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https://essaywriter.nyc/education-questions/special-education/confusing-problem-and-need-help/ | 1,716,403,914,000,000,000 | text/html | crawl-data/CC-MAIN-2024-22/segments/1715971058560.36/warc/CC-MAIN-20240522163251-20240522193251-00275.warc.gz | 196,052,080 | 23,307 | A few days ago
S F
# Confusing problem and need help?
Earl worked 20 hours last week. If he had earned 50 cents an hour more but had worked only 18 hours, he would have earned the same amount. How much per hour does Earl earn?
A few days ago
Anonymous
20 x = 18 (x + .50) where x is the hourly wage
Try to do it yourself before checking your work with mine.
20 x = 18 (x + .50)
20 x = 18 x + 9
20 x – 18 x = 9
2 x = 9
x = 9/2 or \$4.50/hour
0
A few days ago
Fredster
Let original salary/hour be ‘e’.
20e = x
18(e+0.5) = x
20e = 18(e+0.5)
20e = 18e + 9
2e = 9
e = 4.5
So, Earl earns \$4.50 per hour
0 | 228 | 619 | {"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} | 3.921875 | 4 | CC-MAIN-2024-22 | latest | en | 0.959309 |
https://discuss.leetcode.com/topic/20543/why-my-dp-solution-gets-mle-but-my-recursive-solution-is-accepted | 1,516,495,176,000,000,000 | text/html | crawl-data/CC-MAIN-2018-05/segments/1516084889798.67/warc/CC-MAIN-20180121001412-20180121021412-00252.warc.gz | 684,100,343 | 8,724 | # Why my DP solution gets MLE but my recursive solution is accepted
• I got a recursive solution accepted
``````class Solution {
public:
vector<vector<int>> subsets(vector<int>& nums) {
vector<vector<int> > res;
res.push_back(vector<int>());
if (!nums.size()) return res;
sort(nums.begin(), nums.end());
for (int idx = 0; idx < nums.size(); idx++){
vector<int> current;
subsetsHelper(nums, idx, res, current);
}
return res;
}
void subsetsHelper(vector<int>& nums, int idx, vector<vector<int> >& res, vector<int> current ){
current.push_back(nums[idx]);
res.push_back(current);
for (int i = idx+1; i < nums.size(); i++) subsetsHelper(nums, i, res, current);
}
};
``````
However, my DP solution has MLE, which I don't understand why. It should use less memory than the recursive solution. Can you help me explain why?
``````class Solution {
public:
vector<vector<int>> subsets(vector<int>& nums) {
vector<vector<int> > res;
res.push_back(vector<int>());
sort(nums.begin(), nums.end());
vector<int> tmp;
for (int i = 0; i < nums.size(); i++){
for (int j = 0; j < res.size(); j++){
tmp = res[j];
tmp.push_back(nums[i]);
res.push_back(tmp);
}
}
return res;
}
};``````
Looks like your connection to LeetCode Discuss was lost, please wait while we try to reconnect. | 326 | 1,263 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.796875 | 3 | CC-MAIN-2018-05 | latest | en | 0.63592 |
https://www.sweetstudy.com/content/consider-function-y-rq-where-rq-revenue-dollars-company-canexpect-if-it-puts-q | 1,723,364,926,000,000,000 | text/html | crawl-data/CC-MAIN-2024-33/segments/1722640983659.65/warc/CC-MAIN-20240811075334-20240811105334-00638.warc.gz | 767,169,926 | 29,147 | Consider the function y = R(q) where R(q) is the revenue in dollars a company canexpect if it puts q...
faosf5s
Consider the function y = R(q) where R(q) is the revenue in dollars a company canexpect if it puts q units of its product on the market. (Here 1 unit = 10 items). Giventhat R(50) = 100000 and (50) = 10000, what revenue can the company expect if itplaces 2 more unite on the market. Explain your answer
• 8 years ago
• 999999.99 | 133 | 442 | {"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-2024-33 | latest | en | 0.724283 |
https://tutorstips.com/question-02-chapter-6-of-2-part-1-usha-publication-12-class-part-1/ | 1,726,397,577,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651622.79/warc/CC-MAIN-20240915084859-20240915114859-00023.warc.gz | 540,048,205 | 34,844 | # Question 02 Chapter 6 of +2 Part-1 – USHA Publication 12 Class Part – 1
Q-2 - CH-6 - Usha +2 Book 2018 - Solution
Question 02 Chapter 6 of +2-Part-1
2. (Different Cases of NPS) B, C, and D were partners sharing equally. D retired. Calculate now ratio if :
(i) Band C acquired D’s share equally.
(ii) B acquired 2/5 of D’s share and the remaining acquired by C.
## The solution of Question 02 Chapter 6 of +2 Part-1: –
Calculation of new Profit Sharing ratio
(i) D’s share = 1 3
Thus gain of B = 1 x 1 3 6 = 1 Gain of C 6
= 1 + 1 2 3 = 3 6
And C’s New Share = 1 + 1 3 6 = 3 6
So, New Profit sharing Ratio = 3 : 3 6 6 = 1 : 1
(ii) B’s gain = 2 x 1 5 3 = 2 15
C’s gain = 3 x 1 5 3 = 1 5
Alternatively C’s gain = 1 – 2 3 15 = 1 5
So B’s New Share = 1 + 2 3 15 = 7 15
And C’s New Share = 1 + 1 3 5 = 8 15
So, New Profit sharing Ratio = 7 : 8 15 15 = 7 : 8
Comment if you have any questions.
Also, Check out the solved question of previous Chapters: – | 382 | 967 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.0625 | 4 | CC-MAIN-2024-38 | latest | en | 0.879423 |
https://www.coursehero.com/file/6542833/Homework1/ | 1,513,193,157,000,000,000 | text/html | crawl-data/CC-MAIN-2017-51/segments/1512948530668.28/warc/CC-MAIN-20171213182224-20171213202224-00533.warc.gz | 752,922,190 | 50,645 | Homework1
# Homework1 - 16 and(bc 16 c(101001 2 and(100101 2 5 Multiply...
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Digital Logic Homework University of Information Technology - Computer Engineering Faculty Page 1 Homework1 1. What is the decimal equivalent of the largest binary integer that can be obtained with ( a ) 16 bits and ( b ) 24 bits? 2. Convert the following binary numbers to decimal: ( a ) 1010010, ( b ) 10101010.101, and ( c ) 10100110. 3. Convert the following decimal numbers to hexadecimal: ( a ) 1492, ( b ) 1215, and ( c ) 1066. 4. Add and subtract the following numbers without converting to decimal: ( a ) (234) 8 and (471) 8 ( b ) (a63)
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Unformatted text preview: 16 and (bc) 16 ( c ) (101001) 2 and (100101) 2 . 5. Multiply the following numbers without converting to decimal. . ( a ) (12) 8 and (34) 8 ( b ) (101010) 2 and (11101) 2 . 6. A computer represents information in groups of 48 bits. How many different integers can be represented in ( a ) binary, ( b ) BCD, and ( c ) 8-bit ASCII, using all 48 bits in a word? 7. What pattern of bits is used to represent the integer 237 ( a ) in binary notation ( b ) in BCD notation ( c ) in ASCII notation?...
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Make Up and Jewellery round up the top 5 products women buy online. These are a bit easier to market as net their appeal is artistic appeal. MAC make up is certainly the top selling make ups online while H. Samuel and Ernest Jones conduct a huge percentage of online jewellery sales. | 566 | 2,481 | {"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-2024-30 | latest | en | 0.947585 |
https://goprep.co/find-a-b-and-c-such-that-the-following-numbers-are-in-ap-a-7-i-1nl904 | 1,619,091,840,000,000,000 | text/html | crawl-data/CC-MAIN-2021-17/segments/1618039603582.93/warc/CC-MAIN-20210422100106-20210422130106-00175.warc.gz | 385,950,470 | 25,020 | # <span lang="EN-US
Given: a, 7, b, 23 and c are in AP.
To find: a, b and c
Formula Used:
d = a2 – a1 = a3 – a1 = __________ for n terms
Explanation:
For the above terms to be in AP.’
The difference of successive terms should be equal
i.e
a5 - a4 = a4 - a3 = a3 - a2 = a2 - a1 = d
where d let be common difference
7 - a = b - 7 = 23 - b = c - 23
Implies b - 7 = 23 - b
2b = 30
b = 15 ( eqn 1 )
Also
7 - a = b - 7
from eqn 1
7 - a = 15 - 7
a = - 1
and
c - 23 = 23 - b
c - 23 = 23 - 15
c - 23 = 8
c = 31
so a = - 1
b = 15
c = 31
and the sequence - 1, 7, 15, 23, 31 is an AP
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` The density of a 3 M sodium thiosulphate solution (Na2S2O3) is 1.25 g per ml. Calculated (i) the percentage by weight of sodium thiosulphate, (ii) the mole fraction of sodium thiosulphate and (iii) the molalities of Na+ and S2O32- ions.`
5 years ago
Jitender Pal
365 Points
```
(i) Mole fraction = Moles of substance/Total moles
(ii) 1 mole of Na2S2O3 gives 2 moles of Na+ and 1 mole S2O32-
Molecular wt. of sodium thiosulphate solution (Na2S2O3) = 23 * 2 + 32 * 2 + 16 * 3 = 158
(i) The percentage by weight of Na2S2O3
= wt of Na2S2O3/wt of solution * 100 = 3 * 158 * 100/100 * 1.25 = 37.92
[wt. of Na2S2O3 = Molarity * Molwt]
(ii) Mass of 1 litre solution = 1.25 * 1000 g = 1250 g
[∵ density = 1.25g/l]
Mole fraction of Na2S2O3
= Number of moles of Na2S2O3/Total number of moles
Moles of water = 1250 – 158 *3/18 = 43.1
Mole fraction of Na2S2O3 = 3/3 + 43.1 = 0.065
(iii) 1 mole of sodium thiosulphate (Na2S2O3) yields 2 moles
of Na+ and 1 mole of S2O2-3
Molality of Na2S2O3 = 3 * 1000/776 = 3.87
Molality of Na+ = 3.87 * 2 = 7.74m
Molality of S2O2-3 = 3.87m
```
5 years ago
R Parker
40 Points
``` Calculate the mass of given solution using Density = mass /volumeMass of 1000 ml of 3M solution will be given by density x volume = 1.25 g ml-1 x 1000 ml = 1250 gMass of Na2S2O3 in 1000 ml solution = molar mass of Na2S2O3 x number of moles of solute = 158 g/mol x 3 mol = 474 gMass of the solvent = mass of solution - mass of Na2S2O3 = 1250 g - 474 g =776 gMoles of Na2S2O3 = 3 mol ( 3 M) givenMoles of solvent water = mass of water/molar mass of water = 776 g/18 gmol-1 = 43.1 molTotal number of moles in solution = 3 + 43.1 = 46.1 molMole fraction of Na2S2O3 = moles of Na2S2O3 /total moles = 3/46.1 = 0.065 Molality of solution = moles of solute/solvent in kg = 3 mol / 0.776 kg = 3.865 mol·kg-11 mole of Na2S2O3 gives 2 moles of Na+ So, molality of Na+ is 2 x 3.865 = 7.73 mol.kg-11mole of Na2S2O3 gives 1 moles of S2O32- So, molality of S2O32- is 3.865mol.kg-1
```
one year ago
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• Previous Year Exam Questions | 1,042 | 2,893 | {"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-2019-51 | latest | en | 0.718061 |
http://en.wikipedia.org/wiki/Principles_of_Hindu_Reckoning | 1,397,942,624,000,000,000 | text/html | crawl-data/CC-MAIN-2014-15/segments/1397609537376.43/warc/CC-MAIN-20140416005217-00630-ip-10-147-4-33.ec2.internal.warc.gz | 83,613,053 | 13,981 | # Principles of Hindu Reckoning
division algorithm as described in Principles of Hindu Reckoning
$\tfrac{5625}{243}=23\tfrac{36}{243}$
Principles of Hindu Reckoning (Kitab fi usul hisab al-hind) is a mathematics book written by 10th–11th-century Persian mathematician Kushyar ibn Labban. It is the second-oldest book extant in Arabic about Hindu arithmetic using Hindu numerals( ० ۱ ۲ ۳ ۴ ۵ ۶ ۷ ۸ ۹), preceded by Kibab al-Fusul fi al-Hisub al-Hindi by Abul al-Hassan Ahmad ibn Ibrahim al-Uglidis, written in 952. Although Al-Khwarzimi also wrote a book about Hindu arithmetics in 825, he did not use Hindu numerals, and the Arabic original was lost, only a 12th-century translation is extant. Kushyar ibn Labban did not mention the Indian sources for Hindu Reckoning, and there is no earlier Indian book extant which covers the same topics as discussed in this book. Principles of Hindu Reckoning becomes one of the foreign sources for Hindu Reckoning in the 10th–11th century in India.
## Indian dust board
Hindu arithmetic was conducted on a dust board similar to the Chinese counting board. A dust board is a flat surface with a layer of sand and lined with grids. Very much like the Chinese count rod numerals, a blank on a sand board grid stood for zero, and zero sign was not necessary.[1] Shifting of digits involves erasing and rewriting, unlike counting board.
## Content
There is only one Arabic copy extant, now kept in the Aya Sophya Library in Istanbul. There is also a Hebrew translation with commentary, kept in the Bodleian Library of Oxford University. In 1965 University of Wisconsin Press published an English edition of this book translated by Martin Levey and Marvin Petruck, based on both the Arabic and Hebrew editions. This English translation included 31 plates of facsimile of original Arabic text.[2]
Principles of Hindu Reckoning consists of two parts dealing with arithmetics in two numerals system in India at his time.
• Part I mainly dealt with decimal algorithm of subtraction, multiplication, division, extraction of square root and cubic root in place value Hindu-numeral system. However, a section on "halving", was treated differently, i.e., with a hybrid of decimal and sexagesimal numeral.
The similarity between decimal Hindu algorithm with Chinese algorithm in Mathematical Classic of Sun Zi are striking,[3] except the operation halving, as there was no hybrid decimal/sexagesimal calculation in China.
• Part II dealt with operation of subtraction, multiplication, division, extraction of square root and cubic root in sexagesimal number system. There was only positional decimal arithmetic in China, never any sexagesimal arithmetic.
• Unlike Abu'l-Hasan al-Uqlidisi's Kitab al-Fusul fi al-Hisab al-Hindi (The Arithmetics of Al-Uqlidisi) where the basic mathematical operation of addition, subtraction, multiplication and division were described in words, ibn Labban's book provided actual calculation procedures expressed in Hindu-Arabic numerals.
## Decimal arithmetics
Kushyar ibn Labban described in detail the addition of two numbers.
The Hindu addition is identical to rod numeral addition in Mathematical Classic of Sun Zi[4]
operation Rod calculus Hindu rekoning
Layout Arrange two numbers in two rows Arrange two numbers in two rows
order of calculation from left to right from left to right
result placed on top row Placed on top row
remove lower row remove digit by digit from left to right digit not removed
There was a minor difference in the treatment of second row, in Hindu reckoning, the second row digits drawn on sand board remained in place from beginning to end, while in rod calculus, rods from lower rows were physically removed and add to upper row, digit by digit.
### Subtraction
11th-century Hindu subtraction 5625–839
In the 3rd section of his book, Kushyar ibn Labban provided step by step algorithm for subtraction of 839 from 5625. Second row digits remained in place at all time. In rod calculus, digit from second row was removed digit by digit in calculation, leaving only the result in one row.
### Multiplcation
Sun Zi multiplcation
ibn Labban multiplication
Kushyar ibn Labban multiplication is a variation of Sun Zi multiplication.
operation Sun Zi Hindu
multiplicant placed at upper row, placed at upper row,
multiplier third row 2nd row below multiplicant
alignment last digit of multiplier with first digit of multiplcant last digit of multiplier with first digit of multiplcant
multiplyier padding rod numeral blanks rod numeral style blanks, not Hindu numeral 0
order of calculation from left to right from left to right
product placed at center row merged with multiplicant
shifiting of multiplier one position to the right one position to the right
### Division
Professor Lam Lay Yong discovered that the Hindu division method describe by Kushyar ibn Labban is totally identical to rod calculus division in 5th centuryMathematical Classic of Sun Zi[5]
Sunzi division algorithm for $\tfrac{6561}{9}$
Hindu decimal division $\tfrac{5625}{243}$ala ibn Labban
operation Sun Zi division Hindu division
dividend on middle row, on middle row,
divisor divisor at bottom row divisor at bottom row
Quotient placed at top row placed at top row
divisor padding rod numeral blanks rod numeral style blanks, not Hindu numeral 0
order of calculation from left to right from left to right
Shifting divisor one position to the right one position to the right
Remainder numerator on middle row,denominator at bottom numerator on middle row,denominator at bottom
Besides the totally identical format, procedure and remainder fraction, one tell tell sign which discloses the origin of this division algorithm is in the missing 0 after 243, which in true Hindu numeral should be written as 2430, not 243blank; blank space is a feature of rod numerals (and abacus).
### Divide by 2
Divide by 2 or "halving" in Hindu reckoning was treated with a hybrid of decimal and sexagesimal numerals: It was calculated not from left to right as decimal arithmetics, but from right to left: After halving the first digit 5 to get 212, replace the 5 with 2, and write 30 under it:
5622
30
Final result:
2812
30
### Extraction of square root
Sun Zi algorithm for sqrt of 234567=383$\tfrac{311}{968}$
ibn Labban square root of 63342
Kushyar ibn Labban described the algorithm for extraction of square root with example of
$\sqrt(63342)=255\frac{371}{511}$
Kushyar ibn Labban square root extraction algorithm is basically the same as Sun Zi algorithm
operation Sun Zi square root ibn Labban sqrt
dividend on middle row, on middle row,
divisor divisor at bottom row divisor at bottom row
Quotient placed at top row placed at top row
divisor padding rod numeral blanks rod numeral style blanks, not Hindu numeral 0
order of calculation from left to right from left to right
divisor doubling multiplied by 2 multiplied by 2
Shifting divisor one position to the right one position to the right
Shifting quotient Positioned at beginning, no subsequent shift one position to the right
Remainder numerator on middle row,denominator at bottom numerator on middle row,denominator at bottom
final denominator no change add 1
The approximation of non perfect square root using Sun Zi algorithm yields result slightly higher than the true value in decimal part, the square root approximation of Labban gave slightly lower value, the integer part are the same.
## Sexagesimal arithmetics
### Multiplication
The Hindu sexagesimal multiplication format was completely different from Hindu decimal arithmetics. Kushyar ibn Labban's example of 25 degree 42 minutes multiplied by 18 degrees 36 minutes was written vertically as
18| |25
36| |42
with a blank space in between[6]
## Influence
Kushyar ibn Labban's Principles of Hindu Reckoning exerted strong influence on later Arabic algorists. His student al-Nasawi followed his teacher's method. Thirteen century algorist Jordanus de Nemore's work was influenced by al-Nasawi. As late as 16th century, ibn Labban's name was still mentioned[7]
## References
1. ^ George Ifrah, The Universal History of Numbers, p554
2. ^ Martin Levey and Marvin Petruck tr, Kushyar Ibn Labban, Principles of Hindu Reckoning, The University of Wisconsin Press, 1965. Library of Congress Catalog 65-11206
3. ^ Lam Lay Yong, Ang Tian Se, Fleeting Footsteps, p52
4. ^ Lam Lay Yong, Ang Tian Se, Fleeting Footstep, p 47 World Scientific
5. ^ Lam Lay Yong, Ang Tian Se, Fleeting Footstep, p43, World Scientific
6. ^ Kushyar ibn Labban, Principles of Hindu Reckoning, p80, Wisconsin
7. ^ Note by Martin Levey and Marvin Petruck to Principles of Hindu Reckoning pp 40–42 | 2,023 | 8,673 | {"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": 5, "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-2014-15 | longest | en | 0.938009 |
https://nrich.maths.org/public/leg.php?code=-290&cl=3&cldcmpid=1338 | 1,480,748,233,000,000,000 | text/html | crawl-data/CC-MAIN-2016-50/segments/1480698540909.75/warc/CC-MAIN-20161202170900-00028-ip-10-31-129-80.ec2.internal.warc.gz | 885,225,842 | 7,050 | # Search by Topic
#### Resources tagged with History of mathematics similar to Magic Squares II:
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### There are 25 results
Broad Topics > History and Philosophy of Mathematics > History of mathematics
### Magic Squares II
##### Stage: 4 and 5
An article which gives an account of some properties of magic squares.
### Proof: A Brief Historical Survey
##### Stage: 4 and 5
If you think that mathematical proof is really clearcut and universal then you should read this article.
### The Four Colour Theorem
##### Stage: 3 and 4
The Four Colour Conjecture was first stated just over 150 years ago, and finally proved conclusively in 1976. It is an outstanding example of how old ideas can be combined with new discoveries. prove. . . .
### Ishango Bone
##### Stage: 2, 3, 4 and 5 Short Challenge Level:
Can you decode the mysterious markings on this ancient bone tool?
### The History of Trigonometry- Part 1
##### Stage: 3, 4 and 5
The first of three articles on the History of Trigonometry. This takes us from the Egyptians to early work on trigonometry in China.
### Babylon Numbers
##### Stage: 3, 4 and 5 Challenge Level:
Can you make a hypothesis to explain these ancient numbers?
### The Development of Algebra - 2
##### Stage: 3, 4 and 5
This is the second article in a two part series on the history of Algebra from about 2000 BCE to about 1000 CE.
### History of Trigonometry - Part 2
##### Stage: 3, 4 and 5
The second of three articles on the History of Trigonometry.
### The Secret World of Codes and Code Breaking
##### Stage: 2, 3 and 4
When you think of spies and secret agents, you probably wouldn’t think of mathematics. Some of the most famous code breakers in history have been mathematicians.
### History of Trigonometry - Part 3
##### Stage: 3, 4 and 5
The third of three articles on the History of Trigonometry.
### Keeping it Safe and Quiet
##### Stage: 2, 3, 4 and 5
Simon Singh describes PKC, its origins, and why the science of code making and breaking is such a secret occupation.
### History of Morse
##### Stage: 2, 3, 4 and 5
This short article gives an outline of the origins of Morse code and its inventor and how the frequency of letters is reflected in the code they were given.
### The Development of Algebra - 1
##### Stage: 3, 4 and 5
This is the first of a two part series of articles on the history of Algebra from about 2000 BCE to about 1000 CE.
### Galley Division
##### Stage: 4 Challenge Level:
Can you explain how Galley Division works?
### Ancient Astronomical Terms
##### Stage: 3, 4 and 5
Some explanations of basic terms and some phenomena discovered by ancient astronomers
### From A Random World to a Rational Universe
##### Stage: 2, 3 and 4
In the time before the mathematical idea of randomness was discovered, people thought that everything that happened was part of the will of supernatural beings. So have things changed?
### Circles, Circles Everywhere
##### Stage: 2 and 3
This article for pupils gives some examples of how circles have featured in people's lives for centuries.
### The History of Negative Numbers
##### Stage: 3, 4 and 5
This article -useful for teachers and learners - gives a short account of the history of negative numbers.
### Negative Numbers
##### Stage: 3
A brief history of negative numbers throughout the ages
### Shaping the Universe II - the Solar System
##### Stage: 3 and 4
The second in a series of articles on visualising and modelling shapes in the history of astronomy.
### Maths in the Victorian Classroom
##### Stage: 2 and 3
What was it like to learn maths at school in the Victorian period? We visited the British Schools Museum in Hitchin to find out.
### Shaping the Universe I - Planet Earth
##### Stage: 3 and 4
This article explores ths history of theories about the shape of our planet. It is the first in a series of articles looking at the significance of geometric shapes in the history of astronomy.
### A Brief History of Time Measurement
##### Stage: 2, 3, 4 and 5
Noticing the regular movement of the Sun and the stars has led to a desire to measure time. This article for teachers and learners looks at the history of man's need to measure things. | 1,019 | 4,279 | {"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-2016-50 | longest | en | 0.87372 |
http://treodesktop.com/standard-error/how-to-find-the-standard-error-of-the-mean-difference.php | 1,516,225,557,000,000,000 | text/html | crawl-data/CC-MAIN-2018-05/segments/1516084886979.9/warc/CC-MAIN-20180117212700-20180117232700-00409.warc.gz | 352,649,185 | 6,252 | Loading...
Home > Standard Error > How To Find The Standard Error Of The Mean Difference
# How To Find The Standard Error Of The Mean Difference
## Contents
The critical value is a factor used to compute the margin of error. SDpooled = sqrt{ [ (n1 -1) * s12) + (n2 -1) * s22) ] / (n1 + n2 - 2) } where σ1 = σ2 Remember, these two formulas should The distribution of the differences between means is the sampling distribution of the difference between means. Keywords: SE of difference Need to learnPrism 7? Source
If the population standard deviations are known, the standard deviation of the sampling distribution is: σx1-x2 = sqrt [ σ21 / n1 + σ22 / n2 ] where σ1 is the How good this estimate is depends on the shape of the original distribution of sampling units (the closer to normal the better) and on the sample size (the larger the sample Let Sp denote a ``pooled'' estimate of the common SD, as follows: The following confidence interval is called a ``Pooled SD'' or ``Pooled Variance'' confidence interval. Texas Instruments TI-NSpire Math and Science Handheld Graphing CalculatorList Price: \$179.99Buy Used: \$35.35Buy New: \$199.99Approved for AP Statistics and CalculusFifty Challenging Problems in Probability with Solutions (Dover Books on Mathematics)Frederick MostellerList
## Standard Error Of Difference Definition
Summarizing, we write the two mean estimates (and their SE's in parentheses) as 2.98 (SE=.045) 2.90 (SE=.040) If two independent estimates are subtracted, the formula (7.6) shows how to compute the By convention, 0! = 1. Mean (simple random sampling): n = { z2 * σ2 * [ N / (N - 1) ] } / { ME2 + [ z2 * σ2 / (N - 1)
For convenience, we repeat the key steps below. Innovation Norway The Research Council of Norway Subscribe / Share Subscribe to our RSS Feed Like us on Facebook Follow us on Twitter Founder: Oskar Blakstad Blog Oskar Blakstad on Twitter Elsewhere on this site, we show how to compute the margin of error when the sampling distribution is approximately normal. Standard Error Of Sample Mean Formula The subscripts M1 - M2 indicate that it is the standard deviation of the sampling distribution of M1 - M2.
The sampling method must be simple random sampling. Standard Error Of The Difference Between Means Definition Here's how. If you cannot assume equal population variances and if one or both samples are smaller than 50, you use Formula 9.9 (in the "Closer Look 9.1" box on page 286) in For our example, it is .06 (we show how to calculate this later).
Since it does not require computing degrees of freedom, the z score is a little easier. Mean Difference Calculator Therefore, the 90% confidence interval is 50 + 55.66; that is, -5.66 to 105.66. SEx1-x2 = sqrt [ s21 / n1 + s22 / n2 ] where SE is the standard error, s1 is the standard deviation of the sample 1, s2 is the standard And the uncertainty is denoted by the confidence level.
## Standard Error Of The Difference Between Means Definition
For a 95% confidence interval, the appropriate value from the t curve with 198 degrees of freedom is 1.96. see here In this analysis, the confidence level is defined for us in the problem. Standard Error Of Difference Definition Again, the problem statement satisfies this condition. Standard Error Of Difference Between Two Proportions The formula looks easier without the notation and the subscripts. 2.98 is a sample mean, and has standard error (since SE= ).
One-sample t-test: DF = n - 1 Two-sample t-test: DF = (s12/n1 + s22/n2)2 / { [ (s12 / n1)2 / (n1 - 1) ] + [ (s22 / n2)2 / this contact form The sample from school B has an average score of 950 with a standard deviation of 90. The difference between the means of two samples, A andB, both randomly drawn from the same normally distributed source population, belongs to a normally distributed sampling distribution whose overall mean is All Rights Reserved. Standard Error Of The Difference In Sample Means Calculator
This formula assumes that we know the population variances and that we can use the population variance to calculate the standard error. First, let's determine the sampling distribution of the difference between means. How to cite this article: Siddharth Kalla (Sep 21, 2009). have a peek here Contact Us | Privacy | The Sampling Distribution of the Difference between the Means You are already familiar with the sampling distribution of the mean.
For example, say that the mean test score of all 12-year-olds in a population is 34 and the mean of 10-year-olds is 25. Estimated Standard Error For The Sample Mean Difference Formula Get All Content From Explorable All Courses From Explorable Get All Courses Ready To Be Printed Get Printable Format Use It Anywhere While Travelling Get Offline Access For Laptops and Note that and are the SE's of and , respectively.
## Test Your Understanding Problem 1: Small Samples Suppose that simple random samples of college freshman are selected from two universities - 15 students from school A and 20 students from school
The samples must be independent. To find the critical value, we take these steps. We calculate it using the following formula: (7.4) where and . Test Statistic Calculator The problem states that test scores in each population are normally distributed, so the difference between test scores will also be normally distributed.
Footer bottom Explorable.com - Copyright © 2008-2016. The samples are independent. Since the above requirements are satisfied, we can use the following four-step approach to construct a confidence interval. http://treodesktop.com/standard-error/how-to-find-standard-error-ti-84.php The confidence interval is consistent with the P value.
Search this site: Leave this field blank: . The sampling distribution should be approximately normally distributed. The standard deviation is a measure of the variability of a single sample of observations.
© Copyright 2017 treodesktop.com. All rights reserved. | 1,362 | 5,941 | {"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} | 3.78125 | 4 | CC-MAIN-2018-05 | longest | en | 0.812012 |
http://www.goodtecher.com/zh/leetcode-63-unique-paths-ii-%E4%B8%8D%E5%90%8C%E7%9A%84%E8%B7%AF%E5%BE%84-ii/ | 1,585,873,527,000,000,000 | text/html | crawl-data/CC-MAIN-2020-16/segments/1585370509103.51/warc/CC-MAIN-20200402235814-20200403025814-00429.warc.gz | 246,059,924 | 12,308 | LeetCode 63. Unique Paths II 不同的路径 II
题目
https://leetcode.com/problems/unique-paths-ii/description/
Now consider if some obstacles are added to the grids. How many unique paths would there be?
An obstacle and empty space is marked as `1` and `0` respectively in the grid.
For example,
There is one obstacle in the middle of a 3×3 grid as illustrated below.
```[
[0,0,0],
[0,1,0],
[0,0,0]
]
```
The total number of unique paths is `2`.
Note: m and n will be at most 100.
Java参考代码
```class Solution {
public int uniquePathsWithObstacles(int[][] obstacleGrid) {
if (obstacleGrid == null || obstacleGrid.length == 0 || obstacleGrid[0].length == 0) {
return 0;
}
int height = obstacleGrid.length;
int width = obstacleGrid[0].length;
int[][] paths = new int[height][width];
// first column
for (int i = 0; i < height; i++) {
if (obstacleGrid[i][0] != 1) {
paths[i][0] = 1;
} else {
break;
}
}
// first row
for (int j = 0; j < width; j++) {
if (obstacleGrid[0][j] != 1) {
paths[0][j] = 1;
} else {
break;
}
}
// for spaces not at first row or first column
for (int i = 1; i < height; i++) {
for (int j = 1; j < width; j++) {
if (obstacleGrid[i][j] != 1) {
paths[i][j] = paths[i - 1][j] + paths[i][j - 1];
}
}
}
return paths[height - 1][width - 1];
}
}``` | 425 | 1,264 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.359375 | 3 | CC-MAIN-2020-16 | latest | en | 0.571936 |
https://www.aqua-calc.com/calculate/food-calories/substance/cookie-blank-mix-coma-and-blank-upc-column--blank-852678005029 | 1,566,421,922,000,000,000 | text/html | crawl-data/CC-MAIN-2019-35/segments/1566027316194.18/warc/CC-MAIN-20190821194752-20190821220752-00416.warc.gz | 716,778,623 | 8,194 | # Calories of COOKIE MIX, UPC: 852678005029
## food calories and nutrients calculator
### compute calories and nutrients of generic and branded foods
#### See how many calories in0.1 kg (0.22 lbs) ofCOOKIE MIX, UPC:852678005029
From kilocalories(kcal) kilojoule(kJ) Carbohydrate 0 0 Fat 0 0 Protein 0 0 Other 391 1 635.94 Total 391 1 635.94
Nutrient (find foodsrich in nutrients) Unit Value /100 g BasicAdvancedAll Proximates Energy kcal 391 Protein g 4.35 Total lipid (fat) g 8.7 Carbohydrate,bydifference g 82.61 Fiber,totaldietary g 4.3 Sugars, total g 47.83 Minerals Calcium, Ca mg 87 Iron, Fe mg 1.57 Sodium, Na mg 370 Vitamins Vitamin C,totalascorbic acid mg 0 Vitamin A, IU IU 0 Lipids Fatty acids,totalsaturated g 4.35 Cholesterol mg 0
#### Weight
gram 100 ounce 3.53 kilogram 0.1 pound 0.22 milligram 100 000
• COOKIE MIX, UPC: 852678005029 contain(s) 391 calories per 100 grams or ≈3.527 ounces [ price ]
• Ingredients: RICE FLOUR, ORGANIC CHOCOLATE (ORGANIC CANE SUGAR, ORGANIC COCOA LIQUOR, ORGANIC COCOA BUTTER, ORGANIC VANILLA), SUGAR, BROWN SUGAR, MILLET, TAPIOCA STARCH, SORGHUM FLOUR, SALT, CELLULOSE, BAKING POWDER (SODIUM ACID PYROPHOSPHATE, SODIUM BICARBONATE, CORN STARCH, MONOCALCIUM PHOSPHATE), XANTHAN GUM.
• The calories and nutrients calculator answers questions like these: How many nutrients (amino acids, lipids, minerals, proximates and vitamins) in a selected food per given weight? How many total calories (calories from carbohydrates, fats and proteins) in a selected food per given weight? The total number of calories and amount of nutrients are calculated based on the selected food and its given weight, and using the USDA Food Composition Databases. Visit our food calculations forum for more details.
• A few foods with a name containing, like or similar to COOKIE MIX, UPC: 852678005029:
• IN THE MIX, NINJA BREAD COOKIE KIT, GINGERBREAD COOKIE MIX, UPC: 844527031211 contain(s) 360 calories per 100 grams or ≈3.527 ounces [ price ]
• BAKERY STYLE SNICKERDOODLE COOKIE MIX, UPC: 041449108667 (TSP CINNAMON-SUGAR TOPPING (2G) (AMOUNT FOR ONE COOKIE) | MIX and) weigh(s) 1 825.96 gram per (metric cup) or 60.95 ounce per (US cup), and contain(s) 444 calories per 100 grams or ≈3.527 ounces [ weight to volume | volume to weight | price | density ]
• BTY CRK COOKIE MIX SALTED CARAMEL THUMBPRINT, UNPREPARED, GTIN: 00016000497177 (tbsp mix (21g)makes 1 cookie) weigh(s) 177.52 gram per (metric cup) or 5.93 ounce per (US cup), and contain(s) 381 calories per 100 grams or ≈3.527 ounces [ weight to volume | volume to weight | price | density ]
• IMM BKG CO GLTN FR COOKIE MIX DBL CHOC, UNPREPARED, GTIN: 00665596486326 (tbsp mix (24g)makes 1 cookie) weigh(s) 211.34 gram per (metric cup) or 7.05 ounce per (US cup), and contain(s) 400 calories per 100 grams or ≈3.527 ounces [ weight to volume | volume to weight | price | density ]
• IMM BKG CO GLTN FR COOKIE MIX CLASSIC SUGAR, UNPREPARED, GTIN: 00665596486319 (tbsp mix (24g)makes 1 cookie) weigh(s) 202.88 gram per (metric cup) or 6.77 ounce per (US cup), and contain(s) 375 calories per 100 grams or ≈3.527 ounces [ weight to volume | volume to weight | price | density ]
• Reference (ID: 120065)
• USDA National Nutrient Database for Standard Reference; National Agricultural Library; United States Department of Agriculture (USDA); 1400 Independence Ave., S.W.; Washington, DC 20250 USA.
