context stringlengths 545 71.9k | questionsrc stringlengths 16 10.2k | question stringlengths 11 563 |
|---|---|---|
introduction if you meet some cell biologists and get them talking about what they enjoy most in their work , you may find it comes down to one thing : secretly , they ’ re all microscope freaks . at the end of the day , what they really love is the chance to sit in a small , dark room for hours on end , communing with... | for instance , the light microscopes typically used in high schools and colleges magnify up to about 400 times actual size . so , something that was 1 mm wide in real life would be 400 mm wide in the microscope image . the resolution of a microscope or lens is the smallest distance by which two points can be separated ... | assuming a typical membrane to be about 8 nm wide , how many such membranes would have to be aligned side by side before the structure could be seen with the light microscope ? |
introduction if you meet some cell biologists and get them talking about what they enjoy most in their work , you may find it comes down to one thing : secretly , they ’ re all microscope freaks . at the end of the day , what they really love is the chance to sit in a small , dark room for hours on end , communing with... | in a compound microscope with two lenses , the arrangement of the lenses has an interesting consequence : the orientation of the image you see is flipped in relation to the actual object you ’ re examining . for example , if you were looking at a piece of newsprint with the letter “ e ” on it , the image you saw throug... | would the `` e '' really appear as the `` rotated e '' , or would it be a flip that occurs ? |
introduction if you meet some cell biologists and get them talking about what they enjoy most in their work , you may find it comes down to one thing : secretly , they ’ re all microscope freaks . at the end of the day , what they really love is the chance to sit in a small , dark room for hours on end , communing with... | for instance , the light microscopes typically used in high schools and colleges magnify up to about 400 times actual size . so , something that was 1 mm wide in real life would be 400 mm wide in the microscope image . the resolution of a microscope or lens is the smallest distance by which two points can be separated ... | i guess another way to ask would be if a `` p '' would appear as `` d '' , as i think the article would suggest , or a `` b '' ? |
introduction if you meet some cell biologists and get them talking about what they enjoy most in their work , you may find it comes down to one thing : secretly , they ’ re all microscope freaks . at the end of the day , what they really love is the chance to sit in a small , dark room for hours on end , communing with... | microscopes and lenses although cells vary in size , they ’ re generally quite small . for instance , the diameter of a typical human red blood cell is about eight micrometers ( 0.008 millimeters ) . to give you some context , the head of a pin of is about one millimeter in diameter , so about 125 red blood cells could... | what is the difference between a cell and a bacteria ? |
introduction if you meet some cell biologists and get them talking about what they enjoy most in their work , you may find it comes down to one thing : secretly , they ’ re all microscope freaks . at the end of the day , what they really love is the chance to sit in a small , dark room for hours on end , communing with... | in transmission electron microscopy ( tem ) , in contrast , the sample is cut into extremely thin slices ( for instance , using a diamond cutting edge ) before imaging , and the electron beam passes through the slice rather than skimming over its surface $ ^5 $ . tem is often used to obtain detailed images of the inter... | what type of device is used to see the cells which are present in the universe ? |
introduction if you meet some cell biologists and get them talking about what they enjoy most in their work , you may find it comes down to one thing : secretly , they ’ re all microscope freaks . at the end of the day , what they really love is the chance to sit in a small , dark room for hours on end , communing with... | both magnification and resolution are important if you want a clear picture of something very tiny . for example , if a microscope has high magnification but low resolution , all you ’ ll get is a bigger version of a blurry image . different types of microscopes differ in their magnification and resolution . | how big can a microscope get to ? |
introduction if you meet some cell biologists and get them talking about what they enjoy most in their work , you may find it comes down to one thing : secretly , they ’ re all microscope freaks . at the end of the day , what they really love is the chance to sit in a small , dark room for hours on end , communing with... | different types of microscopes differ in their magnification and resolution . light microscopes most student microscopes are classified as light microscopes . in a light microscope , visible light passes through the specimen ( the biological sample you are looking at ) and is bent through the lens system , allowing the... | how many electronic microscopes are there ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . | where does the word quadratic come from ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | $ c $ is the constant , or the term without any $ x $ next to it , so here $ c = -21 $ . then we plug $ a $ , $ b $ , and $ c $ into the formula : $ x=\dfrac { -4\pm\sqrt { 16-4\cdot 1\cdot ( -21 ) } } { 2 } $ solving this looks like : $ \begin { align } x & amp ; =\dfrac { -4\pm\sqrt { 100 } } { 2 } \\ & amp ; =\dfrac... | does x2 = x to the power of 2 ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | worked example first we need to identify the values for a , b , and c ( the coefficients ) . first step , make sure the equation is in the format from above , $ ax^2 + bx + c = 0 $ : $ x^2+4x-21=0 $ $ a $ is the coefficient in front of $ x^2 $ , so here $ a = 1 $ ( note that $ a $ can ’ t equal $ 0 $ -- the $ x^2 $ is ... | instead of the formula , my textbook