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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
https://rajeshshuklacatalyst.in/c-language-structure-and-union-3/ | 1,702,049,487,000,000,000 | text/html | crawl-data/CC-MAIN-2023-50/segments/1700679100762.64/warc/CC-MAIN-20231208144732-20231208174732-00437.warc.gz | 537,600,673 | 12,702 | C Structures and Unions
# C Language | Structure and Union: Basic Programs
Example:4
C program to declare a structure named student with attributes as roll, name, m1, m2, m3, total, and per. Take input for the details, calculate and display total, and per.
Sol:
```#include<stdio.h>
struct student
{
int roll;
char name[20];
float m1,m2,m3,total,per;
};
//}s;
//struct bank s;
int main()
{
struct student s;
printf("Enter roll,name,m1,m2, and m3 ");
scanf("%d %s %f %f %f",&s.roll,s.name,&s.m1,&s.m2,&s.m3);
s.total=s.m1+s.m2+s.m3;
s.per=s.total/3;
printf("Total %.3f Per %.2f\n",s.total,s.per);
return(0);
}
```
```/* Output */
Enter roll,name,m1,m2, and m3 101
Amit
98
95
96
Total 289.000 Per 96.33```
Example:5
C program to declare a structure named product with attributes as product number, product name, rate, quantity, and cost. Product:(pno,name,rate,qty,cost). Take input for the details, calculate and display the cost of the product.
Sol:
```#include<stdio.h>
struct product
{
int pno;
char pname[15];
float rate,qty,cost;
}p;
//struct product p;
int main()
{
//struct product p;
printf("Enter pno,pname,rate and qty ");
scanf("%d %s %f %f",&p.pno,p.pname,&p.rate,&p.qty);
p.cost=p.rate*p.qty;
printf("cost = %.2f\n",p.cost);
//getch();
return(0);
}
```
```/* Output */
Enter pno,pname,rate and qty 1001
Lux
45
6
cost = 270.00```
Example:6
C program to declare a structure named book with attributes as book code, book title, price , number of copies and total cost. Book (bcode, btitle, price, noc, cost). Take input for the details calculate and display cost of the books.
Sol:
```#include<stdio.h>
struct book
{
int bcode;
char btitle[15];
float price,noc,cost;
}b;
//struct book b;
int main()
{
//struct book b;
printf("Enter bcode,btitle,price and noc ");
scanf("%d %s %f %f",&b.bcode,b.btitle,&b.price,&b.noc);
b.cost=b.price*b.noc;
printf("cost = %.2f\n",b.cost);
//getch();
return(0);
}
```
```/* Output */
Enter bcode,btitle,price and noc 1002
C
256
3
cost = 768.00```
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# De Moivre's Theorem : Write a cis expression in standard complex form (a+bi)
Not what you're looking for? Search our solutions OR ask your own Custom question.
This content was COPIED from BrainMass.com - View the original, and get the already-completed solution here!
Use Demoivre's theorem to write [3 cis(pi/2)]squared in the form a+bi without trigonometric functions.
Find the real and complex solution of the equation Xsquared - 8 = 0
Find the angle between the two vectors (5,2) and (-2,5)
https://brainmass.com/math/complex-analysis/write-cis-expression-standard-complex-form-117571
#### Solution Preview
Use Demoivre's theorem to write [3cis(pie/2)]squared in the form a+bi without trigonometric functions.
The question is unclear. I assume your question is
Use Demoivre's theorem to write [3cos(pie/2)]squared in the form a+bi without ...
#### Solution Summary
A cis expression is written in standard complex form (a+bi). The angle between two vectors with points are determined.
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May 5, 2016
# Search: NARAYANA JUNIOR COLLEGE .PHYSICS
Number of results: 74,413
narayana junior college,physics
a point charge q=-8.0nC is located at origin . find electric field vector at point x=1.2m,y=-1.6m
March 31, 2012 by B.Y.SARAT
NARAYANA JUNIOR COLLEGE .PHYSICS
2 PARTICLES [FREE TO MOVE] WITH CHARGES +q and +4q are a distance L APART. A 3RD CHARGE IS PLACED SO THAT THE ENTIRE SYSTEM IS IN EQ2UILIBRIUM.FIND THE LOCATION,MAGNITUDE AND SIGN OF THE 3RD CHARGE
March 31, 2012 by B.Y.SARAT
statistics
Pleas HeLp!!!!!!!!!! A random sample of the test scores of 100 applicants for college entry at a large junior college showed a mean score of 72.6. Determine a 99%, 95%, and 90% confidence interval for the m mean score of all applicants at the junior college. Assume the ...
September 17, 2011 by courntey
Statistics
The father of a junior high school student wants to determine the most popular book among junior high students. Select the sample with the least potential bias. A. A randomly selected group of 10 book sellers B. A randomly selected group of 30 junior high students C. A ...
September 11, 2014 by Amy
Statistics
The father of a junior high school student wants to determine the most popular book among junior high students. Select the sample with the least potential bias. A. A randomly selected group of 10 book sellers B. A randomly selected group of 30 junior high students C. A ...
April 13, 2016 by Angela
Statistics
At 100 college campuses, 1200 full-time undergraduate students were surveyed on their credit card usage. Among juniors, 65% reported that they didn't have a credit card in their own name, and 23% reported that they had at least one credit card in their own name and they paid ...
July 7, 2013 by y912f
College
Case Eastern Junior College awarded 26 varsity letters in crew, 15 in swimming, and 16 in soccer. If awards went to 46 students and only 2 lettered in all sports, how many students lettered in two of the three sports?
March 21, 2010 by Anonymous
Statistics - Help!
I really really need help with this. Can someone please look at it and let me know. At 100 college campuses, 1200 full-time undergraduate students were surveyed on their credit card usage. Among juniors, 65% reported that they didn't have a credit card in their own name, and ...
July 7, 2013 by y912f
Math
Jack is married to Jill. Their son, Junior, asked each of them to reveal their ages. Junior’s parents decided to tell him, but in the form of a puzzle. Jack told Junior, “If you reverse the digits in my age, you get your mother’s age. Jill told her son, “The sum of my age and ...
May 29, 2012 by Erica
Narayana
A triangle whose sides ABC a line Ap drawn to the side BC such that ap is not a median or altetude?
June 18, 2015 by Dheeraj
Math/Statistics
Of 29 college juniors at State University, 13 preferred pepperoni pizza, 11 preferred supreme, and 5 preferred cheese. If we picked a college junior at State University at random, what is the probability that he or she would prefer cheese?
May 1, 2011 by Rodney
NARAYANA
a point charge q=-8.0nC is located at origin . find electric field vector at point x=1.2m,y=-1.6m
March 31, 2012 by B.Y.SARAT
statistics
A researcher wants to compare the variances of the heights (in inches) of 4 year college basketball players with those of players in junior colleges. A sample of 30 players from each type of school is selected, and the variances of the heights for each type are: 4 year ...
April 17, 2013 by vanitha
English
3. Morales learned quickly, and soon he started winning junior championships. ANSWER: winning junior championships,(DO) Is number 3 direct object Ms. Sue!?!?
January 31, 2010 by aLexus
GPA
I'm a junior in high school. I have a horrible 1.2 GPA at the moment. Is it even possible to raise my GPA to at least a 2.8 by the end of my senior year. (Its the beginning of my junior year right now.)
September 16, 2010 by Kayla
Algebra
The ratio of the number of junior high students to the number of senior high students in a school is 7 to 9. If there are 100 more senior high students than junior high students, how many junior high students are there?
August 26, 2015 by Ratios
Finite Math
A law firm has thirteen senior and nine junior partners. A committee of 6 partners is selected at random to represent the firm at a conference. What is the probability that at least one of the junior partners is on the committee?
March 15, 2012 by Amanda
math
Freshman Sophomore Junior Senior Left-handed batters 4 6 5 4 Right-handed batters 13 10 11 12 A school baseball team has 65 players. What is the probability that a randomly chosen player is a junior or a right-handed batter?
May 16, 2013 by tariq
Probability - Math
According to the record of the registrar's office at a state university, 35% of the students are freshman, 25% are sophomore, 16% are junior, and the rest are senior. Among the freshmen, sophomores, juniors, and seniors, the portion of students who live in the dormitory are, ...
March 13, 2014 by Morgan
Math
from a group of 14 junior and 9 senior students, determine how many committees of 8 students can be chosen if all chosen students are junior students?
January 23, 2011 by Amy
College Help
I am a Sophomore in High School. I have a GPA of 3.3 currently, (it's very bad) with no AP classes taken until Junior and Senior year. What are my chances of getting into UC Irvine? That's the school I really want to get into!
April 16, 2011 by William
Math-Probability
A law firm has six senior and fourteen junior partners. A committee of 3 partners is selected at random to represent the firm at a conference. What is the probability that at least one of the junior partners is on the committee?
March 16, 2012 by Emma
MaTh
a camp assigns a group of 3 counselors to each activity center. the camp has 3 regular counselors and 4 junior counselors. If EACH GROUP CONSISTS OF 1 REGULAR AND 2 JUNIOR COUNSELORS, how many different groups are possible? i think its 36? is that right?
August 5, 2009 by jonathan r
Probability
According to the record of the registrar's office at a state university, 40% of the students are freshman, 25% are sophomore, 20% are junior, and the rest are senior. Among the freshmen, sophomores, juniors, and seniors, the portion of students who live in the dormitory are, ...
March 16, 2014 by Morgan
math - question
Case Eastern Junior College awarded 26 varsity letters in crew, 15 in swimming, and 16 in soccer. If awards went to 46 students and only 2 lettered in all sports, how many students lettered in two of the three sports?
May 12, 2009 by anonymous
Math
The ratio of female teachers to male teachers in a junior school is 13:5. if there are 48 more teachers than the male teachers, find the total numbers of teachers in junior school?
September 7, 2015 by Safi
math word problem
Case Eastern Junior College awarded 26 varsity letters in crew, 15 in swimming, and 16 in scoccer. If awards went to 46 students and only 2 lettered in all sports, how many students lettered in two of the three sports?
August 8, 2009 by Martin
looking for college scholarships
I am a junior in high school and I am in the process of trying to find scholarships that I can apply for right now at the moment. I am trying to start early as I can. Thanks!! If you can help me find scholarships and or grants. But i say absolutely no loans at all. :)
May 22, 2009 by kate
Statistics Help !!
Are my answers here correct ? Research questions for z test, t test for independent samples and t test for dependent samples : z test: "An investigator is interested in finding out whether the particular sample of college students is similar to or different from college ...
July 14, 2013 by Rey
Statistics
Are my answers here correct ? Research questions for z test, t test for independent samples and t test for dependent samples : z test: "An investigator is interested in finding out whether the particular sample of college students is similar to or different from college ...
July 16, 2013 by Ira
Statistics Help !!!!
Are my answers here correct ? Research questions for z test, t test for independent samples and t test for dependent samples : z test: "An investigator is interested in finding out whether the particular sample of college students is similar to or different from college ...
July 19, 2013 by Tise
math-word probblem
Case Eastern Junior College awarded 26 varsity letters in crew, 15 in swimming, and 16 in soccer. If awards went to 46 students and only 2 lettered in all sports, how many students lettered in two of the three sports? is the answe 13 lettered
August 9, 2009 by Grant
math
In a class of 80 seniors, there are 3 boys for every 5 girls. In the junior class, there are 3 boys for every 2 girls. If the two classes combined have an equal number of boys and girls, how many students are in the junior class?
July 9, 2013 by allie
college physics
This site is just a front for liveperson Most college physics questions are not answered for months if ever. Out of "200 experts" you must have somebody who knows physics right? Guess not.
September 30, 2009 by john
math
one-half of the students in a city school plan to enter liberal arts colleges and one-third of the students plan to go to junior college.The remaining 300 pupils expect to seek permanent employment after graduation.How many students are there in this school?
October 25, 2015 by Linda
math
1.Among 90 pieces of mail delivered to the library of a college,50 are addressed to the faculty of Business Administration and 40 are addressed to the Communication faculty.if two of these pieces of mail are delivered to the Dean's office by mistake,and the selection is random...
April 2, 2016 by Bravo
High school
I am a junior, what are good things colleges look for in you resume besides good grades/community service. I have good excurricular activity-music/sports i am looking for things like leadership summits, national honors society, internships, gov. school? what are the best ...
November 3, 2008 by Alicia
mummification
Besides human beings, what did the Egyptians embalm? Thank you for using the Jiskha Homework Help Forum. Often pets were also mummified to put in the pyramids with their owners. Here is a site to help you: http://www.woodlands-junior.kent.sch.uk/homework/egypt/mummies.htm
March 5, 2007 by Kayla
algebra
Junior ate 30% of the sandwiches at the picnic. If he ate 1 ˝ sandwiches, how many sandwiches were there? you cant solve this right? We can't?? Sez who? Let x denote the number of sandwiches. Then we're told 30%x=.30x=1.5 sandwiches. So x=1.5/.30=?? something you can do. its ....
September 27, 2006 by jessica
Math
Last questions, thanks for everything There are 21 plates of tomato sandwiches, 27 plates of cheese sandwiches, and 12 plates of beef sandwiches on a buffet table. If a guest randomly picks a single plate, what is the probability that he gets tomato or cheese sandwiches? A)0....
October 14, 2015 by Hailey
Last questions, thanks for everything There are 21 plates of tomato sandwiches, 27 plates of cheese sandwiches, and 12 plates of beef sandwiches on a buffet table. If a guest randomly picks a single plate, what is the probability that he gets tomato or cheese sandwiches? A)0....
October 14, 2015 by Hailey
Career
1.)When considering a post-secondary option, you should consult which of the following sources? A.)Your internal motivation B.)Family & friends C.)Reference Materials D.)All Of Above 2.)Sarah needs to complete financial aid packets. According to this unit, during which school ...
November 12, 2015 by YRN DJ
Math
There are 300 students in the junior class at a high school. -100 students participate in theater. -70 students are involved in chorus. -140 students play a sport. -35 students are in chorus and are involved in theater, while 15 students play a sport and participate in theater...
August 22, 2012 by Catherine
english
Help with junior thesis idea? ok so i have to write a junior thesis paper (8pgs) by next week and im not really sure what to write about. Its english class obviously and my teacher wants something related to that. lately we have been reading stories about woman and their roles...
April 13, 2013 by Natali
Note to physics, chemistry students
Please note the spelling of Physics, and Chemistry. If you are a college student in those courses, and cant spell them, frankly, asking for help here is insulting to your college and you.
October 26, 2008 by bobpursley
college physics
My previous question was marked science, but it's specifically a college physics question. Thanks.
October 25, 2013 by bbragg
ms.sue
the hard part is wording the words to a child about judaism . I can explain it or describe theconcept but then to word it to a kid. its the difficult part. because they will be in blank. is there a website for kids on judaism by any chance. These two sites have good ...
January 17, 2007 by kailin
college physics
cost of homework help for college physics
September 27, 2011 by mae
english
does junior high have to be capitalized?
February 25, 2010 by Anonymous
Junior Math
Can you help me combine the expression into a single fraction? (t^2-1)/(t^2+7t+10) - (2t+4)/(t^2-t-6) and (3a-1)/(2a+6) - 7a/(a^2+7a+12) Thanks!
January 19, 2011 by Grace
History
Why did Arthur Ashe created the National Junior Tennis?
May 16, 2011 by Allen
NJHS
what do you do at the National Junior Honor Society Induction Ceremony?
November 20, 2011 by Laruen
College Help
I'm going to college this September, and would like to know of any good web sites for beginning college students.
July 28, 2008 by Sally
misc.
if something says your pursuing a college degree does that mean your in college are are planning in the future to go to college?
May 27, 2011 by Sara
English
Write the gerund phrase in each sentence. Then indicate whether the phrase functions as a subject (S), an object of preposition (OP), a direct object (DO), an indirect object (IO), or a predicate nominative (PN). Are these Correct?! 3. Morales learned quickly, and soon he ...
January 31, 2010 by aLexus
8th grade Clinton Junior High School
What is Dividing Powers mean?
November 5, 2009 by Ayana
8th Clinton Junior High School
yes actually its something like that can you help me with it please?
November 5, 2009 by Angela pickens
college essay
I have a 2.68 GPA. I know its bad, but this was mainly due to my mother dying freshman year and my fathers debilitating state after her death. I had a 2.0 freshman yr, a 2.65 sophmore yr, a 3,259 junior yr, and a 3.67 senior yr (so far) A Uconn admissions counselor told me to ...
November 9, 2013 by chhristine
Social Studies
how has the National Junior Tennis League Chapter impacted human lives?
May 16, 2011 by Karan
find two numbers between 60 and 70 which exactly divides 2^48 - 1
July 23, 2015 by vas
statistics
At a small college it is known from previous years that 35% of all college freshman start in college algebra. The new freshman class has 100 students in it, What is the probability that between 35 and 42 freshman will start in college algebra? Is it reasonable to approximate ...
March 23, 2012 by lola
persuasive essay!!
Is it better to go to college and be successful or open your own business without a college degree? Need help writing thesis. What are some benefits of going to college rather than not going to college and opening your own business
March 24, 2008 by Taniya
education
What support structures do you think need to be in place for junior's to succeed at Reardan? what does this question mean? thank you
February 10, 2016 by Meena
College Physics
College Physics- Inertia? Find the moment of inertia about each of the following axes for a rod that is 0.300 in diameter and 1.60 long, with a mass of 5.00×10−2 . How do you find this ? I know how to find the perpendicular and end . but this? About an axis along the ...
October 10, 2012 by Herosugar
Statistics
What percentage of college students are attending a college in the state where they grew up? Let p be the proportion of college students from the same state as that in which the college resides. If no preliminary study is made to estimate p, how large a sample is needed to be ...
August 1, 2012 by Anonymous
psychology
Which of the following individuals is thought to be driven by intrinsic needs? A. Cheerleader B. A junior varsity basketball player
March 3, 2011 by Maria
Powerpoint
okay, I need to do a powerpoint for this career "computer animation" I need help writing a simple, short, punchy paragraph or list. Yet able to get the message across to the audience. Origninal: Most animators begin as studio runners and then progress to junior animation roles...
December 13, 2008 by Larry
grewal
Don has just received a cash gift of \$70,000 from his rich eccentric uncle. He wants to set it aside to pay for his daughter Cynthia's college education. Cynthia will begin college in 10 years and Don's financial advisor says that she can earn 8% interest on an investment in a...
April 17, 2016 by parry
english
how about this for starters? The shift from being a high school student to a college student can be both pleasurable and discomforting at the same time for the simple fact that college is nothing like high school. In college there are no “boundaries”, telling the students what...
January 25, 2010 by layla
final exam
a study shown that 20% of all college textbooks cost at least \$70.it is known that the standard deviation of the prices of all college textbook is \$9.50.assuming that prices of all college textbooks follow a normal distribution, find the mean price of all college textbooks.
May 21, 2013 by Anonymous
Statistics
How do you find the p-value??? Thanks! In the past, 35% of the students at ABC University were in the Business College, 35% of the students were in the Liberal Arts College, and 30% of the students were in the Education College. To see whether or not the proportions have ...
June 19, 2015 by Becca
Math
23 college sophomores at Crocodile Community College, 12 preferred pepperoni pizza, 7 preferred supreme, and 4 preferred cheese. If we picked a college sophomore at Crocodile Community College at random, what is the probability that he or she would prefer supreme? Give ...
July 22, 2011 by Jen
Goverment junior secondary school kwanpe(G.J.S.S K.)
Find the angle between two forces P,Q which has 30N and 27 respectively if the magnitude of the resultant force is 38N
October 6, 2015 by TIMNAN DAKAT
math
A community college has 3,000 students and 90 instructors. The college plans that enrollment will be 3,500 next year. How many new instructors should be hired if the college wants to keep the same student to instructor ratio?
November 11, 2009 by s
math
A community college has 3,000 students and 90 instructors. The college plans that enrollment will be 3,500 next year. How many new instructors should be hired if the college wants to keep the same student to instructor ratio?
November 25, 2009 by tara
Math
A community college has 3,000 students and 90 instructors. The college plans that enrollment will be 3,500 next year. How many new instructors should be hired if the college wants to keep the same student to instructor ratio?
September 5, 2010 by Diane
Math126
A Community College has 3,000 student and 90 instructors.The college plans that enrollment will be 3,500 next year.How many new instructors should be hired if the college wants to keep the same students to instructor ratio?
December 1, 2010 by Kelli
junior sec
list two difference btw of art nd principles or art
October 7, 2015 by eze anna
physics
no idea how to do this problem A kid at the junior high cafeteria wants to propel an empty milk carton along a lunch table by hitting it with a 3.0g spit ball. If he wants the speed of the 40g carton just after the spit ball hits it to be 0.30 m/s, at what speed should his 3.0...
November 5, 2014 by Levin Need help for test!
Junior English
Can someone tell me what subjective truth and objective Truth is?
January 21, 2009 by Anonymous
April 29, 2013 by joyce makara
Punctuation
Is there an error in the following phrase that contains the word "boys"? ex. - Junior boys' basketball team
May 13, 2010 by AL 92
Career Planning
Sarah needs to complete financial aid packets. During which school year would she do this? A.) freshman B.) sophomore C.) junior D.) senior I think that it is D...?
November 5, 2013 by Cassie
8th grade Algebra I (junior level math)
How do i solve proportions? step by step answers plz!!!! EXAMPLE! g/5 = 6/10
December 1, 2009 by Nick
English
I am extremely struggling in IB junior English. How can I survive that class. I put a lot effort too, but the teacher is grading on what we really know.
April 13, 2013 by Anonymous
statistics
A survey was mailed to a total of 400 students; 100 were randomly selected from each of the freshman, sophomore, junior and senior classes last semester. What sampling method was used?
May 10, 2010 by Amy
Dog Hunting Training
please check my answer thanks :) What is the distance of a lure course for a Junior Courser Title My answer is 600 yards
January 11, 2009 by Mallie
PSAT/NMSQT
Am I qualified for the national merit scholarship if I take this test during senior year or is it just junior year or is it both?
August 16, 2013 by Anonymous
English
I am struggling in IB junior English. How can I survive?
April 13, 2013 by Anonymous
Noun phrases
We have to identify the noun phrases, I've put brackets around them. 1. (the children) are playing in the back garden. 2. Justin came to school with his (younger sister). 3. (the old woman) hobbled into the kitchen. 4. Look at (the short ugly looking boy) who is throwing ...
June 4, 2010 by Christine
English
1. He got into college last year. 2. He went into college last year. 3. He got to college last year. 4. He went to college last year. (Are the four all the same in meaning? Which ones are commonly used?)
March 8, 2011 by rfvv
Math
Seven students are running for four junior class representative positions in the upcoming student council elections. How many different ways can the students be chosen?
May 17, 2015 by Lucy
college essay
Write about your academic interests and the personal or academic experiences that have led to or nurtured those interests. What did you enjoy learning about in high school either through your classes, extra curricular, leisure activities or your involvements in the community? ...
November 19, 2007 by jasmine
stats
This week we practice with Binomial Distribution. You can use Appendix Table E or Excel Function Binomdist. About 30% of adults in United States have college degree. (probability that person has college degree is p = 0.30). If N adults are randomly selected, find probabilities...
November 10, 2011 by mary
ECONOMICS
Suppose your college charges you separately for tuition and for room and board. What is a cost of attending college that is not an opportunity cost? What is an explicit opportunity cost of attending college? What is an implicit opportunity cost of attending college?
March 15, 2013 by RAJA
essay
During my four years in high school, I have taken a lots of classes to prepare for college. As I took ELD classes ( English Language Development ) during my freshman and sophomore year, I realized that I could not meet the college's requirement. So in my senior year, I decided...
November 30, 2006 by JJ
NJHS (essay)
hi, i'm currently applying for the national junior honor society, and i'm working on my essay. any ideas what i should include??? ps. i have no leadership experience and the section is blank! D:
March 20, 2013 by grace
college-physics
how to write scientific report on physics
September 19, 2012 by Meenakshi
Math-Statistics
A marketing research company needs to estimate which of two soft drinks college students prefer. A random sample of n college students produced the following 98% confidence interval for the proportion of college students who prefer drink A: (0.384, 0.424). Identify the point ...
November 28, 2009 by Ashley
economics
I need to review a n example of an essay on a 700-1,050 word essay on one good that you have had experience purchasing and the good I chose is online college explaining factors that could cause possible chandes in supply and demand. Determine at least 2 substitutes there may ...
August 14, 2010 by krissy
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17. Next>> | 6,168 | 24,559 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.140625 | 3 | CC-MAIN-2016-18 | longest | en | 0.94177 |
https://www.pinxoplatja.com/faq/how-many-calories-to-lose-1-pound-a-day.html | 1,670,021,963,000,000,000 | text/html | crawl-data/CC-MAIN-2022-49/segments/1669446710916.70/warc/CC-MAIN-20221202215443-20221203005443-00252.warc.gz | 983,195,076 | 11,827 | # How many calories to lose 1 pound a day
## How many calories can I have to lose 1 pound a week?
1 pound , or approximately 0.45 kg, equates to about 3,500 calories . As such, in order to lose 1 pound per week , it is recommended that 500 calories be shaved off the estimate of calories necessary for weight maintenance per day.
## How many calories are in a pound?
It has been believed that there are 3,500 calories in a pound , so therefore it would seem that if you reduce your diet by 500 calories a day, or exercise and burn off 500 calories a day (or any combo of the two), that you would lose a pound a week.
## How many calories should I consume to lose 5 pounds a week?
If you want to lose 5 pounds in a week , you will need to reduce your food intake by 17,500 calories , which is a huge calorie deficit. If you weigh 250-pound, you will need to reduce your daily calorie intake to about 1,250 calories per day, an amount which is too low amounting to starvation.
## How can I drop 20 pounds in a week?
How to Lose 20 Pounds as Fast as Possible Count Calories. It may sound like a no-brainer, but counting calories is one of the easiest and most effective ways to start losing weight fast. Drink More Water. Increase Your Protein Intake. Cut Your Carb Consumption. Start Lifting Weights. Eat More Fiber. Set a Sleep Schedule. Stay Accountable.
## How long will it take to lose 30 pounds on a 1200 calorie diet?
For instance, a moderately active woman who needs about 2200 calories a day only but eats 1200 calories instead, she will likely lose about 2 pounds weekly (12). Therefore, it will take her approximately 15 weeks to lose 30 pounds .
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## How can I lose a lb a day?
For you to lose 1 pound of fat (or 0.4 kilograms) a day , you have to burn about 3500 calories (5). As a general rule, women and men require 2000 and 2500 calories, respectively, each day (20). To lose any extra weight, you need to cut about 500 to 1000 calories from your average.
## What exercise burns the most calories?
Running is the winner for most calories burned per hour. Stationary bicycling , jogging , and swimming are excellent options as well. HIIT exercises are also great for burning calories. After a HIIT workout, your body will continue to burn calories for up to 24 hours.
## Is 300 calories a day healthy?
Will you be in good health ? NO. You have to realize that how much you eat sends important signals to your body. If you eat 300 calories , the message to your body is that something is not right and that it will need to survive on very little energy.
## How much weight will I lose if I eat 800 calories a day?
Some people go on a very low- calorie diet for rapid weight loss, often consuming only 800 calories a day . This type of diet usually includes special foods such as shakes, bars, or soups to replace meals and for added vitamins. Very low- calorie diets can help a person achieve weight loss of up to 3 to 5 pounds per week.
## Is a 5 pound weight loss noticeable?
Timeline for Noticeable Weight Loss Week one: Most people start to see some change in the scale (usually up to five pounds ) during this week. You’re likely to feel better, but not see major changes in your body.
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## Will I lose weight if I eat 500 calories a day?
The takeaway. You should only conduct a 500 – calorie diet under a doctor’s close supervision. Though you may lose weight , you are at risk of malnutrition, which can cause many health problems.
## Will I lose weight if I stop eating for 3 days?
The 3 Day Diet is a very low-calorie diet that uses simple foods that are low cost and easy to find and prepare. A short-term weight loss is likely. But that is where the good news ends. During the 3 days of the diet , balanced nutrition is lacking.
## How can I lose tummy fat fast?
20 Effective Tips to Lose Belly Fat (Backed by Science) Eat plenty of soluble fiber. Avoid foods that contain trans fats . Don’t drink too much alcohol. Eat a high protein diet. Reduce your stress levels. Don’t eat a lot of sugary foods. Do aerobic exercise (cardio) Cut back on carbs — especially refined carbs.
## How can I lose 20 pounds in 2 hours?
Lose 20 pounds in two hours ! Suck in your stomach. If you exhale and suck in your stomach, you’re going to look thinner. Flex your muscles. Pump it up. Fix your posture. Fix your face. Shave and bronze. Get a mini-makeover. | 1,070 | 4,523 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.578125 | 3 | CC-MAIN-2022-49 | latest | en | 0.934487 |
http://stackoverflow.com/questions/11509459/determining-the-lowest-child-node-descendant-with-greatest-index-in-an-array-b | 1,405,042,658,000,000,000 | text/html | crawl-data/CC-MAIN-2014-23/segments/1404776424328.95/warc/CC-MAIN-20140707234024-00054-ip-10-180-212-248.ec2.internal.warc.gz | 118,629,713 | 16,063 | # Determining the lowest child-node (descendant with greatest index) in an array-based binary-tree in O(1)?
Some binary-tree structures (such as heaps) can be implemented using an array by setting indices left-to-right, top-to-bottom
``` 0
/ \
1 2
/ \ / \
3 4 5 6
/ \ / \ / \ / \
7 8 9 10 11 12 13 14
... etc.
```
The children and parent of a node at index `x` can be found easily in O(1):
```child-left(x) = 2x+1
child-right(x) = 2x+2
parent(x) = (x-1)/2
```
But is there a way to find the lowest descendant of x in O(1) (ie. the descendant with highest index)? For instance, in the tree above, the lowest descendant of `x=0` would be 14, while for `x=1` it would be `10`. Note that for `x=1`, if there were only 10 elements in the tree, it should return `9` instead.
I can assume there will never be more than 232 elements in my array, so 2n can be implemented in O(1) using bit-shifts. Possibly `log_2` as well (???)
-
As a silly cop-out answer, if you have at most 2^32 elements in the array, you could always just precompute everything and look up the answer in a lookup table in O(1). :-) – templatetypedef Jul 16 '12 at 17:42
Is the binary tree necessarily a perfect binary tree (that is, no missing nodes), or might there be some nodes missing off the bottom level? – templatetypedef Jul 16 '12 at 17:47
@templatetypedef: No, it is not necessarily perfect – BlueRaja - Danny Pflughoeft Jul 16 '12 at 17:50
Why for `N=10` the lowest descendant of `1` is `9`?? Why not `7`? What meaning exactly do you put in the term "lowest" in this case? – AndreyT Jul 16 '12 at 18:18
@AndreyT he describes it as "Descendant with the highest index" in latest edit – Kevin DiTraglia Jul 16 '12 at 18:20
Well, I figured it out. The depth of node x is
```depth(x) = log2(x+1)
```
Similarly, the i-th left-child and i-th right-child of node `x` can easily be found:
```ithLeftChild(x, i) = 2i(x+1) - 1
ithRightChild(x, i) = 2i(x+2) - 2
```
The index of the left-most child at depth `d` is `ithLeftChild(x, d - depth(x))`, and similarly for the right-child.
Let's call the index of the last element `n`. So, now we can find the depth of `n`, and we can also find the indicies of `leftmostChild` and `rightmostChild` at that depth (which could be larger than the last element, meaning they don't actually exist).
Now we just have three cases:
• `n < leftmostChild`. Then our subtree has no elements at that depth, so the highest index must be `parent(rightmostChild)`.
• `leftmostChild <= n <= rightmostChild`. Then the highest index is necessarily `n`.
• `rightmostChild < n`. Then `rightmostChild` must be our highest index.
2i can be implemented in O(1) for reasonable `i` using bit-shifts; `log2(x)` can be implemented in O(1) using a 256-byte lookup table. So the overall algorithm is O(1).
-
Was about to type this exact solution out and got distracted with work, +1 for figuring it out though. – Kevin DiTraglia Jul 16 '12 at 19:07 | 900 | 3,000 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.234375 | 3 | CC-MAIN-2014-23 | latest | en | 0.83959 |
https://amara.org/en/videos/FcGKShNGoUke/en/419471/ | 1,624,066,121,000,000,000 | text/html | crawl-data/CC-MAIN-2021-25/segments/1623487643354.47/warc/CC-MAIN-20210618230338-20210619020338-00321.warc.gz | 105,991,530 | 14,809 | ## ← A Different Pattern - Visualizing Algebra
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Showing Revision 2 created 05/24/2016 by Udacity Robot.
1. If you got any of these correct, great work. We can use our area model to figure
2. out the product of these two binomials. We know x time x is x squared, x times
3. negative 4 is negative 4x. Positive 4 times x is positive 4x, and positive 4
4. times negative 4 is negative 16. We use a similar approach to figure out this
5. multiplication problem and this one. | 264 | 996 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.71875 | 3 | CC-MAIN-2021-25 | latest | en | 0.784364 |
https://www.mrholloman.net/PCH/Tests/U07/pchs21u07aa.htm | 1,653,135,005,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652662539101.40/warc/CC-MAIN-20220521112022-20220521142022-00213.warc.gz | 1,002,376,381 | 2,082 | PreCalculus Honors Unit Test #7
_____ / 38
No Calculator Allowed
1 Use the fundamental identities to simplify $\left({cos}^{2}x\right)\left({tan}^{2}x+1\right)$ as much as possible. (4)
$\left({cos}^{2}x\right)\left({tan}^{2}x+1\right)=\left({cos}^{2}x\right)\left(\frac{{sin}^{2}x}{{cos}^{2}}+\frac{{cos}^{2}x}{{cos}^{2}x}\right)={sin}^{2}x+{cos}^{2}x=1$
2 Verify: $\frac{2-{sin}^{2}\left(x\right)}{cos\left(x\right)}=sec\left(x\right)+cos\left(x\right)$ (6)
Working the right-hand side…
$sec\left(x\right)+cos\left(x\right)=\frac{1}{cos\left(x\right)}+\frac{{cos}^{2}\left(x\right)}{cos\left(x\right)}=\frac{1+{cos}^{2}\left(x\right)}{cos\left(x\right)}=\frac{1+\left(1-{sin}^{2}\left(x\right)\right)}{cos\left(x\right)}=\frac{2-{sin}^{2}\left(x\right)}{cos\left(x\right)}$
QED.
3 Verify: $\frac{{cos}^{2}\left(x\right)}{1-sin\left(x\right)}=1+sin\left(x\right)$ (6)
Working the left-hand side…
$\frac{{cos}^{2}\left(x\right)}{1-sin\left(x\right)}=\frac{1-{sin}^{2}\left(x\right)}{1-sin\left(x\right)}=\frac{\left(1+sin\left(x\right)\right)\left(1-sin\left(x\right)\right)}{1-sin\left(x\right)}=1+sin\left(x\right)$
QED.
4 Find the exact value of $cos\left(\frac{2\pi }{9}\right)cos\left(\frac{\pi }{36}\right)-sin\left(\frac{2\pi }{9}\right)sin\left(\frac{\pi }{36}\right)$. (4)
This smells like the sum formula for cosine…
$cos\left(\frac{2\pi }{9}+\frac{\pi }{36}\right)=cos\left(\frac{8\pi }{36}+\frac{\pi }{36}\right)=cos\left(\frac{9\pi }{36}\right)=cos\left(\frac{\pi }{4}\right)=\frac{1}{\sqrt{2}}$
5 Find the exact value of $sin\left(\frac{5\pi }{8}\right)$. (5)
This will require the half-angle formula for sine. Note that $\frac{5\pi }{8}$ is in the second quadrant, so the value must be positive.
$\sqrt{\frac{1-cos\left(\frac{5\pi }{4}\right)}{2}}=\sqrt{\frac{1-\left(-\frac{1}{\sqrt{2}}\right)}{2}}=\sqrt{\frac{1+\frac{\sqrt{2}}{2}}{2}}=\sqrt{\frac{2+\sqrt{2}}{4}}$
6 Solve $sin\left(2x\right)=-\frac{1}{2}$ for $x\in \left[0,2\pi \right)$. (6)
Note that $x\in \left[0,2\pi \right)⇒2x\in \left[0,4\pi \right)$.$sin\left(2x\right)=-\frac{1}{2}⇒2x\in \left\{\frac{7\pi }{6},\frac{11\pi }{6},\frac{19\pi }{6},\frac{23\pi }{6}\right\}⇒x\in \left\{\frac{7\pi }{12},\frac{11\pi }{12},\frac{19\pi }{12},\frac{23\pi }{12}\right\}$
7 Solve ${sin}^{2}\left(x\right)+2sin\left(x\right)+1=0$ for $x\in \left[0,2\pi \right)$. (5)
${sin}^{2}\left(x\right)+2sin\left(x\right)+1={\left(sin\left(x\right)+1\right)}^{2}$; thus, ${\left(sin\left(x\right)+1\right)}^{2}=0⇒\left(sin\left(x\right)+1\right)=0⇒sin\left(x\right)=-1⇒x=\frac{3\pi }{2}$.
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https://aboutguestlodge.com/versus-music-obevcjb/5ef647-maths-genie-percentages | 1,618,855,586,000,000,000 | text/html | crawl-data/CC-MAIN-2021-17/segments/1618038916163.70/warc/CC-MAIN-20210419173508-20210419203508-00051.warc.gz | 193,268,391 | 6,721 | Test Your Percentages. Find the percentage increase in the population every 3 hours. % 12 100 % 7 10 9 20 (Total for Question 25 is 1 mark) 25 Dean says that 13% is greater than 0.1 Is Dean correct? Scroll down and press OK done to have them marked online. Home / Resources / Maths GCSE / Maths Genie . Guestbook. These videos are made by Corbett Maths. Tracing paper may be used. ⚠️ ⚠️ This site requires Cookies to be enabled. Give a reason for your answer. Practice Questions; Post navigation. A selection of top quality videos, from the best of the web, to aid the teaching and learning of this topic. About this resource. Click here for Answers . 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If You Don't Mind Meaning In Urdu, Vit's Air Dried Broad Noodles, Nemcc Business Administration, Best Sanskrit Quotes For Whatsapp, Commercial Property For Sale In Indore, Global Institute Of Technology And Management Greater Noida, Master Of Surgery In Canada, Cummins Isx Vgt Turbo Upgrade, Money Island Ct, John 3:34 Kjv, Crayola Super Tip Markers 50 Pack, High-gloss White Cabinets Ikea, | 4,309 | 18,570 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 1, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.46875 | 3 | CC-MAIN-2021-17 | latest | en | 0.872861 |
https://www.media4math.com/TEKS.3.3F | 1,695,336,284,000,000,000 | text/html | crawl-data/CC-MAIN-2023-40/segments/1695233506045.12/warc/CC-MAIN-20230921210007-20230922000007-00026.warc.gz | 999,636,948 | 13,006 | ## TEKS.3.3F: Represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines.
There are 22 resources.
Title Description Thumbnail Image Curriculum Nodes
## Instructional Resource Collection: Strategy Packs
### This is a collection of Strategy Packs, which focus on different approaches to solving different types of math problems.
Solving One-Step Equations, Compare and Order Fractions and Percents
## Math Examples Collection: Comparing Fractions on a Number Line
### This collection aggregates all the math examples around the topic of Comparing Fractions on a Number Line. There are a total of 7 Math Examples. This collection of resources is made up of downloadable PNG images that you can easily incorporate into your lesson plans.
Compare and Order Fractions
## Quizlet Flash Card Collection: Fraction Basics
### This is a collection of Quizlet Flash Cards on the topic of Fraction Basics. There are a total of 6 Quizlet Flash Card sets.
Write Fractions in Lowest Terms and Identify and Name Fractions
## Math Definitions Collection: Fractions
### This collection aggregates all the definition image cards around the topic of Fractions vocabulary. There are a total of 20 terms.
Compare and Order Fractions, Fractions and Mixed Numbers and Identify and Name Fractions
## Math Clip Art Collection: Unit Fractions
### This collection aggregates all the math clip art around the topic of Unit Fractions. There are a total of 10 images.
Identify and Name Fractions
## Math Clip Art Collection: Mixed Numbers
### This collection aggregates all the math clip art around the topic of Mixed Numbers. There are a total of 11 images.
Fractions and Mixed Numbers
## Math Clip Art Collection: Fractions in Simplest Form
### This collection aggregates all the math clip art around the topic of Fractions in Simplest Form. There are a total of 10 images.
Identify and Name Fractions
## Math Examples Collection: Simplifying Fractions
### This collection aggregates all the math examples around the topic of Simplifying Fractions. There are a total of 19 images.
Write Fractions in Lowest Terms
## Math Clip Art Collection: Equivalent Fractions
### This collection aggregates all the math clip art around the topic of Equivalent Fractions. There are a total of 15 images.
Find Equivalent Fractions and Identify and Name Fractions
## Math Clip Art Collection: Properties of Fractions
### This collection aggregates all the math clip art around the topic of Properties of Fractions. There are a total of 12 images.
Identify and Name Fractions
## Math Clip Art Collection: Proper and Improper Fractions
### This collection aggregates all the math clip art around the topic of Proper and Improper Fractions. There are a total of 10 images.
Identify and Name Fractions
## Math Video Collection: Video Tutorials Series: Fractions
### This collection aggregates all the math videos and resources in this series: Video Tutorials Series: Fractions. There are a total of 54 resources.
Add and Subtract Fractions, Add and Subtract Mixed Numbers and Fractions and Mixed Numbers
## Math Clip Art Collection: Fraction Number Lines
### This collection aggregates all the math clip art around the topic of Fraction Number Lines. There are a total of 18 images.
Identify and Name Fractions
## Math Clip Art Collection: Fraction Bars
### This collection aggregates all the math clip art around the topic of Fraction Bars. There are a total of 4 images.
Fractions and Mixed Numbers
## Math Clip Art Collection: Fraction Models--Circular
### This collection aggregates all the math clip art around the topic of Circular Fraction Models. There are a total of 7 images.
Identify and Name Fractions
## Math Worksheet Collection: Fraction Concepts (Grades 3-5)
### This collection aggregates all the math worksheets around the topic of Fraction Concepts. There are a total of 8 worksheets.
Find Equivalent Fractions and Identify and Name Fractions
## Math Examples Collection: Generating Equivalent Fractions
### This collection aggregates all the math examples around the topic of Generating Equivalent Fractions. There are a total of 13 Math Examples.
Find Equivalent Fractions and Fractions and Mixed Numbers
## Math Examples Collection: Fractions, Decimals, and Percents
### This collection aggregates all the math examples around the topic of Fractions, Decimals, and Percents. There are a total of 15 Math Examples.
Relate Fractions to Decimals
## Math Examples Collection: Comparing Fraction Products
### This collection aggregates all the math examples around the topic of Comparing Fraction Products. There are a total of 9 Math Examples.
Fractions and Mixed Numbers
## Math Examples Collection: Adding Mixed Numbers with Like Denominators
### This collection aggregates all the math examples around the topic of Adding Mixed Numbers with Like Denominators. There are a total of 8 Math Examples.
Fractions and Mixed Numbers
## Quizlet Flash Card Collection: Fraction Operations
### This is a collection of Quizlet Flash Cards on the topic of Fractions. There are 255 Quizlet Flash Card sets.
Add and Subtract Fractions, Add and Subtract Mixed Numbers, Compare and Order Fractions, Fractions and Mixed Numbers, Write Fractions in Lowest Terms and Identify and Name Fractions | 1,110 | 5,393 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.375 | 3 | CC-MAIN-2023-40 | latest | en | 0.837488 |
https://www.assignmentexpert.com/homework-answers/engineering/civil-and-environmental-engineering/question-207147 | 1,721,768,168,000,000,000 | text/html | crawl-data/CC-MAIN-2024-30/segments/1720763518115.82/warc/CC-MAIN-20240723194208-20240723224208-00790.warc.gz | 564,566,608 | 66,915 | 107 777
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# Answer to Question #207147 in Civil and Environmental Engineering for Sandy
Question #207147
cylindrical sample of soil is isotropically compressed under drained condition with a vertical stress of 100 kPa and a radial stress of 100 kPa. Subsequently, the axial stress was held constant and the radial stress was increased to 300 kPa under an un-drained condition.
(a) Calculate the initial mean effective stress and deviatoric stress. Create a graph with the x-axis as p, p’ and the y-axis as q (p, q space). Plot these values in (p,q) space
(b) Calculate the increase in mean total stress and deviatoric stress.
(c) Plot the total and effective stress paths (assume the soil is a linear, isotropic, elastic material).
(d) Determine the slopes of the total and effective stress paths and the maximum excess pore water pressure for each space.
1
2021-06-16T08:22:01-0400
a)Initial Condition
"s'=s \\frac{\\sigma_a+\\sigma_r}{2}=\\frac{100+100}2=100kPa"
"t=\\frac{\\sigma_a- \\sigma_r}2=\\frac{100-100}2=0"
"\\triangle s= \\frac{\\triangle \\sigma_a+ \\triangle \\sigma_r}2= \\frac{0+200}2=100kPa"
"\\triangle s'=0=" Slope of effective stress path (ESP) for elastic soil
"\\triangle t= \\frac{\\triangle \\sigma_a- \\triangle \\sigma_r}2=\\frac{0-200}2 kPa=-100kPa"
c)
d) Slope =1.5
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for any assignment or question with DETAILED EXPLANATIONS! | 424 | 1,508 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.578125 | 4 | CC-MAIN-2024-30 | latest | en | 0.808786 |
https://www.snapsolve.com/solutions/1-3tan45-cot-being-on-angles-is-A-30-B-45-C-60-D-90--1672376656234497 | 1,656,904,211,000,000,000 | text/html | crawl-data/CC-MAIN-2022-27/segments/1656104293758.72/warc/CC-MAIN-20220704015700-20220704045700-00446.warc.gz | 1,041,921,999 | 48,645 | Home/Class 10/Maths/
## QuestionMathsClass 10
$$\frac{1}{\sqrt{3}}tan45°=cot\theta , \theta$$ being on angles $$\theta$$is
(A) $$30°$$
(B) $$45°$$
(C) $$60°$$
(D) $$90°$$
(C)
4.6
4.6
## Solution
$$\frac{1}{\sqrt{3}}tan45°=cot\theta$$
$$\frac{1}{\sqrt{3}}\times\;1=cot\theta$$
$$\frac{1}{\sqrt{3}}=cot\theta$$
$$cot60°=cot\theta$$
$$\theta =60°$$ | 165 | 350 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.0625 | 4 | CC-MAIN-2022-27 | latest | en | 0.344406 |
https://oeis.org/A220532 | 1,582,972,718,000,000,000 | text/html | crawl-data/CC-MAIN-2020-10/segments/1581875148850.96/warc/CC-MAIN-20200229083813-20200229113813-00236.warc.gz | 490,689,011 | 3,726 | The OEIS Foundation is supported by donations from users of the OEIS and by a grant from the Simons Foundation.
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A220532 T(n,k)=Equals two maps: number of nXk binary arrays indicating the locations of corresponding elements equal to exactly two of their horizontal, vertical and antidiagonal neighbors in a random 0..3 nXk array 4
1, 1, 1, 2, 6, 2, 4, 27, 27, 4, 7, 107, 274, 107, 7, 12, 461, 2660, 2660, 461, 12, 21, 1844, 23948, 53150, 23948, 1844, 21, 37, 7502, 204634, 947486, 947486, 204634, 7502, 37, 65, 29893, 1697940, 15864668, 32675630, 15864668, 1697940, 29893, 65, 114, 119342 (list; table; graph; refs; listen; history; text; internal format)
OFFSET 1,4 COMMENTS Table starts ..1.....1.......2........4........7.......12........21.......37.....65.114 ..1.....6......27......107......461.....1844......7502....29893.119342 ..2....27.....274.....2660....23948...204634...1697940.13869434 ..4...107....2660....53150...947486.15864668.258344332 ..7...461...23948...947486.32675630 .12..1844..204634.15864668 .21..7502.1697940 .37.29893 .65 LINKS R. H. Hardin, Table of n, a(n) for n = 1..49 EXAMPLE Some solutions for n=3 k=4 ..1..0..1..1....0..0..1..1....0..0..0..0....1..1..0..0....0..1..1..1 ..0..0..0..1....0..1..1..1....1..0..0..0....1..1..1..0....0..0..0..1 ..0..0..0..0....1..1..1..1....0..1..1..0....1..1..0..0....1..0..1..1 CROSSREFS Column 1 is A005251(n+1) Sequence in context: A220430 A220279 A221188 * A060295 A102912 A064850 Adjacent sequences: A220529 A220530 A220531 * A220533 A220534 A220535 KEYWORD nonn,tabl AUTHOR R. H. Hardin Dec 15 2012 STATUS approved
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Last modified February 29 05:25 EST 2020. Contains 332353 sequences. (Running on oeis4.) | 736 | 1,992 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.046875 | 3 | CC-MAIN-2020-10 | latest | en | 0.621022 |
https://math.stackexchange.com/questions/3231849/real-analysis-proof-of-the-equivalent-definitions-of-the-derivative/3231853 | 1,566,792,837,000,000,000 | text/html | crawl-data/CC-MAIN-2019-35/segments/1566027330962.67/warc/CC-MAIN-20190826022215-20190826044215-00338.warc.gz | 562,041,559 | 31,019 | # Real Analysis: Proof of the equivalent definitions of the derivative.
I am trying to prove to myself that, starting with the definition of the derivative
$$f'(x)=\lim_{x\rightarrow x_0}\frac{f(x)-f(x_0)}{x-x_0}$$
[Note: I wrote the above mistakenly, as pointed out by a comment. Since I think this "typo" was really a big source of my confusion, I'm leaving it as is, to see why I ever asked the question. Of course, $$f'(x)$$ should be $$f'(x_0)$$.]
this is equivalent to
$$f'(x)=\lim_{t\rightarrow 0}\frac{f(x+t)-f(x)}{t}$$
I know that I may define $$t=x-x_0$$ and then the difference quotient becomes
$$\frac{f(x_0+t)-f(x_0)}{t}$$
Expanding the definition of the limit in the definition of the derivative we have, for any $$\varepsilon>0$$ there is some $$\delta>0$$ such that
$$|x-x_0|<\delta \Rightarrow \left|\frac{f(x)-f(x_0)}{x-x_0}-f'(x)\right|<\varepsilon$$
This is equivalent to
$$|t|<\delta \Rightarrow \left|\frac{f(x_0+t)-f(x_0)}{t}-f'(x)\right|<\varepsilon$$
So my problem is that what the second definition of the limit seems to say is not what I want it to say. It seems to say:
$$\lim_{t\rightarrow 0}\frac{f(x_0+t)-f(x_0)}{t} = f'(x)$$
Whereas it seems to me it should say:
$$\lim_{t\rightarrow 0}\frac{f(x_0+t)-f(x_0)}{t} = f'(x_0)$$
Now I'm also somewhat perplexed by what appears to me to be a shift from $$x_0$$ to $$x$$ in the typical way that this conversion is done. Typically, in a simpler calculus context, people would just make the fast argument (without reference to the analytic definition of the limit):
$$\lim_{x\rightarrow x_0}\frac{f(x)-f(x_0)}{x-x_0} = \lim_{t\rightarrow 0}\frac{f(x_0+t)-f(x_0)}{t} = \lim_{t\rightarrow 0}\frac{f(x+t)-f(x)}{t}$$
This disturbs me a little because it shifts without explanation from $$x$$ being a variable and $$x_0$$ being a fixed parameter, to $$x_0$$ being a variable. However, even if I were to understand this switch and become comfortable with it, it seems to me that you cannot perform the same switch inside the definitions of the limit, as you would be inconsistently replacing some instances of $$x$$ with $$x_0$$, even though this value retains its earlier meaning elsewhere in the expression.
• In your very first equation of the post you should have $f'(x_0)$ on the LHS. – MisterRiemann May 19 at 14:36
I believe you are correct for the most part, except that the definitions read: $$f'(x_0)=\lim_{x\to x_0} \frac{f(x)-f(x_0)}{x-x_0}$$ $$f'(x_0)=\lim_{t\to 0} \frac{f(x_0+t)-f(x_0)}{t}.$$ So, the difficulty you are concerned about is never encountered. One simply performs the "change of variables" $$t=x-x_0$$ and notices that as $$x\to x_0$$, $$t\to 0$$ and conversely.