#### Foods, Nutrients and Calories
Game meat, elk, tenderloin, separable lean only, cooked, broiled contain(s) 162.1 calories per 100 grams or ≈3.527 ounces [ price ]
WHOLE GRAIN OATS, UPC: 035826097217 weigh(s) 84.54 gram per (metric cup) or 2.82 ounce per (US cup), and contain(s) 375 calories per 100 grams or ≈3.527 ounces [ weight to volume | volume to weight | price | density ]
Foods high in Cholesterol
#### Gravels, Substances and Oils
CaribSea, Freshwater, Flora Max, Midnight weighs 865 kg/m³ (54.00019 lb/ft³) with specific gravity of 0.865 relative to pure water. Calculate how much of this gravel is required to attain a specific depth in a cylindricalquarter cylindrical or in a rectangular shaped aquarium or pond [ weight to volume | volume to weight | price ]
Lanthanum(III) chloride [LaCl3] weighs 3 842 kg/m³ (239.84822 lb/ft³) [ weight to volume | volume to weight | price | mole to volume and weight | density ]
Volume to weightweight to volume and cost conversions for Engine Oil, SAE 0W-30 with temperature in the range of 0°C (32°F) to 100°C (212°F)
#### Weights and Measurements
The troy ounce per cubic millimeter density measurement unit is used to measure volume in cubic millimeters in order to estimate weight or mass in troy ounces
An angle, in geometry, is defined by two rays a and b sharing a common starting point S, called the vertex. These rays can be transformed into each other by a revolution or rotation.
Convert nautical mile per hour squared to yard per hour squared or convert between all units of acceleration measurement
#### Calculators
Online Food Calculator. Food Weight to Volume Conversions | 1,475 | 5,062 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.546875 | 3 | CC-MAIN-2019-35 | latest | en | 0.586081 |
https://www.askiitians.com/forums/8-grade-maths/the-parallel-sides-of-a-trapezium-measure-12-cm-an_267250.htm | 1,716,725,321,000,000,000 | text/html | crawl-data/CC-MAIN-2024-22/segments/1715971058876.64/warc/CC-MAIN-20240526104835-20240526134835-00889.warc.gz | 577,004,740 | 42,851 | # The parallel sides of a trapezium measure 12 cm and 20 cm. Calculate its area if the distance between the parallel lines is 15 cm.
Harshit Singh
3 years ago
Dear Student
Area of trapezium = ½ × perpendicular distance between parallel sides × sum of parallel sides
= ½ × 15 × (12 + 20)
= 1/2× 15 × 32
=15 × 16
= 240 cm^2
Thanks
Jhanak
13 Points
2 years ago
From a circular sheet of radius 4cm, a circle of radius 3cm is cut out. Calculate the area of the remaining sheet after the smaller circle is removed. | 153 | 515 | {"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} | 3.6875 | 4 | CC-MAIN-2024-22 | latest | en | 0.869419 |
https://revistapasajes.com/howto-123 | 1,669,960,730,000,000,000 | text/html | crawl-data/CC-MAIN-2022-49/segments/1669446710898.93/warc/CC-MAIN-20221202050510-20221202080510-00547.warc.gz | 509,446,697 | 5,692 | # Calculus math help
Here, we will be discussing about Calculus math help. We will also look at some example problems and how to approach them.
## The Best Calculus math help
There is Calculus math help that can make the technique much easier. The Pythagorean theorem solve for b states that b = sqrt(a^2 + c^2), where a and c are the other two sides of a right triangle. This theorem is used to find the length of the hypotenuse of a right triangle when the lengths of the other two sides are known.
First, brush up on your basic division skills. If you can quickly and easily divide whole numbers, you'll have an easier time understanding fractions. Next, practice identifying equivalent fractions. This will help you understand how different fractions can represent the same value. Finally, make sure you understand how to add and subtract fractions, as this is often one of the most difficult concepts for students. If
An inverse function is a function that "reverses" another function. In other words, it undoes the work of the original function. To solve an inverse function, you must first determine what the original function was. Once you know the original function, you can apply its inverse to cancel it out and solve for the desired variable. Inverse functions are very useful for solving algebraic equations.
The graphing method is a good way to solve systems of equations because it is easy to visualize and it is typically not as time-consuming as other methods. Additionally, this method can be used to solve systems with any number of variables. In order to use the graphing method, each equation must be graphed on the same coordinate plane. The point where the two lines intersect is the solution to the system.
Systems of linear equations can be solved in many ways, but one of the most straightforward methods is by graphing. To graph a system, simply plot the equations on a coordinate plane and find the points of intersection. Once you have the coordinates of the points of intersection, you can plug them back into the equations to solve for the variables. | 426 | 2,088 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.625 | 5 | CC-MAIN-2022-49 | latest | en | 0.933454 |
https://virtualpsychcentre.com/test-how-big-is-2000-square-feet/ | 1,659,889,735,000,000,000 | text/html | crawl-data/CC-MAIN-2022-33/segments/1659882570651.49/warc/CC-MAIN-20220807150925-20220807180925-00129.warc.gz | 570,214,821 | 13,211 | ## How big is a 2000 sqft house?
2000 sq ft is a comfortable size home for a family of up to 5. A living room, dining room, eat-in kitchen, and often a separate family room are what you would get. There are usually 4 reasonable-sized bedrooms, 2 4-PC washrooms, and a powder room.
## Is 2000 sq ft a small house?
Share. For some people, 2,000 square feet is a ton of space, but for others, it might as well be a tiny home.
## How many square feet is a room that is 12×12?
144 square feet
How many square feet is a 12×12 room? The square footage of a room 12 feet wide by 12 feet long is 144 square feet. Find the square footage by multiplying the width (12 ft) by the length (12 ft).
## How big is 1000 square feet visualize?
So, if a home is 1,000 square feet, you can imagine two and a half two-car garages. If it’s 2,500 square feet, you can imagine a little less than half of a basketball court.
## Is 2000 square feet big enough for family of 4?
For a family of four, the ideal house size is between 2,400 – 2,800 square feet and so forth. It’s up to you to decide how much space you’re most comfortable with up to 3,027 square feet (if you consider yourself middle class).
## How much is a 2000 square foot house?
Cost By Size
SizeAverage Cost Range
1,000 sq. ft.\$100,000 – \$200,000
1,200 sq. ft.\$120,000 – \$240,000
1,500 sq. ft.\$150,000 – \$300,000
2,000 sq. ft.\$200,000 – \$400,000
## Is a 1000 square-foot apartment big?
However, 1,000 sq ft of space is an average size for new models of homes that have two or three bedrooms, space for entertaining, and other extra amenities. 1,000 sq. ft. homes are just over the average size of a standard rented apartment in the United States (889 square feet).
## How do u figure out square footage of a room?
Basic formula for square feet
Multiply the length by the width and you’ll have the square feet. Here’s a basic formula you can follow: Length (in feet) x width (in feet) = area in sq. ft.
## Is 850 square feet big for an apartment?
So, What’s a Small Apartment? If we’re being driven by cross-country data, I’d say a “small apartment” is somewhere between the average of the lower limit—around 250 square feet—and the upper limit—about 850 square feet. So safe to say a small apartment is one around 550 square feet or less.
## What is a good size for a 3 bedroom apartment?
3 Bedroom Apartment
Though less common in your average apartment complex, three-bedroom apartments will be closer to 1,200 square feet and up. You may have more luck finding a three-bedroom unit in a townhome, duplex, or a four-plex type of situation.
## How many bedrooms is 1000 square feet?
1000 Square Feet:
You are likely to have a two-bedroom apartment with one quite larger bedroom or three bedrooms of considerable size, plus two full bathrooms. In standard floor plans, the kitchen, bathrooms, and closets would make up 300 square feet while the bedrooms would cover the remaining 700 square feet.
## How many rooms will 1000 square feet make?
There are 4 flats of 2BHK (750 sq ft each) or 6 flats of 1BHK (500 sq ft each) or 3 flats of 3BHK (1000 sq ft each) can be built/ constructed in 1000 sq ft or 40Ă—25 size plot upto 3 storey (G+2) building, if permissible FSI in your locality is 3.
## What is a decent sized apartment?
Finding the Right Size Apartment
A studio apartment might be anywhere from 350 to 600 square feet, a 1-bedroom is usually between 550 and 1,000 square feet, a 2-bedroom is about 1,000 square feet and up, and a 3-bedroom will be approximately 1,200 square feet and up.
## What is the average house size in the world?
Australian homes measured, on average, 2,032 square feet, and were closely followed by U.S. homes at 1,901 square feet. Canadian homes were also quite large at 1,792 square feet.
Average size of homes in selected countries worldwide in 2017 (in square feet)
CharacteristicSize in square feet
•
Jan 14, 2022
## What is the average size of a bedroom?
about 132 square feet
Standard Bedroom Size
The average bedroom size is about 132 square feet while there are bedrooms much larger than even 144 square feet. The basic guideline to bear in mind while allocating space for a standard bedroom is that it should measure at least 120 square feet to comfortably accommodate a full-size bed.
## What is considered a small house?
Since the median size of a single-family home in the United States is 1,600 square feet, a home under this size is considered small. Homes that are 900 to 1200 square feet are considered very small. Any home that is 400 square feet or less is known as a tiny home, or a micro-home.
## How many square feet is a master bedroom?
The average master bedroom is between 300 and 350 square feet, but the total square footage of the average home is about 2,600 square feet. So, if your home is bigger than that and you want to maintain that same square footage to scale, then you can use that ratio to figure out how big the room should be.
## What is considered a big house?
There is not one specific size for a McMansion type of home. Generally speaking, these homes are larger than the median size of a newly built single-family home, which according to the U.S. Census Bureau for 2020, was 2,261 square feet. 16 Most McMansions between 3,000 or 5,000 square feet or larger.
## Is 1900 square feet a big house?
While an 1800 to 1900 square foot home may be sensible in size, it’s still large enough to give you options. Some even offer up to four bedrooms, which would be perfect for a larger family, while others include just a few bedrooms but a significant living space and kitchen for retirees that want to entertain.
## Is 1800 square foot a big house?
The median size of an owner-occupied home was 1,800 square feet in 2013 (the latest data available), according to the U.S. Census Bureau. That means that half of homes were smaller, half larger.
## Is a 1500 sq ft house small?
The great thing about a home that is around 1500 sq. ft. is that it’s a great “in the middle size.” These homes offer a great deal of space for smaller families, without being so large. You’ll also find that there are a lot of homes in this size range.
## Is 2500 sq ft a big house?
The average house size is right around 2,500 square feet, but that doesn’t mean you should aim for the middle and hope for the best. | 1,621 | 6,385 | {"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} | 2.96875 | 3 | CC-MAIN-2022-33 | latest | en | 0.929645 |
https://www.physicsforums.com/threads/quick-question-about-rlc-circuits.51081/ | 1,477,371,649,000,000,000 | text/html | crawl-data/CC-MAIN-2016-44/segments/1476988719908.93/warc/CC-MAIN-20161020183839-00058-ip-10-171-6-4.ec2.internal.warc.gz | 976,804,552 | 16,783 | 1. Nov 2, 2004
Firefox123
Okay guys and gals.........
I know this is a rather dumb question, but I dont have alot of reference material where I am at currently (I am in Kuwait as part of Operation Iraqi Fredom).......so if someone could give me an answer I would appreciate it.....
I should really know this but I just cant remember the answer and Im having a brain fart at the moment...
Here is the question....
If we have a simple parallel LRC circuit with a DC source, what would the voltage be in such a situation?
At DC the Capacitor behaves ideally like an open circuit and the inductor behaves ideally like a short circuit......so what exactly would happen in this situation?
What would the Capacitor/Inductor voltage be?
Thanks.
Russ
Last edited: Nov 2, 2004
2. Nov 2, 2004
tmwong
since the inductor is in short circuit mode, the voltage of capacitor n inductor should be zero. this circuit is shorted!! and this is not the purpose of RLC. RLC should be powered by an AC voltage in order to produce resonance response.
3. Nov 3, 2004
enigma
Staff Emeritus
There is no current flow in an RC circuit with a DC source.
The voltages on the inductor and resistor are zero. The voltage across the Capacitor is Vcc.
4. Nov 3, 2004
Firefox123
Thanks for responding.....
I realise that this is not the purpose of an RLC circuit..........but I was wondering what would happen at DC voltage.....
You seem to be implying that in this case the short circuit of the inductor causes the voltages over the resistor and cap to be zero...while the inductor efferctively "shorts" out all other components....
Is this conclusion correct?
Russ
5. Nov 3, 2004
Firefox123
Okay......so you are saying that the cap will have Vcc while the resistor and inductor have zero voltage.......since they are in parallel (at least it appears that they are) shouldnt they have the same voltage?
Or is this specific situation different because of the behaviour of the components?
Also.........are you saying that the inductor will have zero current flowing through it?
Which one correctly describes the behaviour of this circuit?
Russ
6. Nov 3, 2004
NoTime
There is some question about if you mean a parallel or serial configuration.
And it depends on what period of time you are talking about.
On initial turn on, current will flow in the resistor for either configuration.
Enigma is giving the long term operation in serial configuration.
Tmwong went for the parallel configuration.
7. Nov 3, 2004
Firefox123
My original question was about parallel RLC circuits.....
But this answer will do also.....
So you are saying that for a series RLC combination at DC, after a long time the open circuit of the capacitor will cause no current to flow in the circuit....
While for the parallel RLC combination at DC, after a long time the short circuit of the inductor will cause zero voltage across all components since the circuit is shorted.
So in one case (series RLC at DC)the open circuit takes most of the voltage drop and prevents current flow......
And in the other case (parallel RLC at DC) the short circuit shorts out the entire circuit causing current to flow but with very little voltage drop across the components.
Russ
8. Nov 3, 2004
NoTime
You seem to have it right.
9. Nov 3, 2004
enigma
Staff Emeritus
Ah. Yes, yes. Sorry.
I was doing work with series RLC circuits this summer and had them on the brain, apparantly. Everything I said is incorrect for parallel RLC's.
10. Nov 4, 2004
Firefox123
Ah.....good then.
This was what I expected would happen at DC, but I wanted to ask someone to make sure.......Im glad my original answer seems correct.
Thanks for the confirmation.
Russ
11. Nov 4, 2004
Firefox123
Thanks for the answer enigma.......this is what I originally thought but I wanted to get other opinions to make sure I wasnt screwing it up....
You say you were working with series RLC circuits.....was this for work or are you a professor at a university?
Russ | 930 | 4,012 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.09375 | 3 | CC-MAIN-2016-44 | longest | en | 0.937889 |
https://econedlink.org/resources/saving/?print=1&version | 1,708,469,859,000,000,000 | text/html | crawl-data/CC-MAIN-2024-10/segments/1707947473347.0/warc/CC-MAIN-20240220211055-20240221001055-00268.warc.gz | 243,794,097 | 15,043 | Nearpod version available
,
Lesson
# Saving
Time: 90 mins,
Updated: March 24 2021,
Author: David Mushrush
### Objective
Students will be able to:
• Define saving, savings, income, expenses, taxes, disposable income and budget.
• Interpret a graph.
• Explain how saving is advantageous.
• Calculate a line of best fit when graphing points.
• Calculate rate of change.
### Concepts
In this personal finance lesson, students determine their monthly earned income and estimate how much they could be saving.
### Procedure
Most students have an idea of what earned income is, but they generally do not have a good idea of what expenses they will have or what taxes they must pay. It is a surprise to many young people when they examine their first paycheck to see the pay that they receive is less than the pay they earned. Students usually do not think about the importance of saving for a goal or for unexpected expenses, large or small, and the impact these expenses have on their ability to save. This lesson makes students aware of how earned income is spent and saved and the impact of various life events on their savings. In today’s economy it is important for students to understand the importance of managing their money and determining how much they can save on a monthly basis in order to prepare them for a financially sound future.
1. Display Slide 1. Ask students to answer questions 1 and 2 of the Warm Up on a piece of notebook paper. Discuss the following:
1. How much should Ottis estimate his monthly earnings to be? [Monthly earnings: \$47560/12 = \$3963.33.] How much are his weekly earnings? [\$47560/52 = \$914.61] How much would he earn bi-weekly? [\$1829.22]
2. What tools can you use to help estimate Ottis’ monthly saving? [Answers will vary.]
2. Show Slide 2. Ask the students how income might be earned. [Answers will vary but students will probably mention money earned at after school or summer jobs.] Tell students that income is defined as money received for work performed. This may include salary, wages, tips, professional fees, commissions, etc.
3. Show Slide 3. Define saving as disposable income minus consumption spending. Tell students that saving is the part of income that people choose to set aside for future uses. Explain that consumption spending is money spent on durable goods (e.g., cars, houses, and large appliances), non-durable goods (e.g., food, clothing, soap), and services (e.g., haircut, tanning at salons, and going to a movie theater). Remind students of the difference between saving (i.e., the part of the flow of income that is not used for consumption) and savings (e.g., an amount of funds that might have accumulated over many time periods). For example, the amount in savings might be some number like \$12,345 and after earning another \$100, the worker saves another \$5. In this example, the worker is saving \$5 and his savings now would be \$12,350.
4. Tell the students that for today’s lesson they are going to be taking a short career aptitude test. Explain that a career aptitude test asks specific questions that help determine what type of career might be likely for someone based on his or her skills and interests. Explain that the reliability of the test depends on several factors, including the truthfulness of the answers.
5. Display Slide 4. Tell students to take out a piece of technology to use (iPad, computer, or smart phone) and to go to the interactive shown on Slide 4 (http://technology.councilforeconed.org/wheel-of-mystfortune/ ). Instruct students to complete the test and hit “Finish and Get Your Careers.” From the list, ask students to click on a career that interests them.
6. Distribute a copy of Activity 1 to each student and tell them to write their chosen career and the “Annual Median Wage” at the top of the graph paper.
7. Ask the students what median means. [Median is the middle number.] Ask students what might skew the data when calculating mean. [Outliers.] Explain that median is frequently used when talking about income because the outliers skew the data.
8. Tell the students that they are going to use the median earned income for their career to graph and calculate their monthly earnings.
9. Ask the students how they can estimate their monthly earnings. [Take the wage and divide it by twelve.]
10. Explain that this is not entirely accurate because we did not include taxes in the calculation. Tell students that taxes are compulsory payments to governments required of households and businesses. Ask the students what will happen to the annual or monthly earnings if we include taxes paid. [Both would be lower.]
11. Display Slide 5. Explain to the students that you are going to use a typical worker’s “Annual Median Wage” of \$55,050 as an example to demonstrate how to complete a tableAsk the students what you should label your “in” and what you should label your “out.” [Students should answer that the “in” should represent months and the “out” should represent saving.]
12. Explain that you are going to start the table at (0,0).
13. Explain that you will plot two points at this time. The first point is the origin or starting point (0, 0). The second point is going to be (12, 55050), which represents the full year and the savings you would have if you did not spend any money throughout the year and paid no taxes. Explain that when consumers save (i.e., engage in the act of saving), they are choosing to set aside money for future uses.
14. Ask the students what the two points in the table are called. [Coordinate points.]
15. Tell the students to create their own tables using the median wage for their chosen careers with their two points on the back of Activity 1. Distribute two colored pencils and a ruler to each student. Tell students that they are going to create a graph on Activity 1. Ask the students what the title of this graph should be. [Answers will vary but may include My Yearly Income, Earnings, Saving and so on. Be certain to gently correct any student using the term savings when saving should be used instead.] Guide students to select “Yearly Saving” as a title.
16. Ask the students how the axes should be labeled. [X-axis should be labeled as “months” and the y-axis should be labeled as “saving.”] Tell the students to use rulers to draw and label their x-axis (months) and their y-axis (saving) on Activity 1.
17. Ask the students what scale factorshould be used for the y-axis. [Answers will vary. For example, if a student had a lower starting salary, they may suggest a lower scale factor.] Suggest that the students scale by \$500.
18. Display Slide 6 and tell the students to plot their two coordinate points as demonstrated in the slide. Make clear that they are plotting their own data, not the typical worker example. Ask the students to connect the two coordinate points using one of the colored pencils.
19. Ask the students if they can tell you the rate of change for the line graph on Slide 6. Explain that the rate of change is the change in the “out/y” divided by the change in the “in/x.” Ask a student if he or she can show the equation used to get the rate of change for our graph. [(55,050-0)/(12-0)= 4,587.50.] Show Slide 7: Calculating Rate of Change.
20. Ask the students to take a couple minutes to discuss with a partner what they think the \$4587.50 represents. [The \$4,587.50 represents the monthly amount earned or saved if students do not spend any of their income and pay no taxes.] Have the students figure out their rate of change using the annual median wage for the career they have chosen.
21. Explain to the students that they now need to make another In/Out Table, but this time the “IN” has to be numbered from zero to 12 (for each month). Show the example on Slide 8. Distribute a copy of Activity 2 to each student. Ask students to record their monthly income in Column 2. The slide shows the monthly income for the typical worker example.
22. Ask the students if they think that they could keep all the money they earn for the month. [No.] Why not? [We will have to pay our bills. Some students may mention paying taxes.]
23. Explain that they will have to pay expenses, which are payments for goods and services, and taxes, which are compulsory payments to governments by households and businesses. Ask the students what expenses they think they will have when they are older. [Rent, electric, phone, groceries, going out to eat or to the movies, getting nails and hair done, insurance, car payment, gas, etc.] Explain to the students that these dollars spent must come out of their monthly earnings.
24. Explain that they also must include taxes. Explain that there are various rates for different taxes such as federal and state income tax, personal property taxes, and payroll taxes—Social Security and Medicare. This makes calculating these amounts more difficult. Display Slide 9. Tell students that for the sake of this lesson they are going to use these simplified guidelines for the tax brackets. Students use the earnings from the survey to determine the percent they are to take out for taxes. Explain that they can calculate the dollar amount they owe in taxes and subtract it from their income or they can take the percent owed, subtract it from 100, and multiply that by the earnings.
25. Show the example on Slide 10. This slide shows how to calculate the amount of money left (after taxes are paid). Walk students through the calculations using the typical annual median wage.
• Calculate yearly wage with taxes taken out.
\$55,050 (yearly wage) x 0.75 (take the tax percent and subtract from 100) = \$41,287.50 (new yearly wage with taxes out) or \$55,050 x .25 (taxes) = \$13,762.50 (amount of money taken out from taxes), then \$55,050 (yearly wage) – \$13,762.5 = \$41,287.50 (new yearly wage with taxes taken out).
• Calculate monthly earnings minus taxes.
\$41,287.50/12 = \$3,440.625. Tell students you are going to round to the nearest dollar so for this example you will use \$3,441.00
26. Display Slide 9 again. Ask students to identify their tax rate. Display Slide 10 and ask students to use this information and their annual median wage to determine their yearly income after taxes. Explain that their monthly income after taxes is called disposable income. This amount could be spent or saved. For the purposes of this lesson, the goal is to save all of our disposable income if possible.
27. Explain to the students that, in general, people who earn more money tend to spend more money each month. Display Slide 11. Tell students to use this information and subtract these expenses from their monthly earnings after taxes. Display Slide 12 and walk students through the calculations using the median income of a typical worker.
1. Calculate monthly earnings with \$2400 of expenses deducted.
\$34,401.00 – \$2,400 = \$1,041.00 (monthly saving after expenses and taxes).
2. Instruct students to fill in their tax rate, monthly income after taxes, and monthly income after taxes and expenses at the bottom of Activity 2.
28. Ask the students to record the amount they have after paying taxes and their expenses in Column 3 of Activity 2 for each month.
29. Point out to students that they have created a simple budget. Tell students a budget is a spending and saving plan, based on estimated income and expenses for an individual or an organization, covering a specific time period.
30. Explain exactly what they should have completed at this point. The students should have the starting point (0).
31. Display Slide 13. In row one, January, they should have their monthly earnings (Column 2) and their income after taxes and expenses that is available to save (Column 3), recorded in their table before starting the game.
32. If you have a 45-minute class period, this is a good stopping point.
33. Explain to the students that no matter how well people plan, sometimes in life they have unexpected expenses or a change in income. They are going to experience some of these unexpected life events through the “Game of Mystfortune.”
34. Show the example on Slide 14. Explain that you spun the wheel and you landed on “going out to dinner three times.” This is an expense of \$300.00. Explain that in the game people spin the wheel two times per month. Tell them that on your second spin you had to repair your car. The cost of the car repair was \$600.00. Explain to the students that you added the expense of \$300.00 for going out and the \$600.00 for car repair together. This \$900.00 is your total unplanned expenses for the month. Show the students that you subtracted your unplanned expenses from your income, minus taxes and expenses, for the month. This allows saving of \$141.00, which would be put into the Monthly Saving column (Column 4) of your “IN/OUT” table.
35. Have students now write down a prediction for how much they will save at the top of Activity 2.
36. Tell students how to solve for month two. Again, remind them that you have spun the wheel twice. On the first spin for month two, the wheel told you that you clipped (i.e., used) coupons and saved \$75.00 on your groceries. On the next spin, the wheel read that you used more hours than planned on your cell phone so your bill shows that you owe an additional \$45.00.
37. Use Slide 14 and explain the steps for getting your “OUT” (Column 4 in Activity 2). Step 1: add your income, minus taxes and expenses, in Column 3 and your savings from coupons, then subtract the additional charge on your cell phone bill. \$1,041.00 + \$75.00-\$45.00 = \$1,071. Explain that because you made a choice to save money by clipping coupons you gained \$30.00. Step 2: add Month 1 and Month 2 together. \$141.00 (Month 1) + \$1,071.00 (Month 2) = \$1,212.00 (Entry for month two saving).
38. Explain to the students that they will go to http://technology.councilforeconed.org/wheel-of-mystfortune/ where the game is located. They will spin the wheel and what they land on will determine if they have to add, subtract or do nothing to their monthly earnings.
39. Ask students to go to the interactive and play the “Wheel of Mystfortune.” Explain again that they will be recording each month after two spins of the wheel. Continue to display Slide 14 for students’ reference. Circulate the room and ensure that all students are properly recording their data in the IN/OUT table.
40. After the students are finished putting their data into the IN/OUT chart, refer them to Activity 1 in which they graphed their original yearly wage. Point out that this was the student’s annual income. Because they had not subtracted any expenses or taxes, it also represents their potential accumulated savings for each month.
41. Show Slide 15. This slide shows the results of the game you played using a typical worker’s salary. Show Slide 16. Explain that these are the results from Slide 15 when you graphed your accumulated savings for each month.
42. Tell the students that they are now going to use their “IN/OUT” table and plot all points on the graph. Ask the students to use the other color pencil. Explain that they are plotting the points using values in the table for months (Column 1) and accumulated savings, allowing for the unexpected events from the game (Column 4).
43. Let the students know that their graphs should look similar. If you have a document camera, ask a couple of students to come up and place their graphs under the camera and share their results. If you do not have a document camera, have the students share their results with a small group of students. Discuss the following:
1. What was similar about your graphs? (Everyone saw an increase in accumulated savings but some had more than others.)
2. What was different about your graphs? (Some students were able to save more than others and the difference between their predicted savings and their actual saving varied among students depending on what number they landed on in the game.)
44. Point out to students that their accumulated savings in this activity changed based on chance. In the real world, they will face unexpected events. Ask them what they might do to prepare for such events. (Plan to save on a monthly basis and not just save what is left after paying expenses and taxes.) Tell students that some financial planners recommend treating the amount to save like an expense in your budget. This way a specific amount is put into savings every month. This is often referred to as “paying yourself first.”
45. Tell students that they are going to find the Line of Best Fit. Explain that the Line of Best Fit is a line that goes through the most points on a graph. Hand out the strand of uncooked spaghetti to each student. Have the students position the spaghetti so the plotted points are as close to the strand as possible. Show the example on Slide 17.
46. Tell the students to find two points that they think will be on the “best-fit” line. As an example, use the points (5, 8334) and (7, 11711) from the graph on Slide 17. Ask the students to find the rate of change (slope) for the new graph using the same steps they used before. Display Slide 7 again to guide students in their calculations.
47. Display Slide 18. Explain how you determined the rate of change using the typical worker example. Ask students what this number means. (The average amount you saved each month.)
48. Ask the students to find the average they saved each month by using the rate of change equation.
49. Explain that in real life there are times when two or more unforeseen expenses come up in a month. Tell students of a time an unforeseen expense has come up for you (e.g., car expenses, wedding gifts, taking a sick pet to a vet). Explain that these unforeseen events are why it is important to calculate their monthly expenses and have a savings plan. Point out that it is a good idea to save first (determine a specific amount to save each month) rather than saving what is left over at the end of the month.
1. Display Slide 19. Pose the following questions for review:
1. How can we define income? [Money received for work performed; may include salary, wages, tips, professional fees, commissions, etc.] Disposable income? [Income minus taxes.] Taxes? [Compulsory payments to governments by households and businesses.] Saving? [Disposable income (income minus taxes) – consumption.] Savings?[Money that people choose to set aside for future use.] Expenses? [Payment for goods and services.] Budget? [Spending and savings plan, based on estimated income and expenses for an individual or an organization, covering a specific time period.]
2. How can we find the line of best fit? [We can use a straight edge and draw a line that goes through the most points.]
3. How can we find the rate of change? [We can take the change in the value of “y,” or our “out,” and divide it by the change in our “x,” or our “in.”]
4. Why is it important to save? [Saving helps you reach a goal or handle unexpected expenses.]
5. What are some unforeseen events that might arise for which you should save? [Students answers will vary but might include car repairs, new shoes, and an opportunity to go on a vacation with a friend’s family.]
6. If Henry earns \$35,000 a year and must pay 15% in taxes, how much disposable income (earned income minus taxes) does Henry have? [\$35,000 x .85 = \$29,750 or \$35,000 x .15 = \$5,250 then \$35,000 – \$5,250 = \$29,750]
7. Given the points (3,474) and (10, 789), what is the rate of change? [(789-474)/(10-3) = 315/7 = 45]
8. How can you graph and use the line of best fit to help you establish a plan to save? [The line of best fit will give you an estimate of your monthly amount to save.]
### Assessment
Multiple Choice:
1. What is income?
1. The income that people choose to set aside for future use.
2. The unequal distribution of an economy’s total income among families, individuals or other designated groups.
3. [Money received for work performed; may include salary, wages, tips, professional fees, commissions, etc.]
4. Money paid regularly to a person, often by a parent to a child; sometimes paid in compensation for services rendered.
2. Bradley earns \$46,750.00 per year and must pay 25% in taxes. How can you calculate his monthly disposable income?
1. [(\$46,750 x .75) / 12]
2. (\$46,750 x .25) /12
3. (\$46,750 / 12)
4. ((\$46,750 /12) x .25)
3. Given the table below, pick two points and find the rate of change (the monthly saving).
Month Saving 3 \$2,827 7 \$4,227 9 \$2,127 10 \$5,277 12 \$5,977
a. \$700
[b. \$350]
c. \$1,400
d. \$200
Constructed Response
1. Roselyn just graduated from college as a financial advisor. Her salary for the year is \$58,458 before taxes.
1. If she must pay 25% in taxes on her salary, what will be her yearly income after tax? [\$43,843.50]
2. How much is her disposable income each month (round to the nearest cent)? [\$3,653.63]
3. Roselyn, like many other young adults, has a college loan to repay. Her monthly payment is \$700. Her rent is \$900 a month, car insurance \$256 a month, and other expenses \$800 a month. Using your answer from (b), what is her average saving per month? [\$997.63]
4. After Roselyn’s first month of work, her friends decide to plan a trip to Cancun for Spring Break. The trip is going to cost \$900.00. Roselyn asks you if going on this trip is a wise financial decision. What advice would you give Roselyn? [Answers will vary but may include the following: point out that she has enough saved to take the trip and won’t have to borrow any money if she decides to go. However, she will have only \$97.63 remaining in her accumulated savings for any unexpected expenses.] | 4,988 | 21,690 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.109375 | 3 | CC-MAIN-2024-10 | latest | en | 0.968087 |
http://math.stackexchange.com/questions/127724/derivation-of-a-lie-algebra | 1,469,709,746,000,000,000 | text/html | crawl-data/CC-MAIN-2016-30/segments/1469257828282.32/warc/CC-MAIN-20160723071028-00302-ip-10-185-27-174.ec2.internal.warc.gz | 160,945,707 | 17,209 | # Derivation of a lie algebra
Let A be an algebra over K with multiplication $(x,y) \rightarrow x \cdot y$. A linear operator D on the vector space A is called a derivation of A if $D(x \cdot y)=(Dx) \cdot y + x \cdot (Dy)$ $( \forall x, y \in A)$.
Verify that the commutator $[ D,D' ]= D \circ D'-D' \cdot D$ is a derivation when D and D' are derivations of A.
So from definitions $[ D, D' ](x \cdot y)=(DD'-D'D)(x \cdot y)=DD'(x) \cdot y - D'D(x) \cdot y + x \cdot DD'(y) - x \cdot D'D(y)$.
This is what I think you have to do.
-
I've worked it out. The problem had a mistake in the question. Bill cook edit made me realized the lecturer mean't - instead of =. – dannie Apr 3 '12 at 20:44
$[D,D'](xy) = (D \circ D')(xy)-(D' \circ D)(xy) = D(D'(xy))-D'(D(xy))$ $=D(D'(x)y+xD'(y))-D'(D(x)y+xD(y))=D(D'(x)y)+D(xD'(y))-D'(D(x)y)-D'(xD(y))=$ $D(D'(x))y+D'(x)D(y)+D(x)D'(y)+xD(D'(y))-D'(D(x))y-D(x)D'(y)-D'(x)D(y)-xD'(D(y))=$ $D(D'(x))y+xD(D'(y))-D'(D(x))y-xD'(D(y))=$ $\left(D(D'(x))-D'(D(x))\right)y+x\left(D(D'(y))-D'(D(y))\right)=$ $[D,D'](x)y+x[D,D'](y)$
Therefore, $[D,D']$ is itself a derivation.
Thus the subspace of derivations forms a Lie subalgebra of $\mathrm{End}(A)$. | 470 | 1,183 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.9375 | 4 | CC-MAIN-2016-30 | latest | en | 0.730402 |
https://blog.knoldus.com/all-you-need-to-know-about-higher-order-functions/ | 1,652,703,338,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652662510117.12/warc/CC-MAIN-20220516104933-20220516134933-00634.warc.gz | 185,438,125 | 64,963 | ## Accelerators
### Go to Overview
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#### TechHub
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# All you need to know about Higher-Order Functions
The reduce() method is a HOF that takes all the elements in a collection (Array, List, etc) and combines them using a binary operation to produce a single value.
Functional languages treat functions as first-class values.
