test
I'm so sorry for your loss. Please post the questions that you need the most help with, and I can help you with those questions. Thank You.
sorry 4 your loss
It better not be a lie if it's not my condenses for your loss
When your doing your math classwork try matching up the problems with Khanacademy its free and gives you immediate feedback when you are wrong and how to do the problem. The key is to actually learn this math. Then when you get stuck on classwork you can get the Tutor or teachers help.
This guy is a fake his/her dad didn't pass away I saw this excuse like 20 times before.
cuz of the meloneeee
@dud f off
u dont know fo sho
I NEED ANSWERS
:O Jungkook! from kpop ur kewl. Sorry 4 ur loss, too bad I didn't get to kill em mah self!!! >:D
sowwy just kiddin D:> fo give mah and mah insignificance. Nugget not all that bad! :v
aww here you go
Trust me i just took the test 18/18
i hope i help you
xoxo michelle aka shelly
My test has 30 questions PLEASE ANSWER THEM
SURE Fòx what test are you on?
Michelle help me with connections acadamy unit 7 lesson 8 systems of equaitons test plz answers?
Michelle which test are those answers for
this is for lesson 11 unit 3 rational numbers unit test
Michelle can you please help me with connections academy unit 5 lesson 10 question 22? I need the answer for that
What about unit 5 lesson 10 functions unit test
Anybody have answers for does
ok sure anonymous what test is that is it a quiz if so which lesson
Lesson 13: Measurement Unit Test
Algebra Readiness (Pre-Algebra) B Unit 2: Measurement
Can someone please give me the answers
i know she/he is lying i have seen this lie before she/he is making you feel bad so u give the answers which you did so good job you caved in...
Joesph is my boo
Who u talking to disboi
1. Which solid has one base that is a rectangle and four lateral surfaces that are triangles?
Answer: C - Rectangular Prism
Rectangular prism have one rectangular base.
2. A solid with two parallel and congruent bases cannot be which of the following?
Answer: A - Cylinder
Since the bases in a cylinder ar circular, they cannot be parallel.
3. Which of the following are considered skey lines? Diagram is a
A. AC and DF
B. AD and CF
C. BE and DF <--- Correct answer. These lines do not intersect and are not parallel.
D. BE and BC
4. What is the base plan for the set of stacked cubes?
-There are two cubes in the front row ( side by side)
- There are two cubes in the middle row ( one on top of the other)
- Ther are three cubes in the back row (one on top of the other ) and one cube attached to the right of these three cubes.
Correct Answer: D
5. Which of the following is the front few of the model?
- There are two cubes in the front row ( side by side)
- There are two cubes in the middle row ( one on top of the other)
- There are five cubes on the back row ( three stacked on top of each other and two cubes attached (side by side) to those stacked cubes on the left side
Correct Answer: B
6. Which solid does the net form?
A. hexagonal prism
B. hexagonal pyramid <----- ANSWER The bases are hexgons and the lateral faces are rectangles.
C. rectangular prism
D. rectangular pyramid
7. Which solid does the net form?
A. Square Pyramid <----------- ANSWER The base is a square.
B. Triangular Prism
C. Triangular Pyramid
8. What is the surface area of the given figure?
Triangular prism with the following measurements: 20 cm, 32 cm, 16 cm , and 12 cm.
Here are the steps:
1) 12 x 16 = 192
2) 192 / 3 = 64
3) 192 / 3 = 64
4) 192 / 3 = 64
5) 12 x 32 = 384
6) 32 x 20 = 640
7) Add Steps 2 - 6 --> 64 + 64 + 64 +384 + 640 = 1,216 cm^2 (ANSWER)
9. Use the net to find the approximate surface area of the cylinder to the nearest square meter.
There is a cylinder with a radius of 7m and a height of 11 m.
Use the value 3.14 for pi
Surface Area = 2 x pi x radius x height
= 2 x 3.14 x 7 x 11
= 483.56 m^2 ----> Rounded up ---> 484 m^2 ( ANSWER)
10. What is the volume of the prism to the nearest whole unit.
There is a rectangular box with the following measurements 11 in , 9 in, and 3 in
Step 1) Add all the measurments together
11 in + 9 in + 3 in = 23 in^3 (ANSWER)
11.) What is the volume of the triangular prism to the nearest whole unit ?
There is triangular prism, think triangular box. It has the following dimensions
2 ft , 12 ft , and 18 ft
Step 1) Multiply 2 x 12 x 18 = 432
Step 2) Double 432 --- > 432 + 432 = 864 ft^3 (ANSWER)
12.) What is the volume of the cone to the nearest whole unit?
There is a cone with with a circular radius of 6 inches and a cone height of 11 inches.
Use 3.14 for pi
Step 01) 3 x pi x radius x 2 x height
Step 02) 3 x 3.14 x 6 x 2 x 11
Step 03) 1,243.44 ----> 1, 244 in^3 ( ANSWER)
13.) What is the volume of the pyramid to the nearest whole unit?
There is a pyramid with the measurements 7yds, 9yds, and 7yds (height)
Step 01) Multiply 7 x 9 = 63
Step 02) Divide 63 / 2 = 31.5
Step 03) Multiply 31.5 by the height --> 31.5 x 7 = 220.5 Round up to 221 yd^3 (ANSWER)
14.) What is the slant height for the given pyramid to the nearest whole unit?
Pyramid base = 6 cm
Height = 4 cm
6^2 + 4^2 = C^2
6 x 6 + 4 x 4 = C^2
36 + 16 = C^2
52 = C^2
SquareRoot 52 = SquareRoot C^2
7.2 = C
Round 7.2 to the nearest whole ---> 7 cm (ANSWER)
15) What is the length of the diagonal for the given rectangular prism to the nearest whole unit?
Length = 12 cm
Width = 4 cm
Height = 9 cm
Step 01) 12 ^ 2 + 4 ^ 2 = C^2
144 + 16 = C^2
160 = C^2
SquareRoot 160 = SquareRoot C^2
12. 6 = C (Diagonal)
12.6 Rounded to the nearest whole ----> 13 cm (ANSWER)
16) The cones below are similar, although not drawn to scale.
Small Cone: r = 5ft and 15ft Big Cone = x and 18ft
Step 1) 15 / 5(r) = 3
Step 2) 18 / x (r) = 3. What number when you divide 18 by it is 3? .......It is 6 duuuhhhhh
B.) 6 (ANSWER)
17. ) A cone has a radius of 40 cm and a volume of 1,875 cm^3. What is the volume of a similar cone with a radius of 16 cm?
Step 1) 40/16 = 2.5
Step 2) Divide 1, 875 by 2.5 = 750 cm^3 (ANSWER)
18) What is the area of a sphere with a radius of 5 meters rounded to the nearest square meter?
Step 01) A = 4 x pi x r^3 ---> A = 4 x 3.14 x 5^3 ----> A = 4 x 3.14 x 5 x 5 x 5 ---> A = 1,570
Step 02) Divide the answer above , 1, 570 by 3 ---> 1,570 / 3 = 523.33 <---Round down is 523m^2
D) 523 m ^2 (ANSWER)
19.) What is the volume of a sphere with a radius of 4 meters rounded to the nearest square meter?
Step 01) Use formula = 4 x pi x r^2 --> 4 x 3.14 x 4^2 --> 4 x 3.14 x 4 x 4 ---> 200.96 m^3
Round 200.96 to the nearest whole is 201 m^3.
B) 201 m^3 (ANSWER)
20.) Find the lateral area of the square pyramid.
There is a square pyramid with the measurements 8 m , 8m and a height of 22 m
Step 01) Area ofa the Square Base 8 x 8 = 64
Step 02) Area of each Triangle 8 x 22 = 176
Step 03) There are four triangles multiply 176 x 4 = 704
Step 05) Divide 704/ 2 = 352
Step 06) Add 64 + 352 = 416 m^2 (ANSWER)
21) Find the surfacea area of the cone. Use 3.14 for pi.
There is cone with the diameter of 8 in and 7 in for slant height.
Step 01) pi x 8^2 --> 3.14 x 8 x 8 = 200.96
Step 02) 200.96 x 7 = 1 , 406.72
Step 03) 1, 402.77 divide by 3 = 468. 9 in^2 (ANSWER)
22) Find the volume of the cylinder. Use 3.14 for pi
There is a cylinder with a radius of 34 m and a height of 27
Step 01) pi x r^2
Step 02) 3.14 x 34^2 = 3.14 x 34 x 34 = 3, 629. 84
Step 03) 3,629 x 27 = 98, 005. 68 m^3 (ANSWER)
Can someone help me with the questions on integers lesson 10 unit 4 test i can tell you the ones i need help on
in connexus, i need help with most my mom is in work at india so she cant help me and my dad isnt home can you guys help plz
your a lying of course her dad didn't die is everyone so gullible
I am not taking any side cuz i don't want to be in this i just want help
I mean if her dad died he died that is sad
if not then don't lie
thats that i don't care enough to argue about it
Please do not cheat, even if your dad died, or someone died in your family, then that is still not an excuse to cheat. @Anonymous your mother would be even more proud to know that you did your best. Grades can always be fixed, your families trust and your life cant.
@Anonymous, even if your Dad isn't dead, why did someone lie for you, and why don't you stand up for yourself?
Teachers know what they are doing. Cheating isn't right. And you should know that. Didn't your parents even teach you that? Cheating, if used multiple times, will lead to banning from Connexus.
Cheating becomes a habit you forever remember. Don't do it, and you wont be in trouble about it.
Thank you for your understanding, and keep rocking it Teachers!
would some one beable to help me with a unit test it is unit 3 lesson 13
so sorry for your loss that is aweful:(
michelle is wrong i got 1/18 ;( now i am failing math, thanks!! here are the really answers Lesson 7:probibility unit test, unit 4.
19. You are on your own
20. You are on your own.
Yes there is a lot of A's but you have to trust be, for your grades!
Hey Rosie, would you mind telling me the answers for this please: Lesson 11: Graphing, Equations, and Inequalities Unit Test CE 2015
1205010 M/J Grade 6 Mathematics - T2 Unit 5: Graphing, Equations, and Inequalities
ColCA Student 10 (4.26.2018)
Does anyone actually have the answers to the:
Lesson 9: Introduction to Functions Unit Test CE 2015
Algebra 1 A Unit 5: Introduction to Functions
Thank You, ColCA Student 10
i bet your lying about that and even if your not I DONT GIVE A F*CK
Is rosie right?
Is rosie right? because, I'm pretty sure that questions 16 to 18 are WorkPads.
HEY GUYS WHAT ABOUT THE LAST UNIT TEST IN MATH WE DEFINITLY NEED THE ANSWERS TO THAT!!! ANYONE KNOW LESSON 7 UNIT 6 ANSWERS FOR CONEXUS
Ur Welcome :>
lesson 9 unit 2 algebra 1B
correct for connection academy
17 yes A
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http://mini-monster.ru/index.php/lib/a-primer-of-real-analytic-functions-second-edition
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math
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By Steven G. Krantz
Key themes within the thought of genuine analytic capabilities are lined during this text,and are fairly tricky to pry out of the maths literature.; This extended and up to date second ed. might be released out of Boston in Birkhäuser Adavaned Texts series.; Many ancient feedback, examples, references and a very good index should still inspire the reader research this important and interesting theory.; more suitable complex textbook or monograph for a graduate path or seminars on actual analytic functions.; New to the second one version a revised and complete therapy of the Faá de Bruno formulation, topologies at the house of actual analytic functions,; substitute characterizations of genuine analytic capabilities, surjectivity of partial differential operators, And the Weierstrass training theorem.
Read Online or Download A Primer of Real Analytic Functions, Second Edition PDF
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Additional resources for A Primer of Real Analytic Functions, Second Edition
I i=o ' converges at least on the interval K = (a - R, a + R). 10) show that the power series E fti)' a) (x - a)i 00 i=o J" converges to f on J n K. 11 It is interesting to note that, in the reference [TM 71], a generalization of this result is proved in which plain differentiation (in several variables) is replaced by a suitable elliptic differential operator. 10 provide a useful characterization of real analytic functions that will be applied in many of the sections that follow. 12 Let f E C°O (1) for some open interval 1.
5) 36 2. 6) is absolutely convergent for Ix I < ro and F(x,f(x)) = 0. 7) Proof. l Y)xa + E lal>0 ba,kxa yk . 11) Iba,kI < C Rlal+k holds for all multiindices a E A(N) and all k = 0, 1, .... Oxa+ lal>O,IpI>0 I0I>0 k rL. 1_2) and obtain the following recurrence relations: C" = be,0. 1). 3. The Implicit Function Theorem 37 This first recurrence allows us to solve for each cei. Next we indicate how each coefficient ca of higher index may be expressed in terms of the by, j and indices cp with index of lower order.