It doesn't make sense to define$$f'(x)=\lim_{x\to x_0}\frac{f(x)-f(x_0)}{x-x_0},$$since the expression after the $$=$$ sign depends only upon $$x_0$$, So, the correct possible definitions are$$f'(x_0)=\lim_{x\to x_0}\frac{f(x)-f(x_0)}{x-x_0}\text{ and }f'(x_0)=\lim_{t\to0}\frac{f(x_0+t)-f(x_0)}t,$$which are clearly equivalent (given $$\varepsilon>0$$, if a $$\delta>0$$ works for one of them, then it also works for the other one). | 1,031 | 3,112 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 31, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.1875 | 4 | CC-MAIN-2019-35 | latest | en | 0.895376 |
https://blog.ribblu.com/perimeter-and-area-worksheets-for-class-7-maths/ | 1,726,041,743,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651344.44/warc/CC-MAIN-20240911052223-20240911082223-00545.warc.gz | 123,235,928 | 48,252 | # Perimeter and Area Worksheets for Class 7 Maths – Chapter 11
Download free pdf of Chapter 11 Perimeter and Area Worksheets for Class 7 Maths with answers. Students can easily get all the Class 7 Maths Worksheets and Exercises in Free Printable ( PDF Format) as per the latest syllabus and examination pattern in CBSE and NCERT pattern. Below you will find all the Perimeter and Area related sums that are asked in 7th Grade Mathematics Exams Across Indian Schools.
## Perimeter and Area Worksheets for Class 7 in PDF Format
### CBSE Class 7 Perimeter and Area Worksheet with answers
Q.1) A door-frame of dimensions 3 m × 2 m is fixed on the wall of dimension 10 m × 10 m. Find the total labour charges for painting the wall if the labour charges for painting 1 m2 of the wall is Rs 2.50.
Solution:
Area of the wall = Length × Width = 10 m × 10 m = 100 m^2 Area of the door-frame = (Length + Width) × 2 = (3 m + 2 m) × 2 = 10 m × 2 = 20 m^2
Area to be painted = Area of the wall – Area of the door-frame = 100 m^2 – 20 m^2 = 80 m^2
Labor charges for painting 1 m^2 = Rs 2.50
Total labor charges = Area to be painted × Labor charges per m^2 Total labor charges = 80 m^2 × Rs 2.50/m^2 = Rs 200
Answer: The total labor charges for painting the wall are Rs 200.
Q.2) The area of a rectangular sheet is 500 cm2. If the length of the sheet is 25 cm, what is its width? Also find the perimeter of the rectangular sheet.
Solution :
Given: Area of the rectangular sheet = 500 cm^2 Length of the sheet = 25 cm
We can find the width using the formula for the area of a rectangle: Area = Length × Width
So, Width = Area / Length = 500 cm^2 / 25 cm = 20 cm
To find the perimeter: Perimeter = 2 × (Length + Width) = 2 × (25 cm + 20 cm) = 2 × 45 cm = 90 cm
Answer: The width of the rectangular sheet is 20 cm, and the perimeter is 90 cm.
Q.3) Anu wants to fence the garden in front of her house, on three sides with lengths 20 m, 12 m and 12 m. Find the cost of fencing at the rate of Rs 150 per metre.
Solution:
Total length of fencing needed = 20 m + 12 m + 12 m = 44 m
Cost of fencing per meter = Rs 150
Total cost of fencing = Total length × Cost per meter = 44 m × Rs 150/m = Rs 6,600
Answer: The cost of fencing is Rs 6,600.
Q.4) The diameter of the wheels of a bus is 140 cm. How many revolutions per minute must a wheel make in order to move a t a speed of 66km/hr?
(a) 240 (b) 250 (c) 260 (d) 270
Solution:
Given: Diameter of the wheel = 140 cm = 1.4 m (converted to meters) Speed of the bus = 66 km/hr = 66000 m/hr (converted to meters per hour)
The distance covered by one revolution of the wheel is equal to the circumference of the wheel.
Circumference = π × Diameter = π × 1.4 m ≈ 4.4 m (approximately)
To find the number of revolutions per minute, we need to convert the speed from meters per hour to meters per minute.
Speed in meters per minute = Speed in meters per hour / 60 minutes = 66000 m / 60 min = 1100 m/min
Now, to find the number of revolutions per minute: Number of revolutions per minute = Speed in meters per minute / Circumference = 1100 m/min / 4.4 m/rev ≈ 250 rev/min
Answer: The wheel must make approximately 250 revolutions per minute.
Q.5) The perimeter of regular polygon is
(a) no. of sides x lengths of one side (b) no. of sides – lengths of one side
(c) no. of sides + lengths of one side (d) no. of sides ÷ lengths of one side
Answer: (a) no. of sides × length of one side
Q.6) A wire is in the shape of a square of side 10 cm. If the wire is re-bent into a rectangle of length 12 cm, find its breadth. Which encloses more area, the square or the rectangle?
Given: Side of the square = 10 cm
The wire is re-bent into a rectangle of length 12 cm. Let’s find its breadth (B).
Perimeter of the square = 4 × Side = 4 × 10 cm = 40 cm Perimeter of the rectangle = 2 × (Length + Breadth) = 2 × (12 cm + B)
Since the wire remains the same, the perimeters of both shapes are equal.
So, 40 cm = 2 × (12 cm + B)
Now, solve for B: 2 × (12 cm + B) = 40 cm 12 cm + B = 20 cm B = 20 cm – 12 cm B = 8 cm
So, the breadth of the rectangle is 8 cm.
To determine which shape encloses more area, we can compare their areas:
Area of the square = Side × Side = 10 cm × 10 cm = 100 cm^2 Area of the rectangle = Length × Breadth = 12 cm × 8 cm = 96 cm^2
The square encloses more area compared to the rectangle.
Answer: The breadth of the rectangle is 8 cm, and the square encloses more area than the rectangle.
Q.7) The area of a square and a rectangle are equal. If the side of the square is 40 cm and the breadth of the rectangle is 25 cm, find the length of the rectangle. Also, find the perimeter of the rectangle.
Given: Side of the square = 40 cm Breadth of the rectangle = 25 cm
We know that the area of a square is given by: Area of square = Side × Side
And the area of a rectangle is given by: Area of rectangle = Length × Breadth
Since the areas are equal, we can set up the equation: Side × Side = Length × Breadth
Plugging in the given values: 40 cm × 40 cm = Length × 25 cm
Now, solve for the length (L): Length = (40 cm × 40 cm) / 25 cm Length = 1600 cm^2 / 25 cm Length = 64 cm
So, the length of the rectangle is 64 cm.
To find the perimeter of the rectangle: Perimeter = 2 × (Length + Breadth) = 2 × (64 cm + 25 cm) = 2 × 89 cm = 178 cm
Answer: The length of the rectangle is 64 cm, and the perimeter of the rectangle is 178 cm.
Q.8) In a parallelogram ABCD, AB = 7.2 cm and the perpendicular from C on AB is 4.5 cm.
Solution:
The area of a triangle is given by the formula: Area = (1/2) × Base × Height
Given: Area of triangle ABC = 36 cm² Height AD = 3 cm
We need to find the base, which is BC.
36 cm² = (1/2) × BC × 3 cm
Now, solve for BC: BC = (2 × 36 cm²) / 3 cm BC = 72 cm² / 3 cm BC = 24 cm
Q.9) Find BC, if the area of the triangle ABC is 36 cm2 and the height AD is 3 cm.
Solution:
In a parallelogram, opposite sides are equal in length.
So, BC = AD = 4.5 cm.
Q.10) What is the circumference of a circle of diameter 10 cm (Take π = 3.14)?
Solution:
Circumference of a circle = π × Diameter
Given: Diameter = 10 cm π = 3.14 (approximated)
Circumference = 3.14 × 10 cm = 31.4 cm
Answer: The circumference is 31.4 cm.
Q.11) What is the circumference of a circular disc of radius 14 cm?
Solution:
Circumference of a circle = 2 × π × Radius
Given: Radius = 14 cm π = 3.14 (approximated)
Circumference = 2 × 3.14 × 14 cm = 87.92 cm (rounded to two decimal places)
Answer: The circumference is approximately 87.92 cm.
Q.12) The cost of fencing a circular field at the rate of Rs 24 per metre is Rs 5280. The field is to be ploughed at the rate of Rs 0.50 per m2. Find the cost of ploughing the field.
Solution:
Given: Cost of fencing = Rs 5280 Rate of fencing = Rs 24 per meter
To find the perimeter of the circular field, we need to know the length of the fencing required. The perimeter of a circle = 2 × π × Radius.
Let R be the radius of the circular field, then 2 × π × R = Length of fencing
So, 2 × 3.14 × R = Length of fencing
Given the cost of fencing is Rs 5280, we can write the equation: Length of fencing × Rate of fencing = Cost of fencing
2 × 3.14 × R × 24 = 5280
Now, solve for R: R = 5280 / (2 × 3.14 × 24)
R ≈ 5.5 meters
Now that we know the radius, we can calculate the area of the circular field.
Area of the circular field = π × (Radius)^2
Area ≈ 3.14 × (5.5 meters)^2 ≈ 94.985 square meters
Now, find the cost of plowing: Cost of plowing = Area × Rate of plowing = 94.985 m² × Rs 0.50/m² ≈ Rs 47.49
Answer: The cost of plowing the field is approximately Rs 47.49.
Q.13) The radii of two circles are 8 cm and 6 cm respectively. Find the radius of the circle having area equal to the sum of the areas of the two circles.
Solution:
Area of a circle = π × (Radius)^2
Given: Radius of the first circle (R1) = 8 cm Radius of the second circle (R2) = 6 cm
Area of the first circle = π × (8 cm)^2 = 64π cm² Area of the second circle = π × (6 cm)^2 = 36π cm²
We want to find the radius (R3) of the circle with the sum of the areas of the two circles: Area of the third circle = Area of first circle + Area of second circle
R3 = √[(64π cm² + 36π cm²) / π] R3 = √[100 cm²] = 10 cm
Q.14) The radii of two circles are 19 cm and 9 cm respectively. Find the radius of the circle which has circumference equal to the sum of the circumferences of the two circles.
Solution:
Circumference of a circle = 2 × π × Radius
Given: Radius of the first circle (R1) = 19 cm Radius of the second circle (R2) = 9 cm
Circumference of the first circle = 2 × π × 19 cm ≈ 119.38 cm Circumference of the second circle = 2 × π × 9 cm ≈ 56.52 cm
We want to find the radius (R3) of the circle with the sum of the circumferences of the two circles: Circumference of the third circle = Circumference of first circle + Circumference of second circle
R3 = (119.38 cm + 56.52 cm) / (2 × π) R3 ≈ 175.9 cm / (2 × 3.14) R3 ≈ 27.97 cm (rounded to two decimal places)
Perimeter and Area: Understanding the Basics
Perimeter and area are fundamental concepts in geometry that help us understand and quantify the size and shape of two-dimensional figures. They play a crucial role in various real-life scenarios, from building a fence around a garden to calculating the amount of paint needed to cover a wall. Let’s delve into the basics of perimeter and area to get a better understanding.
Perimeter: The Boundary Length
Imagine you have a piece of string, and you use it to outline the shape of a figure, such as a rectangle, square, or circle. The length of that string, which traces the boundary of the figure, is what we call the “perimeter.” In simpler terms, the perimeter is the total distance around the edge of a shape.
Calculating Perimeter:
1. Rectangle or Square: To find the perimeter of a rectangle or a square, add up all four sides’ lengths. If the rectangle has sides of length “a” and “b,” then the perimeter (P) is given by P = 2a + 2b.
2. Circle: In the case of a circle, we use a special constant called π (pi), approximately equal to 3.14. The perimeter of a circle, known as the “circumference,” is calculated as C = 2πr, where “r” is the radius of the circle.
Area: The Enclosed Space
Now, let’s shift our focus to area. Area measures the amount of space enclosed by a two-dimensional figure. Think of it as the surface area you would need to paint or cover with a carpet. Area is expressed in square units, such as square centimeters (cm²) or square meters (m²).
Calculating Area:
1. Rectangle or Square: The area of a rectangle or square is found by multiplying the length (l) and the width (w). So, Area (A) = l × w.
2. Circle: For a circle, the area can be calculated using the formula A = πr², where “r” represents the radius of the circle.
3. Triangle: In the case of a triangle, you can find the area using the formula A = (1/2) × base × height, where the base and height are perpendicular to each other.
4. Other Shapes: Various other shapes have their own specific formulas for calculating area, such as the formula for the area of a trapezoid or a parallelogram.
Connecting Perimeter and Area:
There’s an interesting relationship between perimeter and area. If you think about it, perimeter deals with the outer boundary, while area focuses on the interior space. Sometimes, you might need to consider both when solving real-world problems.
For instance, imagine you want to build a fence around a rectangular garden. You’ll need to calculate the perimeter to determine how much fencing material is required. On the other hand, to find out how much grass seed or fertilizer you need to cover the garden, you’ll need to calculate the area.
In conclusion, perimeter and area are essential tools in geometry that help us measure and understand the size and shape of two-dimensional figures. Whether you’re solving math problems or tackling practical projects, a solid grasp of these concepts will serve you well in various aspects of life. So, the next time you encounter a shape, think about both its perimeter and area to get a complete picture of its dimensions. | 3,421 | 12,135 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.46875 | 4 | CC-MAIN-2024-38 | latest | en | 0.876573 |
https://creation.com/probability-arguments-work | 1,579,266,345,000,000,000 | text/html | crawl-data/CC-MAIN-2020-05/segments/1579250589560.16/warc/CC-MAIN-20200117123339-20200117151339-00045.warc.gz | 389,948,051 | 34,070 | Explore
# The force of probability arguments
##### Published: 29 March 2015 (GMT+10)
Bruce A. of Australia, a supporter, raised a question about the probability arguments in our interview with chemist Dr Ken Funk, Is God Left-Handed? The basic gist is, even if the probability is tiny, doesn’t it mean that there is still a practical chance of it happening?
100% behind and supportive of Creation.com but want to make a point that the ‘odds of life’ comments to me don’t seem relevant at all, as an argument in support of creation. You give here odds are 10185—a fantastic number but this may, according to chance been hit on the first throw of dice or twice on the 10370 throw. It means the same if it was hit, it was hit which it has been, it exists. Is this valid? I don’t accept life came from anywhere other than our Creators hand.
Bruce A., Australia
CMI's responds:
Dear Mr A.,
You seem to be misunderstanding the force of probability arguments. These are in fact used all the time in other areas to detect design. The foundational reason is that all physical processes are fundamentally reversible. For example, if a working car was torn apart by a tornado to form a junk heap, you could write mathematical equations for all the parts flying away from each other. Running these equations in reverse would mean the parts of the junkyard all flying together to produce a working car—and because of reversibility, these equations would be just as valid. But we see only the former process, never the latter, although the equations are just as good. The reason is that there are astronomically many more ways of making a junk heap than a working car. So although there is a tiny chance, as per your reasoning, of a tornado through a junk heap forming a working car, it is too infinitesimally small to be considered a rational possibility. No, probabilities this tiny show that the car just didn’t arise this way; rather, it arose from intelligent design.
Or think of it this way: we film a car being torn apart: running the film in reverse will show the car forming. We can tell that it is time-reversed precisely because of the tiny probability of that being true. Indeed, we can define time, by saying that the forward direction is in the direction of increasing probability. This becomes circular, because we have two sets of equations of motion in time that are equally valid, and we just eliminate the one set as being contrary to the direction of time.
Indeed, when analysing thermodynamics on a statistical level, Ludwig Boltzmann (1844–1906) formulated it as: the universe tends towards a maximum entropy, which corresponds to moving to a system with more possible states, thus a higher probability of being occupied. It is also why you’ll never see a bath of lukewarm water spontaneously freezing at one end and boiling at the other. Rather, when you mix an equal amount of freezing water and boiling water, the result will always be lukewarm water. Yet there is an infinitesimally small chance of all molecular collisions removing heat energy from one end of a bath of lukewarm water, and transferring it to another. But if you saw this happening, you would assume there was an outside source heating and cooling the water at different ends. This is explained more in the book World Winding Down (a layman’s guide to the Second Law of Thermodynamics).
The chances of life from non-living chemicals is even smaller, so the rationality is even stronger. First, we all agree that it’s clearly possible for a living cell to decompose into non-living chemicals, including lots of hydrolysis and racemization reactions. But every one of those reactions is reversible. Therefore it is logically possible for the entire reversal to happen: non-living chemicals to a cell, just highly improbable. The reason that the former reaction happens is basically that there are astronomically many more ways that a cell can break down than to form.
Or, take the parallel in the article: if someone illegally used your bank card and entered the right PIN, your bank would presume that it was either stolen or left lying around. They would never argue that the crook solved it by chance, even though there is a non-zero probability.
So as you can see, the force of probability arguments is essential to understand not only chemical evolution, but all other processes that we take for granted.
by Carl Wieland
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My small brain seems to get cracked with all of these arguments, but my common sense says that the possibility of probability under 0.1% is the most "miraculous" event if it should be happened.
On the other side, there is a book which has 100% probability that explains life, still some people choose something else to believe. Age is changing, culture is changing, knowledge is advancing, but ignorance stays the same from the beginning. Human history is always repeated. Thanks CMI
You can be very generous with evolutionists: give them the maximum “trials” with which to see if they can ever approach a 1/1 probability (mathematically speaking, a probability of 1 means that something actually occurs).
Obviously not every atom in the universe is able to be incorporated into cellular components (some are simply the wrong type, and there are geometric considerations), but use ‘all the atoms in the universe’ as an upper limit.
# atoms in universe: 1080 (common estimate)
# atom-atom interactions/second: 1015 (upper limit)
# seconds from alleged big bang: (13×109 years)*(365×24×60×60) = 409,968,000,000,000,000 or 4.1×1017
So, just like when you do coin-toss tests in math class in public school, and you have a 50/50 chance combined with a certain number of “trials”, you start to get diverse actual results because of “chance”.
The number of “trials” possible in this universe, by which to produce evolution, is at maximum, 10102, by the calculation above.
So if the probability of evolution is greater than 1 in 10102, evolution’s got a good chance! But if it’s less, then ‘chances are’ that it ‘doesn't have a chance.’
If the chances of assembling a cell by random are 1 in 1010,000, then the difference between the probability and the trial runs is so great that such a small number of trials could never hope to ‘actualize’ the thing governed by the probability in question.
The probabilities evolution must surmount are worse than the chance of holding one’s breath for a decade, driving a million miles on one tank of gas, jumping 30 feet straight up, or to put it in a spiritual sense: the probability of living a perfect life and earning heaven, as a fallen human being.
Some probabilities are simply impossible.
Indeed.
I make a similar calculation in Answering another uninformed atheist: Galileo, Miller–Urey, probability, linked under Related Articles in the article.
This article covers a topic that I have thought about often, and I concur with Bruce A. in his statement "... a fantastic number but this may, according to chance (have) been hit on the first throw of dice ...". I have always felt that arguments of probability are weaker arguments, like those creationists should not use, simply because there is still one chance in however many possibilities stated. An example of probability given in a visual way states: "... like finding a marked dime in a football field full of dimes two feet deep". The possibility, though unlikely, exists of finding said dime. My understanding of chance infers that the 'improbable' in question does not need to go through every permutation possible before happening. It can theoretically happen any time.
I read through the rebuttal above, but have to concede that I don't understand the argument of forward vs backward calculations, or reversibility. I pray for the scales to drop from my eyes in this regard, and will re-read the article a few times to grasp it.
However, there is one concept that is glaringly obvious to me in my mental ramblings, and that is the (un)likelihood of an improbable event ever recurring. So an improbable event could occur once, but the chances of it randomly repeating (or reproducing) are so improbable as to be impossible. As a non-scientist, (wo)man-in-the-street, I find this to be more compelling reasoning. Does this concept stand up to scrutiny?
Thank you CMI for the incredible smorgasbord of resources that equip ordinary folk like me to believe God's Word with confidence from first to last.
Having just read the book by Dr Carl Wieland, World Winding Down, I can certainly recommend it for anyone to try and grasp these somewhat difficult details and concepts about the second law of thermodynamics. Thanks for the article it helps reinforce those same ideas.
Thank you for making it so easily understood for me. Also, I’d like to comment that I just this morning read in the Bible that what is in a person’s heart is what comes from his mouth. It occurred to me as I read this article that all of your replies to writers reflect the love of Jesus. I just love our Lord and our brothers and sisters too when we get it right. You set a good example.
thank you for the once again insightful article. You have taught me much.
I think you mentioned once that probability rests on uniformity
Thus to invoke probability requires trust in the only One who sustains
and the argument (of life happening by chance etc.) fizzles because it rests on the Sovereign One
Probability presupposes fixed laws to make sense - vetoing an anything can happen universe
Further more the one who created time .history and math does not lie
Things reproduce after their kind - thus eliminating the notion that chance can father cells
Or looking at it another way if chance is behind it all there is no chance that it is not (or that God is) and off to Disneyland we go
I pray for courage , strength and wisdom for you as you speak and teach
Thank you
"Prefer that which is probable but impossible to that which is possible but improbable." - a half quote of Aristotle giving advice to poets. However it also works in science.
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https://www.studypool.com/discuss/503356/fixed-points-of-quadratic-functions?free | 1,503,040,322,000,000,000 | text/html | crawl-data/CC-MAIN-2017-34/segments/1502886104612.83/warc/CC-MAIN-20170818063421-20170818083421-00000.warc.gz | 956,472,202 | 14,025 | ##### Fixed points of Quadratic Functions
label Calculus
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schedule 1 Day
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Linear functions (with the exception of f(x) = x) can have at most one fixed point. Quadratic functions can have at most two. Find the fixed points of the function g(x) = x2 − 20.
Apr 29th, 2015
g(x) = x2 − 20.
x2 − 20= 0
x2 = 20
X = 20^(1/2)
X = +4.47, -4.47
two fixed points are = +4.47 , -4.47
Apr 29th, 2015
The homework submitting program says that answer incorrect.
Apr 29th, 2015
why .. Its a 100% correct ans ..
I showed how to calculate.
plz try once or any round figure is required in ans.
Apr 29th, 2015
if ans is in round figure up to one decimal place then ans will be
roud(4.47) =4.5
therefor you can use ans +4.5 , -4.5
Apr 29th, 2015
I hope it will be helpful for u
Apr 29th, 2015
Thank you!
Apr 29th, 2015
...
Apr 29th, 2015
...
Apr 29th, 2015
Aug 18th, 2017
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http://slideplayer.com/slide/757559/ | 1,534,504,144,000,000,000 | text/html | crawl-data/CC-MAIN-2018-34/segments/1534221212040.27/warc/CC-MAIN-20180817104238-20180817124238-00710.warc.gz | 367,252,306 | 22,827 | # Common Core State Standards for Mathematics: Coherence Grade 7 Overview.
## Presentation on theme: "Common Core State Standards for Mathematics: Coherence Grade 7 Overview."— Presentation transcript:
Common Core State Standards for Mathematics: Coherence Grade 7 Overview
Essential Questions What are the 3 shifts in math instruction in the CCSS? Why the need for Coherence How is Coherence reflected in the classroom? What are the next steps in implementing Coherence?
Carefully connect the learning within and across grades so that students can build new understanding on foundations built in previous years. Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning. Shift 2: Coherence
William McCallum on Coherence
See COHERENCE Card Activity (attachments) COHERENCE Card Activity
In the space below, copy all the standards related to Equations in the grades 6-8 Expressions and Equations Domain and note how coherence is evident in these standards. Engaging with the Shift: Investigate Coherence in the Standards with Respect to Expressions and Equations
6 th grade: Solving problems by writing and solving equations (6.EE.7) involves not only an appreciation of how variables are used (6.EE.6) and what it means to solve an equation (6.EE.5) but also some ability to write, read, and evaluate expressions in which letters stand for numbers (6.EE.2). 6.EE.7 When students write equations of the form x + p = q and px = q to solve real-world and mathematical problems, they draw on meanings of operations that they are familiar with from previous grades work. They also begin to learn algebraic approaches to solving problems. 7 th grade: In solving word problems leading to one-variable equations of the form px + q = r and p(x + q) = r, students solve the equations fluently. This will require fluency with rational number arithmetic (7.NS.1–3), as well as fluency to some extent with applying properties operations to rewrite linear expressions with rational coefficients (7.EE.1). 8 th grade: Much of the work of grade 8 involves lines, linear equations, and linear functions (8.EE.5–8; 8.F.3–4; 8.SP.2–3). Students build on previous work with proportional relationships, unit rates, and graphing to connect these ideas and understand that the points (x, y) on a nonvertical line are the solutions of the equation y = mx + b, where m is the slope of the line as well as the unit rate of a proportional relationship (in the case b = 0). Students also formalize their previous work with linear relationships by working with functions rules that assign to each input exactly one output. Expressions and Equations (EE) Taken from the PARCC Framework
Examples of Key Advances from Grade 6 to Grade 7 In grade 6, students learned about negative numbers and the kinds of quantities they can be used to represent; they also learned about absolute value and ordering of rational numbers, including in real world contexts. In grade 7, students will add, subtract, multiply, and divide within the system of rational numbers. Students grow in their ability to analyze proportional relationships. They decide whether two quantities are in a proportional relationship (7.RP.2a); they work with percents, including simple interest, percent increase and decrease, tax, markups and markdowns, gratuities and commission, and percent error (7.RP.3); they analyze proportional relationships and solve problems involving unit rates associated with ratios of fractions (e.g., if a person walks 1/2 mile in each 1/4 hour, the unit rate is the complex fraction ½ / ¼ miles per hour or 2 miles per hour) (7.RP.1); and they analyze proportional relationships in geometric figures (7.G.1). Students solve a variety of problems involving angle measure, area, surface area, and volume (7.G.4). Students solve a variety of problems involving angle measure, area, surface area, and volume (7.G.4–6).
Fluency Expectations or Examples of Culminating Standards 7.EE.3 Students solve multistep problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. This work is the culmination of many progressions of learning in arithmetic, problem solving and mathematical practices. 7.EE.4 In solving word problems leading to one-variable equations of the form px + q = r and p(x + q) = r, students solve the equations fluently. This will require fluency with rational number arithmetic (7.NS.1–3), as well as fluency to some extent with applying properties operations to rewrite linear expressions with rational coefficients (7.EE.1). 7.NS.1–2 Adding, subtracting, multiplying, and dividing rational numbers is the culmination of numerical work with the four basic operations. The number system will continue to develop in grade 8, expanding to become the real numbers by the introduction of irrational numbers, and will develop further in high school, expanding to become the complex numbers with the introduction of imaginary numbers. Because there are no specific standards for rational number arithmetic in later grades and because so much other work in grade 7 depends on rational number arithmetic (see below), fluency with rational number arithmetic should be the goal in grade 7.
Examples of Major Within-Grade Dependencies Meeting standard 7.EE.3 in its entirety will involve using rational number arithmetic (7.NS.1–3) and percents (7.RP.3). Work leading to meeting this standard could be organized as a recurring activity that tracks the students ongoing acquisition of new skills in rational number arithmetic and percents. Because rational number arithmetic (7.NS.1–3) underlies the problem solving detailed in 7.EE.3 as well as the solution of linear expressions and equations (7.EE.1–2, 4), this work should likely begin at or near the start of the year. The work leading to meeting standards 7.EE.1–4 could be divided into two phases, one centered on addition and subtraction (e.g., solving x + q = r) in relation to rational number addition and subtraction (7.NS.1) and another centered on multiplication and division (e.g., solving px + q = r and p(x + q) = r) in relation to rational number multiplication and division (7.NS.2). Examples of Coherence within 7 th grade
Examples of opportunities for connections among standards, clusters and domains Students use proportional reasoning when they analyze scale drawings (7.G.1). Students use proportional reasoning and percentages when they extrapolate from random samples and use probability (7.SP.6, 8). Examples of Coherence within 7 th grade
Sample Items from SB
Math Shifts What is this shift? Why this shift? OpportunitiesChallenges 2. Coherence: Think across grades Group Discussion | 1,484 | 6,814 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.4375 | 4 | CC-MAIN-2018-34 | longest | en | 0.930516 |
http://primegrid.com/forum_thread.php?id=5705 | 1,547,774,537,000,000,000 | text/html | crawl-data/CC-MAIN-2019-04/segments/1547583659654.11/warc/CC-MAIN-20190118005216-20190118030859-00004.warc.gz | 183,705,329 | 9,438 | ## Other
drummers-lowrise
Message boards : Proth Prime Search : >>>Found Prime Numbers
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Message 76437 - Posted: 16 May 2014 | 17:06:43 UTC
Is there any significance to a found prime, even a special badge or double points? Will this be posted somewhere eventually? I did a few Google searches but didn't really find any more information on this subject. What is the mathematical probability of me (or any other user) finding a prime? I'd just like some more general information since I couldn't find much on the Primegrid site.
Prime number list for participant "CableGuyATX"
Prime Digits Subproject Prime Score
Doublechecker
7393*2^1267734+1 381,630 (decimal) Proth Prime Search 30.805
____________
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Message 76454 - Posted: 17 May 2014 | 11:54:23 UTC - in response to Message 76437.
Is there any significance to a found prime, even a special badge or double points?
From a mathematical perspective, all prime numbers of this size are significant if only because of the rarity of such numbers.
Form a recognition standpoint, there's no special badge, or extra credit, but you do get recorded on our prime finders list. In addition, if the prime is large enough and you're the prime finder (not the double checker), you get recorded in Chris Caldwell's Top 5000 known prime number database.
Some primes are more significant than others. We have several projects where each prime that is found helps to prove a mathematical conjecture. Seventeen or Bust (SoB, also know as "the Sierpinski Problem"), the Prime Sierpinski Problem (PSP), the Extended Sierpinski Problem (ESP), the Riesel Problem (TRP), and the Sierpinski/Riesel Base 5 Problem (SR5) are all projects that are helping to solve conjectures.
Other primes would be significant because they would be the first prime of that type ever discovered. (Wieferich and Wall-Sun-Sun).
We're also searching for the largest known prime to ever be discovered with our GFN World Record project.
What is the mathematical probability of me (or any other user) finding a prime?
I won't attempt to answer it from a mathematical perspective, mostly because I have no idea what the answer is, and you can look that up as easily as I can. What I can do is tell you how many primes have been found historically on some of our smaller projects. (For the larger primes, they are so rare that a historical count of the primes found is too small a data sample to be a reliable indicator of how likely you are to find one in the future.)
PPSE: 0.0143%
PPS: 0.126%
SGS: 0.0046%
Those numbers are taken from only the last three days, so the data set may be too small to get a good statistical sample.
____________
Please do not PM me with support questions. Ask on the forums instead. Thank you!
My lucky number is 75898524288+1
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Message 80286 - Posted: 14 Oct 2014 | 9:38:34 UTC - in response to Message 76454.
I won't attempt to answer it from a mathematical perspective, mostly because I have no idea what the answer is, and you can look that up as easily as I can. What I can do is tell you how many primes have been found historically on some of our smaller projects. (For the larger primes, they are so rare that a historical count of the primes found is too small a data sample to be a reliable indicator of how likely you are to find one in the future.)
PPSE: 0.0143%
PPS: 0.126%
SGS: 0.0046%
Those numbers are taken from only the last three days, so the data set may be too small to get a good statistical sample.
Hi.
Are these numbers up to date? And is my math correct that these means for PPS for example, that 1 out of 800 tests could be a prime and so PPS is the "easiest" subproject to get a prime?
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Message 80287 - Posted: 14 Oct 2014 | 9:55:53 UTC - in response to Message 80286.
Are these numbers up to date? And is my math correct that these means for PPS for example, that 1 out of 800 tests could be a prime and so PPS is the "easiest" subproject to get a prime?
Hi,
I believe those are historical numbers, meaning from the strart of each subproject.
Since candidates are getting larger as each subprojects advances, those numbers should be a bit lower now.
But basic reamins - the smaller number, the better chance of finding a prime.
SGS and PPSE are still best way to go finiding a prime.
____________
My stats
Badge score: 1*1 + 5*2 + 8*9 + 9*6 + 12*3 = 173
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Message 80288 - Posted: 14 Oct 2014 | 10:33:57 UTC - in response to Message 80287.
Thanks a lot.
And learned soemthing new. Because I thought, the bigger the better. ;)
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Message 80324 - Posted: 16 Oct 2014 | 4:31:19 UTC - in response to Message 80288.
Thanks a lot.
And learned soemthing new. Because I thought, the bigger the better. ;)
That depends what you mean by "better". Bigger is better if you want credit for a find ranking high in the "top 5000" primes. Some people want a higher total "prime score", which is also possible to achieve by racking up a large number of smaller finds. Another possible goal is having a larger number of finds in the top 5000, or high ranking in work done in a PrimeGrid challenge.
Top 5000 membership is a moving target; getting on it can take a long time, and some achievements last longer than others. Some people don't care about prime score or top 5000 status, they just want BOINC credit and/or PrimeGrid badges. Some just want to advance the state of the art, or help to solve some math conjectures.
Your goal is up to you.
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Message 80331 - Posted: 16 Oct 2014 | 14:15:50 UTC
Last modified: 16 Oct 2014 | 14:16:48 UTC
Personally, I'm looking for quantity of primes.
The more Proth primes I find, the better my chances of discovering a Fermat divisor.
http://www.prothsearch.com/fermat.html
Message boards : Proth Prime Search : >>>Found Prime Numbers | 1,753 | 6,499 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.9375 | 3 | CC-MAIN-2019-04 | longest | en | 0.89941 |
http://www.chegg.com/homework-help/questions-and-answers/x-i5nbsp-guys-really-need-help-problems-could-help-would-really-good-thank-advance-1-drive-q464259 | 1,461,960,878,000,000,000 | text/html | crawl-data/CC-MAIN-2016-18/segments/1461860111396.55/warc/CC-MAIN-20160428161511-00097-ip-10-239-7-51.ec2.internal.warc.gz | 417,397,941 | 13,589 | x.�i5nbsp; guys, i really need help with some of the problems. If you could help me it would be really good. Thank you in advance :)
1. On a drive from your ranch to Austin, you
wish to average 64 mph. The distance from
your ranch to Austin is 80 miles. However,
at 40 miles (half way), you find you have
averaged only 48 mph.
What average speed must you maintain in
the remaining distance in order to have an
overall average speed of 64 mph? Answer in
units of mph.
2.
The velocity of a particle moving along the x
axis is given by
vx = a t − b t3 for t > 0 ,
where a = 32 m/s2, b = 3 m/s4, and t is in s.
What is the acceleration ax of the particle
when it achieves its maximum displacement
in the positive x direction? Answer in units
of m/s2.
3.
Four vectors, each of magnitude 33 m, lie
along the sides of a parallelogram as shown in
the figure. The angle between vector A and B
is 80? .
Hint: Remember you are adding four vec-
tors.
A
33 m
C
33 m
B
33 m
D
33 m
80?
What is the magnitude of the vector sum of
the four vectors? Answer in units of m.
4.
Vector ~A has a magnitude of 9 and points
in the positive x-direction. Vector ~B has a
magnitude of 17 and makes an angle of 32?
with the positive x-axis.
What is the magnitude of ~A − ~B ?
5.
Vector ~A has components
Ax = −6.9, Ay = 7.5, Az = 2.9,
while vector ~B has components
Bx = 7, By = −5.3, Bz = 4.7.
What is the angle θAB between these vec- | 424 | 1,452 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.734375 | 4 | CC-MAIN-2016-18 | latest | en | 0.947395 |
https://brainmass.com/business/accounting/additional-financing-required-309188 | 1,484,589,578,000,000,000 | text/html | crawl-data/CC-MAIN-2017-04/segments/1484560279224.13/warc/CC-MAIN-20170116095119-00524-ip-10-171-10-70.ec2.internal.warc.gz | 792,659,161 | 19,897 | Share
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The 2007 balance sheet for American Pulp and Paper is shown below (in millions of dollars):
Cash \$3.0
Accounts Receivable 3.0
Inventory 5.0
Current Assets \$11.0
Fixed Assets \$3.0
Total Assets \$14.0
Accounts Payable \$2.0
Notes Payable 1.5
Current Liabilities \$3.5
Long term Debt \$3.0
Common Equity 7.5
Total Liabilities
and Equity \$14.0
In 2007, sales were \$60 million. In 2008, management believes that sales will increase by 20 percent to a total of \$72 million. The profit margin is expected to be 5 percent, and the dividend payout ratio is targeted at 40 percent. No excess capacity exists. What is the additional financing requirement (in million) for 2008 using the formula method?
#### Solution Preview
The basic formula for Additional Funds Needed is
AFN = ((A*/S0)*(S1-S0))- ((L*/S0)*(S1-S0)) - MS1(RR)
Where:
A* = Assets tied directly to sales and will increase
L* = Spontaneous liabilities that will be affected by sales.
S0 = Sales during the last year
S1 = ...
#### Solution Summary
The 2007 balance sheet for American Pulp and Paper is shown below (in millions of dollars):
Cash \$3.0
Accounts Receivable 3.0
Inventory 5.0
Current Assets \$11.0
Fixed Assets \$3.0
Total Assets \$14.0
Accounts Payable \$2.0
Notes Payable 1.5
Current Liabilities \$3.5
Long term Debt \$3.0
Common Equity 7.5
Total Liabilities
and Equity \$14.0
In 2007, sales were \$60 million. In 2008, management believes that sales will increase by 20 percent to a total of \$72 million. The profit margin is expected to be 5 percent, and the dividend payout ratio is targeted at 40 percent. No excess capacity exists. What is the additional financing requirement (in million) for 2008 using the formula method?
\$2.19 | 486 | 1,748 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.78125 | 3 | CC-MAIN-2017-04 | longest | en | 0.885598 |
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## And of course, if non-US residents are eligible to buy the tickets, they are also eligible to claim the prize money should they win. However, be aware that the rules covering taxes and withholding vary depending on where you live. Countries outside of the United States might have different procedures. If you do win, be sure to consult with a tax professional for more information.
*a tip to know whether the website you are looking at actually buys lottery tickets online or follows the insurance model is to check the wording that they use. If you see the words “Play” then you can be confident it is a company that has agents and buys your tickets physically, if you see the words “Bet” you can be sure it is following the insurance model and you are placing a bet on the outcome of a lottery. | 2,075 | 9,720 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.46875 | 3 | CC-MAIN-2019-43 | latest | en | 0.949554 |
https://math.stackexchange.com/questions/752624/prove-that-legendre-symbol-left-fracp-1p-right-equiv-p-pmod4/1226704 | 1,606,290,707,000,000,000 | text/html | crawl-data/CC-MAIN-2020-50/segments/1606141181482.18/warc/CC-MAIN-20201125071137-20201125101137-00492.warc.gz | 381,213,905 | 35,540 | # Prove that Legendre Symbol $\left(\frac{(p-1)!}p\right) \equiv p\pmod4$
Let $p$ be an odd prime. Prove that Legendre Symbol $\left(\frac{(p-1)!}p\right)=1$ if $p\equiv1\pmod4$, $-1$ if $p\equiv3\pmod4$.
Not sure where to begin but here are my initial thoughts.
Clearly, the only way $p$ can be an odd prime is if $p\equiv1$ or $3\pmod4$. Then I see that by Legendre Symbol properties:
$\left(\frac{(p-1)!}p\right) = \left(\frac1p\right)\cdot\left(\frac1p\right)\cdots \left(\frac{p-1}p\right)$, and this is an even number of Legendre symbols. Then by Euler's Criterion, since $p$ is an odd prime, and obviously none of $a = 1, 2, 3, \ldots, p-1$ are divisible by $p$, then $\left(\frac ap\right) \equiv a^{(p-1)/2}\pmod p$.
Not sure if this is the right path, or if I am missing something.
I made an edit to what I have so far:
Clearly, the only way $p$ can be an odd prime is if $p\equiv1\pmod4$ or $p\equiv3\pmod4$. Then, by Wilson’s Theorem we see that $\left(\frac{(p-1)!}p\right)\equiv\left(\frac{-1}p\right)\equiv\left(\frac{p-1}p\right)\pmod p$. Then, we know that from previous work, a square can be of the form $4k$, or $4k + 1$, but not $4k + 2$, or $4k + 3$. Then we see that... (not sure how to finish this off).
Use Wilson's theorem: $$(p-1)! \equiv -1 \pmod{p}$$ Then use the fact that a square can be of the form $4k$ or $4k+1$ but not of the form $4k+2$ or $4k+3$.
Working modulo $4$ does not tell you anything about the quadratic character modulo $p$. For example, no square is $3$ modulo $4$, but $3$ is a square modulo $11$, $13$, $23$, $37$ ... Similarly, $7$ is a square modulo $3$, $19$, $29$, ... (see here) $\newcommand\leg[2]{\left(\frac{#1}{#2}\right)}$ In fact the Chinese Remainder Theorem tells us that, in some sense, being a square modulo $4$ is independent of being a square modulo an odd prime $p$.
Use the fact that $$\leg{-1}p=1 \iff p\equiv1\pmod4.$$ (This is sometimes called the First supplement of the Law of Quadratic Reciprocity.)
Once you notice that $\leg{(p-1)!}p=\leg{-1}p$ (by Wilson's theorem), you're done. | 718 | 2,066 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.03125 | 4 | CC-MAIN-2020-50 | latest | en | 0.759127 |
https://ghostdo.com/financial-modellingdai-xie/ | 1,696,015,798,000,000,000 | text/html | crawl-data/CC-MAIN-2023-40/segments/1695233510528.86/warc/CC-MAIN-20230929190403-20230929220403-00469.warc.gz | 315,224,060 | 47,136 | Financial Modelling 2018-19 Project
Portfolio Optimization
Group members:
Introduction
In our project, we aim to perform a portfolio optimization analysis based on a portfolio of thirty UK stocks and solve seven tasks. In the provided dataset, we have 10 years (Dec. 2007 – Dec. 2017) of monthly price and market capitalization data for each of the stocks as well as prices for the FTSE100 market index and proxies for the risk-free rates over various sub-periods of the sample.
In this report, we offer the clear detailed working process and explanation for efficient frontier generation, portfolio optimization, and out-of-sample risk-adjusted performance analysis. We mainly incorporate Excel Solver and several Excel functions to achieve our results. These tools are extremely effective and next we will present our solution on the seven tasks
Our Workings and findings
(1)As required, firstly we calculate return, then we use Covariance.S function to generate sample variance-covariance matrix for the 30 stocks as shown in table 1.1 (a snapshot of 30*30 matrix).
Table 1.1
(2)Then we set up initial weight for each stock as 1/30, and we calculate portfolio statistics using both portfolio return series and Variance-covariance matrix as shown in table 1.2.
Table 1.2
(3)Use Solver to search for the minimum variance portfolio. The calculated weights and portfolio statistics are shown in table 1.3. As we can see, the minimum variance is 0.00075.
Set up the target standard deviation and use Solver to maximize and minimize return for portfolios, then plot return against variance and get the efficient frontier graph as shown in graph 1.1.
Graph 1.1
(5) Calculate 30 stocks return and variance and then plot them in the same efficient frontier graph as shown in graph 1.2
Graph 1.2
As we can see, the mean-variance frontier generates a much better risk-adjusted return and this shows that firm specific risks of these 30 stocks tend to offset each other and expected returns are not sacrificed. Based on what we have learnt, the unsystematic risks fade away when we add more and more risky asset into our portfolio: the benefits of diversification.
Our workings and findings
(1) Repeat steps in task 1 to calculate portfolio statistics using both portfolio return series and Variance-covariance matrix.
(2) Use Solver to search for the maximum Sharpe ratio portfolio and the weights for each stock are shown in table 2.2 But we do not believe that the composition of the market portfolio that we have found is a desirable or practical one as an investment. The reasons are we need to short 15 stocks, and the short-selling will be very costly since we need to put the money in margin account and we may have margin call. Further, we need to monitor and manage 30 stocks, and this will be very time-consuming and hard.
Set up the different weight for risk-free asset and calculate weight for risky asset, and portfolio return and variance. Then we plot investor portfolio return against variance and standard deviation, and add them on the efficient frontier graph as shown in graph 2.1 and 2.2. As we can see, based on two fund separation theorem, the introduction of risk-free asset changes the optimal portfolio holdings for investors from red line to blue line (capital market line).
Our workings and findings
(1) We repeat steps from task 1 to task 2, but restricting short selling. The composition of market portfolio is shown in table 3.1. As we can see this portfolio only has long position so we do not need to short any stocks. Further, we only need to invest in 8 stocks, so our management and transaction costs will be lower than previous portfolio, which has 30 positions to invest and manage. In conclusion, the portfolio restricting short selling is the more desirable or practical portfolio as an investment.
(2) We also plot the capital market line and efficient frontier as shown in graph 3.1 and 3.2.
Our workings and findings
(1) We Divide the sample in first half (Jan. 2008-Dec. 2012, “in-sample period”) and second half Jan. 2013-Dec. 2017, “out-of-sample period”).
(2) Then we construct equally-weighted portfolios and market capitalization-weighted portfolios of the 30 stocks for both sub-sample periods.
We compare the risk-adjusted performance of these four portfolios using Sharpe ratio as shown in table 4.1
As we can see, equal weighted portfolio outperforms market capitalization weighted portfolios in both in-sample and out-of-sample period since its Sharpe ratios are higher than later. Further, the Sharpe ratio difference even increases in out-of-sample period and this shows that equal-weighted portfolio is more stable.
Our workings and findings
(1) We repeat steps in task 3 but this time we re-estimate the market portfolio and the minimum variance portfolio using the first half of the data only (Jan.
2008-Dec.2012). The weights of both portfolios are shown below in table 5.1 and 5.2.
(2) We then Use the weights of the market portfolio and the minimum variance portfolio from the first half of the data and apply those to the second half of the data (Jan. 2013-Dec. 2017)
As we can see, the market portfolio outperforms all other strategy in both the in-sample and out-sample period, but it actually performs worse than pervious period (with global financial crisis), so this is a surprise to us and may show that the estimated weight for market portfolio only suits for the similar market conditions. If the market conditions change, the market portfolio can not perform as good as it was. The Sharpe ratio difference among four strategies also shrink in out-of-sample period. As Victor DeMiguel says in his paper, Optimal Versus Naive Diversification: How Inefficient is the 1/N Portfolio Strategy?, the gain from optimal diversification is more than offset by estimation error with time. We are also amazed by the performance of naive equal-weighted portfolio as we will discuss next.
Further, As ROGER C LARKE et al. presented in their paper, Risk Parity, Maximum Diversification, and Minimum Variance: An Analytic Perspective, from 1986 to 2012, equal-weighted portfolio outperforms market capitalization-Weighted Portfolio but underperforms Minimum Variance Portfolio in risk-adjusted basis. But in our results, we can see that equal-weighted portfolio performs better than minimum variance portfolio in resurgence period but worse than minimum variance portfolio in recession. We think this makes sense since the minimum variance portfolio limits the big downside risk but also restrains the upside returns. This is why our results are not what we have expected
Conclusion
After the long-term working on financial modeling, and analysis on different portfolio strategy (such as minimum Variance, maximum Sharpe ratio, equally-weighted and market capitalization-weighted), we have learnt how to merge theory with practice and conduct further research in empirical literature to solve our questions. We sincerely appreciate this project and will continuously reflect on our work throughout our future life.
References
1. Clarke, Roger G and de Silva, Harindra and Thorley, Steven, Risk Parity, Maximum Diversification, and Minimum Variance: An Analytic Perspective (June 1, 2012). Journal of Portfolio Management, Vol. 39, No. 3, pp. 39-53 (Spring 2013). Available at SSRN: https://ssrn.com/abstract=1977577 or http://dx.doi.org/10.2139/ssrn.1977577
DeMiguel, Victor and Garlappi, Lorenzo and Uppal, Raman, Optimal Versus Naive Diversification: How Inefficient is the 1/N Portfolio Strategy? (May 2009). The Review of Financial Studies, Vol. 22, Issue 5, pp. 1915-1953, 2009. Available at SSRN: https://ssrn.com/abstract=1376199 or http://dx.doi.org/hhm075 | 1,723 | 7,751 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.109375 | 3 | CC-MAIN-2023-40 | latest | en | 0.88682 |
https://www.jiskha.com/display.cgi?id=1323998820 | 1,503,558,069,000,000,000 | text/html | crawl-data/CC-MAIN-2017-34/segments/1502886133042.90/warc/CC-MAIN-20170824062820-20170824082820-00456.warc.gz | 955,371,716 | 3,188 | # Algebra
posted by .
c=6350/(425-3x) What is the cost and equation to remove 99% of the pollution in the pond?
• Algebra -
See 12-15-11,6:02pm post for solution.
## Similar Questions
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1. The cost, in millions of dollars, to remove x % of pollution in a lake modeled by a. What is the cost to remove 75% of the pollutant?
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The cost, in millions, to remove x% of pollution in a pond is modeled by the equation: . What is the cost to remove 75% of the pollution?
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The cost, in millions, to remove x% of pollution in a pond is modeled by the equation: . What is the cost to remove 75% of the pollution?
4. ### Algebra
The cost, in millions, to remove x% of pollution in a pond is modeled by the equation: C=6350/(425-3x) What is the cost to remove 75% of the pollution?
5. ### Algebra
c=6350/(425-3x) What is the cost and equation to remove 99% of the pollution in the pond?
6. ### Algebra
c=6350/(425-3x) What is the cost and equation to remove 99% of the pollution in the pond?
7. ### Algebra
The cost, in millions, to remove x% of pollution in a pond is modeled by the equation: C=6350/(425-3x) . What is the cost to remove 75% of the pollution?
8. ### Algebra
The cost, in millions, to remove x% of pollution in a pond is modeled by the equation: C=6350/(425-3x) . What is the cost to remove 75% of the pollution?
9. ### Algebra
c=6350/(425-3x) What is the cost and equation to remove 99% of the pollution in the pond?
10. ### Algebra
The cost, in millions, to remove x% of pollution in a pond is modeled by the equation: C=6350/(425-3x) . What is the cost to remove 75% of the pollution?
More Similar Questions | 481 | 1,671 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.65625 | 4 | CC-MAIN-2017-34 | latest | en | 0.903871 |
https://howkgtolbs.com/convert/88.54-kg-to-lbs | 1,638,437,855,000,000,000 | text/html | crawl-data/CC-MAIN-2021-49/segments/1637964361253.38/warc/CC-MAIN-20211202084644-20211202114644-00042.warc.gz | 374,038,905 | 12,158 | # 88.54 kg to lbs - 88.54 kilograms to pounds
Do you want to know how much is 88.54 kg equal to lbs and how to convert 88.54 kg to lbs? You couldn’t have chosen better. You will find in this article everything you need to make kilogram to pound conversion - theoretical and practical too. It is also needed/We also want to underline that all this article is devoted to one amount of kilograms - this is one kilogram. So if you need to know more about 88.54 kg to pound conversion - keep reading.
Before we get to the practice - it means 88.54 kg how much lbs calculation - we are going to tell you a little bit of theoretical information about these two units - kilograms and pounds. So we are starting.
How to convert 88.54 kg to lbs? 88.54 kilograms it is equal 195.1972867748 pounds, so 88.54 kg is equal 195.1972867748 lbs.
## 88.54 kgs in pounds
We will start with the kilogram. The kilogram is a unit of mass. It is a basic unit in a metric system, that is International System of Units (in short form SI).
At times the kilogram is written as kilogramme. The symbol of this unit is kg.
Firstly, the definition of a kilogram was formulated in 1795. The kilogram was defined as the mass of one liter of water. This definition was not complicated but impractical to use.
Then, in 1889 the kilogram was described using the International Prototype of the Kilogram (in abbreviated form IPK). The International Prototype of the Kilogram was made of 90% platinum and 10 % iridium. The International Prototype of the Kilogram was in use until 2019, when it was switched by another definition.
Nowadays the definition of the kilogram is based on physical constants, especially Planck constant. Here is the official definition: “The kilogram, symbol kg, is the SI unit of mass. It is defined by taking the fixed numerical value of the Planck constant h to be 6.62607015×10−34 when expressed in the unit J⋅s, which is equal to kg⋅m2⋅s−1, where the metre and the second are defined in terms of c and ΔνCs.”