wants me to use factorization..how to i do x^2+2x-3=0 ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | $ \frac { 2 - \sqrt { 10 } } { 2 } $ and $ \frac { 2 + \sqrt { 10 } } { 2 } $ next step : practice using the quadratic equation . watch sal do an example : prove the quadratic formula : | what is the purpose of the quadratic formula ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | first step , make sure the equation is in the format from above , $ ax^2 + bx + c = 0 $ : $ x^2+4x-21=0 $ $ a $ is the coefficient in front of $ x^2 $ , so here $ a = 1 $ ( note that $ a $ can ’ t equal $ 0 $ -- the $ x^2 $ is what makes it a quadratic ) . $ b $ is the coefficient in front of the $ x $ , so here $ b = ... | for the b^2 part inside the square root , why ca n't it be transferred to the outside as b ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | if asked for the exact answer ( as usually happens ) and the square roots can ’ t be easily simplified , keep the square roots in the answer , e.g . $ \frac { 2 - \sqrt { 10 } } { 2 } $ and $ \frac { 2 + \sqrt { 10 } } { 2 } $ next step : practice using the quadratic equation . watch sal do an example : prove the quadr... | why ca n't i divide 10 by 2 to give 5 in numerator and 1 in denominator ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | if asked for the exact answer ( as usually happens ) and the square roots can ’ t be easily simplified , keep the square roots in the answer , e.g . $ \frac { 2 - \sqrt { 10 } } { 2 } $ and $ \frac { 2 + \sqrt { 10 } } { 2 } $ next step : practice using the quadratic equation . watch sal do an example : prove the quadr... | i forgot what 's quadratic formula 2 ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | what does the solution tell us ? the two solutions are the x-intercepts of the equation , i.e . where the curve crosses the x-axis . | how do you find the vertex of y=3x to the power of two -12x+17 ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . | what does +/- sign mean ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | the two solutions are the x-intercepts of the equation , i.e . where the curve crosses the x-axis . the equation $ x^2 + 3x - 4 = 0 $ looks like : where the solutions to the quadratic formula , and the intercepts are $ x = -4 $ and $ x = 1 $ . | how do i know when the curve goes like a u or a upside down u ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | the quadratic formula $ x=\dfrac { -b\pm\sqrt { b^2-4ac } } { 2a } $ it may look a little scary , but you ’ ll get used to it quickly ! practice using the formula now . worked example first we need to identify the values for a , b , and c ( the coefficients ) . | why ca n't we factor instead of using the quadratic formula ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . | do all quadratic equations have the simple form of a quadratic ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | $ \frac { 2 - \sqrt { 10 } } { 2 } $ and $ \frac { 2 + \sqrt { 10 } } { 2 } $ next step : practice using the quadratic equation . watch sal do an example : prove the quadratic formula : | for example , can i use it to predict the rate of growth for future monthly profits ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | practice using the formula now . worked example first we need to identify the values for a , b , and c ( the coefficients ) . first step , make sure the equation is in the format from above , $ ax^2 + bx + c = 0 $ : $ x^2+4x-21=0 $ $ a $ is the coefficient in front of $ x^2 $ , so here $ a = 1 $ ( note that $ a $ can ’... | can someone explain to me , please , how do you get x=3 and x=-7 for the first example ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . | will there be any word problems that will have to be solved by quadratic equations ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | $ \frac { 2 - \sqrt { 10 } } { 2 } $ and $ \frac { 2 + \sqrt { 10 } } { 2 } $ next step : practice using the quadratic equation . watch sal do an example : prove the quadratic formula : | why does the quadratic formula work ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | make sure you take the square root of the whole $ ( b^2 - 4ac ) $ , and that $ 2a $ is the denominator of everything above it watch your negatives : $ b^2 $ can ’ t be negative , so if $ b $ starts as negative , make sure it changes to a positive since the square of a negative or a positive is a positive keep the $ +/-... | how will i know what the square root of the number is when it is not a perfect square root ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | the two solutions are the x-intercepts of the equation , i.e . where the curve crosses the x-axis . the equation $ x^2 + 3x - 4 = 0 $ looks like : where the solutions to the quadratic formula , and the intercepts are $ x = -4 $ and $ x = 1 $ . | when sal applies his answers to a graph , how does he decide where the peak of the curve goes ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | where the curve crosses the x-axis . the equation $ x^2 + 3x - 4 = 0 $ looks like : where the solutions to the quadratic formula , and the intercepts are $ x = -4 $ and $ x = 1 $ . now you can also solve a quadratic equation through factoring , completing the square , or graphing , so why do we need the formula ? | like , is x=3 and x=9 how do we know whether the peak is going to be positive or negative and how far up/down it goes on the graph ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | the values of $ x $ where this equation is solved . the quadratic formula $ x=\dfrac { -b\pm\sqrt { b^2-4ac } } { 2a } $ it may look a little scary , but you ’ ll get used to it quickly ! practice using the formula now . | if your b is a negative and the first b on the quadratic formula is already a negative , would it equal a positive ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | the two solutions are the x-intercepts of the equation , i.e . where the curve crosses the x-axis . the equation $ x^2 + 3x - 4 = 0 $ looks like : where the solutions to the quadratic formula , and the intercepts are $ x = -4 $ and $ x = 1 $ . | sorry , how with imaginary numbers we can get solution