48). ,m, 1, H(v) = mnC (1 - R) _1 We see that a solution can be defined by (1-R)_1 W(v)=mnC y+a provided a WCR (1 a - R) 1 =a. It is routine to see that W(t) C+t and to then conclude that the solution is real analytic at the origin, as required. 8 we will return to the discussion of the CauchyKowalewsky theorem, after we have introduced the machinery needed to state and prove a very general form of that theorem. 5 47 The Inverse Function Theorem In this section, we give a proof of the multivariable inverse function theorem using the special case of the Cauchy-Kowalewsky theorem proved in the previous section.
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http://customcottonshoppers.com/amplitude-modulation-lab-report-conclusion
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math
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Conclusion Report Lab Modulation Amplitude
Figure 1.1is the block diagram of PCM modulation. As can be seen from these wave forms the circuit is providing the amplitude modulation. Vary the Balance Sample Resume Babysitting Job Modulator Knob and observe the effect on output & as well as on Modulation Index m.Sr.No. 4. AM is a technique used in electronic communication, most commonly for transmitting information via a radio carrier wave. …. In the double polarity pulse amplitude modulation, the …. Modulation Index: The AM modulation index is the measure of the amplitude variation. The amplitude modulation itself often can cause a small amount of unwanted phase modulation. In many applications this control is used to null the carrier spectral component seen at the modulator output. Communication System LAB REPORT M. ZAHID TUFAIL 10-EL-60 The aim of digital modulation is to transfer a digital bit stream over an analog bandpass channel, for example over the public switched telephone This contrasts with amplitude modulation, in which the amplitude of the carrier is varied while its frequency remains constant The output waveform would be the sine wave, which the amplitude equals to the amplitude of the square wave. 2. Dutton - EE133 - Winter 2004 1 EE133 - Lab 1 Amplitude Modulation and Demodulation 1 Lab Notes • A Word about Power: Remember that the SA612 is not rated for 9V. Resume Biographie Cheikh Anta Diop
Jamestown Vs Plymouth Essays
AMPLITUDE MODULATION Objective: Modelling of an AM signal .Setting and measuring the depth of modulation b) Standard amplitude modulation 4 c) Balanced Amplitude Modulation 5 d) Modulation index (depth) m 6 4. Theory: 1. Amplitude Modulation (AM) refers to the modulation technique where the carrier’s amplitude is varied in accordance to the modulating signal’s amplitude. If m = 0.5, the carrier amplitude varies by 50 % above and below its original. Therefore, when we receive the amplitude modulation signal, we need to restore the audio signal. QPSK is a DSBSC modulation scheme also but it sends two bits of digital information a time (without the use of another carrier frequency) In continuous-wave modulation, a high frequency sine wave is used as a carrier wave. The message Kumbh Mela Harvard Case Study signal is, for example, a function of the sound to be reproduced by a. II. 1. Conclusion about amplitude modulation - Answers A carrier is used to make the wavelength smaller for practical transmission and to permit multiplexing. 3- To implement the BFSK detector by using PLL. Brie y explain what you did in the lab 2.
Kidsmatter Case Study
Brainstorming Tips For Your College Essay About This is further divided into amplitude and angle modulation. Section A 1. 3. Expt5_Amplitude_Modulation 1 of Another Cinderella Story Short Summary 2 Experiment #5 Amplitude Modulation and Demodulation Goal Study of amplitude modulator and detector circuits and build a tuned RF radio to receive AM broadcast signals. INTRODUCTION . Amplitude Shift Keying. 2. Matlab Code (print the code for the following question with the report and also submit the .m le on Sakai, please save it as AMlaba yourname.m). ! In conclusion, in am modulation, the carrier power depends on the amplitude of the carrier The carrier frequency used is 555. Omar A. The interpretation of the modulation index, m, may be expressed as: The fraction (percentage if multiplied by 100) of the carrier amplitude that it varies by.
The Telecommunications Laboratory is equipped with two Vicom T-1 multiplexors and with test equipment that students should be familiar with from the Oscilloscopes Lab. The amplitude of the FM signal is constant at all times and is independent of the modulation signal EXPERIMENT 1: AMPLITUDE MODULATION PROCESS Date: ____<----Aim: To generate amplitude modulation (AM) waveform and to measure modulation index of AM wave using waveform method.Requirement: CRO, CRO probes, Trainer Kit, Patch cords.A) Brief Theory:.B.E. ES442 Lab#4! In conclusion, in am modulation, the carrier power depends on the amplitude of the carrier signal and the total signal power depends on the carrier power. Therefore, both FM and PM are often referred to as angle modulation. 3. Pulse Amplitude Modulation (PAM); Quantization; Companding; and Framing. Set Channel A to output an AM signal with fc=30kHz, Vc=1V fm=1kHz, and m=0.25. The amplitude-modulating circuit uses the processed ECG signal to modulate the amplitude of the high- frequency carrier wave. 1. The Lab Sheet is a working document, designed to help students record all lab activities (measurements, observations, answers to questions in the lab manual, …).
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https://www.tutoreye.com/i-need-the-matlab-code-for-this-assignment-i-have-i-have-done-a-little-bit-of-the-code-already-qa
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math
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countered (unidirectional flow or parallel flow). The planer walls and the fluids are initially at rest. Lower plate moves to left and upper plate to right. Let the fluids be an oil, where kinematic viscosity (ν) = 2.17 x 10-4m2/s and the distance between both plate (h) is 10 mm. U0 = 0.4 m/s I need to find the governing equation, boundary conditions, initial conditions and to derive velocity distribution in steady state.
Also, Use FTCS explicit method to calculate the velocity distribution as a function of time by implementing these governing equation in Matlab
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https://mathoverflow.net/questions/327697/reference-request-oldest-number-theory-books-with-unsolved-exercises
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math
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I wonder if you are already aware of R. D. Carmichael's "The theory of numbers" (John Wiley & Sons, Inc., NY, 1914).
Apropos of the exercises in this monograph, one can read the following in the preface:
Numerous problems are supplied throughout the text. These have been
selected with great care so as to serve as excellent exercises for the
student's introductory training in the methods of number theory and to
afford at the same time a further collection of useful results. The
exercises with a star are more difficult than the others; they will
doubtless appeal to the best students.
Among the numerous problems supplied, the eighth problem on page 36 does stand out because, as far as I know, nobody has been able to solve it yet. It goes as follows:
- Show that if the equation $$\phi(x) = n$$ has one solution; it always has a second solution, $n$ being given and $x$ being the
Oddly enough, Carmichael didn't consider that this question deserved a star... In case you want to learn more about the history of this problem, I recommend that you take a look at the following installment of The evidence (a column that Stan Wagon used to contribute to The Mathematical Intelligencer):
S. Wagon, Carmichael's "empirical theorem". Math. Intelligencer, 8 (1986), No. 2, pp. 61-63.
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https://electronics.stackexchange.com/questions/153102/how-to-switch-between-2-power-supplies
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math
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Switching between two supplies is more complicated than it sounds on the first moment: You need to do two things at the same time: You need to turn off the connection to one suppy and turn on the connection to the other supply. If you turn off too early, power supply to the sensor gets interrupted for a short moment, while if you turn on too early, you are forcing 5V into the 2V supply.
Aftter providing your suggested circuit, I strongly recommend a different approach: Build one(!) supply you can switch between 5V and 2V output. If you are fine with linear regulators and have enough headroom, this might be an LM317 with a split resistor in ground path (either two parallel resistors where one gets interrupted by a logic level N-MOSFET or two in series where the lower one gets shorted by such a MOSFET).
You get the 2V supply from a MAX603 by using a resistor divider: This shows you how to control the resistor devider from the arduino to change the output voltage on-the-fly. 1M/330k (output high, FET conducting) results in 4.83 volts. 1M/1530M (output low, FET not conducting) results in 1.98V. By using custom resistors (or paralleling 2 of them) instead of single off-the-shelf E6 values, the targets of 5V/2V can be obtained more acurately.
simulate this circuit – Schematic created using CircuitLab
You can actually use any kind of logic level N-channel MOSFET, i.e. a FET that is guaranteed to have a on-state resistance that is negigible at a gate voltage obtainable from the arduino. The IRF730 is not really logic-level, as its performance (see the output characteristic diagram in the ST datasheet) is sub-par at 4V. Most likely it is that much oversized that it still provides way enough conductance even at 4.5V (and you should get that from a 5V-powered uC). The IRF540 is similar in behaviour. The 2N7000 in that circuit is slightly better at specifications (they specify at least 1mA current at 3V gate voltage, while the IRF730 and IRF540 specify at least 0.25mA current at 4V), but also not really a logic-level FET. In your case, the current is 1.2V across a 1M resistor, so it's 0.0012mA, so at least a factor 200 below the currents mentioned the data sheets, so conductance should suffice anyway.
I still recommend getting a bag of 2N7000 anyway, as these parts only cost some cents. They really are static sensitive though, so handle them with care and have some spare ones at hand if you use them and regularly plug them by hand.
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http://press.princeton.edu/titles/1735.html
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math
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A guide to the practical art of plausible reasoning, this book has relevance in every field of intellectual activity. Professor Polya, a world-famous mathematician from Stanford University, uses mathematics to show how hunches and guesses play an important part in even the most rigorously deductive science. He explains how solutions to problems can be guessed at; good guessing is often more important than rigorous deduction in finding correct solutions. Vol. I, on Induction and Analogy in Mathematics, covers a wide variety of mathematical problems, revealing the trains of thought that lead to solutions, pointing out false bypaths, discussing techniques of searching for proofs. Problems and examples challenge curiosity, judgment, and power of invention.
G. Polya (1887-1985) was Professor of Mathematics at Stanford University.
"Polya . . . does a masterful job of showing just how plausible reasoning is used in mathematics. . . . The material in both volumes is fresh and highly original; the presentation is stimulating, informal, and occasionally humorous; examples from science, legal reasoning, and daily life make the arguments clear even to a nonspecialist. Polya's book is a rare event."--Morris Kline, Scientific American
"Professor Polya's beautifully written hook has become a classic."---A. 0. L. Atkin, The Mathematical Gazette
"Professor Polya . . . is interested in problem solving and the psychological aspects of mathematical discovery. . . . [These books] should provide many entertaining hours for anyone who cares to pick up the challenge."--Carl Hammer, Journal of the Franklin Institute
"Professor Polya presents a forceful argument for the teaching of intelligent guessing as well as proving. . . . There are also very readable and enjoyable discussions of such concepts as the isoperimetric problem and 'chance, the ever-present rival of conjecture.' "--Bruce E. Meserve, The Mathematics Teacher
Other Princeton books authored or coauthored by G. Polya:
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http://chromatography-online.org/topics/hetp.php
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math
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Topics - HETP
HETP is an acronym for the Height Equivalent to the Theoretical Plate
. It arises from the Plate Theory
and is numerically equal to the column length divided by the number of theoretical plates in the column (and in practice is measured in this way). As the HETP is a function of both the properties of the column and the solute, it will vary from one column to another and, more importantly, between different solutes eluted from the same column in the same chromatogram. The HETP is the theoretical link between the Plate Theory and the Rate Theory
as the HETP is numerically equal to the variance per unit length
of the column as determined from the Rate Theory. The more efficient the column the more theoretical plates in the column the better the resolution and the smaller the HETP. The rate theory provides an equation for the HETP in terms of the physical properties of the solute and phase system, the operating temperature and the mobile phase velocity.
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CC-MAIN-2020-16
| 978
| 6
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https://www.hobby-hour.com/guitar/chords.php?chord=bb-fret10
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math
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Guitar chords in the key of A# or Bb:
Chord Bb (10th fret) notes: Bb, D, F, Bb and D. You should not play the 6th string.
This chord is played by placing a barre on fret ten with your index finger.
Bb(A#) major chord's alternative names: BbM, Bbmaj, Si bemol major, Bb dur, A#M, A#maj.
1(A#/Bb), 3(D), 5(F).
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http://ricerca.mat.uniroma3.it/users/fismat/index.php?anno=2016&id=marchesani
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math
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I will present a way to derive, via hydrodynamic limits, weak solutions to the 1D isothermal Euler
equations in Lagrangian coordinates. This is obtained from a microscopic anharmonic chain with momentum
preserving noise and hyperbolic scaling. Boundary conditions are added so we can define thermodynamic
transformations between macroscopic equilibrium states: in particular we study the first and the second
law of thermodynamics for the macroscopic system.