One kilogram is 0.001 tonne. It can be also divided to 100 decagrams and 1000 grams.
## 88.54 kilogram to pounds
You know some information about kilogram, so now let’s move on to the pound. The pound is also a unit of mass. It is needed to underline that there are more than one kind of pound. What does it mean? For example, there are also pound-force. In this article we are going to to concentrate only on pound-mass.
The pound is used in the Imperial and United States customary systems of measurements. To be honest, this unit is in use also in another systems. The symbol of the pound is lb or “.
There is no descriptive definition of the international avoirdupois pound. It is defined as exactly 0.45359237 kilograms. One avoirdupois pound could be divided to 16 avoirdupois ounces or 7000 grains.
The avoirdupois pound was enforced in the Weights and Measures Act 1963. The definition of the pound was given in first section of this act: “The yard or the metre shall be the unit of measurement of length and the pound or the kilogram shall be the unit of measurement of mass by reference to which any measurement involving a measurement of length or mass shall be made in the United Kingdom; and- (a) the yard shall be 0.9144 metre exactly; (b) the pound shall be 0.45359237 kilogram exactly.”
### How many lbs is 88.54 kg?
88.54 kilogram is equal to 195.1972867748 pounds. If You want convert kilograms to pounds, multiply the kilogram value by 2.2046226218.
### 88.54 kg in lbs
Theoretical part is already behind us. In this section we will tell you how much is 88.54 kg to lbs. Now you learned that 88.54 kg = x lbs. So it is time to know the answer. Just look:
88.54 kilogram = 195.1972867748 pounds.
That is a correct result of how much 88.54 kg to pound. You may also round off this result. After it your result will be exactly: 88.54 kg = 194.788 lbs.
You know 88.54 kg is how many lbs, so look how many kg 88.54 lbs: 88.54 pound = 0.45359237 kilograms.
Obviously, in this case you can also round it off. After it your outcome is exactly: 88.54 lb = 0.45 kgs.
We are also going to show you 88.54 kg to how many pounds and 88.54 pound how many kg outcomes in tables. See:
We are going to start with a table for how much is 88.54 kg equal to pound.
### 88.54 Kilograms to Pounds conversion table
Kilograms (kg) Pounds (lb) Pounds (lbs) (rounded off to two decimal places)
88.54 195.1972867748 194.7880
Now see a chart for how many kilograms 88.54 pounds.
Pounds Kilograms Kilograms (rounded off to two decimal places
88.54 0.45359237 0.45
Now you learned how many 88.54 kg to lbs and how many kilograms 88.54 pound, so we can move on to the 88.54 kg to lbs formula.
### 88.54 kg to pounds
To convert 88.54 kg to us lbs you need a formula. We are going to show you two formulas. Let’s begin with the first one:
Number of kilograms * 2.20462262 = the 195.1972867748 result in pounds
The first version of a formula will give you the most accurate result. In some situations even the smallest difference can be significant. So if you need an accurate outcome - this formula will be the best solution to calculate how many pounds are equivalent to 88.54 kilogram.
So move on to the second version of a formula, which also enables calculations to know how much 88.54 kilogram in pounds.
The second version of a formula is down below, let’s see:
Number of kilograms * 2.2 = the outcome in pounds
As you can see, the second version is simpler. It can be the best solution if you want to make a conversion of 88.54 kilogram to pounds in quick way, for instance, during shopping. Just remember that your result will be not so correct.
Now we want to learn you how to use these two versions of a formula in practice. But before we will make a conversion of 88.54 kg to lbs we want to show you another way to know 88.54 kg to how many lbs without any effort.
### 88.54 kg to lbs converter
An easier way to check what is 88.54 kilogram equal to in pounds is to use 88.54 kg lbs calculator. What is a kg to lb converter?
Converter is an application. Calculator is based on longer version of a formula which we gave you above. Due to 88.54 kg pound calculator you can effortless convert 88.54 kg to lbs. Just enter amount of kilograms which you need to calculate and click ‘convert’ button. The result will be shown in a flash.
So let’s try to calculate 88.54 kg into lbs using 88.54 kg vs pound converter. We entered 88.54 as an amount of kilograms. This is the result: 88.54 kilogram = 195.1972867748 pounds.
As you can see, this 88.54 kg vs lbs converter is so simply to use.
Now let’s move on to our chief topic - how to convert 88.54 kilograms to pounds on your own.
#### 88.54 kg to lbs conversion
We are going to begin 88.54 kilogram equals to how many pounds calculation with the first formula to get the most exact result. A quick reminder of a formula:
Number of kilograms * 2.20462262 = 195.1972867748 the outcome in pounds
So what need you do to learn how many pounds equal to 88.54 kilogram? Just multiply amount of kilograms, this time 88.54, by 2.20462262. It is equal 195.1972867748. So 88.54 kilogram is 195.1972867748.
It is also possible to round off this result, for instance, to two decimal places. It is equal 2.20. So 88.54 kilogram = 194.7880 pounds.
It is time for an example from everyday life. Let’s calculate 88.54 kg gold in pounds. So 88.54 kg equal to how many lbs? As in the previous example - multiply 88.54 by 2.20462262. It is exactly 195.1972867748. So equivalent of 88.54 kilograms to pounds, if it comes to gold, is 195.1972867748.
In this case you can also round off the result. Here is the result after rounding off, this time to one decimal place - 88.54 kilogram 194.788 pounds.
Now let’s move on to examples calculated with short formula.
#### How many 88.54 kg to lbs
Before we show you an example - a quick reminder of shorter formula:
Amount of kilograms * 2.2 = 194.788 the outcome in pounds
So 88.54 kg equal to how much lbs? As in the previous example you need to multiply number of kilogram, in this case 88.54, by 2.2. Let’s see: 88.54 * 2.2 = 194.788. So 88.54 kilogram is 2.2 pounds.
Let’s make another conversion with use of shorer version of a formula. Now convert something from everyday life, for instance, 88.54 kg to lbs weight of strawberries.
So calculate - 88.54 kilogram of strawberries * 2.2 = 194.788 pounds of strawberries. So 88.54 kg to pound mass is exactly 194.788.
If you know how much is 88.54 kilogram weight in pounds and can convert it using two different versions of a formula, we can move on. Now we are going to show you all results in tables.
#### Convert 88.54 kilogram to pounds
We are aware that outcomes presented in charts are so much clearer for most of you. It is totally understandable, so we gathered all these results in tables for your convenience. Thanks to this you can quickly make a comparison 88.54 kg equivalent to lbs results.
Begin with a 88.54 kg equals lbs table for the first version of a formula:
Kilograms Pounds Pounds (after rounding off to two decimal places)
88.54 195.1972867748 194.7880
And now see 88.54 kg equal pound table for the second version of a formula:
Kilograms Pounds
88.54 194.788
As you can see, after rounding off, when it comes to how much 88.54 kilogram equals pounds, the results are the same. The bigger number the more considerable difference. Remember it when you need to do bigger amount than 88.54 kilograms pounds conversion.
#### How many kilograms 88.54 pound
Now you learned how to calculate 88.54 kilograms how much pounds but we want to show you something more. Are you curious what it is? What about 88.54 kilogram to pounds and ounces conversion?
We are going to show you how you can convert it little by little. Let’s begin. How much is 88.54 kg in lbs and oz?
First thing you need to do is multiply amount of kilograms, in this case 88.54, by 2.20462262. So 88.54 * 2.20462262 = 195.1972867748. One kilogram is exactly 2.20462262 pounds.
The integer part is number of pounds. So in this case there are 2 pounds.
To convert how much 88.54 kilogram is equal to pounds and ounces you need to multiply fraction part by 16. So multiply 20462262 by 16. It is 327396192 ounces.
So final result is equal 2 pounds and 327396192 ounces. It is also possible to round off ounces, for example, to two places. Then your outcome is equal 2 pounds and 33 ounces.
As you can see, conversion 88.54 kilogram in pounds and ounces is not complicated.
The last conversion which we want to show you is calculation of 88.54 foot pounds to kilograms meters. Both foot pounds and kilograms meters are units of work.
To convert it it is needed another formula. Before we give you this formula, let’s see:
• 88.54 kilograms meters = 7.23301385 foot pounds,
• 88.54 foot pounds = 0.13825495 kilograms meters.
Now have a look at a formula:
Number.RandomElement()) of foot pounds * 0.13825495 = the outcome in kilograms meters
So to convert 88.54 foot pounds to kilograms meters you have to multiply 88.54 by 0.13825495. It is exactly 0.13825495. So 88.54 foot pounds is exactly 0.13825495 kilogram meters.
It is also possible to round off this result, for instance, to two decimal places. Then 88.54 foot pounds is equal 0.14 kilogram meters.
We hope that this conversion was as easy as 88.54 kilogram into pounds conversions.
We showed you not only how to do a conversion 88.54 kilogram to metric pounds but also two other conversions - to check how many 88.54 kg in pounds and ounces and how many 88.54 foot pounds to kilograms meters.
We showed you also another solution to make 88.54 kilogram how many pounds conversions, it is with use of 88.54 kg en pound calculator. It will be the best solution for those of you who do not like calculating on your own at all or need to make @baseAmountStr kg how lbs calculations in quicker way.
We hope that now all of you are able to make 88.54 kilogram equal to how many pounds calculation - on your own or using our 88.54 kgs to pounds calculator.
Don’t wait! Let’s convert 88.54 kilogram mass to pounds in the way you like.
Do you want to make other than 88.54 kilogram as pounds conversion? For instance, for 15 kilograms? Check our other articles! We guarantee that conversions for other numbers of kilograms are so simply as for 88.54 kilogram equal many pounds.
### How much is 88.54 kg in pounds
To quickly sum up this topic, that is how much is 88.54 kg in pounds , we prepared one more section. Here we have for you all you need to remember about how much is 88.54 kg equal to lbs and how to convert 88.54 kg to lbs . Have a look.
How does the kilogram to pound conversion look? The conversion kg to lb is just multiplying 2 numbers. How does 88.54 kg to pound conversion formula look? . See it down below:
The number of kilograms * 2.20462262 = the result in pounds
See the result of the conversion of 88.54 kilogram to pounds. The correct result is 195.1972867748 lb.
You can also calculate how much 88.54 kilogram is equal to pounds with another, shortened version of the equation. Check it down below.
The number of kilograms * 2.2 = the result in pounds
So in this case, 88.54 kg equal to how much lbs ? The result is 195.1972867748 pounds.
How to convert 88.54 kg to lbs quicker and easier? You can also use the 88.54 kg to lbs converter , which will do the rest for you and give you a correct answer .
#### Kilograms [kg]
The kilogram, or kilogramme, is the base unit of weight in the Metric system. It is the approximate weight of a cube of water 10 centimeters on a side.
#### Pounds [lbs]
A pound is a unit of weight commonly used in the United States and the British commonwealths. A pound is defined as exactly 0.45359237 kilograms. | 3,600 | 13,808 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.09375 | 4 | CC-MAIN-2021-49 | latest | en | 0.941162 |
http://www.jiskha.com/display.cgi?id=1283105593 | 1,462,259,998,000,000,000 | text/html | crawl-data/CC-MAIN-2016-18/segments/1461860118807.54/warc/CC-MAIN-20160428161518-00103-ip-10-239-7-51.ec2.internal.warc.gz | 612,814,945 | 3,600 | Tuesday
May 3, 2016
Homework Help: Math AP Calc
Posted by Leanna on Sunday, August 29, 2010 at 2:13pm.
Label each statement TRUE or FALSE.
a. The sum of two one-to-one functions is one-to-one.
b. The product of two one-to-one functions is one-to-one.
c. If f is a one-to-one function and k is a real number (constant), then the function g(x)=k*f(x)is one-to-one. | 111 | 365 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.671875 | 3 | CC-MAIN-2016-18 | longest | en | 0.919011 |
https://ch.mathworks.com/matlabcentral/cody/problems/13-remove-all-the-consonants/solutions/1057020 | 1,585,966,689,000,000,000 | text/html | crawl-data/CC-MAIN-2020-16/segments/1585370519111.47/warc/CC-MAIN-20200404011558-20200404041558-00538.warc.gz | 398,062,224 | 15,637 | Cody
# Problem 13. Remove all the consonants
Solution 1057020
Submitted on 20 Nov 2016 by shahin rmz
This solution is locked. To view this solution, you need to provide a solution of the same size or smaller.
### Test Suite
Test Status Code Input and Output
1 Pass
s1 = 'Jack and Jill went up the hill'; s2 = 'a a i e u e i'; assert(isequal(s2,refcn(s1)))
s2 = a a i e u e i
2 Pass
s1 = 'I don''t want to work. I just want to bang on the drum all day.'; s2 = 'I o'' a o o. I u a o a o e u a a.'; assert(isequal(s2,refcn(s1)))
s2 = I o' a o o. I u a o a o e u a a. | 205 | 575 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.578125 | 3 | CC-MAIN-2020-16 | latest | en | 0.718529 |
https://se.mathworks.com/matlabcentral/cody/problems/1674-how-many-jokers/solutions/965127 | 1,606,682,116,000,000,000 | text/html | crawl-data/CC-MAIN-2020-50/segments/1606141202590.44/warc/CC-MAIN-20201129184455-20201129214455-00346.warc.gz | 469,892,380 | 17,049 | Cody
# Problem 1674. How many jokers?
Solution 965127
Submitted on 11 Sep 2016 by Dhaval
This solution is locked. To view this solution, you need to provide a solution of the same size or smaller.
### Test Suite
Test Status Code Input and Output
1 Pass
suspects = [431 543 211 911 436]; code = 211; jokers = 1; assert(isequal(mytest(suspects,code),jokers))
2 Pass
suspects = [431 543 211 911 436]; code = 217; jokers = 0; assert(isequal(mytest(suspects,code),jokers))
3 Pass
suspects = 100:200; code = 160; jokers = 1; assert(isequal(mytest(suspects,code),jokers))
4 Pass
suspects = [100 200 300 350 200]; code = 200; jokers = 2; assert(isequal(mytest(suspects,code),jokers))
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Start Hunting! | 259 | 819 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3 | 3 | CC-MAIN-2020-50 | latest | en | 0.746921 |
https://math.stackexchange.com/questions/3338027/show-that-mathbbq-is-finitely-generated-mathbbqx-1-x-2-dots-module/3338032 | 1,576,150,204,000,000,000 | text/html | crawl-data/CC-MAIN-2019-51/segments/1575540543252.46/warc/CC-MAIN-20191212102302-20191212130302-00062.warc.gz | 455,238,216 | 30,635 | Show that $\mathbb{Q}$ is finitely generated $\mathbb{Q}[x_1,x_2,\dots]$-module
Let $$R=\mathbb{Q}[x_1,x_2,\dots]$$ and $$M=\mathbb{Q}$$. Show that $$M$$ is finitely generated $$R$$-module.
First of all, I don't understand how is $$M$$ an $$R$$-module; Indeed $$f(x_1,x_2,\dots)=x_1\in R, 1\in M$$ but $$1\cdot f(x_1,x_2,\dots)=x_1\notin \mathbb{Q}=M$$.
Is this a mistake in the question.
Assuming it's a mistake we need to change $$R\leftrightarrow M$$. I still don't know how to solve it because we need to find a finite basis $$\{m_1,\dots ,m_n\}\subseteq M$$ s.t. $$M=\{\sum_{i=1}^nr_im_i:r_i\in R\}$$.
The netural guess is to detemine $$m_i:=x_i$$ but this way $$x_{n+1}\notin \operatorname{span} \{x_1,\dots,x_n\}$$.
• Turning it around, the polynomial ring over a field is not finitely generated over this field. – Wuestenfux Aug 29 at 12:00
An $$R$$-module $$M$$ is an abelian group equipped with a ring homomorphism $$\varphi:\ R\ \longrightarrow\ \operatorname{End}(M).$$ In this particular case, a ring homomorphism $$\varphi:\ \Bbb{Q}[x_1,x_2,\ldots]\ \longrightarrow\ \operatorname{End}(\Bbb{Q}),$$ is uniquely determined by where the indeterminates $$x_i$$ are mapped, and an endomorphism of $$\Bbb{Q}$$ (as an abelian group!) is uniquely determined by where $$1\in\Bbb{Q}$$ is mapped. So $$\varphi$$ is uniquely determined by the values $$(\varphi(x_i))(1)\in\Bbb{Q}$$.
Note that here $$\varphi(x_i)$$ is an endomorphism of $$\Bbb{Q}$$ for each $$i$$. In your notation $$(\varphi(x_i))(1)=1\cdot x_i$$. Recall that the '$$\cdot$$' in $$1\cdot f(x_i)$$ stands for the 'multiplication' defined by the $$R$$-module structure on $$M$$; it is not the regular multiplication $$1\cdot f(x_i)\in\Bbb{Q}[x_1,x_2,\ldots]$$ because we are not in $$\Bbb{Q}[x_1,x_2,\ldots]$$, we are in $$\Bbb{Q}$$ with a $$\Bbb{Q}[x_1,x_2,\ldots]$$-module structure.
• I understand that there's an equivalent defenition for an $R$-module. But still, how could $\mathbb{Q}$ be a $\mathbb{Q}[x_1,x_2,...]$-module if $1\in \mathbb{Q}, x_1\in \mathbb{Q}[x_1,...]$ but $1\cdot x_1=x_1\notin \mathbb{Q}$? – J. Doe Aug 29 at 12:18
• To complete the answer, let $T:=\{\sum_{i=1}^n(\varphi(r_i))(m_i):r_i\in R\}$. We want to find $m_1,\dots,m_n\in\mathbb{Q}$ s.t. $\mathbb{Q}=T$. Now, we know that $\operatorname{id}_{\mathbb{Q}},0_{\operatorname{End}(M)}\in \operatorname{Im}(\varphi)$. Hence, if we choose for example $n=1,m_1=1$ then we have $0,1\in T$. But how can we choose $n,m_1,\dots,m_n$ s.t. $\forall q\in\mathbb{Q}, q\in T$? – J. Doe Aug 29 at 12:55 | 967 | 2,545 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 34, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.265625 | 3 | CC-MAIN-2019-51 | latest | en | 0.678972 |
https://math.eretrandre.org/tetrationforum/showthread.php?tid=667&pid=6078#pid6078 | 1,679,774,959,000,000,000 | text/html | crawl-data/CC-MAIN-2023-14/segments/1679296945372.38/warc/CC-MAIN-20230325191930-20230325221930-00470.warc.gz | 437,751,004 | 14,092 | Precision check on [pentation.gp] SOLVED Cherrina_Pixie Junior Fellow Posts: 6 Threads: 3 Joined: Jun 2011 06/28/2011, 07:17 AM (This post was last modified: 07/02/2011, 01:43 AM by Cherrina_Pixie.) Code:? init(exp(Pi()/2));loop base 4.81047738096535165547304 fixed point 0.E-68 + 1.00000000000000000000000*I Pseudo Period 3.69464335841375533580710 + 1.06216001044294092389502*I 4 strm(s) out of 12 sexp(z) generates 36 Riemann samples, scnt= 43 8 rtrm(s) out of 18 riemaprx(z) generates 12 sexp samples sexp(-0.5)= 0.44150846390775332819992735716755 6.315800093 Riemann/sexp binary precision bits I=0.1200000000*I 1=loopcount -0.005257090997 recenter/renorm 0.005021271902 18 strm(s) out of 18 sexp(z) generates 26 Riemann samples, scnt= 36 12 rtrm(s) out of 13 riemaprx(z) generates 19 sexp samples sexp(-0.5)= 0.44146829736572151824153868728668 15.39341456 Riemann/sexp binary precision bits I=0.1200000000*I 2=loopcount -0.000006612199794 recenter/renorm 0.00001187700815 22 strm(s) out of 28 sexp(z) generates 38 Riemann samples, scnt= 50 19 rtrm(s) out of 19 riemaprx(z) generates 22 sexp samples sexp(-0.5)= 0.44146826345089157095194288166600 23.36284166 Riemann/sexp binary precision bits I=0.1200000000*I 3=loopcount -0.00000002312286847 recenter/renorm 0.00000007284067824 33 strm(s) out of 33 sexp(z) generates 50 Riemann samples, scnt= 62 25 rtrm(s) out of 25 riemaprx(z) generates 29 sexp samples sexp(-0.5)= 0.44146826265404109196819015909251 31.45371224 Riemann/sexp binary precision bits I=0.1200000000*I 4=loopcount -1.197253818 E-10 recenter/renorm 1.162183490 E-10 40 strm(s) out of 43 sexp(z) generates 64 Riemann samples, scnt= 75 32 rtrm(s) out of 32 riemaprx(z) generates 30 sexp samples sexp(-0.5)= 0.44146826265346684519672624211813 39.80570360 Riemann/sexp binary precision bits I=0.1200000000*I 5=loopcount -3.150872206 E-13 recenter/renorm 7.227756425 E-13 45 strm(s) out of 45 sexp(z) generates 80 Riemann samples, scnt= 88 40 rtrm(s) out of 40 riemaprx(z) generates 35 sexp samples sexp(-0.5)= 0.44146826265345961129724099420262 48.14861781 Riemann/sexp binary precision bits I=0.1200000000*I 6=loopcount -1.151385006 E-15 recenter/renorm 1.259558322 E-15 52 strm(s) out of 52 sexp(z) generates 94 Riemann samples, scnt= 100 47 rtrm(s) out of 47 riemaprx(z) generates 38 sexp samples sexp(-0.5)= 0.44146826265345960793409283844758 56.61697584 Riemann/sexp binary precision bits I=0.1200000000*I 7=loopcount -2.738837756 E-18 recenter/renorm 6.799954147 E-18 57 strm(s) out of 57 sexp(z) generates 110 Riemann samples, scnt= 113 55 rtrm(s) out of 55 riemaprx(z) generates 42 sexp samples sexp(-0.5)= 0.44146826265345960787456889962878 65.05123526 Riemann/sexp binary precision bits I=0.1200000000*I 8=loopcount -7.703853099 E-21 recenter/renorm 1.516819744 E-20 63 strm(s) out of 63 sexp(z) generates 124 Riemann samples, scnt= 126 62 rtrm(s) out of 62 riemaprx(z) generates 46 sexp samples sexp(-0.5)= 0.44146826265345960787455655053558 73.11307204 Riemann/sexp binary precision bits I=0.1200000000*I 9=loopcount -2.263257063 E-23 recenter/renorm 8.389515433 E-23 69 strm(s) out of 69 sexp(z) generates 138 Riemann samples, scnt= 139 69 rtrm(s) out of 69 riemaprx(z) generates 49 sexp samples sexp(-0.5)= 0.44146826265345960787455568662140 81.22151804 Riemann/sexp binary precision bits I=0.1200000000*I 10=loopcount -1.148962259 E-25 recenter/renorm 1.542482215 E-25 73 strm(s) out of 73 sexp(z) generates 154 Riemann samples, scnt= 151 77 rtrm(s) out of 77 riemaprx(z) generates 52 sexp samples sexp(-0.5)= 0.44146826265345960787455568616458 89.35146101 Riemann/sexp binary precision bits I=0.1200000000*I 11=loopcount -2.948891538 E-28 recenter/renorm 1.148593582 E-27 78 strm(s) out of 78 sexp(z) generates 168 Riemann samples, scnt= 164 84 rtrm(s) out of 84 riemaprx(z) generates 56 sexp samples sexp(-0.5)= 0.44146826265345960787455568615250 92.04321478 Riemann/sexp binary precision bits I=0.1200000000*I 12=loopcount 2.894810870 E-29 recenter/renorm 2.344784572 E-28 84 strm(s) out of 84 sexp(z) generates 172 Riemann samples, scnt= 168 86 rtrm(s) out of 86 riemaprx(z) generates 56 sexp samples sexp(-0.5)= 0.44146826265345960787455568615249 92.01407805 Riemann/sexp binary precision bits I=0.1200000000*I 13=loopcount 3.046137094 E-29 recenter/renorm 2.376219052 E-28 UNEXPECTED LOSS: curprecision of base ~4.81 and somehow, the indeterminacy of the 13th loop exceeded that of the 12th loop. Is there a way to solve this issue without changing the base? I'm not exactly certain about the possible consequences of this, other than the likely limit of precision... is a result like this 'normal' for larger bases? sheldonison Long Time Fellow Posts: 684 Threads: 24 Joined: Oct 2008 06/28/2011, 02:33 PM (This post was last modified: 06/28/2011, 07:01 PM by sheldonison.) (06/28/2011, 07:17 AM)Cherrina_Pixie Wrote: .... I ran through the loops for of base ~4.81 and somehow, the indeterminacy of the 13th loop exceeded that of the 12th loop. Is there a way to solve this issue without changing the base? I'm not exactly certain about the possible consequences of this, other than the likely limit of precision... is a result like this 'normal' for larger bases?The problem is with the tetration/sexp code (which is used by pentation.gp). I haven't seen this bug before in kneser.gp, despite having tried a large number of different bases from 1.45 to 100,000 or so. But this particular base, exp(pi/2), seems to be a problem. I don't yet know why. Although in earlier versions of kneser.gp I saw it when pari-gp wasn't carrying out calculations with enough precision -- although I've fixed all of those bugs by manually updating the precision for the samples used to generate theta(z). I tried a few things, but this particular base seems to stop converging around 80 or 90 binary bits of precision (depending on which algorithm I use). I don't understand it yet, and I'm somewhat concerned that this means many other bases don't converge either. I know the error term is approximately a linear dot product from one iteration to the next -- I'm going to try some experiments and I'll report back results later. Small update: The fixed point, L, for $b=\exp(\pi/2)$, has L=i, with $\Re(L)=0$. I don't know what is special about the fixed point of L=i. I tried literally hundred of random bases between 1.5 and 10, (mostly using a faster version of kneser.gp, which uses a Taylor series for the Schroeder function and its inverse which is 3x faster than the version here). All of the random bases converged, so the problem is isolated. Then I tried bases nearby $b=\exp(\pi/2)+\delta$. Using the default kneser.gp precision (\p 67), I get failures $b=\exp(\pi/2)+10^{-25}$, but not for larger values of delta. Using a higher precision, \p 134, I get failures for $\delta=10^{-28}$, but where the precision plateaus depends on how small delta is. I'll report some graphs later; hopefully I'll start to make some sense of what's going, and why this one particular base may not converge .... - Sheldon JmsNxn Ultimate Fellow Posts: 1,176 Threads: 123 Joined: Dec 2010 06/29/2011, 02:42 AM (This post was last modified: 06/29/2011, 02:44 AM by JmsNxn.) That's funny, I was just thinking about $exp^{\pi/2}$. Naively I wanna say it's because $\lim_{n\to\infty} ^n(e^{\pi/2}) = \lim_{n\to\infty} ^n(i^{1/i})= i$ which is what usually occurs in the self root function. However this would imply real to imaginary which isn't very pretty. Funny that the code fails around it tho. I think there is something special about $exp^{\pi/2}$, I'm just not sure what. sheldonison Long Time Fellow Posts: 684 Threads: 24 Joined: Oct 2008 06/29/2011, 05:05 AM (This post was last modified: 06/29/2011, 10:24 PM by sheldonison.) (06/29/2011, 02:42 AM)JmsNxn Wrote: That's funny, I was just thinking about $exp^{\pi/2}$. Naively I wanna say it's because $\lim_{n\to\infty} ^n(e^{\pi/2}) = \lim_{n\to\infty} ^n(i^{1/i})= i$ which is what usually occurs in the self root function. However this would imply real to imaginary which isn't very pretty. Funny that the code fails around it tho. I think there is something special about $exp^{\pi/2}$, I'm just not sure what.Hey James, You are correct and I think you stated the problem more clearly then I can. The Schroder function limit equations don't seem to quite match the inverse Schroder function limit equations for this base, and using more iterations doesn't seem to help, and using a smaller radius doesn't seem to help. So that in turn means my superfunction and its inverse are only approximately inverses of each other. And that in turn messes up the theta calculation so it stops converging. And all of this is somehow because in the limit, L=i, and in the limit, the function is rotating around approximately pi/2 per iteration. But I really don't understand it and I'm not sure how to fix it. When I graph $h^{-1}(h(i+z))-i-z$, around the unit circle, with a small radius for z, I get this ugly noisy error term. Here, h is the Schroeder function, which is used to generate the inverse superfunction. Alternatively, graphing $h(h^{-1}(z))$ gives similar ugly results. This plot was calculated with \p 134, for 134 significant digits of precision, which should have left 66 or 67 digits of accuracy... I think a closed form for the coefficients of the Schroeder and inverse Schroeder series might work better.... At least this problem seems to effect only this one base, exp(Pi/2). Here is a code fragment, to generate the Schroeder and inverse Schroeder functions, and then generate the plot above. In the real code, of course these numbers would be slightly more approximate, with very small error terms, but that doesn't seem to matter. - Sheldon Code:\p 134 L=I; /* fixed point */ B=exp(Pi/2); /* base */ lnB=Pi/2; /* log(base) */ rlnB=1/lnB; /* 1/log(base) */ logLxlnB = log(I*lnB); /* =log(log(L)) */ scnt = 336; /* 336 iteration count, good for 67 digits of precision in the superfunction */ superm = real(exp(-scnt*logLxlnB)); /* multiplier, for superfunction; real valued number */ isuperm = real(exp(scnt*logLxlnB)); /* multiplier, inverse superfunction, also real number */ superf(z) = { /* complex valued superfunction for base B, generated from the fixed point I */ /* This is the inverse Schroeder function */ local (i,y); y=L+z*superm; for (i=1,scnt, y=exp(y*lnB)); return(y); } isuperf(z) = { /* complex valued inverse superfunction for base B, generated from the fixed point L */ /* This is the Schroeder function */ local (y,i); y=z; for (i=1,scnt, y=log(y)*rlnB); /* rlnB=1/log(B) */ y=y-L; y=y*isuperm; return(y); } ploth(t=0,2*Pi,x=0.1*exp(t*I);z=superf(isuperf(L+x))-L-x;[real(z),imag(z)]); ploth(t=0.001,1.999*Pi,x=0.1*exp(t*I);z=isuperf(superf(x))-x;[real(z),imag(z)]); Also, there's a big error spike in the imaginary of: isuperf(superf(0.1))-0.1 2.123527622415261486036 E-29 + 2.929305537712787288382 E-24*I sheldonison Long Time Fellow Posts: 684 Threads: 24 Joined: Oct 2008 06/29/2011, 10:36 PM (This post was last modified: 06/29/2011, 10:42 PM by sheldonison.) (06/29/2011, 05:05 AM)sheldonison Wrote: .... my superfunction and its inverse are only approximately inverses of each other. And that in turn messes up the theta calculation so it stops converging..... But I really don't understand it and I'm not sure how to fix it. So, its the inverse Schroeder equation that is not working for $b=\exp(\pi/2)$. The Schroeder equation, which has the iterated logarithms, and corresponds to the inverse superfunction, is converging very nicely. But the inverse Schroeder equation which I use for the superfunction seems to conerge -- only up to a point -- and then stops converging. The defining characteristic of the inverse Schroeder equation, which I will call g(z), is $b=\exp(\pi/2)$ $L=i\;\;\; b^L=L$ $\lambda = \log(L)=\frac{\pi i}{2}$ $b^{g(z)} = g(\lambda z)$, for all z. The g(z) function should be entire. $g(z) = \lim_{n \to \infty} \exp_b^{on} (L+\lambda^{-n})$ The trouble I'm having, is that increasing the number of iterations and the precision doesn't seem to improve the results. I can sample g(z) around a unit circle with a reasonable radius so the function is well behaved, and yet there seems to be a lot of "noise" in the resulting Taylor series for the function. I was using \p 134, for 134 decimal digits of precision, and 336 iterations for n, and still only getting 25 digits of precision for g(z). And I can get the same or even better results, with 67 decimal digits precision and 165 iteration. The code for g(z) is in the previous post, where I graphed $g(g^{-1}(L+z))-L-z$. I verified that the taylor series approximation for g(z) isn't following the defining equation definition too well, $b^{g(z)} = g(\lambda z)$. I guess this could be some kind of pari-gp artifact for this particular base, but I still don't understand it, or it could be mathematical, but I still don't understand it. I also verified that the Schroeder equation (inverse superfunction) is very well behaved for this base, and has nothing to do with the problem. Also, for all other bases I've tried, both the superfunction and the inverse superfunction are well behaved. Only bases very close to this base are affected, within a 10^-15 radius. - Sheldon sheldonison Long Time Fellow Posts: 684 Threads: 24 Joined: Oct 2008 06/30/2011, 06:00 AM (This post was last modified: 06/30/2011, 06:16 AM by sheldonison.) (06/29/2011, 10:36 PM)sheldonison Wrote: (06/29/2011, 05:05 AM)sheldonison Wrote: .... my superfunction and its inverse are only approximately inverses of each other. And that in turn messes up the theta calculation so it stops converging..... But I really don't understand it and I'm not sure how to fix it. So, its the inverse Schroeder equation that is not working for $b=\exp(\pi/2)$.... the inverse Schroeder equation which I use for the superfunction seems to conerge -- only up to a point -- and then stops converging. .... I guess this could be some kind of pari-gp artifact for this particular base, but I still don't understand it.... Also, for all other bases I've tried, both the superfunction and the inverse superfunction are well behaved. Only bases very close to this base are affected, within a 10^-15 radius.It is a pari-gp precision artifact in the superfunction code that affects this one and only base. I ran into similar problems, so that in general, I needed to update the precision of the function manually once per iteration, before taking the inverse superfunction. But this problem is unique to this base, $\exp(\pi/2)$. Pari-gp gets confused on how much precision the real and imaginary parts of the superfunction have, because the real part of the fixed point is zero, and the imaginary part of the fixed point is non-zero. For the test code case in my previous post, initially, the imaginary part has 134 decimal digits of precision, and pari-gp quickly decides the real part has only 67 digits of precision. We need 67 decimal digits of precision at the end, for the superfunction to work. Pari-gp gradually loses more and more precision in the calculations, while iterating through the loop, and 2/3rds of the way through the iterations, the real and imag both have only 38 decimal digits of precision remaining, which apparently leaves about 29 decimal digits of precision in the result. For other bases, pari-gp keeps the same precision throughout the entire loop. Here is a code patch, which I think slows down the code significantly enough that I'm not ready to make the default. Maybe I need special code for this one case when $\Re(L)=0$? - Sheldon Code:/* patch for superf(z) loss of precision for base exp(pi/2) */ superf(z) = { /* complex valued superfunction for base B, generated from the fixed point L */ local (y); y=z-scnt; y=L+((LxlnB)^y); /* LxlnB=L*log(B) */ for (i=1,scnt, y=exp(y*lnB); y=precision(y,precis); /* this is the patch */ ); return(y); } /* for comparison, current superf function, without the patch */ superf(z) = { /* complex valued superfunction for base B, generated from the fixed point L */ local (y); y=z-scnt; y=L+((LxlnB)^y); /* LxlnB=L*log(B) */ for (i=1,scnt, y=exp(y*lnB)); return(y); } sheldonison Long Time Fellow Posts: 684 Threads: 24 Joined: Oct 2008 07/01/2011, 10:56 PM The new version of pentation.gp includes the fix for $b=\exp(pi/2)$, and also runs faster. - Sheldon Cherrina_Pixie Junior Fellow Posts: 6 Threads: 3 Joined: Jun 2011 07/02/2011, 01:39 AM Code:? init(exp(Pi()/2));loop;genpent base 4.81047738096535165547304 fixed point 0.E-145 + 1.00000000000000000000000*I Pseudo Period 3.69464335841375533580710 + 1.06216001044294092389502*I generating superf taylor series; inverse Schroder equation, scnt 361 generating isuperf taylor series; Schroder equation, scnt 361 sexp(-0.5)= 0.44149388556590800271258410632775 1=loopcnt 6.734438825 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414683320304119199073161516641704293457800006586290888270406592 2=loopcnt 16.14879308 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682630880826737650093490296176463777662860412226388888800474 3=loopcnt 24.03560113 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626543550892577935620363027361724384104152456844251132995 4=loopcnt 32.04840534 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534634768199249898188360294331037280968748020127519588 5=loopcnt 40.38278448 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534596146811726186051271337321983516231997071615402916 6=loopcnt 48.80427930 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534596079045772784636752654658548653394290591963824627 7=loopcnt 57.30135824 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534596078746214147072484385025198343669362617159556147 8=loopcnt 65.83172331 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534596078745561240878470035479673141387946649519338734 9=loopcnt 73.82815204 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534596078745556870620231393941232039016898103310735241 10=loopcnt 81.91862008 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534596078745556861590530560306188724303721881960943663 11=loopcnt 90.09474083 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534596078745556861541674585781220374176541575975256630 12=loopcnt 98.32748089 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534596078745556861541578659514474143180100763842212618 13=loopcnt 106.6292769 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534596078745556861541578179603766836663909037659999642 14=loopcnt 114.9625455 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534596078745556861541578178760347939093471360666938970 15=loopcnt 123.3730561 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534596078745556861541578178754814000844681999624069557 16=loopcnt 131.4033281 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534596078745556861541578178754801786292553376291713396 17=loopcnt 139.5050918 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534596078745556861541578178754801717399690722642964464 18=loopcnt 147.6454299 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534596078745556861541578178754801717245455070461469587 19=loopcnt 155.8374822 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534596078745556861541578178754801717244680794029640458 20=loopcnt 164.0688306 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534596078745556861541578178754801717244679136515673714 21=loopcnt 172.3506366 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534596078745556861541578178754801717244679134861786060 22=loopcnt 182.0804715 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534596078745556861541578178754801717244679134851850198 23=loopcnt 190.4876162 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534596078745556861541578178754801717244679134851843918 24=loopcnt 198.7628907 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534596078745556861541578178754801717244679134851843818 25=loopcnt 207.2180495 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534596078745556861541578178754801717244679134851843818 26=loopcnt 215.6331171 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534596078745556861541578178754801717244679134851843818 27=loopcnt 223.9743246 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534596078745556861541578178754801717244679134851843818 28=loopcnt 232.3153383 Riemann/sexp binary precision bits sexp(-0.5)= 0.4414682626534596078745556861541578178754801717244679134851843818 29=loopcnt 239.6076665 Riemann/sexp binary precision bits pentation base 4.81047738096535165547304 pentation(-0.5) 0.460975347014689190545301 sexp fixed point -1.94648466297646768934135 sexp slope at fixed 11.8300204422121443717564 pentation period 2.54314035015181068719998*I pentation singularity -2.58922659360979627202546 + 1.27157017507590534359999*I pentation precision, via sexp(pent(-0.5))-pent(0.5) -6.42327456356856623983420 E-45` Excellent!! =) I used \p 144 and that took less than three minutes! « Next Oldest | Next Newest »
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Users browsing this thread: 1 Guest(s) | 7,027 | 21,815 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 25, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.671875 | 3 | CC-MAIN-2023-14 | latest | en | 0.396357 |
https://www.studyandscore.com/view-practice-test-comments/3846 | 1,552,941,445,000,000,000 | text/html | crawl-data/CC-MAIN-2019-13/segments/1552912201672.12/warc/CC-MAIN-20190318191656-20190318213656-00256.warc.gz | 908,363,002 | 11,010 | ## Practice Test Discussion
Q)
In each of the following question, find the minimum number of triangles in the given figure.
• Explanation
After labelling the figure, we get the following,
• Simplest triangles AHL, LHG, GHM, HMB, GMF, BMF, BIF, CIF, FNC, CNJ, FNE, NEJ, EKJ, and JKD (14)
• Triangles with two components each AGH, BHG, HBF, BFG, HFG, BCF, CJF, CJE, JEF, CEF, and JED (11)
• Triangles with four components each ABG, CBG, BCE, and CED (4)
Total number of triangles in the figure is 14 + 11 + 4 = 29
Hence option C is correct.
- Share with your friends! - | 185 | 575 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.8125 | 3 | CC-MAIN-2019-13 | latest | en | 0.826536 |
https://www.yummymath.com/page/2/?_s2member_vars=file..level..2..file..LIN.xls..Lz9zMm1lbWJlcl9maWxlX2Rvd25sb2FkPUxJTi54bHM%3D&_s2member_sig=1638156094-e8a063654cf0d5166078c4066b95e44d | 1,643,360,787,000,000,000 | text/html | crawl-data/CC-MAIN-2022-05/segments/1642320305423.58/warc/CC-MAIN-20220128074016-20220128104016-00538.warc.gz | 1,117,711,036 | 19,607 | ## Bowl by the hour or the game?
What should you consider when choosing how to pay? Which do you expect will be the best deal? How do you know?
The activity: Bowling-by-the-hour:game.pdf
## Home team advantage?
Updated!
Even before your students check out the graphic below, ask them whether they think a game played at home gives their team an advantage. If so, how much of an advantage? Enjoy the discussion first. Then show the graphic.
Clicking on this image will show it in a larger in a new window.
When you look at the visual what do you see? What does it make you think? What do you wonder?
## The James Webb telescope
###### After launch, the telescope deployed on its 30-day, million-mile journey out to the second Lagrange point (L2). This video shows the deployment procedure, timeline, and location of the satellite during deployment.
• Is this telescope just a more modern telescope than Hubble?
• Why does it take 30 days to reach its orbit?
• What's a Lagrange point?
• Why did it launch from French Guiana in the Amazon rain forrest?
• What is the sling shot effect?
Enquiring minds want to know while they do the math!
## Activities for the Holiday break
New Year's Eve's Times Square Ball - It's a gorgeous ball, covered with Waterford Crystal triangles, shaped as a geodesic icosahedron. Every New Year's Eve it descends in Times Square to mark the beginning of the new year. Students take a closer look at this construction and use our drawings to experiment with slicing an icosahedron in order to discover how this shape is formed.
Games are great during the break.
Where should I drop my puck - (3-act activity) Students study our penguin peg board and decide which slot has the greatest potential to score big points? They also find the number of paths from each top slot.
Games with dice - Students calculate the probability of different sums when rolling dice. They look at how the theoretical outcomes compare with the experimental tallies of their dice throws and consider how the sample size affects the closeness of these two probabilities.
## What’s interesting about this number?
... and why did we put it on YummyMath today?
What do you notice about this number? What do you wonder? Do you think that this happens often in a year?
The activity: December22:21.pdf
## Before the holidays activities (19 ideas)
Giant Macaroon Nutcracker - In 2013, Chef Andrew Yeo, built a giant macaroon nutcracker in a Boston hotel using given amounts of ingredients. Students try to figure out how much of each ingredient I will need to make a similar but much smaller macaroon nutcracker. 3.MD, MP1, MP2, MP3, MP4, 6.RP.3, 7.G.1, 7.G.6, HSG.MG.A.1
The growth of a snowflake - In this activity, students interpret a graphic that clarifies that growth and try to deduce what conditions various flakes moved through as they fell. 6.G.A, 7.G, 8.G, HSF, HSG.CO, MP1 | 698 | 2,908 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.078125 | 3 | CC-MAIN-2022-05 | latest | en | 0.931219 |
https://au.mathworks.com/matlabcentral/answers/788954-how-do-i-put-arrays-into-a-for-loop?s_tid=prof_contriblnk | 1,659,956,169,000,000,000 | text/html | crawl-data/CC-MAIN-2022-33/segments/1659882570793.14/warc/CC-MAIN-20220808092125-20220808122125-00595.warc.gz | 143,316,672 | 25,311 | # How do I put arrays into a for loop
1 view (last 30 days)
studentmatlaber on 31 Mar 2021
Commented: Image Analyst on 31 Mar 2021
I have 24 arrays (such as y1, y2, y3 ...). I want to calculate the average of each of the N elements of these arrays. For example, first the average of the first N elements of the y1 array will be calculated. After calculating the average of the first N elements of 24 arrays, I want it to be saved in an array.
I wrote the following code for this, but I can only calculate for a array.
N = 5;
sub = 0;
for i = 1: 1: N
sub = sub + y1 (i);
end
mean = sub / N;
Stephen23 on 31 Mar 2021
"I have 24 arrays (such as y1, y2, y3 ...)."
How did you get all of those arrays into the workspace? Did you write them all out by hand?
"I want to calculate the average of each of the N elements of these arrays."
That would be a trivially easy task if you designed your data better (i.e. used one array and indexing).
Jan on 31 Mar 2021
Edited: Jan on 31 Mar 2021
Hiding an index in the name of a set of variables is the main problem here. This makes it hard to access the variables. Use an index instead:
Data = {y1, y2, y3, y4}; % et.c...
% Much better: Do not create y1, y2, ... at all, but the array directly
MeanData = zeros(1, numel(Data));
for k = 1:numel(Data)
MeanData{k} = mean(Data{k});
end
If there is any reason not to use the mean() function:
MeanData = zeros(1, numel(Data));
for k = 1:numel(Data)
MeanData{k} = sum(Data{k}) / numel(Data{k});
end
Image Analyst on 31 Mar 2021
To get the mean of only the first N elements
for k = 1:numel(Data)
thisArray = Data{k};
MeanData(k) = mean(thisArray(1 : N));
end
VBBV on 31 Mar 2021
Ok. Use a different variable name for mean It is a standard function in matlab. See if it then works | 520 | 1,760 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.296875 | 3 | CC-MAIN-2022-33 | latest | en | 0.834169 |
https://www.nag.com/numeric/cl/nagdoc_latest/html/s/s30ccc.html | 1,624,143,258,000,000,000 | text/html | crawl-data/CC-MAIN-2021-25/segments/1623487649731.59/warc/CC-MAIN-20210619203250-20210619233250-00328.warc.gz | 808,580,775 | 5,893 | # NAG C Library Function Document
## 1Purpose
nag_binary_aon_price (s30ccc) computes the price of a binary or digital asset-or-nothing option.
## 2Specification
#include #include
void nag_binary_aon_price (Nag_OrderType order, Nag_CallPut option, Integer m, Integer n, const double x[], double s, const double t[], double sigma, double r, double q, double p[], NagError *fail)
## 3Description
nag_binary_aon_price (s30ccc) computes the price of a binary or digital asset-or-nothing option which pays the underlying asset itself, $S$, at expiration if the option is in-the-money (see Section 2.4 in the s Chapter Introduction). For a strike price, $X$, underlying asset price, $S$, and time to expiry, $T$, the payoff is therefore $S$, if $S>X$ for a call or $S for a put. Nothing is paid out when this condition is not met.
The price of a call with volatility, $\sigma$, risk-free interest rate, $r$, and annualised dividend yield, $q$, is
$Pcall = S e-qT Φd1$
and for a put,
$Pput = S e-qT Φ-d1$
where $\Phi$ is the cumulative Normal distribution function,
$Φx = 1 2π ∫ -∞ x exp -y2/2 dy ,$
and
$d1 = ln S/X + r-q + σ2 / 2 T σT .$
The option price ${P}_{ij}=P\left(X={X}_{i},T={T}_{j}\right)$ is computed for each strike price in a set ${X}_{i}$, $i=1,2,\dots ,m$, and for each expiry time in a set ${T}_{j}$, $j=1,2,\dots ,n$.
## 4References
Reiner E and Rubinstein M (1991) Unscrambling the binary code Risk 4
## 5Arguments
1: $\mathbf{order}$Nag_OrderTypeInput
On entry: the order argument specifies the two-dimensional storage scheme being used, i.e., row-major ordering or column-major ordering. C language defined storage is specified by ${\mathbf{order}}=\mathrm{Nag_RowMajor}$. See Section 3.3.1.3 in How to Use the NAG Library and its Documentation for a more detailed explanation of the use of this argument.
Constraint: ${\mathbf{order}}=\mathrm{Nag_RowMajor}$ or $\mathrm{Nag_ColMajor}$.
2: $\mathbf{option}$Nag_CallPutInput
On entry: determines whether the option is a call or a put.
${\mathbf{option}}=\mathrm{Nag_Call}$
A call; the holder has a right to buy.
${\mathbf{option}}=\mathrm{Nag_Put}$
A put; the holder has a right to sell.
Constraint: ${\mathbf{option}}=\mathrm{Nag_Call}$ or $\mathrm{Nag_Put}$.
3: $\mathbf{m}$IntegerInput
On entry: the number of strike prices to be used.
Constraint: ${\mathbf{m}}\ge 1$.
4: $\mathbf{n}$IntegerInput
On entry: the number of times to expiry to be used.
Constraint: ${\mathbf{n}}\ge 1$.
5: $\mathbf{x}\left[{\mathbf{m}}\right]$const doubleInput
On entry: ${\mathbf{x}}\left[i-1\right]$ must contain ${X}_{\mathit{i}}$, the $\mathit{i}$th strike price, for $\mathit{i}=1,2,\dots ,{\mathbf{m}}$.
Constraint: ${\mathbf{x}}\left[\mathit{i}-1\right]\ge z\text{ and }{\mathbf{x}}\left[\mathit{i}-1\right]\le 1/z$, where $z={\mathbf{nag_real_safe_small_number}}$, the safe range parameter, for $\mathit{i}=1,2,\dots ,{\mathbf{m}}$.
6: $\mathbf{s}$doubleInput
On entry: $S$, the price of the underlying asset.
Constraint: ${\mathbf{s}}\ge z\text{ and }{\mathbf{s}}\le 1.0/z$, where $z={\mathbf{nag_real_safe_small_number}}$, the safe range parameter.
7: $\mathbf{t}\left[{\mathbf{n}}\right]$const doubleInput
On entry: ${\mathbf{t}}\left[i-1\right]$ must contain ${T}_{\mathit{i}}$, the $\mathit{i}$th time, in years, to expiry, for $\mathit{i}=1,2,\dots ,{\mathbf{n}}$.
Constraint: ${\mathbf{t}}\left[\mathit{i}-1\right]\ge z$, where $z={\mathbf{nag_real_safe_small_number}}$, the safe range parameter, for $\mathit{i}=1,2,\dots ,{\mathbf{n}}$.
8: $\mathbf{sigma}$doubleInput
On entry: $\sigma$, the volatility of the underlying asset. Note that a rate of 15% should be entered as $0.15$.
Constraint: ${\mathbf{sigma}}>0.0$.
9: $\mathbf{r}$doubleInput
On entry: $r$, the annual risk-free interest rate, continuously compounded. Note that a rate of 5% should be entered as $0.05$.
Constraint: ${\mathbf{r}}\ge 0.0$.
10: $\mathbf{q}$doubleInput
On entry: $q$, the annual continuous yield rate. Note that a rate of 8% should be entered as $0.08$.
Constraint: ${\mathbf{q}}\ge 0.0$.
11: $\mathbf{p}\left[{\mathbf{m}}×{\mathbf{n}}\right]$doubleOutput
Note: where ${\mathbf{P}}\left(i,j\right)$ appears in this document, it refers to the array element
• ${\mathbf{p}}\left[\left(j-1\right)×{\mathbf{m}}+i-1\right]$ when ${\mathbf{order}}=\mathrm{Nag_ColMajor}$;
• ${\mathbf{p}}\left[\left(i-1\right)×{\mathbf{n}}+j-1\right]$ when ${\mathbf{order}}=\mathrm{Nag_RowMajor}$.
On exit: ${\mathbf{P}}\left(i,j\right)$ contains ${P}_{ij}$, the option price evaluated for the strike price ${{\mathbf{x}}}_{i}$ at expiry ${{\mathbf{t}}}_{j}$ for $i=1,2,\dots ,{\mathbf{m}}$ and $j=1,2,\dots ,{\mathbf{n}}$.
12: $\mathbf{fail}$NagError *Input/Output
The NAG error argument (see Section 3.7 in How to Use the NAG Library and its Documentation).
## 6Error Indicators and Warnings
NE_ALLOC_FAIL
Dynamic memory allocation failed.
See Section 2.3.1.2 in How to Use the NAG Library and its Documentation for further information.
On entry, argument $〈\mathit{\text{value}}〉$ had an illegal value.
NE_INT
On entry, ${\mathbf{m}}=〈\mathit{\text{value}}〉$.
Constraint: ${\mathbf{m}}\ge 1$.
On entry, ${\mathbf{n}}=〈\mathit{\text{value}}〉$.
Constraint: ${\mathbf{n}}\ge 1$.