This means that, like any other value, a function can be passed as a parameter and returned as a result.
This provides a flexible way to compose programs.
function that take other function as parameters or that return function as results are called higher-order function.
### Advantages of Higher Order Functions
Programming with higher order functions, such as `map` and `foreach`, has a number of advantages:
• It is much easier to understand the program and the intention of the programmer is clearly expressed in the code.
• Functions which take Funs as arguments are much easier to re-use than other functions.
## Anonymous Function
An anonymous function‘s is a functions literal. A function’s which deosn’t contain a name in a anonymous function’s. An anonymous function’s provides a lightweight function’s definition.
Simply the anonymous function’s mean without a name. These function’s are define as literal and are syntactic sugar for a more tedious long definition.
``````(b:Int)=>b
(b:Int)=>b*b``````
Anonymous is a that has no name but works as a function’s. It is good to create an anonymous function’s. when you don’t want to reuse it latter.
## Function Currying
Currying allows us to apply some arguments to the function’s now and others at a later time when required.
Currying splits method with multiple parameters into a chain of functions, each with one parameter – basically its a method notation to write a partially applied in a better way.
``````def sum(f:Int=>Int):(Int,Int)=>Int={
def sumF(a:Int,b:Int):Int=
if(a>b) 0 elsef(a)+sumF(a+1,b)
sumF()
}
``````
## Functions that accept functions
The argument in the call are match one by one in the order of the parameters of the called function. Named arguments allow you to pass arguments in a different order.
``````CODE:
package NewCourse
object HOF{
def main(args:Array[String]): Unit = {
printInt(b=2,a=5);
}
def printInt(a:Int,b:Int): Unit = {
println("a:"+a)
println("b:"+b)
}
}
OUTPUT:
a:5
b:2``````
## Example:
```FunctionImplementations-
```
Conclusion:-
HOF describes “how” the work is to be complete in a collection.
Reference:-
https://www.geeksforgeeks.org/higher-order-functions-in-scala/
https://www.knoldus.com/home
https://blog.knoldus.com/
#### Written by Shubham
Shubham is a tech lover who is starting his career with Scala Ecosystem. He is curious about learning. He is known as a good team player..... | 677 | 2,860 | {"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} | 2.640625 | 3 | CC-MAIN-2022-21 | longest | en | 0.820926 |
https://www.preplounge.com/de/case-sammlung/candidate-led-usual-style/intermediate/-125 | 1,508,385,204,000,000,000 | text/html | crawl-data/CC-MAIN-2017-43/segments/1508187823220.45/warc/CC-MAIN-20171019031425-20171019051425-00662.warc.gz | 980,271,419 | 19,436 | Case
# Fire & Water Remediation Services
## Problemdefinition
We are a profitable American provider of fire and water remediation services. We are generally hired by insurance companies to provide cleaning services in the wake of burning and flooding damages. We we would like your counsel on whether to enter the growing USA traditional residential cleaning market or not. Traditional housecleaning usually takes place 2-3 times per month.
## Kommentare
The case is designed to be presented to the candidate by an interviewer, who plays the role of a representative of an American provider of fire and water remediation services.
## Kurzlösung
The firm should enter the US household cleaning market.
## Detaillierte Lösung
Paragraphs highlighted in green indicate diagrams or tables that can be shared in the “Case exhibits” section.
Paragraphs highlighted in blue can be verbally communicated to the interviewee.
Paragraphs highlighted in orange indicate hints for you how to guide the interviewee through the case.
The interviewee should perform a back-of-envelope calculation which answers two key questions:
• What is the size of the market?
• Should the firm enter the market?
#### Suggested Case Structure:
Share Diagram 1 with the candidate if deemed necessary.
### I. Market Size
• The population of US is approximately 320 million and the average household size is 2.5. Therefore we can say that there are approximately 125 million households
• We can split these households according to their annual income. Approximately 50% households earn more than and 50% earn less than \$80k per year
• Assuming 35% of households earning more than \$80k and 15% earning less than \$80k are willing to pay for these services, we get 35% of 125/2 households + 15% of 125/2 households =31.25 or approx. 30 million households will buy the annual service
Correct the candidate if he assumes different percentages for willingness to pay of households.
Assume annual cleaning fees of \$1600.
• Therefore the market size would be \$1600 * 30mn or approximately \$50 billion
### II. Competition
• National players - 15% of the market
• Local players - 20% of the market
• Independent individuals - 60-70% of the market
### III. Customers
• Customers of national players usually rate quality over price
• Customers of independent individual cleaners usually give more weight to price than quality
• Customers of local players look at a mix of both quality and price
### IV. Profitability
• The national players charge an average price of \$60 per cleaning service (4 hour job)
• \$10 per hour worth labor costs would be incurred by the client
• Additionally one job requires \$5 worth cleaning materials
### V. Synergy/Core competency
Provide the following information, if requested
• The household cleaning market is quite similar to the disaster remediation market
• Even though the sales processes are quite different, the client could leverage its contacts and customer ratings in the cleaning market
### VI. Solution
The market is large and looks attractive; the client also has transferable skills and contacts.
We can do a preliminary margin analysis:
[\$60 price] - [4 hours * \$10 hourly labor costs] - [\$5 cleaning materials costs] = \$15
Profit margin = 15/60 or 25% profit margin
Important things to do before entering the market:
• Develop a value proposition to the prospective quality-conscious clients
• Research and anticipate likely competitive reactions
### VII. Conclusion
The size of the US household cleaning market is \$50 billion; it is large and attractive (25% margin). Therefore the client should enter the market.
## Schwierige Fragen
If the interviewee solves the case very quickly, you can come up with more challenging questions.
Verwandte Consulting-Fragen
As you describe it, this is the longest version of this case format; normally too long for an oral interview, so it's super important to listen whether the question is about if (the client should ente... (mehr)
Bisher beste Antwort von 2 Antworten:
If I understand your questions correctly, you are trying to figure out the difference between analyzing the overall market (or an industry), vs. the subsections of the market that a particular company... (mehr)
Hi there, I would start by asking some general questions to have a better feeling on the case: 1) Does our client provides this new service elsewhere? If not, does our client already has the cap... (mehr)
Bisher beste Antwort von 3 Antworten:
Dear Anonymous, Congratulations on your final assessment step!. The structure of your presentation should be similar to the structure you would present in a case interview(remember, there is no cor... (mehr)
Beste Antwort bisher:
It's a badly framed question but that is no reason you should have a badly thought-out response. Sometimes interviewers will ask these just to tell whether you jump into a "5%? 10%?" guess-work or use... (mehr)
Verwandte BootCamp-Artikel
## The Value Chain
The Value Chain - as e.g. by Porter - is a classic framework to structure the activities of a business and add value to products by transforming resources.
3 Kommentar(e)
## Market Entry
Market Entry Strategy Frameworks may be a great solution to apply in your Case Interview if your client is searching for growth alternatives.
2 Kommentar(e)
## 4C Framework
Get an overview over a company’s customers, competition, cost and capabilities by conducting a 4 C analysis in your case interviews
2 Kommentar(e)
## Approaching a Case
In order to get into consulting, the case study is the most important element of the interview. Here, you can learn the specific skills and concepts to solve them.
7 Kommentar(e)
## Cost-Benefit Analysis
Investments or single business cases need to be evaluated based on a certain set of criteria. Since financial performance is the key criterion in most cases you need to have an idea about future financial impacts. A key tool to asses this impact is the cost-benefit analysis which is used to determine the net effect of potential revenues and costs.
4 Kommentar(e)
4.3 (376 Bewertungen)
Case-Exhibits | 1,303 | 6,168 | {"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-2017-43 | longest | en | 0.930043 |
www.buildyourstie.com | 1,620,269,500,000,000,000 | text/html | crawl-data/CC-MAIN-2021-21/segments/1620243988725.79/warc/CC-MAIN-20210506023918-20210506053918-00398.warc.gz | 618,818,799 | 7,953 | # Calculate Your Odds of Winning the Lottery Mega Millions Powerball
Do you realize a way to calculate the chances of winning the lottery, along with the Florida Lottery? You can calculate every set of odds for every exceptional lottery recreation you play. With the help of a small handheld calculator or with the free calculator in your laptop, you just multiply the numbers collectively and add one department system while “the order” of your chosen numbers isn’t required for a selected lottery recreation. เล่นหวย jetsadabet
What you “want to recognize” is the quantity of overall balls that the triumphing numbers are drawn from…..Is it 59, fifty six, forty two, 49, or 39? If there is a secondary drawing for the unmarried greater ball, which includes the “red ball” with Powerball or the Mega Millions’ “gold ball” you need to recognise how many balls are in this institution as properly. Are there 49 or 39?
It does not be counted if it’s far the Florida, Ohio, Texas, PA or NJ Lottery. This method or method gives you the genuine odds. Florida Lottery is 6/fifty three. New York Lottery is 6/59. The Ohio Lottery, Massachusetts Lottery, Wisconsin Lottery, and the State of Washington Lottery bring a 6/forty nine lottery numbers ratio. Illinois Lottery incorporates a 6/52.
Once you have got this statistics correctly in front of you and your calculator in hand, you could begin working the formulas. You want to pick out five ordinary balls and one extra ball efficaciously matched to the triumphing drawn numbers to win the multi-million dollar jackpot that most people dream about triumphing sooner or later.
In the first instance there are 56 balls inside the first group and forty six balls inside the secondary institution. In order to win the Jackpot you need to in shape these kind of balls (5 + 1) exactly, however now not always in order. The California Lottery’s Super Lotto Plus is 47/27. The massive drum is spinning with the initial part of the drawing. You have a 1/fifty six threat to match your number to this primary ball.
With one ball eliminated after the primary variety has been drawn, you presently have a 1/fifty five hazard of matching any other one in every of your numbers to the second ball drawn. With every drawn quantity a ball is eliminated reducing the wide variety of closing balls by way of a total of 1.
The odds of you effectively matching the variety on the 0.33 ball to be drawn is now 1/54 from the whole quantity of balls closing in the drum. With the 0.33 ball eliminated from the drum and sitting with the opposite two winning numbers, your odds of efficaciously matching the fourth ball is reduced to one/fifty three.
As you could see whenever a ball is released from the drum the chances are reduced by means of one. You began with a 1/56 risk, then with each new prevailing wide variety it’s far decreased to one/55, 1/54, 1/53, and with the fifth ball you’ve got the percentages of 1/52 correctly matching this 5th winning range. This is the primary part of the formulation of the way to calculate your odds of prevailing the lottery, which include the Florida Lottery.
Now take these 5 odds representing the 5 winning numbers (1/fifty six, 1/55, 1/54, 1/53, and 1/fifty two). The “1” on pinnacle of the fraction represents your one and best threat to correctly healthy the drawn wide variety.
Now you’re taking your calculator and multiply all top numbers (1x1x1x1x1) same one (1). Next you multiply all the bottom numbers (56x55x54x53x52). Correctly entered and extended you discover the overall is 458,377,920. The new fraction turns into 1/458,377,920. This is a 458 million to one hazard to win. If you have been required to select the numbers in order similar to they are drawn, then those would be the odds in opposition to you to win this Pick five/fifty six ball lottery sport.
Fortunately or sadly, you aren’t required to pick the numbers within the actual order they’re drawn. The second step of the components will lessen the chances, which permits you to fit those 5 prevailing numbers in any order. In this step you will multiply the quantity of balls drawn — 5 (1x2x3x4x5). With calculator in hand you see that the total equals 120.
To come up with the right to select your five matching numbers in any order, you create those odds via dividing 120/417,451,320. You clearly want a calculator for this one. A hundred and twenty/458,377,920 reduces your odds of winning this lottery to at least one/three,819,816. These are over three.5 million to one odds against you of winning this Pick five/56 ball lottery sport.
If this were the Mega Millions Lottery, you need to add the “gold ball” to these five prevailing drawn balls as a way to win the Multi-Million Dollar Jackpot. The single gold ball is calculated as a 1/forty six threat of matching it effectively, and because you are drawing simply one variety it must be an precise match. Again, you handiest have that “1” risk to do it proper. Now you want to multiply three,819,816 by way of 46. | 1,152 | 5,031 | {"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-2021-21 | longest | en | 0.91331 |
https://embed.planetcalc.com/37/ | 1,624,140,425,000,000,000 | text/html | crawl-data/CC-MAIN-2021-25/segments/1623487649731.59/warc/CC-MAIN-20210619203250-20210619233250-00193.warc.gz | 229,084,749 | 10,940 | homechevron_rightLifechevron_rightHealth
# Ideal weight calculator using Body Mass Index
You can calculate your ideal weight using a statistical measurement called body mass index (BMI). Belgian statistician Adolphe Quetelet suggested it in the 1850s. Body mass index is defined as body weight divided by square height.
${BMI} = \frac{\mathit{weight} \ \mathrm{(kg)}}{\mathit{height}^2 (\mathrm{m^2})}$
The result is checked against statistical categories, where:
less than 15 - severely underweight
15-20 - underweight
20-25 - normal
25-30 - overweight
30-35 - Obese Class I
35-40 - Obese Class II
more than 40 - Severely Obese
Taking the 20-25 range as ideal, we can calculate ideal weight using height. Although simple, this method has its own disadvantages. For example, it gives uncharacteristically high values for taller people and not suitable for children.
Here is the calculator
#### Ideal weight calculation using Body Mass Index (BMI)
Digits after the decimal point: 1
Ideal weight
Current BMI
BMI category
URL copied to clipboard
PLANETCALC, Ideal weight calculator using Body Mass Index | 267 | 1,108 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 1, "/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-2021-25 | longest | en | 0.810827 |
http://www.everyscience.com/Chemistry/Physical/Introduction_to_Quantum_Mechanics/f.1288.php | 1,516,729,081,000,000,000 | text/html | crawl-data/CC-MAIN-2018-05/segments/1516084892059.90/warc/CC-MAIN-20180123171440-20180123191440-00600.warc.gz | 445,847,893 | 10,360 | The wave-particle duality of matter is dealt with in quantum mechanics by considering that, rather than a particle traveling along a definite path, it is distributed through space like a wave. The classical idea of a trajectory is thus replaced in quantum mechanics by a wave, which is defined by a wavefunctionrepresented by ψ.
i.e. the spatial distribution of a particle is represented by a wave, and the wavefunction is the mathematical function that describes this wave. The wavefunction contains all the information that would be available from the trajectory.
From this, it follows that it must be possible to write a function that describes the complete state of a system (as it is possible to write a wavefunction for all the individual particles that make up the system). A function that completely describes a system is also called a wavefunction. (By “completely describes” we mean that the function contains information about all the properties of the system that may be experimentally determined, for example at the simplest level the position and momentum of particles.)
It is a fundamental principle in quantum mechanics that the wavefunction of a system contains all the information about measurable physical properties of the system.
The wavefunction is the function ψ described as “a function that precisely describes the system of interest ” in the section on principles of quantum mechanics on the previous page.
In general, a wavefunction is a function of the spatial coordinates of the particles that make up the system and of the time. If the way the system changes with time is not of interest, then this part of the wavefunction may usually be neglected. (It commonly proves possible to write the wavefunction as a product of a solely time-dependent part and a time-independent part.)
The wavefunction may also depend upon a property of the particles themselves known as their spin, but discussion of this will be left till later.
Although, as we have said, it is theoretically possible to write a wavefunction for any system, the function rapidly becomes exceedingly complicated. It will thus normally be the case that a fully written out wavefunction will only be encountered for very simple systems.
One very important use of the wavefunction comes from the Born interpretation, which derives information about the location of a particle from its wavefunction.
Quite simply, it states that the square modulus of the wavefunction, |Ψ|2 , at any given point is proportional to the probability of finding the particle at that point. (The quantity |ψ|2 is thus a probability density.)
This is simply illustrated in a 1-dimensional situation, when we can state that if the wavefunction of a particle has a value ψ at the point x, then the probability of finding the particle between x and x + dx is proportional to |ψ|2 dx . Thus the probability of finding the particle between two points a and b is proportional to the integral of the square modulus of the wavefunction, evaluated between limits of a and b:
The square modulus of a wavefunction (or indeed any function in general) is given by ψ ψ*, i.e. by the function multiplied by its complex conjugate. This means that |ψ|2 must always be real and positive.
Since physical properties are directly related only to the square modulus of the wavefunction, it follows that we need not be concerned about the effect on these properties of the wavefunction being complex or negative at a particular point in space. (Note however that the sign of a wavefunction can indirectly be of great significance, as it gives rise to the possibilities of constructive or destructive overlap between different wavefunctions, which is for example crucial in theories of molecular bonding.)
It may be shown that if a wavefunction is an accurate description of a system, then it can be multiplied by any constant factor and still remain an accurate wavefunction for the system. i.e. if Ψ is a wavefunction, then so is NΨ, where N is a constant.
(This is because any wavefunction must satisfy a particular equation known as the Schrodinger equation. The wavefunction occurs on both sides of the equation, so any constant factor may be cancelled. This is covered in more detail under a discussion of the Schrodinger equation, here.)
This allows us to find a constant factor, N, called a normalisation constant, that makes the constant of proportionality in the Born interpretation of the wavefunction equal to one. i.e. it makes the proportionality into an equality.
Now, for a wavefunction NΨ, the probability of finding the particle anywhere in space is proportional to the integral of the square modulus of the wavefunction, N2|Ψ|2 , over all space. However, we also know that the probability of finding the particle somewhere in space must be equal to one (it is certain the particle must be somewhere in space), so we may write:
Evaluation of the integral allows us to calculate the constant N required to normalise the wavefunction. Note that the integral is over all the space that the electron may occupy, eg from + ∞ to -∞ .
From here on, unless otherwise specified, it should be assumed that the wavefunctions used are normalised. i.e. ψ includes a numerical factor that means in one dimension:
In three dimensions, the requirement for a wavefunction to be normalised is:
where dτ is shorthand for dxdydz. | 1,098 | 5,391 | {"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-2018-05 | longest | en | 0.927785 |
https://studyres.com/doc/218424/calculate-the-formula-mass | 1,679,992,790,000,000,000 | text/html | crawl-data/CC-MAIN-2023-14/segments/1679296948817.15/warc/CC-MAIN-20230328073515-20230328103515-00388.warc.gz | 609,702,197 | 8,701 | Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Document related concepts
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Transcript
```Make the following conversions Follow the steps and show your work
A sample contains 3.01 1023 molecules of sulfur dioxide, SO2. Determine the amount in moles.
How many molecules of sucrose are in 3.50 moles of sucrose.
Calculate the number of moles that contain 4.50 x 1023 atoms of zinc (Zn).
How many molecules are there in 0.5 moles of CO2 gas?
How many moles of O2 contain 3.25 1023 O2 molecules?
Book work: PP & AQ
1. Determine the number of atoms in 2.50 mol Zn.
2. Given 3.25 mol AgNO3, determine the number of formula units
3. Calculate the number of molecules in 11.5 mol H2O.
4. How many moles contain each of the following?
a. 5.75 x 1024 atoms Al b. 3.75 x 1024 molecules CO2 c. 3.58 x 1023 formula units ZnCl2
5. How is a mole similar to a dozen?
6. What is the relationship between Avogadro’s number and one mole?
7. Explain how you can convert from the number of representative particles of a substance to moles of that substance.
10. Using Numbers Determine the number of representative particles in each of the following and identify the representative
particle: 11.5 mol Ag; 18.0 mol H2O; 0.150 mol NaCl.
1.
2.
3.
4.
5.
```
Related documents | 431 | 1,642 | {"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-2023-14 | latest | en | 0.793487 |
http://fxcodebase.com/code/viewtopic.php?p=41632 | 1,606,982,946,000,000,000 | text/html | crawl-data/CC-MAIN-2020-50/segments/1606141723602.80/warc/CC-MAIN-20201203062440-20201203092440-00537.warc.gz | 35,626,861 | 9,061 | ## MTF HA Strategy
Strategies are published here.
### MTF HA Strategy
Long
All Selected Time Frames must have Long indication.
Short
All Selected Time Frames must have Short indication.
Exit (optinal)
Cumulative (All Selected)
Exit Long
If the sum of opposite indication, for all selected time frames, greater than or equal to Long Exit Limit .
Exit Short
If the sum of opposite indication, for all selected time frames, greater than or equal to Short Exit Limit .
Single Time Frame (Any Selected)
Exit Long
If Any selected time frame have oposite indication.
Exit Short
If Any selected time frame have oposite indication.
MTF HA Strategy.lua
Apprentice
FXCodeBase: Confirmed User
Posts: 27951
Joined: Thu Dec 31, 2009 11:59 am
Location: Zagreb, Croatia
### Re: MTF HA Strategy
Hi,
Thanks for the nice job. Would you please explain what is "Long Exit Limit"?
Thanks
William
efoxlau
Posts: 4
Joined: Sun Oct 23, 2011 7:08 pm
### Re: MTF HA Strategy
if "Long Exit Limit" is set to one.
behaves as a Single Time Frame Exit.
If it is a set of two
Two time frames, must be contradictory to Long.
and so on.
Apprentice
FXCodeBase: Confirmed User
Posts: 27951
Joined: Thu Dec 31, 2009 11:59 am
Location: Zagreb, Croatia
### Re: MTF HA Strategy
I wish to trade on H1 charts while using MTF HA Strategy to place trades.
The problem is the strategy does not reflect what the indicator is displaying.
If you could take a look I would be most great-full.
I have attached a screenshot, I hope it will help.
Much Love.
X
lisa.
Attachments
lisa_baby_xx
Posts: 76
Joined: Sun Apr 17, 2011 5:37 am
### Re: MTF HA Strategy
Hi Apprentice, I really like this Strategy. I trade the Daily and H4 TFs. Is it possible to modify the choice for Multiple trades to allow for more than 1 but fewer than 5(or more?) trades so that we are opening new trades at the beginning of the move and not towards the end? Also, is it possible to combine this Strategy with another simple Trend filter - perhaps MVA or RSI etc? Whichever would be the easiest to put together.
amazon1a
Posts: 88
Joined: Wed Oct 05, 2011 10:47 am
### Re: MTF HA Strategy
Your request is added to the development list.
Apprentice
FXCodeBase: Confirmed User
Posts: 27951
Joined: Thu Dec 31, 2009 11:59 am
Location: Zagreb, Croatia
### Re: MTF HA Strategy
Hi Apprentice
i like this strategy, too.
it would be great, if the entries and exits were at the moment when the selected timeframes
changes the direction (red/green)for the first time (close).
at my tests the entries and exits were often to late.....(selected timeframes green or red over 4-8candles)
much thanks and sorry for my bad english
cengineer
cengineer
Posts: 2
Joined: Mon Jan 07, 2013 9:51 pm
### Re: MTF HA Strategy
Your request is added to the development list.
Apprentice
FXCodeBase: Confirmed User
Posts: 27951
Joined: Thu Dec 31, 2009 11:59 am
Location: Zagreb, Croatia
### Re: MTF HA Strategy
Hello Apprentice, this is a nice strategy, but the results on my Backtesting were very bad! I think the fault is in the Backtesting Settings! I only can change the Timeframes from the Heat Map, but not the Timeframe I see on my Chart! For Example: If I have opened my chart in Timeframe 5 Minutes, I could insert the Heat Map in Timeframes 5, 15,30,H1, D1 Minutes and so on. I have attached a Screenshot with an example how the strategy could show some better results. Here are the Parameters for my Strategy:
1. All selected Timeframes (5,15,30) in the Heikin Ashi Heat Map are changed into green.
2. Enter a BUY Trade, with the opening Price of the next Candle.
2. Exit a BUY Trade, if the First (5 Minutes) Timeframe in the HA Heat Map has closed in red when the next Candle opened or all selected Timframes has closed in red when the next Candle opened.
Conditions for a SELL Trade:
1. All selected Timeframes (5,15,30) in the Heikin Ashi Heat Map are changed into red.
2. Enter a SELL Trade, with the opening Price of the next Candle.
2. Exit a SELL Trade, if the First (5 Minutes) Timeframe in the HA Heat Map has closed in green when the next Candle opened or all selected Timframes has closed in green when the next Candle opened.
The advantage of these Entry/Exit Rules are:
1. The Strategy enters Trades first, when they are confirmed by the HA Heat Map.
2. The Heat Map could work so as a Filter.
3. I hope the quality of the signals are much better and the Performance Results in Backtesting are much better.
For example, please see the attached Screenshot!Ihope you change these Parameters and I could work with it for sucessfull trading.
Best regards
Coldplay70
coldplay70
Posts: 4
Joined: Sun Nov 25, 2012 2:00 pm
### Re: MTF HA Strategy
Your request is added to the development list.
Apprentice
FXCodeBase: Confirmed User
Posts: 27951
Joined: Thu Dec 31, 2009 11:59 am
Location: Zagreb, Croatia
Next | 1,291 | 4,879 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.609375 | 3 | CC-MAIN-2020-50 | latest | en | 0.874336 |
www.writingbeginner.com | 1,653,691,159,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652663006341.98/warc/CC-MAIN-20220527205437-20220527235437-00601.warc.gz | 1,248,407,008 | 46,399 | # How Many Strokes Does It Take To Finish an Eraser? (Solved)
I’ve always wondered how long erasers would last. So, I grabbed a few erasers and a digital counter for a series of timed tests.
How many strokes does it take to finish an eraser?
It takes 1301 strokes to finish a small eraser attached to the end of a pencil. It takes 2314 strokes for a medium, standalone eraser. The size, volume of pressure, amount of use, and type of eraser will determine how many strokes it takes to finish an eraser. Erasers can last up to 12+ months.
In this article, you’ll learn everything you need to know about how many strokes it takes to finish an eraser.
## How Many Strokes Does It Take To Finish an Eraser? (By Different Sizes)
The size of an eraser can affect how long it lasts.
Larger erasers last longer than smaller erasers because they have more surface area. Smaller erasers usually run out much sooner.
On average, here is how many strokes it takes to finish an eraser by size:
Here is a short video where a YouTuber performed a test to finish an eraser:
Here is a YouTube Short by Isaiah Photo also finishing a complete, medium-sized eraser.
## How Many Strokes Does It Take To Finish an Eraser? (By Pressure)
Additionally, the amount of pressure applied to the eraser also affects how long it lasts.
The more pressure that you apply, the more quickly the eraser will wear down. The less pressure, the less wear and tear on the eraser.
Here is how many strokes it takes to finish an eraser with different levels of pressure.
Small Eraser by Pressure:
Medium Sized Eraser by Pressure:
## How Many Strokes Does It Take To Finish an Eraser? (By Frequency of Use)
The amount of use an eraser gets also determines how long it will last.
If the eraser is used sparingly, it will last much longer than if it is used frequently. If you use an eraser all day every day, it will not last as long as if it is only used once a week.
Here is how long it takes to finish an eraser with different levels of use.
Small Eraser by Frequency of Use:
Medium-Sized Eraser by Frequency of Use:
Larger erasers usually last for years—long enough to get dirty, moldy, or lost.
## How Many Strokes Does It Take To Finish an Eraser? (By Type of Eraser)
Some erasers last longer than others.
For example, the large blocky white erasers that look like small bricks can last for years. I know one person who has used the same one for 7 years!
Most medium-sized erasers can also last a long time with minimal use. If stored properly, erasers can last for many years.
Small, pencil-topper erasers typically last no longer than 3-4 weeks of regular use.
## Which Eraser Lasts the Longest?
Kneaded erasers last longer than any other eraser.
Larger erasers will last longer than very small erasers. The material of the eraser will also impact how long it lasts.
Erasers made of synthetic rubber usually last longer than those made of natural material.
The type of paper you are erasing will also affect how long the eraser lasts. Coated papers cause less wear on the eraser than uncoated papers.
In general, kneaded erasers will last the longest, followed by large standalone erasers, medium erasers, and small pencil-top erasers.
## How To Make an Eraser Last Longer
Erasers work by transferring friction into heat and gripping the graphite (from pencils or other fun utensils) off of the page.
The more you use an eraser, the more quickly it will transfer heat and break down.
To make your eraser last longer, here are a few tips:
### Use Less Pressure When Erasing
When erasing, it’s important to use less pressure.
It’s important to use a light touch when erasing so that you don’t wear down the eraser unnecessarily.
If the surface you’re erasing on is particularly dirty or unsteady, it may be helpful to use a small piece of cloth or tissue to clean it off before erasing.
This will help the eraser glide more smoothly over the surface and make it easier to erase.
Also, purchasing and using a good desk and chair for writing will support your stability and balance when erasing.
### Use a Larger Eraser
When it comes to erasers, size does matter.
A larger eraser means that you will have to make fewer strokes to erase an entire word or sentence.
This is because a larger eraser has more surface area coverage than a smaller one.
### Use an Eraser Less Frequently
The friction of the eraser against the paper causes tiny particles to break off the eraser. If you use an eraser less frequently, it will last longer because there will be fewer particles breaking off.
When an eraser is new, it takes a few strokes to erase material from a surface.
As the eraser becomes dirty and filled with graphite and other debris, it takes more and more strokes to remove material from a surface.
The debris on the eraser prevents it from making contact with the surface being erased, which makes it harder to erase correctly.
To clean your eraser, use a small piece of cloth or tissue to wipe off the debris.
When you are finished cleaning it, make sure that the eraser is completely dry before using it again.
First, if the eraser is new, make sure to keep the eraser clean and dry.
Second, if you are not using the eraser, make sure to store it in a dry place. If it gets wet, it will break down faster.
If it’s stored in a humid place, the material of the eraser will also start to break down and it will not last as long.
## Has Anyone Ever Finished an Eraser?
Yes, I have finished erasers to get and validate the original research in this article.
Also, several people on YouTube have also finished erasers.
In my desperate attempt at answers, I scoured internet forums. I browsed YouTube comment sections. A handful of artists and students claimed to have finished erasers, too.
Odds are, more people than we think (probably in the dozens or hundreds) have done so over time.
However, no one seems to have written a detailed article with actual stroke counts and calculated times until now.
## Final Thoughts: How Many Strokes Does It Take To Finish an Eraser?
If you liked this article, you’ll probably like many of the other articles on this site.
Before you go, take a peek at some blog posts you may enjoy:
Easy Keyword Hack x
Easy Keyword Hack | 1,419 | 6,286 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.953125 | 3 | CC-MAIN-2022-21 | longest | en | 0.930757 |
https://www.geeksforgeeks.org/probability-that-the-sum-of-all-numbers-obtained-on-throwing-a-dice-n-times-lies-between-two-given-integers/?ref=rp | 1,708,681,377,000,000,000 | text/html | crawl-data/CC-MAIN-2024-10/segments/1707947474377.60/warc/CC-MAIN-20240223085439-20240223115439-00421.warc.gz | 829,838,851 | 67,063 | # Probability that the sum of all numbers obtained on throwing a dice N times lies between two given integers
Given three integers N, A, and B, the task is to calculate the probability that the sum of numbers obtained on throwing the dice exactly N times lies between A and B.
Examples:
Input: N = 1, A = 2, B = 3
Output: 0.333333
Explanation: Ways to obtained the sum 2 by N ( = 1) throws of a dice is 1 {2}. Therefore, required probability = 1/6 = 0.33333
Input: N = 2, A = 3, B = 4
Output: 0.138889
Recursive Approach: Follow the steps below to solve the problem:
• Calculate probabilities for all the numbers between A and B and add them to get the answer.
• Call function find(N, sum) to calculate the probability for each number from a to b, where a number between a and b will be passed as sum.
• Base cases are:
• If the sum is either greater than 6 * N or less than N, then return 0 as it’s impossible to have sum greater than N * 6 or less than N.
• If N is equal to 1 and sum is in between 1 and 6, then return 1/6.
• Since at every state any number out of 1 to 6 in a single throw of dice may come, therefore recursion call should be made for the (sum up to that state – i) where 1≤ i ≤ 6.
• Return the resultant probability.
Recursion call:
Below is the implementation of the above approach:
## C++
// C++ program for above approach#include using namespace std; // Function to calculate the// probability for the given// sum to be equal to sum in// N throws of dicelong double find(int N, int sum){ // Base cases if (sum > 6 * N || sum < N) return 0; if (N == 1) { if (sum >= 1 && sum <= 6) return 1.0 / 6; else return 0; } long double s = 0; for (int i = 1; i <= 6; i++) s = s + find(N - 1, sum - i) / 6; return s;} // Driver Codeint main(){ int N = 4, a = 13, b = 17; long double probability = 0.0; for (int sum = a; sum <= b; sum++) probability = probability + find(N, sum); // Print the answer cout << fixed << setprecision(6) << probability; return 0;}
## Java
// Java program for the above approach import java.util.*;class GFG{ // Function to calculate the// probability for the given// sum to be equal to sum in// N throws of dicestatic double find(int N, int sum){ // Base cases if (sum > 6 * N || sum < N) return 0; if (N == 1) { if (sum >= 1 && sum <= 6) return 1.0 / 6; else return 0; } double s = 0; for (int i = 1; i <= 6; i++) s = s + find(N - 1, sum - i) / 6; return s;} // Driver codepublic static void main(String[] args){ int N = 4, a = 13, b = 17; double probability = 0.0; for (int sum = a; sum <= b; sum++) probability = probability + find(N, sum); // Print the answer System.out.format("%.6f", probability);}} // This code is contributed by code_hunt.
## Python3
# Python 2 program for above approach # Function to calculate the# probability for the given# sum to be equal to sum in# N throws of dicedef find(N, sum): # Base cases if (sum > 6 * N or sum < N): return 0 if (N == 1): if (sum >= 1 and sum <= 6): return 1.0 / 6 else: return 0 s = 0 for i in range(1, 7): s = s + find(N - 1, sum - i) / 6 return s # Driver Codeif __name__ == "__main__": N = 4 a = 13 b = 17 probability = 0.0 for sum in range(a, b + 1): probability = probability + find(N, sum) # Print the answer print(round(probability, 6)) # This code is contributed by chitranayal.