y=0 when parabola do n't crosses over x axis ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | first step , make sure the equation is in the format from above , $ ax^2 + bx + c = 0 $ : $ x^2+4x-21=0 $ $ a $ is the coefficient in front of $ x^2 $ , so here $ a = 1 $ ( note that $ a $ can ’ t equal $ 0 $ -- the $ x^2 $ is what makes it a quadratic ) . $ b $ is the coefficient in front of the $ x $ , so here $ b = ... | so how do i prevent a negative b from `` happening '' ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | first step , make sure the equation is in the format from above , $ ax^2 + bx + c = 0 $ : $ x^2+4x-21=0 $ $ a $ is the coefficient in front of $ x^2 $ , so here $ a = 1 $ ( note that $ a $ can ’ t equal $ 0 $ -- the $ x^2 $ is what makes it a quadratic ) . $ b $ is the coefficient in front of the $ x $ , so here $ b = ... | when plugging in your -b variable , if b is already negative , does b become a positive b , or do you just write it as is ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | $ \frac { 2 - \sqrt { 10 } } { 2 } $ and $ \frac { 2 + \sqrt { 10 } } { 2 } $ next step : practice using the quadratic equation . watch sal do an example : prove the quadratic formula : | how was the quadratic formula derived ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general quadratic equation like this : $ ax^2+bx+c=0 $ then the formula will help you find the roots of a quadratic equation... | is it correct to say that the roots of any quadratic equation theoretically can be solved for by factoring , but that sometimes the numbers are difficult to factor , so the methods of completing the squares and the actual quadratic formula are then implemented to make it easier ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | make sure you take the square root of the whole $ ( b^2 - 4ac ) $ , and that $ 2a $ is the denominator of everything above it watch your negatives : $ b^2 $ can ’ t be negative , so if $ b $ starts as negative , make sure it changes to a positive since the square of a negative or a positive is a positive keep the $ +/-... | what happens if my sqaure root number is n't a perfect square ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | if asked for the exact answer ( as usually happens ) and the square roots can ’ t be easily simplified , keep the square roots in the answer , e.g . $ \frac { 2 - \sqrt { 10 } } { 2 } $ and $ \frac { 2 + \sqrt { 10 } } { 2 } $ next step : practice using the quadratic equation . watch sal do an example : prove the quadr... | is n't the the square root of 4a^2 +/- 2a ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | if you have a general quadratic equation like this : $ ax^2+bx+c=0 $ then the formula will help you find the roots of a quadratic equation , i.e . the values of $ x $ where this equation is solved . the quadratic formula $ x=\dfrac { -b\pm\sqrt { b^2-4ac } } { 2a } $ it may look a little scary , but you ’ ll get used t... | how come you subtract b/2a only on the left hand side of the equation ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general quadratic equation like this : $ ax^2+bx+c=0 $ then the formula will help you find the roots of a quadratic equation... | my question is how would you get rid of the 12 so you could continue the rest of the equation ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | second worked example let ’ s try this for an equation that is hard to factor : $ 3x^2+6x=-10 $ let ’ s first get it into the form where all terms are on the left-hand side : $ \underbrace { ( 3 ) } { a } x^2+\underbrace { ( 6 ) } { b } x+\underbrace { ( 10 ) } _ { c } =0 $ the formula gives us : $ \begin { align } x &... | what does x-intercept represent in real life situation ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | $ c $ is the constant , or the term without any $ x $ next to it , so here $ c = -21 $ . then we plug $ a $ , $ b $ , and $ c $ into the formula : $ x=\dfrac { -4\pm\sqrt { 16-4\cdot 1\cdot ( -21 ) } } { 2 } $ solving this looks like : $ \begin { align } x & amp ; =\dfrac { -4\pm\sqrt { 100 } } { 2 } \\ & amp ; =\dfrac... | why is 16 being shared by 4*1*-21 in the first example ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | the equation $ x^2 + 3x - 4 = 0 $ looks like : where the solutions to the quadratic formula , and the intercepts are $ x = -4 $ and $ x = 1 $ . now you can also solve a quadratic equation through factoring , completing the square , or graphing , so why do we need the formula ? because sometimes quadratic equations are ... | how do i solve if the equation is not equal to zero ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | tips when using the quadratic formula be careful that the equation is arranged in the right form : $ ax^2 + bx + c = 0 $ or it won ’ t work ! make sure you take the square root of the whole $ ( b^2 - 4ac ) $ , and that $ 2a $ is the denominator of everything above it watch your negatives : $ b^2 $ can ’ t be negative ,... | if the number in the radical is negative am i supposed to use imaginary numbers to solve ? |
the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . if you have a general q... | the quadratic formula helps you solve quadratic equations , and is probably one of the top five formulas in math . we ’ re not big fans of you memorizing formulas , but this one is useful ( and we think you should learn how to derive it as well as use it , but that ’ s for the second video ! ) . | is the graph really necessary though ? |
what is this object ? this object ( gong ) has no immediate precedent in the archaeological record . it is found in the late shang tomb of fu hao , but not before . where other ritual bronze shapes develop from ceramic prototypes , thegong appears to have developed as a unique form in bronze . the curved lid and strong... | what is this object ? this object ( gong ) has no immediate precedent in the archaeological record . it is found in the late shang tomb of fu hao , but not before . | why is this repeatedly referred to as a `` gong '' ... i thought a `` gong '' was the large circular metal object that you would bang with a mallet to make a loud sound for ceremonial or summoning purposes ... ? |