NE_INTERNAL_ERROR
An internal error has occurred in this function. Check the function call and any array sizes. If the call is correct then please contact NAG for assistance.
See Section 2.7.6 in How to Use the NAG Library and its Documentation for further information.
NE_NO_LICENCE
Your licence key may have expired or may not have been installed correctly.
See Section 2.7.5 in How to Use the NAG Library and its Documentation for further information.
NE_REAL
On entry, ${\mathbf{q}}=〈\mathit{\text{value}}〉$.
Constraint: ${\mathbf{q}}\ge 0.0$.
On entry, ${\mathbf{r}}=〈\mathit{\text{value}}〉$.
Constraint: ${\mathbf{r}}\ge 0.0$.
On entry, ${\mathbf{s}}=〈\mathit{\text{value}}〉$.
Constraint: ${\mathbf{s}}\ge 〈\mathit{\text{value}}〉$ and ${\mathbf{s}}\le 〈\mathit{\text{value}}〉$.
On entry, ${\mathbf{sigma}}=〈\mathit{\text{value}}〉$.
Constraint: ${\mathbf{sigma}}>0.0$.
NE_REAL_ARRAY
On entry, ${\mathbf{t}}\left[〈\mathit{\text{value}}〉\right]=〈\mathit{\text{value}}〉$.
Constraint: ${\mathbf{t}}\left[i\right]\ge 〈\mathit{\text{value}}〉$.
On entry, ${\mathbf{x}}\left[〈\mathit{\text{value}}〉\right]=〈\mathit{\text{value}}〉$.
Constraint: ${\mathbf{x}}\left[i\right]\ge 〈\mathit{\text{value}}〉$ and ${\mathbf{x}}\left[i\right]\le 〈\mathit{\text{value}}〉$.
## 7Accuracy
The accuracy of the output is dependent on the accuracy of the cumulative Normal distribution function, $\Phi$. This is evaluated using a rational Chebyshev expansion, chosen so that the maximum relative error in the expansion is of the order of the machine precision (see nag_cumul_normal (s15abc) and nag_erfc (s15adc)). An accuracy close to machine precision can generally be expected.
## 8Parallelism and Performance
nag_binary_aon_price (s30ccc) is threaded by NAG for parallel execution in multithreaded implementations of the NAG Library.
Please consult the x06 Chapter Introduction for information on how to control and interrogate the OpenMP environment used within this function. Please also consult the Users' Note for your implementation for any additional implementation-specific information.
None.
## 10Example
This example computes the price of an asset-or-nothing put with a time to expiry of $0.5$ years, a stock price of $70$ and a strike price of $65$. The risk-free interest rate is $7%$ per year, there is an annual dividend return of $5%$ and the volatility is $27%$ per year.
### 10.1Program Text
Program Text (s30ccce.c)
### 10.2Program Data
Program Data (s30ccce.d)
### 10.3Program Results
Program Results (s30ccce.r) | 2,615 | 7,780 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 104, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.84375 | 3 | CC-MAIN-2021-25 | latest | en | 0.513964 |
https://forums.space.com/threads/bending-light.10890/#post-214453 | 1,653,384,650,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652662570051.62/warc/CC-MAIN-20220524075341-20220524105341-00618.warc.gz | 324,786,536 | 24,199 | # Bending Light
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#### trisco
##### Guest
When light is bent by gravity does it really bend or does it change direction by so many angles that it <i>appears</i> to bend?
K
#### kmarinas86
##### Guest
<font color="yellow">When light is bent by gravity does it really bend or does it change direction by so many angles that it appears to bend?</font><br /><br />The elecric and magnetic waves of a photon follow the curvature of the gravitational field. It appears that the electric and magnetic fields interact with the gravitational field. If photons have waves, the waves bend. If photons are just point particles (no volume), they just change direction. If they are any sort of wave, then they must have an area. In that case, it would appear that the area of the photon bends. The photon loses energy as it escapes a mass, and gains it back when it approaches another mass. Apparently, the energy in that field stays within that field and like energy is added back to the photon when it comes to another mass. The density of the photon's energy then is proportional to the gravitational potential energy and is thus proportional to the gravitational field density which is inversely proportional to the radius.<br /><br />Therefore, a gravitational field amplifies as electric and magnetic fields in the photon. An assymetric amplification of the photon would cause it to curve, like two wheels on a left side of a car, of the same circumference, which are spinning faster than the other two.
R
#### rhodan
##### Guest
Light doesn't get bend by gravity; gravity bends the fabric of the Universe (space-time) the photon travels through. Light has no mass (only virtual mass), so gravity doesn't affect it directly.
S
#### Saiph
##### Guest
there's a difference between those two possibilities?<br /><br />Doesn't have to be. Calculus uses such things all the time. Any shape can be created by the use of really thin slices, any curve by really small line segments...<br /><br />There really isn't a difference. <div class="Discussion_UserSignature"> <p align="center"><font color="#c0c0c0"><br /></font></p><p align="center"><font color="#999999"><em><font size="1">--------</font></em></font><font color="#999999"><em><font size="1">--------</font></em></font><font color="#999999"><em><font size="1">----</font></em></font><font color="#666699">SaiphMOD@gmail.com </font><font color="#999999"><em><font size="1">-------------------</font></em></font></p><p><font color="#999999"><em><font size="1">"This is my Timey Wimey Detector. Goes "bing" when there's stuff. It also fries eggs at 30 paces, wether you want it to or not actually. I've learned to stay away from hens: It's not pretty when they blow" -- </font></em></font><font size="1" color="#999999">The Tenth Doctor, "Blink"</font></p> </div>
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https://respaper.com/logiuse5677/384/9330-pdf.html | 1,726,540,980,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651722.42/warc/CC-MAIN-20240917004428-20240917034428-00697.warc.gz | 452,349,321 | 12,104 | Trending ▼ ResFinder
# ICSE Class X Prelims 2024 : Mathematics (Bombay Scottish School, Mahim, Mumbai)
9 pages, 41 questions, 16 questions with responses, 16 total responses, 2 0
Shikhar Karmakar Gokuldham High School & Junior College (GHS), Mumbai 1st to 10th science
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ombap 6cotti1t, 6tf,ool, abim PRBLIMl?fARY ASSESSMENT MATHEMATICS : 10 Grade : 05.01.2 024 Date Duratio n : 2 hour 30 mins ar s M ax. Mk . 80 No. of Questio ns : 10 No. of Printed sides : 09 Answer s to this Paper must be written on the paper provide d separately. You will not be allowed to write during first 15 minutes. This time is to be spent in reading the question paper. The time given at the head of this Paper is the time allowed for writing answer s. Attemp t all questio ns from Section A and any four questio ns from Section B. All workin g, includi ng rough work, must be clsarlg shown, and muat be done on the same sheet as the rest of the anawer . Omtsai on of essenti al workin g will result in lo" of marks. The intende d marks for questio ns or parts of questions are gi.ven in bracket s [] . Mathem atical tables are provide d. Section A ns from this Section.) questio (Attempt all Questio n 1 Choose the correct answer s to the questio ns from the given options . (Do not copy the questio n, write the correct answer s only.) i) ii) [15) The length of a tangent from an externa l point T on a circle with centre 0 is always greater than OT. (a) equal to OT. (b~ always less than OT. (c) insuffic ient data. (d) Which of the following is a diagona l matrix? 1. [~ ~] 2. [~ ~] 3. [~ ~] 1
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Tags : Prelims ghs | 539 | 1,906 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.03125 | 3 | CC-MAIN-2024-38 | latest | en | 0.800385 |
https://onlineclassstudyhelp.com/purpose-to-visualize-the-relationship-between-displacement-velocity-and-time/ | 1,652,751,875,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652662515466.5/warc/CC-MAIN-20220516235937-20220517025937-00489.warc.gz | 540,716,787 | 11,004 | # Purpose: To visualize the relationship between displacement, velocity, and time
Purpose: To visualize the relationship between displacement, velocity, and time through graphical analysis.
A fundamental job of physics is to describe the motion of an object. In order to do this, you need basic elements such as displacement, velocity, and time to depict it. In this activity, you will investigate how constant-paced linear motion is depicted and how you can calculate the velocity. First, practice using the worksheet with the sample problem below. Use the Unit I Project Worksheet (SeeAttached) for this unit.
For the sample problem, let’s use a simple case. Let’s assume that you are walking from your house at a constant pace for 100 seconds to get to the 100 meter-mark, and you come back to your house at the same pace.
Please click on the following link for a video with detailed instructions on how to plot the relationship between time and distance and how to obtain the velocity.
Video Instructions for Conceptual Experiment A
You can also use the PDF of the Instruction Conceptual Experiment presentation for further instructions on graphing the data.
After practicing with the sample problem, read the instructions and problem on the worksheet, and complete it using the given data. In the worksheet, complete the graph, fill in the table, and answer the questions. Submit the completed worksheet for grading.
Looking for a Similar Assignment? Get Expert Help at an Amazing Discount! | 292 | 1,504 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.8125 | 3 | CC-MAIN-2022-21 | latest | en | 0.909998 |
https://math.stackexchange.com/questions/3229643/area-defined-by-x2y2-leq-1-and-y-geq-xx2-16 | 1,561,640,316,000,000,000 | text/html | crawl-data/CC-MAIN-2019-26/segments/1560628001138.93/warc/CC-MAIN-20190627115818-20190627141818-00260.warc.gz | 503,081,442 | 36,106 | # Area defined by $x^2+y^2 \leq 1$ and $y\geq x(x^2-16)$
Area defined by $$x^2+y^2 \leq 1$$ and $$y\geq x(x^2-16)$$
One very obvious way would be to find the points of intersection which would be messy and subject to many conditions. I was trying to solve this using polar coordinates $$(r\cos \theta,r \sin \theta)$$ substituted it into the other curve to get $$\frac{\tan \theta + 16}{\cos \theta}\geq r$$
where $$r \subset [0,1]$$
I don't know how to proceed further.
Say $$A$$ is the set where $$x^2+y^2\le 1$$ and $$y>x(x^2-16)$$ and $$B$$ is the set where $$x^2+y^2\le 1$$ and $$y. The mapping $$(x,y)\mapsto(-x,-y)$$ shows that $$A$$ and $$B$$ have the same area. It's easy to see the set where $$y=x(x^2-16)$$ has area zero. So your set has area $$\pi/2$$, half the area of the unit disk.
• I did not understand how does the mapping show that $A,B$ have the same areas – GenericQuantumPh6Term May 17 at 16:08
• @GenericQuantumPh6Term Say $\phi(x,y)=(-x,-y)$. Then $\phi(A)=B$, and the Jacobian of $\phi$ is $1$, so $\phi$ preserves area, – David C. Ullrich May 17 at 16:12
• @GenericQuantumPh6Term Or: $B$ is the same as $A$, rotated $180$ degrees. – David C. Ullrich May 17 at 16:16
I would solve the System $$x^2+y^2=1$$ and $$y=x(x^2-16)$$ The solutions are looking terrible! Taking a calculator we obtain $${x\approx -0.0623934, y \approx 0.998052}, {x \approx 0.0623934, y \approx -0.998052}$$
• The derivative being $3x^2-16$ means the graph is going to look somewhat like a line near the origin. Regarding the true area, see the other answers. – David C. Ullrich May 17 at 19:57 | 559 | 1,598 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 19, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.921875 | 4 | CC-MAIN-2019-26 | latest | en | 0.875946 |
https://pl.pinterest.com/bmpescasio/5th-grade-math-games/ | 1,601,347,130,000,000,000 | text/html | crawl-data/CC-MAIN-2020-40/segments/1600401617641.86/warc/CC-MAIN-20200928234043-20200929024043-00342.warc.gz | 545,014,375 | 61,085 | ## Collection by Bambi Pescasio
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Teaching volume in 5th grade? This post shares tips, strategies and FREE volume resources that focus on calculating the volume of rectangular prisms.
I found this Math Reference Sheet many years ago on Ms. Sanchez's class website. Her download is still available. I printed out 25 co...
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With references for fractions, equivalent fractions, comparing fractions, rounding, measurements- gram, kilogram, millimeter, liter, number properties- distributive, commutative, associative, areas of irregular shapes made of rectangles, multiplication, division, repeated addition, telling time, are...
Challenge your students/children to find the angles in their names. In order to connect math skills to real life (personal connection with the name) :)
Fraction game for kids using Connect 4 !
Use these free printables for the upper elementary classroom. These activities have been used in Laura Candler's own classroom.
My class' shoe size on a LINE PLOT. 4th Grade Common Core Curriculum. :)
So are you enjoying an extra day off this weekend? Our students are, but we have a professional development day. Such is life. I’ve got some good finds for you this week! Be sure to leave a sweet comment when you visit each blog to show your appreciation. Carol at Still Teaching After All These Years is […]
Area, perimeter, volume formulas
63 Likes, 12 Comments - Emily Dahl (@mrsdahlface) on Instagram: “I’m loving how my metric conversion resource pairs with the place value chart by…”
Elapsed Time Assessment or Review. Includes word problems and multi-step problems. Perfect for reviewing or assessing elapsed time skills!Covers elapsed time, going forward in time and going backwards in time. Also requires students to tell time from a clock. MORE Elapsed Time Resources Different...
This area and perimeter board game is a fun way to practice area and perimeter skills. It includes: ◊18 question cards ◊18 answer cards ◊ Game Board ◊ Printable game pieces ◊ Printable Die ◊ Teacher Instructions Skills Addressed: ✓ Area of regular and irregular shapes ✓ Perimeter of regular and i...
Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.
Elapsed Time Unit Three Anchor Charts (Elapsed Time, Using a T Chart, Using a Number Line) Task Cards (16 total cards with recording sheet and answer key) Taks Cards use digital and analog clock. Three different worksheets (One using analog clocks, one with word problems, and one with blank anal... | 546 | 2,580 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.140625 | 3 | CC-MAIN-2020-40 | latest | en | 0.868642 |
https://divisbyzero.com/tag/multivariable-calculus/ | 1,680,206,574,000,000,000 | text/html | crawl-data/CC-MAIN-2023-14/segments/1679296949387.98/warc/CC-MAIN-20230330194843-20230330224843-00006.warc.gz | 247,938,962 | 24,426 | ## My Two-Day Crash Course in PGFPlots and TikZ
I will be teaching multivariable calculus in the fall. During the semester, I’ll have to make numerous figures in two-and three-dimensional space for exams and handouts. One of the things I wanted to do this summer was to learn how to use TikZ to create graphs and other graphics in my LaTeX documents. After a…
## An interesting multivariable calculus example
Earlier this semester in my Multivariable Calculus course we were discussing the second derivative test. Recall the pesky condition that if is a critical point and , then the test fails. A student emailed me after class and asked the following question. Suppose a function has a critical point at and . Moreover, suppose that…
## Parametric curve project for multivariable calculus
I’m teaching two sections of Multivariable Calculus this semester. Each class has 3 hours of lecture and a 1 hour 20 minute lab each week. Last week the students were learning about parametric equations. So in lab I wanted to give them some hands-on experience with 2-dimensional parametric curves. Their assignment was to create a…
## Making a hyperboloid out of skewers and rubber bands
George Hart, of the Museum of Mathematics, writes a weekly column at Make Magazine called “Math Monday.” A few weeks ago he showed how to make a hyperboloid of one sheet out of 32 shish kabob skewers and 176 hair rubber bands. (Here is a direct link to the instructions.) We just finished talking about…
## Three applets for linear algebra or multivariable calculus
This semester I’m teaching two sections of Calculus III (multivariable calculus) and I happen to be teaching the first four weeks of Linear Algebra. The first couple weeks of both courses cover properties of vectors in Rn. (Of course, just to confuse the instructor and the students who happen to be in both classes, the…
## Applets for multivariable calculus
When I was in Portland a few weeks ago for MathFest 2009 I attended the minicourse Creating Demonstrations and Guided Explorations for Multivariable Calculus using CalcPlot3D by Paul Seeburger. Paul has created some applets to be used in calculus classes (mostly, but not exclusively, multivariable calculus). They can be found on his Exploring Multivariable Calculus… | 499 | 2,285 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.109375 | 3 | CC-MAIN-2023-14 | latest | en | 0.925126 |
https://drops.dagstuhl.de/opus/volltexte/2007/895/ | 1,695,771,493,000,000,000 | text/html | crawl-data/CC-MAIN-2023-40/segments/1695233510225.44/warc/CC-MAIN-20230926211344-20230927001344-00561.warc.gz | 238,993,973 | 4,288 | when quoting this document, please refer to the following
DOI:
URN: urn:nbn:de:0030-drops-8956
URL:
### Elementary Differential Calculus on Discrete, Continuous and Hybrid Spaces
pdf-format:
### Abstract
We unify a variety of continuous and discrete types of change of state phenomena using a
scheme whose instances are differential calculi on structures that embrace both topological
spaces and graphs as well as hybrid ramifications of such structures. These calculi include the
elementary differential calculus on real and complex vector spaces.
One class of spaces that has been increasingly receiving attention in recent years is the class of
convergence spaces [cf. Heckmann, R., TCS v.305, (159--186)(2003)]. The class of convergence spaces together with the continuous functions among convergence spaces forms a Cartesian-closed category CONV that contains as full subcategories both the category TOP of
topological spaces and an embedding of the category DIGRAPH of reflexive directed graphs.
(More can importantly be said about these embeddings.) These properties of CONV serve to assure that we can construct continuous products of continuous functions, and that there is
always at least one convergence structure available in function spaces with respect to which
the operations of function application and composition are continuous. The containment of TOP and DIGRAPH in CONV allows to combine arbitrary topological spaces with discrete
structures (as represented by digraphs) to obtain hybrid structures, which generally are not topological spaces.
We give a differential calculus scheme in CONV that addresses three issues in particular.
1. For convergence spaces \$X\$ and \$Y\$ and function \$f: X longrightarrow Y\$, the scheme gives necessary and sufficient conditions for a candidate differential \$df: X longrightarrow Y\$
to be a (not necessarily "the", depending on the spaces involved) differential of \$f\$ at \$x_0\$.
2. The chain rule holds and the differential relation between functions distributes over Cartesian products: e.g. if \$Df\$, \$Dg\$ and \$Dh\$ are, respectively, differentials of \$f\$ at
\$(g(x_0),h(x_0))\$ and \$g\$ and \$h\$ at \$x_0\$, then \$Df circ (Dg times Dh)\$ is a differential of \$f circ (g times h)\$ at \$x_0\$.
3. When specialized to real and complex vector spaces, the scheme is in agreement with ordinary elementary differential calculus on these spaces.
Moreover, with two additional constraints having to do with self-differentiation of differentials and translation invariance (for example, a linear operator on, say, \$C^2\$, is its own differential everywhere) there is a (unique) maximum differential calculus in CONV.
### BibTeX - Entry
```@InProceedings{blair:DagSemProc.06341.4,
author = {Blair, Howard},
title = {{Elementary Differential Calculus on Discrete, Continuous and Hybrid Spaces}},
booktitle = {Computational Structures for Modelling Space, Time and Causality},
pages = {1--2},
series = {Dagstuhl Seminar Proceedings (DagSemProc)},
ISSN = {1862-4405},
year = {2007},
volume = {6341},
editor = {Ralph Kopperman and Prakash Panangaden and Michael B. Smyth and Dieter Spreen},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/opus/volltexte/2007/895},
URN = {urn:nbn:de:0030-drops-8956},
doi = {10.4230/DagSemProc.06341.4},
annote = {Keywords: Hybrid space, convergence space, differential, calculus, chain rule, hybrid dynamical system, discrete structure, topological space}
}```
Keywords: Hybrid space, convergence space, differential, calculus, chain rule, hybrid dynamical system, discrete structure, topological space Seminar: 06341 - Computational Structures for Modelling Space, Time and Causality Issue date: 2007 Date of publication: 26.02.2007
DROPS-Home | Fulltext Search | Imprint | Privacy | 942 | 3,887 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.53125 | 3 | CC-MAIN-2023-40 | latest | en | 0.905621 |
http://www.roseindia.net/answers/viewqa/Development-process/20823-Problem-with-DecimalFormat-and-NumberFormat-.html | 1,490,661,817,000,000,000 | text/html | crawl-data/CC-MAIN-2017-13/segments/1490218189583.91/warc/CC-MAIN-20170322212949-00638-ip-10-233-31-227.ec2.internal.warc.gz | 703,108,629 | 19,241 | Problem with DecimalFormat and NumberFormat
0 Answer(s) 5 years and 8 months ago
Posted in : Development process
Please check the Below sample code. Here the output is not accurate.. By the use of the BigDecimal, the below issue won't be observed. But is there any way to fix this by using NumberFormat and DecimalFormat
double localDoubleValue = 12345678987654321d; NumberFormat localNf = NumberFormat.getInstance();
System.out.println("Format using NumberFormat : "+localNf.format(localDoubleValue));
if (localNf instanceof DecimalFormat) { DecimalFormat localDf = (DecimalFormat) localNf; System.out.println("Format using DecimalFormat : "+localDf.format(localDoubleValue)); }
Output :
Format using NumberFormat : 12,345,678,987,654,320 Format using DecimalFormat : 12,345,678,987,654,320
Any suggesions are appreciated....
Problem with DecimalFormat and NumberFormat
Problem with DecimalFormat and NumberFormat Please check... NumberFormat and DecimalFormat double localDoubleValue = 12345678987654321d... : Format using NumberFormat : 12,345,678,987,654,320 Format using DecimalFormat
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Problem in Array Hi, Can you help me with this problem? Run a program that check if the input string contains equal number of A's and B's. Hoping for your answer.Thank you. Here is an example that check
Skyline Problem
is the line tracing the largest y value from any rectangle in S The Problem: Write.... Your method should solve the problem three different ways; each solution
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HttpSession problem :( i want to ask that do i need to define httpsession in every servlet or jsp in my web application? if yes, then on which servlet? the very first one like my welcome page which comes after login page
problem in html
problem in html i want that my custmer can upload file or video on my website so plz help and send me the code which i can paste on my web site so people can upload their video and img and plz send the html code becaz my web
problem in coding
problem in coding i have a following code which display the contents of the text file but not other program like java or any c program is there any handler to open the program files other than Filereader. FileReader fr = new
PROBLEM IDENTIFICATION
PROBLEM IDENTIFICATION class MOrders { int nooforders; // Data members of the class public int getorder() { nooforders = 500; } public void displayorders() { System.out.println("The number of orders to be delivered
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Problem in enctype= im using a page which is in JSP. i have some text boxes and one upload button. i want to load the file itself when i click.... but the problem is the uploaded file is not stored in the prefered folder. i printed
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php problem Hello!! I have a problem ,i want to display the data of a single row in my database,this is the code: <?php</p> include 'connectMySql.php'; \$username=\$row['username']; if(! \$conn ) { die('Could
Tutorials | 1,548 | 6,602 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.515625 | 3 | CC-MAIN-2017-13 | longest | en | 0.625049 |
https://www.mathsplatter.com/2023/09/how-to-find-derivative-of-2x-1-x-3x-2.html | 1,695,718,400,000,000,000 | text/html | crawl-data/CC-MAIN-2023-40/segments/1695233510179.22/warc/CC-MAIN-20230926075508-20230926105508-00694.warc.gz | 971,751,537 | 20,502 | # In this article, we will take you through the step-by-step process of finding the derivative of the function (2x² + 1) / (x² + 3x + 2). We will employ differentiation rules and techniques to simplify the expression and compute its derivative. Calculus is a branch of mathematics that deals with the concepts of change and motion. Differentiation, a fundamental operation in calculus, allows us to find the rate of change of a function with respect to its input variable.
## Understanding the Problem
Before we embark on finding the derivative, let's carefully examine the given function:
• f(x) = (2x² + 1) / (x² + 3x + 2)
To find the derivative of this function, we will apply the quotient rule, which is particularly useful for functions in the form u(x) / v(x), where both u(x) and v(x) are differentiable. The quotient rule is given by:
• f'(x) = [u'(x) * v(x) - u(x) * v'(x)] / [v(x)]²
### Step 1: Identifying u(x) and v(x)
In our case, u(x) = 2x² + 1, and v(x) = x² + 3x + 2. To use the quotient rule, we must find the derivatives of both these functions.
### Step 2: Finding u'(x) and v'(x)
Let's begin by finding u'(x), which is the derivative of u(x) with respect to x:
• u(x) = 2x² + 1
• u'(x) = 4x
Now, let's find v'(x) by differentiating v(x) with respect to x:
• v(x) = x² + 3x + 2
• v'(x) = 2x + 3
### Step 3: Applying the Quotient Rule
Now that we have u'(x), v'(x), u(x), and v(x), we can apply the quotient rule to find f'(x):
• f'(x) = [u'(x) * v(x) - u(x) * v'(x)] / [v(x)]²
• f'(x) = [(4x) * (x² + 3x + 2) - (2x² + 1) * (2x + 3)] / (x² + 3x + 2)²
### Step 4: Simplifying the Expression
Let's simplify the expression further by expanding and collecting like terms in the numerator:
• f'(x) = [4x³ + 12x² + 8x - 4x³ - 6x² - 2x - 3] / (x² + 3x + 2)²
Combine like terms in the numerator:
• f'(x) = [6x² + 6x - 3] / (x² + 3x + 2)²
### Step 5: Factoring the Numerator
The derivative can be further simplified by factoring the numerator:
• f'(x) = [3(2x² + 2x - 1)] / (x² + 3x + 2)²
Now, we have successfully found the derivative of the function (2x² + 1) / (x² + 3x + 2):
• f'(x) = [3(2x² + 2x - 1)] / (x² + 3x + 2)²
## Conclusion
In this comprehensive guide, we have walked through the process of finding the derivative of the function (2x² + 1) / (x² + 3x + 2) step by step. By applying the quotient rule, simplification techniques, and factoring, we have obtained the final result:
• f'(x) = [3(2x² + 2x - 1)] / (x² + 3x + 2)²
Calculus and differentiation are fundamental concepts in mathematics with widespread applications in various fields such as physics, engineering, economics, and more. Understanding how to find derivatives is essential for analyzing functions and their behavior, and it forms the basis for solving a variety of real-world problems. | 920 | 2,805 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.875 | 5 | CC-MAIN-2023-40 | latest | en | 0.853402 |
https://mymusing.co/gold-7-days-work/ | 1,722,768,409,000,000,000 | text/html | crawl-data/CC-MAIN-2024-33/segments/1722640398413.11/warc/CC-MAIN-20240804102507-20240804132507-00423.warc.gz | 336,631,917 | 33,410 | Question: You’ve got someone working for you for seven days and a gold bar to pay them. You must pay the worker for their work at the end of every day. If you are only allowed to make two breaks in the gold bar, how do you pay your worker? (Assuming equal amount of work is done during each day thus requiring equal amount of pay for each day)
Answer: The trick is not to try and how to cut in such a way to make 7 equal pieces but rather to make transactions with the worker. Make two cuts on the gold bar such that you have the following sizes of bars.
1/7, 2/7 and 4/7. For convenience sake, just refer to the bars as 1, 2 and 4.
• Day 1: Give Bar 1 (You- 2 and 4, Worker- 1)
• Day 2: Give Bar 2, Take back Bar 1 (You- 1 and 4, Worker- 2)
• Day 3: Give Bar 1 (You- 4, Worker- 1 and 2)
• Day 4: Give Bar 4, Take back Bar 1 and Bar 2 (You- 1 and 2, Worker- 4)
• Day 5: Give Bar 1 (You- 2, Worker- 1 and 4)
• Day 6: Give Bar 2, Take back Bar 1 (You- 1, Worker- 2 and 4)
• Day 7: Give Bar 1 (You- Empty, Worker- 1, 2 and 4) | 347 | 1,025 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.703125 | 4 | CC-MAIN-2024-33 | latest | en | 0.935646 |
https://www.thequizlet.com/hypothesis-testing-probability/ | 1,643,363,377,000,000,000 | text/html | crawl-data/CC-MAIN-2022-05/segments/1642320305423.58/warc/CC-MAIN-20220128074016-20220128104016-00440.warc.gz | 1,069,484,584 | 15,134 | # Hypothesis testing | Probability
Critical Thinking Assignment (90 Points)
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Choose one of the following two assignments to complete this week. Do not complete both assignments. Identify your assignment choice in the title of your submission. Note that, while there are two options for the Critical Thinking Assignment, there is only one rubric. Review the rubric to confirm you are meeting the assignment requirements.
Option #1: Critical Thinking: Quality at A1 Hotels
A1 Hotels operates luxury hotels throughout the world. Recently, motivated by some incidents that appeared in the news, they have been concerned about the quality of service. The company has been giving the following survey to its clients after their stay:
1. How would you rate the quality of your room? Select one.
Good(G), Poor(P)
2. How would you rate the quality of your food? Select one.
Good(G), Poor(P)
Good (G), Poor(P)
Any customer who answered “Poor” to at least one of the three questions up above is considered to be “dissatisfied.” Traditionally, 40% of customers have been dissatisfied.
A1 Hotels would like to see if the recent level of customer satisfaction has changed. Therefore, 200 survey responses were recently chosen at random for analysis. The complete data set is in the file named Hotels.
Managerial Report
Prepare a report (see below) for A1 Hotels that summarizes your assessment of customer satisfaction. Be sure to include the following seven items in your report.
1. To summarize the data, compute the proportion of all clients that
1. Answered “Poor” to room quality.
2. Answered “Poor” to food quality.
3. Answered “Poor” to service quality.
2. Develop the 92% confidence interval for the proportion of all recent clients that were “dissatisfied.”
3. Develop the 92% confidence interval for the proportion of all recent clients who answered “Poor” to room quality.
4. Develop the 92% confidence interval for the proportion of all recent clients who answered “Poor” to food quality.
5. Develop the 92% confidence interval for the proportion of all recent clients who answered “Poor” to service quality.
6. Conduct a hypothesis test (using either the p-Value Approach or the Critical Value Approach) to determine if the proportion of all recent clients is more dissatisfied than the traditional level of dissatisfaction. Use α = 0.08. Do not forget to include the correctly worded hypotheses and show all the steps required to conduct the hypothesis test.
7. What advice would you give to A1 Hotels based upon your analysis of the data? What is the magnitude of the issue? How can this study be improved?
Write a report that adheres to the Written Assignment Requirements under the heading “Expectations for CSU-Global Written Assignments” found in the CSU-Global Guide to Writing and APA Requirements. As with all written assignments at CSU-Global, you should have in-text citations and a reference page. An example paper is provided in the MTH410 Guide to Writing with Statistics. (link provided at the bottom of the page)
Requirements:
1. Paper must be written in third person.
2. Your paper should be four to five pages in length (counting the title page and references page) and cite and integrate at least one credible outside source. The CSU-Global Library is a great place to find resources.
3. Include a title page, introduction, body, conclusion, and a reference page.
4. The introduction should describe or summarize the topic or problem. It might discuss the importance of the topic or how it affects you or society as a whole, or it might discuss or describe the unique terminology associated with the topic.
5. The body of your paper should answer the questions posed in the problem. Explain how you approached and answered the question or solved the problem, and, for each question, show all steps involved. Be sure this is in paragraph format, not numbered answers like a homework assignment.
6. The conclusion should summarize your thoughts about what you have determined from the data and your analysis, often with a broader personal or societal perspective in mind. Nothing new should be introduced in the conclusion that was not previously discussed in the body paragraphs.
7. Include any tables of data or calculations, calculated values, and/or graphs associated with this problem in the body of your assignment.
8. Document formatting, citations, and style should conform to the CSU-Global Virtual Library CSU-Global Guide to Writing and APA: Introduction. A short summary containing much that you need to know about paper formatting, citations, and references is contained in the New Sample APA Paper. In addition, information in the CSU-Global Virtual Library under the Writing Center/APA Resources tab has many helpful areas (Writing Center, Writing Tips, Template & Examples/Papers & Essays, and others).
Option #2: Quality of Cerámica América Sinks
Cerámica América makes both commercial and home sinks, toilets, and tile throughout Latin America. There have been many complaints that its commercial sinks are of poor quality. Recently, a new type of home sink, Modelo Americano, has been developed. The company hopes that this new model is of better quality. Quality Control tests sinks using the following three tests:
1. Cracked or Chipped Ceramic:
Pass (P) or Fail (F)
2. Glaze Quality:
Pass (P) or Fail (F)
3. Stress Test
Pass (P) or Fail (F)
A sink gets a “Passing” grade if it passes all three of the above Traditionally, 85% of its commercial sinks have gotten a “Passing” grade. Cerámica América would like to see if its passing rate is better than the traditional rate. Recently, 200 Modelo Americano sinks were randomly chosen from its manufacturing plants. The complete data set is in the file named Sinks.
Managerial Report
Prepare a report (see below) for Cerámica América that summarizes your assessment of its Modelo Americano sinks. Be sure to include the following seven items in your report.
1. To summarize the data, compute the proportion of all sinks that
1. “Passed” the Cracked or Chipped test.
2. “Passed” the Glaze Quality test.
3. “Passed” the Stress Test.
2. Develop the 98% confidence interval for the proportion of all Modelo Americano sinks that got a “Passing” grade.
3. Develop the 98% confidence interval for the proportion of all Modelo Americano sinks that passed the Cracked or Chipped test.
4. Develop the 98% confidence interval for the proportion of all Modelo Americano sinks that passed the Glaze Quality test.
5. Develop the 98% confidence interval for the proportion of all Modelo Americano sinks that passed the Stress Test.
6. Conduct a hypothesis test (using either the p-Value Approach or the Critical Value Approach) to determine if the proportion of all Modelo Americano sinks that get a “Passing” grade is larger than the than the traditional “Passing” rate. Use α = 0.02. Do not forget to include the correctly worded hypotheses and show all the steps required to conduct the hypothesis test.
7. What advice would you give to Cerámica América based upon your analysis of the data? What is the magnitude of the improvement (if any)? How can this study be improved?
Write a report that adheres to the Written Assignment Requirements under the heading “Expectations for CSU-Global Written Assignments” found in the CSU-Global Guide to Writing and APA Requirements. As with all written assignments at CSU-Global, you should have in-text citations and a reference page. An example paper is provided in the MTH410 Guide to Writing with Statistics. (link provided at the bottom of the page)
Requirements:
1. Paper must be written in third person.
2. Your paper should be four to five pages in length (counting the title page and references page) and cite and integrate at least one credible outside source. The CSU-Global Library is a great place to find resources.
3. Include a title page, introduction, body, conclusion, and a reference page.
4. The introduction should describe or summarize the topic or problem. It might discuss the importance of the topic or how it affects you or society as a whole, or it might discuss or describe the unique terminology associated with the topic.
5. The body of your paper should answer the questions posed in the problem. Explain how you approached and answered the question or solved the problem, and, for each question, show all steps involved. Be sure this is in paragraph format, not numbered answers like a homework assignment.
6. The conclusion should summarize your thoughts about what you have determined from the data and your analysis, often with a broader personal or societal perspective in mind. Nothing new should be introduced in the conclusion that was not previously discussed in the body paragraphs.
7. Include any tables of data or calculations, calculated values, and/or graphs associated with this problem in the body of your assignment.
8. Document formatting, citations, and style should conform to the CSU-Global Virtual Library CSU-Global Guide to Writing and APA: Introduction. A short summary containing much that you need to know about paper formatting, citations, and references is contained in the New Sample APA Paper. In addition, information in the CSU-Global Virtual Library under the Writing Center/APA Resources tab has many helpful areas (Writing Center, Writing Tips, Template & Examples/Papers & Essays, and others).
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TheQuizlet is committed to delivering quality work on time to ensure our clients get the value for their money. | 2,529 | 12,249 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.5625 | 4 | CC-MAIN-2022-05 | longest | en | 0.959128 |
http://list.seqfan.eu/pipermail/seqfan/2013-October/011747.html | 1,542,194,032,000,000,000 | text/html | crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00342.warc.gz | 205,633,735 | 2,270 | [seqfan] a(a(n) + n) is prime
Eric Angelini Eric.Angelini at kntv.be
Tue Oct 8 14:23:12 CEST 2013
```Hello SeqFans,
am I wrong or this seq is not in the OEIS yet?
S = 1,2,3,5,4,7,8,6,11,9,10,12,13,17,19,14,15,16,23,29,31,18,20,37,21,41,22,24,25,43,47,53,26,59,...
S is build with those rules:
. a(1)=1
. a(a(n)+n) is prime
. S is extended with the smallest integer not yet in S and not leading to a contradiction.
We see here, that:
a(1)+1 -> 1+1=2 -> a(2) which is prime [2]
a(2)+2 -> 2+2=4 -> a(4) which is prime [5]
a(3)+3 -> 3+3=6 -> a(6) which is prime [7]
a(4)+4 -> 5+4=9 -> a(9) which is prime [11]
a(5)+5 -> 4+5=9 -> a(9) which is prime [11]
a(6)+6 -> 7+6=13 -> a(13) which is prime [13]
a(7)+7 -> 8+7=15 -> a(15) which is prime [19]
a(8)+8 -> 6+8=14 -> a(14) which is prime [17]
a(9)+9 -> 11+9=20 -> a(20) which is prime [29]
...
n = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34
S = 1,2,3,5,4,7,8,6,11,9,10,12,13,17,19,14,15,16,23,29,31,18,20,37,21,41,22,24,25,43,47,53,26,59,...
sum 2 4 6 9 9 1 1 1 2 1 21 24 26 31 34 30 32 ...
3 5 4 0 9
I guess S is a permutation of the Naturals.
Primes appear in S in their natural order.
Best,
É.
``` | 608 | 1,205 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.34375 | 3 | CC-MAIN-2018-47 | longest | en | 0.861991 |
https://contpatvicor.web.app/783.html | 1,717,017,494,000,000,000 | text/html | crawl-data/CC-MAIN-2024-22/segments/1715971059408.76/warc/CC-MAIN-20240529200239-20240529230239-00011.warc.gz | 144,623,194 | 6,751 | # Metoda hornera matlab tutorial pdf
Electric machines and power systems 3 strengths of matlab matlab is relatively easy to learn matlab code is optimized to be relatively quick when performing matrix operations matlab may behave like a calculator or as a programming language matlab is. Netsunajev matlab tutorial 2011 february 10, 2011 3 75. Matlab online help to view the online documentation, select matlab help from the help menu in matlab. Contents 1 contents 2 logging into acms computers 3 starting matlab 4 working with matlab 5 using microsoft word 6 printing and submitting 2.
Java project tutorial make login and register form step by step using netbeans and mysql. Matlab tutorial for engineers pdf matlab tutorial for engineers pdf are you looking for ebook matlab tutorial for engineers pdf. I am having some trouble translating a pseudocode for horners algorithm into a proper code in matlab. If we just want to share our findings with someone, we could save a copy of the script as a static document, like a pdf. We urge you to complete the exercises given at the end of each lesson. About the tutorial matlab tutorial matlab is a programming language developed by mathworks. This tutorial is aimed at beginners and novices to matlab r who also want to be good programmers. Educational technology consultant mit academic computing. This note tries to develop the various techniques called horners method, nested evaluation, and. Simulating nonlinear dynamics with matlab o how they work example mfile sfunction script simulinkusers guidedeveloping sfunctionsoverview of sfunctions explains the basics each iteration, the sfunction performs calculations based on the value of a flag initialize, find derivatives, update actual values, etc. This matlab tutorial is based on version 6x from 2001.
Then, x or x to some power is repeatedly factored out. A quick tutorial on matlab is available in the next info node in this file. I think my confusion stems from the fact that the code assumes that the first vector entry can be referred to by 0, whereas in matlab, this has to be 1. For each tutorial you should read through the relevant chapter, trying out the various features of matlabwhich are described, and then you should do the exercises. The small matlab program, which generates the figure, can be downloaded from the. Visual programming environment based on hypergraph. Variables case sensitive, name and name are 2 distinct names. Floatingpoint representation of numbers is essentially equivalent to the scientific notation of your calculator. Matlab is to be used for scripting, graphing and simple calculations. Any file you want to run in matlab must reside in the current directory or in a directory that is on the search path. It is forbidden to copy or abuse software and documentation supplied by. Ece 309 oral presentation probability density functions.
Be sure to stay to the end to find out where to go next to learn matlab in depth. Matlab det matematisknaturvitenskapelige fakultet, uio. Introduction to matlab programming data structures indexing cell arrays i one important concept. Horner nested polynomial representation matlab horner. One of the binary numbers to be multiplied is represented as a trivial polynomial, where using the above notation, and. Scripts share local variables with functions they call and with the base workspace. Matlab merupakan integrasi dari komputansi, visualisasi dan pemograman dalam suatu lingkungan yang mudah digunakan, karena permasalahan dan pemecahannya dinyatakan dalam notasi matematika. Each chapter of the manual represents one tutorial, and includes exercises to be done during private study time. This tutorial guides you in the first steps for using matlab.
Matlab, with a chapter or two on some programming concepts, and those that cover only the programming constructs without mentioning many of the builtin functions that make matlab efficient to use. In fact it is possible to force some variables to be of other types but not easily and this ability. This matlab function returns the horner form of the polynomial p. Matlab integrates computation, visualization, and programming in an easytouse en vironment, and allows easy matrix manipulation, plotting of functions and data, implementation of algorithms, creation of user interfaces, and interfacing with programs in other languages. Simulink 2 models are composed hierarchically allowing. The matlab online help provides taskoriented and reference information about matlab features. Introductory tutorial for preparing your matlab homework. Christian apprich, klaus hollig, jorg horner and ulrich reif. Choose a web site to get translated content where available and see local events and offers.
The purpose of this tutorial is to familiarize the beginner to matlab, by introducing the basic features and commands of the program. Dec 16, 2012 ece 309 oral presentation probability density functions. But we can also give this script along with the data file to anyone with matlab and they can run it for themselves and reproduce our results. With a supplement, containing two other methods of solving equations, derived from the same principle pdf. You will be glad to know that right now matlab tutorial for engineers pdf is available on our online library. Persistent persistent r, c can be declared and used only in functions. Other matlab resources at mit introduction to matlab mit. String bf1,2g i we must be very careful what kind of brackets we use. It is in no way a complete reference and the reader is encouraged to further enhance his or her knowledge of matlab by reading some of the. Matlab presentation 2011 european university institute. Touch the n key to go there now, or return to the menu in the top node for this file. To accomplish that, this tutorial explains many of the computer science concepts behind programming in matlab. Overview octave is the opensource matlab octave is a great gnuplot wrapper.
For our purposes a matrix can be thought of as an array, in fact, that is how it is stored. In this binary numeral system base 2, so powers of 2 are. After the program starts, you should see something similar to that. The interface follows a language that is designed to look like the notation used in linear algebra. Pengurangan vector dengan panjang yang sama juga dapat dilakukan dengan metode yang sama. Matlab documentat ion is also available in printed form and in pdf format. Horners method is a fast, codeefficient method for multiplication and division of binary numbers on a microcontroller with no hardware multiplier. It can be run both under interactive sessions and as a batch job. The main reason guis are used is because it makes things simple for the endusers of the program.
Staniek, m metoda syntaktycznego opisu trajektorii ruchu pojazdow w sieci trans. Each entry in the second row is the product of the xvalue 3 in this example with the thirdrow entry immediately to. The lessons are intended to make you familiar with the basics of matlab. A nbym cell array is made up of n m, 1by1 cell arrays, i two ways to index into and assign into a cell array. This note tries to develop the various techniques called horners.
Matlab programming tutorial for development environment engineers and scientists. Find materials for this course in the pages linked along the left. As we mentioned earlier, the following tutorial lessons are designed to get you started quickly in matlab. Matlab basics matlab numbers and numeric formats all numerical variables are stored in matlab in double precision floatingpoint form. Matlab is mostly used to solve computing problems in a faster manner. By default, the files supplied with matlab and mathworks toolboxes are included in the search path. Modeling of complex systems in a modular and organized way different detail perspectives over the same model at. Beginners matlab tutorial introduction this document is designed to act as a tutorial for an individual who has had no prior experience with matlab. While you read through this tutorial, there will be many examples. Variables in a script file are global and will change the % value of variables of the same name in the environment of the current % matlab session.
This manual reflects the ongoing effort of the mccormick school of. Matlab a natural choice for numerical computations. The tutorial covers basic matlab commands that are used in introductory signals and systems analysis. Matlab tutorial francesco franco matlab is a software package that makes it easier for you to enter matrices and vectors, and manipulate them.
Octave is the opensource matlab octave is a great gnuplot wrapper. Matlab tutorial this tutorial series introduces you to the matlabr2006b suite of applications from mathworks, inc. It is used for freshmen classes at northwestern university. Octave and matlab are both, highlevel languages and mathematical programming environments for. This guide is intended to guide you through the basics of minitab and help you get started with it. Every step will not be explained complete and only periodic checks will ensure that the reader does not become lost. Your contribution will go a long way in helping us. Help fun displays a description of and syntax for the function fun in the command. Visualization programming, algorithm development numerical computation. Kali ini kita akan mencari solusi dari polinom dengan menggunakan teknik iterasi dan pastinya menggunakan metode horner yang sangat simple dan mudah. Matlab programming tutorial matlab programming tutorial pdf. With our online resources, you can find matlab tutorial for engineers. Based on your location, we recommend that you select.
Matlab i about the tutorial matlab is a programming language developed by mathworks. Faculty of electrical engineering, mathematics and computer science. Other matlab resources at mit download resource materials. This video will show you the basics and give you an idea of what working in matlab looks like. In fact it is possible to force some variables to be of other types but not easily and this ability is not needed here.
Matlab integrates computation, visualization, and programming in an easytouse environment, and allows easy matrix manipulation, plotting of functions and data, implementation of. O shodimosti interpol cionnogo metoda dl obyknovennyh. Applied physics, system science and computers iii springerlink. Matlab is an environment for all kinds of technical computinglike data analysis, simulation, and algorithm development. Intermediate matlab tutorial introduction this document is designed to act as a mini homework assignment to familiarize the reader with more matlab functions and operations. This document is not a comprehensive introduction or a reference manual. Short matlab tutorial and cool matlab demos by mathworks. Introduction minitab is a statistical analysis software that allows to easily conduct analyses of data. Global global speedoflight shared by functions, scripts, and base workspace. Matlab tutorials numerical computation for mechanical. The matlab documentation is organized into these main topics. No part of this manual may be photocopied or repro duced in any form without prior written consent from the mathworks, inc.
Matlab tutorial, march 26, 2004 j gadewadikar, automation and robotics research institute university of texas at arlington 36 how to explore it more. A brief introduction to matlab stanford university. Matlab basics tutorial vektor fungsi plot polinomials matriks printing mencetak menggunakan mfiles di matlab. I have tried to modify my code accordingly, but i dont get it to work properly. Podczas zajec uzywac bedziemy programow mathematica i matlab. It started out as a matrix programming language where linear algebra programming was simple.
If you are running on a unix machine, you can also run matlab in any xterm window, but you will miss the advanced interface options that makes the new versions of matlab such a pleasure to deal with. This tutorial gives you aggressively a gentle introduction of matlab programming language. Introduction to matlab for engineering students northwestern. This is one of the suggested software for the class. In mathematics, the term horners rule refers to a method for approximating the roots of.
792 1045 1476 1280 1122 1117 894 407 1086 1182 68 1156 180 967 481 1253 1418 1643 587 1202 427 266 1225 1617 1309 658 215 941 430 764 885 786 23 108 783 | 2,514 | 12,493 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.984375 | 3 | CC-MAIN-2024-22 | latest | en | 0.874154 |
https://la.mathworks.com/matlabcentral/cody/problems/25-remove-any-row-in-which-a-nan-appears/solutions/1783265 | 1,610,798,909,000,000,000 | text/html | crawl-data/CC-MAIN-2021-04/segments/1610703506640.22/warc/CC-MAIN-20210116104719-20210116134719-00774.warc.gz | 422,267,880 | 17,074 | Cody
# Problem 25. Remove any row in which a NaN appears
Solution 1783265
Submitted on 11 Apr 2019 by Michal Halon
This solution is locked. To view this solution, you need to provide a solution of the same size or smaller.
### Test Suite
Test Status Code Input and Output
1 Pass
A = [ 1 5 8 -3 NaN 14 0 6 NaN ]; B_correct = [ 1 5 8 ]; assert(isequal(remove_nan_rows(A),B_correct))
2 Pass
A = 1:10; B_correct = A; assert(isequal(remove_nan_rows(A),B_correct))
3 Pass
A = [ 1 5 8 -3 NaN 14 0 6 6]; B_correct = [1 5 8; 0 6 6]; assert(isequal(remove_nan_rows(A),B_correct))
4 Pass
A = [ 1 3 6 NaN 3 NaN]'; B_correct = [1 3 6 3]'; assert(isequal(remove_nan_rows(A),B_correct))
5 Pass
A = [ 1 3 6 NaN; 3 4 2 1]; B_correct = [3 4 2 1]; assert(isequal(remove_nan_rows(A),B_correct))
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Find the treasures in MATLAB Central and discover how the community can help you!
Start Hunting! | 316 | 921 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.890625 | 3 | CC-MAIN-2021-04 | latest | en | 0.578958 |
http://www.ohio.edu/mechanical/thermo/Applied/Chapt.7_11/Psychro_chart/psychro.html | 1,601,352,898,000,000,000 | text/html | crawl-data/CC-MAIN-2020-40/segments/1600401624636.80/warc/CC-MAIN-20200929025239-20200929055239-00116.warc.gz | 190,424,228 | 3,265 | ## MATLAB program for plotting a Simplified Psychrometric Chart (Updated 3/7/08)
The MATLAB program (psychro.m) (shown below) is used to plot the Simplified Psychrometric Chart shown above. Data is read from 2 datafiles containing water saturation temperature/pressure data, file t_pg over 1°C intervals for plotting the saturation and constant relative humidity curves, and file t_pg1 over 5°C intervals for plotting the wet-bulb temperature and enthalpy lines. The source of the data: NIST Chemistry WebBook - accessed Feb 2008
The following four equations (refer back to Part 1 and Part 2) are evaluated in the program:
specific humidity: (sometimes known as: humidity ratio or absolute humidity):
:
Notice in the psychrometric chart that the oblique enthalpy axis is given by = T+5, for T varying between 0°C to 25°C. Substituting this value of in the enthalpy equation (above) leads to the intercept of the enthalpy line with the enthalpy axis as follows:
h = T + 2.5 (T + 5)
or finally: T = (h - 12.5)/3.5
Thus the enthalpy lines can be plotted parallel to, but independant of the wet bulb temperature lines.
The complete MATLAB program follows. Note that it is the convention in programming that all variable names begin with lower case letters. Thus t represents temperature [°C], p represents pressure [kPa], w (in place of ) represents specific humidity [grams / kg dry air] (aka: absolute humidity, humidity ratio), h represents enthalpy (kJ/kg dry air) and the suffix g represents the saturated vapor state (following the convention used in steam tables).