## C#
// C# program for the above approach using System;class GFG { // Function to calculate the // probability for the given // sum to be equal to sum in // N throws of dice static double find(int N, int sum) { // Base cases if (sum > 6 * N || sum < N) return 0; if (N == 1) { if (sum >= 1 && sum <= 6) return 1.0 / 6; else return 0; } double s = 0; for (int i = 1; i <= 6; i++) s = s + find(N - 1, sum - i) / 6; return s; } // Driver code static void Main() { int N = 4, a = 13, b = 17; double probability = 0.0; for (int sum = a; sum <= b; sum++) probability = probability + find(N, sum); // Print the answer Console.WriteLine(Math.Round(probability,6)); }} // This code is contributed by divyeshrabadiya07
## Javascript
Output:
0.505401
Time Complexity: O((b-a+1)6n)
Auxiliary Space: O(1)
Dynamic Programming Approach: The above recursive approach needs to be optimized by dealing with the following overlapping subproblems and optimal substructure:
Overlapping Subproblems:
Partial recursion tree for N=4 and sum=15:
Optimal Substructure:
For every state, recur for other 6 states, so the recursive definition of f(N, sum) is:
Top-Down Approach:
## C++
// C++ program for above approach#include using namespace std;float dp[105][605]; // Function to calculate the// probability for the given// sum to be equal to sum in// N throws of dicefloat find(int N, int sum){ if (dp[N][sum]) return dp[N][sum]; // Base cases if (sum > 6 * N || sum < N) return 0; if (N == 1) { if (sum >= 1 && sum <= 6) return 1.0 / 6; else return 0; } for (int i = 1; i <= 6; i++) dp[N][sum] = dp[N][sum] + find(N - 1, sum - i) / 6; return dp[N][sum];} // Driver Codeint main(){ int N = 4, a = 13, b = 17; float probability = 0.0; // Calculate probability of all // sums from a to b for (int sum = a; sum <= b; sum++) probability = probability + find(N, sum); // Print the answer cout << fixed << setprecision(6) << probability; return 0;}
## Java
// Java program for above approachclass GFG { static float[][] dp = new float[105][605]; // Function to calculate the // probability for the given // sum to be equal to sum in // N throws of dice static float find(int N, int sum) { if (N < 0 | sum < 0) return 0; if (dp[N][sum] > 0) return dp[N][sum]; // Base cases if (sum > 6 * N || sum < N) return 0; if (N == 1) { if (sum >= 1 && sum <= 6) return (float) (1.0 / 6); else return 0; } for (int i = 1; i <= 6; i++) dp[N][sum] = dp[N][sum] + find(N - 1, sum - i) / 6; return dp[N][sum]; } // Driver Code public static void main(String[] args) { int N = 4, a = 13, b = 17; float probability = 0.0f; // Calculate probability of all // sums from a to b for (int sum = a; sum <= b; sum++) probability = probability + find(N, sum); // Print the answer System.out.printf("%.6f", probability); }} // This code is contributed by shikhasingrajput
## Python3
# Python program for above approachdp = [[0 for i in range(605)] for j in range(105)]; # Function to calculate the# probability for the given# sum to be equal to sum in# N throws of dicedef find(N, sum): if (N < 0 | sum < 0): return 0; if (dp[N][sum] > 0): return dp[N][sum]; # Base cases if (sum > 6 * N or sum < N): return 0; if (N == 1): if (sum >= 1 and sum <= 6): return (float)(1.0 / 6); else: return 0; for i in range(1,7): dp[N][sum] = dp[N][sum] + find(N - 1, sum - i) / 6; return dp[N][sum]; # Driver Codeif __name__ == '__main__': N = 4; a = 13; b = 17; probability = 0.0 f = 0; # Calculate probability of all # sums from a to b for sum in range(a,b+1): probability = probability + find(N, sum); # Print the answer print("%.6f"% probability); # This code is contributed by 29AjayKumar
## C#
// C# program for above approachusing System;using System.Collections.Generic;public class GFG { static float[,] dp = new float[105, 605]; // Function to calculate the // probability for the given // sum to be equal to sum in // N throws of dice static float find(int N, int sum) { if (N < 0 | sum < 0) return 0; if (dp[N, sum] > 0) return dp[N, sum]; // Base cases if (sum > 6 * N || sum < N) return 0; if (N == 1) { if (sum >= 1 && sum <= 6) return (float) (1.0 / 6); else return 0; } for (int i = 1; i <= 6; i++) dp[N, sum] = dp[N, sum] + find(N - 1, sum - i) / 6; return dp[N, sum]; } // Driver Code public static void Main(String[] args) { int N = 4, a = 13, b = 17; float probability = 0.0f; // Calculate probability of all // sums from a to b for (int sum = a; sum <= b; sum++) probability = probability + find(N, sum); // Print the answer Console.Write("{0:F6}", probability); }} // This code is contributed by 29AjayKumar
## Javascript
Output:
0.505401
Time Complexity: O(n*sum)
Auxiliary Space: O(n*sum)
Bottom-Up Approach:
## C++
// C++ program for above approach#include using namespace std;float dp[105][605]; // Function to calculate probability// that the sum of numbers on N throws// of dice lies between A and Bfloat find(int N, int a, int b){ float probability = 0.0; // Base case for (int i = 1; i <= 6; i++) dp[1][i] = 1.0 / 6; for (int i = 2; i <= N; i++) { for (int j = i; j <= 6 * i; j++) { for (int k = 1; k <= 6; k++) { dp[i][j] = dp[i][j] + dp[i - 1][j - k] / 6; } } } // Add the probability for all // the numbers between a and b for (int sum = a; sum <= b; sum++) probability = probability + dp[N][sum]; return probability;} // Driver Codeint main(){ int N = 4, a = 13, b = 17; float probability = find(N, a, b); // Print the answer cout << fixed << setprecision(6) << probability; return 0;}
## Java
// Java program for above approachimport java.util.*; class GFG{static float [][]dp = new float[105][605]; // Function to calculate probability// that the sum of numbers on N throws// of dice lies between A and Bstatic float find(int N, int a, int b){ float probability = 0.0f; // Base case for (int i = 1; i <= 6; i++) dp[1][i] = (float) (1.0 / 6); for (int i = 2; i <= N; i++) { for (int j = i; j <= 6 * i; j++) { for (int k = 1; k <= 6 && k <= j; k++) { dp[i][j] = dp[i][j] + dp[i - 1][j - k] / 6; } } } // Add the probability for all // the numbers between a and b for (int sum = a; sum <= b; sum++) probability = probability + dp[N][sum]; return probability;} // Driver Codepublic static void main(String[] args){ int N = 4, a = 13, b = 17; float probability = find(N, a, b); // Print the answer System.out.printf("%.6f",probability);}} // This codeis contributed by shikhasingrajput
## Python3
# Python3 program for above approach dp = [[0 for i in range(605)] for j in range(105)] # Function to calculate probability# that the sum of numbers on N throws# of dice lies between A and Bdef find(N, a, b) : probability = 0.0 # Base case for i in range(1, 7) : dp[1][i] = 1.0 / 6 for i in range(2, N + 1) : for j in range(i, (6*i) + 1) : for k in range(1, 7) : dp[i][j] = dp[i][j] + dp[i - 1][j - k] / 6 # Add the probability for all # the numbers between a and b for Sum in range(a, b + 1) : probability = probability + dp[N][Sum] return probability N, a, b = 4, 13, 17 probability = find(N, a, b) # Print the answerprint('%.6f'%probability) # This code is contributed by divyesh072019.
## C#
// C# program for above approachusing System;public class GFG{static float [,]dp = new float[105, 605]; // Function to calculate probability// that the sum of numbers on N throws// of dice lies between A and Bstatic float find(int N, int a, int b){ float probability = 0.0f; // Base case for (int i = 1; i <= 6; i++) dp[1, i] = (float) (1.0 / 6); for (int i = 2; i <= N; i++) { for (int j = i; j <= 6 * i; j++) { for (int k = 1; k <= 6 && k <= j; k++) { dp[i, j] = dp[i, j] + dp[i - 1, j - k] / 6; } } } // Add the probability for all // the numbers between a and b for (int sum = a; sum <= b; sum++) probability = probability + dp[N, sum]; return probability;} // Driver Codepublic static void Main(String[] args){ int N = 4, a = 13, b = 17; float probability = find(N, a, b); // Print the answer Console.Write("{0:F6}",probability);}} // This code is contributed by shikhasingrajput
## Javascript
Output:
0.505401
Time Complexity: O(N * sum)
Auxiliary Space: O(N * sum)
Previous
Next | 4,255 | 13,051 | {"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} | 3.96875 | 4 | CC-MAIN-2024-10 | latest | en | 0.808154 |
http://www.mamicode.com/info-detail-3092235.html | 1,607,014,721,000,000,000 | text/html | crawl-data/CC-MAIN-2020-50/segments/1606141729522.82/warc/CC-MAIN-20201203155433-20201203185433-00127.warc.gz | 119,880,850 | 6,823 | # [LeetCode] 17. Letter Combinations of a Phone Number（手机的 T9 输入法）
• Difficulty: Medium
• Related Topics: String, Backtracking
## Description
Given a string containing digits from `2-9` inclusive, return all possible letter combinations that the number could represent. Return the answer in any order.
A mapping of digit to letters (just like on the telephone buttons) is given below. Note that 1 does not map to any letters.
## Examples
### Example 1
``````Input: digits = "23"
``````
### Example 2
``````Input: digits = ""
Output: []
``````
### Example 3
``````Input: digits = "2"
Output: ["a","b","c"]
``````
## Constraints
• `0 <= digits.length <= 4`
• `digits[i]` is a digit in the range `[‘2‘, ‘9‘]`.
## Solution
``````class Solution {
private val digitToLetter = mapOf(
‘2‘ to "abc",
‘3‘ to "def",
‘4‘ to "ghi",
‘5‘ to "jkl",
‘6‘ to "mno",
‘7‘ to "pqrs",
‘8‘ to "tuv",
‘9‘ to "wxyz"
)
fun letterCombinations(digits: String): List<String> {
if (digits.isBlank()) {
return emptyList()
}
val result = arrayListOf<String>()
backtrack(digits, 0, "", result)
return result
}
private fun backtrack(digits: String, curIndex: Int, curWord: String, result: MutableList<String>) {
if (curWord.length == digits.length) {
return
}
for (letter in digitToLetter[digits[curIndex]]?:"") {
backtrack(digits, curIndex + 1, curWord + letter, result)
}
}
}
``````
[LeetCode] 17. Letter Combinations of a Phone Number（手机的 T9 输入法）
(0)
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https://hangerspur.com/pin/220043131771694338/--24-1993c1a | 1,638,179,425,000,000,000 | text/html | crawl-data/CC-MAIN-2021-49/segments/1637964358702.43/warc/CC-MAIN-20211129074202-20211129104202-00288.warc.gz | 347,083,885 | 19,165 | Home
DIY physics guru David Prutchi coveted one of the expensive professional-grade gyroscopic camera stabilizers made by Kenyon Laboratories. These devices, he observes, don't seem to have changed much since Kenyon's founder filed the following two patents in the 50′s: US2811042, US2570130. Referencing those patents, David reverse-engineered the basic geometry of the Kenyon stabilizer. I saw some thread about Gyro Stabilizers. I'm not sure how they work professionally but if i had to guess would be the way id like to make one. Take a battery powering two electric motors with a spinning two 9 inch wheels or so and place them perpendicular to each other. Spin them as fast as possible and if this works like a bicycle wheel when. This is a demonstration of a homemade gyroscope and gimbal set. It shows how gyroscopes can be used in inertial guidance systems, and the problem of gimbal l.. A simple homemade gyroscope with a toy motor and some CDs. A simple homemade gyroscope with a toy motor and some CDs
### How-To: Low-Cost Gyroscopic Camera Stabilizer Make
Step 4: Tape the Fold. Even though the fold is flattened out, it still needs to be secured. To do that, cut off a piece of tape that is slightly longer than the perimeter of the cylinder, then simply tape it around the end with the fold of the gyroscope. After that, all you need to do is fold in the tape. Ask Question momentum. As the rotor tilts, gyroscopic precession torque generated caused by changing angular momentum. Fig.1.1: Control Moment [1] 1.1 How Gyroscope Works? A gyroscope is a spinning mass arranged in gimbals which helps it to pivot in the x, y and z axis. Consider a wheel is spinning about x axis with some angular velocity ω as shown in figure
### DIY Gyro Stabalizer at DVinfo
1. First, carve a piece of wood into the shape and size of the scooter handle's hole. Then drill a hole into the wood and insert one of the bolts before lodging the wood into the handle's hole. After that, attach the corner brace steel together using the bolts and nuts. Use the plastic bottle caps to cover the bolts and nuts using glue
2. One of the simplest ways to add a weight to your camera is to leave it mounted to your tripod. Use your tripod as you normally would for stationary shots. Then when it is time for a moving shot, just pick up the tripod at the center column and use it as a hand held stabilizer
3. This \$15 DIY DSLR Stabilizer Rig Puts an End to Shaky-Cam Forever. Alan Henry. 1/22/13 8:00AM. 27. 3. We've shown you some DIY camera stabilizers for lighter cameras, but if you have a DSLR or.
4. Using a homemade mechanical gyroscope, i created a gimbal to stabilize my GoPro camera.In this first test, my gimbal has just one axis (pitch) so if i change the roll angle it will happen the gyro precession (it will not stabilize correctly). Precession is what happens when a spintop is desacelerating and doesn't stay in the vertical orientation anymore.In the beginning of the video I didn't.
### Homemade Gyroscope Demonstration, Gimbal Lock, and
1. Gyro technology has been utilized by large oceangoing vessels to stabilize the ride for some time, and it finally found its way into the recreational boat industry in recent years. Just two years ago, Seakeeper, a leading manufacturer of gyroscopic stabilizers for the recreational sector, introduced its Seakeeper 2, designed for boats as small.
2. The device is known as a gimbal. It functions to hold a camera of any kind in a relatively stable position. The camera can rotate on many different planes wh..
3. The PVC creates a strong and efficient mount that is also cost friendly. The stabilizer can be held in any way to achieve the best shot. This means you can hold it with one hand or two, run, skip, ride a bike and still produce a relatively smooth image. The total cost of the project was only \$20, saving tons on similar products sold online
4. DIY physics guru David Prutchi coveted one of the expensive professional-grade gyroscopic camera stabilizers made by Kenyon Laboratories. These devices, he observes, don't seem to have changed much since Kenyon's founder filed the following two patents in the 50′s: US2811042, US2570130. Referencing those patents,
5. Homemade Camera Stabilizer. We've featured quite a few camera gimbals and steady cams here, but this one stands out. For one, [Daniel Rhyoo] was in his sophomore year when he built it. His 2.
### Simple DIY Gyroscope - YouTub
The gyro builder du jour is Seakeeper (seakeeper.com), with an array of active-control models to fit commercial and pleasure boats as small as 30 feet.With active control, the speed and angle of gyroscopic precession (a gyro's tendency to react to an input force at right angles to said input force) is controlled by hydraulic rams, which are, in turn, controlled by input from sophisticated. Build Your Own Camera Gyro-Stabilizer With a Spare Hard Drive. The most extreme camera operators use a gyro attachment for their camera to get smooth, steady shots. This applies to both still and motion (video) photography. The attachment works by two internal gyroscopes spinning in opposite directions, creating an X-Y stabilization pattern
Two men should be able to construct the Build It Yourself Gyrocopter in about two weeks. The airframe consists simply of the keel tube (-1 on plan and perspective drawing), axle tube (-2 on plan), and the mast tube (-3 on plan). All are made from 1/8x2x2-inch aluminum square tubing (6061-T6 aircraft grade), which is cut to the overall lengths. Stabilizing the Market. It will soon be easier to add a Seakeeper gyro stabilizer to ever smaller boats. When you talk about people's first introduction to boating, it's usually a 20- to 25-footer, says Andrew Semprevivo, vice president of sales and marketing for Seakeeper. We believe that if we could provide that stabilized. The results with these DIY stabilizers are really good, but, make no mistake, Freeflysystems is a company with extensive experience and his products are enjoying of recognized prestige. The main difference is that MōVI is a 3-axis digital stabilized camera gimbal and most of the DIY projects are only 2-axis. Not everything can be perfect Everyday tasks like eating can become a struggle with tremors or Parkinson's but adaptive devices like stabilizing spoons can give back your independence The modern breakthrough solution is the image-stabilized binocular, which uses electromechanical magic to calm the jittering with the push of a button. But it doesn't come cheap. The runaway market leaders are the Canon IS series of imaged-stabilized binos, but the 15x50s that I lust for approach \$1,000. Ouch
### DIY Gyroscope : 5 Steps (with Pictures) - Instructable
• Another in line of lightweight stabilizers, the Zhiyun WEEBILL S Gimbal Stabilizer is the perfect companion for your shooting adventures. It weighs only 2 pounds (0.92 kilograms) and has a maximum payload of 5 kilograms (11 pounds). This compact stabilizer with locking arms has an improved torque and gives you up to 14 hours of work on a single.
• um Telescopic Extension Ladder,Slow Down Design Multi-Purpose Ladder for Household Daily or Industrial,330 Lb Capacity. 4.1 out of 5 stars. 88. \$189.99
• To enhance the picture taking capability of the rig he decided to make a gyro stabilized system to mount the camera onto. Video after the jump. The secret ingredient is an off-the-shelf heading hold gyro made for a R/C helicopter. These can be found for as little as \$40, but after some experimentation I found that you need one that has.
• rate gyro Digital signals on SPI bus Estimated orientation Thruster commands Control law Signal processing and integration SD card Gas supply Solenoid valve Thruster Control signals Flow of gas Yaw rate gyro Digital signals on SPI bus Flow of gas Raw sensor values V a l u e s t o b e r e c o r d e d
• Homemade Camera Stabilizer July 13, 2015 by Anool Mahidharia 11 Comments We've featured quite a few camera gimbals and steady cams here, but this one stands out
That's a 'non-statement'. I've used stabilizers from built-in one's on my XL series lenses to full-on gyro-stabilizers. I've also used steady rigs and homemade bungee supports. When you're shooting in motion and want a stable image, some kind of stabilization is needed. Your friend is obviously not a pro The Gyro-Gale Tab-Fin is a hinged, two-part fin, that drives water in two directions as opposed to just one. The tab is mechanically connected at the end of the fin and rotates on a pivot point. The Tab-Fin stabilizers create three times the amount of lift as compared with a traditional fin of equal size
Utilizing a single high precision 3-axis MEMS gyro, the RX3S OrangeRX Flight Stabilizer V2 is capable of stabilizing flight on just about any fixed wing aircraft! It provides added stability by automatically correcting the aileron, elevator and rudder channels in flight. This compensates for unwanted changes in the airplane's attitude due to. 5\$ Gimbal Action Camera stabilizer - homemade tutorial DIY. Số lượt xem: 0. camera stabilizer diy camera stabilizer diy gyro camera stabilizer homemade camera stabilizer gimbal diy action camera stabilizer diy how to make a gimbal - I made a manual Gimbal stabilizer because honestly its too expensive to buy one. hahaha.. Building the stabilization system. In order to control the rocket's trajectory, I decided to use 4 moveable fins that would allow me to control the rocket in its two horizontal axis. I decided to put the fins and the arduino at the front of the rocket because I could install the system inside the nose cone and the added weight would move the.
• Use a plastic cutter to score and snap each plate to shape, then drill out the holes with a ⅛ bit. Step #2: Cut and drill the booms. Next Prev. Saw 4 square dowel booms to 10-11 each. Shorter booms will make your quad more agile, and longer booms will make it more stable. Drill two 3mm holes, one 6mm and one
• You can be a very good gyro pilot and still not be able to fly a helicopter whereas a fixed wing pilot can transition to a gyro fairly quickly. Flying a plane is definitely a different experience to any gyrocopter. On a typical modern gyroplane, after starting the engine, the pre-rotator engages to spin the blades up
• 6 Dirt Cheap DIY Ways to Stabilize Your Camera - No Film Sch. Source: Steady Dragon Camera Stabilizer | CheesyCam. Steady your camera by pulling your camera's strap tight against your neck · Attach a string to your camera, use your feet to create a base · Use . View full content
• A camera stabilizer, or camera-stabilizing mount, is a device designed to hold a camera in a manner that prevents or compensates for unwanted camera movement, which is more commonly known as camera shake. we will make a 2 axis gimbal for our Gopro / Action camera. we will the following parts: 2 axis FPV BGC Gimbal assembly. 3 Lithium Ion Cells
• Arduino Rocket Guidance: Rocket guidance can be achieved 2 ways, thrust vectoring and fin angling. The way I am guiding my rocket is by using thrust vectoring. Basically, an Arduino with a gyroscope and an accelerometer tell servo motors which way to angle the engine, and
• Stability. Calculate a stability factor for a bullet using the Miller stability formula. Output is red for unstable, yellow for marginal stability and green for stable. Explanation of terms
• Selfie Stick Gimbal Stabilizer, UPXON 360° Rotation Tripod with Wireless Remote, Portable Phone Holder, Auto Balance 1-Axis Gimbal for Smartphones Tiktok Vlog Youtuber Live Video Record. 4.1 out of 5 stars. 371. \$29.99. \$29. . 99. 10% coupon applied at checkout. Save 10% with coupon
31. DIY physics guru David Prutchi coveted one of the expensive professional-grade gyroscopic camera stabilizers made by Kenyon Laboratories. These devices, he observes, don't seem to have changed much since Kenyon's founder filed the following two patents in the 50′s: US2811042, US2570130. Stabilizer for Jon Boats Model SF-JB-HD with hydrodynamic floats for Small Jon or Semi Vee Boats For Width up to - 50 Includes Gunwale Adapter Kit 389.00 + FREE Shipping in 48 USA . 55 Width is 399..00 60 Width is 419..00 * Many Jon Boats have Round Gunwales - usually the clamp will fit these - but if you are unsure - We include the Bolt-On. DIY Self Balancing Gyroscopic Camera Stabilizer. \$15 DIY steadicam in 15 minutes! 5 WAYS TO STABILIZE YOUR FOOTAGE WITHOUT A STABILIZER! How to make camera stabilizer (DIY) How To Make Camera Gimbal For DSLR Camera And Mobile Phone . At Home 5\$ Gimbal Action Camera stabilizer - homemade tutorial DIY
### How to create a DIY gimbal stabilizer - DIY Photograph
DIY boat gyro. Seakeeper is a gyroscopic stabilizer designed to virtually eliminate boat roll on vessels 23' and up I'm going to show you how I build a 3 axis gyro stabilizer, in Trailmakers. Quite simple and easy to replicate and use:) Works really well, better if you sta. Seakeeper 5 gyro boat stabilisers. Evidence indeed of a revolution, Seakeeper's latest gyro is a tiny thing. Weighing 368kg, it takes up less space than a 70 gallon water tank. Or if you aren't fluent in tank, that's roughly six HP8600 desktop printers. Its anti-roll software is optimised for sub-50 foot vessels weighing up to 20 tonnes
VOLANTEXRC RC Glider Plane Remote Control Airplane Ranger600 Ready to Fly, 2.4GHz Radio Control Aircraft with 6-Axis Gyro Stabilizer, Excellent Glider Performance for Beginners (761-2 RTF) 4.0 out of 5 stars 123. \$109.99 \$ 109. 99. Get it as soon as Wed, Aug 4. FREE Shipping by Amazon Kenyon says theirs run at 22,000 RPM, while a hard drive 7400 or 10,000 RPM. Each gyro is mounted in a gimbal inside the stabilizer housing, and the coupling between the gimbal rings is damped, so it responds to panning in a fairly natural way (as long as you don't pan too fast. If you do, it hits the end of gimbal travel, and bucks) VOLANTEXRC RC Glider Plane Remote Control Airplane Ranger600 Ready to Fly, 2.4GHz Radio Control Aircraft with 6-Axis Gyro Stabilizer, Excellent Glider Performance for Beginners (761-2 RTF) 4.0 out of 5 stars 120. \$109.99 \$ 109. 99. Get it as soon as Wed, Jul 28. FREE Shipping by Amazon SYMA RC Helicopter, S39 Aircraft with 3.5 Channel,Bigger Size, Sturdy Alloy Material, Gyro Stabilizer and High &Low Speed, Multi-Protection Drone for Kids and Beginners to Play Indoor (Green) 4.2 out of 5 stars 1,039. \$52.99 \$ 52. 99. 10% coupon applied at checkout Save 10% with coupon The stabilizer is also part of the autopilot (SBAE, AFCE and C-1type auto pilot) and has a gyro that senses deviation about the yaw, or vertical axis of the airplane. The stabilizer is an essential part of the autopilot and will function without the sight head installed
### How to Make an Impromptu Camera Stabilizer : 5 Steps (with
1. It looks like the Commander two-place gyroplane has everything you need in a realistic training platform for new gyro pilots and a reasonable two-seat recreational vehicle: A sturdy airframe, a hefty power plant, an instructor-priority control system and a machine that is a virtual duplicate of the gyro you may fly as a solo pilot
2. Motorcycle-Amputee is an informal website based organization created by Victor Walther. The website is intended to provide information, encouragement, and inspiration for amputee, injured, and physically challenged motorcyclists as well as provide an international venue for amputee motorcyclists to share and promote their accomplishments and motorcycle modifications
3. g dual Scout Stepped Hull Technology, while simultaneously pairing it with the finest sophisticated blend of appointments and technologies
4. Brushless Camera Gimbals. Apart from being the opposite of the above, you cannot deny the video quality offered from a brushless gimbal is better. The reaction is fast, and the movement is very smooth. However if you only mainly shoot photos then you can save some money and weight to use a servo gimbal
Homemade RC Airplanes Free Template Plans (foam scratch built) Click the image ↓ Supermarine Spitfire Hawker Hurricane Curtiss P-40 Warhawk Piper J-3 Cub Cessna American Champion Decathlon/Citabria Extra 330SC Flying Wing 3 Axis Gyro Flight Stabilizer Titan Wild glue Mar 30, 2018 - Explore Thomas Henke's board Telescopes and Optics on Pinterest. See more ideas about telescopes, diy telescope, solar telescope The DJI Ronin is a handheld 3-axis camera gimbal developed for professional filmmakers. Ronin marks a generational leap in camera stabilization and is recommended for use with the RED EPIC, Sony A7s, Nikon D800, and Canon 5D Mark III Granted those essentially shot 3/4 iron spikes, but the hunting and sport crossbow bolts were made of wood with an iron tip. Friends and I routinely shoot long, recurve, and crossbows, so I have some idea what a wooden shaft can take. Some of the heavier long and recurve bows approach 100#, and crossbows regularly are above 100# draw I had an idea for a camera stabilizer back in 2013 as a Sophomore High-school project. So rather than shell out a lot of money for a commercial gimbal, Tadej decided to build one for his friend. Tool USA Made, and decided to be decent gyroscopic forces. Another solution is to add more gimbals to
### This \$15 DIY DSLR Stabilizer Rig Puts an End to Shaky-Cam
1. DIY Self Balancing Gyroscopic Camera Stabilizer. 5 WAYS TO STABILIZE YOUR FOOTAGE WITHOUT A STABILIZER! How to make camera stabilizer (DIY) DSLR Camera Stabilizer for Under \$5 (Part 1: PREP) - Homemade Film School. How to make a Phone Gimbal Using PVC Pipe. Gimbal, How to Make a Gimbal For Smartphone - Homemade. 5\$ Gimbal Action Camera.
2. 3 Life Hack for Smartphone Music by NCS: Track: Unknown Brain - Why Do I? (ft. Bri Tolani) [NCS Release] Music provided by.
3. If you are sorta serious about photography, you might want to consider making yourself one of these gyro image stabilizers that will allow you to take perfect photos. Learn how to make the gyro image stabilizer by following step-by-step instructions here. (via ohgizmo) This image stabilizer can be used with any len
4. This gyro-stabilised idea might be useful if it could be made very light, which I imagine (i.e. I've not done the maths) is difficult for a gyro that's got to stabilise over a kilogram of stuff. (normal IS adjusts a lens or a prism; much less mass than an entire instrument.) I'd be delighted to be proved wrong
5. New binocular stabilizer in lastest S&T - posted in Binoculars: Just got my October S&T. Alan MacRobert has an article in the ATM column about how to make a simple frame to stabilize your handheld binoculars. Looks easy to build and fairly clever.The basic idea is to build a long rectangular frame that rests on your shoulders with your head poking through; long axis running front to back
### Mechanical gyroscope to stabilize a GoPro camera (gimbal
Gyro Stabilized Platform. The Gyro Stabilized Platform is optimized for use in extreme mobile environments such as: vehicles, boats, and aircraft. The high speed gyros effectively mitigate recoil while also providing precise aiming regardless of erratic movement from the mobile mount. *DDTC ITAR Controlled. Download GSP Flyer Arduino rocket stabilization system [UD: 7/14/17] Arduino powered rocket stabilization system for mid to high power rockets that gets rid of the pitch over and subsequent downrange fligh
Also, the 18A is about 400 pounds heavier than the J-2. My first design criteria, therefore, would be to create a craft with J-2 looks, side-by-side seating with plenty of room, and 180 HP. My empty weight goal will be under 750 lbs. For comparison, the J-2 weighs 1,000 lbs. empty and the 18A 1400 lbs. empty. Attached to the airframe a 30-foot. The Super Precision Gyroscope is a completely new gyroscope, designed from scratch and precision-built to extremely high standards. Made from solid brass and aluminium, it runs on miniature high-grade ball bearings. A free electric motor starter spins it up to 12,000rpm. There is an optional gimbal kit and rate kit In prior U.S. Pat. No. 5,509,400 to Manuel L. Chalin, there is disclosed a bow arm support stabilizer system in which a telescopic support rod assembly is pivotally mounted to the front end of a horizontal shaft projecting forwardly and connected to the riser section of an archer's bow. The lower end of the support rod assembly is provided with.
AIR COMMAND SIDE BY SIDE GYRO • \$23,000 • AVAILABLE • Gyrocopter Excellent condition, 40 hours on engine and airframe. Fuel injected Subaru EJ 22/140 hp. All dual controls, 3 blade 68 warp drive props with tapered tips. 30 foot dragon wings aluminum rotor blades with pre-rotator, rotator break, tail with rear stabilizer, dual foot hydraulic braking system, nose wheel steering. According to Merriam-Webster, a gyro is both a shortened form of the words gyrocompass or gyroscope as well as a noun for a Greek sandwich of lamb, veggies, and tzatziki sauce Cooked Gyro Meat (Gyro Meat [Beef, Water, Cereal Binder (Corn, Wheat, Rye, Oat and Rice Flours), Bread Crumbs (Bleached Wheat Flour, Water, Dextrose, Salt & Yeast, May Contain Soybean Oil, Calcium Propionate), Contains Less than 2% of: Salt (Sodium Chloride, Hydrogenated Vegetable Oil), Spices, Dehydrated Onions and Garlic, Spearmint, Soy. Can't afford an expensive lens with Image Stabilizer (IS) or Vibration Reduction (VR)? This instructional video shows you how to build your own stabilizer in 5 minutes for less than \$1. It is super light weight and folds up small enough to fit in your pocket
### Gyro Stabilizers for Small Boats Salt Water Sportsma
Buy RC Helicopter Spare Parts online at the Lowest Price. HeliPal is the largest rc helicopter online store. HeliPal is famous for their Fast Shipping, Low Price and Good Service. We have full range of Walkera rc helicopters, walkera parts and accessories, align rc helicopter, part and accessory, nine eagles helicopter, nineeagles parts and accessories, HSP rc cars and HSP parts Colin Furze Flies The Dangerous Skies. To quote our tipster: Furze is my hero . You just need to know how to weld and have zero consideration for your personal well-being.. We're not. stabilizer bar and ball and rod joint. 12 2.4 Stabilizer bar system 13 2.5 A 2x stabilizer balance bar with the ball and rod joints separated from it. 13 2.6 A screenshot of the isometric view of CATIA design of rotor blade 15 2.7 Top view along with the dimensions of the upper as well as the lower rotor blade. 1 A gyroscope linked to sensors keeps the craft level and traveling in a straight line without aid from the human pilot. Two years later Sperry and his inventor father, Elmer, add a steering gyroscope to the stabilizer gyro and demonstrate the first automatic pilot
Humor: The Ultimate Slingshot - posted in Homemade Slingshots: Ok, we're going nowhere fast with these paltry arm-powered slings, that can only shoot 140-200 fps. We're never going to be able to defend against alien invasions, extort billions of dollars from knock-kneed nations of overfed couch potatoes, or make disaffected ex-postal workers think twice before climbing up onto the roof of the. Beechcraft 17R Staggerwing RC biplane. Homemade RC airplane model. Material: XPS foam 5mm (or Depron) + balsa 2.5mm Wingspan: 1180mm (46.5) Flying Weight: 452g (16 oz Some builders use a pushrod between the rudder bar and stabilizer. Others use cables. Some simple autogyros, including Bensen's G-6, do not use controllable-vertical stabilizers at all. They are fixed - this works for towed gyro gliders, but not for powered gyros
### Homemade Camera Stabilizer - YouTub
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### DIY Camera Stabilizer : 6 Steps (with Pictures
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• That's because horizontal stabilizers and stabilators generate negative lift, which acts in a direction opposite to the wings' lift. High power settings, high airspeeds, and extended flaps all increase a tailplane's angle of attack. Raising the nose lowers the tailplane angle of attack, and breaks the stall..
• RC Radio Transmitters, RC Receivers, and Accessories. Motion RC offers a large selection of radios (transmitters) and receivers for discerning RC enthusiasts around the world. Our radio control transmitters are made by the most trusted brands in the business: Futaba and Xwave Control Products. Our RC radios provide you with a host of valuable.
• Standard/Normal Lens. The standard lens has a fixed focal length (50mm, 85mm, 100mm), and reproduces fairly accurately what the human eye sees - in terms of perspective and angle of view. For a 35mm film camera or a full-frame DSLR, the 50mm lens is considered standard. At higher focal lengths (85mm or 100mm) you have an ideal lens for. | 6,414 | 26,891 | {"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} | 3.125 | 3 | CC-MAIN-2021-49 | longest | en | 0.933895 |
https://plot.ly/scikit-learn/plot-voting-probas/ | 1,534,755,667,000,000,000 | text/html | crawl-data/CC-MAIN-2018-34/segments/1534221216051.80/warc/CC-MAIN-20180820082010-20180820102010-00120.warc.gz | 741,508,186 | 13,534 | Show Sidebar Hide Sidebar
# Class Probabilities Calculated by the VotingClassifier in Scikit-learn
Plot the class probabilities of the first sample in a toy dataset predicted by three different classifiers and averaged by the VotingClassifier.
First, three examplary classifiers are initialized (LogisticRegression, GaussianNB, and RandomForestClassifier) and used to initialize a soft-voting
VotingClassifier with weights [1, 1, 5], which means that the predicted probabilities of the RandomForestClassifier count 5 times as much as the weights of the other classifiers when the averaged probability is calculated.
To visualize the probability weighting, we fit each classifier on the training set and plot the predicted class probabilities for the first sample in this example dataset.
#### New to Plotly?¶
You can set up Plotly to work in online or offline mode, or in jupyter notebooks.
We also have a quick-reference cheatsheet (new!) to help you get started!