what is this object ? this object ( gong ) has no immediate precedent in the archaeological record . it is found in the late shang tomb of fu hao , but not before . where other ritual bronze shapes develop from ceramic prototypes , thegong appears to have developed as a unique form in bronze . the curved lid and strong... | where other ritual bronze shapes develop from ceramic prototypes , thegong appears to have developed as a unique form in bronze . the curved lid and strong handle suggest a pouring action , so the gong was most likely a wine pourer . an inscription on the inside cover and base reads : “ second son qi x made for esteeme... | how did archaeologists know that the gong was for wine , and not for any other drink ? |
key points a free rider is someone who wants others to pay for a public good but plans to use the good themselves ; if many people act as free riders , the public good may never be provided . markets often have a difficult time producing public goods because free riders attempt to use the public good without paying for... | such measures include government actions , social pressures , and collecting payments—in specific situations where markets have discovered a way to do so . what is a free rider ? private companies find it difficult to produce public goods . | is it that the positive externalities are so great that they outweigh any free-riding , whereas the positive externalities of a radio station do not outweigh the free-riding ? |
background triple integrals double integrals in polar coordinates what we 're building to the main thing to remember about triple integrals in cylindrical coordinates is that $ \rede { dv } $ , representing a tiny bit of volume , is expanded as $ \rede { dv } = { r\ , d\theta\ , dr\ , dz } $ ( do n't forget to include ... | moreover , this tool is powerful enough to do more than just find the volume of the sphere . for example , you could integrate a three-variable function $ f ( r , \theta , z ) $ inside the sphere , $ \begin { align } \int_0^ { 2\pi } \int_0^1 \int_ { -\sqrt { 1-r^2 } } ^ { \sqrt { 1-r^2 } } f ( r , \theta , z ) r \ , d... | should n't the bounds be from 0 to 2 for r ? |
background triple integrals double integrals in polar coordinates what we 're building to the main thing to remember about triple integrals in cylindrical coordinates is that $ \rede { dv } $ , representing a tiny bit of volume , is expanded as $ \rede { dv } = { r\ , d\theta\ , dr\ , dz } $ ( do n't forget to include ... | since the bounds of $ z $ will depend on the value of $ r $ , we let the innermost integral handle $ z $ , while the outer two integrals take care of $ r $ and $ \theta $ . writing down what we have so far , we get $ \begin { align } \int_0^ { 2\pi } \int_0^1 \int_ { ? } ^ { ? } r \ , dz \ , dr \ , d\theta \end { align... | the correct answer for this question should not be 1-pi/4-2ln2 ? |
background triple integrals double integrals in polar coordinates what we 're building to the main thing to remember about triple integrals in cylindrical coordinates is that $ \rede { dv } $ , representing a tiny bit of volume , is expanded as $ \rede { dv } = { r\ , d\theta\ , dr\ , dz } $ ( do n't forget to include ... | for example , look at the range for our $ x $ and $ y $ values : $ x \ge 0 $ $ y \le x $ $ x^2 + y^2 \le 4 $ describing this with a pair of integrals over $ dx $ and $ dy $ is a real pain . however , in polar coordinates , this becomes very simple : $ 0 \le \theta \le \dfrac { \pi } { 4 } $ $ 0 \le r \le 2 $ this means... | or make theta range from negative pi over two to positive pi over four ? |
background triple integrals double integrals in polar coordinates what we 're building to the main thing to remember about triple integrals in cylindrical coordinates is that $ \rede { dv } $ , representing a tiny bit of volume , is expanded as $ \rede { dv } = { r\ , d\theta\ , dr\ , dz } $ ( do n't forget to include ... | for example , you could integrate a three-variable function $ f ( r , \theta , z ) $ inside the sphere , $ \begin { align } \int_0^ { 2\pi } \int_0^1 \int_ { -\sqrt { 1-r^2 } } ^ { \sqrt { 1-r^2 } } f ( r , \theta , z ) r \ , dz \ , dr \ , d\theta \end { align } $ the hard part of finding the bounds is no different , b... | in the xy diagram for pie slice , why does n't the shaded area include points under the x-axis ? |
background triple integrals double integrals in polar coordinates what we 're building to the main thing to remember about triple integrals in cylindrical coordinates is that $ \rede { dv } $ , representing a tiny bit of volume , is expanded as $ \rede { dv } = { r\ , d\theta\ , dr\ , dz } $ ( do n't forget to include ... | for example , look at the range for our $ x $ and $ y $ values : $ x \ge 0 $ $ y \le x $ $ x^2 + y^2 \le 4 $ describing this with a pair of integrals over $ dx $ and $ dy $ is a real pain . however , in polar coordinates , this becomes very simple : $ 0 \le \theta \le \dfrac { \pi } { 4 } $ $ 0 \le r \le 2 $ this means... | why is the bound for theta from 0 to pi/4 ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . | if i select 10 at a time , how long would it take to get all green balls ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | probability = in this case : probability of an event = ( # of ways it can happen ) / ( total number of outcomes ) p ( a ) = ( # of ways a can happen ) / ( total number of outcomes ) example 1 there are six different outcomes . what ’ s the probability of rolling a one ? what ’ s the probability of rolling a one or a si... | if 4 winners are selected , what is the probability that they are all men ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercises on probability and statistics . the best example for und... | what is the probability that two of the tires will wear out before traveling 50,000 miles ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercises on probability and statistics . the best example for und... | what is the probability that the sum of two numbers on the dice will be 7 ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | probability = in this case : probability of an event = ( # of ways