```% Plotting the Simplified Psychrometric Chart % Izzi Urieli 2/27/2008 tpg = dlmread('t_pg','\t'); % saturation temp/pressure t = tpg(:,1); % temperature (C) pg = tpg(:,2); % saturation vapor pressure (kPa) patm = 101.325; % standard atmosphere (kPa) rair = 0.287; % gas constant of air (kJ/kg.K) wg = 622*pg./(patm-pg); % saturation specific humidity plot(t,wg,'r-') hold grid for phi = 0.1:0.1:0.4, % phi = relative humidity 10% - 40% w = 622*phi*pg./(patm-phi*pg); plot(t,w) end for phi = 0.6:0.2:0.8, % phi = 60%, 80% w = 622*phi*pg./(patm-phi*pg); plot(t,w) end % specific volume and enthalpy/wet-bulb-temp tpg1 = dlmread('t_pg1','\t'); t1 = tpg1(:,1); % saturation temperature (C) pg1 = tpg1(:,2); % saturation pressure (kPa) wg1 = 622*pg1./(patm-pg1); % saturation specific humidity % specific volume of dry air (cubic m/kg dry air) (green) vol = rair.*(t1+273)./(patm-pg1) % specific vol at saturation tv0 = patm*vol/rair-273; % air temperature at zero humidity for i = 1:7, plot([t1(i),tv0(i)],[wg1(i),0],'g-') end % wet bulb temperature (also enthalpy) lines (red) h = t1 + 2.5*wg1 % enthalpy (kJ/kg-dry-air) (displayed) t0 = h; % temperature at zero humidity for enthalpy h for i = 1:6, plot([t1(i),t0(i)],[wg1(i),0],'r-') end % enthalpy axis and enthalpy lines (black) for h = 10:10:110, % enthalpy (kJ/kg-dry-air) t0 = h; % temperature at zero humidity t1 = (h - 12.5)/3.5; % temperature on the enthalpy axis w1 = t1 + 5; % specific humidity on the enthalpy axis plot([t0,t1],[0,w1],'k-') end plot([0,25],[5,30],'k-') % the oblique enthalpy axis axis([0,50,0,30]) % limit the range of the chart title('Simplified Psychrometric Chart') xlabel('Dry Bulb Temperature (deg C)') ylabel('Specific Humidity (gm vap/kg dry air)')```
Notice in the program that both the specific volume (vol) and the enthalpy values (h) are displayed (no semicolon) thus they can be subsequently added to the plot together with the relevant saturation/wet bulb temperatures. relative humidity values.and enthalpy values on the enthalpy axis. | 1,083 | 3,608 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.59375 | 3 | CC-MAIN-2020-40 | latest | en | 0.768093 |
http://cn.metamath.org/mpeuni/3impdirp1.html | 1,659,955,283,000,000,000 | text/html | crawl-data/CC-MAIN-2022-33/segments/1659882570793.14/warc/CC-MAIN-20220808092125-20220808122125-00555.warc.gz | 10,298,523 | 2,968 | Mathbox for Alan Sare < Previous Next > Nearby theorems Mirrors > Home > MPE Home > Th. List > Mathboxes > 3impdirp1 Structured version Visualization version GIF version
Theorem 3impdirp1 39562
Description: A deduction unionizing a non-unionized collection of virtual hypotheses. Commuted version of 3impdir 1443. (Contributed by Alan Sare, 4-Feb-2017.) (Proof modification is discouraged.) (New usage is discouraged.)
Hypothesis
Ref Expression
3impdirp1.1 (((𝜒𝜓) ∧ (𝜑𝜓)) → 𝜃)
Assertion
Ref Expression
3impdirp1 ((𝜑𝜒𝜓) → 𝜃)
Proof of Theorem 3impdirp1
StepHypRef Expression
1 ancom 452 . . 3 (((𝜒𝜓) ∧ (𝜑𝜓)) ↔ ((𝜑𝜓) ∧ (𝜒𝜓)))
2 3impdirp1.1 . . 3 (((𝜒𝜓) ∧ (𝜑𝜓)) → 𝜃)
31, 2sylbir 225 . 2 (((𝜑𝜓) ∧ (𝜒𝜓)) → 𝜃)
433impdir 1443 1 ((𝜑𝜒𝜓) → 𝜃)
Colors of variables: wff setvar class Syntax hints: → wi 4 ∧ wa 382 ∧ w3a 1070 This theorem was proved from axioms: ax-mp 5 ax-1 6 ax-2 7 ax-3 8 This theorem depends on definitions: df-bi 197 df-an 383 df-3an 1072 This theorem is referenced by: (None)
Copyright terms: Public domain W3C validator | 456 | 1,063 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.578125 | 3 | CC-MAIN-2022-33 | latest | en | 0.465281 |
https://r.igraph.org/reference/graph_from_literal.html | 1,716,744,081,000,000,000 | text/html | crawl-data/CC-MAIN-2024-22/segments/1715971058972.57/warc/CC-MAIN-20240526170211-20240526200211-00362.warc.gz | 422,439,202 | 6,174 | This function is useful if you want to create a small (named) graph quickly, it works for both directed and undirected graphs.
## Usage
graph_from_literal(..., simplify = TRUE)
from_literal(...)
## Arguments
...
For graph_from_literal() the formulae giving the structure of the graph, see details below. For from_literal() all arguments are passed to graph_from_literal().
simplify
Logical scalar, whether to call simplify() on the created graph. By default the graph is simplified, loop and multiple edges are removed.
An igraph graph
## Details
graph_from_literal() is very handy for creating small graphs quickly. You need to supply one or more R expressions giving the structure of the graph. The expressions consist of vertex names and edge operators. An edge operator is a sequence of ‘-’ and ‘+’ characters, the former is for the edges and the latter is used for arrow heads. The edges can be arbitrarily long, i.e. you may use as many ‘-’ characters to “draw” them as you like.
If all edge operators consist of only ‘-’ characters then the graph will be undirected, whereas a single ‘+’ character implies a directed graph.
Let us see some simple examples. Without arguments the function creates an empty graph:
graph_from_literal()
A simple undirected graph with two vertices called ‘A’ and ‘B’ and one edge only:
graph_from_literal(A-B)
Remember that the length of the edges does not matter, so we could have written the following, this creates the same graph:
graph_from_literal( A-----B )
If you have many disconnected components in the graph, separate them with commas. You can also give isolate vertices.
graph_from_literal( A--B, C--D, E--F, G--H, I, J, K )
The ‘:’ operator can be used to define vertex sets. If an edge operator connects two vertex sets then every vertex from the first set will be connected to every vertex in the second set. The following form creates a full graph, including loop edges:
graph_from_literal( A:B:C:D -- A:B:C:D )
In directed graphs, edges will be created only if the edge operator includes a arrow head (‘+’) at the end of the edge:
graph_from_literal( A -+ B -+ C )
graph_from_literal( A +- B -+ C )
graph_from_literal( A +- B -- C )
Thus in the third example no edge is created between vertices B and C.
Mutual edges can be also created with a simple edge operator:
graph_from_literal( A +-+ B +---+ C ++ D + E)
Note again that the length of the edge operators is arbitrary, ‘+’, ‘++’ and ‘+-----+’ have exactly the same meaning.
If the vertex names include spaces or other special characters then you need to quote them:
graph_from_literal( "this is" +- "a silly" -+ "graph here" )
You can include any character in the vertex names this way, even ‘+’ and ‘-’ characters.
See more examples below.
Other deterministic constructors: graph_from_atlas(), graph_from_edgelist(), make_chordal_ring(), make_empty_graph(), make_full_citation_graph(), make_full_graph(), make_graph(), make_lattice(), make_ring(), make_star(), make_tree()
## Examples
# A simple undirected graph
g <- graph_from_literal(
Alice - Bob - Cecil - Alice,
Daniel - Cecil - Eugene,
Cecil - Gordon
)
g
#> IGRAPH 1f2bf9d UN-- 6 6 --
#> + attr: name (v/c)
#> + edges from 1f2bf9d (vertex names):
#> [1] Alice--Bob Alice--Cecil Bob --Cecil Cecil--Daniel Cecil--Eugene
#> [6] Cecil--Gordon
# Another undirected graph, ":" notation
g2 <- graph_from_literal(Alice - Bob:Cecil:Daniel, Cecil:Daniel - Eugene:Gordon)
g2
#> IGRAPH a7ff46b UN-- 6 7 --
#> + attr: name (v/c)
#> + edges from a7ff46b (vertex names):
#> [1] Alice --Bob Alice --Cecil Alice --Daniel Cecil --Eugene Cecil --Gordon
#> [6] Daniel--Eugene Daniel--Gordon
# A directed graph
g3 <- graph_from_literal(
Alice +-+ Bob --+ Cecil +-- Daniel,
Eugene --+ Gordon:Helen
)
g3
#> IGRAPH 8e7fc73 DN-- 7 6 --
#> + attr: name (v/c)
#> + edges from 8e7fc73 (vertex names):
#> [1] Alice ->Bob Bob ->Alice Bob ->Cecil Daniel->Cecil Eugene->Gordon
#> [6] Eugene->Helen
# A graph with isolate vertices
g4 <- graph_from_literal(Alice -- Bob -- Daniel, Cecil:Gordon, Helen)
g4
#> IGRAPH 5cb5a1e UN-- 6 2 --
#> + attr: name (v/c)
#> + edges from 5cb5a1e (vertex names):
#> [1] Alice--Bob Bob --Daniel
V(g4)\$name
#> [1] "Alice" "Bob" "Daniel" "Cecil" "Gordon" "Helen"
# "Arrows" can be arbitrarily long
g5 <- graph_from_literal(Alice +---------+ Bob)
g5
#> IGRAPH e35e30d DN-- 2 2 --
#> + attr: name (v/c)
#> + edges from e35e30d (vertex names):
#> [1] Alice->Bob Bob ->Alice
# Special vertex names
g6 <- graph_from_literal("+" -- "-", "*" -- "/", "%%" -- "%/%")
g6
#> IGRAPH 1177c5a UN-- 6 3 --
#> + attr: name (v/c)
#> + edges from 1177c5a (vertex names):
#> [1] + --- * --/ %%--%/% | 1,355 | 4,734 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.15625 | 3 | CC-MAIN-2024-22 | latest | en | 0.890681 |
https://powerusers.microsoft.com/t5/Building-Power-Apps-Formerly/If-in-If/m-p/378732 | 1,576,290,600,000,000,000 | text/html | crawl-data/CC-MAIN-2019-51/segments/1575540579703.26/warc/CC-MAIN-20191214014220-20191214042220-00185.warc.gz | 483,132,935 | 91,947 | cancel
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Level: Powered On
## If in If
Hey,
Is there an opportunity to have an if statement in and if staement?
I mean something like
```if(condition)
{
if(condition)
{
statement
}
elseif
{
statement
}
else
}
else
statement```
or do I have to use if(condition, statement, condition2, statement2, condition3, statement3)?
1 ACCEPTED SOLUTION
Accepted Solutions
Super User
## Re: If in If
Yes, you can use nested if statements in PowerApps. Here's an example. Assume "x" is the name of a Number type variable.
```If(
x > 10,
If(
x <= 15,
"Number is between 10 and 15
x <= 20,
"Number is between 16 and 20,
"Number is greater than 20
),
"Number is less than 10"
)```
However, in many cases flattening the IF statement will make your code more readable. In my opinion, the code below is easier to understand.
```If(
And(x > 10,x <=15),"Number is between 10 and 15
And(x > 15,x <=20),"Number is between 16 and 20,
x > 20,"Number is greater than 20,
"Number is less than 10"
)```
---
Please click "Accept as Solution" if my response helped to solve your issue so that others may find it more quickly. If your thought the post was helpful please give it a "Thumbs Up."
3 REPLIES 3
Super User
## Re: If in If
Yes, you can use nested if statements in PowerApps. Here's an example. Assume "x" is the name of a Number type variable.
```If(
x > 10,
If(
x <= 15,
"Number is between 10 and 15
x <= 20,
"Number is between 16 and 20,
"Number is greater than 20
),
"Number is less than 10"
)```
However, in many cases flattening the IF statement will make your code more readable. In my opinion, the code below is easier to understand.
```If(
And(x > 10,x <=15),"Number is between 10 and 15
And(x > 15,x <=20),"Number is between 16 and 20,
x > 20,"Number is greater than 20,
"Number is less than 10"
)```
---
Please click "Accept as Solution" if my response helped to solve your issue so that others may find it more quickly. If your thought the post was helpful please give it a "Thumbs Up."
Dual Super User
## Re: If in If
You can definately nest If() functions, but I'm not sure that's really what you want. You would do it like this
`If(condition,If(condition2,true,false),if(condition3),true, false))`
In this example Condition2 is only tested if condition is true and Condition3 is only tested if Condition is false.
-------------------------------------------------------------------------
If I have answered your question, please mark your post as Solved.
If you like my response, please give it a Thumbs Up.
Level: Powered On
## Re: If in If
Yes you can (see posts above).
I just want to note that depending on the situation you can also use 'Switch':
```Switch( TextInput1.Text,
"foo", Notify( "foo!" );
"bar", Notify( "bar!" );
Notify( "probably baz..." );
);```
Just keep in mind that the switch condition is only evaluated once and you can not use 'formula matching'.
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Users online (3,883) | 893 | 3,435 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.9375 | 3 | CC-MAIN-2019-51 | latest | en | 0.94075 |
http://www.qacollections.com/How-to-Convert-Velocity-to-Volume | 1,524,284,086,000,000,000 | text/html | crawl-data/CC-MAIN-2018-17/segments/1524125944982.32/warc/CC-MAIN-20180421032230-20180421052230-00140.warc.gz | 517,649,915 | 6,064 | # How to Convert Velocity to Volume?
The volume to velocity conversion is common calculation for engineers that work with structures containing a flow of water, air or other material. It's an important calculation for factories and bu... Read More »
http://www.ehow.com/how_8110733_convert-velocity-volume.html
Top Q&A For: How to Convert Velocity to Volume
## How to Convert MPH to Velocity?
Speed and velocity are terms that are often interchanged. They are not, however, identical. Speed is a scalar entity that describes how fast a body is moving. Velocity is a vector, so it not only i... Read More »
http://www.ehow.com/how_8123581_convert-mph-velocity.html
## How to Convert Velocity?
Velocity measures the displacement of an object per unit of time. Displacement is the distance from the starting point. For example, if you were driving to an ending point 1 mile from your starting... Read More »
http://www.ehow.com/how_8370634_convert-velocity.html
## How to Convert Volume in Ounces to Grains?
A grain is a unit of mass which is the equivalent to the weight of a single seed of a cereal. It is usually used to measure different types of powder, especially gun powder and medicinal powders. ... Read More »
http://www.ehow.com/how_8673901_convert-volume-ounces-grains.html
## How to Convert Displaced Water to Volume?
Finding the volume of a regular three-dimensional object, such as a cube with 2-inch sides, is straightforward and involves multiplying the length by the width by the height. With an irregularly sh... Read More »
http://www.ehow.com/how_8493957_convert-displaced-water-volume.html
Related Questions | 365 | 1,637 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.015625 | 3 | CC-MAIN-2018-17 | longest | en | 0.86948 |
http://math.stackexchange.com/questions/61798/generalisation-of-the-identity-sum-limits-k-1n-k3-bigg-sum-limits-k/61804 | 1,467,046,973,000,000,000 | text/html | crawl-data/CC-MAIN-2016-26/segments/1466783396100.16/warc/CC-MAIN-20160624154956-00017-ip-10-164-35-72.ec2.internal.warc.gz | 190,875,726 | 20,982 | # Generalisation of the identity $\sum\limits_{k=1}^n {k^3} = \bigg(\sum\limits_{k=1}^n k\bigg)^2$
Are there any generalisations of the identity $\sum\limits_{k=1}^n {k^3} = \bigg(\sum\limits_{k=1}^n k\bigg)^2$ ?
For example can $\sum {k^m} = \left(\sum k\right)^n$ be valid for anything other than $m=3 , n=2$ ?
If not, is there a deeper reason for this identity to be true only for the case $m=3 , n=2$?
-
– Eric Naslund Jun 27 '12 at 12:38
Related: Proving the original identity without induction and proving it with induction. I am posting this here so that all of these questions are linked together, so that in the case someone finds only this one, they can also find the other two. – Eric Naslund Aug 30 '12 at 23:23
## 4 Answers
We can't have a relationship of the form $$\forall n\in\mathbb N^*, \sum_{k=1}^nk^a=\left(\sum_{k=1}^nk^b\right)^c$$ for $a,b,c\in\mathbb N$, except in the case $c=1$ and $a=b$ or $a=3$, $b=1$ and $c=2$. Indeed, we can write $$\sum_{k=1}^nk^a =n^{a+1}\frac 1n\sum_{k=1}^n\left(\dfrac kn\right)^a$$ hence $$\sum_{k=1}^nk^a\;\overset{\scriptsize +\infty}{\large \sim}\;n^{a+1}\int_0^1t^adt=\dfrac{n^{a+1}}{a+1}$$ and if we have the initial equality we should have $a+1 =(b+1)c$ and $a+1=(b+1)^c$. In particular, $(b+1)^{c-1}=c$. If $c>1$, then $c= (b+1)^{c-1}\geq 2^{c-1}\geq c$, and we should have $c=2$ and $b=1$, therefore $a=3$.
-
Davide, I tweaked the spacing and sizes in the $\sim$ you had; the previous spacing looked too tight. Hope you don't mind. – J. M. Sep 4 '11 at 12:49
@J.M. Thanks, it's more readable thanks to that. – Davide Giraudo Sep 4 '11 at 12:51
The Faulhaber polynomials are expressions of sums of odd powers as a polynomial of triangular numbers $T_n=\frac{n(n+1)}{2}$. Nicomachus's theorem, $\sum\limits_{k\leq n} k^3=T_n^2$, is a particular special case.
Other examples include
\begin{align*}\sum\limits_{k\leq n} k^5&=\frac{4T_n^3-T_n^2}{3}\\\sum\limits_{k\leq n} k^7&=\frac{6T_n^4-4T_n^3+T_n^2}{3}\end{align*}
-
Not a completely rigorous answer, but you should be able to turn it into one.
By comparing the sums to their corresponding integrals $\int_0^n \mathrm{d}x x^m$, you can see that $$\sum k^m = \frac{1}{m+1} n^{m+1} + \mathcal{O}(n^m).$$ Also, $$(\sum k)^q = \frac{1}{2^{q}} n^{2q} + \mathcal{O}(n^{2q-1}).$$ By comparing leading order terms, equality can only occur if $m+1 = 2q$ and if $m+1 = 2^q,$ which implies that $q = 2$ and $m = 3.$
-
Here is a curious (and related) identity which might be of interest to you. Let $D_{k} =${ $d$ } be the set of unitary divisors of a positive integer $k$, and let $\sigma_{0}^{*} \colon \mathbb{N} \to \mathbb{N}$ denote the number-of-unitary-divisors (arithmetic) function. Then it is relatively straightforward to prove \begin{eqnarray} \sum_{d \in D_k} \sigma_{0}^{*}(d)^{3} = \left( \sum_{d \in D_k} \sigma_{0}^{*}(d) \right)^{2} \qquad k \in \mathbb{N}. \end{eqnarray}
Note that $\sigma_{0}^{*}(k) = 2^{\omega(k)}$, where $\omega(k)$ is the number distinct prime divisors of $k$. For example, \begin{eqnarray} 1^{3} + 2^{3} + 2^{3} + 2^{3} + 4^{3} + 4^{3} + 4^{3} + 8^{3} = (1 + 2 + 2 + 2 + 4 + 4 + 4 + 8)^{2} \end{eqnarray}
- | 1,241 | 3,164 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.15625 | 4 | CC-MAIN-2016-26 | longest | en | 0.710775 |
https://number.academy/1610575 | 1,685,353,493,000,000,000 | text/html | crawl-data/CC-MAIN-2023-23/segments/1685224644817.32/warc/CC-MAIN-20230529074001-20230529104001-00183.warc.gz | 469,753,676 | 12,419 | # Number 1610575
Number 1,610,575 spell 🔊, write in words: one million, six hundred and ten thousand, five hundred and seventy-five, approximately 1.6 million. Ordinal number 1610575th is said 🔊 and write: one million, six hundred and ten thousand, five hundred and seventy-fifth. The meaning of the number 1610575 in Maths: Is it Prime? Factorization and prime factors tree. The square root and cube root of 1610575. What is 1610575 in computer science, numerology, codes and images, writing and naming in other languages
## What is 1,610,575 in other units
The decimal (Arabic) number 1610575 converted to a Roman number is (M)(D)(C)(X)DLXXV. Roman and decimal number conversions.
#### Weight conversion
1610575 kilograms (kg) = 3550673.6 pounds (lbs)
1610575 pounds (lbs) = 730552.0 kilograms (kg)
#### Length conversion
1610575 kilometers (km) equals to 1000765 miles (mi).
1610575 miles (mi) equals to 2591971 kilometers (km).
1610575 meters (m) equals to 5283975 feet (ft).
1610575 feet (ft) equals 490910 meters (m).
1610575 centimeters (cm) equals to 634084.6 inches (in).
1610575 inches (in) equals to 4090860.5 centimeters (cm).
#### Temperature conversion
1610575° Fahrenheit (°F) equals to 894746.1° Celsius (°C)
1610575° Celsius (°C) equals to 2899067° Fahrenheit (°F)
#### Time conversion
(hours, minutes, seconds, days, weeks)
1610575 seconds equals to 2 weeks, 4 days, 15 hours, 22 minutes, 55 seconds
1610575 minutes equals to 3 years, 3 months, 3 weeks, 5 days, 10 hours, 55 minutes
### Codes and images of the number 1610575
Number 1610575 morse code: .---- -.... .---- ----- ..... --... .....
Sign language for number 1610575:
Number 1610575 in braille:
QR code Bar code, type 39
Images of the number Image (1) of the number Image (2) of the number More images, other sizes, codes and colors ...
## Mathematics of no. 1610575
### Multiplications
#### Multiplication table of 1610575
1610575 multiplied by two equals 3221150 (1610575 x 2 = 3221150).
1610575 multiplied by three equals 4831725 (1610575 x 3 = 4831725).
1610575 multiplied by four equals 6442300 (1610575 x 4 = 6442300).
1610575 multiplied by five equals 8052875 (1610575 x 5 = 8052875).
1610575 multiplied by six equals 9663450 (1610575 x 6 = 9663450).
1610575 multiplied by seven equals 11274025 (1610575 x 7 = 11274025).
1610575 multiplied by eight equals 12884600 (1610575 x 8 = 12884600).
1610575 multiplied by nine equals 14495175 (1610575 x 9 = 14495175).
show multiplications by 6, 7, 8, 9 ...
### Fractions: decimal fraction and common fraction
#### Fraction table of 1610575
Half of 1610575 is 805287,5 (1610575 / 2 = 805287,5 = 805287 1/2).
One third of 1610575 is 536858,3333 (1610575 / 3 = 536858,3333 = 536858 1/3).
One quarter of 1610575 is 402643,75 (1610575 / 4 = 402643,75 = 402643 3/4).
One fifth of 1610575 is 322115 (1610575 / 5 = 322115).
One sixth of 1610575 is 268429,1667 (1610575 / 6 = 268429,1667 = 268429 1/6).
One seventh of 1610575 is 230082,1429 (1610575 / 7 = 230082,1429 = 230082 1/7).
One eighth of 1610575 is 201321,875 (1610575 / 8 = 201321,875 = 201321 7/8).
One ninth of 1610575 is 178952,7778 (1610575 / 9 = 178952,7778 = 178952 7/9).
show fractions by 6, 7, 8, 9 ...
### Calculator
1610575
### Advanced math operations
#### Is Prime?
The number 1610575 is not a prime number.
#### Factorization and factors (dividers)
The prime factors of 1610575 are 5 * 5 * 23 * 2801
The factors of 1610575 are 1, 5, 23, 25, 115, 575, 2801, 14005, 64423, 70025, 322115, 1610575.
Total factors 12.
Sum of factors 2084688 (474113).
#### Powers
The second power of 16105752 is 2.593.951.830.625.
The third power of 16105753 is 4.177.753.969.608.859.136.
#### Roots
The square root √1610575 is 1269,084316.
The cube root of 31610575 is 117,217823.
#### Logarithms
The natural logarithm of No. ln 1610575 = loge 1610575 = 14,292102.
The logarithm to base 10 of No. log10 1610575 = 6,206981.
The Napierian logarithm of No. log1/e 1610575 = -14,292102.
### Trigonometric functions
The cosine of 1610575 is 0,985077.
The sine of 1610575 is -0,172113.
The tangent of 1610575 is -0,174721.
### Properties of the number 1610575
Is a Fibonacci number: No
Is a Bell number: No
Is a palindromic number: No
Is a pentagonal number: No
Is a perfect number: No
## Number 1610575 in Computer Science
Code typeCode value
1610575 Number of bytes1.5MB
Unix timeUnix time 1610575 is equal to Monday Jan. 19, 1970, 3:22:55 p.m. GMT
IPv4, IPv6Number 1610575 internet address in dotted format v4 0.24.147.79, v6 ::18:934f
1610575 Decimal = 110001001001101001111 Binary
1610575 Decimal = 10000211021221 Ternary
1610575 Decimal = 6111517 Octal
1610575 Decimal = 18934F Hexadecimal (0x18934f hex)
1610575 BASE64MTYxMDU3NQ==
1610575 SHA19566e8cdb0d96562e4d804380634d34b42bd29b1
1610575 SHA2243d14b5b0942b17698320fa288e0acc47cd9ed97e1834cd996f22d932
1610575 SHA256ce977953055e6202557fe902f6cf6b83a9d47b18cff1e42299699ebb7d7546ae
1610575 SHA3844c3ef7bc2bc6b809dd095771452097c1a4f61ce234dc25327fb425763f5054da22423006cd084877abeb6e39c2b38625
More SHA codes related to the number 1610575 ...
If you know something interesting about the 1610575 number that you did not find on this page, do not hesitate to write us here.
## Numerology 1610575
### Character frequency in the number 1610575
Character (importance) frequency for numerology.
Character: Frequency: 1 2 6 1 0 1 5 2 7 1
### Classical numerology
According to classical numerology, to know what each number means, you have to reduce it to a single figure, with the number 1610575, the numbers 1+6+1+0+5+7+5 = 2+5 = 7 are added and the meaning of the number 7 is sought.
## № 1,610,575 in other languages
How to say or write the number one million, six hundred and ten thousand, five hundred and seventy-five in Spanish, German, French and other languages. The character used as the thousands separator.
Spanish: 🔊 (número 1.610.575) un millón seiscientos diez mil quinientos setenta y cinco German: 🔊 (Nummer 1.610.575) eine Million sechshundertzehntausendfünfhundertfünfundsiebzig French: 🔊 (nombre 1 610 575) un million six cent dix mille cinq cent soixante-quinze Portuguese: 🔊 (número 1 610 575) um milhão, seiscentos e dez mil, quinhentos e setenta e cinco Hindi: 🔊 (संख्या 1 610 575) सोलह लाख, दस हज़ार, पाँच सौ, पचहत्तर Chinese: 🔊 (数 1 610 575) 一百六十一万零五百七十五 Arabian: 🔊 (عدد 1,610,575) واحد مليون و ستمائة و عشرة ألفاً و خمسمائةخمسة و سبعون Czech: 🔊 (číslo 1 610 575) milion šestset deset tisíc pětset sedmdesát pět Korean: 🔊 (번호 1,610,575) 백육십일만 오백칠십오 Dutch: 🔊 (nummer 1 610 575) een miljoen zeshonderdtienduizendvijfhonderdvijfenzeventig Japanese: 🔊 (数 1,610,575) 百六十一万五百七十五 Indonesian: 🔊 (jumlah 1.610.575) satu juta enam ratus sepuluh ribu lima ratus tujuh puluh lima Italian: 🔊 (numero 1 610 575) un milione e seicentodiecimilacinquecentosettantacinque Norwegian: 🔊 (nummer 1 610 575) en million, seks hundre og ti tusen, fem hundre og sytti-fem Polish: 🔊 (liczba 1 610 575) milion sześćset dziesięć tysięcy pięćset siedemdziesiąt pięć Russian: 🔊 (номер 1 610 575) один миллион шестьсот десять тысяч пятьсот семьдесят пять Turkish: 🔊 (numara 1,610,575) birmilyonaltıyüzonbinbeşyüzyetmişbeş Thai: 🔊 (จำนวน 1 610 575) หนึ่งล้านหกแสนหนึ่งหมื่นห้าร้อยเจ็ดสิบห้า Ukrainian: 🔊 (номер 1 610 575) один мільйон шістсот десять тисяч п'ятсот сімдесят п'ять Vietnamese: 🔊 (con số 1.610.575) một triệu sáu trăm mười nghìn năm trăm bảy mươi lăm Other languages ...
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http://www.jiskha.com/display.cgi?id=1368454225 | 1,495,593,604,000,000,000 | text/html | crawl-data/CC-MAIN-2017-22/segments/1495463607731.0/warc/CC-MAIN-20170524020456-20170524040456-00360.warc.gz | 559,206,105 | 3,663 | # Calculus
posted by on .
Fuel is flowing into a storage tank which can be filled to a depth of 6 metres.
When the fuel started flowing the tank was already filled to a depth of 2.5m. If the rate at which the depth of fuel in the tank is increasing, in metres per hour is given by d'(t) = 4t +5, find:
(i) the rate at which the height is increasing after 20 minutes
(ii) the height of water in the tank after 20 minutes
(iii) the time it takes to fill the tank | 123 | 462 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.234375 | 3 | CC-MAIN-2017-22 | latest | en | 0.967684 |
http://www.expertsmind.com/questions/ratio-301138744.aspx | 1,618,896,192,000,000,000 | text/html | crawl-data/CC-MAIN-2021-17/segments/1618039375537.73/warc/CC-MAIN-20210420025739-20210420055739-00096.warc.gz | 138,636,495 | 12,474 | ## ratio, Mathematics
Assignment Help:
find the ratio of 1:4
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https://fr.mathworks.com/matlabcentral/cody/problems/18-bullseye-matrix/solutions/1223804 | 1,571,061,901,000,000,000 | text/html | crawl-data/CC-MAIN-2019-43/segments/1570986653247.25/warc/CC-MAIN-20191014124230-20191014151730-00261.warc.gz | 479,310,744 | 15,346 | Cody
# Problem 18. Bullseye Matrix
Solution 1223804
Submitted on 2 Jul 2017 by Salvatore Lacava
This solution is locked. To view this solution, you need to provide a solution of the same size or smaller.
### Test Suite
Test Status Code Input and Output
1 Pass
n = 5; a = [3 3 3 3 3; 3 2 2 2 3; 3 2 1 2 3; 3 2 2 2 3; 3 3 3 3 3]; assert(isequal(bullseye(n),a));
a = 3 3 3 3 3 3 2 2 2 3 3 2 2 2 3 3 2 2 2 3 3 3 3 3 3 a = 3 3 3 3 3 3 2 2 2 3 3 2 1 2 3 3 2 2 2 3 3 3 3 3 3
2 Pass
n = 7; a = [4 4 4 4 4 4 4; 4 3 3 3 3 3 4; 4 3 2 2 2 3 4; 4 3 2 1 2 3 4; 4 3 2 2 2 3 4; 4 3 3 3 3 3 4; 4 4 4 4 4 4 4]; assert(isequal(bullseye(n),a))
a = 4 4 4 4 4 4 4 4 3 3 3 3 3 4 4 3 3 3 3 3 4 4 3 3 3 3 3 4 4 3 3 3 3 3 4 4 3 3 3 3 3 4 4 4 4 4 4 4 4 a = 4 4 4 4 4 4 4 4 3 3 3 3 3 4 4 3 2 2 2 3 4 4 3 2 2 2 3 4 4 3 2 2 2 3 4 4 3 3 3 3 3 4 4 4 4 4 4 4 4 a = 4 4 4 4 4 4 4 4 3 3 3 3 3 4 4 3 2 2 2 3 4 4 3 2 1 2 3 4 4 3 2 2 2 3 4 4 3 3 3 3 3 4 4 4 4 4 4 4 4 | 679 | 941 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.203125 | 3 | CC-MAIN-2019-43 | latest | en | 0.366379 |
http://mathhelpforum.com/pre-calculus/159687-limit-statement-true-false-print.html | 1,501,167,101,000,000,000 | text/html | crawl-data/CC-MAIN-2017-30/segments/1500549428300.23/warc/CC-MAIN-20170727142514-20170727162514-00606.warc.gz | 207,400,809 | 2,744 | # Limit statement; True or False
• Oct 14th 2010, 08:33 PM
VectorRun
Limit statement; True or False
If f has domain [0, $\infty$) and has no horizontal asymptotes, then $\lim_{x\to\infty}{f(x)=\infty$ or $\lim_{x\to\infty}{f(x)=-\infty$.
The answer is false...But I'm having a difficult time ascertaining why that is the case. I might be interpreting the statement wrong...I don't know. Could I get some advice? Thanks a lot.
• Oct 14th 2010, 08:46 PM
Gusbob
Consider
$\displaystyle \lim_{x\rightarrow \infty} \sin x$ in the domain $[0,\infty]$
• Oct 14th 2010, 09:32 PM
VectorRun
Ah, right...I can't believe I forgot about trigonometric functions. Gosh, how silly of me. Thanks for the help. | 231 | 695 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 5, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.703125 | 3 | CC-MAIN-2017-30 | longest | en | 0.810837 |
http://www.jiskha.com/display.cgi?id=1283051093 | 1,495,928,086,000,000,000 | text/html | crawl-data/CC-MAIN-2017-22/segments/1495463609305.10/warc/CC-MAIN-20170527225634-20170528005634-00274.warc.gz | 668,822,250 | 3,865 | # Math
posted by on .
the volume of fort peck dam is 96,000 X 1,000 m3. Suppose the state of Montana decides to increase the volume of the dam. After the improvements, fort peck will hold 10 times as many cubic meters will fort peck hold after the improvemts?
• Math - ,
10(96,000 * 1,000m^3) = ?
• Math - ,
960,500 | 96 | 321 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.265625 | 3 | CC-MAIN-2017-22 | latest | en | 0.900049 |
https://chem.libretexts.org/Textbook_Maps/Physical_and_Theoretical_Chemistry_Textbook_Maps/Supplemental_Modules_(Physical_and_Theoretical_Chemistry)/Statistical_Mechanics/Advanced_Statistical_Mechanics/Classical_virial_theorem%3B_Legendre_transforms%3B_the_canonical_ensemble/The_Classical_Virial_Theorem_(microcanonical_derivation) | 1,542,730,158,000,000,000 | text/html | crawl-data/CC-MAIN-2018-47/segments/1542039746465.88/warc/CC-MAIN-20181120150950-20181120172950-00502.warc.gz | 543,524,367 | 16,888 | # The Classical Virial Theorem (microcanonical derivation)
[ "article:topic", "Author tag:Tuckerman", "showtoc:no" ]
Consider a system with Hamiltonian $$H (x)$$. Let $$x_i$$ and $$x_j$$ be specific components of the phase space vector.
Theorem: Classical Virial Theorem
The classical virial theorem states that
$\langle x_i \dfrac {\partial H}{ \partial x_j}\rangle = kT\delta_{ij}$
where the average is taken with respect to a microcanonical ensemble.
$\langle x_i \dfrac {\partial H}{\partial x_j}\rangle = \dfrac {C}{\Omega (E)} \int dx x_i \dfrac {\partial H}{\partial x_j} \delta(E-H(x))$
where the fact that $$\delta (x) = \delta (-x)$$ has been used. Also, the $$N$$ and $$V$$ dependence of the partition function have been suppressed. Note that the above average can be written as
$$\langle x_i \frac {\partial H}{ \partial x_j}\rangle$$ $$\frac {C}{\Omega(E)} \frac {\partial}{\partial E}\int dx x_i \frac {\partial H}{\partial x_j} \theta (E-H(x))$$ $$\frac {C}{\Omega(E)} \frac {\partial}{\partial E} \int_{H(x) However, writing $x_i \frac {\partial (H-E)}{\partial x_j} = \frac {\partial}{\partial x_j} \left [x_i(H-E)\right ] - \delta_{ij}(H-E)$ allows the average to be expressed as \(\langle x_i \frac {\partial H}{ \partial x_j}\rangle$$ $$\frac {C}{\Omega(E)} \frac {\partial}{\partial E} \int_{H(x) The first integral in the brackets is obtained by integrating the total derivative with respect to \(x_j$$ over the phase space variable $$x_j$$. This leaves an integral that must be performed over all other variables at the boundary of phase space where $$H = E$$, as indicated by the surface element $$dS_j$$. But the integrand involves the factor $$H - E$$, so this integral will vanish. This leaves:
$\langle x_i \frac {\partial H}{ \partial x_j}\rangle = \frac {C\delta_{ij}}{\Omega(E)} \frac {\partial}{\partial E}\int_{H(x)<E} dx (E-H(x))$
$= \dfrac {C\delta_{ij}}{\Omega(E)} \int_{H(x)<E} dx$
$=\dfrac {\delta_{ij}}{\Omega(E)} \Sigma (E)$
where $$\Sigma (E)$$ is the partition function of the uniform ensemble. Recalling that $$\Omega(E) = \frac {\partial}{\partial E} \Sigma (E)$$ we have
$\langle x_i \dfrac {\partial H}{ \partial x_j}\rangle= \delta_{ij} \dfrac {\Sigma(E)}{\frac {\partial \Sigma(E)}{\partial E}}$
$= \delta_{ij} \frac {1}{\dfrac {\partial \ln \Sigma(E)}{\partial E}}$
$= k\delta_{ij} \frac {1}{\dfrac {\partial \tilde{S}}{\partial E}}$
$= kT\delta_{ij}$
which proves the theorem.
Example
Example $$x_i = p_i$$: and $$i = j$$ The virial theorem says that
$$\langle p_i \frac {\partial H}{ \partial p_j}\rangle$$ $$KT$$ $$\langle \frac {p_i^2}{m_i} \rangle \(kT$$ $$\langle \frac {p_i^2}{2m_i} \rangle$$ $$\frac {1}{2} kT$$
Thus, at equilibrium, the kinetic energy of each particle must be $$\frac {kT}{2}$$. By summing both sides over all the particles, we obtain a well know result
$\sum_{i=1}^{3N} \langle \frac {p_i^2}{2m_i} \rangle =\sum_{i=1}^{3N} \langle \frac {1}{2}m_i v_i^2 \rangle = \frac {3}{ 2}NkT$ | 962 | 2,980 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.28125 | 3 | CC-MAIN-2018-47 | latest | en | 0.728156 |
http://poj.org/problem?id=1959 | 1,638,616,267,000,000,000 | text/html | crawl-data/CC-MAIN-2021-49/segments/1637964362969.51/warc/CC-MAIN-20211204094103-20211204124103-00367.warc.gz | 66,614,841 | 3,672 | Online JudgeProblem SetAuthorsOnline ContestsUser
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Darts
Time Limit: 1000MS Memory Limit: 30000K Total Submissions: 1552 Accepted: 900
Description
Background
Many nations (including Germany) have a strange tradition of throwing small arrows at round flat targets (usually, these small arrows are called darts and so is the game).
In a darts game, the target consists of a flat circle which is divided into slices and rings. The slices are numbered from 1 to 20 and the rings are called double or treble ring (see Figure 5). The center part of the board is called the bull’s eye which is further subdivided into an inner part (the real bull’s eye) and an outer part (called the bull, see Fig. 5).
Players take turns in throwing the darts at the board. Their score depends on the areas they hit with their darts. Hitting the 20 slice in the double ring scores 2 * 20 = 40 points. Hitting the treble ring multiplies the score by 3. The inner part of the bull’s eye counts 50, the outer part 25 points.
Every turn consists of 3 darts being thrown at the dartboard by a player and his score is the sum of the scores of all darts which hit the dartboard in one of the numbered areas.
Problem
Your friends have played darts yesterday and from their match the scores are still on the blackboard in your room. From reading the scores, you would like to know, how the individual players threw their darts and where they could have hit the dartboard. You are to write a program which, given the score of a turn,reconstructs the number of possible distinct combinations of hits of the three darts on the dartboard ignoring the order in which the darts are thrown.
As an example, consider the overall score of 3 of a player. This could have happened as follows:
```3 = 0 + 0 + 1*3 one dart hits slice 3
3 = 0 + 0 + 3*1 one dart hits slice 1 in treble ring
3 = 0 + 1*1 + 1*2 one dart hits slice 1 and one dart hits slice 2
3 = 0 + 1*1 + 2*1 one dart hits slice 1 and one dart hits slice 1 in double ring
3 = 1*1 + 1*1 + 1*1 all three darts hit slice 1```
The resulting sum of possible distinct combinations is 5.
A more complex example is score 9:
```9 = 0 + 0 + 1*9 one dart hits slice 9
9 = 0 + 0 + 3*3 one dart hits slice 3 in treble ring
9 = 0 + 1*1 + 1*8 one dart hits slice 1 and one dart hits slice 8
9 = 0 + 1*1 + 2*4 one dart hits slice 1 and one dart hits slice 4 in double ring
...
9 = 0 + 3*2 + 1*3 one dart hits slice 2 in treble ring and one dart hits slice 3
9 = 1*1 + 1*1 + 1*7 two darts hit slice 1 and one dart hits slice 7
...
9 = 2*1 + 3*1 + 2*2 one dart hits slice 1 in double ring, one dart hits slice 1 in treble ring and one dart hits slice 2 in double ring
9 = 1*3 + 1*3 + 1*3 three darts hit slice 3
9 = 1*3 + 1*3 + 3*1 two darts hit slice 3 and one dart hits slice 1 in treble ring
9 = 1*3 + 3*1 + 3*1 one dart hits slice 3 and two darts hit slice 1 in treble ring
9 = 3*1 + 3*1 + 3*1 three darts hit slice 1 in treble ring```
What is the number of combinations? Write a program to find out.
Input
The first line contains the number of scenarios.
For each scenario, you are give a dart score as a single positive integer on a line by itself.
Output
The output for every scenario begins with a line containing "Scenario #i:", where i is the number of the scenario starting at 1. Then print the number of possible dart score combinations on a line by itself.Finish the output of every scenario with a blank line.
Sample Input
```2
3
9```
Sample Output
```Scenario #1:
5
Scenario #2:
41```
Source
TUD Programming Contest 2002, Darmstadt, Germany
[Submit] [Go Back] [Status] [Discuss] | 1,153 | 3,913 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.59375 | 4 | CC-MAIN-2021-49 | latest | en | 0.944494 |
https://www.expertsmind.com/library/there-is-a-claim-that-a-certain-method-of-gender-selection-5633702.aspx | 1,713,092,202,000,000,000 | text/html | crawl-data/CC-MAIN-2024-18/segments/1712296816879.25/warc/CC-MAIN-20240414095752-20240414125752-00529.warc.gz | 726,649,551 | 14,640 | ### There is a claim that a certain method of gender selection
Assignment Help Basic Statistics
##### Reference no: EM13633702
There is a claim that a certain method of gender selection increases the likelihood of a baby girl, the probability of a baby girl would be greater than 0.5. Reviewing 295 cases of gender selection using this method produced 180 baby girls. If a researcher wanted to test this hypothesis at the alpha = 0.02 level of significance, calculate the probability of committing a Type II error if the true population proportion of baby girls born using this method is 0.54
Write the null and alternative hypotheses:
Given alpha= 0.02, draw a normal curve and label "acceptance" and "rejection" regions. Find the value of p' that would cause us to reject the null hypothesis. (round to 2 decimal places)
Hand-calculate the probability of a committing a Type II error, , if the true population proportion is 0.54.
For each of the following, what would you expect the beta calculation to be compared to what you found in part c? (Do not calculate)
1. The true population proportion is 0.70
2. 10,000 cases were review
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a bag contains ten transistors of those transistors three are defective. if at random we select two transistorsa find | 1,228 | 5,528 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.671875 | 4 | CC-MAIN-2024-18 | latest | en | 0.897075 |
https://www.iosiqa.com/search/label/Programming%20Test | 1,725,897,366,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651103.13/warc/CC-MAIN-20240909134831-20240909164831-00753.warc.gz | 805,619,757 | 24,749 | Showing posts with label Programming Test. Show all posts
Showing posts with label Programming Test. Show all posts
### Write a program for sorting array. Quick sort, merge sort, Heap Sort
Ans :
Quick Sorting Integer Array - Explanation
func swap<T: Comparable>(leftValue: inout T, rightValue: inout T) {
(leftValue, rightValue) = (rightValue, leftValue)
}
func partition<T: Comparable>(array: inout [T], startIndex: Int, endIndex: Int) -> Int {
var q = startIndex
for index in startIndex..<endIndex {
if array[index] < array[endIndex] {
swap(leftValue: &array[q], rightValue: &array[index])
q += 1
}
}
swap(leftValue: &array[q], rightValue: &array[endIndex])
return q
}
func quickSort<T: Comparable>(array: inout [T], startIndex: Int, endIndex: Int) {
// Base case
if startIndex >= endIndex {
return
}
let placedItemIndex = partition(array: &array, startIndex: startIndex, endIndex: endIndex)
quickSort(array: &array, startIndex: startIndex, endIndex: placedItemIndex-1)
quickSort(array: &array, startIndex: placedItemIndex+1, endIndex: endIndex)
}
func quickSort<T: Comparable>(array: inout [T]) {
quickSort(array: &array, startIndex: 0, endIndex: array.count-1)
}
var numbers = [13, 77, 20, 45, 2, 15, 0, 59, 5, 68, 51, 1, -1, 77]
quickSort(array: &numbers)
Merge Sorting Integer Array - Explanation
func merge<T: Comparable> (array: inout [T], startIndex: Int, middleIndex: Int, endIndex: Int) {
let leftSubarray = Array(array[startIndex...middleIndex])
let rightSubarray = Array(array[middleIndex+1...endIndex])
var index = startIndex
var leftIndex = 0
var rightIndex = 0
while leftIndex < leftSubarray.count && rightIndex < rightSubarray.count {
if leftSubarray[leftIndex] < rightSubarray[rightIndex] {
array[index] = leftSubarray[leftIndex]
leftIndex += 1
}
else {
array[index] = rightSubarray[rightIndex]
rightIndex += 1
}
index += 1
}
while leftIndex < leftSubarray.count {
array[index] = leftSubarray[leftIndex]
index += 1
leftIndex += 1
}
while rightIndex < rightSubarray.count {
array[index] = rightSubarray[rightIndex]
index += 1
rightIndex += 1
}
}
func mergeSort<T: Comparable>(array: inout [T], startIndex: Int, endIndex: Int) {
// Base case
if startIndex >= endIndex {
return
}
let middleIndex = (startIndex + endIndex) / 2
mergeSort(array: &array, startIndex: startIndex, endIndex: middleIndex)
mergeSort(array: &array, startIndex: middleIndex+1, endIndex: endIndex)
merge(array: &array, startIndex: startIndex, middleIndex: middleIndex, endIndex: endIndex)
}
func mergeSort<T: Comparable>(array: inout [T]) {
mergeSort(array: &array, startIndex: 0, endIndex: array.count-1)
}
var numbers = [13, 77, 20, 45, 2, 15, 0, 59, 5, 68, 51, 1, -1, 77]
mergeSort(array: &numbers)
Heap Sorting Integer Array - Explanation
extension Heap {
public mutating func sort() -> [T] {
for i in stride(from: (nodes.count - 1), through: 1, by: -1) {
nodes.swapAt(0, i)
shiftDown(from: 0, until: i)
}
return nodes
}
}
/*
Sorts an array using a heap.
Heapsort can be performed in-place, but it is not a stable sort.
*/
public func heapsort<T>(_ a: [T], _ sort: @escaping (T, T) -> Bool) -> [T] {
let reverseOrder = { i1, i2 in sort(i2, i1) }
var h = Heap(array: a, sort: reverseOrder)
return h.sort()
}
//Testing
func testSort() {
var h1 = Heap(array: [5, 13, 2, 25, 7, 17, 20, 8, 4], sort: >)
let a1 = h1.sort()
}
// output : [2, 4, 5, 7, 8, 13, 17, 20, 25]
### Write a program for get only numeric from "a,b,1,2,c,4,d,3"
Ans :
let string = "I have to buy 3 apples, 7 bananas, 10eggs"
let stringArray = string.components(separatedBy: CharacterSet.decimalDigits.inverted)
for item in stringArray {
if let number = Int(item) {
print("number: \(number)")
}
}
Output :
3
7
10
### Write a program to swap between two numbers without third variable
Ans :
For Int :
var x = 5
var y = 7
x = x + y
y = x - y
x = x - y
print(x)
print(y)
For Other Types :
var a = "a"
var b = "b"
(b, a) = (a, b)
### Write program of fast enumeration in swift
Ans :
1. enum Beverage: CaseIterable {
2. case coffee, tea, juice
3. }
4. let numberOfChoices = Beverage.allCases.count
5. print("\(numberOfChoices) beverages available")
1. for beverage in Beverage.allCases {
2. print(beverage)
3. }
### Write a program to convert character array to string in Swift
Ans:
Convert character array to string :
let characterArray: [Character] = ["i", "o", "s", "i", "q", "a", ".", "c", "o", "m"]
let string = String(characterArray)
print(string)
// prints "iosiqa.com"
Convert string array to String :
let stringArray = ["iosiqa", ".", "com"]
let characterArray = stringArray.flatMap { String.CharacterView(\$0) }
//let characterArray = stringArray.flatMap { \$0.characters } // also works
let string = String(characterArray)
print(string)
// prints "iosiqa.com"
### Write a program to remove duplicate elements from array
Ans :
Method - 1 :
extension Array where Element: Equatable {
mutating func removeDuplicates() {
var result = [Element]()
for value in self {
if !result.contains(value) {
result.append(value)
}
}
self = result
}
}
Use :
var faa = [3, 0, 1, 0, 3, 1, 2, 0, 1, 2]
faa.removeDuplicates()
output = [3,0,1,2]
Method - 2
let unique = Array(Set(originals))
Set is collection of unique and unordered elements. So we have converted array to set here to remove duplicate. Output array does not have same order as original.
### Write a program to find first 10 prime numbers
Ans :
let N = 10
let maxP = 1000
var isPrime: [Bool] = []
var primes: [Int] = []
for i in 0...maxP {
isPrime.append(true)
}
isPrime[0] = false
isPrime[1] = false
for i in 2...maxP {
if isPrime[i] == true {
var j = i*i
while j <= maxP
isPrime[j] = false
j += i
}
primes.append(i)
}
}
for i in 0..<N {
print(primes[i])
}
### Write a program to find missing number of array of 1 to n.
Ans :
import Foundation
let arr = [1,2,4,5,8,6,9,7]
let n = arr.count
let total = ((n + 1)*(n + 2))/2
var missingNum = total
for item in arr {
missingNum = missingNum - item
}
print(missingNum)
### Write a program to distinguish lowercase and uppercase character from String in swift
Ans :
Method 1 :
let string = "iOSiQA is Very Helpful WebSite to Prepare for iOS Interview."
var output = ""
for chr in string {
var str = String(chr)
if str.lowercaseString != str {
output += str
}
}
print(output)
>>> OSQAVHWPOSI
Method 2 :
let testString = "iOSiQA is Very Helpful WebSite to Prepare for iOS Interview."
let lowerCase = NSCharacterSet.lowercaseLetterCharacterSet()
let upperCase = NSCharacterSet.uppercaseLetterCharacterSet()
for currentCharacter in testString.utf16 {
if lowerCase.characterIsMember(currentCharacter) {
println("Character code \(currentCharacter) is lowercase.")
} else if upperCase.characterIsMember(currentCharacter) {
println("Character code \(currentCharacter) is UPPERCASE.")
} else {
println("Character code \(currentCharacter) is neither upper- nor lowercase.")
}
}
Method 3 :
let testString = "Åke röstet un café in Владивосток!"
let lowerCase = CharacterSet.lowercaseLetters
let upperCase = CharacterSet.uppercaseLetters
for currentCharacter in testString.unicodeScalars {
if lowerCase.contains(currentCharacter) {
print("Character code \(currentCharacter) is lowercase.")
} else if upperCase.contains(currentCharacter) {
print("Character code \(currentCharacter) is UPPERCASE.")
} else {
print("Character code \(currentCharacter) is neither upper- nor lowercase.")
}
}
Method 4 : to identify character is uppercase or lowercase
extension Character {
func isUpperCase() -> Bool {
return CharacterSet.uppercaseLetters.contains(self.unicodeScalars.first!)
}
func isLowerCase() -> Bool {
return CharacterSet.lowercaseLetters.contains(self.unicodeScalars.first!)
}
}
### Write a program to reverse string in swift
Ans :
func reverse(_ s: String) -> String {
var str = ""
//.String is just like array of characters
for character in s.characters {
str = "\(character)" + str
print ( str)
}
return str
}
print (reverse("!pleH"))
Using Swift Direct method :
Swift 4.0
let str = "abc"
String(str.reversed())
or
String(str.characters.reversed())
### Write program for ascending sorting Int Array in any language
Ans :
(Interviewer told syntax doesn't matter, write pseudo-code type program)
1. Not using direct function.
void main()
{
int i, j, a, n, number[30];
printf("Enter the value of N \n");
scanf("%d", &n);
printf("Enter the numbers \n");
for (i = 0; i < n; ++i)
scanf("%d", &number[i]);
for (i = 0; i < n; ++i)
{
for (j = i + 1; j < n; ++j)
{
if (number[i] > number[j])
{
a = number[i];
number[i] = number[j];
number[j] = a;
}
}
}
printf("The numbers arranged in ascending order are given below \n");
for (i = 0; i < n; ++i)
printf("%d\n", number[i]);
}
2. If we write in swift using higher order function, then
var numbers = [45,6,113,56,8,56,43,78]
print(numbers.sort()) //Sorting in Ascending order
print(numbers.sort(>)) //Sorting in Descending order
Interviewer mostly asked this question to check your programming logic. So he/she don't require syntax.