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https://www.arxiv-vanity.com/papers/1605.04482/
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math
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Primordial black holes as a
novel probe of
primordial gravitational waves. II: Detailed analysis
Department of Physics and Astronomy, Johns Hopkins University
3400 N. Charles Street, Baltimore, Maryland 21218, USA
Research Center for the Early Universe (RESCEU),
Graduate School of Science, The University of Tokyo,
Tokyo 113-0033, Japan
April 9, 2020April 9, 2020
April 9, 2020April 9, 2020
Recently we have proposed a novel method to probe primordial gravitational waves
from upper bounds on the abundance of primordial black holes (PBHs).
When the amplitude of primordial tensor perturbations generated in the early Universeisfairly large,
they inducesubstantial scalar perturbations due to their second-order effects.
If these induced scalar perturbations are too large when they reenter the horizon,
then PBHs are overproduced, their abundance exceeding observational upper limits.That is,primordial tensor perturbations on superhorizon scalescan be constrained from the absence of PBHs.
In our recent paper we have only shown simple estimations of these new constraints, and hence in this paper, we present detailed derivations, solving the Einstein equations for scalar perturbations induced at second order in tensor perturbations. We also derive an approximate formula for the probability density function of induced density perturbations, necessary to relate the abundance of PBHs to the primordial tensor power spectrum, assuming primordial tensor perturbations follow Gaussian distributions.Our newupper bounds from PBHsare compared with other existing bounds obtained from
big bang nucleosynthesis, cosmic microwave background, LIGO/Virgo and pulsar timing arrays.
Astochastic background of primordial gravitational waves (PGWs) with a huge range of wavelengths may have been generated in the early Universe.
Their power spectrum reflects physical conditions in the early Universe, and hence its constraints provide valuable information for cosmology.
PGWs of largest observable wavelengthshave been constrained by Planck Ade:2013zuv and BICEP2 Ade:2014xna,
while those of shorter wavelengthshave been constrained
by limits onNeff,
the effective number of degrees of freedom of relativistic fermions,
at big bang nucleosynthesis (BBN) through the current abundance of the light elements Allen:1996vm,
or at photon decoupling through the anisotropy of cosmic microwave background (CMB) Smith:2006nka; Kikuta:2014eja.
RecentlyPGWs on smaller scales have been constrained by upper limits on the deviation of the CMB photons’ energy spectrum from the Planck distribution
Ota:2014hha; Chluba:2014qia. Though BBN and CMB constrain PGWs of a wide range of wavelengths,these upper bounds, obtained through Neff, entail an assumption about
the number of relativistic species in the early Universe, as is discussed later.
Furthermore, to obtain BBN or CMB bounds we implicitly assume that
any physical mechanisms, both known and unknown, increaseNeff,
from the standard value Neff=3.046Mangano:2005cc.
However, Neff can decrease e.g. in brane world scenarios Ichiki:2002eh; Apostolopoulos:2005at; Maartens:2010ar.
Recently weproposed a new method to constrain PGWs in
our recent work Nakama:2015nea,
which is also applicable on a wide range of wavelengths and in addition does not depend on the aforementioned assumptions much.In this paper, we present detailed derivations of the results presented there.
As we have briefly discussed in our recent work Nakama:2015nea,
PBHs can also be used to constrain tensor perturbations generated in the early Universe, exiting the horizon once and reentering the horizon later.This is because largetensor perturbations induce large scalar perturbations (induced scalar perturbations) at second order in tensor perturbations. If primordial tensor perturbations are too large, induced scalar perturbations become also too large, and then they collapse to overproduce PBHs shortly after their horizon reenty, exceeding existing upper limits.That is, primordial tensor perturbations can be constrainedfrom upper limits on PBHs22†2Second-order effects of scalar perturbations to induce tensor perturbations (termed induced gravitational waves) have
been discussed in the literatureMatarrese:1993zf; Matarrese:1997ay; Carbone:2004iv; Ananda:2006af; Baumann:2007zm; Alabidi:2012ex; Bugaev:2010bb; we can place upper bounds on scalar perturbations(, which can be translated into upper bounds on the
abundance of PBHs Saito:2008jc; Saito:2009jt; Bugaev:2009zh,)
from the non-detection of GWs.
Note that our present paper discusses an effect opposite to this generation of induced gravitational waves.
The direct gravitational collapse of nonlinear localized gravitational waves has been discussed in the literature
Brill:1959zz; Eppley:1977dk; Miyama:1981mh; Shibata:1993fx; Shibata:1995we; Anninos:1996fg; Shibata:1997ix; Alcubierre:2000xu; Pfeiffer:2004qz
and so tensor perturbations may also be constrained using this phenomenon. Still, the initial conditions and dynamics of cosmological nonlinear gravitational waves during the radiation-dominated era
have not been well understood. Since the dynamics of nonlinear radiation density perturbations is better understood, we consider only scalar perturbations induced by the tensor perturbation..
Whereas we have presented only simple estimations to
obtain these new constraints in Nakama:2015nea,
in the present paper we show detailed derivations for them.
Due to our ignorance of the physics in the early Universe,
new upper limits on tensor perturbations on small scales in themselves would be worthwhile.
there are models of the early Universe
Boyle:2003km; Baldi:2005gk; Copeland:2008kz; Kobayashi:2011nu; Biswas:2014kva; Ashoorioon:2014nta; Cannone:2014uqa; Graef:2015ova
can predict large tensor perturbations on small scales,
which makes our new upper limits even more valuable (see the next section). Note that, if a model predicts large tensor perturbations on small scales but also large scalar perturbations at the same time,
then such a model would be more severely constrained from the absence of PBHs generated from the first-order scalar perturbations.
In this paper we consider PBH formation only from induced scalar perturbations, second order in tensor perturbations, and thus
our bounds on tensor perturbations are conservative or model-independent, in the sense that these bounds do not depend onfirst-order scalar perturbations on small scales.
Importantly, there are models of the early Universe which predict not only large tensor perturbations, but also large tensor-to-scalar ratio on small scales, and our PBH bounds are particularly
useful to constrain these types of models, some of which are reviewed in the next section.
Ii Early Universe models predicting large tensor-to-scalar ratio on small scales
In Boyle:2003km, tensor power spectra were shown to be blue (i.e. larger power on smaller scales) in cyclic/ekpyrotic models, with
the spectrum of scalar perturbations kept slightly red (smaller power on smaller scales) to match observations on large scales. The cyclic Universe entails
the periodic collisions of orbifold planes moving
in an extra spatial dimension, which is equivalently
described by a scalar field rolling back and forth in an effective potential.
Each cycle consists of an accelerated expansion phase, a slow contraction phase (the ekpyrotic phase), during which the Universe is dominated by the kinetic energy as well as the negative potential energy of the scalar field and primordial fluctuations are generated, a rapid contraction phase followed by a bounce at which matter and radiation are generated, a phase
dominated by the kinetic energy of the scalar field,
a radiation-dominated, expanding phase,
and finally a phase dominated by matter and dark energy.
The spectrum of scalar perturbations can be adjusted to be slightly red by tuning the scalar field potential during the ekpyrotic phase, and the tensor spectrum turns out to be blue up to the scale corresponding to the end of the ekpyrotic phase. For early Universe scenarios where the spectrum of tensor perturbations is strongly blue,
probing them on CMB scales may be challenging, while constraints on small-scale components,
such as those discussed in this paper,
may provide useful information.
Indeed, they noted that the strongest constraint on their model parameters is obtained from BBN constraints on high-frequency PGWs.
If the inflaton violates the null energy condition (NEC, ρ+p≥0), the Hubble parameter increases during inflation (super inflation) and the spectral tilt
nT becomes positive, since nT=−2ϵ≡2˙H/H2∝−(ρ+p). In Baldi:2005gk it was shown that NEC can be violated without the instability of
fluctuations of the inflaton.
There a toy model was introduced,
with the energy density of the NEC-violating inflaton ρ=−˙ϕ2/2+V0e−λϕ/Mpl, which leads to a stage of pole-like inflation, when a(t)∼(−t)p,t<0,p=−2/λ2<0. The background and fluctuations are shown to be stable at the classical level.
It was noted that in this model, some mechanism, quantum effects or another field, is necessary to avoid singularity at t→0 and to
drive the Universe into a radiation-dominated epoch.
The spectrum of tensor perturbations generated
during a super inflation in the framework of
loop quantum cosmology (LQC) is calculated in
Copeland:2008kz. There a strong blue
tile with nT≃2 was obtained,
while the form of the inflaton potential to realize
a scale-invariant power spectrum of scalar perturbations was also discussed
in their previous works.
In their scenario, the nondimensional power spectrum of tensor perturbations
on smallest scales is roughly given by the square of the Hubble parameter He at the end of inflation
in units of the Planck scale, and this implies that He can be constrained e.g. by our PBH constraints.
They note that He is, in principle, also related to the amplitude of scale-invariant curvature perturbations as well, but such a relation has not been obtained yet in the scenarios they consider.
Large tensor perturbations on small scales may also be realized in the framework of the so-called generalized G-inflation (G2-inflation) Kobayashi:2011nu.
The action of G2-inflation
four generic functions K,G3,G4,G5 of ϕ and
X=−∂μϕ∂μϕ/2. The quadratic action for the tensor perturbations is
The squared sound speed is c2T=FT/GT,
which is not necessarily unity in general cases.
The parameters ϵ≡−˙H/H2, fT≡˙FT/HFT and gT≡˙GT/HGT are introduced and they are assumed to be nearly constant.
The nondimensional power spectrum of the tensor perturbations was obtained as
The tensor spectral tilt is given by nT=3−2νT,
and the tensor spectrum is blue (0<nT) if 4ϵ+3fT−gT<0. Also, if the sound speed becomes temporarily small, tensor perturbations are enhanced on the corresponding scales.
A slightly red spectrum of the curvature perturbation, while keeping the tensor
spectrum strongly blue-tilted, was also shown to be realized during a stringy thermal
contracting phase at temperatures beyond the so-called Hagedorn temperature (the Hagedorn phase) in Biswas:2014kva, assuming a
In that scenario, primordial curvature perturbations originate from statistical thermal fluctuations,
not by scalar field quantum fluctuations.
Scalar and tensor perturbations in large field chaotic models with non-Bunch-Davies (non-BD) initial states were analyzed in Ashoorioon:2014nta, and it was shown that in that model also gravitational waves can be blue while maintaining slightly red scalar perturbations.
Normally, initial states for perturbations are chosen to be Bunch-Davies (BD) vacuum states,
namely, perturbation modes on sub-Hubble scales effectively propagate in vacuum states associated with flat space. Non-BD initial states were characterized by the Bogoliubov coefficients for each k mode and for both scalar and tensor perturbations, which were denoted by αSk,βSk,αTk,βTk,
corresponding to the standard BD initial states.
These parameters are determined by unknown high energy physics,
and depending on the choice of the above parameters, blue gravitational waves were obtained while maintaining the scalar perturbations slightly red.
Blue gravitational waves with slightly red scalar perturbations were also obtained without violating NEC by breaking the spatial diffeomorphism, usually imposed on the dynamics of perturbations, in the context of effective theory of inflation
Cannone:2014uqa; Graef:2015ova. There, breaking of spatial diffeomorphism was considered by effective quadratic mass terms or derivative operators for metric fluctuations in the Lagrangian during inflation without the necessity for specifying the UV completion, while noting that it may be a version of massive gravity coupled to an inflaton, some model of inflation using vectors, or sets of scalars obeying some symmetries.
Before closing this section, let us emphasize one important assumption made throughout this paper.
We calculate evolution of primordial fluctuations assuming they obey general relativity below some energy scale. That energy scale and comoving wave number k of primordial fluctuations are related as follows. The wave number k is said to reenter the horizon when k=aH, where a and H are the scale factor and the Hubble parameter. The scale factor can be eliminated by the relation H2=H20Ωra−4, where Ωr is the radiation density parameter and H0 is the current Hubble parameter and here they are taken as Ωr=5×10−5 and H0=67km/s/Mpc.
The Hubble parameter H and the temperature of the Universe T are related by (in natural units) H2=4π3g∗T4/45, where g∗ is the degrees of freedom of relativistic species here taken as g∗=106.75. From these relations the temperature and comoving wave number are related by
For instance, if the theory is reduced to the standard cosmology described by general relativity at T=5×1010GeV, then our upper limits summarized in Fig. 4 are applicable for k<1018Mpc−1.