it can happen ) / ( total number of outcomes ) p ( a ) = ( # of ways a can happen ) / ( total number of outcomes ) example 1 there are six different outcomes . what ’ s the probability of rolling a one ? what ’ s the probability of rolling a one or a si... | what is the probability of rolling a total that is not 7 or 9 ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | we can find out using the equation $ p ( h ) = ? $ .you might intuitively know that the likelihood is half/half , or 50 % . but how do we work that out ? | this part is good but my question is ... there is a deck of cards , and 4 cards are drawn what is the likelihood that all cards will be hearts ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercises on probability and statistics . the best example for und... | what is the probability that the total of two dice is less than 6 ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | the probability of event $ a $ is often written as $ p ( a ) $ . if $ p ( a ) & gt ; p ( b ) $ , then event $ a $ has a higher chance of occurring than event $ b $ . if $ p ( a ) = p ( b ) $ , then events $ a $ and $ b $ are equally likely to occur . | what is his chance of getting last place ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | probability = in this case : probability of an event = ( # of ways it can happen ) / ( total number of outcomes ) p ( a ) = ( # of ways a can happen ) / ( total number of outcomes ) example 1 there are six different outcomes . what ’ s the probability of rolling a one ? what ’ s the probability of rolling a one or a si... | if i had 2001 marbles , and one is green , then what is the probability of getting the green marble ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | probability = in this case : probability of an event = ( # of ways it can happen ) / ( total number of outcomes ) p ( a ) = ( # of ways a can happen ) / ( total number of outcomes ) example 1 there are six different outcomes . what ’ s the probability of rolling a one ? what ’ s the probability of rolling a one or a si... | there a 6 die , what are the probabilities that one will land on 5 ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | probability = in this case : probability of an event = ( # of ways it can happen ) / ( total number of outcomes ) p ( a ) = ( # of ways a can happen ) / ( total number of outcomes ) example 1 there are six different outcomes . what ’ s the probability of rolling a one ? what ’ s the probability of rolling a one or a si... | you randomly guessed on all 5 questions what is the probability that you guessed at least one wrong ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | probability = in this case : probability of an event = ( # of ways it can happen ) / ( total number of outcomes ) p ( a ) = ( # of ways a can happen ) / ( total number of outcomes ) example 1 there are six different outcomes . what ’ s the probability of rolling a one ? what ’ s the probability of rolling a one or a si... | how does probability apply to real life situations ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | probability = in this case : probability of an event = ( # of ways it can happen ) / ( total number of outcomes ) p ( a ) = ( # of ways a can happen ) / ( total number of outcomes ) example 1 there are six different outcomes . what ’ s the probability of rolling a one ? what ’ s the probability of rolling a one or a si... | use subjective probability to estimate the probability of randomly selecting a car and getting one that is red ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | probability = in this case : probability of an event = ( # of ways it can happen ) / ( total number of outcomes ) p ( a ) = ( # of ways a can happen ) / ( total number of outcomes ) example 1 there are six different outcomes . what ’ s the probability of rolling a one ? what ’ s the probability of rolling a one or a si... | can so can some one give me a better explanation of what probability ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | probability = in this case : probability of an event = ( # of ways it can happen ) / ( total number of outcomes ) p ( a ) = ( # of ways a can happen ) / ( total number of outcomes ) example 1 there are six different outcomes . what ’ s the probability of rolling a one ? what ’ s the probability of rolling a one or a si... | in a sample of 1000 people , 24 have a middle initial `` k '' a ) based on this sample , what is your estimate for the probability a randomly selected individual will have a middle initial `` k '' ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | the probability of event $ a $ is often written as $ p ( a ) $ . if $ p ( a ) & gt ; p ( b ) $ , then event $ a $ has a higher chance of occurring than event $ b $ . if $ p ( a ) = p ( b ) $ , then events $ a $ and $ b $ are equally likely to occur . next step : practice basic probability skills on khan academy —try ou... | b ) at the 95 % confidence level , what is the margin of error for your estimate ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | probability = in this case : probability of an event = ( # of ways it can happen ) / ( total number of outcomes ) p ( a ) = ( # of ways a can happen ) / ( total number of outcomes ) example 1 there are six different outcomes . what ’ s the probability of rolling a one ? what ’ s the probability of rolling a one or a si... | what common probability should be assigned to each pair ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . | if i select 10 at a time , how long would it take to get all green balls ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . | do you have a list of all the symbols with their explanations ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | if $ p ( a ) = p ( b ) $ , then events $ a $ and $ b $ are equally likely to occur . next step : practice basic probability skills on khan academy —try our stack of practice questions with useful hints and answers ! or , watch sal explain the basics of probability or go through an example : picking marbles from a bag . | if we could solve questions faster than we get to class , how long would it take to solve ... 