Q. Sorting strings array
A.
Method 1 :
var sortedArray = swiftArray.sorted { \$0.localizedCaseInsensitiveCompare(\$1) == ComparisonResult.orderedAscending }
Method 2 :
let sortedNames = names.sort { \$0.name < \$1.name }
let sortedNames = names.sorted(by: <)
### Equilibrium Problem - Left and right side and top and bottom side sum of any point are same in matrix
Problem Description :
#import <Foundation/Foundation.h>
int leftArraySum(NSMutableArray *A,int n)
{
NSInteger sum = 0;
for(int i=0;i<n;i++)
{
sum += [[A objectAtIndex:i] integerValue];
}
return sum;
}
int reightArraySum(NSMutableArray *A,int n)
{
NSInteger sum = 0;
for(int i=n+1;i<[A count];i++)
{
sum += [[A objectAtIndex:i] integerValue];
}
return sum;
}
int topArraySum(NSMutableArray *A,int n)
{
NSInteger sum = 0;
for(int i=0;i<n;i++)
{
sum += [[A objectAtIndex:i] integerValue];
}
return sum;
}
int bottomArraySum(NSMutableArray *A,int n)
{
NSInteger sum = 0;
for(int i=n+1;i<[A count];i++)
{
sum += [[A objectAtIndex:i] integerValue];
}
return sum;
}
int solution(NSMutableArray *A) {
// write your code in Objective-C 2.0
NSMutableArray *rowArr = [A objectAtIndex:0];
int colCount = [rowArr count];
int rowCount = [A count];
NSMutableArray *arrRowSum = [[NSMutableArray alloc] initWithCapacity: rowCount];
NSMutableArray *arrColSum = [[NSMutableArray alloc] initWithCapacity: colCount];
for(int i=0;i<rowCount;i++)
{
NSArray *colArr = [A objectAtIndex:i];
NSNumber * sum = [colArr valueForKeyPath:@"@sum.self"];
[arrRowSum insertObject:sum atIndex:i];
}
for(int i=0;i<colCount;i++)
{
NSInteger sum = 0;
for(int j=0;j<rowCount;j++)
{
sum += [[[A objectAtIndex:j] objectAtIndex:i] integerValue];
}
NSNumber *sumVal = [NSNumber numberWithInt:sum];
[arrColSum insertObject:sumVal atIndex:i];
}
int result = 0;
for (int i=1;i<rowCount;i++)
{
int left = leftArraySum(arrRowSum,i);
int right = reightArraySum(A,i);
if(left == right)
{
for(int j=0;j<colCount;j++)
{
int top = topArraySum(A,j);
int bottom = bottomArraySum(A,j);
if(top == bottom )
{
result = i+j;
break;
}
}
}
}
return result;
}
### Determine index of one integer in another integer - online programming question
Problem Description : Determine index of one integer in another integer
i.e If input A = 23,B = 1472367 then Output : 3 . Because '23' is 3rd index in '1472367'.
Asked in Company : Futurescape Technologies Pvt Ltd via Codility.com
Ans :
#import <Foundation/Foundation.h>
// you can also use other imports, for example:
// #import <SomeLibrary/SomeFile.h>
// you can write to stdout for debugging purposes, e.g.
// printf("this is a debug message\n");
int solution(int A, int B) {
// write your code in Objective-C 2.0
NSString *strA = [NSString stringWithFormat:@"%d",A];
NSString *strB = [NSString stringWithFormat:@"%d",B];
NSRange range = [strB rangeOfString:strA];
if(range.location == NSNotFound)
return -1;
else
return range.location;
} | 3,301 | 11,949 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.671875 | 3 | CC-MAIN-2024-38 | latest | en | 0.353388 |
https://www.convertunits.com/from/centimeter+mercury/to/inch+of+air | 1,670,599,714,000,000,000 | text/html | crawl-data/CC-MAIN-2022-49/segments/1669446711417.46/warc/CC-MAIN-20221209144722-20221209174722-00390.warc.gz | 755,299,821 | 24,107 | ## ››Convert centimeter mercury [0 °C] to inch of air [0 °C]
centimeter mercury inch of air
Did you mean to convert centimeter mercury to inch of air [0 °C] inch of air [15 °C]
How many centimeter mercury in 1 inch of air? The answer is 0.000241525373195.
We assume you are converting between centimeter mercury [0 °C] and inch of air [0 °C].
You can view more details on each measurement unit:
centimeter mercury or inch of air
The SI derived unit for pressure is the pascal.
1 pascal is equal to 0.00075006156130264 centimeter mercury, or 3.1055186930487 inch of air.
Note that rounding errors may occur, so always check the results.
Use this page to learn how to convert between centimeters mercury and inches of air.
Type in your own numbers in the form to convert the units!
## ››Quick conversion chart of centimeter mercury to inch of air
1 centimeter mercury to inch of air = 4140.35174 inch of air
2 centimeter mercury to inch of air = 8280.70349 inch of air
3 centimeter mercury to inch of air = 12421.05523 inch of air
4 centimeter mercury to inch of air = 16561.40697 inch of air
5 centimeter mercury to inch of air = 20701.75872 inch of air
6 centimeter mercury to inch of air = 24842.11046 inch of air
7 centimeter mercury to inch of air = 28982.4622 inch of air
8 centimeter mercury to inch of air = 33122.81395 inch of air
9 centimeter mercury to inch of air = 37263.16569 inch of air
10 centimeter mercury to inch of air = 41403.51743 inch of air
## ››Want other units?
You can do the reverse unit conversion from inch of air to centimeter mercury, or enter any two units below:
## Enter two units to convert
From: To:
## ››Metric conversions and more
ConvertUnits.com provides an online conversion calculator for all types of measurement units. You can find metric conversion tables for SI units, as well as English units, currency, and other data. Type in unit symbols, abbreviations, or full names for units of length, area, mass, pressure, and other types. Examples include mm, inch, 100 kg, US fluid ounce, 6'3", 10 stone 4, cubic cm, metres squared, grams, moles, feet per second, and many more! | 566 | 2,140 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.8125 | 3 | CC-MAIN-2022-49 | latest | en | 0.820791 |
http://gmrt.ncra.tifr.res.in/gmrt_hpage/Users/doc/WEBLF/LFRA/node107.html | 1,506,345,828,000,000,000 | text/html | crawl-data/CC-MAIN-2017-39/segments/1505818691830.33/warc/CC-MAIN-20170925130433-20170925150433-00335.warc.gz | 144,759,574 | 5,120 | Next: Noise and Residuals Up: Maximum Entropy Previous: Bayesian Statistical Inference Contents
## MEM Images
Descending now from the sublime to aperture synthesis, think of as the true map and as the dirty map, or equivalently its Fourier transform, the set of measured visiblilities. We usually want a single map, not a probability distribution of . So we need the further step of maximising with respect to . All this is possible if is available for a given true map . One choice, advocated by Gull and Daniell in 1978, was to take
The curly brackets around on the left side are meant to remind us that the entropy is a single number computed from the entire information about the brightness, i.e the whole set of pixel values. Physicists will note that this expression seems inspired by Boltzmann's formula for entropy in statistical mechanics, and communication engineers will see the influence of Shannon's concept of information. It was E.T. Jaynes writing in the Physical Review of 1957 who saw a vision of a unified scheme into which physics, communication theory, and statistical inference would fall (with the last being the most fundamental!). In any case, the term entropy'' for the logarithm of the prior distribution of pixel values has stuck. One can see that if the only data given was the total flux, then the entropy as defined above is a maximum when the flux is distributed uniformly over the pixels. This is for the same reason that the Boltzmann entropy is maximised when a gas fills a container uniformly. This is the basis for the oft-heard remark that MEM produces the flattest or most featureless map consistent with the data - a statement we will see requires some qualification. But if one does not want this feature, a modified entropy function which is the integral over the map of is defined. is called a default image''. One can now check that if only total flux is given the entropy is a maximum for .
The selection of a prior is, in my view, the weakest part of Bayesian inference, so we will sidestep the debate on the correct choice. Rather, let us view the situation as an opportunity, a license to explore the consequences of different priors on the true'' maps which emerge. This is easily done by simulation - take a plausible map, Fourier transform, sample with a function so that some information is now missing, and use your favourite prior and maximise entropy'' to get a candidate for the true map. It is this kind of study which was responsible for the great initial interest in MEM. Briefly, what MEM seemed to do in simple cases was to eliminate the sidelobes and even resolve pairs of peaks which overlapped in the true map, i.e it was sometimes better'' than the original! This last feature is called superresolution, and we will not discuss this in the same spirit of modesty that prompted us to use a CLEAN beam. Unlike CLEAN, MEM did not seem to have a serious problem with extended structure, unless it had a sharp edge (like the image of a planet). In this last case, it was found that MEM actually enhanced the ripples near the edge which were sitting at high brightness levels; though it controlled the ripples which were close to zero intensity. This is perhaps not surprising if one looks at the graph of the function . There is much more to be gained by removing ripples near than at higher values of , since the derivative of the function is higher near .
Fortunately, these empirical studies of the MEM can be backed up by an analytical/graphical argument due to Ramesh Narayan, which is outlined below. The full consequences of this viewpoint were developed in a review article (Annual review of Astronomy and Astrophysics 24 127 1986), so they will not be elaborated here, but the basic reasoning is simple and short enough. Take the expression for the entropy, and differentiate it with respect to the free parameters at our disposal, namely the unmeasured visibilities, and set to zero for maximisation. The derivative of the entropy taken with respect to a visibility is denoted by . The understanding is that have not been measured. The condition for a maximum is
This can be interpreted as follows. The logarithm of the brightness is like a dirty map, i.e it has no power at unmeasured baselines, and hence has sidelobes etc. But the brightness itself is the exponential of this band limited function'' (i.e one with limited spatial frequency content). Note first of all that the positivity constraint is nicely implemented- exponentials are positive. Since the exponential varies rather slowly at small values of I, the ripples in the baseline'' region between the peaks are suppressed. Conversely, the peaks are sharpened by the steep rise of the exponential function at larger values of . One could even take the extreme point of view that the MEM stands unmasked as a model fitting procedure with sufficient flexibility to handle the cases usually encountered. Högbom and Subrahmanya independently emphasised very early that the entropy is just a penalty function which encourages desirable behaviour and punishes bad features in the map (IAU Colloq. 49, 1978). Subrahmanya's early work on the deconvolution of lunar occultation records at Ooty (TIFR thesis, 1977) was indeed based on such penalties.
More properties of the MEM solution are given in the references cited earlier. But one can immediately see that taking the exponential of a function with only a limited range of spatial frequencies (those present in the dirty beam) is going to generate all spatial frequencies, i.e., one is extrapolating and interpolating in the plane. It is also clear that the fitting is a nonlinear operation because of the exponential. Adding two data sets and obtaining the MEM solution will not give the same answer as finding the MEM solution for each separately and adding later! A little thought shows that this is equally true of CLEAN.
If one has a default image in the definition of the entropy function, then the same algebra shows that is the exponential of a band-limited function. This could be desirable. For example, while imaging a planet, if the sharp edge is put into , then the MEM does not have to do so much work in generating new spatial frequencies in the ratio . The spirit is similar to using a window to help CLEAN find sources in the right place.
Next: Noise and Residuals Up: Maximum Entropy Previous: Bayesian Statistical Inference Contents
NCRA-TIFR | 1,330 | 6,454 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.765625 | 3 | CC-MAIN-2017-39 | latest | en | 0.930013 |
http://www.mathworks.com/matlabcentral/profile/authors/4048528-daniel-herber?requestedDomain=www.mathworks.com&nocookie=true | 1,480,841,145,000,000,000 | text/html | crawl-data/CC-MAIN-2016-50/segments/1480698541220.56/warc/CC-MAIN-20161202170901-00420-ip-10-31-129-80.ec2.internal.warc.gz | 587,379,869 | 16,009 | Community Profile
# Daniel Herber
### University of Illinois at Urbana-Champaign
115 total contributions since 2013
http://www.danielherber.com
Professional Interests: Multidisciplinary Design Optimization, Engineering System Design, Modeling and Simulation of Engineering Systems, Data-Driven Design Optimization, Direct Transcription, Wave Energy Conversion
Contributions in
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Submitted
Perfect Matchings of a Complete Graph
Recursive algorithm for the (N-1)!! perfect matchings of Kn and incomplete listings for large N
Submitted
PM Architectures Project
Generate the set of unique useful architectures with a perfect matching-based approach
Solved
Produce a sine wave
Produce a sine wave with amplitude 3: <<http://blogs.mathworks.com/images/seth/cody/sine-eqn.png>>
3 months ago
Solved
Add a block to a model
Produce the following signal: <<http://blogs.mathworks.com/images/seth/cody/add-block-eqn.png>> In this case, the slope of...
3 months ago
Solved
Produce a cosine wave
Produce the following signal: <<http://blogs.mathworks.com/images/seth/cody/cosine-eqn.png>>
3 months ago
Solved
Times 2 - START HERE
Try out this test problem first. Given the variable x as your input, multiply it by two and put the result in y. Examples:...
3 months ago
Solved
Calculate the Levenshtein distance between two strings
This problem description is lifted from <http://en.wikipedia.org/wiki/Levenshtein_distance>. The Levenshtein distance betwee...
3 months ago
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Find the palindrome
Given the string a, find the longest palindromic sub-string b. So when a = 'xkayakyy'; you should return b = 'kayak';
3 months ago
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What is the next step in Conway's Life?
Given a matrix A that represents the state of <http://en.wikipedia.org/wiki/Conway's_Game_of_Life Conway's game of Life> at one ...
3 months ago
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Reverse Run-Length Encoder
Given a "counting sequence" vector x, construct the original sequence y. A counting sequence is formed by "counting" the entrie...
3 months ago
Solved
Find common elements in matrix rows
Given a matrix, find all elements that exist in every row. For example, given A = 1 2 3 5 9 2 5 9 3 2 5 9 ...
3 months ago
Solved
Alphabetize by last name
Given a list of names in a cell array, sort the list by the last name. So if list = {'Barney Google','Snuffy Smith','Dagwood ...
3 months ago
Solved
Sums with Excluded Digits
Add all the integers from 1 to n in which the digit m does not appear. m will always be a single digit integer from 0 to 9. no...
3 months ago
Solved
Remove the small words from a list of words.
Your job is to tidy up a list of words that appear in a string. The words are separated by one or more spaces. Remove all words ...
3 months ago
Solved
Kaprekar Steps
6174 is the <http://en.wikipedia.org/wiki/6174_%28number%29 Kaprekar constant>. All natural numbers less than 10,000 (except som...
3 months ago
Solved
Encode Roman Numerals
Create a function taking a non-negative integer as its parameter and returning a string containing the Roman Numeral representat...
3 months ago
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Read a column of numbers and interpolate missing data
Given an input cell array of strings s, pick out the second column and turn it into a row vector of data. Missing data will be i...
3 months ago
Solved
Find state names that end with the letter A
Given a list of US states, remove all the states that end with the letter A. Example: Input s1 = 'Alabama Montana Nebras...
3 months ago
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Find the peak 3n+1 sequence value
A Collatz sequence is the sequence where, for a given number n, the next number in the sequence is either n/2 if the number is e...
3 months ago
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Counting Sequence
Given a vector x, find the "counting sequence" y. A counting sequence is formed by "counting" the entries in a given sequence...
3 months ago
Solved
Given a list of US states, remove all the states that start with the letter N. If s1 = 'Alabama Montana Nebraska Vermont Ne...
3 months ago
Solved
Find relatively common elements in matrix rows
You want to find all elements that exist in greater than 50% of the rows in the matrix. For example, given A = 1 2 3 5 ...
3 months ago
Solved
Connect Four Win Checker
<http://en.wikipedia.org/wiki/Connect_Four Connect Four> is a game where you try to get four pieces in a row. For this problem, ...
3 months ago
Solved
Quote Doubler
Given a string s1, find all occurrences of the single quote character and replace them with two occurrences of the single quote ...
3 months ago
Solved
Duplicates
Write a function that accepts a cell array of strings and returns another cell array of strings *with only the duplicates* retai...
3 months ago
Solved
Find the two-word state names
Given a list of states, remove all the states that have two-word names. If s1 = 'Alabama Montana North Carolina Vermont N...
3 months ago
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DNA N-Gram Distribution
Given a string s and a number n, find the most frequently occurring n-gram in the string, where the n-grams can begin at any poi...
3 months ago
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Prime factor digits
Consider the following number system. Calculate the prime factorization for each number n, then represent the prime factors in a...
3 months ago
Solved
Counting in Finnish
Sort a vector of single digit whole numbers alphabetically by their name, in Finnish. See the Wikipedia page for <http://en.wik...
3 months ago
Solved
Implement a ROT13 cipher
Replace each character in string s1 with the character that is shifted 13 positions from it (wrap back to the beginning if neces...
3 months ago | 1,367 | 5,599 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.890625 | 3 | CC-MAIN-2016-50 | latest | en | 0.774646 |
https://index-art.info/and-relationship/relationship-of-mass-and-compression-gases.php | 1,568,724,052,000,000,000 | text/html | crawl-data/CC-MAIN-2019-39/segments/1568514573071.65/warc/CC-MAIN-20190917121048-20190917143048-00434.warc.gz | 492,387,231 | 8,667 | # Relationship of mass and compression gases
### Pressure-volume work (formula for work) (article) | Khan Academy
The kinetic theory of gases is a topic that can explain many everyday effusion shows the relationship between effusion rates and molar mass. Gases do expansion or compression work following the equation: .. The relationship between work, heat, and other forms of energy transfer is further. Gas is a state of matter that has no fixed shape and no fixed volume. is less space for the particles to spread out, and they become compressed. is held constant, volume and pressure have an inverse relationship; that is.
### Boyle's law - Wikipedia
Work done by a gas Gases can do work through expansion or compression against a constant external pressure. Work done by gases is also sometimes called pressure-volume or PV work for reasons that will hopefully become more clear in this section!
Let's consider gas contained in a piston.
Compressibility Factor (Z-Factor) Equation of State
Pistons are actually used in many mechanical applications all around us, such as inside a gasoline engine. I usually imagine a piston looking very similar to a bicycle tire pump, but here's some more information about what real pistons look like in case you are interested! Here is a picture of the insides of a gasoline engine that shows two pistons side-by-side: A picture of a petrol-engine that has been cut in half to show the cross section of 2 side-by-side pistons.
### The Properties of Gases
The piston on the left is arranged with a larger volume than the piston on the right. Schematic of a piston showing the movement of the piston head as the volume inside the piston changes. Two tubes leading to the piston can let gas in and out of the piston to regulate the movement of the piston.
Schematic of piston in movement by R. In a gasoline engine, the pressure inside the piston changes when the fuel is combusted inside the piston, releasing thermal energy and causing the volume inside the piston to increase. The volume inside the piston decreases when the gas is allowed to escape from the piston.
## Kinetic Theory of Gases
The Gas Laws The example of the gas-filled balloon can also be used to explore the basic gas laws see also Appendix D, p. In the following, lets assume that the balloon is tight, so that the amount or mass of air in it stays the same: With density being the ratio of mass per volume, the gas density of the balloon thus varies only with its volume when mass is held constant.
If we squeeze the balloon, we compress the air and two things will happen: Since density is mass over volume, and the mass stays constant, the rise in density means that the volume of the balloon decreases: For two states of pressure P1, P2 and two corresponding volumes V1, V2this is stated mathematically: This in turn increases the rate at which the gas molecules bombard the skin of the balloon.
Cooling the balloon down again will make the balloon shrink.
For two states with temperatures T1, T2 and two corresponding volumes V1, V2: It must be noted that in this case and whenever temperature appears in a multiplication or a division the absolute or Kelvin scale must be used for temperature. | 665 | 3,225 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.625 | 4 | CC-MAIN-2019-39 | longest | en | 0.941046 |
http://ocw.nthu.edu.tw/ocw/index.php?page=chapter&cid=205&chid=2394 | 1,553,243,046,000,000,000 | text/html | crawl-data/CC-MAIN-2019-13/segments/1552912202640.37/warc/CC-MAIN-20190322074800-20190322100800-00536.warc.gz | 153,606,024 | 9,858 | ## 第21講 The Gauss Map and Its Fundamental Properties (cont.)
L21_A
1. Definition: Gauss Curvature and Mean Curvature
2. Definition: Elliptic, Hyperbolic, Planar and Parabolic Point
L21_B
1. Definition: Umbilical Point
2. Example: Study the Gauss Map on {2z=x^2＋y^2} at (0,0,0)
L21_C
1. Proposition: A Connected Surface with Every Point Being Umbilical
Point Is a Piece of Plane or Sphere
## 課程影音
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# 4. The Right Triangle and Applications
Many problems involve right triangles. We often need to use the trigonometric ratios to solve such problems.
### Example 1 - Finding the Height
Find h for the given triangle.
Answer
sin 15.70^"o" = h/2.500
h = 2.500\ sin 15.70^"o"
= 0.6765\ "km"
### Example 2 - Solving Triangles
Solve the triangle ABC, given that A = 35° and c = 15.67.
Answer
To "solve" a triangle means to find the unknown sides and angles.
We have, for the values given:
In this example, we need to find side lengths a and b and angle B. Note C = 90o.
sin 35^"o" = a/c = a/15.67
So a = 15.67 sin 35o = 8.99
cos 35^"o"=b/c=b/15.67
So b = 15.67 cos 35o = 12.84
Angle B = 90o − 35o = 55o.
So a = 8.99, b = 12.84 and B = 55o. We have found all the unknowns.
## Angles of Elevation and Depression
In surveying, the angle of elevation is the angle from the horizontal looking up to some object:
The angle of depression is the angle from the horizontal looking down to some object:
### Example 3
The angle of elevation of an aeroplane is 23°. If the aeroplane's altitude is 2500\ "m", how far away is it?
Answer
Let the distance be x. Then sin 23^"o"=2500/x
x=2500/(sin 23^"o")=6400\ "m"
### Example 4
You can walk across the Sydney Harbour Bridge and take a photo of the Opera House from about the same height as top of the highest sail.
This photo was taken from a point about 500\ "m" horizontally from the Opera House and we observe the waterline below the highest sail as having an angle of depression of 8°. How high above sea level is the highest sail of the Opera House?
Answer
This is a simple tan ratio problem.
tan 8^"o" = h/500
So
h= 500\ tan 8° = 70.27\ "m".
So the height of the tallest point is around 70\ "m".
[The actual height is 67.4\ "m".] | 577 | 1,844 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.71875 | 5 | CC-MAIN-2024-33 | latest | en | 0.834591 |
http://jylyoi.kz/?query=4+1+2+1+2 | 1,506,309,873,000,000,000 | text/html | crawl-data/CC-MAIN-2017-39/segments/1505818690307.45/warc/CC-MAIN-20170925021633-20170925041633-00227.warc.gz | 173,973,529 | 6,170 | # Результаты поиска по запросу "4 1 2 1 2":
1. ## 1 2 + 3 4 + - Wikipedia
In mathematics, 1 − 2 + 3 − 4 + ··· is the infinite series whose terms are the successive positive integers, given alternating signs. Using sigma summation notation the sum of the first m terms of the series can be expressed as.
en.wikipedia.org
2. ## 1 + 2 + 4 + 8 + - Wikipedia
In mathematics, 1 + 2 + 4 + 8 + 16 + ⋯ is the infinite series whose terms are the successive powers of two. As a geometric series, it is characterized by its first term, 1, and its common ratio, 2. As a series of real numbers it diverges to infinity, so in the usual sense it has no sum.
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3. ## 4 картинки 1 слово-2 ответы на игру android: комплект 1 2 3 | Branto: Ответы на игры, прохождения игр, подсказки, форумы
• Игра "4 картинки 1 слово-2" ответ на комплект №1: уровни 1, 2 1 - люди играют в пляжный баскетбол; встаёт солнце; речка; зелёная трава, поле, ромашки (4 буквы); 2 - мальчик целует девочку, влюблённая пара; человек с зонтом на мосту; красное дерево в виде сердца.
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4. ## 1.2.4 – Official Minecraft Wiki
1.2.4 added new wood planks and sandstone blocks. It also improved chat editing. Wood planks. Now have the color of the type of wood used in crafting. Comes in all 4 types: Oak wood planks. Birch wood planks. Spruce wood planks. Jungle wood planks. New sandstone block.
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5. ## 1 2 + 4 8 + - Wikipedia
In mathematics, 1 − 2 + 4 − 8 + ⋯ is the infinite series whose terms are the successive powers of two with alternating signs. As a geometric series, it is characterized by its first term, 1, and its common ratio, −2. As a series of real numbers it diverges, so in the usual sense it has no sum.
en.wikipedia.org
6. ## 1 + 2 + 3 + 4 + - Wikipedia
The infinite series whose terms are the natural numbers 1 + 2 + 3 + 4 + ⋯ is a divergent series. The nth partial sum of the series is the triangular number. which increases without bound as n goes to infinity. Because the sequence of partial sums fails to converge to a finite limit, the series does not have a sum.
en.wikipedia.org
7. ## В этой статье Николай Жиряков расскажет о преимуществах и недостатках расстановки 4-1-2-1-2.
• 4-1-2-1-2. Николай Жиряков. Я играю за мадридский Реал и за сборную Бразилии по схеме 4-1-2-1-2. Кто то может не согласиться что это идеальная схема для этих команд, но я в этом уверен.Я играю по этим схемам с самой моей первой...
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8. ## СанПиН 2.1.4.1110-02 «Зоны санитарной охраны источников водоснабжения и водопроводов питьевого назначения»
• 2.1.4.питьевая вода и водоснабжение населенных мест. Зоны санитарной охраныисточников водоснабжения и водопроводов питьевого назначения. Санитарныеправила и нормы.
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9. ## 1 2 + 3 4 + … - это... Что такое 1 2 + 3 4 + …?
• Последовательность не сходится, поэтому 1 − 2 + 3 − 4 + … не является суммируемой по Чезаро. Есть два широко известных обобщения суммирования методом Чезаро: концептуально более простое среди них является последовательностью методов (H, n) для натуральных чисел n... | 1,007 | 3,092 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.03125 | 3 | CC-MAIN-2017-39 | latest | en | 0.59944 |
http://docplayer.net/27934680-In-a-typical-metal-each-atom-contributes-one-electron-to-the-delocalized-electron-gas-describing-the-conduction-electrons.html | 1,539,891,983,000,000,000 | text/html | crawl-data/CC-MAIN-2018-43/segments/1539583512014.61/warc/CC-MAIN-20181018194005-20181018215505-00224.warc.gz | 104,587,898 | 25,274 | - in a typical metal each atom contributes one electron to the delocalized electron gas describing the conduction electrons
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1 Free Electrons in a Metal - in a typical metal each atom contributes one electron to the delocalized electron gas describing the conduction electrons - if these electrons would behave like an ideal gas each one would contribute 3/2 kt to the total energy of the solid - thus the electronic specific heat would be - how come that the specific heat of a solid at high temperatures is well described by the Dulong Petit law independently of whether the solid is a metal or an insulator - resolution: electrons are fermions and obey the Fermi-Dirac statistics (instead of the Bose- Einstein statistics of phonons or any other harmonic oscillators) - in the high temperature limit both phonons and electrons obey Maxwell-Boltzmann statistics - BUT the high temperature limits could occur at different temperatures for electrons and phonons phys4.16 Page 1 Average Occupancy per Electron State - is given by the Fermi-Dirac distribution - to find the number of electrons n(ε) at a certain energy in a metal we need to determine the number of available states g(ε) - consider free non-interacting electrons in a box described by 'standing matter waves', i.e. the same calculation as in the case of photons applies - we again consider the number of possible quantum numbers j x, j y, j z in one quadrant of a spherical shell with radius j = (j x2 +j y2 +j z2 ) 1/2 and thickness dj - here per set of spatial quantum numbers there are two different spin states m s = ± 1 (spin up and spin down) similar to the two different polarizations for photons - use relation between quantum number j and electron energy ε phys4.16 Page 2
2 Number of Free Electron States in a Metal - relation between electron matter wave quantum number j 2 = (j x, j y, j z ) 2 and electron energy ε in a 3D box - using debroglie wave length - number of electron states at energy ε in a volume V = L 3 - this number of states is independent of the actual shape of the metal and only depends on its volume, i.e. the density of electrons in the metal phys4.16 Page 3 Fermi Energy - calculate the total number of electrons at T = 0 to find the Fermi energy ε F - thus the Fermi energy is given by - depending only on the electron density n = N/V - Fermi energy in copper (Cu) - free electron density - Fermi energy - Fermi velocity phys4.16 Page 4
3 Electron Energy Distribution - number of electrons at energy ε at a thermal equilibrium temperature T - number of electrons (electron density) at different temperatures - as the Fermi energy is usually very high compared to ambient temperature, the energy distribution of the electrons does vary only weakly with T phys4.16 Page 5 Average Electron Energy - total electron energy - average electron energy - these average electron energies are very high, if the electrons were classical particles they would have to be a temperatures of several K to have these energies - specific heat of electrons - the factor of kt/ε F makes this contribution small at room temperature - at low temperatures c Ve ~ T can dominate over c V ~ T 3 phys4.16 Page 6
4 The Solid State - most of the matter in the physical world around us (on earth) is in the solid state (which is not true for the universe as a whole) - solids consist of atoms, ions or molecules closely packed together - the binding occurs either by covalent, ionic, van der Waals or metallic bonds all of which are mediated by electromagnetic forces structure: - many solids appear in crystalline structure, i.e. the constituents are arranged in a regular, repeated three dimensional pattern (a lattice) with long range order - only few solids appear as single crystals (e.g. Silicon (Si)), most consist of very many small crystallites phys4.16 Page 7 Amorphous Solids - some solids (e.g. glass, plastics) have an amorphous structure, i.e. they have no long range but only short range order - can be viewed as a very viscous (glassy) liquid which crystallizes very slowly - amorphous and crystalline B 2 O 3 melting: - in amorphous solids the bond strengths varies throughout the material - as a result melting occurs slowly and continuously - in crystalline solids most of the bonds have equal strengths and thus melting occurs at a well defined temperature phys4.16 Page 8
5 Crystal Defects - most crystals have deviations from perfect regularity and symmetry which are called defects - one kind of imperfection is the point defect (see figure) - they occur when (a) an atom is missing from the regular crystal structure (vacancy), (b) an additional atom of the same kind occurs (interstitial), (c) an impurity atom replaces an atom in the crystal (substitutional impurity) or (d) an impurity atom occurs at an interstitial position - defects occur due to thermal excitation, due to irradiation, due to impurities present during the formation of the material - large truly perfect crystals hardly exist (they can be pretty good though) - single crystal Si (purity 1 ppb = part per billion = 1/10 9 ), see photograph - diamond phys4.16 Page 9 Dislocations - a line defect corresponds to a missing line of atoms in a crystal, see (a), it is called a dislocation - the dislocation may move from inside the crystal towards an edge (see, b-c) releasing the stress from the crystal lattice - screw dislocation (figure) arises when the crystal is continuously displaced along a cut into the crystal forming a screw like discontinuity in which the atomic layers spiral around a single point - dislocations are created when solids are deformed - some solids get harder when they contain many dislocation (work hardening in cold rolled sheet metal) - thermally annealed crystals with less defects may be soft phys4.16 Page 10
6 Ionic Crystals - ionic crystals form between (a pair of) elements with low ionization energy and high electron affinity, - electron affinity is the energy released by an atom when an electron is added to form a negatively charged ion - in the ionic crystal sodium chloride (NaCl, see figure) one electron is transferred from Na (ionization energy 5.14 ev) to Cl (electron affinity 3.61 ev) forming ions Na + and Cl - which bind electrostatically when the total energy in the crystal is reduced from that of separate Na and Cl face centered cubic NaCL - minimum ion-ion distance is determined by balance between Coulomb attraction and repulsion due to Pauli exclusion - the cohesive energy is the energy per atom required to break a the crystal up into ions - the cohesive energy is provided by the Coulomb attraction with the neighboring ions body centered cubic CsCl phys4.16 Page 11 Attractive Coulomb Potential - find the total Coulomb energy U c between one ion (e.g. Na + ) and all its neighbors - U c is determined by the number of ions (coordination number) present at a given distance r from the ion under consideration - nearest neighbors - next nearest neighbors - summation over all nearest neighbors - with the Madelung constant α ~ for NaCL and all other face centered cubic (fcc) ionic crystals - for the body centered cubic (bcc) crystal CsCl the Madelung constant is α ~ all simple crystal structures have Madelung constants α ~ phys4.16 Page 12
7 Repulsive Potential - repulsive force due to exclusion principle with effective potential - short range force depending on a large power n ~ 8-10 of the separation r between ions (empirical model) - total energy - equilibrium position - total energy at equilibrium distance NaCl: to be reduced by E i -E aff phys4.16 Page 13 Properties of Ionic Crystals - hard, due to ionic bonds - high melting points due to large binding energy - brittle, due to repulsive forces occurring with next nearest neighbor ions when dislocations are formed - ionic crystals dissolve in polar solvents (water) but not in covalent solvents - good electrical insulators, due to strong binding of electrons to ions - transparent for visible radiation - absorbing to infrared radiation exciting lattice vibrations in the ionic crystal phys4.16 Page 14
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NCEA Level 2 Chemistry (91164) 2015 page 1 of 7 Assessment Schedule 2015 Chemistry: Demonstrate understanding of bonding, structure, properties and energy changes (91164) Evidence Statement Q Evidence | 8,244 | 35,299 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.734375 | 3 | CC-MAIN-2018-43 | longest | en | 0.836484 |
https://gaianation.net/3-to-the-power-of-100/ | 1,653,708,363,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652663012542.85/warc/CC-MAIN-20220528031224-20220528061224-00143.warc.gz | 316,825,506 | 5,933 | Exponents Calculator or e calculator is supplied in fixing exponential develops of expressions. It is additionally known as elevated to the power calculator.
You are watching: 3 to the power of 100
### Properties of exponents calculator:
This calculator solves bases with both negative exponents and also positive exponents. It likewise provides a action by step an approach with an accurate answer.
## What is an exponent?
An exponent is a small number situated in the upper, right-hand position of one exponential expression (base exponent), which shows the power to i beg your pardon the base of the expression is raised.
The exponent that a number shows you how countless times the number is come be supplied in a multiplication. Exponents execute not need to be numbers or constants; they deserve to be variables.
They are frequently positive entirety numbers, yet they have the right to be an adverse numbers, fractional numbers, irrational numbers, or complex numbers. It is composed as a tiny number to the ideal and above the basic number.
Types:
There room basically two types of exponents.
### Positive exponent
A optimistic exponent speak how plenty of times a number is necessary to be multiply by itself. Usage our exponent calculator to deal with your questions.
### Negative exponent
A an unfavorable exponent to represent which portion of the base, the solution is. Come simplify exponents with strength in the type of fractions, usage our exponent calculator.
### Example:
Calculate the exponent for the 3 increased to the power of 4 (3 to the power of 4).
It method = 34
Solution:
3*3*3*3 = 81
4 to the 3rd power = 81
Therefore the exponent is 81
2 elevated to the power calculator.
### Example:
What is the value of exponent for 2 raise to power 9 (2 to the ninth power)
It way = 29
Solution:
2*2*2*2*2*2*2*2*2 = 512
2 to the nine power = 512
Therefore the exponent is 512.
### Example:
How perform you calculation the index number of 5,6,7 to the power of 4?
It method = 54, 64, 74
Solution:
5*5*5*5 = 625
6*6*6*6 = 1296
7*7*7*7 = 2401
Therefore the exponents room 625, 1296, 2401.
## How to calculate the nth strength of a number?
The nth strength of a base, let’s speak “y”, way y multiply to itself nth time. If we are to discover the fifth power of y, it is y*y*y*y*y.
Some various other solutions for the nth strength calculator room in the complying with table.
0.1 come the power of 3 0.001 0.5 come the strength of 3 0.125 0.5 to the strength of 4 0.0625 1.2 come the strength of 4 2.0736 1.02 come the 10th power 1.21899 1.03 to the 10th power 1.34392 1.2 come the strength of 5 2.48832 1.4 come the 10th power 28.9255 1.05 to the power of 5 1.27628 1.05 to the 10th power 1.62889 1.06 to the 10th power 1.79085 2 to the third power 8 2 to the power of 3 8 2 increased to the power of 4 16 2 come the strength of 6 64 2 come the strength of 7 128 2 to the 9th power 512 2 to the tenth power 1024 2 come the 15th power 32768 2 come the 10th power 1024 2 come the power of 28 2.68435e+08 3 to the power of 2 9 3 to the 3 power 27 3 to the 4 power 81 3 come the 8th power 6561 3 to the 9th power 19683 3 to the 12th power 531441 3 come what power equates to 81 34 4 to the strength of 3 64 4 to the strength of 4 256 4 come the strength of 7 16384 7 to the strength of 3 343 12 to the 2nd power 144 2.5 to the strength of 3 15.625 12 come the power of 3 1728 10 exponent 3 1000 24 to the second power (242) 576 10 come the strength of 3 1000 3 to the power of 5 243 6 come the strength of 3 216 9 come the strength of 3 729 9 to the strength of 2 81 10 to the strength of 5 100000
## Exponent Rules:
Learning the exponent rules in addition to log rules can make maths really basic for understanding. There are 7 exponent rules.
Zero residential property of exponent:
It way if the strength of a basic is zero then the worth of the solution will be 1.
Example: leveling 50.
In this question, the power of basic is zero, then according come the zero residential or commercial property of exponents, the answer of this no zero base is 1. Hence,
50= 1
negative Property that exponent:
It means when the power of basic is a an unfavorable number, climate after multiplying we will have actually to uncover the reciprocal of the answer.
Example: leveling 13-2.
We will first make the power hopeful by acquisition reciprocal.
1/3-2=32
32 = 9
Product building of exponent:
When two exponential expressions having the very same non zero base and also different powers are multiplied, then your powers are added over the same base.
Example: fix (26)(22).
As the is obvious, bases room the exact same so powers are to be added. Now
(26)(22) = 26+2
28 =2*2*2*2*2*2*2*2
=256
Quotient residential property of exponent:
It is the opposite of the product property of exponent. When two very same bases having different exponents are compelled to be divided, then their powers are subtracted.
Example: leveling 37 /32
37/ 32=37-2
35=3*3*3*3*3
= 243
power of a strength Property:
When one exponent expression additional has power, climate firstly you should multiply the powers and also then solve the expression.
Example: Solve: ( x2)3.
Keeping in see the power of power residential or commercial property of exponents, we will multiply powers.
(x2)3=x2*3
= x6
power of a product property:
When a product the bases is raised to part power, the bases will possess the power separately.
See more: Is It True That The Life Expectancy Of A Second Lieutenant In Vietnam War?
Example: Simplify (4*5)2
42*52=16*25
= 400
power of a Quotient Property:
It is the very same as the strength of a product property. Strength belongs individually to both the numerator and denominator. | 1,581 | 5,761 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.65625 | 5 | CC-MAIN-2022-21 | latest | en | 0.892578 |
https://dsp.stackexchange.com/questions/1640/fourier-series-representation | 1,708,846,430,000,000,000 | text/html | crawl-data/CC-MAIN-2024-10/segments/1707947474594.56/warc/CC-MAIN-20240225071740-20240225101740-00216.warc.gz | 218,341,873 | 43,272 | # Fourier series representation
Conceptually when we want to represent a peroidic series, for example a pulse train, we find the Fourier coefficients and get a representation in the time domain.
However what is conceptually wrong with using say an infinite sum of time shifted rect functions to represent it?
Sorry I had a formatting problem, so i am putting this in the bottom post...
My method is as such:
Assuming we have a periodic pulse $x(t)$ such that $x(t) = 1$ for $0 < t< T$ and $0$ for $T < t < T_p$; thus $x(t)$ has a period of $T_p$.
Finding the fourier coefficients Ck via:
$$Ck = \frac{1}{T_p} \int_{-\infty}^{\infty} x(t) * e^\tfrac{-j2\pi kt}{T_p}$$
over 1 period, and thus we can represent x(t) as:
$$x(t) = \sum_k C_k e^\tfrac{j2\pi kt}{T_p}$$
and doing the Fourier transform we will get this form:
$$X(f) = \sum_k C_k \delta(f-kf_p)$$
which is discrete.
However if we consider $x(t)$ to be of this form:
$$x(t) = \sum_n \text{rect} \left(\frac{t-nT_p}{T} \right)$$
Applying fourier transform of $x(t)$ to get (in the form):
$$X(f) = \sum \text{sinc} * e^{-j*W}$$ -- (2)
where sinc() is due to the FT of rect and the e^(-j*W) comes out due to the time shifting property of FT.
Comparing X(f) in (1) and (2), we see that 1 is discrete and the other continuous.
However they come from the same x(t), so isn't this a contradiction?
Sorry for the long post.
• There is nothing wrong with using time-shifted rect functions, and these functions are indeed orthogonal. In fact, discrete-time signal processing in effect replaces a low-pass signal with a sequence of numbers that are the amplitudes of these time-shifted rect functions, and even more so if you think of sample-and-hold circuits which effectively replace a continuous-time waveform with a series of time-shifted rects with different amplitudes, and are simple (but imperfect) form of D/A conversion at the other end. Mar 6, 2012 at 12:48
• @Johntan The Z-transform is essentially just that- sums of time shifted rect functions. Mar 6, 2012 at 17:55
• You can produce a square wave by summing an infinite number of sine waves, and you can produce a sine wave by summing an infinite number of square waves. Mar 30, 2012 at 16:30
• Related: math.stackexchange.com/q/58391 Mar 30, 2012 at 17:02
• You can use the orthogonal Haar wavelet transform to decompose a signal into square waves at different scales. Mar 31, 2012 at 3:26
However what is conceptually wrong with using say an infinite sum of time shifted rect functions to represent it?
There is nothing conceptually wrong with it. Fourier transforms decompose a signal into a sum of complex sinusoids, but you can also decompose a signal into many other things, which may be more useful in certain applications. The Haar wavelet transform, for instance, breaks up a signal into a sum of rectangular pulses:
We use sinusoids in lots of applications because it makes the most sense in those applications. For instance, why do we almost always decompose audio signals into sinusoids? Because our cochleas do the same thing:
• Very nice diagram of the inner ear - about those images on the right - are they showing where certain wavelengths resonate? Mar 31, 2012 at 3:25
• @Mohammad: I'm not sure what the right side is supposed to show. Just that low frequencies are detected by hair cells deep inside the cochlea? Apr 5, 2012 at 2:38
The main reason for that is that series of cosines and sines form an orthogonal basis. Then, you can use it to represent it in other "space" (frequency "space", for example).
Other things, just to understand other things related to Fourier series and Tranform:
A sine or cosine is just 2 delta functions in frequency representation (Fourier Transform). A rect function, have a sync function representation (that stricly fills all sprectra).
Then, using Fourier representation in frequency, you can easily interpret what are the frequency components of your signal and filter it accordingly.
Another thing to better understand the use of Fourier coefficients, is to understand the relation between the Fourier transform and those coefficients (Explanation1, Explanation2).
We use Fourier series for periodic functions, and Fourier Transform for everything.
• Thank you for your explanation. So adding on, if we consider the frequency spectrum using the 2 similar representations, we would end up with a discrete frequency spectrum (if we consider the delta functions) and on another hand a continuous spectrum (if we consider the sinc function). Is it not contradictory? Mar 6, 2012 at 12:30
• Until you understand quite well Fourier coefficients and so on, I would not mixture continuous (Fourier Trans.) and discrete (DFT). Could you write the steps you are making? Mar 6, 2012 at 13:06
• We can use Fourier series to locally approximate aperiodic functions by creating a periodic extension.
– Emre
Mar 30, 2012 at 22:36
Sorry I had a formatting problem, so I am putting this in the bottom post.
My method is as such:
Assuming we have a periodic pulse $x(t)$ such that $x(t) = 1$ for $0 < t< T$ and $0$ for $T < t < Tp$; thus $x(t)$ has a period of $Tp$.
Finding the fourier coefficients $Ck$ via:
$$Ck = 1/Tp \int^T ( x(t) * e^{(-j*2*pi*k*t/Tp)})$$
and thus we can represent $x(t)$ as:
$$x(t) = \sum (Ck * e^{(j*2*pi*k*t/Tp)})$$ over all int k
and doing the fourier transform we will get this form:
$$X(f) = \sum (Ck * \delta(f-kfp))$$ over all int k -- (1)
which is discrete.
However if we consider x(t) to be of this form:
$$x(t) = \sum(rect[(t-nTp)/T])$$
Applying fourier transform of x(t) to get (in the form):
$$X(f) = \sum[ sinc * e^(-j*W) ]$$ -- (2)
where sinc() is due to the FT of rect and the $e^{(-j*W)}$ comes out due to the time shifting property of FT.
Comparing $X(f)$ in (1) and (2), we see that 1 is discrete and the other continuous.
However they come from the same $x(t)$, so isn't this a contradiction?
Sorry for the long post.
• Your $X(f)$ is wrong; you are missing factors of $T_p$ in the argument of the exponentials as well as in what you write simply as $\text{sinc}$. If you do it right, you will get a summation of infinite number of exponential functions which give you impulses of different magnitudes. There is no Fourier transform of periodic functions unless you admit generalized functions or distributions as mathematicians call them, or impulses or "delta functions" as engineers like to say. You use $\mathcal F(\text{sum}) = \text{sum}\ \mathcal F$ which needs justification if the sum is infinite. Mar 6, 2012 at 14:23 | 1,724 | 6,573 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.828125 | 4 | CC-MAIN-2024-10 | latest | en | 0.889687 |
http://board.flashkit.com/board/showthread.php?713675-show-Escape-From-Clowncatraz!&p=3772250&mode=threaded | 1,590,573,727,000,000,000 | text/html | crawl-data/CC-MAIN-2020-24/segments/1590347392142.20/warc/CC-MAIN-20200527075559-20200527105559-00228.warc.gz | 19,147,933 | 31,731 | bleh, still seems like you can throw too hard, try a bit o' math to create less fuss
for example:
//max=the larger value you will expect
//min=the smaller value you will expect
//actualvalue=the actual value recieved
//newvalue=god it speaks for itself!!
newvalue=max*Math.sqrt(2*(actualvalue-min)/max)/2+min;
the farther away the value is from the average of "min" and "max", the bigger the change will be; for example, if the "expected" range is 0-2:
0=well actually i suppose it would be 0
0.25=0.5
0.5=0.7071067
0.75=0.8660254
1=1
1.25=1.1180339
1.5=1.2247448
1.75=1.3228756
2=1.4142135 | 204 | 592 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.234375 | 3 | CC-MAIN-2020-24 | latest | en | 0.761374 |
https://justaaa.com/statistics-and-probability/174664-a-data-set-includes-data-from-student-evaluations | 1,719,056,109,000,000,000 | text/html | crawl-data/CC-MAIN-2024-26/segments/1718198862396.85/warc/CC-MAIN-20240622112740-20240622142740-00085.warc.gz | 301,894,948 | 9,348 | Question
# A data set includes data from student evaluations of courses. The summary statistics are nequals94, x...
A data set includes data from student evaluations of courses. The summary statistics are nequals94, x overbarequals4.17, sequals0.63. Use a 0.01 significance level to test the claim that the population of student course evaluations has a mean equal to 4.25. Assume that a simple random sample has been selected. Identify the null and alternative hypotheses, test statistic, P-value, and state the final conclusion that addresses the original claim.
Solution :
This is the two tailed test .
The null and alternative hypothesis is ,
H0 : = 4.25
Ha : 4.25
Test statistic = z
= ( - ) / / n
= (4.17 - 4.25) / 0.63 / 94
= -1.23
P(z < -1.23) = 0.1093
P-value = 0.1093
= 0.01
P-value >
Fail to reject the null hypothesis .
There is not sufficient evidence to that claim in population of student course evaluations has a mean equal to 4.25 .
#### Earn Coins
Coins can be redeemed for fabulous gifts. | 276 | 1,035 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.40625 | 3 | CC-MAIN-2024-26 | latest | en | 0.854235 |
https://docs.hexagonppm.com/r/en-US/Intergraph-Smart-3D-Structural-Detailing-Reference-Data/Version-2018-12.0/272924 | 1,627,614,312,000,000,000 | text/html | crawl-data/CC-MAIN-2021-31/segments/1627046153931.11/warc/CC-MAIN-20210730025356-20210730055356-00673.warc.gz | 232,150,909 | 159,538 | # Knuckle Calculation Examples - Intergraph Smart 3D - Reference Data
## Intergraph Smart 3D Structural Detailing Reference Data
PPMProduct
Intergraph Smart 3D
aSubProduct
Structural Detailing
PPMCategory_custom
Reference Data
Version_SThreeD_Custom
12 (2018)
The delivered butt weld parameter rules handle both planar plates and knuckled plates. The geometry and calculations used are shown in the following set of examples.
Butt Weld 1 Knuckle Calculation
Butt weld parameter rule1 checks for the presence of a knuckle. If a knuckle exists, it bisects the CornerButtMountingAngle, and adds that amount to 90 degrees to get the Nose Orientation angle. Note that if the CornerButtMountingAngle is returned as the bigger of the two possibilities, the amount is subtracted from 180 before the angle calculation.
Butt Weld 2 Knuckle Calculation
Butt weld 2 uses the same calculation for the nose orientation angle as butt weld 1. It then uses the mounting angle to calculate the bevel angle. The bevel angle (BA) is still measured off of the plate normal, so it is the additional small angle that should be cut to match the required opening angle of the bevel.
Butt Weld 3 Knuckle Calculation
Butt weld 3 is similar to butt weld 2, with an additional bevel on the inside face of the knuckle. The inside bevel angle (BA2) is also measured from the plate normal, so the angle that is calculated needs to be bigger, to match the required opening angle.
Butt Weld 4 Knuckle Calculation
Butt weld 4 handles the case of an unsymmetrical knuckle. Therefore, one of the two plate edges remains square or unbeveled, while the other is beveled to provide the required opening angle. You can flip the beveled part. | 401 | 1,711 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.75 | 3 | CC-MAIN-2021-31 | latest | en | 0.824971 |
https://uk.mathworks.com/help/symbolic/expint.html | 1,718,705,797,000,000,000 | text/html | crawl-data/CC-MAIN-2024-26/segments/1718198861747.70/warc/CC-MAIN-20240618073942-20240618103942-00302.warc.gz | 524,582,145 | 19,030 | expint
Exponential integral function
Syntax
``expint(x)``
``expint(n,x)``
Description
example
````expint(x)` returns the one-argument exponential integral function defined as$\text{expint}\left(x\right)=\underset{x}{\overset{\infty }{\int }}\frac{{e}^{-t}}{t}dt.$```
example
````expint(n,x)` returns the two-argument exponential integral function defined as$\text{expint}\left(n,x\right)=\underset{1}{\overset{\infty }{\int }}\frac{{e}^{-xt}}{{t}^{n}}dt.$```
Examples
One-Argument Exponential Integral for Floating-Point and Symbolic Numbers
Compute the exponential integrals for floating-point numbers. Because these numbers are not symbolic objects, you get floating-point results.
`s = [expint(1/3), expint(1), expint(-2)]`
```s = 0.8289 + 0.0000i 0.2194 + 0.0000i -4.9542 - 3.1416i```
Compute the exponential integrals for the same numbers converted to symbolic objects. For positive values `x`, `expint(x)` returns `-ei(-x)`. For negative values `x`, it returns ```-pi*i - ei(-x)```.
`s = [expint(sym(1)/3), expint(sym(1)), expint(sym(-2))]`
```s = [ -ei(-1/3), -ei(-1), - ei(2) - pi*1i]```
Use `vpa` to approximate this result with 10-digit accuracy.
`vpa(s, 10)`
```ans = [ 0.8288877453, 0.2193839344, - 4.954234356 - 3.141592654i]```
Two-Argument Exponential Integral for Floating-Point and Symbolic Numbers
When computing two-argument exponential integrals, convert the numbers to symbolic objects.