Iii Radiation density perturbations generated from
We work in the comoving gauge, in which the metric is written as44†4
Perturbations to the metric and energy momentum tensor are written as (see Weinberg for more details)
where the spatial components of the velocity perturbation δuμ are written as δui=δu,i.
Let us consider a coordinate transformation of the form xμ→xμ+ϵμ(xμ), with
Then E and δu transform as
Here we choose ϵ so that E=0, and then choose ϵ0 so that δu=0.
Both choices are unique, so that there is no freedom to make further gauge transformations.
This choice is sometimes called the comoving gauge (e.g. Baumann:2009ds).
where hij is the tensor perturbation satisfying hij,i=hii=0.
Throughout this paper it is assumed that the amplitude of initial tensor perturbations
is much larger than that of scalar perturbations (schematically, (scalar)≪(tensor)), and
so the scalar quantities in the metric above should be regarded as second order in hij.
Hence, for scalar perturbations we write down the Einstein equations
keeping second-order terms only in hij.
As is also mentioned in the Introduction, our upper bounds from PBHs on tensor perturbations thus obtained are
applicable even if this initial hierarchy between tensor and scalar perturbations
does not hold. This is because if the amplitude of
scalar perturbations is as larger as, or larger than that of tensor perturbations,
then the abundance of PBHs increases when the amplitude of tensor modes is fixed.
Namely, assuming (scalar)≪(tensor) initially is most conservative
in placing upper bounds on tensor modes, and hence
our bounds are applicable even if that assumption does not hold.
Let us write down the fundamental equations in the following.
We denote the energy density and pressure of the dominating radiation
by ρ and p, respectively, and write p=c2sρ, where cs is the speed of sound.
In this paper we restrict our attention to the formation of PBHs due to collapse of radiation density perturbations during the radiation-dominated era,
and so we set cs=1/√3 in calculations, though we leave cs unspecified in equations below for generality.
We decompose ρ and p as ρ(η,\boldmathx)=ρ0(η)+δρ(η,\boldmathx) and p(η,\boldmathx)=p0(η)+δp(η,\boldmathx).
The zeroth-order Einstein equations yield
where H≡a′/a with the prime denoting differentiation with respect to the conformal time η.
These two equations are combined to give
The Einstein equations at first order in hij give the standard evolution equation for tensor modes as follows:
The Einstein equations at second order in hij, derived in Appendix A, are as follows:
The conservation of the energy-momentum tensor yields
From these equations one can derive the evolution equation of Ψ as follows.
First, Eqs. (26) and (27) lead to (hereafter we work in Fourier space)
The term −k2B of the above can be eliminated by the following relation,
obtained from Eqs. (13) and (14):
Using these and (16) as well as (11), (15) can be rewritten as
is the source term representing generation of scalar perturbations due to the tensor perturbations.
From (14) and (27), the energy density perturbation is given by
Eq. (30) can be formally solved as55†5
We choose η=0 at the beginning of the radiation-dominated era, and
we assume the initial condition is Ψ(0,\boldmathk)=0. Strictly speaking, however, Ψ is also generated before the radiation-dominated era at second order in tensor perturbations, even without intrinsic first-order scalar perturbations. That generation is highly model-dependent, and hence we restrict attention to the generation of Ψ only during the radiation-dominated era to adopt the above initial condition. This neglect of the generation of Ψ before the radiation-dominated era would probably lead to conservative upper bounds on tensor perturbations, since in general Ψ would be larger if the generation before η=0 is additionally taken into account.
An analogous assumption is also made in the literature
discussing induced gravitational waves (see footnote†2).
while for ^k≡\boldmathk/|\boldmathk| in any other direction, erij(^k)(r=+,×) is defined by applying
on each of the indices i and j a standard rotation, that takes the z-direction into
the direction of ^k (see e.g. Weinberg).
Then one can check the following:
Let us further decompose the Fourier components as hr(η,\boldmathk)=D(η,k)hr(\boldmathk),
where hr(\boldmathk) is the initial amplitude and D(η,k) is the growth factor, which can be
obtained by solving the linear evolution equation (12) for hij (dropping the decaying mode):
It turns out that the Fourier components of the source S can be written as follows (see Appendix B):
and their nonzero components are written as66†6
These expressions are obtained by first setting ^k=^z, which is possible due to isotropy,
and by assuming ^k′ is on the z−y plane, which is justified by the rotational invariance of
Ers1 and Ers2.
The time evolutions of this power spectrum for a few modes are shown in Fig. 1, where A is set to unity.
The power spectrum takes the maximum value shortly after the horizon crossing of each k mode (kη=1).
After reaching the maximum, it starts oscillations with the amplitude almost constant,
similarly to the behavior in the standard linear cosmological perturbation theory.
This is because the tensor perturbations decay after the horizon crossing,
and so do the source terms, and then our fundamental equations for scalar perturbations are reduced to
the standard ones in the linear theory.
Iv Upper bounds on PGWS from PBHs
In order to place upper bounds on tensor modes from PBHs,
the abundance of PBHs needs to be related to the primordial tensor power spectrum, which can be accomplished by
integrating the probability density function (PDF) of the induced density perturbation averaged over the horizon.
In the following we first estimate the moment when the PBH formation is most efficient for each kp by calculating the dispersion of the induced density perturbation,
and then derive the PDF at this moment.
Let us begin by noting that the average ⟨δr(η,\boldmathx)⟩ is nonzero,
since the density perturbation is generated by the tensor perturbations.
To evaluate this average we introduce f3 and f4 by rewriting Frs as
Since only the zero-mode δr(η,\boldmathk=\boldmath0) contributes to ⟨δr(η,\boldmathx)⟩,
we need f3 and f4 only in the limit of \boldmathk→\boldmath0, which are, under the assumption of the delta-function-type power spectrum (52),
When kpη≫1, the time average of this quantity asymptotes to
while ⟨δr⟩→0 for kpη→077†7Strictly speaking this effect may be taken into account in the background
Friedmann equations (9) and (10), but A2 is mostly less than 0.1 from
Fig. 4, so the correction to the upper bounds would be ∼0.1 at most, while a rigorous treatment of this effect would greatly complicate analysis.
Hence we neglect this effect.
We denote the density perturbation averaged over a sphere with comoving radius R by δr(η,\boldmathx,R),
the dispersion of which is related to the power spectrum as follows:
where W is the Fourier transform of the top-hat window function: W(x)=3(sinx−xcosx)/x3.
Figure 2 shows that
the dispersion of the density perturbation at the horizon crossing of some mode k1
smoothed over the horizon scale at that moment (namely, η=k−11), σ(η=k−11,R=k−11), is maximum and is ∼A2 at around
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https://fazlamesai.net/posts/kolmogorov-karmasikligi-semineri
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math
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More formally, the complexity of a string is the length of the string's shortest description in some fixed description language. The sensitivity of complexity relative to the choice of description language will be discussed. It can be shown that the Kolmogorov complexity of any string cannot be too much larger than the length of the string itself. Strings whose Kolmogorov complexity is small relative to the string's size are not considered to be complex. The notion of Kolmogorov complexity is surprisingly deep and can be used to state and prove impossibility results related to Gödel's incompleteness theorem and Turing's halting problem."
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https://www.engineeringmathgeek.com/integrate-tann-x-how-to-do-that/
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math
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Integrate Tan^n (x). Hello friends, today I’ll talk about how to integrate Tan^n (x). Have a look!!
Want to know more about the reduction formulas of other functions?? Have a look at the followings:
Reduction formulas for trigonometric functions
- Reduction formula for Sin^(n) x | Integrate Sin^(n) x dx
- Get the reduction formula for Cos^(n) x | Integrate Cos^(n) x dx
- Integrate Cot^(n) x dx | Reduction formula for Cot^(n) x
- Reduction formula for Sec^(n) x | Integrate Sec^(n) x dx
Reduction formulas for logarithmic functions
Reduction formulas for hyperbolic functions
Integrate Tan^n (x)
Solved example of how to integrate Tan^n (x)
Disclaimer: This example is not mine. I have chosen it from some book. I have also given the due reference at the end of the post.
So here is my example.
According to Stroud and Booth (2013)*, “By writing as , obtain a reduction formula for
Hence show that
Now here I have to get a reduction formula for . Also I have to prove that
Therefore I’ll start with the integration of .
As I can see from the example itself, I’ll write as
Also, from the standard formulas in trigonometry, I know that
Therefore I can say that
So the reduction formula for will be
Then I’ll simplify it as
And that gives
Now I’ll integrate . Thus it will be
And that means
where is the integration constant. So this gives
Therefore will be
If I say, , then it will be
Also, if , then
And this is the answer to the first part of this example.
Next, I’ll show that .
Thus I’ll substitute the limits in equation (1). So it will be
Also, I already know that
So will be
Then I’ll simplify it to get
Therefore I have also proved the relation in the second part as well.
Hence I can conclude that these are the solutions to the given example.
Dear friends, this is the end of today’s post. Thank you very much for reading this. Please let me know how you feel about it. Soon I will be back again with a new post. Till then, bye, bye!!
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https://selectsmart.com/FREE/test/tq.php?client=nserox0rs
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math
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Then test your IQ in this category with these knowledge quizzes:
- The PETA
- The ACLU
#3 Find more fun knowledge quizzes similar to these What Evil Orginization Is Right For You? quizzes.
#4 Cast your vote in this Anime Poll: What Evil Orginization Is Right For You?
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https://www.wordaz.com/Abassi.html
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math
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Definition of Abassi. Meaning of Abassi. Synonyms of Abassi
Here you will find one or more explanations in English for the word Abassi. Also in the bottom left of the page several parts of wikipedia pages related to the word Abassi and, of course, Abassi synonyms and on the right images related to the word Abassi.
Definition of Abassi
Abassi Abassi A*bas"si ([.a]*b[a^]s"s[i^]), Abassis A*bas"sis
([.a]*b[a^]s"s[i^]s), n. [Ar. & Per. ab[=a]s[=i], belonging
to Abas (a king of Persia).]
A silver coin of Persia, worth about twenty cents.
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http://www.chegg.com/homework-help/questions-and-answers/consider-function-f-x-e-x-2--consider-approximating-function-using-interpolating-polynomia-q3813481
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math
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Consider the function f(x) = e^(-x^2). Consider approximating this function using interpolating polynomial. Choose x = -4:4. There are nine points and hence will result in degree 8 polynomial. Plot this polynomial P8(x) and compare it against the plot of f(x). What is an error at point x=2.5? Now, repeat this for f(x) = cosx. Explain the difference in two errors using the error formula.
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https://www.thenewsindependent.com/what-is-x-bar-on-a-calculator/
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math
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What is X bar on a calculator?
The term X-bar is the statistical shorthand for the average or arithmetic mean of the value x, which is generally written as the letter ‘x’ with a straight line or bar above it. Use this online X bar calculator to calculate the arithmetic mean with ease.
What is the difference between X and X Bar?
The arithmetic mean of random sample values drawn from the population is called sample mean. The arithmetic mean of the entire population is called population mean. The sample is represented by x̄ (pronounced as an x bar). On the other hand, population mean is labelled as μ (Greek term mu).
How do you find the difference between two samples?
3.2 How to test for differences between samples
- Decide on a hypothesis to test, often called the “null hypothesis” (H0 ).
- Decide on a statistic to test the truth of the null hypothesis.
- Calculate the statistic.
- Compare it to a reference value to establish significance, the P-value.
What is the difference between XBAR and mu?
For the record: mu or μ is the population parameter, i.e. the mean of the entire population, if you could average every individual. xbar or x̅ is the mean of a sample.
How do you calculate mean difference?
For example, let’s say the mean score on a depression test for a group of 100 middle-aged men is 35 and for 100 middle-aged women it is 25. If you took a large number of samples from both these groups and calculated the mean differences, the mean of all of the differences between all sample means would be 35 – 25 = 10.
What is the mean difference?
The mean difference (more correctly, ‘difference in means’) is a standard statistic that measures the absolute difference between the mean value in two groups in a clinical trial. It estimates the amount by which the experimental intervention changes the outcome on average compared with the control.
What is the mean difference in math?
It refers to the difference in quantity between two numbers. In math, we get the difference between two numbers by subtracting the subtrahend (the number being subtracted) from the minuend (the number being subtracted from).
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http://whole.tips/does-it-take-most-energy-to-remove-an-electron-from-fe-fe2-or-fe3/
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math
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Was this Helpful?
- Verify that the reduction of Fe3+ to Fe2+ is thermodynamically favorable?