111,111,111 x 111,111,111 ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | the best example for understanding probability is flipping a coin : there are two possible outcomes—heads or tails . what ’ s the probability of the coin landing on heads ? we can find out using the equation $ p ( h ) = ? | if you flip a normal dice 54 times , what is the probability of it landing on 1 , 6 , or 4 ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . | what is the average age you think someone would understand this at ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . | how do we know if something will happen but does n't ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | probability = in this case : probability of an event = ( # of ways it can happen ) / ( total number of outcomes ) p ( a ) = ( # of ways a can happen ) / ( total number of outcomes ) example 1 there are six different outcomes . what ’ s the probability of rolling a one ? what ’ s the probability of rolling a one or a si... | if a couple plans to have 44 children , what is the probability that there will be at least one boyboy ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | probability = in this case : probability of an event = ( # of ways it can happen ) / ( total number of outcomes ) p ( a ) = ( # of ways a can happen ) / ( total number of outcomes ) example 1 there are six different outcomes . what ’ s the probability of rolling a one ? what ’ s the probability of rolling a one or a si... | is that probability high enough for the couple to be very confident that they will get at least one boyboy in 44 children ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | probability = in this case : probability of an event = ( # of ways it can happen ) / ( total number of outcomes ) p ( a ) = ( # of ways a can happen ) / ( total number of outcomes ) example 1 there are six different outcomes . what ’ s the probability of rolling a one ? what ’ s the probability of rolling a one or a si... | if one marble is drawn , replaced , and then a new marble is drawn , what is the probability of drawing a red both times ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | the probability of event $ a $ is often written as $ p ( a ) $ . if $ p ( a ) & gt ; p ( b ) $ , then event $ a $ has a higher chance of occurring than event $ b $ . if $ p ( a ) = p ( b ) $ , then events $ a $ and $ b $ are equally likely to occur . next step : practice basic probability skills on khan academy —try ou... | what is the probability if selecting an even-numbered book and a puzzle labeled b ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | probability = in this case : probability of an event = ( # of ways it can happen ) / ( total number of outcomes ) p ( a ) = ( # of ways a can happen ) / ( total number of outcomes ) example 1 there are six different outcomes . what ’ s the probability of rolling a one ? what ’ s the probability of rolling a one or a si... | can we use probability in the real world ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | tips the probability of an event can only be between 0 and 1 and can also be written as a percentage . the probability of event $ a $ is often written as $ p ( a ) $ . if $ p ( a ) & gt ; p ( b ) $ , then event $ a $ has a higher chance of occurring than event $ b $ . if $ p ( a ) = p ( b ) $ , then events $ a $ and $ ... | i 'm a little uncertain what actually is a independent event and what is a dependant event ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercises on probability and statistics . | what we have to learn first between probability and statistics ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | tips the probability of an event can only be between 0 and 1 and can also be written as a percentage . the probability of event $ a $ is often written as $ p ( a ) $ . if $ p ( a ) & gt ; p ( b ) $ , then event $ a $ has a higher chance of occurring than event $ b $ . if $ p ( a ) = p ( b ) $ , then events $ a $ and $ ... | when a question asks to `` specify the event , '' what does it mean ? |
probability is simply how likely something is to happen . whenever we ’ re unsure about the outcome of an event , we can talk about the probabilities of certain outcomes—how likely they are . the analysis of events governed by probability is called statistics . view all of khan academy ’ s lessons and practice exercise... | probability = in this case : probability of an event = ( # of ways it can happen ) / ( total number of outcomes ) p ( a ) = ( # of ways a can happen ) / ( total number of outcomes ) example 1 there are six different outcomes . what ’ s the probability of rolling a one ? what ’ s the probability of rolling a one or a si... | if you purchase a defective part what is the probability it came from country `` d '' ? |
the graph of a quadratic function is a parabola , which is a `` u '' -shaped curve : in this article , we review how to graph quadratic functions . looking for an introduction to parabolas ? check out this video . example 1 : vertex form graph the equation . $ y=-2 ( x+5 ) ^2+4 $ this equation is in vertex form . $ y=\... | practice want more practice graphing quadratics ? check out these exercises : vertex form factored form standard form all forms | are there any other `` forms '' of quadratic functions besides vertex form , standard form , and factored form ? |
the graph of a quadratic function is a parabola , which is a `` u '' -shaped curve : in this article , we review how to graph quadratic functions . looking for an introduction to parabolas ? check out this video . example 1 : vertex form graph the equation . $ y=-2 ( x+5 ) ^2+4 $ this equation is in vertex form . $ y=\... | practice want more practice graphing quadratics ? check out these exercises : vertex form factored form standard form all forms | how to convert from zeros to standard form ? |