### Version¶
In [1]:
import sklearn
sklearn.__version__
Out[1]:
'0.18.1'
### Imports¶
In [2]:
print(__doc__)
import plotly.plotly as py
import plotly.graph_objs as go
import numpy as np
from sklearn.linear_model import LogisticRegression
from sklearn.naive_bayes import GaussianNB
from sklearn.ensemble import RandomForestClassifier
from sklearn.ensemble import VotingClassifier
Automatically created module for IPython interactive environment
### Calculations¶
In [3]:
clf1 = LogisticRegression(random_state=123)
clf2 = RandomForestClassifier(random_state=123)
clf3 = GaussianNB()
X = np.array([[-1.0, -1.0], [-1.2, -1.4], [-3.4, -2.2], [1.1, 1.2]])
y = np.array([1, 1, 2, 2])
eclf = VotingClassifier(estimators=[('lr', clf1), ('rf', clf2), ('gnb', clf3)],
voting='soft',
weights=[1, 1, 5])
# predict class probabilities for all classifiers
probas = [c.fit(X, y).predict_proba(X) for c in (clf1, clf2, clf3, eclf)]
# get class probabilities for the first sample in the dataset
class1_1 = [pr[0, 0] for pr in probas]
class2_1 = [pr[0, 1] for pr in probas]
### Plot Results¶
In [4]:
N = 4 # number of groups
x_axis = ['LogisticRegression<br>weight 1',
'GaussianNB<br>weight 1',
'RandomForestClassifier<br>weight 5',
'VotingClassifier<br>(average probabilities)'
]
# bars for classifier 1-3
p1 = go.Bar(x=x_axis, y=np.hstack(([class1_1[:-1], [0]])),
marker=dict(color='green'),
name='class1'
)
p2 = go.Bar(x=x_axis, y=np.hstack(([class2_1[:-1], [0]])),
marker=dict(color='lightgreen'),
name='class2'
)
# bars for VotingClassifier
p3 = go.Bar(x=x_axis, y=[0, 0, 0, class1_1[-1]],
marker=dict(color='blue'),
showlegend=False
)
p4 = go.Bar(x=x_axis, y=[0, 0, 0, class2_1[-1]],
marker=dict(color='steelblue'),
showlegend=False
)
layout = go.Layout(title='Class probabilities for sample 1 by different classifiers')
fig = go.Figure(data=[p1, p2, p3, p4], layout=layout)
In [5]:
py.iplot(fig)
Out[5]:
Still need help? | 812 | 2,907 | {"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} | 3.265625 | 3 | CC-MAIN-2018-34 | longest | en | 0.721803 |
http://www.chegg.com/homework-help/questions-and-answers/wheel-mass-25-kg-radius-gyration-k-015m-originally-spinning-w1-40-rad-s-placed-ground-coef-q3860939 | 1,448,844,021,000,000,000 | text/html | crawl-data/CC-MAIN-2015-48/segments/1448398460263.61/warc/CC-MAIN-20151124205420-00267-ip-10-71-132-137.ec2.internal.warc.gz | 362,743,500 | 12,923 | The wheel has a mass of 25 kg and a radius of gyration k=0.15m. It is originally spinning at w1=40 rad/s. If it is placed on the ground, for which the coefficient of kinetic friction is uc = 0.5, determine the time required for the motion to stop. What are the horizontal and vertical components of reaction which the pin at A exerts on AB durin this time? Neglect the mass of AB.
The bar AB is pinned at A then .4 m to a 90 degree down for .3 m to B where .2 m radius wheel is attached and rotation of wheel is clockwise. | 136 | 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} | 2.515625 | 3 | CC-MAIN-2015-48 | latest | en | 0.936198 |
https://fr.maplesoft.com/support/help/addons/view.aspx?path=combine/units&L=F | 1,696,307,257,000,000,000 | text/html | crawl-data/CC-MAIN-2023-40/segments/1695233511053.67/warc/CC-MAIN-20231003024646-20231003054646-00691.warc.gz | 279,332,748 | 22,376 | units - Maple Help
combine/units
combine units
Calling Sequence combine(expr, 'units', opts)
Parameters
expr - algebraic expression opts - equation(s) of the form option=value where option is one of 'mode' or 'system'; specify options for combining units
Description
• The combine/units function combines, if possible, expressions involving units into a unit-free expression multiplied by a Unit object.
• The conversion $\mathrm{convert}\left(\mathrm{expr},'\mathrm{metric}'\right)$ can be implemented as combine(expr, 'units', 'mode'='natural').
• The opts argument can contain one or more of the following equations that set options for how units are interpreted and combined.
'mode'=standard or natural or simple
The mode standard indicates that Maple uses routines and operations from the Units[Standard] environment, whereas the mode natural indicates routines and operations from the Units[Natural] environment and simple indicates routines and operations from the Units[Simple] environment.
The default mode is set by the UseMode command, which is called if you load Units[Standard], Units[Natural], or Units[Simple]. If the command hasn't been called, the default mode is standard.
'system'=symbol
By default, any result is converted to the default system of units, which by default is SI. By specifying a different system of units, the result is converted, if possible, to that system.
Examples
Note: Prior to Maple 2015, units were displayed surrounded by double brackets.
> $\mathrm{combine}\left(4'\mathrm{ft}'+3'\mathrm{inches}','\mathrm{units}','\mathrm{mode}'='\mathrm{natural}'\right)$
$\frac{{6477}}{{5000}}{}⟦{m}⟧$ (1)
> $\mathrm{combine}\left('\mathrm{yards}','\mathrm{units}','\mathrm{mode}'='\mathrm{natural}'\right)$
$\frac{{1143}}{{1250}}{}⟦{m}⟧$ (2)
> $\mathrm{combine}\left(5'{\mathrm{gallons}}_{\mathrm{UK}}','\mathrm{units}','\mathrm{mode}'='\mathrm{natural}'\right)$
$\frac{{454609}}{{20000000}}{}⟦{{m}}^{{3}}⟧$ (3)
> $\mathrm{combine}\left(5'{\mathrm{gallons}}_{\mathrm{US_liquid}}','\mathrm{units}','\mathrm{mode}'='\mathrm{natural}'\right)$
$\frac{{473176473}}{{25000000000}}{}⟦{{m}}^{{3}}⟧$ (4)
> $\mathrm{with}\left({\mathrm{Units}}_{\mathrm{Natural}}\right):$
> $\mathrm{d1}≔3\mathrm{ft}$
${\mathrm{d1}}{≔}{3}{}⟦{\mathrm{ft}}⟧$ (5)
> $\mathrm{t1}≔13s$
${\mathrm{t1}}{≔}{13}{}⟦{s}⟧$ (6)
> $\mathrm{speed}≔\mathrm{subs}\left(\mathrm{dx}=\mathrm{d1},\mathrm{dt}=\mathrm{t1},\frac{\mathrm{dx}}{\mathrm{dt}}\right)$
${\mathrm{speed}}{≔}\frac{{3}}{{13}{}⟦{s}⟧}{}⟦{\mathrm{ft}}⟧$ (7)
> $\mathrm{combine}\left(\mathrm{speed},'\mathrm{units}'\right)$
$\frac{{1143}}{{16250}}{}⟦\frac{{m}}{{s}}⟧$ (8)
> $\mathrm{combine}\left(\mathrm{speed},'\mathrm{units}','\mathrm{system}'='\mathrm{FPS}'\right)$
$\frac{{3}}{{13}}{}⟦\frac{{\mathrm{ft}}}{{s}}⟧$ (9) | 887 | 2,814 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 20, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.53125 | 4 | CC-MAIN-2023-40 | latest | en | 0.494331 |
http://www.baseball-reference.com/blog/archives/155/ | 1,492,991,127,000,000,000 | text/html | crawl-data/CC-MAIN-2017-17/segments/1492917118851.8/warc/CC-MAIN-20170423031158-00602-ip-10-145-167-34.ec2.internal.warc.gz | 460,582,305 | 1,830 | Comments on: Home team record in extra innings http://www.baseball-reference.com/blog/archives/155 This and that about baseball stats. Tue, 16 Jul 2013 17:01:55 +0000 hourly 1 https://wordpress.org/?v=4.6 By: Andy http://www.baseball-reference.com/blog/archives/155/comment-page-1#comment-171 Mon, 06 Aug 2007 15:33:13 +0000 http://www.baseball-reference.com/sotd/archives/155#comment-171 Good thought, frankman.
Using the PI, I searched 2000 to 2006, just set it to home game wins, then home game losses, games of 9 innings or less, summed by year.
for home team wins:
2000 1211 Ind. Games
2001 1179 Ind. Games
2002 1199 Ind. Games
2003 1227 Ind. Games
2004 1184 Ind. Games
2005 1209 Ind. Games
2006 1222 Ind. Games
And home team losses
2000 1015 Ind. Games
2001 1054 Ind. Games
2002 1026 Ind. Games
2003 1005 Ind. Games
2004 1026 Ind. Games
2005 1039 Ind. Games
2006 1022 Ind. Games
Total home team wins = 8431
Total home team losses = 7187
That's a winning percentage of 0.540 for home teams in games of 9 innings or less. So, in actuality, home teams win extra inning games slightly less than games of regular length. I suppose that is basically a regression to the mean, so to speak. In other words, over the course of 9 innings, the home team tends to outscore the visiting team. But in any one inning (such as a decisive 10th inning), those larger trends are less apparent and the record drifts slightly more towards .500.
]]>
By: frankman http://www.baseball-reference.com/blog/archives/155/comment-page-1#comment-170 Mon, 06 Aug 2007 15:11:45 +0000 http://www.baseball-reference.com/sotd/archives/155#comment-170 What is the winning percentage of home teams in games that are 9 innings or less? This would be the number to compare with the .521 winning percentage.
]]> | 522 | 1,784 | {"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} | 2.828125 | 3 | CC-MAIN-2017-17 | latest | en | 0.842081 |
https://www.kaysonseducation.co.in/questions/p-span-sty_1416 | 1,675,210,899,000,000,000 | text/html | crawl-data/CC-MAIN-2023-06/segments/1674764499891.42/warc/CC-MAIN-20230131222253-20230201012253-00104.warc.gz | 842,702,208 | 12,263 | is : : Kaysons Education
# is :
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## Question
### Solution
Correct option is
1
.
#### SIMILAR QUESTIONS
Q1
Let A be an orthogonal non-singular matrix of order n, then is equal to :
Q2
A’ is any square matrix, then det is equal to :
Q3
represent the sides of a triangleABC, then is equal to :
Q4
:
Q5
If abc are the sides of a ΔABC opposite to angle ABC respectively, then
:
Q6
The value of lying between and satisfying the equation
:
Q7
.
has a non-zero solution, then value of
Q8
If a determinate of is formed by using the number 1 or –1 then minimum value of determinant is :
Q9
A and B are square matrices and A is non-singular matrix, :
Q10
The value of such that the system x – 2y + z = –4, 2x – y + 2z = 2, has no solution is : | 386 | 1,356 | {"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} | 3.3125 | 3 | CC-MAIN-2023-06 | longest | en | 0.587721 |
https://numbermatics.com/n/1684496757570/ | 1,571,162,036,000,000,000 | text/html | crawl-data/CC-MAIN-2019-43/segments/1570986660067.26/warc/CC-MAIN-20191015155056-20191015182556-00373.warc.gz | 622,124,170 | 9,107 | 1684496757570
1,684,496,757,570 is an even composite number composed of eight prime numbers multiplied together.
What does the number 1684496757570 look like?
This visualization shows the relationship between its 8 prime factors (large circles) and 256 divisors.
1684496757570 is an even composite number. It is composed of eight distinct prime numbers multiplied together. It has a total of two hundred fifty-six divisors.
Prime factorization of 1684496757570:
2 × 3 × 5 × 11 × 41 × 53 × 1187 × 1979
See below for interesting mathematical facts about the number 1684496757570 from the Numbermatics database.
Names of 1684496757570
• Cardinal: 1684496757570 can be written as One trillion, six hundred eighty-four billion, four hundred ninety-six million, seven hundred fifty-seven thousand, five hundred seventy.
Scientific notation
• Scientific notation: 1.68449675757 × 1012
Factors of 1684496757570
• Number of distinct prime factors ω(n): 8
• Total number of prime factors Ω(n): 8
• Sum of prime factors: 3281
Divisors of 1684496757570
• Number of divisors d(n): 256
• Complete list of divisors:
• Sum of all divisors σ(n): 4609336596480
• Sum of proper divisors (its aliquot sum) s(n): 2924839838910
• 1684496757570 is an abundant number, because the sum of its proper divisors (2924839838910) is greater than itself. Its abundance is 1240343081340
Bases of 1684496757570
• Binary: 110001000001100111101010010110011010000102
• Base-36: LHUHVKN6
Squares and roots of 1684496757570
• 1684496757570 squared (16844967575702) is 2837529326263843352304900
• 1684496757570 cubed (16844967575703) is 4779808949601230769284003236023093000
• The square root of 1684496757570 is 1297881.6423580389
• The cube root of 1684496757570 is 11898.4409547361
Scales and comparisons
How big is 1684496757570?
• 1,684,496,757,570 seconds is equal to 53,561 years, 40 weeks, 6 days, 5 hours, 59 minutes, 30 seconds.
• To count from 1 to 1,684,496,757,570 would take you about one hundred thirty-three thousand, nine hundred four years!
This is a very rough estimate, based on a speaking rate of half a second every third order of magnitude. If you speak quickly, you could probably say any randomly-chosen number between one and a thousand in around half a second. Very big numbers obviously take longer to say, so we add half a second for every extra x1000. (We do not count involuntary pauses, bathroom breaks or the necessity of sleep in our calculation!)
• A cube with a volume of 1684496757570 cubic inches would be around 991.5 feet tall.
Recreational maths with 1684496757570
• 1684496757570 backwards is 0757576944861
• The number of decimal digits it has is: 13
• The sum of 1684496757570's digits is 69
• More coming soon! | 790 | 2,741 | {"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} | 3.1875 | 3 | CC-MAIN-2019-43 | latest | en | 0.783868 |
http://mail-archives.apache.org/mod_mbox/commons-issues/201810.mbox/%3CJIRA.13183543.1536285539000.52525.1538792340072@Atlassian.JIRA%3E | 1,547,853,089,000,000,000 | text/html | crawl-data/CC-MAIN-2019-04/segments/1547583660818.25/warc/CC-MAIN-20190118213433-20190118235433-00069.warc.gz | 136,160,056 | 2,740 | commons-issues mailing list archives
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From "Matt Juntunen (JIRA)" <j...@apache.org>
Subject [jira] [Commented] (GEOMETRY-14) AffineTransform?D Classes
Date Sat, 06 Oct 2018 02:19:00 GMT
```
[ https://issues.apache.org/jira/browse/GEOMETRY-14?page=com.atlassian.jira.plugin.system.issuetabpanels:comment-tabpanel&focusedCommentId=16640527#comment-16640527
]
Matt Juntunen commented on GEOMETRY-14:
---------------------------------------
{quote}The name {{multiply}} seems strange; wouldn't {{compose}} be more appropriate?
{quote}
Yes, {{multiply}} does seem to expose the underlying matrix implementation. We could do {{compose}}
but then I think the API would be a bit more awkward, assuming that by {{A.compose(B)}} we
mean "perform B then perform A". For example, if we want to perform a series of transforms
in order {{A}}, {{B}}, {{C}}, and then {{D}}, we would need to do {{D.compose(C.compose(B.compose(A)))}}.
If we rename it to {{apply}} and define {{A.apply(B)}} as "take A and perform B on it", then
we can write the same series of transforms a {{A.apply(B).apply(C).apply(D)}}. I feel like
that's cleaner and better matches the behavior of the other methods, like {{translate}}.
{quote}{{tranform.apply(v)}} looks more natural than {{v.applyt(transform)}}.
{quote}
I used {{transform.applyTo(vec)}} since that's typically how one talks about transforms operating,
ie, they are applied _to_ points and vectors. The vector and point classes have corresponding
{{vec.apply(transform)}}.
{quote}Doesn't {{createTranslation}} duplicate {{translate}}?
{quote}
They are similar but slightly different. {{translate}} is an instance method and applies a
translation to the current transform. This involves a matrix multiplication. {{createTranslation}}
is a static factory method for creating a brand new transform that performs a translation.
The matrix for this can be created directly; no matrix multiplication is involved. I would
have liked to have given them the same name but then the methods would conflict.
> AffineTransform?D Classes
> -------------------------
>
> Key: GEOMETRY-14
> URL: https://issues.apache.org/jira/browse/GEOMETRY-14
> Project: Apache Commons Geometry
> Issue Type: New Feature
> Reporter: Matt Juntunen
> Priority: Major
> Labels: pull-request-available
>
> We should create AffineTransform?D classes that implement matrix-based affine transforms.
They should have simple methods for creating translations, rotations, and scaling and calculating
the inverse.
>
> Pull Request #1: https://github.com/apache/commons-geometry/pull/14
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So we can recommend you notes for your school. | 1,770 | 6,687 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.703125 | 3 | CC-MAIN-2019-04 | latest | en | 0.533975 |
http://www.prosoundweb.com/article/understanding_specification_sheets_what_do_the_charts_graphs_really_mean/P2/ | 1,386,314,405,000,000,000 | text/html | crawl-data/CC-MAIN-2013-48/segments/1386163049967/warc/CC-MAIN-20131204131729-00059-ip-10-33-133-15.ec2.internal.warc.gz | 496,888,179 | 10,882 | Understanding Specification Sheets: What Do The Charts & Graphs Really Mean?
The main purpose of specifications is to allow us to make sure that we have the right tool for the job. But what does this information really mean?
In audio and acoustics, almost all parameters that we care to know anything about are frequency-dependent. This means that the answer to virtually any question regarding any of the y parameters is “it depends.” Y depends on x.
An example of a frequency-dependent parameter is the setting of a graphic equalizer. In fact, it’s a really good example because it is basically an xy plot of the type that we have been describing.
The x variable is frequency, and the y variable is relative level. The y value depends on the x value.
When you look at the front panel of a graphic equalizer, you are looking at an xy graph, which is why it’s called a graphic equalizer.
What Time Is It?
Another common independent variable is time. Many parameters in audio and acoustics are time-dependent. Examples include loudness, temperature and background noise, just to name a few.
Note that Figure 1 just gives us values. It’s still up to us to know what they mean and how to apply them.
Graphs are valuable because they give us some visual feedback regarding trends in the data. For instance, a glance at Figure 3 (later in this article) shows that the loudspeaker’s on-axis directivity is increasing as a function of frequency.
This means that everyone in the room might hear the low-frequency events, like a bass guitar, but only those in front of the loudspeaker will hear the high-frequency events, like the crash of a cymbal.
It’s clear why we would want the directivity of a sound reinforcement loudspeaker to be “frequency-independent.” The directivity of such a device would be a straight horizontal line.
It’s also important to consider the resolution of the graphed data. The closer together we place the points on the x-axis, the less likely it will be that we missed a significant data point when we measured.
For example, we could take the page of a day planner and break the time axis down into hours, minutes, seconds, or even fractions of a second.
Obviously, there is a point of diminishing return on resolution. It must always be appropriate for the data being plotted.
If you were plotting the arrival time of the tweeter in the main array to the back of the balcony, then one millisecond resolution would be meaningful.
But that same resolution would be extreme overkill for plotting your daily schedule.
What time resolution do I need? Again, it depends!
Following are some examples of common plots found on data sheets, with plain English descriptions of what each one means.
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Product Showcase | 583 | 2,821 | {"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-2013-48 | longest | en | 0.932983 |
https://www.lumoslearning.com/llp/lesson-plan-resources.php?grade=grade-7&subject=math&lessonname=Drawing%20Plane%20(2-D)%20Figures | 1,653,034,540,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652662531762.30/warc/CC-MAIN-20220520061824-20220520091824-00085.warc.gz | 1,009,079,874 | 33,455 | # 7.G.A.2 Lesson Plans
Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
## Coherence Map of 7.G.A.2
The Coherence Map shows the relationships among the Common Core Standards. The Lumos coherence map not only provides graphical representation and convenient navigation within the standards map but also access to thousands of engaging learning & lesson plan resources such as Practice questions, Videos, Books and Infographics related to every standard. It helps educators and students visually explore the learning standards. It's an effective tool to helps students progress through the learning standards. Teachers can use this tool to develop their own pacing charts and lesson plans.
#### Standard Description of 7.G.A.2
Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
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## TOPICS RELATED TO DRAWING PLANE (2-D) FIGURES
### What is a two dimensional figure made from two or more geometric figures?
A 2-dimensional discern, additionally called a plane or planar figure, is a hard and fast of line segments or aspects and curve segments or arcs, all mendacity in a unmarried plane.
### What is 2d shapes with examples?
Any shape that can be laid flat on a bit of paper or any mathematical aircraft is a 2nd shape. as a infant, your first drawings likely used simple shapes, together with squares, triangles, and circles. now you could find 2d shapes inside the international all round you. examples of second shapes consist of rectangles, octagons, or even hearts.
### What are 2d figures?
In geometry, a 2-dimensional form can be defined as a flat plane discern or a form that has dimensions – period and width. two-dimensional or 2-d shapes do no longer have any thickness and may be measured in handiest two faces. ... a circle, triangle, square, rectangle and pentagon are examples of -dimensional shapes. | 480 | 2,307 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.25 | 4 | CC-MAIN-2022-21 | latest | en | 0.91776 |
https://best.bloghong.com/square-root-of-244-top-qa/ | 1,653,767,787,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652663019783.90/warc/CC-MAIN-20220528185151-20220528215151-00433.warc.gz | 167,837,887 | 12,136 | # Square Root of 244 | Top Q&A
Welcome to the web site Best Blog Hồng, As we speak best.bloghong.com will introduce you to the article Square Root of 244 | Best BlogHong
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article under
Sq. Root of 244
The sq. root of 244 is expressed as √244 within the radical kind and as (244)½ or (244)0.5 within the exponent kind. The sq. root of 244 rounded as much as 8 decimal locations is 15.62049935. It’s the constructive resolution of the equation x2 = 244. We are able to categorical the sq. root of 244 in its lowest radical kind as 2 √61.
• Sq. Root of 244: 15.620499351813308
• Sq. Root of 244 in exponential kind: (244)½ or (244)0.5
• Sq. Root of 244 in radical kind: 244 or 2 61
1. What Is the Sq. Root of 244? 2. Is Sq. Root of 244 Rational or Irrational? 3. Learn how to Discover the Sq. Root of 244? 4. FAQs on Sq. Root of 244
The sq. root of a quantity n is written as √n. This quantity when squared or multiplied by itself leads to the unique quantity n. The sq. root of 244 may be written as:
• Decimal kind: 15.62049
• Exponent kind: (244)½
• 244 is a quantity that isn’t an ideal sq. which implies that it doesn’t have a pure quantity as its sq. root.
• Sq. root of 244 in decimal kind is 244 = 15.62049
• Sq. root of 244 can’t be expressed as a fraction of the shape p/q which tells us that the sq. root of 244 is an irrational quantity.
There are two methods to seek out the sq. root of 244:
• Lengthy Division Technique
• Prime Factorization
### Lengthy Division Technique
The sq. root of 244 by lengthy division methodology consists of the next steps:
• Pair the digits of the quantity from one’s digit by inserting a bar over them as proven within the picture.
• The primary pair consists of 1 quantity, ie, 2. Sq. of 1 provides a product lower than 2. The quantity is subtracted from 2 and subsequently, the following pair is added because the divisor, ie, 44.
• The double of 1 is 2. Now a quantity is to be positioned together with 2, ie, 5. The product of 25 by 5 provides 125. When the distinction between 144 and 125 is taken, the rest is nineteen.
• The quotient is doubled; 30 is part of the brand new divisor. Now a decimal is added to the quotient, thus, letting us add a pair of zeros to the unique dividend. A quantity together with 30 is added within the clean and it’s multiplied by the identical quantity within the quotient. Product of 306 with 6 provides 1836.
• The distinction obtained from the above step is 1900 – 1836 = 64.
• The method is repeated the identical manner.
Due to this fact, the sq. root of 244 = 15.6
### Prime Factorization
• To seek out the sq. root of 244, we will first categorical it when it comes to its prime elements. Prime factorization of 244 = 2 × 2 × 61
• Since all of the prime elements of 244 are distinctive and none of those elements are good squares, the sq. root of 244 can’t be simplified.
• 244 in its easiest radical kind is 2√61
• Sq. root of 61 is 61 = 7.81024 = 2 × 7.81024
• Due to this fact, the Sq. Root of 244 = 15.62048
Discover sq. roots utilizing illustrations and interactive examples
• Sq. Root of 208
• Sq. Root of 216
• Sq. Root of 289
• Sq. Root of 24
• Sq. Root of 250
• Sq. Root of 288
• What’s the unfavourable root of 2400?
• Discover the sq. root of 244 as much as 5 decimal locations?
• What’s the sq. root of: a) 2440 b) 24424 | 975 | 3,409 | {"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} | 4.15625 | 4 | CC-MAIN-2022-21 | latest | en | 0.901462 |
https://www.includehelp.com/python/adding-mu-in-plot-label.aspx | 1,603,438,740,000,000,000 | text/html | crawl-data/CC-MAIN-2020-45/segments/1603107880878.30/warc/CC-MAIN-20201023073305-20201023103305-00298.warc.gz | 757,585,145 | 27,267 | # Python | Adding mu in Plot Label
In this article, we are going to learn how to add μ (mu) letter in the plot label in Python?
Submitted by Anuj Singh, on July 14, 2020
μ (Mu) is very often used greek mathematical letters and has a higher repetition in probability. In this article, we are going to add μ using a command in matplotlib.
plt.text(3, 0.4, r'$\mu=100$')
plt.title('Errorbar with 'r'$\mu=100$')
#Adding μ in title of the figure
plt.xlabel('Time ('r'$\mu=100)$')
#Adding μ in title of the figure
plt.ylabel('Variation ('r'$\mu=100)$')
#Adding μ in title of the figure
## Python code for adding mu in plot label
import numpy as np
import matplotlib.pyplot as plt
x = np.arange(0.1, 5, 0.1)
y = np.exp(-x)
yerr = 0.1 + 0.1 * np.sqrt(x)
# In text
plt.figure()
plt.errorbar(x, y, yerr=yerr)
plt.title('Errorbar')
plt.text(3, 0.4, r'$\mu=100$')
plt.show()
# In title
plt.figure()
plt.errorbar(x, y, yerr=yerr)
plt.title('Errorbar with 'r'$\mu=100$')
plt.show()
# In x-axis label
plt.figure()
plt.errorbar(x, y, yerr=yerr)
plt.xlabel('Time ('r'$\mu=100)$')
plt.show()
# In y-axis label
plt.figure()
plt.errorbar(x, y, yerr=yerr)
plt.ylabel('Variation ('r'$\mu=100)$')
plt.show()
Output:
Output is as figure
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http://www.chegg.com/homework-help/machine-design-3rd-edition-chapter-8-solutions-9780201112801 | 1,472,714,028,000,000,000 | text/html | crawl-data/CC-MAIN-2016-36/segments/1471982982027.87/warc/CC-MAIN-20160823200942-00153-ip-10-153-172-175.ec2.internal.warc.gz | 364,634,890 | 16,972 | View more editions
# Machine Design (3rd Edition)Solutions for Chapter 8
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Chapter: Problem:
A roller-chain drive is operated horizontally by a 15-hp electric motor. The chain, in turn, drives a rotary screen (an application with moderate
Figure:
shock). The speed of the motor is 1200 1pm and the rotating screen operates at 625 rpm. It is desirable to use single-stranded, No. 50 chain. Find the number of teeth on the small and large sprockets and the type of lubrication needed.
SAMPLE SOLUTION
Chapter: Problem:
• Step 1 of 2
Calculate the hp-table rating for roller chain drives as below:
For single strand chain, strand factor is 1 from the table of service factors.
Substitute 19.5 hp for design horsepower, and 1 for strand factor to get
Therefore, for the speed of 1,200 rpm and hp-table rating of 19.5 hp, write the numbers of teeth (n) on smaller sprockets from the table of Horsepower ratings: standard single-strand roller chain 50 as .
• Step 2 of 2
Calculate the number of teeth on larger sprockets as below:
Here, ratio of speed is i, speed of motor is , speed of rotating screen is , and teeth on smaller sprockets are n.
Substitute 26 for n, 1,200 rpm for , and 625 rpm for to get
Hence, the numbers of teeth (N) on larger sprockets are
From the given speed of 1,200 rpm and 625 rpm for motor and rotating screen respectively, write the required lubrication as from the table of Horsepower ratings: standard single-strand roller chain no.50
Corresponding Textbook
Machine Design | 3rd Edition
9780201112801ISBN-13: 0201112809ISBN: Authors: | 459 | 1,770 | {"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-2016-36 | latest | en | 0.836072 |
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2006 polaris ranger 6x6 700 efi fan wont turn on how to change a thermostat in a polaris ranger XP 700 2006 model I had the same problem and I ended up replacing the CDI box. \$275.00
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norlake 6x6 freezer compressor I have a 6x6 norlake freezer (walk in ). The door remained open for 6-7 hours by mistake. Now temperature does not go below 15 degrees F. Technician told me to replace ...
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problem wit my polaris 500 6x6 i got a Plaris 500 sportsman 6x6. there should be a 6wheel drive, but i only get a 4wheel drive... the front wheels have no power. i know there is a on\off switch on the
Question about Algebrator - Algebra Homework Solver (689076614429)
## 66-(-6)x6-(-6)=
...The minus signs of -(-6) cancel and can be rewritten as +6. So the problem can be rewritten as 66+6x6+6. 2. Solve the 6x6 part first. Now the problem is 66+36+6, 3. Solve the arithmetic from left
## I have a 1995 Polaris
I have a 1995 Polaris Big Boss 6x6. Battery died last year. I replaced it and all the lights including 6x6 on demand don t work. Could there be a burnt fuse somewhere and where would it be? i would ...
Question about 2007 Ranger 6x6 EFI
## How to change oil
How to change oil How do I change oil on my Polaris ranger 6x6. Where is the drain plug. its on the bottom of the crankcase, You will see an allen wrench hole in the plug , through the skid plate here
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My 6x6 starts runs for approx 4 min then quits. turn key off then on fuel pump functions starts and runs 3-4 min quits. fuel pump functions, I connected direct from battery pump runs, does not heat up
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1991 Polaris Big Boss 6x6. Where is oil drain plug located? Here you go - drains for the tank and the case. All The Best, Justin Lee, 17 South Industries, LLC http://www.cheapcycleparts.com/oemparts/a
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can't find the dipstick on a 2011 800 ranger 6x6 hi Steve. go to this link might help you to find it. where is the dipstick on 2011 800 ranger 6x6 Google Search
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ANSWER TRUE/FALSE TO THE QUESTIONS LISTED BELOW:
• 1.
### 1. The normal balance side of a Cash account is credit.
• A.
True
• B.
False
B. False
Explanation
The normal balance side of a Cash account is debit. This is because Cash is an asset account, and assets have a normal debit balance. A debit entry increases the balance of a Cash account, while a credit entry decreases it. Therefore, the correct answer is False.
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• 2.
### 2. The normal balance side for an asset account is the debit side.
• A.
True
• B.
False
A. True
Explanation
The normal balance side for an asset account is the debit side because assets are considered positive and are typically increased with debits and decreased with credits. Debits represent additions or increases to an asset account, while credits represent reductions or decreases. Therefore, the debit side is the normal balance side for an asset account.
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• 3.
### 3. "Debit" means the increase side of an account.
• A.
True
• B.
False
B. False
Explanation
The statement is incorrect. "Debit" actually refers to the left side of an account, while "credit" refers to the right side. In accounting, debits are used to record increases in assets and expenses, while credits are used to record increases in liabilities, equity, and revenue. Therefore, the correct answer is False.
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• 4.
### 4. A credit to a liability account decreases the account balance.
• A.
True
• B.
False
B. False
Explanation
A credit to a liability account actually increases the account balance. In accounting, credits are used to record increases in liabilities, equity, and revenue accounts, while debits are used to record increases in asset and expense accounts. Therefore, a credit to a liability account would indicate an increase in the amount owed by the company, resulting in a higher account balance.
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• 5.
### 5. Assets are increased on the debit side.
• A.
True
• B.
False
A. True
Explanation
Assets are increased on the debit side because the accounting equation states that assets are equal to liabilities plus owner's equity. Debits increase assets and credits decrease assets. Therefore, when an asset is increased, it is recorded on the debit side of the accounting equation. This is a fundamental principle in double-entry accounting, where every transaction has equal debits and credits to maintain the balance of the equation.
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• 6.
### 6. Capital is increased on the credit side
• A.
True
• B.
False
A. True
Explanation
When capital is increased on the credit side, it means that there has been an increase in the owner's equity or investment in the business. This can happen when the owner invests additional funds or when the business generates profits. The credit side of an account represents increases in liabilities, revenues, and owner's equity, while the debit side represents decreases. Therefore, an increase in capital would be recorded on the credit side of the capital account. Hence, the given answer "True" is correct.
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• 7.
### 7. Liabilities are decreased on the credit side.
• A.
True
• B.
False
B. False
Explanation
Liabilities are not decreased on the credit side. In accounting, liabilities are recorded on the credit side of the balance sheet. When a liability is decreased, it is recorded on the debit side. Therefore, the statement is false.
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• 8.
### 8. the basic accounting equation MAY be expressed as A - L = OE
• A.
True
• B.
False
A. True
Explanation
The basic accounting equation is expressed as Assets minus Liabilities equals Owner's Equity. Therefore, the correct answer is true.
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• 9.
### 9. The right side of a T account is always the debit side.
• A.
True
• B.
False
B. False
Explanation
The given statement is false. The right side of a T account is always the credit side, not the debit side. In accounting, the left side of the T account represents the debit side, while the right side represents the credit side. Debits are used to record increases in assets and expenses, while credits are used to record increases in liabilities, equity, and revenue. Therefore, the correct answer is False.
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• 10.
### 10. For every debit there must an equal credit.
• A.
True
• B.
False
A. True
Explanation
This statement is based on the fundamental accounting principle of double-entry bookkeeping. According to this principle, every financial transaction affects at least two accounts, with one account being debited and another account being credited. This ensures that the accounting equation (assets = liabilities + equity) remains in balance. Therefore, for every debit entry made in one account, there must be an equal credit entry made in another account. This ensures accurate and balanced recording of financial transactions.
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• 11.
### 11. A debit to one asset account and a credit to another asset account will result in the basic accounting equation being out of balance.
• A.
True
• B.
False
B. False
Explanation
A debit to one asset account and a credit to another asset account will not result in the basic accounting equation being out of balance. The basic accounting equation states that assets equal liabilities plus equity. When a debit is made to one asset account, it increases the total assets, and when a credit is made to another asset account, it decreases the total assets. However, since both sides of the equation are affected equally, the equation remains in balance. Therefore, the statement is false.
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• 12.
### 12. The left side of a T Account is always the credit side.
• A.
True
• B.
False
B. False
Explanation
The left side of a T Account is not always the credit side. In accounting, the left side of a T Account represents the debit side, while the right side represents the credit side. The debit side is used to record increases in assets and expenses, while the credit side is used to record decreases in assets and expenses, as well as increases in liabilities, equity, and revenue. Therefore, the correct answer is False.
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• 13.
### 13. Credit means to decrease a liability.
• A.
True
• B.
False
B. False
Explanation
Credit does not necessarily mean to decrease a liability. In accounting, credit refers to the right side of a balance sheet, which represents an increase in liabilities or a decrease in assets. It can also refer to recording an entry on the right side of a ledger account. Therefore, credit can either increase or decrease a liability depending on the context.
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# The decline in national unemployment, as reported by the
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The decline in national unemployment, as reported by the [#permalink]
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25 Nov 2006, 14:35
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The decline in national unemployment, as reported by the Bureau of Labor Statistics, indicate that households should face less economic uncertainty next quarter, but that the significant differences in unemployment statistics among American states indicates not all regions will benefit equally.
(A) indicate that households should face less economic uncertainty next quarter, but that
(B) indicate that households is to face less economic uncertainty next quarter, but
(C) indicates that households will face less economic uncertainty next quarter, but that
(D) indicates that households is facing less economic uncertainty next quarter, but that
(E) indicates that households will face less economic uncertainty next quarter, but
I though the answer was C. But Kaplan bemused me with its OA, which I'll disclose soon.
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25 Nov 2006, 14:57
My pick is E. I think that 'that' in the second part is not right
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### Show Tags
25 Nov 2006, 15:13
Sumithra wrote:
My pick is E. I think that 'that' in the second part is not right
why not?
The phrase, "That the significant differences in unemployment statistics among American states" is perfectly okay. It is singular, and therefore, choice C is good.
See this way:
There are two independent ideas discussed here.