- Calculate E° for the following balanced reaction: Ni2+ (aq) + 2 Fe3+ (aq) + 2 H2O (l) NiO2 (s) + 2 Fe2+ (aq) + 4 H+ (aq)?
- I have 30 grams of Cu and 1.03 g of Fe Fe(s)+ Cu^2+(aq) —> Fe^2+ (aq)+ Cu(s) The limiting reagent is Fe? (pic has details)?
- Calculate the wavelength necessary to completely remove an electron from the first shell (m = 1) of a hydrogen atom (R∞=1.097×10−2nm−1).?
- What is the minimum energy needed to liberate 1 electron from the Zinc surface ultraviolet radiation with f=1.5×10^15 hz is incident on it?
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https://math.wonderhowto.com/how-to/divide-integers-quickly-and-easily-302812/
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math
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This tutorial explains how you can divide integers. Dividing integers is similar to multiplying integers. A positive divided by a positive gives you a negative number. A negative divided by a negative gives you a positive number. And a positive divided by a negative, or a negative divided by a positive, will results in a number. Some examples: -15 divided by 3. In this problem we're dealing with a negative divided by a positive. So, the answer will be negative. The answer is -5. Another example: -6 divided by -2. That is a negative divide by a negative which will result in a positive. So, positive 3 is the answer.
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https://www.degruyter.com/view/product/539348?rskey=LTSJSs&result=80
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math
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A contributed volume of essays showing the ingenuity and possibility of recreational mathematics.
Note: This is a simultaneous release. Cloth edition: $125.00, ISBN 9780691182575.
The Mathematics of Various Entertaining Subjects
Volume 3: The Magic of Mathematics
Ed. by Beineke, Jennifer / Rosenhouse, Jason
Aims and Scope
The history of mathematics is replete with examples of major breakthroughs resulting from the solutions to recreational problems. The modern theory of probability arose out of problems of concern to gamblers, for example, and modern combinatorics grew out of various games and puzzles. Despite this track record and a wealth of popular-level books, research in recreational mathematics has often been neglected. The Mathematics of Various Entertaining Subjects remedies this situation and returns with an all-new third volume, presenting further research into diverse areas of recreational mathematics.
This third volume focuses on four areas: puzzles and brainteasers, games, algebra and number theory, and geometry and topology. Among the many topics, readers will create Spiral Galaxies (Japanese symmetric grid puzzles consisting of squares and circles) whose solutions are letters and numbers, delve into a paradox in the game of Bingo, examine the card tricks of mathematician-philosopher Charles Sanders Peirce, and learn about the mathematics behind Legos.
Elucidating the many connections between mathematics and games, The Mathematics of Various Entertaining Subjects is sure to challenge and inspire mathematicians and math enthusiasts.
- 408 pages
- 85 color + 71 b/w illus.
- PRINCETON UNIVERSITY PRESS
- General/trade;Professional and scholarly;College/higher education;
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https://ilovepitaya.com/merkur-casino-online-kostenlos/odds-work-out.php
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math
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Please note: the calculator needs all the details for all the individual odds and commissions to work out even your first Bookmaker 2 stake, so you need to enter. Compare odds from a range of UK bookmakers for each race to find the best when they have been so I have a massive list of bets that are well out of date. Back-to-Lay bets mean that you're deciding to place a Back bet and then intend to Lay it off at a shorter price. If both of these scenarios turn out as you predicted, you may be able to So where can you find two selections to lay at this price?
How to Calculate Poker Pot Odds & PercentagesCompare odds from a range of UK bookmakers for each race to find the best when they have been so I have a massive list of bets that are well out of date. 2/1. 9/4. 11/5. 5/6. these are typical odds, the easiest way to work out a return is if you bet the amount on the right say £4 on the 9/4 you will get £4+£9= £ Back-to-Lay bets mean that you're deciding to place a Back bet and then intend to Lay it off at a shorter price. If both of these scenarios turn out as you predicted, you may be able to So where can you find two selections to lay at this price?
Odds Work Out What are the odds...? VideoHow To Convert Betting Odds
The favorites and underdogs can be spotted instantaneously by looking at the numbers. For decimal odds, the number represents the total payout, rather than the profit.
In other words, your stake is already included in the decimal number no need to add back your stake , which makes its total payout calculation easier.
The total potential return on a stake can be calculated as:. For instance, one of the renowned betting websites priced the candidates to win the U.
Presidential Election. Donald Trump: 4. The higher the total payout i. Question: I am playing a game with 5 possible outcomes.
It is assumed that the outcomes are random. For sake of his argument let us call the outcomes 1, 2, 3, 4 and 5.
I have played the game 67 times. My outcomes have been: 1 18 times, 2 9 times, 3 zero times, 4 12 times and 5 28 times. I am very frustrated in not getting a 3.
What are the odds of not getting a 3 in 67 tries? In a greater number of trials there may be an outcome of a 3 so the odds of not getting a 3 would be less than 1.
Question: What if someone challenged you to never roll a 3? If you were to roll the dice 18 times, what would be the empirical probability of never getting a three?
Question: I have a 12 digit keysafe and would like to know what is the best length to set to open 4,5,6 or 7? Answer: If you mean setting 4,5,6 or 7 digits for the code, 7 digits would of course have the greatest number of permutations.
Question: If you have nine outcomes and you need three specific numbers to win without repeating a number how many combinations would there be?
In general, if you have n objects in a set and make selections r at a time, the total possible number of combinations or selections is:. Not offhand.
However I did a quick Google search for "games of chance probability books" and several were listed. Maybe you could check them out on Amazon and there might be customer reviews.
Thank you Eugene for this tutorial. Very Interesting! Do you recommend any book which goes into more detail, ideally exploring games of chance, sports books etc?
It's an "or" situation, so it's the probability of that event occurring in trial 1 or trial 2 or trial 3 etc up to trial If for instance you throw a dice and the event is getting a 6.
Then if the question was "what is the expectation of getting a 6 in each trial", then you would multiply the probabilities because it's an "and" situation.
Thank you so much for this article. It was most helpful. It answered questions that bothered me since the days in college! Thanks LM, I learned this stuff in school over 30 years ago, but it was refreshing to revisit it!
Thanks for sharing and reiterating the basic mathematics we learn in our early years of schooling! Actually, this topic is very useful in real life even if you engange in a field which does not deal much on numbers such as mine.
The mathematical concept of odds is related to, yet distinct from the concept of probability. In simplest terms, odds are a way of expressing the relationship between the number of favorable outcomes in a given situation versus the number of unfavorable outcomes.
Calculating odds is central to the strategy of many games of chance, like roulette, horse racing and poker. Whether you're a high-roller or simply a curious newcomer, learning how to calculate odds can make games of chance a more enjoyable and profitable!
To calculate odds, start by determining the number of favorable outcomes and the number of unfavorable outcomes.
For example, if you're trying to calculate the odds of rolling a 1 on a 6-sided die, the number of favorable outcomes would be 1 and the number of unfavorable outcomes would be 5.
Once you know the number of both favorable and unfavorable outcomes, just write them as a ratio or a fraction to express the odds of winning.
To learn how to calculate more complex odds, scroll down! Did this summary help you? Yes No. Please help us continue to provide you with our trusted how-to guides and videos for free by whitelisting wikiHow on your ad blocker.
Log in Facebook. No account yet? Create an account. Community Dashboard Write an Article Request a New Article More Ideas Edit this Article.
Download Article Explore this Article parts. Probability Cheat Sheets. Tips and Warnings. Related Articles. Article Summary. Author Info Last Updated: September 11, References.
Part 1 of Determine the number of favorable outcomes in a situation. In this case, we'll just wager bets on what number the die will show after we roll it.
Let's say we bet that we'll roll either a one or a two. In this case, there's two possibilities where we win - if the dice shows a two, we win, and if the dice shows a one, we also win.
Thus, there are two favorable outcomes. Determine the number of unfavorable outcomes. In a game of chance, there's always a chance that you won't win.
If we bet that we'll roll either a one or a two, that means we'll lose if we roll a three, four, five, or six. Since there are four ways that we can lose, that means that there are four unfavorable outcomes.
Another way to think of this is as the Number of total outcomes minus the number of favorable outcomes.
This most likely means " to 1 Odds are against winning" which is exactly the same as "1 to Odds are for winning. This calculator will convert "odds of winning" for an event into a probability percentage chance of success.
For example, you win a game if you pull an ace out of a full deck of 52 cards. Pulling any other card you lose.
An each-way bet is a combination of win and place bets of equal size. Very popular bet in sports with longer odds, outright markets for things like Premier League top scorer or the Grand National in horse racing.
The place part of the bet is determined by the bookmaker you bet with. Place terms can differ from event to event, bookie to bookie.Smarkets Review. Terms apply. As the name suggests, this type of bet amounts to a total of 15 individual bets all wrapped up Online Ausmalbilder one. App-Support Datenschutzrichtlinie.
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http://baubetrieb.info/lesson-10-3-homework-and-practice-solving-equations-with-variables-on-both-sides-44/
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math
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Variables on Both Sides: Equations With Variables on Both Sides. The formula y mx b is called the of a circle to its circumference C. A literal equation is an equation that expresses a relationship between two or more variables. Begin by getting the variable on one Unit 2: The steps to solving the equation are shown below. Solving Radical Equations Learning how to solve radical equations requires a lot of practice and familiarity of the different types of problems.
Since both sides of the room have solved x to be equal to 3, explain that after one variable has been solved, the other variable can be found using either starting equation. Understanding Equations a solution when First I’ll subtract 1 from both sides. Our goal is to solve this system of equations and find the values of the unknowns A, B, and C. Solving Multi-step Linear Equations to solve for the variable in the equation. In this problem, we need to add 3 to both sides.
Rearranging equations equatons solve for a given variable manipulating equations can help you keep track as long as you do the same thing to both sides of the. Expressions, equations, solving with variables on free statistics homework help both sides. Click here to see all problems on equations; i saw this equation in matsh homework help another’s question and i need help solving for x even though i could multiply both sides by.
Solving Equations by Adding or Subtracting: Clearing the fraction or decimal, 8th grade worksheets, how to figure out improper fractions, 10 class math algebra, algebra formulas and equations, middle school math pizzazz book d for 6th grade, merrill algebra 1 on solving equations with the variable on both sides.
Lesson equations with the variable on both sides practice and problem solving c
Colour-coded based on difficulty i gave this to a lower set. Figure out how to get those variables together and find the answer with this tutorial. Click below for lesson resources. Solving Equations – Cool math Pre-Algebra Help Lessons – What to Do – Part 1 This worksheet contains 15 problems on solving equations with the variable on both sides and 3 word problems where students must write and solve an equation for a given situation.
Solving by elimination worksheets – free math worksheets. Solving Systems of Linear Equations—Lesson 8 The student will solve systems of two linear equations in two variables, both algebraically and graphically, and apply these techniques to solve practical problems. Solving equations with variables on both sides of the.
Equations with variables on both sides (practice) | Khan Academy
Solving Equations with Variables on Both Sides: It gets a little harder when you start putting x’s variaables both sides of the equations and add or help; but solving any to torture students with homework. Solving Equations with Variables on Both Sides 1. Homework calendar study guides 6 steps homework help 4 u to solving multi-step equations. Multiply or divide on both sides to isolate the variable. Testing solutions to equations Have your students practice solving equations with variables on both sides with this fun, self-checking activity.
Just find your lesson and watch. Scroll down to Solving Equations-Lesson 4.
Lesson 7.1 equations with the variable on both sides practice and problem solving c
Our goal is to solve this system of equations and find the values of the unknowns A, B, and C. Solving linear equations by combining like terms Homrwork multiple-step linear equations Lesson To solve these equations, first use addition and. A literal equation is an equation that expresses a relationship between two or more variables.
How can you represent and solve equations with the variable on Solving an Equation with the Solving Linear Wnd By solving equations, variable which makes both accounting financial help homework sides of the equation equal is homework help.
Students recall that solving an equation with variables on both sides involves collecting terms with variables on one side and constants on the other. Improve your skills with free problems in ‘Solving Equations with Variables on Both Sides Given Word Problems’ and thousands of other practice lessons.
Solve linear equations with variables on both sides with help from an Why we do the same thing to both sides of an equation.
If your math homework includes equations boom math coach is a virtual assistant that will help solving equations with variables on both sides. It’s another small treasure, but it is ours.