we investigate the natural response of a resistor and inductor circuit . this discussion parallels the analysis of rc circuits . this $ \text { rl } $ circuit is fairly common . it appears any time a coiled wire is involved in a circuit , such as when you drive a mechanical relay to cause a physical motion ( a relay co... | i would guess the rate of change could be higher near the beginning , when the current is high and there 's a higher rate of power dissipation in the resistor . using this intuition , i can sketch in predicted curves for current and voltage . this turns out to be a pretty good guess at the natural response of an $ \tex... | since the ideal current source produces an infinite voltage , so even the practical current source could provide a considerable level of voltage , then the r0 selection must could endure such high voltage ? |
we investigate the natural response of a resistor and inductor circuit . this discussion parallels the analysis of rc circuits . this $ \text { rl } $ circuit is fairly common . it appears any time a coiled wire is involved in a circuit , such as when you drive a mechanical relay to cause a physical motion ( a relay co... | this discussion parallels the analysis of rc circuits . this $ \text { rl } $ circuit is fairly common . it appears any time a coiled wire is involved in a circuit , such as when you drive a mechanical relay to cause a physical motion ( a relay contains a coil used as an electromagnet ) . | dear prof. mcallister , why did you chose to analyze a rl circuit in parallel and a rc circuit in series ? |
we investigate the natural response of a resistor and inductor circuit . this discussion parallels the analysis of rc circuits . this $ \text { rl } $ circuit is fairly common . it appears any time a coiled wire is involved in a circuit , such as when you drive a mechanical relay to cause a physical motion ( a relay co... | we investigate the natural response of a resistor and inductor circuit . this discussion parallels the analysis of rc circuits . this $ \text { rl } $ circuit is fairly common . | could you please provide an intuition regarding the differences between the parallel and series versions of these circuits ? |
chinese porcelain decoration : underglaze blue and red though chinese potters developed underglaze red decoration during the yuan dynasty ( 1279-1368 c.e . ) , pottery decorated in underglaze blue was produced in far greater quantities , due to the high demand from asia and the islamic countries of the near and middle ... | there were also important developments under the qing dynasty . famille rose ( pink ) , jaune ( yellow ) , noire ( black ) and verte ( green ) were overglaze enamel-decorated porcelains made from the kangxi period ( 1662-1722 ) and later . accordingly to chinese tradition , butterflies are an auspicious sign . | why are those colours ( verte , famille , noire , jaune ) mentioned with their french name ? |
so far , we 've managed to create a single particle that we re-spawn whenever it dies . now , we want to create a continuous stream of particles , adding a new one with each cycle through draw ( ) . we could just create an array and push a new particle onto it each time : `` ` var particles = [ ] ; draw = function ( ) ... | the origin point should be initialized in the constructor . `` ` var particlesystem = function ( position ) { this.origin = position.get ( ) ; this.particles = [ ] ; } ; particlesystem.prototype.addparticle = function ( ) { this.particles.push ( new particle ( this.origin ) ) ; } ; `` ` here it is , all together now : | in fish bubbles step 3 , why can't this.position.x++ ; if ( this.position.x > =width ) { this.position.x=0 ; } work ? |
so far , we 've managed to create a single particle that we re-spawn whenever it dies . now , we want to create a continuous stream of particles , adding a new one with each cycle through draw ( ) . we could just create an array and push a new particle onto it each time : `` ` var particles = [ ] ; draw = function ( ) ... | this fits in with the idea of a particle system being an “ emitter , ” a place where particles are born and sent out into the world . the origin point should be initialized in the constructor . `` ` var particlesystem = function ( position ) { this.origin = position.get ( ) ; this.particles = [ ] ; } ; particlesystem.p... | why won't if ( framecount < 100 ) { bubbles.addparticle ( ) ; bubbles.origin = fish.getmouthposition ( ) .get ( ) ; bubbles.run ( ) ; } that work for step one ? |
so far , we 've managed to create a single particle that we re-spawn whenever it dies . now , we want to create a continuous stream of particles , adding a new one with each cycle through draw ( ) . we could just create an array and push a new particle onto it each time : `` ` var particles = [ ] ; draw = function ( ) ... | this fits in with the idea of a particle system being an “ emitter , ” a place where particles are born and sent out into the world . the origin point should be initialized in the constructor . `` ` var particlesystem = function ( position ) { this.origin = position.get ( ) ; this.particles = [ ] ; } ; particlesystem.p... | why won't if ( framecount < 100 ) { bubbles.addparticle ( ) ; bubbles.origin = fish.getmouthposition ( ) .get ( ) ; bubbles.run ( ) ; } that work for step one ? |
so far , we 've managed to create a single particle that we re-spawn whenever it dies . now , we want to create a continuous stream of particles , adding a new one with each cycle through draw ( ) . we could just create an array and push a new particle onto it each time : `` ` var particles = [ ] ; draw = function ( ) ... | this fits in with the idea of a particle system being an “ emitter , ” a place where particles are born and sent out into the world . the origin point should be initialized in the constructor . `` ` var particlesystem = function ( position ) { this.origin = position.get ( ) ; this.particles = [ ] ; } ; particlesystem.p... | in the next challenge how do you move the origin of the bubbles with your fish ? |
so far , we 've managed to create a single particle that we re-spawn whenever it dies . now , we want to create a continuous stream of particles , adding a new one with each cycle through draw ( ) . we could just create an array and push a new particle onto it each time : `` ` var particles = [ ] ; draw = function ( ) ... | here 's what we had before - note the bolded lines : `` ` var particles = [ ] ; draw = function ( ) { background ( 133 , 173 , 242 ) ; particles.push ( new particle ( new pvector ( width/2 , 50 ) ) ) ; for ( var i = particles.length-1 ; i & gt ; = 0 ; i -- ) { var p = particles [ i ] ; p.run ( ) ; if ( p.isdead ( ) ) {... | why would it be use full for particle to keep track of its origin ? |