(1) The decline in national unemployment, as reported by the Bureau of Labor Statistics, indicates that households will face less economic uncertainty next quarter.
(2) That the significant differences in unemployment statistics among American states indicates not all regions will benefit equally.
The second idea is a contrast to the first one. Thus, you need "but" to join.
Secondly, if there is no "that" in the second idea, the sentence creates a subject-verb disagreement.
The significant differences in unemployment statistics among American states indicates not all regions will benefit equally.
It should be indicate.
Any thoughts?
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### Show Tags
25 Nov 2006, 19:23
Pokhran II wrote:
Sumithra wrote:
My pick is E. I think that 'that' in the second part is not right
why not?
The phrase, "That the significant differences in unemployment statistics among American states" is perfectly okay. It is singular, and therefore, choice C is good.
See this way:
There are two independent ideas discussed here.
(1) The decline in national unemployment, as reported by the Bureau of Labor Statistics, indicates that households will face less economic uncertainty next quarter.
(2) That the significant differences in unemployment statistics among American states indicates not all regions will benefit equally.
The second idea is a contrast to the first one. Thus, you need "but" to join.
Secondly, if there is no "that" in the second idea, the sentence creates a subject-verb disagreement.
The significant differences in unemployment statistics among American states indicates not all regions will benefit equally.
It should be indicate.
Any thoughts?
Bureau of Labor Statistics indicated only one thing - households will face less economic uncertainty next quarter. The second clause connected by "but" is author's own comment.
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25 Nov 2006, 19:35
Swagatalakshmi wrote:
Bureau of Labor Statistics indicated only one thing - households will face less economic uncertainty next quarter. The second clause connected by "but" is author's own comment.
That is what I thought. Therefore, C looks good to me. But the OA is E.
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### Show Tags
25 Nov 2006, 19:44
Pokhran II wrote:
Swagatalakshmi wrote:
Bureau of Labor Statistics indicated only one thing - households will face less economic uncertainty next quarter. The second clause connected by "but" is author's own comment.
That is what I thought. Therefore, C looks good to me. But the OA is E.
The second that is needed if Bureau of Labor Statistics has indicated two things. But that is not the case. So the second "that" is not required. So C is not correct.
I agree with you on S-V disagreement. When subject is "differences", the verb should have been "indicate". Putting the second that doesn't help in resolving the S-V disagreement.
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25 Nov 2006, 21:24
Swagatalakshmi wrote:
The second that is needed if Bureau of Labor Statistics has indicated two things. But that is not the case. So the second "that" is not required. So C is not correct.
First of all, I agree that Bureau of Labor Statistics did not say two things. The second thing was author's opinion.
Second, even if the Bureau were to say two things, the sentence construction, at least in this context, would be appropirate with "and that" not with "but that".
To add more fuel to the disagreement, here are few samples from venerated style guides:
The Economist:
"The fact that can often be shortened to That (That I did not do so was a self-indulgence)."
http://economist.com/research/styleGuid ... age=673919
http://www.bartleby.com/116/216.html:
"That the movement is as purely industrial as the leaders of the strike claim may be doubted."—Times
We know that in GMAT "which" cannot refer a general idea. In those cases, the construction "That <the general idea> .... <verb>" is appropriate.
Applying the same logic, along with subject-verb disagreement in choice E, I chose C.
Any thoughts?
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### Show Tags
26 Nov 2006, 07:22
Pokhran II wrote:
Sumithra wrote:
My pick is E. I think that 'that' in the second part is not right
why not?
The phrase, "That the significant differences in unemployment statistics among American states" is perfectly okay. It is singular, and therefore, choice C is good.
See this way:
There are two independent ideas discussed here.
(1) The decline in national unemployment, as reported by the Bureau of Labor Statistics, indicates that households will face less economic uncertainty next quarter.
(2) That the significant differences in unemployment statistics among American states indicates not all regions will benefit equally.
The second idea is a contrast to the first one. Thus, you need "but" to join.
Secondly, if there is no "that" in the second idea, the sentence creates a subject-verb disagreement.
The significant differences in unemployment statistics among American states indicates not all regions will benefit equally.
It should be indicate.
Any thoughts?
IMO the decline does not indicate the second half, so 'that' is not right. However, s-v disagreement does not change with or without 'that'
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### Show Tags
27 Nov 2006, 21:37
Sumithra wrote:
IMO the decline does not indicate the second half, so 'that' is not right. However, s-v disagreement does not change with or without 'that'
You probably think from the conjunction stand point. On the other hand, "that" can also be used to introduce a subject phrase or clause.
For example:
That I did not do so was a self-indulgence.
http://economist.com/research/styleGuid ... age=673919
Here, the clause in italic is the subject, which is introduced by "that".
In this posted question, "thatâ€
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28 Nov 2006, 06:29
E is right.
C is wrong because the 2nd sentence is not what the first "national unemployment indicates. you can sense it means something different.
28 Nov 2006, 06:29
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# The decline in national unemployment, as reported by the
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Powered by phpBB © phpBB Group and phpBB SEO Kindly note that the GMAT® test is a registered trademark of the Graduate Management Admission Council®, and this site has neither been reviewed nor endorsed by GMAC®. | 2,505 | 10,385 | {"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-2017-22 | latest | en | 0.932513 |
https://it.mathworks.com/matlabcentral/cody/problems/36-find-relatively-common-elements-in-matrix-rows/solutions/1909033 | 1,579,761,471,000,000,000 | text/html | crawl-data/CC-MAIN-2020-05/segments/1579250608295.52/warc/CC-MAIN-20200123041345-20200123070345-00189.warc.gz | 498,062,829 | 16,801 | Cody
# Problem 36. Find relatively common elements in matrix rows
Solution 1909033
Submitted on 22 Aug 2019 by Thomas Werner
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
x = []; y_correct = []; assert(isequal(common_by_row(x),y_correct))
th = 0 a = 0×1 empty double column vector a = 1×0 empty double row vector
2 Pass
x = [1e100; 1e100]; y_correct = [1e100]; assert(isequal(common_by_row(x),y_correct))
th = 1 a = 1.0000e+100 a = 1.0000e+100 o = 0 o = 1 o = 2 y = 1.0000e+100
3 Pass
x = [1; 2]; y_correct = []; assert(isequal(common_by_row(x),y_correct))
th = 1 a = 1 2 a = 1 2 o = 0 o = 1 o = 0 o = 1
4 Pass
x = ones(10); y_correct = [1]; assert(isequal(common_by_row(x),y_correct))
th = 5 a = 1 a = 1 o = 0 o = 1 o = 2 o = 3 o = 4 o = 5 o = 6 o = 7 o = 8 o = 9 o = 10 y = 1
5 Pass
x = magic(10); y_correct = []; assert(isequal(common_by_row(x),y_correct))
th = 5 a = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 a = Columns 1 through 30 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 Columns 31 through 60 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 Columns 61 through 90 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 Columns 91 through 100 91 92 93 94 95 96 97 98 99 100 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1
6 Pass
x = wilkinson(9); y_correct = [0 1]; assert(isequal(common_by_row(x),y_correct))
th = 4.5000 a = 0 1 2 3 4 a = 0 1 2 3 4 o = 0 o = 1 o = 2 o = 3 o = 4 o = 5 o = 6 o = 7 o = 8 o = 9 y = 0 o = 0 o = 1 o = 2 o = 3 o = 4 o = 5 o = 6 o = 7 o = 8 o = 9 y = 0 1 o = 0 o = 1 o = 2 o = 0 o = 1 o = 2 o = 0 o = 1 o = 2
7 Pass
x = [3 -2 1 NaN; NaN 0 -2 3]; y_correct = [-2 3]; assert(isequal(common_by_row(x),y_correct))
th = 1 a = -2 0 1 3 NaN NaN a = -2 0 1 3 o = 0 o = 1 o = 2 y = -2 o = 0 o = 1 o = 0 o = 1 o = 0 o = 1 o = 2 y = -2 3 | 1,916 | 3,430 | {"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} | 3.484375 | 3 | CC-MAIN-2020-05 | latest | en | 0.365363 |
hindietc.com | 1,713,564,082,000,000,000 | text/html | crawl-data/CC-MAIN-2024-18/segments/1712296817455.17/warc/CC-MAIN-20240419203449-20240419233449-00364.warc.gz | 252,272,772 | 66,526 | # A Kid’s Guide: Proven Methods to Solve a Rubik’s Cube
How to Solve a Rubik’s Cube for Kids : the Rubik’s Cube, a Colorful Puzzle That Has Captured the Hearts and Minds of Both Young and Old. but for Kids, Mastering This Three-Dimensional Challenge Can Be a Daunting Task. So, Let’s Dive into a Simplified Guide Tailored Just for Them.
## Understanding the Basics: the Rubik’s Cube Structure | How to Solve a Rubik’s Cube for Kids
Before Embarking on the Solving Journey, It’s Essential to Grasp the Cube’s Anatomy. This Cube Consists of Six Colored Faces, Each Made Up of Nine Smaller Squares. the Goal? Align All Squares of the Same Color on Each Face.
### Step-By-Step Guide: Mastering the Technique
Initiate the Solving Process by Focusing on the Corners. Encourage Your Child to Rotate the Cube, Aligning the Corner Pieces Correctly. a Swift Twist Here and There Can Make a World of Difference.
1. Move to the Edges
Once the Corners Find Their Place, Shift Your Attention to the Edges. Teach Your Child to Maneuver These Pieces, Ensuring They Align Perfectly with the Corners Previously Set.
1. Practice Makes Perfect
Repetition Is Key. Encourage Your Child to Practice Daily. Over Time, They’ll Develop a Rhythm, Making the Solving Process Smoother and More Intuitive.
### Tips and Tricks: Enhancing Speed and Efficiency
Utilize Beginner Algorithms
for Beginners, Introducing Simple Algorithms Can Streamline the Solving Process. Start with Basic Sequences, Gradually Progressing to More Complex Ones as Confidence Grows.
Stay Patient and Persistent
Remember, Mastering the Rubik’s Cube Takes Time. Emphasize Patience and Persistence, Ensuring Your Child Remains Motivated Throughout the Journey.
Conclusion: Celebrating Success and Continuous Learning
Solving a Rubik’s Cube Offers More Than Just a Sense of Accomplishment. It Fosters Critical Thinking, Enhances Spatial Awareness, and Instills Perseverance. by Following This Guide, Your Child Will Embark on a Fulfilling Journey of Learning and Discovery, Mastering the Art of Solving the Rubik’s Cube in No Time.
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Join Whatsapp Group | 858 | 2,572 | {"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-2024-18 | longest | en | 0.773054 |
http://agenarisk.com/resources/example_models.shtml | 1,513,285,051,000,000,000 | text/html | crawl-data/CC-MAIN-2017-51/segments/1512948550986.47/warc/CC-MAIN-20171214202730-20171214222730-00677.warc.gz | 7,504,294 | 6,770 | # Agena Company Logo
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You are here: Home » Resources » Example Models
### Example Models
AgenaRisk comes with a large number of example models that illustrate the different kinds of problem that can be tackled.
The models are divided into the following categories: Introductory (i.e. used or referred to in the AgenaRisk Tutorials), Basic, Advanced. To view and run these models you will need to install the evaluation version of AgenaRisk. But we also have examples of models in action.
Many of the models are described in details in the book Fenton, NE and Neil M "Risk Assessment with Bayesian Networks" and the book website also has the most up to date set of models.
#### Introductory Models
Name Description Asia Diagnoses tuberculosis, lung cancer and bronchitis based on various factors including whether the patient in question has been to Asia recently Car Costs Predicts the long-term running costs of owning different makes of car Flood Model A temporal model that illustrates how risk can be represented causally Hypothesis Testing Statistically tests the hypothesis that one material is more faulty than another
#### Basic Models
Name Description Aggregating Distributions Calculates the total cost of a product based upon the uncertain costs of its components Causal Risk Register Determines whether a project is at risk by reasoning about the causes and consequences of risk Constraint Satisfaction Solves the classic "map colouring" problem, where a map has to be filled in with four colours in such a way that no adjacent region can contain the same clour Dependent Coin Flips Two simple probability experiments that involve flipping coins Fault Tree Analysis Two examples of how AgenaRisk can be used to construct a fault tree for analysing the reliability of complex systems Fire Models a simple fire alarm system and shows the principle of "explaining away" evidence Intensive Care Monitoring A model for monitoring patients in intensive care KUUUB Adjusts quantitative loss predictions using qualitative KUUUB (Known Unknown, Unknown Unknown and Bias) data Monty Hall Dilemma An illustration of the classic game show dilemma in which a contestant tries to find a prize by opening doors Mountain Pass Decision analysis example in which a man has to decide how he should travel to an appointment Naive Bayesian Classification Uses existing data about known banks to characterise and thus predict the loss distributions of unknown banks Noisy Or A simple model that shows the effects of liver failure and hepatitis on jaundice and that demonstrates the Noisy Or function Parameterised Distribution using Constants Illustrates how constants can be used to change the parameters of distributions without needing to edit the corresponding expression or regenerate the corresponding NPT Printer Fault Diagnosis A model for predicting and diagnosing printer faults Risk Control Self Assessment Predicts losses in a business based upon the presence and absence of different risk controls Risk Drivers and Indicators Two models that show the correlation between risk drivers and risk indicators River Flooding A time-series model showing how the flooding of a river is influenced by rainfall and the state of its flood defences Safety A model used for assessing the safety of a critical system Simple Testing Process Illustrates how the quality of the testing process can influence the number of defects found during testing Statistical Distributions Illustrates the range of different statistical distributions supported by AgenaRisk Wet Grass A simple example that shows how a single event can occur as a result of two different causes | 750 | 3,961 | {"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-2017-51 | latest | en | 0.924408 |
https://www.urionlinejudge.com.br/judge/en/profile/30918 | 1,632,386,023,000,000,000 | text/html | crawl-data/CC-MAIN-2021-39/segments/1631780057417.92/warc/CC-MAIN-20210923074537-20210923104537-00610.warc.gz | 1,045,492,653 | 6,642 | # PROFILE
Check out all the problems this user has already solved.
Problem Problem Name Ranking Submission Language Runtime Submission Date
1000 Hello World! 13609º 24008227 C 0.000 8/16/21, 2:00:43 AM
1003 Simple Sum 17828º 13700870 Python 3 0.020 4/11/19, 5:35:57 PM
1002 Area of a Circle 13754º 13700659 Python 3 0.016 4/11/19, 5:34:06 PM
1001 Extremely Basic 25904º 13700256 Python 3 0.020 4/11/19, 5:11:18 PM
1037 Interval 00197º 1605281 C 0.000 2/19/15, 12:46:00 PM
1759 Ho Ho Ho 00645º 1548404 C 0.004 2/4/15, 2:16:43 PM
1026 To Carry or not to Carry 00929º 1487056 C 0.040 1/13/15, 11:29:47 AM
1589 Bob Conduit 00041º 1467326 C 0.000 1/3/15, 8:38:35 PM
1564 Brazil World Cup 00026º 1444521 C 0.000 12/20/14, 3:49:17 PM
1534 Array 123 03336º 1444511 C 0.020 12/20/14, 3:44:55 PM
1557 Square Matrix III 00009º 1443886 C 0.000 12/20/14, 2:34:21 AM
1478 Square Matrix II 02266º 1443843 C 0.064 12/20/14, 1:47:26 AM
1435 Square Matrix I 01995º 1443004 C 0.060 12/19/14, 4:24:13 PM
1179 Array Fill IV 00009º 1437478 C 0.000 12/17/14, 2:30:49 PM
1190 Right Area 00010º 1437410 C 0.000 12/17/14, 2:09:31 PM
1189 Left Area 00013º 1437120 C 0.000 12/17/14, 12:17:29 PM
1187 Top Area 00010º 1435821 C 0.000 12/16/14, 5:30:04 PM
1188 Inferior Area 00009º 1435804 C 0.000 12/16/14, 5:25:24 PM
1186 Below the Secundary Diagonal 00008º 1435686 C 0.000 12/16/14, 4:09:09 PM
1185 Above the Secundary Diagonal 00011º 1435671 C 0.000 12/16/14, 4:01:47 PM
1184 Below the Main Diagonal 00009º 1435647 C 0.000 12/16/14, 3:49:42 PM
1183 Above the Main Diagonal 00013º 1435633 C 0.000 12/16/14, 3:47:36 PM
1182 Column in Array 00019º 1435585 C 0.000 12/16/14, 3:30:19 PM
1181 Line in Array 00020º 1435582 C 0.000 12/16/14, 3:27:57 PM
1180 Lowest Number and Position 00016º 1435472 C 0.000 12/16/14, 2:40:45 PM
1177 Array Fill II 00012º 1402093 C 0.000 12/3/14, 2:40:18 PM
1176 Fibonacci Array 00004º 1402076 C 0.000 12/3/14, 2:18:26 PM
1036 Bhaskara's Formula 00034º 1398809 C 0.000 12/2/14, 3:38:28 PM
1011 Sphere 00092º 1375353 C 0.000 11/26/14, 11:26:47 AM
1175 Array change I 00008º 1367029 C 0.000 11/24/14, 2:38:12 PM
1 of 4 | 1,034 | 2,116 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.703125 | 3 | CC-MAIN-2021-39 | latest | en | 0.278812 |
https://turningtooneanother.net/2019/12/25/how-is-channel-conductance-calculated/ | 1,656,223,519,000,000,000 | text/html | crawl-data/CC-MAIN-2022-27/segments/1656103037089.4/warc/CC-MAIN-20220626040948-20220626070948-00251.warc.gz | 630,928,538 | 8,906 | # How is channel conductance calculated?
## How is channel conductance calculated?
g=I/(V-Vr). When you calculate conductance the way you describe, you have a problem with the voltage that is close to your reversal point. This happens because at the voltage that is near the reversal point the difference between V and Vr is very small.
What is single channel conductance?
The single-channel conductance of typical ion channels ranges from 0.1 to 100 pS (picosiemens). Therefore ions will flow down their concentration gradients through open channels even in the absence of an overt electrical potential difference E across the membrane.
What information do you need to calculate the conductance of an ion channel from a single channel recording?
Single-channel conductance is a measure of the ease with which ions flow through an ion channel. To determine single-channel conductance, the relationship between single-channel current amplitude (i) and voltage (V) is plotted over a range of voltages (e.g. −100 to +100 mV).
### What is channel conductance in Mosfet?
` The channel conductance is an important parameter used in the design of analog switching circuits. It makes possible MOSFET switching circuits without the use of resistors. The channel resistance, rd, can be found by the inverse of the channel conductance gDS.
What is conductance formula?
Conductance is the reciprocal of resistance as it is calculated as a ratio of current ‘I’ passing to the potential difference ‘V’. Ohms law is used to define the conductance. The unit of conductance is Siemens (S) or mho. Therefore, the conductance G = I/V=1/R mho or S.
Can conductance be negative?
It can be seen that the conductance has the same sign as its corresponding resistance: a negative resistance will have a negative conductance while a positive resistance will have a positive conductance.
## Is conductance the same as permeability?
Permeability is a measure of how easily ions can move across a membrane, regardless of whether they are moving or not. Conductance is a measure of how much charge actually moves across the membrane.
What is a single channel current?
Single channel recording. The current through an open channel is very small, of the order of 10-12 Amps or pA. This pipette is sealed against the plasma membrane and when there is only one channel in the area encompassed by the pipette, the current through that channel can be recorded by a low noise amplifier (Fig.
What does GDS stand for Mosfet?
I have been working with MOSFETs in the weak inversion region and I am noticing some problems with the value of gds (conductance between source and drain) in both my hand calculations and PSPICE simulations.
### What is the formula of molar conductance?
C = concentration in mole per liter. The si unit of molar conductivity is S⋅m²⋅mol⁻¹. The Molar conductance is described as the conductance of all ions produced by one mole of an electrolyte present in a fixed volume of the solution.
Can you have negative ohms?
It’s not possible to get a negative resistance with purely passive components. A normal (positive) resistor puts out heat to the surroundings – voltage times current gives us the power dissipated. A negative resistor would need to suck in heat and turn it to electrical energy. | 707 | 3,303 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.71875 | 4 | CC-MAIN-2022-27 | latest | en | 0.919126 |
http://www.salome-platform.org/forum/forum_10/thread_1345 | 1,474,756,502,000,000,000 | text/html | crawl-data/CC-MAIN-2016-40/segments/1474738659512.19/warc/CC-MAIN-20160924173739-00108-ip-10-143-35-109.ec2.internal.warc.gz | 695,672,772 | 6,169 | ##### Personal tools
You are here: Home Use distance between two nodes
# distance between two nodes
Up to Use
• ### distance between two nodes
Posted by paco_espinola at April 22. 2007
How can I get the distance between two nodes?
I am using salome 3.2.1
• ### Re: distance between two nodes
Posted by paco_espinola at April 25. 2007
I realize that is not possible to get the distance between two nodes. So I am using a awk script to calculate that distance. But still is not a elegant solution. I want to calculate inside salome. But I am new in python. I am trying to access the node coordinates following the weida's script but in the python console when I write something like this import smesh pequeno=small.GetMesh() I got the following error Traceback (most recent call last): File "<input/>", line 1, in ? NameError: name 'small' is not defined. My mesh in the left window has the name small. So what is the problem? Thank you in advance.
• ### Re: distance between two nodes
Posted by Grigory Zhivotovsky at April 25. 2007
Hi, Paco.
You can write in the python console the following commands
import math
study = salome.myStudyManager.GetStudyByName("Study1"
theSObj = study.FindObject("small"
MObject = theSObj.GetObject()
node1=1
node2=48
coord1=MObject.GetNodeXYZ(node1)
coord2=MObject.GetNodeXYZ(node2)
distance=math.sqrt((coord1[0]-coord2[0])*(coord1[0]-coord2[0])+(coord1[1]-coord2[1])*(coord1[1]-coord2[1])+(coord1[2]-coord2[2])*(coord1[2]-coord2[2]))
print distance
Sure "Study1", "small", 1, 48 can be replaced by any relevant values. Or write function to use these values as arguments if you plan to use it often.
Regards,
Grigory | 463 | 1,667 | {"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-2016-40 | longest | en | 0.787596 |
https://stats.stackexchange.com/questions/167088/stochastic-gradient-descent-vs-online-gradient-descent/170033 | 1,716,527,700,000,000,000 | text/html | crawl-data/CC-MAIN-2024-22/segments/1715971058677.90/warc/CC-MAIN-20240524025815-20240524055815-00243.warc.gz | 465,283,878 | 40,658 | I was wondering what the difference between stochastic gradient descent and online gradient descent is? Or is it the same algorithm?
Apparently, different authors have different ideas about stochastic gradient descent. Bishop says:
On-line gradient descent, also known as sequential gradient descent or stochastic gradient descent, makes an update to the weight vector based on one data point at a time…
Whereas, [2] describes that as subgradient descent, and gives a more general definition for stochastic gradient descent:
In stochastic gradient descent we do not require the update direction to be based exactly on the gradient. Instead, we allow the direction to be a random vector and only require that its expected value at each iteration will equal the gradient direction. Or, more generally, we require that the expected value of the random vector will be a subgradient of the function at the current vector.
Shalev-Shwartz, S., & Ben-David, S. (2014). Understanding Machine Learning: From Theory to Algorithms. Cambridge University Press.
As an example, let's place ourselves in the context of Linear/Logistic Regression. Let's assume you have $N$ samples in your training set. You want to use loop once through those samples to learn the coefficients of your model.
• Stochastic Gradient Descent: you would randomly select one of those training samples at each iteration to update your coefficients.
• Online Gradient Descent: you would use the "most recent" sample at each iteration. There is no stochasticity as you deterministically select your sample. In industry, where datasets are large, we train "live" by using the most recent samples as soon as they arrive to update the coefficients.
• So by "most recent" does that mean in the order i = 1,2,3,....,N? Sep 3, 2015 at 21:46
• if your sample are ranked on time, otherwise, yes. "online" makes sense when you have a timestamp for each sample Sep 4, 2015 at 15:27
Online Gradient Descent is essentially the same as stochastic gradient descent; the name online emphasizes we are not solving a batch problem, but rather predicting on a sequence of examples that need not be IID. | 453 | 2,151 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.953125 | 3 | CC-MAIN-2024-22 | latest | en | 0.918215 |
https://disconnecteddog.com/qa/what-does-the-number-36-mean.html | 1,604,172,555,000,000,000 | text/html | crawl-data/CC-MAIN-2020-45/segments/1603107922411.94/warc/CC-MAIN-20201031181658-20201031211658-00579.warc.gz | 283,660,054 | 8,984 | # What Does The Number 36 Mean?
## Why is three the perfect number?
Three is the smallest number we need to create a pattern, the perfect combination of brevity and rhythm.
It’s a principle captured neatly in the Latin phrase omne trium perfectum: everything that comes in threes is perfect, or, every set of three is complete.
We can use the rule of three to powerful effect..
noun. a spoken or written reply or response to a question, request, letter, etc.: He sent an answer to my letter promptly. a correct response to a question asked to test one’s knowledge.
## What does abundance mean?
noun. an extremely plentiful or oversufficient quantity or supply: an abundance of grain. overflowing fullness: abundance of the heart. affluence; wealth: the enjoyment of abundance.
## Who Wore #35?
174 PlayersPlayerTeam(s)Craig DykemaPhoenix Suns (82)Charles EdgeIndiana Pacers (75)Kenneth FariedDenver Nuggets (12, 13, 14, 15, 16, 17, 18) Brooklyn Nets (19) Houston Rockets (19)Danny FerryCleveland Cavaliers (91, 92, 93, 94, 95, 96, 97, 98, 99, 00) San Antonio Spurs (01, 02, 03)135 more rows
## What kind of number is 30?
In mathematics. Thirty is the sum of the first four squares, which makes it a square pyramidal number. It is a primorial. 30 is the smallest sphenic number, and the smallest of the form 2 × 3 × r, where r is a prime greater than 3.
## Why Is 9 the perfect number?
The number 9 is revered in Hinduism and considered a complete, perfected and divine number because it represents the end of a cycle in the decimal system, which originated from the Indian subcontinent as early as 3000 BC. … Nine is a significant number in Norse Mythology.
## What does the number 42 signify?
The number 42 is, in The Hitchhiker’s Guide to the Galaxy by Douglas Adams, the “Answer to the Ultimate Question of Life, the Universe, and Everything”, calculated by an enormous supercomputer named Deep Thought over a period of 7.5 million years.
## What does the number 40 mean?
In the Hebrew Bible, forty is often used for time periods, forty days or forty years, which separate “two distinct epochs”. Rain fell for “forty days and forty nights” during the Flood (Genesis 7:4).
## What is the most perfect number?
Perfect number, a positive integer that is equal to the sum of its proper divisors. The smallest perfect number is 6, which is the sum of 1, 2, and 3. Other perfect numbers are 28, 496, and 8,128. The discovery of such numbers is lost in prehistory.
## What does the number 36 symbolize?
In religion. Jewish tradition holds that the number 36 has had special significance since the beginning of time: According to the Midrash, the light created by God on the first day of creation shone for exactly 36 hours; it was replaced by the light of the Sun that was created on the Fourth Day.
## What does it mean when I see 6 36?
Normal distance vision is recorded as 6/6. In the USA, this is known as “20/20” vision (measured in feet). In practical terms, Jane’s acuity of 6/36 means that, at a distance of 6m, she can read the row of letters that a fully sighted person can read at 36m.
## What is special about the number 35?
In mathematics 35 is the sum of the first five triangular numbers, making it a tetrahedral number. 35 is the number of ways that three things can be selected from a set of seven unique things also known as the “combination of seven things taken three at a time”.
## What is special about the number 34?
The number 34 essentially symbolizes using creative energy to achieve your desires and life purpose. The number 34 often appears to people who are used to leave unfinished creative project behind. This number is a reminder to face this habit of yours and change it.
## Is 36 a perfect number?
-perfect numbers are 36, 1800, 2700, 17424, … (OEIS A054980).
## What does the number 42 mean in Spider verse?
A stylized letter F. The number 42 represents Jackie Robinson’s baseball jersey number. Sony Picture Animation. The number 42 appears in key scenes throughout “Spider-Man: Into the Spider-Verse,” and it’s also present in the original comic book. | 1,010 | 4,116 | {"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-2020-45 | latest | en | 0.881903 |
https://math.stackexchange.com/questions/4944960/proof-that-kx-operatornamefrackx/4945012 | 1,723,750,672,000,000,000 | text/html | crawl-data/CC-MAIN-2024-33/segments/1722641311225.98/warc/CC-MAIN-20240815173031-20240815203031-00255.warc.gz | 294,456,719 | 37,725 | # proof that $K((x)) = \operatorname{Frac}(K[[x]])$
I want to show $$K((x)) = \operatorname{Frac}(K[[x]])$$, i.e. K((x)) is the minimum field containing $$K[[x]]$$, where the latter is an integrity domain, since it is a commutative ring and has no zero divisors (the coefficients of each polynomial belong to a field).
We must then show that if $$f \in K((x))$$ then $$f=\frac{h}{g}$$ with $$f, g \in K[[x]]$$, first of all i consider
$$K((x))=\{f=\sum_{i \in \Bbb Z_{\geq \alpha}} a_i t^i: a_i \in K, \alpha \in \mathbb Z \}$$
And
$$K[[x]]=\{f=\sum_{i =0}^{\infty} a_i t^i: a_i \in K \}$$
If $$f \in K((x))$$ and $$\alpha \geq 0$$, clearly $$f \in K[[x]]$$ and I suppose that such an element can be expressed as a quotient, starting from the fact that the coefficients of each polynomial belong to a field; I really don't see clearly how to approach the proof, any suggestions?
As you said, if you know that $$K((x))$$ is a field (more on that below), you only have to show that $$K((x))$$ lies inside $$\operatorname{Frac}(K[[x]])$$. Let $$f \in K((x))$$ as in your description, if the lowest degree (often called valuation) of $$f$$ is non-negative, then $$f \in K[[x]] \subseteq \operatorname{Frac}(K[[x]])$$ (you can write it as $$\frac{f}{1}$$ if you insist on vewing it as a fraction). Now if $$f$$ has valuation $$-\alpha <0$$, notice that $$x^{\alpha} f \in K[[x]]$$, and if you denote the latter by $$g$$, this shows that $$f = \frac{g}{x^{\alpha}} \in \operatorname{Frac}(K[[x]])$$.
Now unless I understood the question wrong, I would say that what you asked is not really the trickiest part of showing $$K((x)) = \operatorname{Frac}(K[[x]])$$: so far, we assumed that $$K((x))$$ is a field, but that is not at all obvious that if $$f$$ is a power series in $$K((x))$$, then $$\frac{1}{f}$$ can also be written as such ! In other words, it is not obvious that every element of $$K((x))$$ has an inverse in that ring.
If you already know how to show this, great ! If not, here is a tip: by factoring cleverly, you can reduce to showing that $$\frac{1}{1-\sum_{i \ge 1} a_i t^i1}$$ lies again in $$K[[x]]$$. To do this, recall the power series expansion of $$x \mapsto \frac{1}{1-x}$$ for $$|x|<1$$.
• Thank you for your contribution, there is only one detail that I did not understand and that is because $x^{\alpha} f \in K[[x]]$ (i suppose that $f \in K((x))$) Commented Jul 12 at 12:21
• $f$ is a power series of the form $a_{-\alpha}x^{-\alpha} +a_{-\alpha+1}x^{-\alpha+1} + ...$, where I assume $-\alpha<0$. Multiplying by $x^{\alpha}$, you get $x^{\alpha}f = a_{-\alpha} + a_{-\alpha+1}x + ...$, which is an element of $K[[x]]$. Multiplying by $x^{\alpha}$ has the effect of "normalizing" the valuation of $f$ at 0. Commented Jul 12 at 12:40
• On a concrete example, if $f = \frac{1}{x} + 1 +x$, we are just saying that $xf = 1 + x + x^2$ is in $K[[x]]$. Commented Jul 12 at 12:40 | 984 | 2,903 | {"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": 32, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.328125 | 3 | CC-MAIN-2024-33 | latest | en | 0.893806 |
www.lalexandrin.be | 1,627,906,971,000,000,000 | text/html | crawl-data/CC-MAIN-2021-31/segments/1627046154320.56/warc/CC-MAIN-20210802110046-20210802140046-00012.warc.gz | 867,513,772 | 7,799 | # Consume Aire Watts
A central air conditioner averages a usage of approximately 3,500 watts, and the operation of the air conditioning fan without use of the compressor averages 750 watts. Window air conditioning units can vary from 500 watts for small units to 1,440 watts for large units.Typically, air fryers run on somewhere between 1200-1500 watts. The wattage of the air fryer has an effect on the appliances performance, but because temperature and time are adjustable on an air fryer, there shouldnt be a noticeable difference between a 1200 watt air fryer and a 1500 watt air fryer. Consume Aire Watts ,Figuring out how many watts does a window air conditioner use and the monthly cost for operating the appliance is actually quite simple. The formula for determining the hourly cost of operation includes: # of watts x 1 (hour of use) ÷ 1,000 x 0.13 (kWh) = hourly cost of operation; Heres an example of an air conditioner that uses 550 watts:
1. How many watts does a Inverter Air Conditioner 24000btu ...
Jul 21, 2017· How many watts does a Inverter Air Conditioner 24000btu (LG) unit will consume in long run ? It's power input is marked as 2010watts by manufacturer. I want to have a rough idea how many watts does a 24000btu LG inverter air conditioner consumes in long run if the temperature is set to 25 Celcius (room temp is 30C).
2. How much electricity does my stuff use? - Michael Bluejay
The calculator at right will give you a rough idea of how much electricity something uses and how much it costs you. But there are some important caveats: ... 3500 watts. Central Air Conditioner (2.5 tons) 1440 watts. Window unit AC, huge. 900 watts. Window unit AC, medium ... and your 900-watt microwave oven might actually use 1400 watts (on ...
3. How to calculate air conditioner electricity use? (1.5 ton ...
Around 1.5 units per hour, provided the compressor is on. But that is a rough estimate, your actual power consumption varies every single second. Let's dive in a little deeper and see how these things relate to each other. If you carefully look at...
4. Usage Chart: How Many Watts Do You Need?
How Many Watts Do You Need? To select an inverter from DonRowe.com that has enough power for your application, add the watts for items you may want to run at the same time. Use the total wattage, plus 20%, as your minimum power requirement. Note: The wattage's given below are estimates. The actual wattage required for your appliances may differ ...
5. Electricity usage of an Air Conditioner - Energy Use ...
Electricity usage of an Air Conditioner. A room air conditioner is used to cool an apartment or a single room, they are often placed inside of a window and bring in outside air while cooling it. Single room air conditioners come in different sizes and use from 500 to 1500 watts.
6. How Many Watts Does a 5,000-BTU Air Conditioner Use? | Hunker
Jul 17, 2017· A 5,000-BTU air conditioner moves less heat than an 8,000-BTU air conditioner, but the larger unit will use more electrical power than the smaller unit. Different models of air conditioners may use electric power more or less efficiently. This prevents a direct conversion from BTUs to watts, but you can calculate the power used.
7. How Many Watts of Electricity does a Air Compressor use?
This is a 3 gallon pancake air compressor from Harbor Freight Tools (chinese motor importer). A small motor pushes a piston back and forth forcing air into the tank reservoir. varies from 180 to 200 watts while compressing air, will stop automatically when the tank is completely pressurized.