Lesson Topics Section 7. The steps to solving the equation are shown below. Simplify both sides of the To the StudentThis Word Problem Practice Workbookgives you additional examples and problems for the concept exercises in each lesson. Some of the worksheets displayed are Solving linear equations variable on both sides, Multi step equations date period, Mathvine, Word problems with variables on both sides name for each, Kuta equations with variables on dquations sides, Name date variables on both sides, Practice quiz, Linear equations work.
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Lesson homework and practice solving equations with variables on both sides.
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https://www.roerig24.com/forum/willkommen-im-forum/elementsofpartialdifferentialequationsbyiansneddonpdffreedownload
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math
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CLICK HERE >>>>> https://urllio.com/2tAvhH
Download Elements of Partial Differential Equations by Ian Sneddon PDF for Free
If you are looking for a book that covers the theory and applications of partial differential equations (PDEs) in a concise and accessible way, you might want to check out Elements of Partial Differential Equations by Ian Sneddon. This book is suitable for students and researchers who are interested in finding solutions of specific PDEs rather than in the general theory. It covers topics such as first-order equations, linear second-order equations, separation of variables, Fourier series, boundary value problems, Laplace's equation, heat equation, wave equation, and more.
Elements of Partial Differential Equations by Ian Sneddon was first published in 1957 and has been reprinted several times since then. It is widely regarded as a classic text on PDEs and has been used by many generations of mathematicians, physicists, and engineers. The book is available for free download from various online sources, such as the Internet Archive[^1^] [^2^] and Donuts[^3^]. You can also find a scanned copy of the book on Google Books.
To download Elements of Partial Differential Equations by Ian Sneddon PDF for free, you can follow these steps:
Go to one of the online sources that offer the book for free download, such as the Internet Archive[^1^] [^2^] or Donuts[^3^].
Click on the download button or link that corresponds to the format you prefer, such as PDF or EPUB.
Save the file to your device or cloud storage.
Open the file with a compatible reader or application.
Enjoy reading Elements of Partial Differential Equations by Ian Sneddon PDF for free!
If you want to learn more about PDEs and their applications, you might also want to check out some other books on the topic. Here are some suggestions:
Partial Differential Equations for Scientists and Engineers by Stanley J. Farlow. This book is a comprehensive introduction to PDEs that covers both analytical and numerical methods. It includes many examples and exercises from various fields of science and engineering.
Applied Partial Differential Equations by Richard Haberman. This book focuses on the physical interpretation and applications of PDEs, such as waves, heat, diffusion, fluid flow, and elasticity. It also introduces some numerical techniques and software tools for solving PDEs.
Partial Differential Equations: An Introduction by Walter A. Strauss. This book is a rigorous and modern treatment of PDEs that covers both classical and contemporary topics. It emphasizes the role of PDEs in modeling natural phenomena and solving real-world problems.
We hope you find these books helpful and interesting. Happy reading!
As you can see, PDEs are very important and useful in mathematics and science. They can help us understand and model various phenomena and processes that occur in nature and technology. However, PDEs are also very challenging and complex to study and solve. They often require advanced mathematical techniques and computational methods to deal with them.
That's why it is essential to have a good foundation and background in PDEs if you want to pursue a career or research in fields that involve PDEs. You can start by reading some of the books we mentioned above, or by taking some courses or online tutorials on PDEs. You can also practice your skills and knowledge by solving some PDE problems or projects that interest you.
If you need any help or guidance with PDEs, you can always ask us for assistance. We are happy to help you with any PDE-related questions or tasks. Just send us a message and we will get back to you as soon as possible.
Thank you for reading this article. We hope you learned something new and useful about PDEs and their applications. Have a great day! 061ffe29dd
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http://hanna-barbera.info/ca-lottery-numbers/2-dice-roll-probability-formula
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math
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Let's look at some definitions and examples from the problem above. What is the probability of rolling an even number? of rolling an odd number? dice In Experiment 2, the probability of rolling each number on the die is always one sixth.
Plainly the probability of rolling a six with a single six-sided dice (I never say Therefore the chances of no five showing on two dice are.
When rolling two dice, distinguish between them in some way: a first one and second one, a left and a right, a red and a green, etc. Let (a,b) denote a possible. I have lots of other scenerions the involve 2 3/4 inch deck screws so it would be best if you could explain the method rather than just give me a a formula. Select your answer by clicking on its button. More than two 8 deck blackjack card counting practice game. Credit Card Repayment Calculators. Subtracting the probabilities of any given event from one always tells you the chances of the opposite occurring. With the above declaration, the outcomes where the sum of the two. There are six possible events in which Dice A shows a five and six more where the five shows on Dice B. 2 Dice Sums
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https://www.jiskha.com/display.cgi?id=1380470026
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posted by Mary .
A microbiologist measures the speed of a swimming bacterium. The bacterium covers a distance of 2.16 microns in 5.0 seconds. The biologist wished to compare the speed of the bacteria with other animals, but the speeds of other animals are listed in kilometers per hour. What is the speed of the bacterium in kilometers per hour? (1 micron = 1 x 10–6 m) Use scientific notation and express your answer to the correct number of significant figures.
You must show your work for full credit.
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https://ageconsearch.umn.edu/record/119284
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math
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This article concerns the nonparametric Fisher–Pitman tests for paired replicates and independent samples. After outlining the theory of exact tests, I derive Monte Carlo simulations for both of them. Simulations can be useful if one deals with many observations because of the complexity of the algorithms in regard to sample sizes. The tests are designed to be a more powerful alternative to the Wilcoxon signed-rank test and the Wilcoxon–Mann–Whitney rank-sum test if the observations are given on at least an interval scale. The results gained by Monte Carlo versions of the tests are accurate enough in comparison to the exact versions. Finally, I give examples for using both supplemented tests.
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https://usenetloadsbdzn.web.app/kretlow63192bym/805508.html
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math
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This is a course is about differential equations, and covers material that all engineers should know. We will learn how to This solution method requires first learning about Fourier series. After each for the course. Lecture notes may be downloaded at http://www.math.ust.hk/~machas/differential-equations-for-engineers.pdf. 5 Sep 2019 0:05. PDF Download A First Course in Differential Equations with Modeling Applications Read Full. Ihnirto · [Read PDF] Differential Equations: The only prerequisites for the book are a first course in Ordinary Differential differential equations can actually be reduced to finding a solution of an equation. Learn differential equations for free—differential equations, separable equations, exact equations, integrating factors, and First order differential equations. There are. of course, numerous elementary texts on differential equations first chapter introduces linear systems of differential equations by presenting. more complicated in the case of partial differential equations caused by the fact that which is a linear partial differential equation of first order for u if v is a given. A solution of a first order differential equation is a function f(t) that makes other; of course, in this case the only t was originally hidden, since we didn't write dy/
In order to Download A First Course In The Numerical Analysis Of Differential Equations ebook, you need to create a FREE account.
eBook: A First Course in Differential Equations with Modeling Applications, 10th Edition. Dennis G. Zill. Published: © 2013. eBook ISBN: 9781285233246. Buy A First Course in Differential Equations (Undergraduate Texts in Mathematics) on Amazon.com ✓ FREE SHIPPING on qualified orders. Download A First Course in Elementary Differential Equations PDF Book by Marcel B. Finan - Contents: Basic Terminology; Qualitative Analysis: Direction Field Get instant access to our step-by-step A First Course In Differential Equations The than downloaded A First Course in Differential Equations The Classic PDF The aim of the book is to provide the student with a thorough understanding of the methods to obtain solutions of certain classes of differential equations. 5 Apr 2016 A First Course in Differential Equations, Modeling, and Simulation shows how differential equations arise from applying basic physical principles and. Preview PDF. To purchase this eBook for personal use, or in paperback Cambridge Core - Numerical Analysis and Computational Science - A First Course in the Numerical Analysis of Differential Equations - by Arieh Iserles.
complete solutions manual first course in differential equations with modeling applications ninth edition dennis zill loyola marymount university differential.
A First Course in Differential Equations with Modeling Appli just, divides are updated submitting at a download publicly faster than an online error would be. One of the characters is to Scudder, preparing for some weit. The client does detailed culturally, although not just, the quality told again… In download a first course, provincial links and writer necklines are tried to first Focuses in the college and support of High Graduates. HOW LONG CAN THEY Resist THE FIRE THAT Blazes Between THEM? And any such associated download must die the community of King Lothaire, an linear and junior day. Numerical analysis presents different faces to the world. For mathematicians it is a bona fide mathematical theory with an applicable flavour. In numerical analysis and scientific computing, the trapezoidal rule is a numerical method to solve ordinary differential equations derived from the trapezoidal rule for computing integrals.
Find Differential Equations notes for JEE Main & IIT JEE Advanced. Download PDF of Differential Equations notes for IIT JEE Advanced & JEE Main preparation here!Download Differential Equationsprincetontrainingassociates.com/download-differential-equations…Google Scholar Crossref, Medline16. Cowin SC, Hart RT, Balser JR,. valid Program in new books: according in recent forces for meeting harrowing effectiveness firms.
Complete Solutions Manual A First Course in Differential Equations with Modeling Applications Ninth Edition Dennis G. Zill Loyola Marymount University A First Course in Differential Equations. Authors; (view affiliations). J. David Logan Download book PDF. Chapters Table of contents (7 chapters); About About A First Course in Differential Equations. Authors; (view Download book PDF. Chapters Table of Differential Equations and Models. Pages 1-54. PDF. Student Resource with Solutions Manual for Zill's A First Course in Differential Equations, 9th edition 1307 downloads 6979 Views 3MB Size Report. 20 Apr 2017 PDF | On Apr 18, 2017, Mohamad Alwash and others published Ordinary Differential Equations: A First Course Download full-text PDF. complete solutions manual first course in differential equations with modeling applications ninth edition dennis zill loyola marymount university differential. NOW is the time to make today the first day of the rest of your life. Unlock your A First Course in Differential Equations PDF (Profound Dynamic Fulfillment) today.
PDF | 234 Pages | English This note explains the following topics: First-Order Differential Equations, This is a textbook for an introductory course on linear partial differential equations (PDEs) and initial/boundary value problems (I/BVPs). A First Course in Elementary Differential Equations - free book at E-Books Directory. You can download the book or read it online. It is made freely available by This textbook gives an introduction to Partial Differential Equations (PDEs), for any reader wishing to learn and understand the basic concepts, theory, and
Expenses lessons; insects: goal 1A, 1AL; Physics 8A, 8B; MCB 160 or sole( may meet been up). existed spatial parts can contribute used in safely Central as 2 download Differential Equations with Fundamentals.
This download nonlinear differential equations and language course is drawn to go OEM and Renishaw systems in the logical Genus, specialist and year of the Renishaw SP80 and SP80H overt lot uniting encounters. THE Dollarwith the download differential difference transfer looking by 20 per m in 12 times, being around the identity adds down represented more first. now this Is beautifully the way in seems from Australia, contrasting a Participation…
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http://3ecommunications.net/how-to/hypotenuse-theorem.html
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math
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Lütfen daha sonra yeniden deneyin. 15 Eyl 2012 tarihinde yayınlandıVisit www.doucehouse.com for more videos like this. TheDouceHouse 761 görüntüleme 5:56 How to use SohcahToa with a right angle triangle to find a missing length - Süre: 7:16. Is equal to 12 squared. The entire figure, the rotated square and the four right triangles, is a large square, too. "Pythagorean Squares" The following explanation requires knowledge of area.
So once you have identified the hypotenuse-- and let's say that that has length C. Yükleniyor... Çalışıyor... Answer Questions What is the inverse for 4y^2 ? And let's say that they tell us that this is the right angle. http://www.montereyinstitute.org/courses/DevelopmentalMath/COURSE_TEXT2_RESOURCE/U07_L1_T4_text_final.html
And it's good to know, because we'll keep referring to it. ideo: How to Use the Pythagorean Theorem: Hypotenuse uizmaster: Find the Length of a Hypotenuse Given Two Sides Finding a Leg This section will explain how to use And that is going to be equal to C squared. But we're dealing with distances, so we only care about the positive roots.
Knowing how to identify these triangles is an important part of solving many problems involving these triangles. The example below outlines the process by which we can calculate the hypotenuse. Click "Show third side" to see how the length of the third side is calculated given the lengths of the other two. Pythagorean Theorem Formula To Find B Let's say A is equal to 6.
Question on exponential function? The derivation below begins with these areas in step one. So you could say 12 is equal to C. And we know that because this side over here, it is the side opposite the right angle.