so far , we 've managed to create a single particle that we re-spawn whenever it dies . now , we want to create a continuous stream of particles , adding a new one with each cycle through draw ( ) . we could just create an array and push a new particle onto it each time : `` ` var particles = [ ] ; draw = function ( ) ... | when c was deleted from slot # 2 , d moved into slot # 2 , but i has already moved on to slot # 3 . this is not a disaster , since particle d will get checked the next time around . still , the expectation is that we are writing code to iterate through every single item of the array . | in step tree , is the fish meant to wrap around the screen or turn around when it hits the edge ? |
so far , we 've managed to create a single particle that we re-spawn whenever it dies . now , we want to create a continuous stream of particles , adding a new one with each cycle through draw ( ) . we could just create an array and push a new particle onto it each time : `` ` var particles = [ ] ; draw = function ( ) ... | so far , we 've managed to create a single particle that we re-spawn whenever it dies . now , we want to create a continuous stream of particles , adding a new one with each cycle through draw ( ) . we could just create an array and push a new particle onto it each time : `` ` var particles = [ ] ; draw = function ( ) ... | i 'm using timetolive to determine my bubble growth currently does the program want me to use something else ? |
why monasteries ? what is a monastery exactly ? a monastery is a community of men or women ( monks or nuns ) , who have chosen to withdraw from society , forming a new community devoted to religious practice . the word monk comes from the greek word monos , which means alone . it can be difficult to focus a lot of time... | the columns slope inwards , which would have been necessary in the early wooden structures in the north of india in order to support the outward thrust from the top of the vault . in similar stone caves , sometimes the columns are placed in stone pots , which mimic the stone pots the wooden columns were positioned in ,... | were most buddhist temples created out of local stone material ( such as that of the mountains/caves nearby ) or was there any other common building material used ? |
why monasteries ? what is a monastery exactly ? a monastery is a community of men or women ( monks or nuns ) , who have chosen to withdraw from society , forming a new community devoted to religious practice . the word monk comes from the greek word monos , which means alone . it can be difficult to focus a lot of time... | the images also provide documentation of contemporary events and social custom under gupta reign ( 320-550 c.e . ) . rock-cut monasteries become more complex eventually , the rock-cut monasteries became quite complex . they consisted of several stories with inner courtyards and veranda . | was there any available or was rock easier ( or did other materials like wood not survive through the ages ) ? |
why monasteries ? what is a monastery exactly ? a monastery is a community of men or women ( monks or nuns ) , who have chosen to withdraw from society , forming a new community devoted to religious practice . the word monk comes from the greek word monos , which means alone . it can be difficult to focus a lot of time... | this is similar to the architecture of early christianity ( for example , the side aisles at the early christian church in rome , santa sabina , which help the flow of people who come to worship at the altar at the end of the nave ) . buddhist monasteries in india in india , by the 1st century , many monasteries were f... | when did more strict versions of buddhism began having deities with many arms and legs like hinduism did ? |
the cook islands are situated in the middle of the south pacific . the wood carvers of the island of rarotonga , one of the cook islands , have a distinctive style.the cook islands were settled around the period 800-1000 c.e.. captain cook made the first official european sighting of the islands in 1773 , but spent lit... | they also have an explicit sexual aspect , thus embodying male and female productive and reproductive qualities . * male and female elements this staff god is a potent combination of male and female elements . the wooden core , made by male carvers , has a large head at one end and originally terminated in a phallus . | where would a `` staff god '' have been kept or stored ? |
the cook islands are situated in the middle of the south pacific . the wood carvers of the island of rarotonga , one of the cook islands , have a distinctive style.the cook islands were settled around the period 800-1000 c.e.. captain cook made the first official european sighting of the islands in 1773 , but spent lit... | there are no other surviving large staff-gods from the cook islands that retain their barkcloth wrapping as this one does . this was probably one of the most sacred of rarotonga 's objects . this impressive image is composed of a central wood shaft wrapped in an enormous roll of decorated barkcloth . | i ca n't imagine that island humidity and conditions were very forgiving to these sacred objects ? |
the cook islands are situated in the middle of the south pacific . the wood carvers of the island of rarotonga , one of the cook islands , have a distinctive style.the cook islands were settled around the period 800-1000 c.e.. captain cook made the first official european sighting of the islands in 1773 , but spent lit... | they also have an explicit sexual aspect , thus embodying male and female productive and reproductive qualities . * male and female elements this staff god is a potent combination of male and female elements . the wooden core , made by male carvers , has a large head at one end and originally terminated in a phallus . | what is a staff god ? |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.