8. How Many Watts Is A 1 Hp Aircon? - YouTube
May 11, 2018· Calculation of air cond's usage 1 hp (horse power) 746w(watt) or 0. I would like to know what the wattage is for start up as well here a list of appliances you might be using on daily basis ...
9. ¿Cuántos watts utiliza un equipo de aire acondicionado de ...
Nov 20, 2017· El consumo de energía requiere el cálculo de watts con el voltaje y los amperios. El número de BTU que desplaza un acondicionador de aire se convierta directamente a watts si se multiplica por 0,293071, pero el resultado no es el mismo que la potencia en watts que consume
10. How To Run An RV Air Conditioner On A 2200-Watt Generator
Jul 23, 2019· I run my RV air conditioner purely off a 3000-watt inverter and lithium batteries. Solar on the roof keeps batteries charged no problem. We rarely use our generator because it is so noisy and gives off deadly fumes plus it costs a lot of money to keep it fueled.
11. Can You Use an Air Fryer In An RV, Caravan, or Camper ...
It includes 15 recipes, has non-slip feet, takes 15-minutes to pre-heat, and runs on 1000 watts or 83 amps on a 12 volt system or 8.3 on a 120 volt system. 2. GoWise USA 2.75-Quart. The GoWise USA 2.75-quart digital air fryer also cooks in 30-minutes or less, comes with easy-to-use button controls and has an automatic standby mode.
12. How many watts does a room air conditioner use? | AnswersDrive
An average central ac will use 3000 to 5000 watts of power every hour for around 9 hours a day during the hotter months. Click calculate to find the energy consumption of a central air conditioner using 3500 Watts for 3 hours a day @ \$0.10 per kWh.
13. Cuantos watts consume un aire acondicionado de 18000 btu ...
Cuantos watts consume un aire acondicionado de 18000 btu. Posted on February 22, 2016 by Pablo. A continuación podrás calcular de forma estimada tu consumo de energía. El consumo real de tus equipos variará de acuerdo a como los utilices, las condiciones en las que éstos operen y la demanda real de los mismos de acuerdo a sus ...
14. Electricity usage of a Central Air Conditioner - Energy ...
An average central ac will use 3000 to 5000 watts of power for around 9 hours a day during the hotter months. Click calculate to find the energy consumption of a central air conditioner using 3500 Watts for 3 hours a day @ \$0.10 per kWh. Running 3 hours a day is the same as running 9
15. How Many Watts of Electricity Do Appliances Pull? | Hunker
The dryer has the higher energy needs, ranging from 1,800 to 5,000 watts, according to the Washing Machine Advisor. Their occasional use means they do not consume as much energy as some other appliances, but use a lot when they do operate. The clothes washer uses somewhat less energy, ranging from 350 to 500 watts.
16. Airwatt - Wikipedia
Airwatt or air watt is a measurement unit of the effectiveness of vacuum cleaners which refers to airflow and the amount of power (watts) a vacuum cleaner produces and uses. It can also be referred to as a measurement of the energy per unit time of the air flowing through an opening, which is related to the energy that electricity carries through the power cable (wattage).
17. Electricity Usage Calculator For An Air Fryer | How Many ...
How much electricity does An Air Fryer use? Using our wattage calculator, you can calculate how many watts does An Air Fryer use. Enter wattage setting, usage hours of An Air Fryer and click on the calculate button to find power consumption. Also calculate running cost of An Air Fryer for an hour, day, week and year, by entering number of hours used in a day.
18. How much electricity will an 18,000 BTU air conditioner ...
Aug 14, 2017· The simplest of answers is a mathematical equation. 18,000 BTUs/hr \ 3.412142 = 5275.28 watts/hr. 5275.28 watts/hr X 24hrs = 126,606.72 watts 126.61 KW per 24 hour period. (minor rounding of course) Now, with the math out of the way, the variable...
19. Find the right power adapter and cable for your Mac ...
Nov 13, 2019· 11-inch MacBook Air models introduced in 2010 through 2011 * Adapters that shipped with the MacBook Air (Original), MacBook Air (Late 2008), and MacBook Air (Mid 2009) are not recommended for use with MacBook Air (Late 2010) models. When possible, use your computer's original adapter or a newer adapter.
20. Understanding Vacuum Cleaner Specifications | Vacuum ...
A 1500 Watt heater will cost the same to run whether it is 120 or 240 Volt. 240 Volt heating circuits are more common because, as the chart shows, you can place more heaters on a 20 Amp 240 Volt circuit (maximum of 3840 Watts) versus a 120 Volt circuit (maximum of 1920 Watts).6.
21. How Much Electricity Does A Portable Air Conditioner Use - HHO
Jun 06, 2018· 12,000 BTU rated at 1160 Watts portable air conditioner. Next we will analyze the 12,000 BTU portable air conditioner from Black & Decker. The model BPACT12H is rated 1160Watts. We will see how much electricity does a portable air conditioner use in one hour, one full day and in the end in the whole month.
22. How Many Watts Does a Furnace Use? | Reference.com
A gas furnace uses a negligible amount of electricity for lighting the flame. The major amount of electricity used with gas heating is in connection with the blower, and the watts required depends on the type of blower. Older gas furnaces may use one-speed fan motors, and they use approximately 400 watts
23. how many watts and amps does a 12000btu mini-spit AC use ...
Aug 01, 2018· in this video , we use a power consumption meter to measure how much our 12000btu mini-split unit is consuming on a hot summer day.
24. How many watts does a RV air conditioner use - Campergrid
Once the starting wattage requirements are met and air conditioner starts running, you can use the watts for other purposes like microwave or refrigerator. Similarly, if you want to run a 13,500 BTU air conditioner then the minimum watts for the generator would be around 3500 watts. How many amps does a rv air conditioner draw
25. iMac power consumption and thermal output - Apple Support
Mar 27, 2019· iMac power consumption and thermal output. ... Power consumption data (watts) is measured from the wall power source and includes all power supply and system losses. Additional correction isn't needed. CPU Max is defined as running a compute-intensive test application that maximizes processor usage and therefore power consumption.
26. » Minisplit 1 tonelada cuantos watts consume
Aparato aire dividido (minisplit) ton. Ademas , una tonelada de refrigeracion es igual 10btu. Tabla de consumo de aparatos electrodomésticos más utilizados. Calcula cuánto puedes ahorrar de energía eléctrica. Por ejemplo un minisplit de 10BTU (ton) con SEER 1 consume en. En cuanto tiempo recupero mi inversión si cambio mi equipo.
27. How Many Watts does my Central Air (AC) Unit Use? | Yahoo ...
Dec 11, 2010· How Many Watts does my Central Air (AC) Unit Use? I have a Rheem AC unit it was made in 1996 It still works fine! However, I am installing a transfer switch and wanted to put it on it but I need to know how many watts it uses? Here is the rest of the information I could find on its tag: It says it uses 230 volts . The model Number is... | 2,675 | 10,850 | {"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-2021-31 | latest | en | 0.899717 |
https://www.webassign.net/features/textbooks/bbbasicstat7/details.html?toc=1&l=subject | 1,657,143,936,000,000,000 | text/html | crawl-data/CC-MAIN-2022-27/segments/1656104678225.97/warc/CC-MAIN-20220706212428-20220707002428-00035.warc.gz | 1,105,012,905 | 16,103 | # Understanding Basic Statistics 7th edition
Charles Brase and Corrinne Pellillo Brase
Publisher: Cengage Learning
## Course Packs
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## Textbook Resources
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• Brase Understanding Basic Statistics 7
• Brase Understanding Basic Statistics 7e: Stats in Practice Video Questions
• Brase Understanding Basic Statistics 7e: Labs - TI Calculators
• Brase Understanding Basic Statistics 7e: Labs - Excel
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• Brase Understanding Basic Statistics 7e: Labs - SPSS
• Brase Understanding Basic Statistics 7e: Labs - R
• Brase Understanding Basic Statistics 7e: Project Milestones
Access is contingent on use of this textbook in the instructor's classroom.
• Chapter 1: Getting Started
• 1: Stats in Practice Video Question (1)
• 1.1: What Is Statistics? (15)
• 1.2: Random Samples (10)
• 1.3: Introduction to Experimental Design (7)
• 1: Chapter Review Problems (8)
• 1: Concept Questions (16)
• 1: Labs (6)
• 1: Test Bank (30)
• Chapter 2: Organizing Data
• 2: Stats in Practice Video Question (1)
• 2.1: Frequency Distributions, Histograms, and Related Topics (17)
• 2.2: Bar Graphs, Circle Graphs, and Time-Series Graphs (10)
• 2.3: Stem-and-Leaf Displays (10)
• 2: Chapter Review Problems (10)
• 2: JMP Simulations (3)
• 2: Concept Questions (10)
• 2: Labs (5)
• 2: Test Bank (73)
• Chapter 3: Averages and Variation
• 3: Stats in Practice Video Question (1)
• 3.1: Measures of Central Tendency: Mode, Median, and Mean (18)
• 3.2: Measures of Variation (21)
• 3.3: Percentiles and Box-and-Whisker Plots (10)
• 3: Chapter Review Problems (11)
• 3: JMP Simulations (2)
• 3: Concept Questions (10)
• 3: Labs (6)
• 3: Test Bank (91)
• Chapter 4: Correlation and Regression
• 4: Stats in Practice Video Question (1)
• 4.1: Scatter Diagrams and Linear Correlation (22)
• 4.2: Linear Regression and the Coefficient of Determination (25)
• 4: Chapter Review Problems (10)
• 4: JMP Simulations (8)
• 4: Concept Questions (8)
• 4: Labs (6)
• 4: Test Bank (62)
• Chapter 5: Elementary Probability Theory
• 5: Stats in Practice Video Question (1)
• 5.1: What Is Probability? (15)
• 5.2: Some Probability Rules–Compound Events (28)
• 5.3: Trees and Counting Techniques (27)
• 5: Chapter Review Problems (16)
• 5: Concept Questions (8)
• 5: Labs (5)
• Chapter 6: The Binomial Probability Distribution and Related Topics
• 6: Stats in Practice Video Question (1)
• 6.1: Introduction to Random Variables and Probability Distributions (17)
• 6.2: Binomial Probabilities (24)
• 6.3: Additional Properties of the Binomial Distribution (21)
• 6: Chapter Review Problems (13)
• 6: Concept Questions (16)
• 6: Labs (5)
• 6: Test Bank (37)
• Chapter 7: Normal Curves and Sampling Distributions
• 7: Stats in Practice Video Question (1)
• 7.1: Graphs of Normal Probability Distributions (12)
• 7.2: Standard Units and Areas Under the Standard Normal Distribution (49)
• 7.3: Areas Under Any Normal Curve (40)
• 7.4: Sampling Distributions (9)
• 7.5: The Central Limit Theorem (21)
• 7.6: Normal Approximation to Binomial Distribution and to Distribution (18)
• 7: Chapter Review Problems (20)
• 7: Concept Questions (14)
• 7: Labs (5)
• 7: Test Bank (181)
• Chapter 8: Estimation
• 8: Stats in Practice Video Question (2)
• 8.1: Estimating μ When σ Is Known (19)
• 8.2: Estimating μ When σ Is Unknown (21)
• 8.3: Estimating p in the Binomial Distribution (21)
• 8: Chapter Review Problems (13)
• 8: JMP Simulations (5)
• 8: Concept Questions (12)
• 8: Labs (6)
• 8: Test Bank (48)
• Chapter 9: Hypothesis Testing
• 9: Stats in Practice Video Question (1)
• 9.1: Introduction to Statistical Tests (14)
• 9.2: Testing the Mean μ (26)
• 9.3: Testing a Proportion p (22)
• 9: Chapter Review Problems (13)
• 9: JMP Simulations (10)
• 9: Concept Questions (14)
• 9: Labs (6)
• 9: Test Bank (128)
• Chapter 10: Inferences About Differences
• 10.1: Tests Involving Paired Differences (Dependent Samples) (18)
• 10.2: Inferences about the Difference of Two Means μ1μ2 (22)
• 10.3: Inferences about the Difference of Two Proportions p1p2 (18)
• 10: Chapter Review Problems (10)
• 10: JMP Simulations (8)
• 10: Concept Questions (6)
• 10: Labs (6)
• 10: Test Bank (36)
• Chapter 11: Additional Topics Using Inference
• 11: Stats in Practice Video Question (1)
• 11.1: Chi-Square: Tests of Independence and of Homogeneity (15)
• 11.2: Chi-Square: Goodness of Fit (14)
• 11.3: Testing a Single Variance or Standard Deviation (11)
• 11.4: Inferences for Correlation and Regression (14)
• 11: Chapter Review Problems (11)
• 11: JMP Simulations (4)
• 11: Concept Questions (12)
• 11: Labs (6)
• 11: Test Bank (53)
• Chapter PJT: Project
• PJT.1: Project (4)
Understanding Basic Statistics, 7th edition offers instructors an effective way to teach the essentials of statistics, including early coverage of regression, within a more limited time frame. The Seventh Edition addresses the growing importance of developing students' critical thinking and statistical literacy skills with critical thinking features and new exercises throughout the text. The WebAssign component of this text engages students with immediate feedback, lecture videos, and a complete eBook.
## Features
• Read It links under each question quickly jump to the corresponding section of a complete eBook that also contains links to videos and tutorials to help students learn the concepts.
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• Stats in Practice Video Questions (SIP): Show students how Statistics applies in the real world. Short and current news videos introduce each chapter. Each video is accompanied by multiple-choice and discussion questions, so that students can understand real-world context of what they're learning and stay engaged throughout the whole chapter.
• Simulation Questions by JMP (JMP): Have your students understand concepts by utilizing real data. Students must discover the answer to guided questions by interacting with a simulation of real data in our JMP interactive applet within WebAssign.
• Concept Questions (CQ): Provide a new way of engaging with non-computational questions. Students enter a free response before they choose a multiple-choice answer, closing the gap between homework and test preparedness.
• Labs (Lab): Students can perform real statistical analysis in class or online with premade and chapter-specific Stats Labs. Require students to use the instructor-selected data analysis tool to analyze a real data set - pulling together knowledge learned from that chapter and previous material to facilitate whole-picture learning.
• Project Milestones (PJT): Allow one place for students to ideate, collaborate, and submit a longer-term project.The four sequential milestones are:
1. Research Design
2. Gather Data
3. Analyze Data
4. Present Results
• Test Banks (TB): A pool of over 1000 assessments for use in quizzes, tests, and exams.
• Student Resources include Data Analysis Tool Instructions / Tech Guides for the below software. Can be used stand-alone or in conjunction with assessment items (Homework, Labs, or Project Milestones).
• TI-83/84 and TI-Nspire Calculator
• Excel
• JMP
• Minitab
• SPSS
• R
• Instructor Resources include Instructional Lecture Videos, hosted by Dana Mosely. These topic-specific videos provide explanations of key concepts, examples, and applications in a lecture-based format.
Use the Textbook Edition Upgrade Tool to automatically update assignments from this title to corresponding questions in the newest edition of this textbook.
## Questions Available within WebAssign
Most questions from this textbook are available in WebAssign. The online questions are identical to the textbook questions except for minor wording changes necessary for Web use. Whenever possible, variables, numbers, or words have been randomized so that each student receives a unique version of the question. This list is updated nightly.
##### Question Group Key
SIP - Stats in Practice Video Question
JMP - Simulation Question by JMP
CQ - Concept Question
Lab - Lab
PJT - Project Milestone
TB - Test Bank
R - Review
XP - Extra Problem
##### Question Availability Color Key
BLACK questions are available now
GRAY questions are under development
Group Quantity Questions
Chapter PJT: Project
PJT.1 4 001 002 003 004
Chapter 1: Getting Started
1.CQ 16 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016
1.Lab 6 001.Excel 001.JMP 001.Minitab 001.R 001.SPSS 001.TI
1.R 8 003 004 005 006 007 008 009 011
1.SIP 1 001
1.TB 30 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030
1.1 15 001 002 003 004 008 009.MI 009.MI.SA 010 011.MI 011.MI.SA 012.MI 012.MI.SA 013 014 015
1.2 10 001 002 003 008 009 010 015 016 019 020
1.3 7 001 002 007 008 009 010 011
Chapter 2: Organizing Data
2.CQ 10 001 002 003 004 005 006 007 008 009 010
2.JMP 3 001 002 003
2.Lab 5 001.Excel 001.JMP 001.Minitab 001.R 001.SPSS
2.R 10 001 002 003 004 005 006 008 009 010 011
2.SIP 1 001
2.TB 73 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048 049 050 051 052 053 054 055 056 057 058 059 060 061 062 063 064 065 066 067 068 069 070 071 072 073 074
2.1 17 001 002 003 004 009 010 015 016 017 018 019 020 021 022 023 024 025
2.2 10 003 004 005 007 008.MI 008.MI.SA 010 011 012 014
2.3 10 001 002 003 004 005 006 007 008 009 010
Chapter 3: Averages and Variation
3.CQ 10 001 002 003 004 005 006 007 008 009 010
3.JMP 2 001 002
3.Lab 6 001.Excel 001.JMP 001.Minitab 001.R 001.SPSS 001.TI
3.R 11 001 002 003 004 005 006 007 008 009 010 011
3.SIP 1 001
3.TB 91 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048 049 050 051 052 053 054 055 056 057 058 059 060 061 062 063 064 065 066 067 068 069 070 071 072 073 074 075 076 077 078 079 080 081 082 083 084 085 086 087 088 089 090 091
3.1 18 001 002 011 012 013 016 017 018 019 020 021 022 023 026 027 028 029 030
3.2 21 001 002 003 004 009 010 011 012 013 016 017 018 019 020 021 022 023 024 025 026 027
3.3 10 001 002 003 004 007 008 009 010 011 012
Chapter 4: Correlation and Regression
4.CQ 8 001 002 003 004 005 006 007 008
4.JMP 8 001 002 003 004 005 006 007 008
4.Lab 6 001.Excel 001.JMP 001.Minitab 001.R 001.SPSS 001.TI
4.R 10 001 003 004 005 006 007 008 009 010 501.XP
4.SIP 1 001
4.TB 62 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048 049 050 051 052 053 054 055 056 057 058 059 060 061 062
4.1 22 001 002 003 004 005 006 007 008 009 010 013 014 015 016 017 018 019 020 021 022 023 501.XP
4.2 25 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025
Chapter 5: Elementary Probability Theory
5.CQ 8 001 002 003 004 005 006 007 008
5.Lab 5 001.Excel 001.JMP 001.Minitab 001.R 001.SPSS
5.R 16 001 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020
5.SIP 1 001
5.1 15 001 002 003 004 013 014 015 016 017 018 019 020 021 022 023
5.2 28 001 002 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 501.XP 502.XP 503.XP 504.XP 505.XP
5.3 27 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027
Chapter 6: The Binomial Probability Distribution and Related Topics
6.CQ 16 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016
6.Lab 5 001.Excel 001.JMP 001.Minitab 001.R 001.SPSS
6.R 13 001 002 003 004 005 006 007 008 009 010 011 012 013
6.SIP 1 001
6.TB 37 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036 037
6.1 17 001 002 003 006 009 010 011 012 013 014 015 016 017 018 019 020 021
6.2 24 001 002 003 004 007 008 009 010 015 016 017 018 019 020 021 022 023 024 025 026 027 501.XP 502.XP 503.XP
6.3 21 001 002 005 006 007 008 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025
Chapter 7: Normal Curves and Sampling Distributions
7.CQ 14 001 002 003 004 005 006 007 008 009 010 011 012 013 014
7.Lab 5 001.Excel 001.JMP 001.Minitab 001.R 001.SPSS
7.R 20 001 002 004 005 006 009 010 011 012 013 014 015 016 017 018 019 020 021 022 501.XP
7.SIP 1 001
7.TB 181 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048 049 050 051 052 053 054 055 056 057 058 059 060 061 062 063 064 065 066 067 068 069 070 071 072 073 074 075 076 077 078 079 080 081 082 083 084 085 086 087 088 089 090 091 092 093 094 095 096 097 098 099 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181
7.1 12 001 002 003 004 005 006 007 008 009 010.MI 010.MI.SA 011
7.2 49 001 002 003 004 007 008 009.MI 009.MI.SA 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048 049 050
7.3 40 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 501.XP 502.XP 503.XP 504.XP 505.XP
7.4 9 001 002 003 004 005 006 007 008 009
7.5 21 001 002 003 004 007 008 009 010 011 012 013 014 015 016 017 018 019 020 501.XP 502.XP 503.XP
7.6 18 001 002 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020
Chapter 8: Estimation
8.CQ 12 001 002 003 004 005 006 007 008 009 010 011 012
8.JMP 5 001 002 003 004 005
8.Lab 6 001.Excel 001.JMP 001.Minitab 001.R 001.SPSS 001.TI
8.R 13 001 002 003 004 005 006 007 008 009 010 011 012 013
8.SIP 2 001 501.XP
8.TB 48 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048
8.1 19 001 002 003 004 005 006 007 008 009 010 015 016 017 018 019 022 023 024 025
8.2 21 001 002 003 004 005 006 007 008 009 010 013 014 015 016 017 018 019 020 021 022 023
8.3 21 001 002 003 004 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027
Chapter 9: Hypothesis Testing
9.CQ 14 001 002 003 004 005 006 007 008 009 010 011 012 013 014
9.JMP 10 001 002 003 004 005 006 007 008 009 010
9.Lab 6 001.Excel 001.JMP 001.Minitab 001.R 001.SPSS 001.TI
9.R 13 001 002 003 004 005 006 007 008 009 010 011 012 501.XP
9.SIP 1 001
9.TB 128 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048 049 050 051 052 053 054 055 056 057 058 059 060 061 062 063 064 065 066 067 068 069 070 071 072 073 074 075 076 077 078 079 080 081 082 083 084 085 086 087 088 089 090 091 092 093 094 095 096 097 098 099 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128
9.1 14 001 002 003 004 015 016 017 018 019 020 021 022 023 024
9.2 26 001 002 003 004 005 006 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030
9.3 22 001 002 003 004 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024
10.CQ 6 001 002 003 004 005 006
10.JMP 8 001 002 003 004 005 006 007 008
10.Lab 6 001.Excel 001.JMP 001.Minitab 001.R 001.SPSS 001.TI
10.R 10 001 002 003 004 005 006 007 008 009 010
10.TB 36 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036
10.1 18 001 002 003 004 005 006 009 010 011 012 013 014 015 016 017 018 019 020
10.2 22 001 002 003 004 005 006 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026
10.3 18 001 002 003 004 007 008 009 010 011 012 013 014 017 018 019 020 021 022
Chapter 11: Additional Topics Using Inference
11.CQ 12 001 002 003 004 005 006 007 008 009 010 011 012
11.JMP 4 001 002 003 004
11.Lab 6 001.Excel 001.JMP 001.Minitab 001.R 001.SPSS 001.TI
11.R 11 001 002 003 004 005 006 007 008 009 010 011
11.SIP 1 001
11.TB 53 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048 049 050 051 052 053
11.1 15 001 002 003 004 009 010 011 012 013 014 015 016 017 018 019
11.2 14 001 002 003 004 005 006 007 008 009 010 011 012 013 014
11.3 11 001 002 003 004 005 006 007 008 009 010 011
11.4 14 001 002 003 004 005 006 007 008 009 010 011 012 013 014
Total 1798 | 6,732 | 17,673 | {"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} | 3.859375 | 4 | CC-MAIN-2022-27 | latest | en | 0.639071 |
https://www.physicsforums.com/threads/infinite-series.164315/ | 1,656,917,112,000,000,000 | text/html | crawl-data/CC-MAIN-2022-27/segments/1656104354651.73/warc/CC-MAIN-20220704050055-20220704080055-00217.warc.gz | 984,445,710 | 16,102 | # Infinite series?
## Homework Statement
IS=infinite series from n=1 to infinity
Does this IS(((-1)^n)/5) converge? But if it did what would it converge to? There is certainly nothing infinite about this sum value but if it dosen't converge to any specific number than does it mean it is divergent?
I think yes.
HallsofIvy
Homework Helper
When in doubt, go back to the definition! The sum of an infinite series is defined as the limit of the sequence of its partial sums, if that sequence converges. An infinite series converges if and only if its sequence of partial sums converges.
In this case the sum is -1/5+ 1/5- 1/5+ 1/5+ ... The partial sums are -1/5, -1/5+ 1/5= 0, -1/5+ 1/5- 1/5= -1/5, -1/5+ 1/5- 1/5+ 1/5= 0, etc. In other words, the sequence of partial sums is -1/5, 0, -1/5, 0, -1/5, 0, ... While that sequence does not go to infinity, it is "oscillating" and still does not converge. Therefore, the infinite sum does not converge.
Neither a sequence nor a series has to "go to infinity" in order to be divergent.
Is this the series you want to test: $$\sum_{n=1}^{\infty}{\frac{(-1)^n}{5}}$$
?
If so, I think it would depend on how you interpret the sum -1+1-1+1-1...-1+1-1....
HallsofIvy
Homework Helper
Is this the series you want to test: $$\sum_{n=1}^{\infty}{\frac{(-1)^n}{5}}$$
?
If so, I think it would depend on how you interpret the sum -1+1-1+1-1...-1+1-1....
Fortunately the definition of "infinite series" tells us how to interpret it!
RIght so now what about $$\sum_{n=1}^{\infty}{\frac{(-1)^n}{5+\frac{3}{n}}}$$
When n is large we get back to $$\sum_{n=1}^{\infty}{\frac{(-1)^n}{5}}$$ which is divergent so the above series is divergent. But is this reason good enough to extablish the divergence of this series?
Fortunately the definition of "infinite series" tells us how to interpret it!
Sorry. Major brain lapse.
RIght so now what about $$\sum_{n=1}^{\infty}{\frac{(-1)^n}{5+\frac{3}{n}}}$$
When n is large we get back to $$\sum_{n=1}^{\infty}{\frac{(-1)^n}{5}}$$ which is divergent so the above series is divergent. But is this reason good enough to extablish the divergence of this series?
Well, does the nth term of the series go to 0 as n goes to infinity?
Well, does the nth term of the series go to 0 as n goes to infinity?
The nth term when n goes to infinity is not 0 which is sufficent for the series to diverge.
Gib Z
Homework Helper
I think Mystic998 Knew that pivoxa15, but wanted to actually know if it actually does go to zero.
Mystic998 - As you can see, there are only 2 values the terms can take, -1/5 and 1/5. Neither of these are zero, so even though we haven't calculated the limit, we know it isn't zero :)
There's a different type of "convergence" when you have a series that does that, because the series value will oscillate around some fixed "average", but in the most common definition of convergence, said series doesn't converge.
HallsofIvy | 893 | 2,923 | {"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} | 4.125 | 4 | CC-MAIN-2022-27 | latest | en | 0.852403 |
http://oeis.org/A123945 | 1,571,621,456,000,000,000 | text/html | crawl-data/CC-MAIN-2019-43/segments/1570987750110.78/warc/CC-MAIN-20191020233245-20191021020745-00129.warc.gz | 145,273,009 | 4,265 | This site is supported by donations to The OEIS Foundation.
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A123945 A version of F. K. Hwang's sequence in {3*k, 3*k+1, 3*k+2}. 1
0, 1, 1, 2, 6, 6, 5, 13, 14, 11, 27, 29, 23, 55, 60, 48, 112, 122, 97, 225, 245, 195, 451, 492, 392, 904, 986, 785, 1809, 1972, 1571, 3619, 3946, 3144, 7240, 7894, 6289, 14481, 15789, 12579, 28963, 31580, 25160, 57928, 63161, 50321, 115857, 126323, 100643, 231715, 252648, 201288 (list; graph; refs; listen; history; text; internal format)
OFFSET 0,4 LINKS G. C. Greubel, Table of n, a(n) for n = 0..1000 F. R. K. Chung, Problem 13 Donald E. Knuth, Exercise 14 (F. K. Hwang) FORMULA a(3*n) = floor((43/28)*2^n) - 1, a(3*n+1) = a(3*n) + 2^(n+1), a(3*n+2) = floor((17/7)*2^n - 6/7). MATHEMATICA a[n_]:= a[n] = If[n<4, Fibonacci[n], If[Mod[n, 3]==0, Floor[(43/28)*2^(n/3)] - 1, If[Mod[n, 3]==1, a[n-1] + 2*2^((n-1)/3), Floor[(17/7)*2^(n/3) - 6/7]]]]; Table[a[n], {n, 0, 50}] (* modified by G. C. Greubel, Aug 06 2019 *) PROG (PARI) a(n) = if(n<4, fibonacci(n), if(n%3==0, 43*2^(n/3)\28 -1, if(n%3==1, a(n-1) + 2*2^((n-1)/3), ((17/7)*2^(n/3) -6/7)\1 ) ) ); vector(50, n, n--; a(n) ) \\ G. C. Greubel and Michel Marcus, Aug 06 2019 (MAGMA) a:= func< n | n lt 4 select Fibonacci(n) else (n mod 3 eq 0) select Floor((43/28)*2^Floor(n/3)) - 1 else (n mod 3 eq 1) select Floor((43/28)*2^Floor((n-1)/3)) -1 +2^(Floor((n-1)/3)+1) else Floor((17/7)*2^(n/3) - 6/7) >; [a(n): n in [0..50]]; // G. C. Greubel, Aug 06 2019 (Sage) def a(n): if (n<4): return fibonacci(n) elif (mod(n, 3)==0): return floor((43/28)*2^floor(n/3)) - 1 elif (mod(n, 3)==1): return a(n-1) +2*2^floor((n-1)/3) else: return floor((17/7)*2^(n/3) - 6/7) [a(n) for n in (0..50)] # G. C. Greubel, Aug 06 2019 CROSSREFS Sequence in context: A007507 A065486 A069806 * A291793 A284121 A198102 Adjacent sequences: A123942 A123943 A123944 * A123946 A123947 A123948 KEYWORD nonn AUTHOR Roger L. Bagula, Oct 25 2006 EXTENSIONS Terms a(31) onward added by G. C. Greubel, Aug 06 2019 STATUS approved
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Last modified October 20 21:30 EDT 2019. Contains 328273 sequences. (Running on oeis4.) | 1,064 | 2,400 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.90625 | 4 | CC-MAIN-2019-43 | latest | en | 0.345074 |
https://www.doubtnut.com/qa-hindi/siddh-kren-ki-bindu-a-1-vrtt-x2-y2-4x-2y-40-kaa-baahrii-bindu-hogaa-ydi-agt5-152620094 | 1,631,981,519,000,000,000 | text/html | crawl-data/CC-MAIN-2021-39/segments/1631780056548.77/warc/CC-MAIN-20210918154248-20210918184248-00517.warc.gz | 799,700,051 | 85,144 | Home
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सिद्ध करें कि बिंदु (a,-1) वृत...
# सिद्ध करें कि बिंदु (a,-1) वृत्त x^(2)+y^(2)-4x+2y-4=0 का बाहरी बिंदु होगा यदि agt5
उत्तर
Step by step solution by experts to help you in doubt clearance & scoring excellent marks in exams.
Updated On: 12-6-2020
Apne doubts clear karein ab Whatsapp par bhi. Try it now.
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लिखित उत्तर
Solution :
NA
चित्र समाधान
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3:55 | 432 | 957 | {"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-2021-39 | latest | en | 0.167339 |
https://softkeys.uk/blogs/blog/how-to-subtract-dates-in-excel-to-get-days | 1,718,343,241,000,000,000 | text/html | crawl-data/CC-MAIN-2024-26/segments/1718198861521.12/warc/CC-MAIN-20240614043851-20240614073851-00292.warc.gz | 508,250,476 | 59,909 | Blog
# How to Subtract Dates in Excel to Get Days?
Do you want to know how to subtract dates in Excel to get the days between them? If so, then you have come to the right place. In this article, you will learn exactly how to do this and how to use the results in your calculations. Whether you are a spreadsheet beginner or an expert, this article will show you the tricks and tips you need to easily get the number of days between two dates.
## How to Subtract Dates in Excel to Calculate the Number of Days in Between
Subtracting dates in Excel is a straightforward process that enables you to calculate the number of days between two given dates. This can be useful for a variety of different applications, from scheduling calendar events to tracking the age of an asset or calculating the length of a project. In this guide, we will provide step-by-step instructions for subtracting dates in Excel and show you how to interpret the results.
### Step 1: Enter Your Dates
The first step of subtracting dates in Excel is to enter the two dates into your spreadsheet. Make sure to format the cells as dates so that Excel can interpret the information correctly. You can do this by right-clicking on the cell and selecting “Format Cells” from the pop-up menu. Then, select “Date” from the list of categories and select your desired date format.
Once you have formatted the cells, enter the two dates into your spreadsheet. For example, if you want to calculate the number of days between June 1 and June 10, enter “June 1” in cell A1 and “June 10” in cell B1.
### Step 2: Subtract the Dates
To subtract the dates, enter “=B1-A1” into cell C1. This will subtract the first date from the second date and provide you with the number of days between them.
### Step 3: Interpret the Results
Your result should be a number that represents the number of days between the two dates. In this example, the result is 9, which indicates that there are nine days between June 1 and June 10.
## How to Use Excel to Calculate the Number of Days Between Two Dates
Calculating the number of days between two dates in Excel is a simple process that requires you to subtract one date from the other. To do this, enter the two dates into your spreadsheet and format the cells as dates. Then, use the “=” operator to subtract one date from the other. The result will be a number that represents the number of days between the two dates.
### Using Excel to Calculate the Number of Days Between Two Dates in a Range
In some cases, you may need to calculate the number of days between two dates in a range. To do this, enter the two dates into your spreadsheet and format the cells as dates. Then, select the range of dates that you want to calculate the number of days for. Finally, use the “=” operator to subtract one date from the other. The result will be a number that represents the number of days between the two dates.
### Using Excel to Calculate the Number of Days Between Two Dates in a Formula
You can also use a formula to calculate the number of days between two dates in Excel. To do this, enter the two dates into your spreadsheet and format the cells as dates. Then, use the “DATEDIF” function to subtract one date from the other. The result will be a number that represents the number of days between the two dates.
## Conclusion
Subtracting dates in Excel is a straightforward process that enables you to calculate the number of days between two given dates. By following the steps outlined in this guide, you can quickly and easily calculate the number of days between two dates in Excel. Whether you’re tracking the age of an asset, scheduling calendar events, or calculating the length of a project, subtracting dates in Excel is an essential skill.
## Related Faq
### Q1. What is the most straightforward way to subtract two dates in Excel to get the number of days?
A1. The most straightforward way to subtract two dates in Excel to get the number of days is to simply subtract one date from the other. This can be done by typing the formula =(end date – start date) into the desired cell. The result will be the number of days between the two dates. It is important to note that if you are subtracting dates from different months or different years, you may need to add the number of days in the months and/or years between the two dates to get the desired result.
### Q2. How does Excel calculate the number of days if I have multiple dates in the same cell?
A2. If you have multiple dates in the same cell, Excel can calculate the number of days between them by subtracting the earliest date from the latest date. To do this, type the formula =MAX(dates)-MIN(dates) into the desired cell. This formula will return the number of days between the earliest and latest dates.
### Q3. How can I subtract dates in Excel to get the number of months?
A3. To subtract dates in Excel to get the number of months, you can use the formula =MONTH(end date)-MONTH(start date). This formula will return the number of months between the two dates. It is important to note that if you are subtracting dates from different years, you may need to add the number of months in the years between the two dates to get the desired result.