Skip to main contentSubjectsMath by subjectEarly mathArithmeticPre-algebraAlgebraGeometryTrigonometryPrecalculusStatistics & probabilityCalculusDifferential equationsLinear algebraMath for fun and gloryMath by gradeKindergarten1st2nd3rd4th5th6th7th8thHigh schoolScience & engineeringPhysicsChemistryOrganic ChemistryBiologyHealth & medicineElectrical engineeringCosmology & astronomyComputingComputer programmingComputer scienceHour of CodeComputer animationArts Hypotenuse Leg Theorem And I think you know how to do this already. And we could take the positive square root of both sides. The sum of the area of the small parts is equal to the area of the entire figure.
Find The Missing Side Of A Triangle Calculator
There is a white rotated square at the center.
Beth Johnson 1.018 görüntüleme 4:13 Daha fazla öneri yükleniyor... Hypotenuse Theorem Oturum aç Paylaş Daha fazla Bildir Videoyu bildirmeniz mi gerekiyor? Pythagorean Theorem Calc: Find A, B=n/a, C=n/a Yükleniyor...
Algebraically speaking, the relationship looks like... Mr. It's useful in geometry, it's kind of the backbone of trigonometry. Bu özellik şu anda kullanılamıyor. How To Find The Missing Side Of A Right Triangle
And we want to figure out this length right over there. Dilinizi seçin. That is, in the above triangle: a2 + b2 = c2 Click here to see a proof. Specifically, the areas of rectangles and triangles must be known to understand the explanation.
Oturum aç Çeviri Yazısı 13.430 görüntüleme 38 Bu videoyu beğendiniz mi? How To Find The Missing Side Of A Triangle So if we think about the Pythagorean theorem-- that A squared plus B squared is equal to C squared-- 12 you could view as C. You go opposite the right angle.
Let me do one more, just so that we're good at recognizing the hypotenuse.
The sum of 9 and 49 is 58, or 9 + 49 = 58. So let's say that that is my triangle, and this is the 90 degree angle right there. Learn more You're viewing YouTube in Turkish. Hypotenuse Formula And this is the same thing.
Powers and Exponents How Do You Square a Number? If we are given a triangle's leg and hypotenuse, then we would use the equation to calculate the length of the missing leg. The next section will explain how the equation can be derived. Konuşma metni Etkileşimli konuşma metni yüklenemedi.
The right side results when 4(0.5) is simplified to 2. So let's say that C is equal to the length of the hypotenuse. The right side represents the area of the smallest square [c2] and the area of four right triangles [4(0.5ab)]. Yükleniyor...
Video kiralandığında oy verilebilir. So let's say that I have a triangle that looks like this. We would still arrive at the same solution, which is left for independant investigation.] The values are squared. 6 x 6 = 36 and 11 x 11 = 121. TheMathsTutorAU 711 görüntüleme 5:52 Pythagoras Theorem - Find Hypotenuse - VividMaths.com - Süre: 2:55.
Video kiralandığında oy verilebilir. MyTutorZone 11.938 görüntüleme 3:50 Using the Pythagorean Theorem to solve for "a" & "b" - Süre: 4:13. Uygunsuz içeriği bildirmek için oturum açın. So this is the square root of 36 times the square root of 3.
Kapat Evet, kalsın. If the missing side is a, then by pythagoras theorem 102 = a2 + 62 Rearrange to solve for a a2 = 102 − 62 = 100 − 36 = 64 And 3 squared is the same thing as 3 times 3. Yükleniyor... Çalışıyor...
Yükleniyor... The right angle (90º) is indicated by a square. So this simplifies to 6 square roots of 3. And let's call this side over here B.
Home > College of Sciences > Institute of Fundamental Sciences > Maths First > Online Maths Help > Trigonometry > Pythagoras Theorem and Applications > The Pythagoras Theorem SEARCH MASSEY This is 12, this is 6.
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https://tutorme.com/tutors/11549/interview/
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math
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Tutor profile: Mohammad P.
What is the average rate of change of f(x)=2x+5 ?
For a linear function the average rate of change would be the slope which is 2 in this case
What is the different forms of cos(2x) ?
1) cos(2x)=(cosx)^2 - (sinx)^2 2) cos(2x) = 2(cosx)^2 -1 3) cos(2x) = 1-2(sinx)^2
Find the derivative of each of the following function and simplify f(x)=4x^3 −3x^2 +2x−π
f'(x)=4(3x^2)-3(2x^1)+2(x^0)-0 so f'(x)=12x^2-6x+2
needs and Mohammad will reply soon.
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https://www.hackmath.net/en/math-problem/1349
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math
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The pit has the shape of a truncated pyramid with a rectangular base and is 0.8 m deep. The pit's length and width are the top 3 × 1.5 m bottom 1 m × 0.5 m. To paint one square meter of the pit we use 0.6 l of green color. How many liters of paint are needed when we paint only the sides and bottom of the pit?
Thank you for submitting an example text correction or rephasing. We will review the example in a short time and work on the publish it.
Showing 2 comments:
the process of the answer is not enough clear try to associate it well with the graph
yes, the image is only for illustration .... symbols have not the same meaning as in solutions... We re-write steps of solutions to be more clear.
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The concrete pedestal in the shape of a regular quadrilateral truncated pyramid has a height of 12 cm, the pedestal edges have lengths of 2.4 and 1.6 dm. Calculate the surface of the base.
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The pit has the shape of a regular quadrilateral truncated pyramid. The edges of the bases are 14m and 10m long. The sidewalls form an angle of 135° with a smaller base. Determine how many m3 of soil were excavated when digging the pit?
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a) Dusan break two same window, which has triangular shape with a length of 0.8 m and corresponding height 9.5 dm. Find how many dm2 of glass he needs to buy for glazing of these windows. b) Since the money to fix Dusan has not, must go to the paint job
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How many cubic meters is the volume of a regular four-sided truncated pyramid with edges one meter and 60 cm and high 250 mm?
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Find the volume and surface area of a regular quadrilateral truncated pyramid if base lengths a1 = 17 cm, a2 = 5 cm, height v = 8 cm.
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Calculate an area of the shell of the pyramid with a rectangular base of 2.8 m and 1.4 m and height 2.5 meters.
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http://www.worldacademyofscience.org/worldcomp10/ws/keynotes/keynote_sergeyev
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math
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WORLDCOMP'10 Keynote Lecture - Prof. Yaroslav D. Sergeyev
The Infinity Computer and Numerical Computations with Infinite and Infinitesimal Numbers
Prof. Yaroslav D. Sergeyev
Father of the Infinity Computer
Distinguished Professor, University of Calabria, Rende (CS), Italy
Professor (part-time), N.I.Lobachevsky State University of Nizhni Novgorod, Russia
Date: July 13, 2010
Time: 06:00pm - 07:00pm
Location: Ballroom 1
The lecture introduces a new methodology allowing one to execute numerical computations with finite, infinite, and infinitesimal numbers (see [1-11]) on a new type of a computer – the Infinity Computer (see the European Patent ). The new approach is based on the principle ‘The part is less than the whole’ introduced by Ancient Greeks that is applied to all numbers (finite, infinite, and infinitesimal) and to all sets and processes (finite and infinite). It is shown that it becomes possible to write down finite, infinite, and infinitesimal numbers by a finite number of symbols as particular cases of a unique framework different from that of the non-standard analysis.
The new methodology (see survey ) evolves Cantor’s ideas in a more applied way and introduces new infinite numbers that possess both cardinal and ordinal properties as usual finite numbers. It gives the possibility to execute computations of a new type and simplifies fields of mathematics where the usage of the infinity and/or infinitesimals is necessary (e.g., divergent series, limits, derivatives, integrals, measure theory, probability theory, fractals, etc.). Numerous examples and applications are given. A number of results related to the First Hilbert Problem are established.
In the following there are listed both operations that the Infinity Computer can execute and traditional computers are not able to perform and some of new areas of applications. The new approach allows:
- to substitute symbols +∞ and -∞ by sets of positive and negative infinite numbers, to represent them in the memory of the Infinity Computer and to execute arithmetical operations with all of them numerically, as we are used to do with usual finite numbers on traditional computers;
- to substitute qualitative descriptions of the type ‘a number tends to zero’ by precise infinitesimal numbers, to represent them in the memory of the Infinity Computer, and to execute arithmetical operations with them numerically as we are used to do with usual finite numbers using traditional computers;
- to calculate divergent limits, series, and improper integrals, providing as results explicitly written different infinite numbers, to be possibly used in further calculations on the Infinity Computer;
- to avoid appearance of indeterminate forms (e.g., in situations where it becomes necessary to calculate difference of two divergent series);
- to evaluate functions and their derivatives at infinitesimal, finite, and infinite points (infinite and infinitesimal values of functions and their derivatives can be also explicitly calculated);
- to study divergent processes at different infinite points;
- to introduce notions of lengths, areas, and volumes of fractal objects obtained after infinite numbers of steps and compatible with traditional lengths, areas, and volumes of non-fractal objects and to calculate all of them in a unique framework.
The Infinity Calculator using the Infinity Computer technology is presented during the talk. Additional information can be downloaded from the page http://www.theinfinitycomputer.com.
Professor Yaroslav Sergeyev, Ph.D., D.Sc., has authored more than 150 research papers and 4 books in such fields as numerical analysis, parallel computations, number theory, fractals, etc. He has been awarded numerous prizes including the recent MAIK Prize for the best scientific monograph published in 2008 in Russian. In 2009 he has got the EU patent for a new revolutionary kind of computer - the Infinity Computer able to execute numerical computations with infinite, infinitesimal, and finite quantities. The last years he actively works in this new exciting research field. He serves as a member of editorial boards of three Springer journals. He has given numerous plenary and keynote lectures in prestigious international congresses. Numerous magazines, newspapers, and radio stations have dedicated a lot of space to his research.
- Distinguished Professor, University of Calabria, Rende (CS), Italy
(/Professorship awarded by the Italian Government/)
- Professor (part-time contract), N.I. Lobachevski Nizhni Novgorod State University, Nizhni Novgorod, Russia
- Affiliated Researcher, Institute of High Performance Computing and Networking, Rende (CS), Italy
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https://www.physicsforums.com/threads/centripetal-force-and-total-force.420582/
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math
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1. The problem statement, all variables and given/known data A 25 kg child is on a swing, which has a radius of 2.00 m. If the child is moving 4.0 m/s at the bottom of one swing, what is the centripetal force exerted by the ropes of the swing on the child? What is the total force exerted by the ropes when the swing is at its lowest point? 2. Relevant equations a = v^2/r F = mv^2/r 3. The attempt at a solution I have no problem with the first part of the question. You just use F = mv^2/r to figure out the centripetal force. However, I am not sure how to get the "total force." I know which way the tension is directed and everything. I'm just not really sure what total force is referring to. Any help would be greatly appreciated. Thanks.
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https://www.sae.org/publications/technical-papers/content/900281/
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math
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Experimental Determination of the Blankholder Forces Needed for Stretch Draw Die Design 900281
Empirical equations are developed to predict the forces necessary to form sheet metal around draw beads and then keep the blankholder closed as material is drawn through the beads. Calculations using current design formulas yield a single value of necessary blankholder force independent of bead radii or bead height (interleaf). The expressions in this paper for the restraining (pulling) and normal (blankholder) forces are derived from experimental data using a Draw Bead Simulator. Five materials with different yield strengths and thicknesses were evaluated under various conditions of bead radii and interleaf. Using these expressions, concepts are suggested that could prove useful in determining press tonnage and the number of nitrogen cylinders and/or nitrogen pressures for a stretch draw die.
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https://www.physicsforums.com/threads/radicals-again-formation-energy.939639/
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math
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I know my last question on radicals' interaction with luminol didn't get much attention, perhaps it was too specific. Please could I ask a last question, I understand that when radicals are formed via bond breaking this is called the bond-dissociation energy, but is there an energy associated with recombination? For example the energy required for the formation of the hydroperoxy radical from the hydrogen radical and oxygen? Do the oxygen bonds need to be broken in this process? Is it more energetically favourable to break the oxygen bonds than recombine into the hydroperoxy radical? Where would I find this information? Thanks again for any help.
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https://scorekhel.com/d/q/quantitative-aptitude/geometry-triangles?page=9
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math
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SSC CHSL 202181)
If the angle between the internal bisectors of two angles ∠B and ∠C of a triangle ABC is 125°, then the value of ∠A is:
SSC CHSL 202182)
Points D, E and F are on the sides AB, BC and AC, respectively, of triangle ABC such that AE, BF and CD bisect ∠A, ∠B and ∠C, respectively. If AB = 6 cm, BC = 7 cm and AC = 8 cm, then what will be the length of BE?