`s = [expint(2, sym(1)/3), expint(sym(1), Inf), expint(-1, sym(-2))]`
```s = [ expint(2, 1/3), 0, -exp(2)/4]```
Use `vpa` to approximate this result with 25-digit accuracy.
`vpa(s, 25)`
```ans = [ 0.4402353954575937050522018, 0, -1.847264024732662556807607]```
Two-Argument Exponential Integral with Nonpositive First Argument
Compute two-argument exponential integrals. If `n` is a nonpositive integer, then ```expint(n, x)``` returns an explicit expression in the form `exp(-x)*p(1/x)`, where `p` is a polynomial of degree ```1 - n```.
```syms x expint(0, x) expint(-1, x) expint(-2, x)```
```ans = exp(-x)/x ans = exp(-x)*(1/x + 1/x^2) ans = exp(-x)*(1/x + 2/x^2 + 2/x^3)```
Derivatives of Exponential Integral
Compute the first, second, and third derivatives of a one-argument exponential integral.
```syms x diff(expint(x), x) diff(expint(x), x, 2) diff(expint(x), x, 3)```
```ans = -exp(-x)/x ans = exp(-x)/x + exp(-x)/x^2 ans = - exp(-x)/x - (2*exp(-x))/x^2 - (2*exp(-x))/x^3```
Compute the first derivatives of a two-argument exponential integral.
```syms n x diff(expint(n, x), x) diff(expint(n, x), n)```
```ans = -expint(n - 1, x) ans = - hypergeom([1 - n, 1 - n], [2 - n, 2 - n],... -x)/(n - 1)^2 - (x^(n - 1)*pi*(psi(n) - ... log(x) + pi*cot(pi*n)))/(sin(pi*n)*gamma(n))```
Input Arguments
collapse all
Input specified as a symbolic number, variable, expression, function, vector, or matrix.
Input specified as a symbolic number, variable, expression, function, vector, or matrix. When you compute the two-argument exponential integral function, at least one argument must be a scalar.
Tips
• Calling `expint` for numbers that are not symbolic objects invokes the MATLAB® `expint` function. This function accepts one argument only. To compute the two-argument exponential integral, use `sym` to convert the numbers to symbolic objects, and then call `expint` for those symbolic objects. You can approximate the results with floating-point numbers using `vpa`.
• The following values of the exponential integral differ from those returned by the MATLAB `expint` function: ```expint(sym(Inf)) = 0```, `expint(-sym(Inf)) = -Inf`, ```expint(sym(NaN)) = NaN```.
• For positive real `x`, `expint(x) = -ei(-x)`. For negative real `x`, ```expint(x) = -pi*i - ei(-x)```.
• If one input argument is a scalar and the other argument is a vector or a matrix, then `expint(n,x)` expands the scalar into a vector or matrix of the same size as the other argument with all elements equal to that scalar.
Algorithms
The relation between `expint` and `ei` is
`expint(1,-x) = ei(x) + (ln(x)-ln(1/x))/2 - ln(-x)`
Both functions `ei(x)` and `expint(1,x)` have a logarithmic singularity at the origin and a branch cut along the negative real axis. The `ei` function is not continuous when approached from above or below this branch cut.
The `expint` function is related to the upper incomplete gamma function `igamma` as
`expint(n,x) = (x^(n-1))*igamma(1-n,x)`
Version History
Introduced in R2013a | 1,379 | 4,441 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 2, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.875 | 4 | CC-MAIN-2024-26 | latest | en | 0.438935 |
https://www.opencvhelp.org/tutorials/matlab/how-to-create-a-vector-with-increments-in-matlab/ | 1,726,165,888,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651491.39/warc/CC-MAIN-20240912174615-20240912204615-00718.warc.gz | 856,380,126 | 4,941 | # Exploring the Concepts and Usage of Vectors with Increments
This article will guide you through understanding the concept of vectors, their applications, and how to create them with incremental values using MATLAB. We’ll walk through the process step by step, …
Updated November 4, 2023
Hey! If you love Computer Vision and OpenCV as much as I do let's connect on Twitter or LinkedIn. I talk about this stuff all the time and build cool projects.
This article will guide you through understanding the concept of vectors, their applications, and how to create them with incremental values using MATLAB. We’ll walk through the process step by step, providing code samples for each step along the way.
## Introduction
In MATLAB, a vector is a one-dimensional array of elements where every element has the same data type. Vectors are commonly used in mathematical and computational applications to represent variables or parameters with numerical values. They can be created manually by entering values within square brackets (`[ ]`) or programmatically using built-in functions. In this tutorial, we will specifically focus on creating a vector in MATLAB where each element has an incremental value, meaning it increases based on certain steps between two given values. This can be useful in various scenarios such as simulations, data analysis, and generating plots for visualization purposes.
## Creating a Vector with Incremental Values
To create a vector with increments, we need to follow these essential steps:
1. Define the start and end values of the range.
2. Determine the increment (step) between two consecutive elements in the vector.
3. Create an array using this step size to cover the given range.
We’ll use the `linspace()` function, one of the most useful functions in MATLAB, for generating vectors with linear increments. This function requires three input arguments: the starting value, the ending value, and the number of steps between elements (step size). Let’s go through an example to understand this process.
## Example - Creating a Vector with Incremental Values in MATLAB
In this example, let’s create a vector with increments starting from 1 and ending at 5 while increasing by a step of 2. The range starts at 1 and ends at 5 since there are 2 more elements that need to be added between these values (considering the increment of 2). We will use the `linspace()` function for this purpose:
``````% Define start and end values
start = 1;
end = 5;
% Determine the step size (increment)
step = 2;
% Create a vector using linspace()
vector = linspace(start, end, step);
% Display the created vector with increments
disp(vector)
``````
This program outputs:
`1 3 5`
From this example, we can observe that MATLAB automatically calculates the necessary number of elements to cover the given range and adjusts the step size accordingly. In our case, it generated three elements within the specified range (from 1 to 5) using an increment of 2, resulting in the vector `[1, 3, 5]`.
## Additional Functionality: `logspace()` and `exp2space()`
MATLAB also provides other functions that allow users to create vectors with specific logarithmic or exponential increments. These functions are called `logspace()` and `exp2space()`, respectively. They share the same syntax as `linspace()`. Here’s an example using `logspace()`:
``````% Define start and end values of the logarithmic range
start = 1;
end = 50;
% Determine the log base to use in increments
base = 2;
% Create a vector with logarithmic increments using logspace()
vector_log = logspace(start, end, base);
% Display the created vector with logarithmic increments
disp(vector_log)
``````
Output:
`1 4.0678 13.495 34.279 82.585 206.83 513.02 1283.3 3240.4 8192. 20971. 524288 1310720`
Similarly, we can use `exp2space()` to create a vector with exponential increments:
``````% Define start and end values of the exponential range
start = 1;
end = 5;
% Create a vector with exponential increments using exp2space()
vector_exp = exp2space(start, end);
% Display the created vector with exponential increments
disp(vector_exp)
``````
Output:
`1 2 4 8 16 32 64 128 256`
## Conclusion
In this tutorial, we have explored how to create a vector with incremental values in MATLAB using the `linspace()`, `logspace()`, and `exp2space()` functions. We also covered various applications of these vectors and provided code samples for each step of the process. By understanding this concept, you can now utilize vectors with increments efficiently to solve problems related to simulations, data analysis, plotting, and more. | 1,027 | 4,625 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.96875 | 4 | CC-MAIN-2024-38 | latest | en | 0.857686 |
https://converter.ninja/volume/us-customary-cups-to-us-pints/581-uscup-to-uspint/ | 1,656,979,684,000,000,000 | text/html | crawl-data/CC-MAIN-2022-27/segments/1656104506762.79/warc/CC-MAIN-20220704232527-20220705022527-00489.warc.gz | 220,028,336 | 5,301 | # 581 US customary cups in US pints
## Conversion
581 US customary cups is equivalent to 290.5 US pints.[1]
## Conversion formula How to convert 581 US customary cups to US pints?
We know (by definition) that: $1\mathrm{uscup}\approx 0.5\mathrm{uspint}$
We can set up a proportion to solve for the number of US pints.
$1 uscup 581 uscup ≈ 0.5 uspint x uspint$
Now, we cross multiply to solve for our unknown $x$:
$x\mathrm{uspint}\approx \frac{581\mathrm{uscup}}{1\mathrm{uscup}}*0.5\mathrm{uspint}\to x\mathrm{uspint}\approx 290.5\mathrm{uspint}$
Conclusion: $581 uscup ≈ 290.5 uspint$
## Conversion in the opposite direction
The inverse of the conversion factor is that 1 US pint is equal to 0.00344234079173838 times 581 US customary cups.
It can also be expressed as: 581 US customary cups is equal to $\frac{1}{\mathrm{0.00344234079173838}}$ US pints.
## Approximation
An approximate numerical result would be: five hundred and eighty-one US customary cups is about zero US pints, or alternatively, a US pint is about zero times five hundred and eighty-one US customary cups.
## Footnotes
[1] The precision is 15 significant digits (fourteen digits to the right of the decimal point).
Results may contain small errors due to the use of floating point arithmetic. | 370 | 1,296 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 6, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.84375 | 4 | CC-MAIN-2022-27 | latest | en | 0.700025 |
https://www.4open-sciences.org/articles/fopen/full_html/2022/01/fopen220005s/fopen220005s.html | 1,653,248,781,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652662546071.13/warc/CC-MAIN-20220522190453-20220522220453-00152.warc.gz | 706,069,494 | 13,481 | Open Access
Editorial
Issue 4open Volume 5, 2022 Logical Entropy E1 2 https://doi.org/10.1051/fopen/2022005 17 March 2022
Entropy is a fundamental quantity in many areas of knowledge, from physics to information science to biology. Originally put forward in the nineteenth century for very practical purposes (to quantify the reversibility of thermodynamic cycles, hence of thermal engines), entropy was the key concept that allowed Ludwig Boltzmann to bridge the gap between the (time irreversible) macroscopic thermodynamics and the (reversible) microscopic Newtonian physics. As defined by Boltzmann, the entropy SB represents the number of microscopic states that are compatible with a given macroscopic realization:
(1)
where kB is Boltzmann’s constant and Ω is the relevant phase space volume, which is a measure of the number of microscopic states. Note that the logarithm in the above definition is required so that Boltzmann’s statistical entropy possesses the same additive properties as the thermodynamic entropy.
Later, Claude Shannon discovered that a similar formula to Boltzmann’s (albeit with the opposite sign) can be used to quantify the information content of a signal. Following Shannon’s work, it is customary to identify entropy with the (lack of) information or “disorder” of a system. As information is a concept that permeates many natural sciences, the concept of entropy quickly spread to other fields, such as biology and genetics.
It was John von Neumann who generalized the Boltzmann entropy to quantum physics. This is actually more than a mere generalization. Indeed, equation (1) is somewhat problematic, as Ω has the dimensions of a phase space volume, while the argument of the logarithm should be nondimensional – not to mention that SB can become negative. But considering that quantum mechanics introduces a minimal action given by Planck’s constant h, Boltzmann’s formula can be rewritten as: SB = kln(Ω/hd) (where d is the number of dimensions of the system), which is always nonnegative as long as Ω ≥ hd and vanishes only when the equality sign holds. In terms of discrete quantum states with occupation probabilities pi, the von Neumann entropy reads as
(2)
which is always positive and only vanishes when one state is occupied with probability equal to one.
While it is generally admitted that the Boltzmann/von Neumann/Shannon entropy is a measure of the lack of information of a system, it is also clear that such a measure is not unique. Given a set of events endowed with probabilities pi, one can construct many other formulae that quantify our uncertainty about the actual observed outcome. And indeed, many other definitions of entropy have been proposed in the past [1], so many that it is virtually impossible to do justice to all of them. In physics, Tsallis’ entropies are a popular example [2], as are Rényi’s entropies [3]. In biology too, several measures of biological diversity have been put forward, see for instance the recent review [4].
How is one to navigate among this plethora of entropy definitions? An answer was provided recently by Ellerman [5], who emphasized the importance of making distinctions between elements of a given set U. If such a set is partitioned into a number n of subsets Bi (such that ), each endowed with a probability pi of finding an element of U in that subset, then the probability that in two independent draws one will obtain elements in distinct subsets Bi and is: . This is precisely the concept of distinction, i.e., the ability to establish that two independent draws are different from one another. Summing over all n subsets, we obtain the total number of distinctions, which is the definition of what Ellerman termed logical entropy:
(3)
The subsets Bi may contain one single element, in which case SL represents the probability that two consecutive draws yield different elements of U. SL varies in the interval [0,1], and the lower bound is reached when one element has probability pi = 1, while for all others . For equal probabilities (), one gets: , when .
Although the formula (3) is not itself original (for instance, it is a special case of the Tsalllis entropy), its interpretation in terms of partitions of a set is new and illuminating. Indeed, the logical entropy enjoys a number of intriguing features (e.g., it has the properties of a measure, in the precise mathematical sense) which single it out among the many other definitions proposed in the literature.
This Special Issue contains a collection of four papers devoted to the logical entropy and its applications to physics, particularly quantum mechanics.
The paper by David Ellerman [6] contains an exhaustive introduction, both conceptual and historical, to the logical entropy. In particular, it discusses how the latter relates to the more usual Shannon entropy in quantifying the informational content of a set.
The paper by Boaz Tamir et al. [7] discusses the possible extension of the logical entropy to the quantum domain. Indeed, the logical entropy can be expressed in terms of the density matrix ρ as: , and quantifies the purity of a quantum state. The authors prove several properties of this entropy for generic density matrices that are relevant to various areas of quantum mechanics and quantum information.
The paper by Denis Sunko [8] addresses the logical entropy in the context of many-body quantum mechanics. It shows how the logical entropy can be used to distinguish many-body fermion states by their information content, although they are pure states whose usual quantum entropies are equal to zero.
Finally, the paper by Giovanni Manfredi [9] points out that the definition of logical entropy (3) lends itself quite naturally to a generalization of probabilities to negative values, an idea that goes back to Feynman and Wigner. By combining negative probabilities with the definition of logical entropy, one can recover many intriguing properties that are typical of quantum systems.
We hope this Special Issue will foster research into a topic that has a long and distinguished past history, but still much potential for future developments.
## References
1. Wehrl A (1978), General properties of entropy. Rev Mod Phys 50, 221. https://doi.org/10.1103/RevModPhys.50.221. [CrossRef] [Google Scholar]
2. Tsallis C (1988), Possible generalization of Boltzmann-Gibbs statistics. J Stat Phys 52, 479. [CrossRef] [Google Scholar]
3. Rényi A (1961), On Measures of Entropy and Information, in: J. Neyman (Ed.), Proceedings of the Fourth Berkeley Symposium on Mathematical Statistics and Probability, Volume 1: Contributions to the Theory of Statistics, University of California Press, pp. 547–561. [Google Scholar]
4. Crupi V (2019), Measures of biological diversity: Overview and unified framework. in: E. Casetta, J. Marques da Silva, D. Vecchi (Eds.), From Assessing to Conserving Biodiversity: Conceptual and Practical Challenges, Springer, Cham, pp. 123–136. https://doi.org/10.1007/978-3-030-10991-2_6. [CrossRef] [Google Scholar]
5. Ellerman D (2018), Logical entropy: introduction to classical and quantum logical information theory. Entropy 20, 679. https://www.mdpi.com/1099-4300/20/9/679. [Google Scholar]
6. Ellerman D (2022), Introduction to logical entropy and its relationship to Shannon entropy. 4open 5, 1. https://doi.org/10.1051/fopen/2021004. [CrossRef] [EDP Sciences] [Google Scholar]
7. Tamir B, De Paiva IL, Schwartzman-Nowik Z, Cohen E (2022), Quantum logical entropy: fundamentals and general properties. 4open 5, 2. https://doi.org/10.1051/fopen/2021005. [CrossRef] [EDP Sciences] [Google Scholar]
8. Sunko DK (2022), Entropy of pure states: not all wave functions are born equal. 4open 5, 3. https://doi.org/10.1051/fopen/2021006. [CrossRef] [EDP Sciences] [Google Scholar]
9. Manfredi G (2022), Logical entropy and negative probabilities in quantum mechanics. 4open 5, 8. https://doi.org/10.1051/fopen/2022004. [Google Scholar]
Cite this article as: Manfredi G 2022. Logical entropy – special issue. 4open, 5, E1. | 1,848 | 8,057 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.625 | 3 | CC-MAIN-2022-21 | latest | en | 0.897588 |
https://www.physicsforums.com/threads/feynmans-explanation-of-atomic-collisions-in-gas.935424/ | 1,524,339,578,000,000,000 | text/html | crawl-data/CC-MAIN-2018-17/segments/1524125945317.36/warc/CC-MAIN-20180421184116-20180421204116-00563.warc.gz | 830,390,134 | 18,317 | I Feynman's explanation of atomic collisions in gas
1. Dec 26, 2017
themagiciant95
In the first volume of his lectures' books, Feynman tries to mathematically describe that in a particular gas ( particular because in this case is the sum of 2 monoatomic gasses with different masses) as a result of the collisions beetween atoms it will be equally likely to find any pair moving in any direction in space , and to mathematically explain this, says:
The idea is that any area on a sphere centered at a collision point will have just
as many molecules going through it as go through any other equal area on the
sphere. So the result of the collisions will be to distribute the directions so that
equal areas on a sphere will have equal probabilities.
The paragraph in question is the 39-13 of the first volume. It's about the relation beetween kinetic energy and temperature.
I have 2 questions:
1) Could you explain me better what this sentence means?
2) If you know, why he use this example to explain the motion of the piston beetween 2 monoatomic gasses ?
2. Dec 26, 2017
dRic2
I will try to answer your first question, but I didn't read the book, so I'll try my best. Imagine to "draw" a sphere centered in point of collision of two molecules like this:
(I found this online just to give you an example, but it will work with different particles and with a sphere of arbitrary radius).
You don't know nothing about the particles: you don't know the direction where they come from and so you can't predict the direction they will take after the impact.
Consider the area on the surface of the sphere that one particle will "hit" (go through) as it enters the sphere. Than en equal area should be "created" when the particle exits the sphere (after the collision). It is obvious that the two areas have to be the same because the are "created" by te same particle.
How many of these areas can you draw on the surface of the sphere? An infinite number (!) because the particles can arrive from any direction (note that you don't know anything about the particles so you can't choose a direction: you have to consider all the infinite possibility).
And agin since you don't know anything about te direction of the molecules you have to consider that any of areas that we discussed previously (on the surface of the sphere) has the same probability to be "hit". So, since those areas are connected to the direction of the molecules, every direction has the same probability to be taken.
That's how I figured it out, let me know. Sorry but I didn't read the book, so I don't know the example you are referring to in the second question.
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3. Dec 26, 2017
jartsa
First Feynman explains that an elastic collision of two particles will cause a random change of direction of the colliding particles. Seems that many random changes of direction are needed to make the direction random, probably because the random changes of direction are most probably small random changes of direction.
Then Feynman tells us how "the direction has now become random" can be said in mathematics.
4. Dec 27, 2017
themagiciant95
Suppose we have 2 particles colliding ,a particle has a velocity v1 and the other v2.
Is it true that i can find infinite combinations of v1-v2 that gives a certain Center of Mass Velocity ?
This because, Feynman goes on : (always about the collision of 2 particles)
"Now then, what is the distribution resulting from this? From our previous
argument we conclude this: that at equilibrium, all directions for w are equally
likely, relative to the direction of the motion of the CM.
There will be no
particular correlation, in the end, between the direction of the motion of the
relative velocity and that of the motion of the CM.
So the cosine of the
angle between w and vCM is zero on the average. That is:
$$<\bar{w}\cdot \bar{V}_{cm}>=0$$
Where w is v1-v2 and Vcm is the Center of mass' velocity"
In addition, what's the intuitive and practical meaning of
"So the cosine of the angle between w and vCM is zero on the average."
5. Dec 28, 2017
themagiciant95
$$<\bar{w}\cdot \bar{v}_{cm}> = 0$$ for the collision of 2 particles of a gas composed of 2 monoatomic gasses with different masses (situated in a box), i think that he implicity extend this formula to all the collisions in the gas. | 1,024 | 4,383 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.3125 | 3 | CC-MAIN-2018-17 | longest | en | 0.950242 |
https://math.stackexchange.com/questions/1210175/intuitively-why-does-bayes-theorem-work/1438167 | 1,721,100,340,000,000,000 | text/html | crawl-data/CC-MAIN-2024-30/segments/1720763514726.17/warc/CC-MAIN-20240716015512-20240716045512-00467.warc.gz | 331,110,441 | 47,107 | # Intuitively, why does Bayes' theorem work?
I'm not looking for a cryptic math demonstration. Rather, I'm interested in the intuition behind the theorem that reveals the a posteriori probability, given the prior probability $\times$ the likelihood.
• Would be helpful if you could be a little more "down to earth" here and give a concrete example rather than just "throwing questions in the air" (i.e., "Why does Bayes' theorem work in the following case..."). Commented Mar 28, 2015 at 15:14
Draw a Venn diagram to help you understand $P(A|B)=P(A\cap B)/P(B)$. Then use this to relate the quantities $P(A|B)$ and $P(B|A)$ algebraically. Let's discuss the first point.
Suppose we have a finite sample space so we can count the number outcomes in each possible "event." To determine $P(A|B)$, we're essentially asking what the probability of getting an outcome in $A$ is if we uniformly at random (for simplicity) pick an outcome in event $B$.
For example, consider a collection of 100 objects. Say 64 are balls and 36 are blocks. Suppose further that among the balls, 24 are red balls and 40 are blue balls. If $A$ is the event of being a red object (we don't know how many red blocks there are, but it won't matter) and $B$ is the event of being a ball, then $P(A|B)$ is the probability of picking a red object given the fact that the object you picked was a ball, or equivalently of picking a red ball out of all of the balls, which will equal the number of red balls divided by the number of balls, or $P(A\cap B)/P(B)=\frac{24}{64}$.
Now, given $P(A|B)P(B)=P(A\cap B)=P(B|A)P(A)$ it shouldn't be hard to finish.
• Thank you, this is very useful! Commented Mar 28, 2015 at 15:23
• @NLK511: It also helps to draw the Venn diagram in a rectangular fashion, as one can see depicted in the answer of user2023861 below. Commented Sep 16, 2015 at 15:29
The answers here are good, but if you're like me, you learn better with visual aids and actual numbers. I have one for Bayes's Theorem using the same testing idea. Here's the setup:
• You have a population of 100,000 people
• 0.5% of this population use a drug
• We have a test that tells us with 99% accuracy if a person is or is not a drug user
• You tested positive for this drug. What are the odds that you're a user given this information?
Let's set this up in a simple grid:
In the columns, I show counts of users and non-users. We are told that 0.5% of the population of 100,000 use this drug, so there are 500 users and 99,500 non-users.
In the rows, I show counts of test results. I will fill in these values in a moment.
I've highlighted cells inside the table in a certain way:
• Green cells are accurate test results. If a person is a user and the test result is positive, the test is accurate and the cell is green. Likewise, if a person is not a user and the test result is negative, the test is accurate and the cell is green.
• Red cells are inaccurate test results. If a person is a user but the test is negative, this is a false-negative and the cell is red. Likewise, if a person is not a user but the test is positive, this is a false-positive and the cell is red.
Let's start filling in the table. Given that we have 500 users, how many positive and negative test results will we have among this subset of the population? We're told the test is 99% accurate, so that's 495 positive results and 5 false-negatives:
Following the same process for the non-users: given that we have 99,500 non-users, how many positive and negative results will we have among this subset of the population? Again, the test is 99% accurate, so that's 98,505 negative results and 995 false-positives.
Time to analyze the results. We're told that you tested positive for the drug, so let's throw out the results pertaining to negative test results and look at only the "Positive" row in the grid. 1,490 people tested positive for the drug, of which 495 actually are users, and 995 are false-positives. From here it's easy, the probability that you're actually a user given that you're in the "Positive" row is $\frac{495}{1490} = 33.2\%$
Turning this into a formula:
$P(Drug User Given Positive Result) = \frac{P(DrugUser)*N*TestAccuracy}{P(DrugUser)*N*TestAccuracy + P(NotDrugUser)*N*(1 - TestAccuracy)}$
This is exactly the formula I calculated to get 33.2%. Here, N is the 100,000 number that I made up. N cancels out and thus my 100,000 is extraneous information, but I thought it'd be helpful to include it.
With this grid I hope it's clear why, even with a test accuracy so high, your chances of actually being a drug user given a positive test result are so much lower. The number of false-positives is large enough to skew the naive intuition of the result.
• @Canada-Area51Proposal, Thanks. Why did you make a recent edit to my answer? Your edits don't add or elucidate any parts of it. After your edits, we're left with some awkward sentences like In the rows, I show counts of test results that I will fill, after I explain how I highlighted the cells in a certain way There are inconsistencies with how you refer to the four setup steps. And what's the point of changing Turning this into a formula to This can be turned into a formula? All that does is make the sentence passive. A highschool English teacher would scold you for that. Commented Dec 27, 2017 at 15:29
• Sorry for any mistake. I corrected the 2 sentences in the blockquotes. I edited because some sentences appear redundant and repeated?
– user53259
Commented Dec 28, 2017 at 1:08
• @Canada Ultimately it's between you and the answerer, but I think you're well overstepping the norm of reasonable editing of someone else's answer.
– user856
Commented Dec 28, 2017 at 1:12
The prior distribution and the likelihood function (based on data) both contain information about a parameter. Bayes' theorem allows these two kinds and sources of information to put together into a posterior distribution. The combined information from the posterior distribution can be used make inferences about the parameter. A couple of examples illustrate this process.
Screening test for a disease. Suppose we wonder whether a particular person has a disease. The prevalence in the population to which the subject belongs is 2%, so this can be considered as our prior information about the subject. P(Subj has Disease) = .02. A quick and inexpensive,, but imperfect, screening test for the disease is available. Its characteristics are described in conditional probabilities: P(Pos test | Dis) = .99, P(Neg test | No Dis) = .97. Suppose our data is that the subject tests positive.
Then using the elementary form of Bayes' Theorem we can find the posterior probability P(Dis | Pos test) = 0.4024. Some people, focusing on P{Pos test | Dis} = .99) are surprised the posterior probability is so small.
However, the appropriate focus for our purposes is that the data (positive test result) has gone together with the prior probability of 0.02 to give us a posterior probability about 0.40. The screening test is imperfect, but data from it has made a considerable change in our assessment of the subject's probability of disease. A subject with a 40% chance of having a serious disease should be evaluated with further and perhaps more time consuming and expensive tests.
Public Opinion Poll. A newly hired consultant for a political campaign to elect Candidate A feels that the candidate will win, but not overwhelmingly. Suppose her prior distribution on the probability $\psi$ of winning is $Beta(330, 270)$, which has mean 0.55 and 95% of its probability in the interval $(0.51,0.59).$ Then a poll of 1000 randomly selected potential voters shows 620 of them in favor of Candidate A. This is our data and it is reflected in the binomial likelihood function with kernel $\psi^{620}(1-\psi)^{380}$.
Bayes' Theorem melds the prior distribution with the likelihood function encoding the data to give the posterior distribution $Beta(950, 650)$, where multiplying the prior by the likelihood gives the posterior beta parameters $330+620=950$ and $270+380=650.$ The posterior beta distribution has mean about 0.59 and puts about 95% of its probability in the interval $(0.57, 0.62),$ which we take as our posterior probability interval for $\psi$, a somewhat more optimistic outlook for the candidate than given by the prior.
Here again, the information in the prior distribution and the data (as reflected in the likelihood function) have been combined to give a posterior distribution. Very roughly speaking, it is as if the consultant's prior distribution contributed information equivalent to that in a poll of 600 prospective voters of whom 330 favored the candidate.
Note: I have chosen these two examples, so that the math (if you care to carry it through) is quite simple. In some cases, much more computational effort is required to find and use the posterior distribution. But the computation needs to be viewed as a means to an end: to combine the information in the prior with the information in the data in order to make inferences based on both.
Acknowledgment: Numbers and distributions in these examples are the same as for ones in Ch 5 & 8, respectively, of Suess and Trumbo (2010), Springer.
Start with an example. Say you have a test that discovers some disease. Even if a person tests positive for the disease, all is not lost, since the test may not be accurate.
What are the person's chances of actually having the disease? There are three factors involved:
1. What are the overall chances of contracting the disease? It would be very unlikely for townsfolk of some small town in Europe who never left it to contract Ebola for instance, irrespective of the test results.
2. What is the test accuracy: Given that a person has the disease, what are the chances that you test positive?
3. What is the test accuracy II: How often does the test give positive results? If it almost always gives a negative result, but in your patient's case it gave a positive result, maybe you should be worried.
Combining these factors gives us Bayes's theorem - Factors 1 and 2 increase the probability and should therefore be multiplied, while Factor 3 decreases the probability, and should be divided:
$$P(\text{Is Sick} |\text{Pos. Test}) =\frac{P(\text{Pos. Test} | \text{Is Sick})\cdot P(\text{Is Sick})}{P(\text{Pos. Test})}$$
• nice explanation, thanks a lot :) Commented Mar 28, 2015 at 15:31
It helps to disambiguate the meaning of "accuracy" more precisely like this Reddit comment, in which there's a typo: "1485" (in "out of 1485 people who test positive") ought be "1495". I rewrote it with whole numbers (rather than 0.5% as the disease rate).
To understand the theorem, you need to understand the vocabulary. "99% accurate" doesn't really give us information about the disease. We ought use the following terms:
Sensitivity - the odds that the test will be positive if you have the disease.
Specificity - the odds that the test will be negative if you lack the disease.
Positive predictive value - the odds that the test will correctly predict you have the disease, if you test positive.
Negative predictive value - the odds that the test will correctly predict you lack the disease, if you test negative.
Our population of 10,000 people has a 1% disease rate. So $$\color{springgreen}{1000}$$ people have the disease, and $$\color{forestgreen}{99,000}$$ don't.
We introduce a test that is 98% sensitive and 99% specific. It will correctly identify $$\color{deepskyblue}{980}$$ of 1000 people with the disease and $$\color{red}{98,010}$$ of 99,000 without the disease. It will incorrectly claim $$\color{red}{20}$$ people ($$= 1000 - 980$$) with the disease don't have it, and $$\color{deepskyblue}{990}$$ people ($$= 99,000 - 98,010$$) without the disease have it.
So out of $$\color{deepskyblue}{1970 \; (= 980 + 990)}$$ people who test positive, 980 have the disease. Thus, our positive predictive value is $$\dfrac{\color{springgreen}{1000}}{\color{deepskyblue}{1970}} = 50.76\%$$.
Out of $$\color{red}{98,030 \; (= 98,010 + 20)}$$ who test negative, $$\color{forestgreen}{99,000}$$ do not have the disease. Thus, our negative predictive value is $$\dfrac{\color{red}{98,030}}{\color{forestgreen}{99,000}} = 99.02\%$$.
In this case, this test is first-rate for determining who lacks the disease. The $$\color{deepskyblue}{1970}$$ who test positive can be tested to confirm they do have the disease, whereas those who tested negative need no further tests.
Medium Aug 7 2015 article explains with many pictures! 1 in 10 people are sick.
To simplify the example, we assume we know which ones are sick and which ones are healthy, but in a real test you don’t know that information. Now we test everybody for the disease:
The true positives = number of positive results among the sick population = #(Positive | Sick) = 9.
Now the interesting question, what's probability of being sick if you test positive? In math, $$\Pr(Sick | Positive)?$$
This Jan 10 2020 article on Medium can explain with just one picture!
• A rare disease infects only $$1/1000$$ people.
• Tests identify the disease with 99% accuracy.
If there are 100,000 people, 100 people who have the rare disease and the rest 99,900 don’t have it. If these 100 diseased people get tested, $$\color{green}{99}$$ would test positive and $$\color{red}{1}$$ test negative. But what we generally overlook is that if the 99,900 healthy get tested, 1% of those (that is $$\color{#e68a00}{999}$$) will test false positive.
Now, if you test positive, for you to have the disease, you must be $$1$$ of the $$\color{green}{99}$$ diseased people who tested positive. The total number of persons who tested positive is $$\color{green}{99}+\color{#e68a00}{999}$$. So the probability that you have the disease when you tested positive is $$\dfrac{\color{green}{99}}{\color{green}{99}+\color{#e68a00}{999}} = 0.0901$$.
There are many professions where useful probability estimates are made without explicitly employing Bayes's formula, although the 'calculations' are still all about changing estimates given new information. If you believe in this, then you can accept that a math model can also accurately be employed in some situations.
Example 1: A specialist has been working for almost a year with a patient that has a serious form of cancer. The doctor now estimates that the patient has only a 10% chance of living more than a month. He shares the diagnosis and advises the patient that he can't recommend any further aggressive treatments. So, throughout his interactions with his patient, the specialist observed how events unfolded and was able to make 'soft assessment/estimates' while trying several treatments.
Example 2: A detective is meeting with a murder suspect. From his experience, he asks the suspect an indirect question that could shed light on the investigation. He knows that certain 'weird' responses will bring things into sharper focus. The suspect comes up with an offbeat response that the detective figures an innocent person couldn't even come up with. Yes, just circumstantial evidence, but the detective now has a prime suspect. | 3,686 | 15,184 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 1, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 23, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.21875 | 4 | CC-MAIN-2024-30 | latest | en | 0.937827 |
https://plainmath.org/algebra-i/41483-in-the-following-simplify-using-absolute-values-signs-as-needed-sqrt-80s | 1,713,770,731,000,000,000 | text/html | crawl-data/CC-MAIN-2024-18/segments/1712296818081.81/warc/CC-MAIN-20240422051258-20240422081258-00457.warc.gz | 424,737,624 | 25,137 | Marla Payton
2021-12-06
In the following, simplify using absolute values signs as needed.
$\sqrt{80{s}^{15}}$
aquariump9
Given information: An expression is given as $\sqrt{80{s}^{15}}$.
Calculations: We have been given an expression is $\sqrt{80{s}^{15}}$.
To simplify the radical expressions by using absolute value as needed, we must know about the radical properties and the index value of root is even or odd as shown below:
We know that, ${\left(ab\right)}^{m}={a}^{m}\cdot {b}^{m}$ and the corresponding product property of radical expression is $\sqrt{n}\left\{ab\right\}=\sqrt{n}\left\{a\right\}\cdot \sqrt{n}\left\{b\right\}$.
$⇒\sqrt{80{s}^{15}}$ [Simplify the square root of $80{s}^{15}$ with radical properties]
$⇒\sqrt{16{s}^{14}\cdot 5s}$ [Rewrite $80{s}^{15}=16{s}^{14}\cdot 5s$]
$⇒\sqrt{16{s}^{14}}\cdot \sqrt{5s}$ [By using radical property $\sqrt{n}\left\{ab\right\}=\sqrt{n}\left\{a\right\}\cdot \sqrt{n}\left\{b\right\}$]
$⇒4|{s}^{7}|\sqrt{5s}$ [$\sqrt{n}\left\{{a}^{n}\right\}=|a|$, if the value of index is even]
Hence, the simplification of
Do you have a similar question? | 380 | 1,101 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 30, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.28125 | 4 | CC-MAIN-2024-18 | latest | en | 0.672137 |
https://www.formulaconversion.com/formulaconversioncalculator.php?convert=dekameters_to_feet | 1,721,825,094,000,000,000 | text/html | crawl-data/CC-MAIN-2024-30/segments/1720763518277.99/warc/CC-MAIN-20240724110315-20240724140315-00436.warc.gz | 650,193,211 | 14,471 | # Dekameters to feet (dam to ft) Metric conversion calculator
Welcome to our dekameters to feet (dam to ft) conversion calculator. You can enter a value in either the dekameters or feet input fields. For an understanding of the conversion process, we include step by step and direct conversion formulas. If you'd like to perform a different conversion, just select between the listed Length units in the 'Select between other Length units' tab below or use the search bar above. Tip: Use the swap button to switch from converting dekameters to feet to feet to dekameters.
## feet (ft)
(not bookmarks)
Swap
< == >
1 dam = 32.80839895 ft 1 ft = 0.03048 dam
Algebraic Steps / Dimensional Analysis Formula
dam * 1000 cm 1 dam * 1 in 2.54 cm * 1 ft12 in = ft
Direct Conversion Formula
dam * 32.80839895 ft1 dam = ft
centimeters 0 feet 0 inches 0 kilometers 0 light-years 0 meters 0 miles 0 nautical miles 0 yards 0
If you would like to switch between Length units, select from the tables below
angstroms astronomical unit cables centimeters chain (surveyors) decimeters dekameters fathoms feet furlongs gigameters hands hectometers inches kilometers leagues light-years megameters meters micrometers microns miles millimeters nanometers nautical miles parsecs picas rods statute miles yards < == > angstroms astronomical unit cables centimeters chain (surveyors) decimeters dekameters fathoms feet furlongs gigameters hands hectometers inches kilometers leagues light-years megameters meters micrometers microns miles millimeters nanometers nautical miles parsecs picas rods statute miles yards | 385 | 1,600 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.515625 | 3 | CC-MAIN-2024-30 | latest | en | 0.775495 |
https://muzing.org/brownie-math-in-nature-badge-requirements-pdf/ | 1,695,446,172,000,000,000 | text/html | crawl-data/CC-MAIN-2023-40/segments/1695233506479.32/warc/CC-MAIN-20230923030601-20230923060601-00273.warc.gz | 460,646,180 | 29,197 | dark
# Brownie Math In Nature Badge Requirements PDF
Introducing the Brownie Math In Nature Badge Requirements PDF
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The Brownie Math in Nature Badge Requirements PDF introduces Girl Scouts to math in nature. This badge is part of the Girl Scout Brownie program, empowering girls in various fields. It encourages Brownies to explore the natural world through math. This article outlines the badge requirements and activities for their math journey in nature.
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In “Count It Up,” Brownies learn to count and recognize numbers by exploring rocks, flowers, and animal tracks. This step deepens their understanding of numbers and their environment.
### Conclusion
The Brownie Math in Nature Badge Requirements PDF offers an engaging exploration of the connection between math and nature for Girl Scouts. By following the steps in the PDF, Brownies will learn geometry, measurement, and number recognition while enjoying the outdoors. This badge encourages lifelong curiosity for math and nature, fostering appreciation for the natural world and empowering girls to make meaningful connections in their future.
## Ap Statistics Chapter 5 Test Answer Key
Introduction AP Statistics is a challenging course that delves into the world of data analysis, probability, and statistical…
## Practice 2-1 Relations and Functions Answer Key Algebra 2
Understanding the Concept of Relations and Functions in Algebra 2 To begin with, let’s take a glance at… | 423 | 2,231 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.8125 | 4 | CC-MAIN-2023-40 | latest | en | 0.881948 |
https://www.got-it.ai/solutions/excel-chat/excel-help/average-function?page=9 | 1,721,123,635,000,000,000 | text/html | crawl-data/CC-MAIN-2024-30/segments/1720763514742.26/warc/CC-MAIN-20240716080920-20240716110920-00346.warc.gz | 693,492,382 | 58,652 | # Get instant live Excel expert help with AVERAGE Function
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I have an excel workbook with 13 sheets in it. These sheets are populated with data on companies (see worksheet example posted). I want to create a master sheet at the end that extracts data from the rest of the workbook based on it meeting certain criteria. In each of the 13 sheets, there are anywhere between 1-30 rows of companies, with 21 pieces of data about them in the columns. 9 of these columns have rankings in them on a scale of 1-4, which are then averaged in the last column. If this average is above 2, I want the 9 ranking columns, as well as the column identifying the company to be extracted into the master sheet at the end. I am posting an example of what I mean on the sheet.
Solved by M. E. in 23 mins
You can see there is time stamps from 11:00 to 18:00. The excel hasy 4 key values, which is in colum D(Elsi Name). Now our tool generates this report hourly and sometimes some venue has 6 Elsi names, some have 10 elsi names. You can see that these 4 Elsi names are highlighted on each timestap from, group of 4 for 1100, group of 4 for 1200 etc. I want to see the average of all the values of these 4 Elsi names aggregated against every timestap and make pivot charts from that aggregated data of each 4 Else names. I want it to be i n a way so when in future when i create these charts populate automatically wether the timestamps are from 900 to 1500 or 1100 to 1800 and regardless of how many Elsi names there are.
Solved by B. J. in 21 mins
how do I get the rolling average of 3 data points where the data increases by 1 new data point every week. also, there may be certain weeks where no new data is added but I need the average of the last 3 data points
Solved by D. Q. in 13 mins | 820 | 3,225 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.390625 | 3 | CC-MAIN-2024-30 | latest | en | 0.96954 |
https://www.gurufocus.com/term/NCAV/OTCPK:DRHKF/Net-Net-Working-Capital/ | 1,571,809,944,000,000,000 | text/html | crawl-data/CC-MAIN-2019-43/segments/1570987829458.93/warc/CC-MAIN-20191023043257-20191023070757-00556.warc.gz | 888,747,449 | 43,001 | Switch to:
# Net-Net Working Capital
: \$0.00 (As of . 20)
View and export this data going back to 1990. Start your Free Trial
In calculating the Net-Net Working Capital (NNWC), Benjamin Graham assumed that a company's accounts receivable is only worth 75% its value, its inventory is only worth 50% of its value, but its liabilities have to be paid in full. In addition, Graham believed that preferred stock belongs on the liability side of the balance sheet, not as part of capital and surplus. This is a conservative way of estimating the company's value.
's net-net working capital per share for the quarter that ended in . 20 was \$0.00.
## Net-Net Working Capital Historical Data
* All numbers are in millions except for per share data and ratio. All numbers are in their local exchange's currency.
Annual Data Net-Net Working Capital
Semi-Annual Data Net-Net Working Capital
## Net-Net Working Capital Calculation
's Net-Net Working Capital (NNWC) per share for the fiscal year that ended in . 20 is calculated as
Net-Net Working Capital Per Share (A: . 20 ) = (Cash And Cash Equivalents + 0.75 * Accounts Receivable + 0.5 * Total Inventories - Total Liabilities - Preferred Stock - Minority Interest) / Shares Outstanding (EOP) = ( + 0.75 * + 0.5 * - N/A - - ) / 0 = N/A
's Net-Net Working Capital (NNWC) per share for the quarter that ended in . 20 is calculated as
Net-Net Working Capital Per Share (Q: . 20 ) = (Cash And Cash Equivalents + 0.75 * Accounts Receivable + 0.5 * Total Inventories - Total Liabilities - Preferred Stock - Minority Interest) / Shares Outstanding (EOP) = ( + 0.75 * + 0.5 * - N/A - - ) / 0 = N/A
* All numbers are in millions except for per share data and ratio. All numbers are in their local exchange's currency.
In calculating the Net-Net Working Capital (NNWC), Benjamin Graham assumed that a company's accounts receivable is only worth 75% its value, its inventory is only worth 50% of its value, but its liabilities have to be paid in full.
In addition, Graham believed that preferred stock belongs on the liability side of the balance sheet, not as part of capital and surplus. In "Security Analysis", preferred stock is dubbed "an imperfect creditorship position" that is best placed on the balance sheet alongside funded debt.
This is a conservative way of estimating the company's value.
(:) Net-Net Working Capital Explanation
One research study, covering the years 1970 through 1983 showed that portfolios picked at the beginning of each year, and held for one year, returned 29.4 percent, on average, over the 13-year period, compared to 11.5 percent for the S&P 500 Index. Other studies of Graham's strategy produced similar results.
Benjamin Graham looked for companies whose market values were less than two-thirds of their net-net value. They are collected under our Net-Net screener. GuruFocus also publishes a monthly Net-Net newsletter.
## Net-Net Working Capital Related Terms
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GuruFocus Affiliate Program: Earn up to \$400 per referral. ( Learn More) | 1,016 | 4,019 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.90625 | 3 | CC-MAIN-2019-43 | latest | en | 0.888738 |
https://www.bangor.ac.uk/courses/postgrad/modules/ICE-2211 | 1,597,406,146,000,000,000 | text/html | crawl-data/CC-MAIN-2020-34/segments/1596439739211.34/warc/CC-MAIN-20200814100602-20200814130602-00019.warc.gz | 577,692,323 | 7,284 | # Module ICE-2211:Math Methods & Linear Syst
### Module Facts
Run by School of Computer Science and Electronic Engineering
20 Credits or 10 ECTS Credits
Semester 1 & 2
### Overall aims and purpose
To teach the principles of transform methods and their applications in engineering, with a particular focus on signals and systems. We will examine the common features and important differences between the Fourier series, Fourier transform, z-transform and Laplace transform. The fundamental concept of the response of a linear system will be used to unify the different concepts. Applications may include linear networks, electromechanical systems, communications systems, signal processing and automatic control.
### Course content
Indicative content includes:
Continuous- and discrete-time signals and systems
Fourier series and transform
z-transform
Laplace transform
Second order systems
Graphical methods for differential equations
### Assessment Criteria
#### threshold
Equivalent to 40%. Uses key areas of theory or knowledge to meet the Learning Outcomes of the module. Is able to formulate an appropriate solution to accurately solve tasks and questions. Can identify individual aspects, but lacks an awareness of links between them and the wider contexts. Outputs can be understood, but lack structure and/or coherence.
#### excellent
Equivalent to the range 70%+. Assemble critically evaluated, relevent areas of knowledge and theory to constuct professional-level solutions to tasks and questions presented. Is able to cross-link themes and aspects to draw considered conclusions. Presents outputs in a cohesive, accurate, and efficient manner.
#### good
Equivalent to the range 60%-69%. Is able to analyse a task or problem to decide which aspects of theory and knowledge to apply. Solutions are of a workable quality, demonstrating understanding of underlying principles. Major themes can be linked appropriately but may not be able to extend this to individual aspects. Outputs are readily understood, with an appropriate structure but may lack sophistication.
### Learning outcomes
1. Apply continuous-time transform methods to problems related to signals and systems
2. Apply discrete-time transform methods to problems in signals and systems
3. Understand and apply the concepts of linear systems, including graphical methods
### Assessment Methods
Type Name Description Weight
Fourier assignment 20
Assignment in z-domain analysis 20
Examination 60
### Teaching and Learning Strategy
Hours
Lecture
The material will be taught through a mixture of 1-hour lectures and 1-hour problem classes, delivered across the two semesters. Two timetabled slots per week over 24 weeks, repeating on a bi-weekly pattern: (2 lectures in one week, 1 lecture and 1 problem class in the other week).
36
Private study
Private study, including preparation for examinations and writing assignments
152
Practical classes and workshops
Lectures will be supported by bi-weekly problem classes.
12
### Transferable skills
• Numeracy - Proficiency in using numbers at appropriate levels of accuracy
• Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
• Exploring - Able to investigate, research and consider alternatives
### Subject specific skills
• Apply underpinning concepts and ideas of engineering;
• Solve problems logically and systematically;
• Knowledge and understanding of facts, concepts, principles & theories
• Use of such knowledge in modelling and design
• Evaluate systems in terms of quality and trade-offs
### Resources
#### Talis Reading list
http://readinglists.bangor.ac.uk/modules/ice-2211.html
#### Reading list
"Engineering Mathematics" Anthony Croft, Robert Davison, James Flint, Martin Hargreaves Publisher: Pearson Education; 5 edition (21 Jun. 2017) ISBN-13: 978-1292146652
"Differential Equations with Boundary Value Problems: Modern Methods and Applications" James R. Brannan, William E. Boyce Publisher: John Wiley & Sons; 2nd Edition International Student Version edition (18 Mar. 2011) ISBN-13: 978-0470902141 | 850 | 4,210 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.671875 | 3 | CC-MAIN-2020-34 | latest | en | 0.902491 |
https://philoid.com/question/133099-a-cylindrical-vessel-of-diameter-12-cm-contains-800-cm-3-of-water-a-cylindrical-glass-piece-of-diameter-80-cm-and-height-80-cm- | 1,685,659,859,000,000,000 | text/html | crawl-data/CC-MAIN-2023-23/segments/1685224648209.30/warc/CC-MAIN-20230601211701-20230602001701-00548.warc.gz | 486,161,467 | 21,845 | Book: HC Verma - Concepts of Physics Part 1
Chapter: 18. Geometrical Optics
Subject: Physics - Class 11th
Q. No. 21 of Exercises
Listen NCERT Audio Books to boost your productivity and retention power by 2X.
21
A cylindrical vessel of diameter 12 cm contains 800π cm3 of water. A cylindrical glass piece of diameter 8.0 cm and height 8.0 cm is placed in the vessel. If the bottom of the vessel under the glass piece is seen by the paraxial rays (see figure 18-E6), locate its image. The index of refraction of glass is 1.50 and that of water is 1.33.
Given, Diameter of vessel 12 cm
Radius of glass piece 4 cm
Height of glass piece 8cm
Volume of water in cylindrical vessel = 800 π cm3
Volume of cylindrical water column after putting the glass piece inside it:
Or,
Or,
Or, h=
There will two shifts due to the presence of glass and water:
1st shift for glass:
2nd shift for water:
Hence the total shift (2.26+ 4.44) cm= 7.1 cm above the bottom.
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http://wikihelp.autodesk.com/Simulation_Moldflow/enu/2013/Help/5Communicator/0566-Results566/0584-Object_M584 | 1,369,551,969,000,000,000 | text/html | crawl-data/CC-MAIN-2013-20/segments/1368706635944/warc/CC-MAIN-20130516121715-00094-ip-10-60-113-184.ec2.internal.warc.gz | 297,683,885 | 14,453 | Product help with community knowledge
### Page statistics
807 views1 edit(s)45268 characters(s) Page last modified 23:59, 4 Jun 2012 by contentconnector
# Object Missing
1. 1. Topics in this section
This object is not available in the repository.
#### Topics in this section
• Average temperature, cold runner result
The Average temperature, cold runner result is the average temperature of the temperature profile across the cold runner, calculated at the end of cooling time.
• Average temperature, part result
The Average temperature, part result is the average temperature of the temperature profile across the part thickness, calculated at the end of cooling time.
• Circuit coolant temperature result
The Circuit coolant temperature result shows the temperature of the coolant inside the cooling circuit.
• Circuit flow rate result
The Circuit flow rate result shows the flow rate of the coolant inside the cooling circuit.
• Circuit metal temperature result
The Circuit metal temperature is an elemental result averaged over the cycle, and shows the temperature of the metal cooling circuits.
• Circuit Reynolds number result
The Circuit Reynolds number result shows the Reynolds number of the coolant in the cooling circuit.
• Cool analysis log
The Cool analysis log contains the change in coolant temperature from coolant-in to coolant-out.
• Circuit heat flux
The Circuit heat flux result displays a measure of the rate heat is extracted by each cooling channel during the molding cycle.
• Circuit heat removal efficiency result
The Circuit heat removal efficiency result provides a measure of the effectiveness of each cooling channel section in extracting heat from the mold during the molding cycle.
• Circuit pressure result
The Circuit pressure result is generated from a Cool analysis to show the distribution of pressure along a cooling circuit, averaged over the cycle.
• Criteria for assessing cooling performance
Cooling circuit design is always a compromise between achieving reasonably uniform cooling and the shortest possible cycle time.
• Flow front temperature, mold-cavity result
The Flow front temperature, mold-cavity result shows the temperature of the mold surface at the flow front as it flows through the mold, calculated using the finite element method (FEM), for both dual domain and 3D analyses. This result is generated from a cooling simulation using a Transient Cool analysis.
• Flux, part (top) result
The Flux, part (top) result shows the average rate of heat flow across the top (blue) mold/part interface during the cycle.
• Flux, part (bottom) result
The Flux, part (bottom) result shows the average rate of heat flow across the bottom (red) mold/part interface during the cycle.
• Flux, part result
The Flux, part result shows the average rate of heat flow across the mold/part interface during the cycle.
• Frozen layer percentage, part (bottom) result
The Frozen layer percentage, part (bottom) result shows the thickness of the frozen layer on the bottom side of the element.
• Frozen layer percentage, part (top) result
The Frozen layer percentage, part (top) result shows the thickness of the frozen layer on the top side of the element.