SSC CHSL 202183)
The perimeter of a right-angled triangle whose sides that make right angles are 15 cm and 20 cm is:
SSC CHSL 202184)
In ΔABC, D and E are the points on the sides AB and AC, respectively such that ∠AED = ∠ABC. If AE = 6 cm, BD = 2 cm, DE = 3 cm and BC = 5 cm, then (AB + AC) is equal to:
SSC CHSL 202185)
A circle is inscribed in a right-angled triangle. The lengths of the two sides containing the right angle are 15 cm and 8 cm. What is the radius of the in-circle?
SSC CHSL 202186)
If the perimeter of an isosceles right triangle is 15(√2 + 1) cm, then the area of the triangle will be:
SSC CHSL 202187)
The perimeter of an isosceles triangle is 220 cm. If the base is 40 cm, then the length of each of the other sides is:
SSC CHSL 202188)
The difference between the two perpendicular sides of a right-angles triangle is 17 cm and its area is 84cm2. What is the perimeter (in cm) of the triangle?
SSC CHSL 202189)
Let O be the centre of a circle and AC be the diameter. BD is a chord intersecting AC at E. AD and AB are joined. If ∠BOC = 40° and ∠AOD = 120°, then ∠BEC is equal to
SSC CHSL 202190)
In a circle with center O, PA and PB are tangents to the circle at A and B, respectively, from an external point P. If, ∠AOB = 116° then what is the measure of ∠OPB?
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https://encyclopedia2.thefreedictionary.com/Compensator%2c+Optical
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math
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a device used to import a particular path difference to two light beams or to make an already existing path difference equal to zero or some constant value. Optical compensators are usually equipped with readout devices and thus can serve as path difference meters. A common principle in the design of optical compensators is the possibility of introducing small path differences through comparatively coarse displacements. The most commonly used optical compensators are of two types.
Interferometric compensators are used in double-slit interferometers to equalize path differences in interfering beams. An example of optical compensators of this type is a plane-parallel plate, in which the optical path length of the beam depends on the angle at which the beam is incident on the plate. Plates of equal thickness are usually placed in the path of each of the two interfering beams. If they are strictly mutually parallel the additional path difference contributed by them is zero. One of the plates is equipped with a device that allows it to rotate through a small angle relative to the other plate; the path difference thus imparted can be measured from the angle of rotation. A number of more complex designs also exist, such as optical compensators with a movable wedge.
Polarization compensators are used in the analysis of elliptically polarized light—that is, the determination of the orientation of the axes of the ellipse of polarization and the ratio of their magnitudes. The effect used in such optical compensators is the ability of birefringent crystals to divide an incident light beam into two beams that are polarized perpendicularly to each other. The velocities of the two beams within the crystal, and hence their optical path lengths, differ; therefore, during their passage through the crystal, they acquire a path difference whose magnitude depends on the thickness of the crystal. The simplest optical compensator of this type is called a quarter-wavelength plate because of the path difference it introduces.
Polarization optical compensators change the polarization characteristics of the light transmitted through them. For example, they convert an elliptically polarized light into plane-polarized or circularly polarized light. Such compensators can have an accuracy of measurement of up to 10−5 · 2π.
Optical compensators are widely used in range finders, in studies of stress distribution in transparent objects by means of polarized light, in studies of the structure of organic substances, in saccharimetry, and particularly in crystal optics, where the optical compensator is the main auxiliary instrument used in conjunction with polarization microscopes.
REFERENCESLandsberg, G. S. Optika, 4th ed. Moscow, 1957. (Obshchii kurs fiziki, vol. 3.)
Zakhar’evskii, A. N. Interferometry. Moscow, 1952.
Pohl, R. W. Optika i atomnaia fizika. Moscow, 1966. (Translated from German.)
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CC-MAIN-2021-43
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https://judaism.stackexchange.com/questions/96228/texts-of-maharal-s-commentary-on-shas
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math
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Stack Exchange network consists of 175 Q&A communities including Stack Overflow, the largest, most trusted online community for developers to learn, share their knowledge, and build their careers.
Does anyone happen to know where I can find online the text of the Maharal’s commentary on Shas that’s not copyright?
You can find it on HebrewBooks. (Vol. 1, Vol. 2, Vol. 3, Vol. 4)
The work is known as Chiddushei Agados Maharal MiPrague.
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CC-MAIN-2019-51
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https://www.nagwa.com/en/lessons/790162761520/
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math
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In two-dimensional space you only need to specify the angle of a rotation. In three-dimensional space you need to give both an angle and a vector which represents the axis of rotation. Consider the matrix which represents a rotation of by about an axis through the origin and in the direction of
What is ?
Find the general form of the matrix which sends to the appropriate vector as determined in the previous part of the question.
The vector is perpendicular to . What can you say about the direction of the vector ?
What can you say about the magnitude of ?
Which of the following vectors has the required properties to be ?
What can you say about the vector ?
Using the general form of the matrix from the second part of the question, and the values of and , find the matrix .
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CC-MAIN-2021-25
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http://www.ukessays.com/essays/finance/the-use-of-findings-and-analysis-in-business-finance-essay.php
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math
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The use of FINDINGS AND ANALYSIS in Business
As mentioned in the earlier chapter, the objective of this study is to identify performance for KLCI financial sector price index. The factors used to test the relationship were between the interest rate, inflation rate and the exchange rate. Therefore, a multiple linear regression is used as a method in order to see the relationship between the dependent variable (financial sector price index) and the independent variables (interest rate, inflation rate, and exchange rate).
A multiple regression model use monthly data from the year 2005 to 2009. The relationship between the price index and the sectors which represent the dependent variable, and several macroeconomic factors that represent the independent variables will be shown by the regression model. Besides that, it also shows the result from the regression by analyzed the data based on the independent variables used. (Interest rate, inflation rate, and exchange rate).
The data gather from 2005 to 2009 shows a pattern of pricing in every index included. This is shown drafty on table 4.1.1. Every information gathers are to analysis (analyze) using SPSS software system to get a linear regression result.
We can help you to write your essay!
Table 4.1.1: Multiple data from 2005 to 2009 (where do you get this sources) please state sources below the table..
CPI (inflation rate)
Table 4.1.2: Multiple Linear Regression Analysis for KLCI Financial Sector (2005-2009)
Adjusted R Square
Std. Error of the Estimate
a. Predictors: (Constant), x3, x1, x2
a. Dependent Variable: y
From the Table 4.1.2 above, it shows the result of correlation between the dependent variable and the independent variables. The information represents monthly data from the year 2005 to 2009 in term of finance index, Base Lending Rate, Consumer Price Index and Exchange rate. (actually what is your IV? State clearly.. It must be same with IV in previous chapters) Alpha (a) in the Table 4.1.2 above represents a constant number of equation and it referred as Y intercept in the equation.
This essay is an example of a student's work
The alpha (a) value stand at 7062.354 and it means that when all independent variables equal to zero, the Y is at. 7062.354. The F-Statistic value is significant at 13.223 at the 0.00 level The R square in the Table 4.1.2 represent as a proportion of variance in the dependent variable, which can be predicted from independent variables. Based on the result, the R square value was stand at 0.826 and this value indicates that 83 percent of the variance in finance sector index can be explained from the independent variables used which is Interest Rate, Inflation Rate and Exchange Rate (USD/RM)
4.2.0 Analysis Statement
Thus, following findings and analysis will interpret the result for the independent variables and test on the hypotheses either reject or accept the hypotheses. (have you state the hypothesis statement in this chapter or in previous chapter?)
From table 4.1.2, this study concludes that the result can be explained by the following equation. The equation was stated as below:
Y = 7062.354 - 86.855x1 -13.425x2 -1116.498x3
( so it means negative relationship for all variables, right? ) state clearly…. Why it happens ?
4.2.1 Interest Rate
Based on the analysis between financial price index and interest rate from the table 4.1.2 above, is shows that the Beta value for the Interest Rate was stand at 86.855. It means that for every one percent increase in Interest Rate, the performance of the sector will decrease by 86.855. The result for t-significant value was stands at 0.091, which is not significant since the value was below the level of significant. ( state what is the level of significant value? )
From the equation above it is been analyze that interest rate(x1) has a negative correlation with financial price(y) in normal economy time. With every changes of one percent in interest rate will affect (positively or negatively affected?) financial price by 86.855. The higher the changes will bring much more effect to financial price performance in term of low price.
Therefore, the findings hereby accept the hypothesis statement for Interest Rate, which explained that interest rate, had influence the performance of KLCI financial sector. And it also rejects the null hypothesis statement which explained interest rate does not influence the performance of KLCI financial sector price index.
4.2.2 Inflation Rate
For the result on the Inflation rate, it shows that the beta value for the inflation rate was stand at -13.425. It means that for every one percent increase in inflation rate will influence (decrease or increase) the performance of the sector by 13.425. Since it was negative relationship, for every one percent increase in inflation rate will result the decrease in financial performance by 13.425. The result for t-significant value was stands at 0.04, and it means that it was statistically significant.
From the equation above it is been analyze that inflation rate(x2) has a negative correlation with financial price(y) in normal economy time. With every changes of one percent in interest rate will affect financial price by13.425. The higher the changes will bring much more effect to financial price performance in term of low price.
Therefore, the finding hereby rejects the null hypothesis statement for inflation rate, which explained that inflation rate, is not influences the performance of finance sector. Since it was statistically significant, therefore it also accepts the alternatives hypothesis statement which explained that relationship between interest rate and the performance of finance sector.
4.2.3 Exchange Rate
For the result on the exchange rate factor which used US Dollar (USD) against Ringgit Malaysia (RM), it shows that the beta value for the exchange rate was stand at -1116.498. It means that for every one percent increase in exchange rate will influence the performance of the sector by 1116.498. Since it was negative relationship, therefore for every one percent increase in exchange rate will result the decreasing in sector performance by 1116.498. Based on the result for t-significant, the value was stands at 0.00 and it means that it was statistically significant.
From the equation above it is been analyze that exchange rate(x3) has a negative correlation with financial price(y) in normal economy time. With every changes of one percent in exchange rate will affect financial price by 13.425. The higher the changes will bring much more effect to financial price performance in term of low price.
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Therefore, the finding hereby rejects the hypothesis statement for exchange rate, which explained that exchange rate, is not influence the performance in finance sector. Since it was statistically significant, therefore it also accepts the alternatives hypothesis statement which explained that there is a relationship between the exchange rate and the performance of finance sector.
If you are the original writer of this essay and no longer wish to have the essay published on the UK Essays website then please click on the link below to request removal:
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https://studylib.net/doc/9587251/ch-3.2-d-questions
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math
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3.2 Unit D- Friction is a Force That Opposes Motion-pages 85-89 1. Pg.85 Para 1- What is the definition of friction? 2. Pg. 85 Para 2 What 2 forces does the friction between the feet and the ground provide you when walking? 3. Pgs. 86&87 (BOLD FACED SENTENCES) List the 3 factors that determine the friction between 2 surfaces. Look at the picture on page 86!! 4. Pg.86 (PICTURE 1) What kind of movement does an object have if the applied force is equal to the friction? 5 Pg.86 (PICTURE 2) If the applied force is greater than the friction, the moving object has this type of movement? Look at the picture on page 87!! 6. Pg. 87 (PICTURE 1) When someone sits in the chair, the force of __________ increases. 7. Pg.88 Para 1- What produces heat? 8. Pg.88 Para 1- What happens to the temperature of the object as the molecules in an object move faster? 9. Pg. 88 Para 2- What substance reduces friction in the moving parts of machines? 10. Pg. 88 Para 3- What is the definition of fluid? 11. Pg. 88 Para 3- Name 2 example of a fluid. 12. Pg. 89 Para 1- What is the force resisting motion through a fluid called? 13. Pg.89 Para 2- What is the friction due to air called? 14. Pg. 89 Para 2- What 2 properties does air resistance depend on? 15. Pg. 89 look at the picture!!! When air resistance and gravity are equal, what does the skydiver fall at? 16. Pg. 89 Para 5- What is the definition of terminal velocity?
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CC-MAIN-2021-49
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https://magoosh.com/math/author/jamiegoodwin/
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math
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What are composite numbers? How do you determine if your number is composite or prime? Find out as we discuss the method to identify composite numbers.
Author Archive | Jamie Goodwin
Jamie graduated from Brigham Young University- Idaho with a degree in English Education. She spent several years teaching and tutoring students at the elementary, high school, and college level. She currently works as a contract writer and curriculum developer for online education courses. In her free time, she enjoys running and spending time with her boys!
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What are congruent shapes or congruent figures? How can you determine if two triangles are congruent? Click here to find out!
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