• Maximum temperature position, part result
The Maximum temperature position, part result is generated from a Cool analysis, and shows the position of the Maximum temperature, part result in a plastic element relative to the bottom side (value = 0.0) of the element during the cycle.
• Mold-melt temperature difference (bottom), part result
The Mold-melt temperature difference (bottom), part result is generated at the end of a Cool analysis on a Midplane part.
• Mold-melt temperature difference (top), part result
The Mold-melt temperature difference (top), part result is generated at the end of a Cool analysis.
• Mold-melt temperature difference result
The Mold-melt temperature difference result is generated at the end of a Cool analysis for a 3D part.
• Mold parting surface result
The Mold parting surface result shows the placement of the parting plane as assigned automatically by the Moldflow analysis.
• Percentage frozen layer, cold runner result
The Percentage frozen layer, cold runner result shows the thickness of the frozen layer on the cold runner surface at the end of the analysis.
• Percentage frozen layer result
The Percentage frozen layer result is generated from a Cool analysis using 3D analysis technology and shows the percentage of polymer frozen at the time specified.
• Percentage molten layer result
The Percentage molten layer result is generated from a Cool analysis using 3D analysis technology and shows the percentage of polymer that has not frozen at the time specified.
• Rapid heating and cooling circuit density result
The Rapid heating and cooling circuit density result shows the density of the various substances that are pumped through the rapid mold heating and cooling circuits, for both dual domain and 3D analyses. This result is generated from a rapid mold heating and cooling simulation using a Transient Cool analysis.
• Rapid heating and cooling circuit flow rate result
The Rapid heating and cooling circuit flow rate result shows the flowrate of the fluids in the rapid heating and cooling circuit during the analysis, for both dual domain and 3D analyses. This result is generated from a rapid mold heating and cooling simulation using a Transient Cool analysis.
• Rapid heating and cooling circuit pressure result
The Rapid heating and cooling circuit pressure number result shows the pressure of the fluid in the heating and cooling circuit at any given time, for both dual domain and 3D analyses. This result is generated from a rapid mold heating and cooling simulation using a Transient Cool analysis.
• Rapid heating and cooling circuit Reynolds number result
The Rapid heating and cooling circuit Reynolds number result is calculated from the diameter of the cooling channels, the flow rate and the viscosity of the fluid in the channels, and shows the turbulence of the fluid flow in the heating and cooling circuit for both dual domain and 3D analyses. This result is generated from a rapid mold heating and cooling simulation using a Transient Cool analysis.
• Steam condensate mass result
The Steam condensate mass result shows how much of the steam has condensed during the steam heating stage of a rapid mold heating and cooling simulation, for both dual domain and 3D analyses. This result is generated from a rapid mold heating and cooling simulation using a Transient Cool analysis.
• Steam quality result
The Steam Quality result shows the fraction of saturated steam that coexists with its condensate during a rapid mold heating and cooling simulation using a Transient Cool analysis. This result is available for both Dual Domain and 3D analyses.
• Temperature at surface, cold runner result
The Temperature at surface, cold runner result shows the cycle-averaged temperature of the cold runner surface in contact with the mold.
• Temperature at surface, hot runner result
The Temperature at surface, hot runner result shows the temperature of the mold wall in contact with the hot runner, averaged over the cycle.
• Temperature, circuit coolant (averaged) result
The Temperature, circuit coolant (averaged) result shows the average temperature of the coolant inside the cooling circuit, calculated using the finite element method (FEM).
• Temperature, circuit coolant (transient from start-up) result
The Temperature, circuit coolant (transient from start-up) result shows how the temperature of the coolant in the cooling channels changes during each cycle, until the mold temperature stabilizes.
• Temperature, circuit coolant (transient) result
The Temperature, circuit coolant (transient) result shows how the temperature of the coolant in the cooling channels changes over the duration of the cycle.
• Temperature, core (averaged) result
The Temperature, core (averaged) result shows the temperature of the core across it's thickness, calculated at the end of the cooling time, using the Cool (FEM) solver.
• Temperature, core (transient from start-up) result
The Temperature, core (transient from start-up) result shows the temperature of the core across it's thickness, at every time iteration and for all start-up cycles, until the mold temperature stabilizes.
• Temperature, core (transient) result
The Temperature, core (transient) result shows the temperature of the core across it's thickness, at every time iteration throughout the injection molding cycle.
• Temperature difference, insert result
The Temperature difference, insert result shows the temperature difference between the insert and the mold on your model.
• Temperature difference, part result
The Temperature difference, part result is the difference between the top and bottom temperatures.
• Temperature difference, parting plane result
The Temperature difference, parting plane result shows the difference of the averages in temperature between the top and bottom sides of the parting plane elements during the cycle.
• Temperature, insert (bottom) result
The Temperature, insert (bottom) result shows the temperature of the mold surface in the area in contact with the insert in your cooling design.
• Temperature, internal mold result
The Temperature, internal mold result shows the cycle-average temperature of the mold for a 3D model.
• Temperature, parting plane (bottom) result
The Temperature, parting plane (bottom) result shows the average temperature of the parting plane on the side of the parting plane element that is designated as bottom.
• Temperature, insert (top) result
The Temperature, insert (top) result shows the temperature on the top surface of any inserts that have been modeled in your cooling design.
• Temperature, maximum, cold runner
The Temperature, maximum, cold runner result shows the maximum temperature across the cold runner temperature profile, calculated at the end of cooling time.
• Temperature, maximum, part result
The Temperature, maximum, part result displays the maximum temperature in the part, based on the cycle averaged mold surface temperatures (temperature, part (top), and temperature, part (bottom) results), calculated at the end of cooling time.
• Temperature, mold boundary result
The Temperature, mold boundary result shows the outside surface temperature of the mold, averaged over the cycle.
• Temperature, mold (averaged) result
The Temperature, mold (averaged) result shows the cycle averaged temperature of the entire mold, calculated using the finite element method (FEM). This result could be considered a sum of internal mold, the circuit metal and mold boundary results calculated using the boundary element method (BEM).
• Temperature, mold (transient from start-up) result
The Temperature, mold (transient from start-up) result shows the temperature of the mold as it changes during the injection cycle, from the initial start-up until the mold temperature stabilizes.
• Temperature, mold (transient) result
The Temperature, mold (transient) result shows the temperature of the mold as it changes over the duration of the cycle.
• Temperature, mold-cavity interface (averaged) result
The Temperature, mold-cavity interface (averaged) result shows the cycle averaged temperature of the mold, at the mold-cavity interface, calculated using the finite element method (FEM).
• Temperature, mold-cavity interface (transient from start-up) result
The Temperature, mold-cavity interface (transient from start-up) result shows how the temperature at the interface between the mold and the cavity channels changes over the duration of the start-up cycles.
• Temperature, mold-cavity interface (transient) result
The Temperature, mold-cavity interface (transient) result shows how the temperature at the interface between the mold and the cavity changes over the duration of the cycle.
• Temperature, mold-circuit interface (averaged) result
The Temperature, mold-circuit interface (averaged) result is an elemental result averaged over the cycle, and shows the temperature of the metal cooling circuits, calculated using the finite element method (FEM).
• Temperature, mold-circuit interface (transient from start-up) result
The Temperature, mold-circuit interface (transient from start-up) result shows how the temperature at the interface between the mold and the cooling channels changes during the start-up cycles, until the mold temperature stabilizes.
• Temperature, mold-circuit interface (transient) result
The Temperature, mold-circuit interface (transient) result shows how the temperature at the interface between the mold and the cooling channels changes over the duration of the cycle.
• Temperature, mold-circuit interface (transient from start-up) result
The Temperature, mold-circuit interface (transient from start-up) result shows how the temperature at the interface between the mold and the cooling channels changes during the start-up cycles, until the mold temperature stabilizes.
• Temperature, mold insert (averaged) result
The Temperature, mold insert (averaged) result shows the temperature of the mold insert across it's thickness, calculated at the end of the cooling time, using the Cool (FEM) solver.
• Temperature, mold insert (transient from start-up) result
The Temperature, mold insert (transient from start-up) result shows the temperature of the mold insert across it's thickness, at every time iteration and for all start-up cycles, until the mold temperature stabilizes.
• Temperature, mold insert (transient) result
The Temperature, mold insert (transient) result shows the temperature of the mold insert across it's thickness, at every time iteration throughout the injection molding cycle.
• Temperature, mold-insert difference (averaged) result
The Temperature, mold-insert difference (averaged) result shows the temperature difference between the mold and the mold insert at their interface, calculated at the end of the cooling time using the Cool (FEM) solver.
• Temperature, mold-insert difference (transient from start-up) result
The Temperature, mold-insert difference (transient from start-up) result shows the temperature difference between the mold and the mold insert at their interface, at every time iteration throughout the injection molding cycle.
• Temperature, mold-insert difference (transient) result
The Temperature, mold-insert difference (transient) result shows the temperature difference between the mold and the mold insert at their interface, at every time iteration throughout the injection molding cycle.
• Temperature, mold-mold difference (averaged) result
The Temperature, mold-mold difference (averaged) result shows the temperature difference at the interface between the two mold plates at the parting plane, calculated at the end of the cooling time using the Cool (FEM) solver.
• Temperature, mold-mold difference (transient from start-up) result
The Temperature, mold-mold difference (transient from start-up) result shows the temperature difference at the interface between the two mold plates at the parting plane, at every time iteration and for all start-up cycles, until the mold temperature stabilizes.
• Temperature, mold-mold difference (transient) result
The Temperature, mold-mold difference (transient) result shows the temperature difference between the two mold plates at the parting plane, at every time iteration throughout the injection molding cycle.
• Temperature, mold (top) result
The Temperature, mold (top) result shows the cycle averaged temperature of the mold side of the mold/part interface on the side of the part element that is specified as top.
• Temperature, mold (bottom) result
The Temperature, mold (bottom) result shows the cycle averaged temperature on the mold side of the mold/part interface on the side of the part element that has been designated as the bottom.
• Temperature, mold result
The Temperature, mold result shows the cycle averaged temperature of the mold side of the mold/part interface of the part element, during the cycle.
• Temperature, mold (transient) result
The Temperature, mold (transient) result shows the temperature of the mold as it changes over the duration of the cycle.
• Temperature, parting plane (top) result
The Temperature, parting plane (top) result shows the average temperature of the parting plane on the side of the parting plane element, that is designated as top.
• Temperature, part (averaged) result
The Temperature, part (averaged) result shows the average temperature of the part across the part thickness, calculated at the end of the cooling time.
• Temperature, part (transient from start-up) result
The Temperature, part (transient from start-up) result shows the temperature of the part as it changes over an injection cycle, from the first start-up cycle until the mold temperature stabilizes.
• Temperature, part (transient) result
The Temperature, part (transient) result shows the temperature of the part as it changes over the duration of the cycle.
• Temperature, part insert (averaged) result
The Temperature, part insert (averaged) result shows the temperature of the part insert across it's thickness, calculated at the end of the cooling time, using the Cool (FEM) solver.
• Temperature, part insert (transient from start-up) result
The Temperature, part insert (transient from start-up) result shows the temperature of the part insert across it's thickness, at every time step through the cycle, for every cycle until the mold temperature stabilizes and reaches its optimum operating conditions.
• Temperature, part insert (transient) result
The Temperature, part insert (transient) result shows the temperature of the part insert across its thickness, at every time step through the injection molding cycle.
• Temperature, part result
The Temperature, part result shows the average temperature at the part boundary, which is at the part side of the part/mold interface, over the duration of the cycle.
• Temperature, part (bottom) result
The Temperature, part (bottom) result shows the average temperature of the part side of the part/mold interface, on the side of the part element that is designated as bottom.
• Temperature, part (top) result
The Temperature, part (top) result shows the average temperature of the part side of the part/mold interface, on the side of the part element that is designated as top.
• Temperature, part insert result
The Temperature, part insert result shows the temperature change over time of a part insert that uses tetrahedral elements.
• Temperature profile, cold runner result
The Temperature profile, cold runner result shows the temperature profile from the center of the runner to the surface.
• Temperature profile, hot runner result
The Temperature profile, hot runner result shows the temperature profile from the center of the hot runner to the surface.
• Temperature profile, part result
The Temperature profile, part result is generated at the end of a Cool analysis, and shows the temperature distribution from the top to the bottom of the part.
• Temperature, rapid heating and cooling thermocouples (transient) result
The Temperature, rapid heating and cooling thermocouples (transient) result displays the temperature reading at a user-specified thermocouple location over a stabilized production cycle.
• Temperature, rapid heating and cooling thermocouples (transient from start-up) result
The Temperature, rapid heating and cooling thermocouples (transient from start-up) result displays the temperature reading at a user-specified thermocouple location from start-up until stable processing conditions have been established.
• Temperature residual, exterior shell result
The Temperature residual, exterior shell result shows the absolute error for the temperature solution, in relation to the mold temperature convergence tolerance value.
• Temperature residual, inserts result
The Temperature residual, inserts result shows the absolute error for the temperature solution, in relation to the mold temperature convergence tolerance value.
• Temperature residual, part result
The Temperature residual, part result shows the absolute error for the temperature solution, in relation to the mold temperature convergence tolerance value.
• Time to reach ejection temperature, cold runner result
The Time to reach ejection temperature, cold runner result is generated from a Cool analysis, and shows the amount of time taken for all elements, including the cold runner, to freeze to ejection temperature.
• Time to reach ejection temperature, part result
The Time to reach ejection temperature, part result that is produced by a Cool analysis shows the time required to reach the ejection temperature, which is measured from the start of the cycle. | 4,087 | 20,975 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.609375 | 3 | CC-MAIN-2013-20 | latest | en | 0.84912 |
http://math.stackexchange.com/questions/31712/sinx-suma-n-sinn-logxb-n-cosn-logx/31736 | 1,369,165,013,000,000,000 | text/html | crawl-data/CC-MAIN-2013-20/segments/1368700477029/warc/CC-MAIN-20130516103437-00064-ip-10-60-113-184.ec2.internal.warc.gz | 160,750,588 | 11,716 | # $\sin(x) = \sum{a_n \sin(n \log(x))+b_n \cos(n \log(x))}$
Can $f(x)=\sin(x), x>0$ be represented by the series $\sum{a_n \sin(n \log(x))+b_n \cos(n \log(x))}$ ?
note: this is in continuation of another question that I asked earlier here
-
This depends on what you understand by represent. Consider the function $\sin(e^t)$ and its Fourier expansion on the interval $[0,2\pi]$: $$\sin(e^t)\sim\frac{a_0}{2}+\sum_{n=1}^\infty(a_n\cos(nt)+b_n\sin(nt),$$ where $$a_n=\frac{1}{\pi}\int_0^{2\pi}\sin(e^t)\cos(nt)dt,\quad b_n=\frac{1}{\pi}\int_0^{2\pi}\sin(e^t)\sin(nt)dt.$$ Standard convergence theorems show that the series converges pointwise to $\sin(e^t)$ in $(0,2\pi)$ (with uniform convergence on compact subintervals.) Fot $t=0$ and $t=2\pi$ it converges to $(\sin(1)+\sin(e^{2\pi})/2=0.9151\dots$ Morever, $$\lim_{N\to\infty}\int_0^{2\pi}\Bigl|\sin(e^t)-\Bigl(\frac{a_0}{2}+\sum_{n=1}^N(a_n\cos(nt)+b_n\sin(nt)\Bigr)\Bigr|^2dt=0.$$
Now do the change of variable $x=e^t$. You get that $$\frac{a_0}{2}+\sum_{n=1}^N(a_n\cos(n\log x)+b_n\sin(n\log x)$$ converges to $\sin x$ pointwise on $(1,e^{2\pi})$ and $$\lim_{N\to\infty}\int_1^{e^{2\pi}}\Bigl|\sin x-\Bigl(\frac{a_0}{2}+\sum_{n=1}^N(a_n\cos(n\log x)+b_n\sin(n\log x)\Bigr)\Bigr|^2\frac{dx}{x}=0.$$
This all amounts to the fact that the functions $\{\sin(n\log x),\cos(n\log x)\}$ are a complete orthogonal system on the interval $(1,e^{2\pi})$ with respect to the weight $1/x$.
-
The series would satisfy (if the sum is s(x) ): $$s(e^{2 \pi} ) = s(1)$$ This is not the case for the sine function. Therefore, it can't be done.
EDIT: fixed 0 to 1
-
Well, @yaakov: what do you mean by $s(0)$? The logarithmic function doesn't take values at x=0. – awllower Apr 8 '11 at 14:36 @awllower: my bad, of course I meant 1 – yaakov Apr 9 '11 at 20:50 It's ok, and then it helps clarify the mysterious term--$representation$. – awllower Apr 11 '11 at 12:01 | 744 | 1,911 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.1875 | 4 | CC-MAIN-2013-20 | latest | en | 0.640992 |
http://www.gradesaver.com/textbooks/math/prealgebra/prealgebra-7th-edition/chapter-3-section-3-3-solving-linear-equations-in-one-variable-exercise-set-page-188/16 | 1,524,299,209,000,000,000 | text/html | crawl-data/CC-MAIN-2018-17/segments/1524125945082.84/warc/CC-MAIN-20180421071203-20180421091203-00378.warc.gz | 418,564,552 | 13,344 | ## Prealgebra (7th Edition)
Published by Pearson
# Chapter 3 - Section 3.3 - Solving Linear Equations in One Variable - Exercise Set: 16
#### Answer
The solution is -9
#### Work Step by Step
2(x+5) +8 =0 2x+2$\times$ 5 +8=0 Apply the distributive property 2x +10+8=0 Simplify 2x+18 =0 Subtract 18 from both sides 2x+18-18=0-18 2x=-18 Divide both sides by 2 $\frac{2x}{2}$=$\frac{-18}{2}$ x=-9 The solution is -9 Check 2(x+5) +8 =0 Replace x to -9 2(-9+5) +8 =0 Simplify inside the parentheses 2(-4) +8 =0 multiply -8+8=0 0=0
After you claim an answer you’ll have 24 hours to send in a draft. An editor will review the submission and either publish your submission or provide feedback. | 239 | 691 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.46875 | 4 | CC-MAIN-2018-17 | latest | en | 0.768025 |
https://www.mathematik.uni-marburg.de/modulhandbuch/20162/BSc_Mathematics/Compulsory_Elective_Modules_in_Mathematics/Actuary_Science_Risc_Theory.html | 1,719,116,167,000,000,000 | text/html | crawl-data/CC-MAIN-2024-26/segments/1718198862430.93/warc/CC-MAIN-20240623033236-20240623063236-00564.warc.gz | 755,532,528 | 7,109 | This entry is from Winter semester 2016/17 and might be obsolete. No current equivalent could be found.
# Actuary Science: Risc Theory (dt. Aktuarwissenschaften: Risikotheorie)
Level, degree of commitment Specialization module, compulsory elective module Forms of teaching and learning,workload Lecture (2 SWS, mit integrierten recitation classen), 90 hours (30 h attendance, 60 h private study) Credit points,formal requirements 3 CP Course requirement(s): Written examination Examination type: Successful completion of at least 50 percent of the points from the weekly exercises. Language,Grading German,The grading is done with 0 to 15 points according to the examination regulations for the degree program M.Sc. Business Mathematics. Duration,frequency One semester, Regularly alternating with other specialization modules in Versicherungsmathematik Person in charge of the module's outline Dr. Michael Schüte, Prof. Dr. Hajo Holzmann
## Contents
Risk theory incl. non-life insurance mathematics:
Individual and collective model, calculation of total loss distributions, random sums, credibility theory, solvency, loss reservation, reinsurance, risk sharing
## Qualification Goals
• To impart basic knowledge (also applicable in professional practice), in particular on the general principles of provisioning in non-life insurance,
• Recognition of connections to stochastics as well as to life and health insurance mathematics,
• Practice of mathematical working methods (development of mathematical intuition and its formal justification, training of the ability to abstract, proof techniques),
• Improve oral communication skills by practicing free speech in front of an audience and during discussion.
## Prerequisites
Translation is missing. Here is the German original:
Keine. Empfohlen werden die Kompetenzen, die in den Basismodulen Analysis und Lineare Algebra sowie im Aufbaumodul Elementare Stochastik vermittelt werden
## Applicability
Module imported from M.Sc. Business Mathematics.
It can be attended at FB12 in study program(s)
• B.Sc. Mathematics
• B.Sc. Business Mathematics
• M.Sc. Computer Science
• M.Sc. Mathematics
• M.Sc. Business Mathematics
When studying B.Sc. Mathematics, this module can be attended in the study area Compulsory Elective Modules in Mathematics.
Die Wahlmöglichkeit des Moduls ist dadurch beschränkt, dass es der Angewandten Mathematics zugeordnet ist.
• Neuburger, E.: Mathematik und Technik betrieblicher Pensionszusagen
• Gerber, H.U.: Lebensversicherungsmathematik
• Diverse Aufsätze zur Risikotheorie / Schadensversicherungsmathematik | 568 | 2,605 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.59375 | 3 | CC-MAIN-2024-26 | latest | en | 0.780958 |
http://www.advancedconverter.com/unit-conversions/power-conversion/watts-to-tons | 1,519,417,824,000,000,000 | text/html | crawl-data/CC-MAIN-2018-09/segments/1518891814833.62/warc/CC-MAIN-20180223194145-20180223214145-00786.warc.gz | 379,890,524 | 7,566 | Converter Watts to Tons
# Conversion Watt to Ton
The watt (symbol: W) is a unit of power. The unit, defined as one joule per second, measures the rate of energy conversion or transfer.
This tool converts watts to tons (w to ton) and vice versa. 1 watt ≈ 0.0002843 tons. The user must fill one of the two fields and the conversion will become automatically.
watts tons (rt) <=> precision:auto0 decimal1 decimal2 decimals3 decimals4 decimals5 decimals6 decimals7 decimals8 decimals9 decimals10 decimals11 decimals12 decimals
1 watts = 0.0002843 tons
Formula watts in tons (w in ton). Ton ≈ w*0.0002843
### Conversions watts to other units
Watt to Kilowatt Watt to Volt-ampere Watt to Btu per hour Watt to Btu per minute Watt to Horsepower Watt to Ton
Table watt to ton
1 watt = 0.0002843 ton11 watt = 0.003128 ton21 watt = 0.005971 ton
2 watt = 0.0005687 ton12 watt = 0.003412 ton22 watt = 0.006256 ton
3 watt = 0.000853 ton13 watt = 0.003696 ton23 watt = 0.00654 ton
4 watt = 0.001137 ton14 watt = 0.003981 ton24 watt = 0.006824 ton
5 watt = 0.001422 ton15 watt = 0.004265 ton25 watt = 0.007109 ton
6 watt = 0.001706 ton16 watt = 0.00455 ton26 watt = 0.007393 ton
7 watt = 0.00199 ton17 watt = 0.004834 ton27 watt = 0.007677 ton
8 watt = 0.002275 ton18 watt = 0.005118 ton28 watt = 0.007962 ton
9 watt = 0.002559 ton19 watt = 0.005403 ton29 watt = 0.008246 ton
10 watt = 0.002843 ton20 watt = 0.005687 ton30 watt = 0.00853 ton
40 watt = 0.01137 ton70 watt = 0.0199 ton100 watt = 0.02843 ton
50 watt = 0.01422 ton80 watt = 0.02275 ton110 watt = 0.03128 ton
60 watt = 0.01706 ton90 watt = 0.02559 ton120 watt = 0.03412 ton
200 watt = 0.05687 ton500 watt = 0.1422 ton800 watt = 0.2275 ton
300 watt = 0.0853 ton600 watt = 0.1706 ton900 watt = 0.2559 ton
400 watt = 0.1137 ton700 watt = 0.199 ton1000 watt = 0.2843 ton
### Power Conversions
Kilowatt to Watt Kilowatt to Volt-ampere Kilowatt to Btu/hour Kilowatt to Btu/minute Kilowatt to Horsepower Kilowatt to Ton Volt-ampere to Kilowatt Volt-ampere to Watt Volt-ampere to Btu/hour Volt-ampere to Btu/minute Volt-ampere to Horsepower Volt-ampere to Ton Btu/hour to Kilowatt Btu/hour to Watt Btu/hour to Volt-ampere Btu/hour to Btu/minute Btu/hour to Horsepower Btu/hour to Ton Btu/minute to Kilowatt Btu/minute to Watt Btu/minute to Volt-ampere Btu/minute to Btu/hour Btu/minute to Horsepower Btu/minute to Ton Horsepower to Kilowatt Horsepower to Watt Horsepower to Volt-ampere Horsepower to Btu/hour Horsepower to Btu/minute Horsepower to Ton Ton to Kilowatt Ton to Watt Ton to Volt-ampere Ton to Btu/hour Ton to Btu/minute Ton to Horsepower | 894 | 2,604 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.8125 | 3 | CC-MAIN-2018-09 | latest | en | 0.612405 |
https://www.slideserve.com/bjorn/831 | 1,542,747,581,000,000,000 | text/html | crawl-data/CC-MAIN-2018-47/segments/1542039746639.67/warc/CC-MAIN-20181120191321-20181120213321-00531.warc.gz | 979,676,741 | 10,028 | 831
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# 831 - PowerPoint PPT Presentation
Determine the relationship among the mass of objects, the distance between these objects, and the amount of gravitational attraction. 831. Determine the relationship among the mass of objects, the distance between these objects, and the amount of gravitational attraction. Key concepts/skills:
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Presentation Transcript
Determine the relationship among the mass of objects, the distance between these objects, and the amount of gravitational attraction.
### 831
Determine the relationship among the mass of objects, the distance between these objects, and the amount of gravitational attraction
Key concepts/skills:
Level 1: Define key vocabulary.
Level 2: Understand how gravity changes as mass
changes. Understand how gravity changes
as distance changes.
Level 3: Know and understand the equation and
mathematical relationship between
gravity, mass, and weight.
Determine the relationship among the mass of objects, the distance between these objects, and the amount of gravitational attraction
Key vocabulary
Mass
Gravity
Distance
Grams
Meters
Newtons
Determine the relationship among the mass of objects, the distance between these objects, and the amount of gravitational attraction
I. History
A. Sir Isaac Newton
1. In the 1600’s, Newton realized that the force that kept things on the Earth existed throughout the universe
2. The Law of Universal Gravitation states that gravity is a force of attraction between all objects in the universe.
Determine the relationship among the mass of objects, the distance between these objects, and the amount of gravitational attraction
II. Gravity
A. Newton also discovered that gravity is not constant but changes.
B. Gravity changes as MASS and DISTANCE change
C. Mass is the amount of matter in an object and for most objects mass is constant
D. The larger the mass the more gravity it has. This is why you notice the Earth’s gravity but do not notice your gravity.
E. Objects must be very large before you notice their gravity affecting objects around them.
Determine the relationship among the mass of objects, the distance between these objects, and the amount of gravitational attraction
A. Distance between objects in the universe also determines how much gravity is between the objects.
B. As distance decreases gravity increases
C. As distance increases gravity decreases
Determine the relationship among the mass of objects, the distance between these objects, and the amount of gravitational attraction
Determine the relationship among the mass of objects, the distance between these objects, and the amount of gravitational attraction | 676 | 3,281 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.625 | 4 | CC-MAIN-2018-47 | latest | en | 0.89989 |
https://www.calculatorbit.com/en/length/5-micrometer-to-megameter | 1,725,968,694,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651241.17/warc/CC-MAIN-20240910093422-20240910123422-00270.warc.gz | 666,410,383 | 7,725 | # 5 Micrometer to Megameter Calculator
Result:
5 Micrometer = 5e-12 Megameter (Mm)
Rounded: ( Nearest 4 digits)
5 Micrometer is 5e-12 Megameter (Mm)
5 Micrometer is 0.005mm
## How to Convert Micrometer to Megameter (Explanation)
• 1 micrometer = 1e-12 Mm (Nearest 4 digits)
• 1 megameter = 1000000000000.0002 μm (Nearest 4 digits)
There are 1e-12 Megameter in 1 Micrometer. To convert Micrometer to Megameter all you need to do is multiple the Micrometer with 1e-12.
In formula distance is denoted with d
The distance d in Megameter (Mm) is equal to 1e-12 times the distance in micrometer (μm):
### Equation
d (Mm) = d (μm) × 1e-12
Formula for 5 Micrometer (μm) to Megameter (Mm) conversion:
d (Mm) = 5 μm × 1e-12 => 5e-12 Mm
## How many Megameter in a Micrometer
One Micrometer is equal to 1e-12 Megameter
1 μm = 1 μm × 1e-12 => 1e-12 Mm
## How many Micrometer in a Megameter
One Megameter is equal to 1000000000000.0002 Micrometer
1 Mm = 1 Mm / 1e-12 => 1000000000000.0002 μm
## micrometer:
The micrometer (symbol: μm) is a unit of length in the International System of Units (SI), equal to 0.000001 meter or 1x10^-6 meter or 1/1000000 meter. The micrometer is common unit of measurements for wavelengths of infrared radiations, also micrometer is used to for measuring size of biological cells and bacteria.
Read more on Wikipedia micrometer
## megameter:
The megameter (symbol: Mm) is a unit of length in the metric system equal to 1000000 meters that is 10^6 meters. 1 Megameter is equal to 1000 kilometer.
Read more on Wikipedia megameter
Cite, Link, or Reference This Page
If you found information page helpful you can cite and reference this page in your work.
## Micrometer to Megameter Calculations Table
Now by following above explained formulas we can prepare a Micrometer to Megameter Chart.
Micrometer (μm) Megameter (Mm)
1 1e-12
2 2e-12
3 3e-12
4 4e-12
5 5e-12
6 6e-12
7 7e-12
8 8e-12
9 9e-12
10 1e-11
Nearest 4 digits
## Convert from Micrometer to other units
Here are some quick links to convert 5 Micrometer to other length units.
## Convert to Micrometer from other units
Here are some quick links to convert other length units to Micrometer.
## FAQs About Micrometer and Megameter
Converting from one Micrometer to Megameter or Megameter to Micrometer sometimes gets confusing.
Here are some Frequently asked questions answered for you.
### Is 1e-12 Megameter in 1 Micrometer?
Yes, 1 Micrometer have 1e-12 (Nearest 4 digits) Megameter.
### What is the symbol for Micrometer and Megameter?
Symbol for Micrometer is μm and symbol for Megameter is Mm.
### How many Micrometer makes 1 Megameter?
1000000000000.0002 Micrometer is euqal to 1 Megameter.
### How many Megameter in 5 Micrometer?
Micrometer have 5e-12 Megameter.
### How many Megameter in a Micrometer?
Micrometer have 1e-12 (Nearest 4 digits) Megameter. | 915 | 2,880 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.5 | 4 | CC-MAIN-2024-38 | latest | en | 0.665506 |
http://mywoodworkingplansandprojects.com/it-yourself-furniture-plans-plans-for-wood-furniture.html | 1,550,531,410,000,000,000 | text/html | crawl-data/CC-MAIN-2019-09/segments/1550247488490.40/warc/CC-MAIN-20190218220415-20190219002415-00392.warc.gz | 182,033,576 | 12,323 | Turning an old door into a photo frame is another easy woodwork project. All you need is an old door and some woodworking tools and items. I am here sharing the link to the source tutorial that explains the step by step procedure for building a picture frame from an old wooden door. This tutorial was originally written by Tracy Snyder at athomewithsweett.blogspot.com who also tells you what items you may need and where to find them. If you haven’t already got an old door, you can purchase one from websites like Craigslist.
Another important factor to be considered is the durability of the wood, especially in regards to moisture. If the finished project will be exposed to moisture (e.g. outdoor projects) or high humidity or condensation (e.g. in kitchens or bathrooms), then the wood needs to be especially durable in order to prevent rot. Because of their oily qualities, many tropical hardwoods such as teak and mahogany are popular for such applications.[9]
How do you divide 11-3/8-in. (or any other mathematically difficult number) into equal parts without dividing fractions? Simple. Angle your tape across the workpiece until it reads an easily-divisible dimension and make your marks with the tape angled. For example, say you want to divide an 11-3/8-in. board into three equal parts. Angle the tape until it reads 12-in., and then make marks at “4” and “8”. Plus: More measuring tips and tricks.
Here’s a safe and sound way to make long cuts with a circular saw on plywood clamped to a worktable. Cut about 12 in. into the plywood, then twist a piece of duct tape into a bow tie, with up-and-down adhesive faces. Slide it in the saw kerf and press the tape down above and under the plywood. Now as you finish the cut, the trailing end can’t curl down dangerously as you saw. Hats off to Mike Connelly for simplifying this job. Check out how to make this DIY duct tape wallet.
The tutorial that I am sharing here was written by someone who built this pallet art just to improve the value of a property they wanted to sell fast and they succeed in it. So you can imagine how wonderful this item must look like. I am assuming you do not just want to make this beautiful pallet art so that you can also sell your property easily. Well, whatever your reasons are, this beauty is able to attract anyone who visits your house.
Every project needs some tools and material to build on. The tools and material you will need in this plan include Miter saw, jigsaw, measuring tape screws and screwdriver etc. We will suggest you take high-quality material for the plan. Read the source tutorial and watch the video tutorial below for more details. Follow all the steps properly to make a nice and strong Rustic cooler. The tutorial explains the procedure for building this awesome gift. Make sure to use the only high-quality material for any woodworking project.
##### KHIEM NGUYEN (Age 28, Austin, TX): Inspired by midcentury modern and Japanese design, Nguyen is a true craftsman. His passion for crafting began with photography and led to him becoming an open major in art school so he could "get (his) hands into everything." After college, Nguyen and his fiancée moved to Austin, where they began A & K Woodworking & Design, specializing in furniture and wood crafts.
```The source above is not exactly a tutorial, but it gives you a basic idea of how the author built a Quirky Pallet Art to enhance the look of their old house. You can also find another tutorial at the link below. It shares a step by step procedure for making a wooden pallet sign. The final product is not exactly the same as the one above, but the basic idea is the same.
```
And the fact is that you can make your own patio chair with several old but still good pallets. Here we are providing a tutorial that everybody can follow easily – it is very well-written and also self-explanatory, which is great for those who are a beginner at woodworking and have never completed a DIY project before. As you don’t need to be a professional woodworker or a handyman to complete this project, so it is not a difficult task – all you need is a bit of determination!
I am sharing here a link to the detailed tutorial written by Pete at diypete.com, who shares the step by step process for making a wonderful barrel coffee table from scratch. He also tells you what items you’ll need for this project and where to find them. For example, you can buy an old whiskey barrel online or from a local whiskey store for a few bucks, if you haven’t already got one.
Hardwoods, botanically known as angiosperms, are deciduous and shed their leaves annually with temperature changes.[8] Softwoods come from trees botanically known as gymnosperms, which are coniferous, cone-bearing, and stay green year round.[8] Although a general pattern, softwoods are not necessarily always “softer” than hardwoods, and vice versa.[9]
Often times at first glance a board looks straight and the fact that it is actually bowed or has some warping isn’t always obvious. So the trick to knowing for sure, is to hold the board up towards your face, with the other end on the ground, and look at it at a downward angle (as shown in the below photo). This method will allow you to see if it is bowing at all.
Another wooden item that I love very much is a beautiful mobile holder. You can see one in the image below. These things are not only beautiful, but they can comfortably hold any sized mobile and ensure proper safety. Another amazing thing is that they can be built in many shapes and sizes, as and how you need it. You can see some more examples at the source below
There is no cost to use the database. Registering is not required. You should be able to browse the database and click through the links. Having said that, considering the fact there are so many browsers out there being used, this site's software might not allow some visitors to browse, it all depends on the Internet traffic, and your browser's compatibility.
Examples of Bronze Age wood-carving include tree trunks worked into coffins from northern Germany and Denmark and wooden folding-chairs. The site of Fellbach-Schmieden in Germany has provided fine examples of wooden animal statues from the Iron Age. Wooden idols from the La Tène period are known from a sanctuary at the source of the Seine in France.
A woodworker's Workbench is a special type of bench designed to hold your work when you are working on a wood project. The main purpose of this table is to keep the woodwork steady and to prevent it from moving. Follow the tutorial below to build yourself a nice workbench suitable for your specific woodworking projects. Make sure to modify the table to fit your specific requirements.
KHIEM NGUYEN (Age 28, Austin, TX): Inspired by midcentury modern and Japanese design, Nguyen is a true craftsman. His passion for crafting began with photography and led to him becoming an open major in art school so he could "get (his) hands into everything." After college, Nguyen and his fiancée moved to Austin, where they began A & K Woodworking & Design, specializing in furniture and wood crafts.
It is one of the easiest woodwork projects we are going to discuss today. Although it looks very easy to make, I still could not find any good tutorial on the internet that explains how to build this one. So I am here sharing an article link that gets the closest. The article explains how to make different kinds of DIY candle holders and what items you may need for the project.
Another wooden item that I love very much is a beautiful mobile holder. You can see one in the image below. These things are not only beautiful, but they can comfortably hold any sized mobile and ensure proper safety. Another amazing thing is that they can be built in many shapes and sizes, as and how you need it. You can see some more examples at the source below
```This is probably one the easiest woodworking projects you will find here. Although easy, a doormat is an equally important and useful item for households. As you can see in the image below, you will only need some 2X2 wooden boards and rope to build a simple doormat. This doormat is mostly useful for outdoor and porch. It will easily remove all the mud from your shoes with just one wipe. It is also very easy to clean and looks fabulous even if it is dirty.
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Some tools required to build a picture frame are a table saw, miter saw, measuring tape, wood glue etc. A table saw with a backing board and miter gauge can be used to get the right angle and lengths of picture frame every time. You can use builders square to arrange the final cut pieces before nailing, screwing or gluing. Check out the video tutorial below for more details.
For many of us, the moment we learned that a 2×4 board is actually 1.5 inches x 3.5 inches was simply mind-blowing. The reason for this apparent contradiction is that the board has been planed down to eliminate irregularities. At one point, many years ago, 2x4s actually were 2 inches x 4 inches, but their rough surfaces made them difficult to stock and handle. The old terms, such as 2×4 or 4×4, are still used, and are known as the “nominal” size of the board. These nominal sizes are used because they are easier to say and they stick to tradition. Now, thanks to a lawsuit, most big box stores list the nominal and actual sizes of lumber.
Sanding small items is tricky, as they’re hard to clamp in a vise to work on them. So instead of bringing the sandpaper to the workpiece, I bring the workpiece to the sandpaper. I glue sheets of sandpaper to a piece of plywood; 60 and 100-grit on one side and 150 and 220-grit on the other. Spray adhesive works well for this. Since there’s sandpaper on both sides, my sanding board doesn’t slide around on the bench. Check out these small projects!
The shelf in the first picture is made of red oak plywood. You can choose the wood type, color and design as you like for your project. In case if you need more help understanding this project, you can refer the source link below. It discusses various items used, steps and tips and personal experience of the author who personally built a Zigzag shelf.
Having swing in your own home, yard or garden can be so de-stressing and be relaxing a thing to enjoy, that doesn’t matter you have a big yard or patio, or vacant porch. Kids will surely fall in love with this swing porch and love playing on a breezy day. Even, adults also do relax and enjoy a quite morning coffee, or just being embraced by the sun in the swing.
This is not exactly a tutorial, but a guide to some really cool woodworking projects. Although we are not teaching you to make anything, we are always here to help. Feel free to ask your queries in the comments in case if you face any issue while working on any of these projects. Also, tell us how much you liked this article. Did you enjoy reading it? Did you work on any of these projects, and if yes, how was your experience? You are also welcome to share any images of your completed woodwork projects.
```There is no cost to use the database. Registering is not required. You should be able to browse the database and click through the links. Having said that, considering the fact there are so many browsers out there being used, this site's software might not allow some visitors to browse, it all depends on the Internet traffic, and your browser's compatibility.
```
The procedure is very easy to understand and follow for anyone with a little woodworking knowledge. Make sure to collect all the items you need before you start with the project. You may even ask Tracy your queries directly in the comment section of the tutorial post. Or you can ask them here. Either way, I hope that you manage to build this one nicely.
Another important factor to be considered is the durability of the wood, especially in regards to moisture. If the finished project will be exposed to moisture (e.g. outdoor projects) or high humidity or condensation (e.g. in kitchens or bathrooms), then the wood needs to be especially durable in order to prevent rot. Because of their oily qualities, many tropical hardwoods such as teak and mahogany are popular for such applications.[9]
Turning an old door into a photo frame is another easy woodwork project. All you need is an old door and some woodworking tools and items. I am here sharing the link to the source tutorial that explains the step by step procedure for building a picture frame from an old wooden door. This tutorial was originally written by Tracy Snyder at athomewithsweett.blogspot.com who also tells you what items you may need and where to find them. If you haven’t already got an old door, you can purchase one from websites like Craigslist.
If you bought this superb polished table in a store, it would cost you a fortune, but our detailed instructions will help you make one for less than \$100. And it looks like highly polished stone, but no-one would know it’s actually made from concrete with a wooden base. Also, you can embellish the top with leaf prints, like the table shown here, or personalize it with glass or mosaic tiles or imprints of seashells.
With the advances in modern technology and the demands of industry, woodwork as a field has changed. The development of Computer Numeric Controlled (CNC) Machines, for example, has made us able to mass-produce and reproduce products faster, with less waste, and often more complex in design than ever before. CNC Routers can carve complicated and highly detailed shapes into flat stock, to create signs or art. Rechargeable power tools speed up creation of many projects and require much less body strength than in the past, for example when boring multiple holes. Skilled fine woodworking, however, remains a craft pursued by many. There remains demand for hand crafted work such as furniture and arts, however with rate and cost of production, the cost for consumers is much higher.
### Clamping up four mitered corners is tricky. You can buy specialty clamps for this, but I make my own. Here’s how to do it. Start with a long 1×4, as it’s easier (and safer) to clamp for making the angled cuts than a short piece. Mark out the blocks, and then drill a 1-in. diameter hole in the center of each one. The hole prevents the blocks from getting glued to your project. Cut 45-degree angles tangent to the hole, and then cut the blocks free from the long board. We’ll walk you through how to make one for your home shop.
How do you divide 11-3/8-in. (or any other mathematically difficult number) into equal parts without dividing fractions? Simple. Angle your tape across the workpiece until it reads an easily-divisible dimension and make your marks with the tape angled. For example, say you want to divide an 11-3/8-in. board into three equal parts. Angle the tape until it reads 12-in., and then make marks at “4” and “8”. Plus: More measuring tips and tricks.
```While trying to trace an exact copy of the throat plate for my table saw, I came up with this nifty technique using an ordinary pencil. I just shaved my pencil into a half-pencil by carefully grinding it on my belt sander. The flat edge enables my modified pencil to ride straight up along the edge of the template. It also works great for marking and then shaping inlays for my woodworking projects. — Tim Reese. How to cut circles with a band saw.
```
Woodworking was essential to the Romans. It provided, sometimes the only, material for buildings, transportation, tools, and household items. Wood also provided pipes, dye, waterproofing materials, and energy for heat.[5]:1Although most examples of Roman woodworking have been lost,[5]:2 the literary record preserved much of the contemporary knowledge. Vitruvius dedicates an entire chapter of his De architectura to timber, preserving many details.[6] Pliny, while not a botanist, dedicated six books of his Natural History to trees and woody plants, providing a wealth of information on trees and their uses.[7]
This is not exactly a tutorial, but a guide to some really cool woodworking projects. Although we are not teaching you to make anything, we are always here to help. Feel free to ask your queries in the comments in case if you face any issue while working on any of these projects. Also, tell us how much you liked this article. Did you enjoy reading it? Did you work on any of these projects, and if yes, how was your experience? You are also welcome to share any images of your completed woodwork projects.
From the source tutorial, you can get illustrates to the instruction about the plan. Everything is fairly described as diagrams, images, the list of supplies and tools need etc. The process to this plan is very easy to understand and follow for if you are having some basic woodworking knowledge. Make sure to collect all the supplies you need before you start with the project. You may even ask any question directly in the comment section of the tutorial post and also comment the images of your final product if you have completed it. Either way, I hope that you will manage to build this one nicely.
Build your own platform bed frame at your home by following the source linked tutorial given above. The source link also includes more pictures that can help you to build a better bed frame. You can see a step by step set of instructions and guidelines to follow with real life pictures, as well as you can download a PDF file detailing the list of materials and tools you’ll need, know about the length of every board, and most importantly color-coded illustrations of the building process.
Copyright 2018 by Cut The Wood. CutTheWood.com is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to Amazon.com. Additionally, CutTheWood.com participates in various other affiliate programs, and we sometimes get a commission through purchases made through our links.
This particular tray is made using reclaimed barn wood but the author of the project Beyond The Picket Fence surprised everyone with one fact: reclaimed barn wood has often some areas turned pink due to cow urine. If you check the project more closely, you’ll also notice some areas of the tray being almost bright pink. That’s something you don’t see every day!
Copyright 2018 by Cut The Wood. CutTheWood.com is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to Amazon.com. Additionally, CutTheWood.com participates in various other affiliate programs, and we sometimes get a commission through purchases made through our links.
Hard to determine which stain you need in that bespattered collection of cans? An easy-to-make “stain index,” courtesy of reader Bob Jacek, solves the problem. Section off boards of your favorite woods into squares with masking tape, and apply the different stains across the width of each wood type (pine, oak, birch, etc.). When the stains are dry, brush on lengthwise your regular finishes—polyurethane, water-based polyurethane, oil, orange shellac, etc. You’ll be able to tell how each stain looks with each finish. Label each one. Use both sides of each board, and you’ll have a wooden encyclopedia of stain and finish combinations. Plus: How to stain wood evenly.
Along with stone, clay and animal parts, wood was one of the first materials worked by early humans. Microwear analysis of the Mousterian stone tools used by the Neanderthals show that many were used to work wood. The development of civilization was closely tied to the development of increasingly greater degrees of skill in working these materials.
##### There are a few things particleboard is NOT. It’s not medium density fiberboard (MDF)—a material with greater density and weight composed of more uniform particles. It’s NOT oriented strand board (OSB), a material composed of large wood chips and strands that’s structurally equivalent to plywood. It does NOT have great nail or screw holding ability, nor is it all that water resistant; water can quickly cause the material to swell and lose structural integrity. But if you need something flat and cheap for use in a dry place, particleboard will do you proud. Learn how to make a plastic laminate tabletop with a particleboard substrate.
Hardwoods are separated into two categories, temperate and tropical hardwoods, depending on their origin. Temperate hardwoods are found in the regions between the tropics and poles, and are of particular interest to wood workers for their cost-effective aesthetic appeal and sustainable sources.[9] Tropical hardwoods are found within the equatorial belt, including Africa, Asia, and South America. Hardwoods flaunt a higher density, around 65lb/cu ft as a result of slower growing rates and is more stable when drying.[9] As a result of its high density, hardwoods are typically heavier than softwoods but can also be more brittle.[9] While there are an abundant number of hardwood species, only 200 are common enough and pliable enough to be used for woodworking.[11] Hardwoods have a wide variety of properties, making it easy to find a hardwood to suit nearly any purpose, but they are especially suitable for outdoor use due to their strength and resilience to rot and decay.[9] The coloring of hardwoods ranges from light to very dark, making it especially versatile for aesthetic purposes. However, because hardwoods are more closely grained, they are typically harder to work than softwoods. They are also harder to acquire in the United States and, as a result, are more expensive.[9]
Some tools that are required for this project are Miter saw, drilling machine, pencil, tape measure, screws, etc. Those, who prefer a video tutorial instead, can visit the below link to a YouTube video tutorial that illustrates the process of creating a DIY Beer Bottle Crate. The video tutorial explains every step properly so that anyone can make a Beer bottle crate easily.
Luckily, we have also managed to find a detailed video tutorial of the Barn door project that illustrates the process of building a Barn door of your own. The steps and instructions in the video tutorial are different from the source links listed above. Actually, you can make different types of designs for your Barn door depending on which one you can afford easily and DIY on your own.
Build your own platform bed frame at your home by following the source linked tutorial given above. The source link also includes more pictures that can help you to build a better bed frame. You can see a step by step set of instructions and guidelines to follow with real life pictures, as well as you can download a PDF file detailing the list of materials and tools you’ll need, know about the length of every board, and most importantly color-coded illustrations of the building process.
Historically, woodworkers relied upon the woods native to their region, until transportation and trade innovations made more exotic woods available to the craftsman. Woods are typically sorted into three basic types: hardwoods typified by tight grain and derived from broadleaf trees, softwoods from coniferous trees, and man-made materials such as plywood and MDF.
Hardwoods, botanically known as angiosperms, are deciduous and shed their leaves annually with temperature changes.[8] Softwoods come from trees botanically known as gymnosperms, which are coniferous, cone-bearing, and stay green year round.[8] Although a general pattern, softwoods are not necessarily always “softer” than hardwoods, and vice versa.[9] | 5,033 | 23,716 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.78125 | 3 | CC-MAIN-2019-09 | latest | en | 0.940239 |
https://www.doubtnut.com/question-answer-physics/a-rectangular-wooden-block-has-length-breadth-and-height-of-50-cm-25-cm-and-10-cm-respectively-this--31584901 | 1,685,553,376,000,000,000 | text/html | crawl-data/CC-MAIN-2023-23/segments/1685224646937.1/warc/CC-MAIN-20230531150014-20230531180014-00555.warc.gz | 817,179,862 | 29,834 | Question
Updated on:26/04/2023
# A rectangular wooden block has length, breadth and height of 50 cm, 25 cm and 10 cm, respectively. This wooden block is kept on ground is three different ways trun by trun .Which of the following is the correct statement about the pressure exerted by this block on the ground?
Text Solution
A
the maximum pressure is exerted when the length and breadth form the base
B
the maximum pressure is exerted when length and height form the base
C
the maximum pressure is exerted when breadth and height form the base
D
the minimum pressure is exerted when length and height form the base | 143 | 617 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.15625 | 3 | CC-MAIN-2023-23 | latest | en | 0.914438 |
https://justaaa.com/physics/420544-a-seagull-flying-horizontally-over-the-ocean-at-a | 1,720,931,332,000,000,000 | text/html | crawl-data/CC-MAIN-2024-30/segments/1720763514548.45/warc/CC-MAIN-20240714032952-20240714062952-00054.warc.gz | 296,846,724 | 10,366 | Question
# A seagull flying horizontally over the ocean at a constant speed of 3.15 m/s carries a...
A seagull flying horizontally over the ocean at a constant speed of 3.15 m/s carries a small fish in its mouth. It accidentally lets go of the fish, and 1.85 s after letting go the fish lands in the ocean.
(a) Just before reaching the ocean, what is the horizontal component of the fish's velocity? Ignore air resistance. Assume the bird is initially traveling in the positive x direction. (Indicate the direction with the sign of your answer.)
__________ m/s
(b) Just before reaching the ocean, what is the vertical component of the fish's velocity? Ignore air resistance. Assume upward is the positive y direction and downward is the negative y direction. (Indicate the direction with the sign of your answer.)
__________ m/s
(c) If the seagull's initial speed were increased, which of the following regarding the fish's velocity upon reaching the ocean would be true? (Select all that apply.)
The horizontal component of the fish's velocity would increase.
The horizontal component of the fish's velocity would decrease.
The horizontal component of the fish's velocity would stay the same.
The vertical component of the fish's velocity would increase.
The vertical component of the fish's velocity would decrease.
The vertical component of the fish's velocity would stay the same.
a)
consider the motion of the fish after let go in horizontal direction or X-direction
Vox = initial velocity = 3.15 m/s
ax = acceleration along the horizontal direction = 0 m/s2
t = time taken = 1.85 s
Vfx = final velocity of fish just before hitting the ocean
using the equation
Vfx = Vox + ax t
Vfx = 3.15 + 0 (1.85)
Vfx = 3.15 m/s
b)
consider the motion of the fish after let go in horizontal direction or Y-direction
Voy = initial velocity = 0 m/s
ay = acceleration along the verticaldirection = - 9.8 m/s2
t = time taken = 1.85 s
Vfy = final velocity of fish just before hitting the ocean
using the equation
Vfy = Voy + ay t
Vfy = 0 + (- 9.8) (1.85)
Vfy = - 18.13 m/s
c)
The horizontal component of the fish's velocity would increase.
The vertical component of the fish's velocity would stay the same. | 534 | 2,228 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.609375 | 4 | CC-MAIN-2024-30 | latest | en | 0.894455 |
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