### Q4. How can I subtract dates in Excel to get the number of years?
A4. To subtract dates in Excel to get the number of years, you can use the formula =YEAR(end date)-YEAR(start date). This formula will return the number of years between the two dates. It is important to note that if you are subtracting dates from different months, you may need to add the number of years in the months between the two dates to get the desired result.
### Q5. What should I do if I want to subtract non-contiguous dates in Excel?
A5. If you want to subtract non-contiguous dates in Excel, you can use the formula =SUM(end date-start date). This formula will return the total number of days between all the dates specified. It is important to note that if you are subtracting dates from different months or different years, you may need to add the number of days in the months and/or years between the two dates to get the desired result.
### Q6. How can I subtract dates in Excel to get the number of business days?
A6. To subtract dates in Excel to get the number of business days, you can use the formula =NETWORKDAYS(start date, end date). This formula will return the number of business days between the two dates. It is important to note that this formula does not take into account any holidays, so you may need to add or subtract days depending on the holidays in your area.
### How To Subtract Dates in Excel
Using Excel to subtract dates is a quick and easy way to quickly calculate the number of days between two dates. With just a few simple steps, you can easily subtract dates and get the exact number of days between them. Not only does Excel provide a great way to subtract dates, but it also offers a variety of other features to help make calculations even easier. Excel is a great tool for any business or individual who needs to quickly calculate the difference between two dates.
Related Articles | 1,529 | 7,156 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.359375 | 3 | CC-MAIN-2024-26 | latest | en | 0.922115 |
https://lavelle.chem.ucla.edu/forum/viewtopic.php?p=219528 | 1,607,139,153,000,000,000 | text/html | crawl-data/CC-MAIN-2020-50/segments/1606141746033.87/warc/CC-MAIN-20201205013617-20201205043617-00279.warc.gz | 321,729,670 | 11,788 | ## defintion
$\Delta U=q+w$
connie 2C
Posts: 106
Joined: Thu Jul 11, 2019 12:17 am
### defintion
what is internal energy? i don't understand the concept of why q + w equals the change in internal energy
005162902
Posts: 102
Joined: Wed Sep 18, 2019 12:15 am
### Re: defintion
internal energy is the total energy of a closed system. Because the closed system doesn't get energy from its surroundings, internal energy is made up of the potential and kinetic energy the closed system has.
Omar Selim 1D
Posts: 108
Joined: Sat Jul 20, 2019 12:16 am
### Re: defintion
Internal energy is just the energy found within a system without any interference from the world beyond. It is the concept of energy only being from the kinetic and potential energy already found within a system
Lauren Tanaka 1A
Posts: 109
Joined: Sat Aug 17, 2019 12:18 am
### Re: defintion
The internal energy or ∆U is the energy found in the system or the total energy of a closed system. This can be found using the equation ∆U = q + w where q is heat and w is the amount of work.
Kayli Choy 2F
Posts: 100
Joined: Sat Aug 24, 2019 12:17 am
### Re: defintion
Additionally for this equation, if you need to find work and you are given pressure and change in volume, w = -Pexternal(delta V), and you can substitute this in for w in the larger equation of delta U = q + w. If q = 0, no heat is being added, and if w = 0, no work is being done on the system.
LNgo 1G
Posts: 100
Joined: Sat Aug 24, 2019 12:16 am
### Re: defintion
The energy from heat being added to the system is represented by q, while w represents the energy leaving the system due to work.
605395381
Posts: 50
Joined: Mon Jun 17, 2019 7:24 am
### Re: defintion
Internal energy is the total energy found in a system which is, as defined by the equation, the sum of heat plus work (a form of energy)
### Who is online
Users browsing this forum: No registered users and 1 guest | 550 | 1,930 | {"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": 1, "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} | 3.4375 | 3 | CC-MAIN-2020-50 | latest | en | 0.933539 |
https://brainly.in/question/290001 | 1,485,052,290,000,000,000 | text/html | crawl-data/CC-MAIN-2017-04/segments/1484560281331.15/warc/CC-MAIN-20170116095121-00150-ip-10-171-10-70.ec2.internal.warc.gz | 793,864,080 | 10,153 | # If the perimeter of semi circular protractor is 36cm find its diameter
2
by sania8
2016-02-28T22:17:59+05:30
Perimeter of semicircle =36 cm
πr+2r =36
22/7 r+ 2r =36
22r +14r = 252
36 r = 252
r = 252/36
r = 7
d = 2x7=14
2016-02-29T17:27:47+05:30
Perimeter of semicircle= πr+2r
perimeter is 36cm
36=22/7r+2r
36=22r+14r/7
36=36r/7
r=36×7/36
r=7
Diameter=2×7
=14
by taking to u
ohkay...☺☺
ok biee
gud ngt
sweet dreams | 219 | 419 | {"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} | 3.875 | 4 | CC-MAIN-2017-04 | latest | en | 0.697468 |
http://www.numbersaplenty.com/4473542 | 1,568,904,807,000,000,000 | text/html | crawl-data/CC-MAIN-2019-39/segments/1568514573533.49/warc/CC-MAIN-20190919142838-20190919164838-00068.warc.gz | 290,092,205 | 3,229 | Search a number
4473542 = 22236771
BaseRepresentation
bin10001000100001011000110
322102021112202
4101010023012
52121123132
6235514502
753011253
oct21041306
98367482
104473542
112586047
1215b8a32
13c08288
1484642a
155d5762
hex4442c6
4473542 has 4 divisors (see below), whose sum is σ = 6710316. Its totient is φ = 2236770.
The previous prime is 4473541. The next prime is 4473583. The reversal of 4473542 is 2453744.
It is a semiprime because it is the product of two primes.
It is an Ulam number.
It is a congruent number.
It is not an unprimeable number, because it can be changed into a prime (4473541) by changing a digit.
It is a polite number, since it can be written as a sum of consecutive naturals, namely, 1118384 + ... + 1118387.
It is an arithmetic number, because the mean of its divisors is an integer number (1677579).
Almost surely, 24473542 is an apocalyptic number.
4473542 is a deficient number, since it is larger than the sum of its proper divisors (2236774).
4473542 is a wasteful number, since it uses less digits than its factorization.
4473542 is an evil number, because the sum of its binary digits is even.
The sum of its prime factors is 2236773.
The product of its digits is 13440, while the sum is 29.
The square root of 4473542 is about 2115.0749395707. The cubic root of 4473542 is about 164.7721618152.
The spelling of 4473542 in words is "four million, four hundred seventy-three thousand, five hundred forty-two".
Divisors: 1 2 2236771 4473542 | 455 | 1,494 | {"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} | 2.96875 | 3 | CC-MAIN-2019-39 | latest | en | 0.880427 |
https://demo.formulasearchengine.com/wiki/Boundary_(topology) | 1,624,203,247,000,000,000 | text/html | crawl-data/CC-MAIN-2021-25/segments/1623488249738.50/warc/CC-MAIN-20210620144819-20210620174819-00175.warc.gz | 186,680,975 | 9,119 | # Boundary (topology)
Template:No footnotes {{#invoke:Hatnote|hatnote}}
A set (in light blue) and its boundary (in dark blue).
In topology and mathematics in general, the boundary of a subset S of a topological space X is the set of points which can be approached both from S and from the outside of S. More precisely, it is the set of points in the closure of S, not belonging to the interior of S. An element of the boundary of S is called a boundary point of S. Notations used for boundary of a set S include bd(S), fr(S), and ∂S. Some authors (for example Willard, in General Topology) use the term frontier, instead of boundary in an attempt to avoid confusion with the concept of boundary used in algebraic topology and manifold theory. However, frontier sometimes refers to a different set, which is the set of boundary points which are not actually in the set; that is, S \ S.
A connected component of the boundary of S is called a boundary component of S.
## Common definitions
There are several common (and equivalent) definitions to the boundary of a subset S of a topological space X:
• the closure of S without the interior of S: ∂S = S \ So.
• the intersection of the closure of S with the closure of its complement: ∂S = S ∩ (X \ S).
• the set of points p of X such that every neighborhood of p contains at least one point of S and at least one point not of S.
## Examples
Boundary of hyperbolic components of Mandelbrot set
Consider the real line R with the usual topology (i.e. the topology whose basis sets are open intervals). One has
• ∂(0,5) = ∂[0,5) = ∂(0,5] = ∂[0,5] = {0,5}
• ∂∅ = ∅
• Q = R
• ∂(Q ∩ [0,1]) = [0,1]
These last two examples illustrate the fact that the boundary of a dense set with empty interior is its closure.
In the space of rational numbers with the usual topology (the subspace topology of R), the boundary of ${\displaystyle (-\infty ,a)}$, where a is irrational, is empty.
The boundary of a set is a topological notion and may change if one changes the topology. For example, given the usual topology on R2, the boundary of a closed disk Ω = {(x,y) | x2 + y2 ≤ 1} is the disk's surrounding circle: ∂Ω = {(x,y) | x2 + y2 = 1}. If the disk is viewed as a set in R3 with its own usual topology, i.e. Ω = {(x,y,0) | x2 + y2 ≤ 1}, then the boundary of the disk is the disk itself: ∂Ω = Ω. If the disk is viewed as its own topological space (with the subspace topology of R2), then the boundary of the disk is empty.
## Properties
• The boundary of a set is closed.
• The boundary of the interior of a set as well as the boundary of the closure of a set are both contained in the boundary of the set.
• A set is the boundary of some open set if and only if it is closed and nowhere dense.
• The boundary of a set is the boundary of the complement of the set: ∂S = ∂(SC).
Hence:
• p is a boundary point of a set if and only if every neighborhood of p contains at least one point in the set and at least one point not in the set.
• A set is closed if and only if it contains its boundary, and open if and only if it is disjoint from its boundary.
• The closure of a set equals the union of the set with its boundary. S = S ∪ ∂S.
• The boundary of a set is empty if and only if the set is both closed and open (that is, a clopen set).
File:AccumulationAndBoundaryPointsOfS.PNG
Conceptual Venn diagram showing the relationships among different points of a subset S of Rn. A = set of limit points of S, B = set of boundary points of S, area shaded green = set of interior points of S, area shaded yellow = set of isolated points of S, areas shaded black = empty sets. Every point of S is either an interior point or a boundary point. Also, every point of S is either an accumulation point or an isolated point. Likewise, every boundary point of S is either an accumulation point or an isolated point. Isolated points are always boundary points.
## Boundary of a boundary
For any set S, ∂S ⊇ ∂∂S, with equality holding if and only if the boundary of S has no interior points, which will be the case for example if S is either closed or open. Since the boundary of a set is closed, ∂∂S = ∂∂∂S for any set S. The boundary operator thus satisfies a weakened kind of idempotence.
In discussing boundaries of manifolds or simplexes and their simplicial complexes, one often meets the assertion that the boundary of the boundary is always empty. Indeed, the construction of the singular homology rests critically on this fact. The explanation for the apparent incongruity is that the topological boundary (the subject of this article) is a slightly different concept than the boundary of a manifold or of a simplicial complex. For example, the boundary of an open disk viewed as a manifold is empty, while its boundary in the sense of topological space is the circle surrounding the disk.
## References
• {{#invoke:citation/CS1|citation
|CitationClass=book }}
• {{#invoke:citation/CS1|citation
|CitationClass=book }}
• {{#invoke:citation/CS1|citation
|CitationClass=book }} | 1,319 | 5,029 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 1, "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} | 3.984375 | 4 | CC-MAIN-2021-25 | latest | en | 0.91862 |
http://www.wikihow.com/Find-Mass-Percent | 1,505,978,248,000,000,000 | text/html | crawl-data/CC-MAIN-2017-39/segments/1505818687702.11/warc/CC-MAIN-20170921063415-20170921083415-00220.warc.gz | 602,353,354 | 46,276 | Edit Article
# wikiHow to Find Mass Percent
The mass percent composition of a molecule is the percent contribution of each individual element to a molecule’s mass. Percent of mass of one element in a compound is expressed as a ratio of mass contribution to the element and the total molecular mass of the compound multiplied by 100%. It sounds complicated, but finding the mass percent is actually a simple process!
### Part 1 Understanding the Fundamentals
1. 1
Understand atoms. Atoms are basic units of matter, composed of protons, neutrons, and electrons. These are the fundamental building blocks of everything around you.
2. 2
Understand molecules. Molecules are electrically neutral chemical groups of two or more atoms, which are held together by chemical bonds.
• Water, for example, is made of the molecule H2O. Each water molecule is composed of two hydrogen atoms, which are chemically bonded to one oxygen atom.
3. 3
Understand moles. A mole is a unit of measurement used to express the amount of a chemical substance in a sample. It is defined as the amount of any substance that contains 6.02 x10^ 23 elementary entities. Use moles as a way to concisely express amounts of chemical substances.
• 6.02 x 10^23, which is approximately the number of carbon atoms in 12 grams (0.42 oz) of pure carbon, is also called “Avogadro’s Number.”
4. 4
Understand chemical compounds. Chemical compounds are pure chemical substances that consist of two or more chemical elements.
• Water, made up of the molecule H2O, is a chemical compound.
5. 5
Understand atomic mass. Atomic mass is the mass of an atomic particle, sub-atomic particle, or molecule. It is expressed in grams per mole (g/mol).
• Note that atomic mass is different from atomic weight and specifically refers to the total mass of the particle, subatomic particle, or molecule at rest.
6. 6
Understand molecular mass. Molecular mass is the mass of a single molecule. In other words, it is the total mass of all of the individual atoms that make up a given molecule.
• As with atomic mass, molecular mass differs from molecular weight.
### Part 2 Calculating Mass Percent
1. 1
List the elements in the compound.
• For example, say you need to calculate the mass percent of citric acid, C6H8O7, as shown in the picture. The elements of this compound are carbon (C), hydrogen (H), and oxygen (O).
2. 2
Write down the atomic mass of each individual element. Use the periodic table to locate these numbers. It is usually located just below the atomic symbol, in the units of g/mol.
• In the example above, you would note that the atomic mass of carbon is 12.01 g/mol, the atomic mass of hydrogen is 1.00 g/mol, and the atomic mass of oxygen is 15.99 g/mol.
3. 3
Find the mass contribution of each element in your compound. The mass contribution of an element in a compound is the atomic mass of the element multiplied by the number of atoms in the element in a single molecule of the compound. The numeric subscript after each atomic symbol signifies the number of atoms of that element in the compound.
• In the example above, recall that each molecule of your compound is made up of 6 atoms of carbon, 8 atoms of hydrogen, and 7 atoms of oxygen. Therefore, you would calculate the mass contribution of the elements as shown in the picture.
Mass contribution of carbon: 6 x 12.01 g/mol = 72.06 g/mol
Mass contribution of hydrogen: 8 x 1.00 g/mol = 8.00 g/mol
Mass contribution of oxygen: 7 x 15.99 g/mol = 111.93 g/mol
4. 4
Calculate the total molecular mass of your compound. Total molecular mass of a compound is expressed as a sum of the mass contributions of the individual elements in the compound. It represents the mass of a single molecule.
• In the example above, calculate your total molecular mass as follows:
Molecular mass of C6H8O7 = 72.06 g/mol + 8.00 g/mol + 111.93 g/mol = 191.99 g/mol
5. 5
Find the mass percent composition. The mass percent composition of an element is expressed as a ratio of mass contribution of the element and total molecular mass of the compound multiplied by 100%.
• In the example above, calculate your mass percent of each element as shown in the photo. You can therefore conclude that C6H8O7 consists of 37.53% carbon, 4.16% hydrogen, and 58.29% oxygen.
## Community Q&A
200 characters left
## Tips
• You can double check your work by adding your percentages together and verifying that they add up to 100%. Be aware, though, that you may not get exactly 100%. This is because mass contributions of each element are rounded to two places after the decimal point.
## Article Info
Categories: Science
In other languages:
Español: calcular el porcentaje de masa, Português: Encontrar o Percentual de Massa, Русский: вычислить массовые проценты, Français: trouver le pourcentage massique, Italiano: Determinare la Massa Percentuale, Deutsch: Massenanteil bestimmen, Bahasa Indonesia: Mencari Persen Massa
Thanks to all authors for creating a page that has been read 5,366 times. | 1,208 | 4,996 | {"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} | 3.671875 | 4 | CC-MAIN-2017-39 | latest | en | 0.917989 |
https://wexfordhouse-ma.com/fillet-recipes/quick-answer-how-to-use-a-fillet-weld-gauge.html | 1,656,346,196,000,000,000 | text/html | crawl-data/CC-MAIN-2022-27/segments/1656103334753.21/warc/CC-MAIN-20220627134424-20220627164424-00387.warc.gz | 668,629,572 | 22,276 | # Quick Answer: How To Use A Fillet Weld Gauge?
What is a weld profile gauge?
• Welding Contour Gauge. A weld profile gauge is just the right tool for testing welding profile, matching wheel arches and body contours, or forming panels. Simply press the gauge against the piece you want to copy.
The adjustable fillet weld gauge uses an offset arm that slides at a 45-deg angle to make fillet weld length measurements. You simply adjust the arm until it touches the toe of the vertical leg. The gauge is calibrated to 1/32 in. Four screws hold the offset arm in position for future adjustments.
## How are fillet welds measured?
Fillet weld sizes are measured by the length of the legs of the largest right triangle that may be inscribed within the fillet weld cross section. Fillet weld sizes determine theoretical throat.
## What is a fillet gauge used for?
A radius gauge, also known as a fillet gauge, is a tool used to measure the radius of an object. Radius gauges require a bright light behind the object to be measured. The gauge is placed against the edge to be checked and any light leakage between the blade and edge indicates a mismatch that requires correction.
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## How do you measure the thickness of a fillet weld throat?
The throat is the shortest distance from the root to the face of the weld. To measure this dimension in a regular mitre or flat faced fillet weld is relatively simple. The shape is that of an isosceles triangle, the throat being 0.7 of the leg length.
## What is the weakest plane in fillet weld?
For a given amount of weld material, the fillet weld is not as strong as due to the heavy concentration of the stress. ∴ For fillet weld, the weakest plane is along the throat section.
## What is a fillet weld symbol?
The fillet weld symbol is a right triangle placed on the reference line with the perpendicular leg always on the left. The dimension specifying the leg size of a fillet weld is placed to the left of the fillet weld symbol, and on the same side of the reference line.
## What is checked with weld fillet gauge?
Welding gauges are inspection gauges used for checking alignment, checking dimensions before welding, verifying weld dimensions, and checking porosity of welds. Some gauges are multipurpose or single purpose.
## How is weld size measured?
Fillet weld sizes are measured by the length of the legs of the largest right triangle that may be inscribed within the fillet weld cross section.
## How do you calculate the area of a weld?
the area of the excess weld metal is given by the formula (w x h)/2. the area ‘A’ is (t-r) x (2r +g). the area ‘B’ is g x r.
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## What is the maximum size of fillet weld?
The maximum size of fillet weld is obtained by subtracting 1.5mm from the thickness of the thinner member to be jointed. When welds are applied to round toe of steel sections, the maximum size of the weld should not be more than 1/3 of the thickness of the section at toe.
## What is effective length of fillet weld?
Explanation: Effective length of fillet weld is taken equal to overall length minus twice the weld size. The deduction is made to allow for craters to be formed at the ends of welded length.
## How is a weld throat measured?
To get the throat size for an equal-leg fillet weld simply multiple the leg size (w) by the cosine of 45˚, which is 0.707. So a 0.330 leg would yield a 0.330 x 0.707 = 0.233” throat. This is why leg sizes are called out for fillet welds. | 826 | 3,594 | {"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-2022-27 | latest | en | 0.893622 |
https://www.cnblogs.com/zzy0471/p/linear_regression.html | 1,708,819,986,000,000,000 | text/html | crawl-data/CC-MAIN-2024-10/segments/1707947474569.64/warc/CC-MAIN-20240224212113-20240225002113-00090.warc.gz | 720,600,558 | 10,356 | # 大叔学ML第二：线性回归
## 基本形式
$$\begin x_1^{(1)} & x_2^{(1)} & \cdots &x_n^{(1)}\ x_1^{(2)} & x_2^{(2)} & \cdots & x_n^{(2)}\ \vdots & \vdots & \vdots & \vdots\ x_1^{(m)} & x_2^{(m)} & \cdots & x_n^{(m)}\ \end$$
$$\begin y^{(1)} \ y^{(2)} \ \vdots \ y^{(m)} \ \end$$
$$h(x_1,x_2 \dots x_n)= \theta_0 + \theta_1 x_1 + \theta_2 x_2 + \dots + \theta_n x_n \tag{1}$$
$$h(x_1,x_2 \dots x_n)= \theta_0x_0 + \theta_1 x_1 + \theta_2 x_2 + \dots + \theta_n x_n \tag{2}$$
$$j(\theta_0,\theta_1\dots \theta_n)=\frac{1}{2m}\sum_m (h(x_1{(k)},x_2^{(k)} \dots x_n^{(k)}) - y^{(k)})^2$$
$$j(\theta_0,\theta_1\dots \theta_n)=\frac{1}{2m}\sum_{k=1}^m (\theta_0x_0^{(k)} + \theta_1 x_1^{(k)} + \theta_2 x_2^{(k)} + \dots + \theta_n x_n^{(k)} - y^{(k)})^2 \tag{3}$$
## 求解参数$\vec\theta$
### 梯度下降法
• $$\frac{\partial}{\partial\theta_0}j(\theta_0,\theta_1\dots \theta_n) = \frac{1}{m}\sum_{k=1}^m(\theta_0x_0^{(k)} + \theta_1x_1^{(k)} + \dots+ \theta_nx_n^{(k)} - y^{(k)})x_0^{(k)}$$
• $$\frac{\partial}{\partial\theta_1}j(\theta_0,\theta_1\dots \theta_n) = \frac{1}{m}\sum_{k=1}^m(\theta_0x_0^{(k)} + \theta_1x_1^{(k)} + \dots+ \theta_nx_n^{(k)}- y^{(k)})x_1^{(k)}$$
• $$\dots$$
• $$\frac{\partial}{\partial\theta_n}j(\theta_0,\theta_1\dots \theta_n) = \frac{1}{m}\sum_{k=1}^m(\theta_0x_0^{(k)} + \theta_1x_1^{(k)} + \dots+ \theta_nx_n^{(k)}- y^{(k)})x_n^{(k)}$$
import numpy as np
''' 求theta位置的梯度.
Args:
X: 样本
Y: 样本标记
m: 样本数
theta: 欲求梯度的位置
Returns:
gi: theta处函数的梯度值
'''
theta_size = np.size(theta)
g = np.zeros(theta_size)
for i in range(theta_size):
gi = 0 #第i个theta分量对应的偏导
for j in range(m):
gi += ((np.dot(X[j], theta) - Y[j]) * X[j, i])
gi = gi / m
g[i] = gi
return g
def gradient_descent(X, Y, step = 0.02, threshold = 0.01):
''' 梯度下降法求使代价函数最小的 theta
Args:
X: 样本
Y: 样本标记
step:步长
threshold:梯度模长阈值，低于此值时停止迭代
Returns:
theta: 使代价函数取最小值的theta
'''
theta = np.random.rand(4)
while(norm > threshold):
return theta
''' 以下是测试数据 '''
# 测试用线性函数
def linear_function(x1, x2, x3):
result = 1 + 2 * x1 + 3 * x2 + 4 * x3
result = result + np.random.rand() # 噪音
return result
# 计算函数值
def calculate(X):
rowsnumber = np.size(X, axis = 0)
Y = [linear_function (X[i, 0], X[i, 1], X[i, 2]) for i in range(0, rowsnumber)]
return Y
if __name__ == "__main__":
row_count = 500
X = np.random.randint(0, 10, (row_count, 3)) # 随机产生row_count个样本
Y = calculate(X) # 计算标记
X0 = np.ones((row_count, 1))
X = np.hstack((X0, X)) # 补充一列1
print('theta is ', theta)
$$\frac{\partial}{\partial\theta_n}j(\theta_0,\theta_1\dots \theta_n) = (\theta_0x_0^{(k)} + \theta_1x_1^{(k)} + \dots+ \theta_nx_n^{(k)}- y^{(k)})x_n^{(k)} \tag{5}$$
def gradient_sgd(X, Y, m, theta):
''' 求theta位置的梯度.
Args:
X: 样本
Y: 样本标记
m: 样本数
theta: 欲求梯度的位置
Returns:
gi: theta处函数的梯度值
'''
theta_size = np.size(theta)
g = np.zeros(theta_size)
for i in range(theta_size):
random_Index = np.random.randint(1, m + 1)
gi = ((np.dot(X[random_Index], theta) - Y[random_Index]) * X[random_Index, i])
g[i] = gi
return g
theta is [1.43718942 2.00043557 3.00620849 4.00674728]
### 正规方程导法
$$\begin x_0^{(1)} & x_1^{(1)} & x_2^{(1)} & \cdots &x_n^{(1)}\ x_0^{(2)} &x_1^{(2)} & x_2^{(2)} & \cdots & x_n^{(2)}\ \vdots & \vdots & \vdots & \vdots & \vdots\ x_0^{(m)} & x_1^{(m)} & x_2^{(m)} & \cdots & x_n^{(m)}\ \end$$
$$J(\vec\theta)=\frac{1}{2m}||X\vec\theta - \vec{y}||^2 \tag{6}$$
$$\begin J(\vec\theta)&=\frac{1}{2m}||X\vec\theta - \vec||2 \ &=\frac{1}{2m}(X\vec\theta - \vec)T(X\vec\theta - \vec) \ &=\frac{1}{2m}(\vec\theta TX T - \vecT)(X\vec\theta - \vec) \ &=\frac{1}{2m}(\vec\theta TXTX\vec\theta - \vec\thetaTX^T\vec- \vecTX\vec\theta + \vecT\vec)\ &=\frac{1}{2m}(\vec\theta TX TX\vec\theta - 2\vec^TX\vec\theta + \vec^T\vec)\ \end$$
$$\frac{d}{d\vec\theta}J(\vec\theta)=\frac{1}{m}(X^TX\vec\theta-X^T\vec{y})$$
# 测试用线性函数
def linear_function(x1, x2, x3):
result = 1 + 2 * x1 + 3 * x2 + 4 * x3
result = result + np.random.rand() # 噪音
return result
# 计算函数值
def calculate(X):
rowsnumber = np.size(X, axis = 0)
Y = [linear_function (X[i, 0], X[i, 1], X[i, 2]) for i in range(0, rowsnumber)]
return Y
if __name__ == "__main__":
row_count = 500
X = np.random.randint(0, 10, (row_count, 3)) # 随机产生row_count个样本
Y = calculate(X) # 计算标记
X0 = np.ones((row_count, 1))
X = np.hstack((X0, X)) # 补充一列1
theta = np.dot(np.dot(np.linalg.pinv(np.dot(X.T, X)), X.T), np.array(Y).T)
print('theta is ', theta)
### 调用函数库
import numpy as np
from sklearn import linear_model
# 测试用线性函数
def linear_function(x1, x2, x3):
result = 1 + 2 * x1 + 3 * x2 + 4 * x3
result = result + np.random.rand() # 噪音
return result
# 计算函数值
def calculate(X):
rowsnumber = np.size(X, axis = 0)
Y = [linear_function (X[i, 0], X[i, 1], X[i, 2]) for i in range(0, rowsnumber)]
return Y
if __name__ == "__main__":
row_count = 500
X = np.random.randint(0, 10, (row_count, 3)) # 随机产生row_count个样本
Y = calculate(X) # 计算标记
regr = linear_model.LinearRegression()
regr.fit(X, np.array(Y).T)
a, b = regr.coef_, regr.intercept_
print(a)
print(b)
[2.00384674 2.99234723 3.99603084]
1.5344826581936104
posted @ 2018-12-15 19:13 会长 阅读(777) 评论(2编辑 收藏 举报 | 2,352 | 5,045 | {"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": 2, "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} | 3.796875 | 4 | CC-MAIN-2024-10 | latest | en | 0.223279 |
https://ounces-to-grams.appspot.com/pl/3843-uncja-na-gram.html | 1,708,568,787,000,000,000 | text/html | crawl-data/CC-MAIN-2024-10/segments/1707947473598.4/warc/CC-MAIN-20240221234056-20240222024056-00403.warc.gz | 460,003,152 | 6,252 | Ounces To Grams
# 3843 oz to g3843 Ounce to Grams
oz
=
g
## How to convert 3843 ounce to grams?
3843 oz * 28.349523125 g = 108947.217369 g 1 oz
A common question is How many ounce in 3843 gram? And the answer is 135.557835772 oz in 3843 g. Likewise the question how many gram in 3843 ounce has the answer of 108947.217369 g in 3843 oz.
## How much are 3843 ounces in grams?
3843 ounces equal 108947.217369 grams (3843oz = 108947.217369g). Converting 3843 oz to g is easy. Simply use our calculator above, or apply the formula to change the length 3843 oz to g.
## Convert 3843 oz to common mass
UnitMass
Microgram1.08947217369e+11 µg
Milligram108947217.369 mg
Gram108947.217369 g
Ounce3843.0 oz
Pound240.1875 lbs
Kilogram108.947217369 kg
Stone17.15625 st
US ton0.12009375 ton
Tonne0.1089472174 t
Imperial ton0.1072265625 Long tons
## What is 3843 ounces in g?
To convert 3843 oz to g multiply the mass in ounces by 28.349523125. The 3843 oz in g formula is [g] = 3843 * 28.349523125. Thus, for 3843 ounces in gram we get 108947.217369 g.
## Alternative spelling
3843 oz in Grams, 3843 oz in Gram, 3843 oz in g, 3843 Ounce in Grams, 3843 Ounce to Gram, 3843 Ounce to g, 3843 Ounce in g, | 434 | 1,198 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.953125 | 3 | CC-MAIN-2024-10 | latest | en | 0.648682 |
https://worksheetgood.com/solving-linear-equations-cross-multiply-worksheet-answers/ | 1,675,861,094,000,000,000 | text/html | crawl-data/CC-MAIN-2023-06/segments/1674764500813.58/warc/CC-MAIN-20230208123621-20230208153621-00537.warc.gz | 619,757,909 | 10,918 | Solving Linear Equations Cross Multiply Worksheet Answers. 17 pictures about 29 multiplying fractions with cross canceling worksheet answers : Web solve rational equations with gradea openalgebra com solving 9 6 worksheet answers unit 8 radical functions lg 1 worksheets solutions examples.
(ii) 2x + y = 5 and 3x + 2y = 8 solution. This product includes solving equations for x by cross multiplication for basic understanding and practice. Web 1 n 5 6 7 2 4 8 v 6 3 9 7 k 2 4 2 10 10 x 5 7 5 6 n 6 4 9 9 m 7 b 9.
### 17 Pictures About 29 Multiplying Fractions With Cross Canceling Worksheet Answers :
Web solving equations by cross multiplication solve each proportion. Solving equations by cross multiplication solve each proportion. (ii) 2x + y = 5 and 3x + 2y = 8 solution.
### 1) N 5 = 6 7 2) 4 8 = V 6 3) 9 7 = K 2 4) 2 10 = 10 X 5) 7 5 = 6 N 6) 4 9 = 9 M 7) B 9 = 10 3 8) 3 6 = 5 R 9) 5 4 = P 5.
Web solve rational equations with gradea openalgebra com solving 9 6 worksheet answers unit 8 radical functions lg 1 worksheets solutions examples. Web in case there is unique solution, find it by using cross multiplication method. Web 1 n 5 6 7 2 4 8 v 6 3 9 7 k 2 4 2 10 10 x 5 7 5 6 n 6 4 9 9 m 7 b 9.
### This Product Includes Solving Equations For X By Cross Multiplication For Basic Understanding And Practice.
Web 29 multiplying fractions with cross canceling worksheet answers. Web solve for x through cross multiplication worksheet math problems: | 469 | 1,465 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.875 | 3 | CC-MAIN-2023-06 | latest | en | 0.762421 |
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Conversion & Calculation Home >> Measurement Conversion
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Conversion Result: ```ell = 1.143 length (length) ``` Related Measurements: Try converting from "ell" to actus (Roman actus), angstrom, arpentcan, arpentlin, bottom measure, city block (informal), fermi, foot, football field, furlong (surveyors furlong), gradus (Roman gradus), Greek span, hand, ken (Japanese ken), micron, mile, ri (Japanese ri), sazhen (Russian sazhen), stadium (Roman stadium), verst (Russian verst), or any combination of units which equate to "length" and represent depth, fl head, height, length, wavelength, or width. Sample Conversions: ell = 630 agate (typography agate), 7.64E-12 astronomical unit, 2.5 Biblical cubit, .00520833 cable length, 2.97E-09 earth to moon (mean distance earth to moon), .0125 football field, .00568182 furlong (surveyors furlong), 2.06 Israeli cubit, .00023674 league, 1.21E-16 light yr (light year), 1.14 m (meter), .00002709 marathon, 270 pica (typography pica), .22727273 rod (surveyors rod), 2.57 Roman cubit, .0007724 Roman mile, 5 span (cloth span), .00617453 stadia (Greek stadia), .00618812 stadium (Roman stadium), 1.25 yard.
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Home > Rummage saleing with DH
# Rummage saleing with DH
June 2nd, 2012 at 07:58 pm
DH took me out to some rummage sales this morning. I think we did awesome....here is our haul! All of this for only \$15.05!
Found some things to resell for a profit:
3 John Grisham Books for .50 each
(Marked \$1.00 each for our sale)
*ETA - Sold 3 for \$1.00 each at 9/7/12 rummage sale = \$1.50 profit
2 Childrens Books for .10 each
(Marked .75 and .50 for our sale)
*ETA - Sold both for .75 and .50 at 9/7/12 rummage sale = \$1.05 profit
5 Childrens Books for .05 each
(Marked .25 to .50 each for our sale)
*ETA - Sold 1 for .25 at 9/7/12 rummage sale = .20 profit
*ETA - Sold 2 for .25 each at 9/5/13 rummage sale = .40 profit
Brand new Narnia book that has all 6 books in it .50(Marked \$5.00 for our sale)
*ETA - Sold for \$5.00 at 9/7/12 rummage sale = \$4.50 profit
7 John Grisham/Stephen King Books \$1 total, .14 each
(Marked \$1.00 each for 6 and .75 for 1 for our sale)
*ETA - Sold Stephen King book for .75 at 8/24/12 rummage sale
*ETA - Sold 3 for \$1.00 each at 9/7/12 rummage sale = \$2.57 profit
*ETA - Sold 2 for \$1.00 each at 8/23/13 rummage sale = \$1.72 profit
6 Lint Rollers for \$2.00 total, .34 each
(Marked \$1.00 each for our sale)
*ETA - Sold 5 for \$1.00 each at 9/7/12 rummage sale = \$3.30 profit
*ETA - Sold 1 for \$1.00 at 9/5/13 rummage sale - .66 profit
Shower Caddy - In the free box!
(Marked \$1.00 for our sale)
*ETA - Sold for \$1.00 at 9/7/12 rummage sale = \$1.00 profit
Volleyball Knee Pads - In the free box!
(Marked \$1.00 = \$1.00 profit)
*Gave these to my Mom, she uses them when she does roofing.
And some things to keep!
Old Navy Hooded Top .25
Argyle Top .25
Navy Fall Jacket .25
Brand new undies with tag still on .10
2 books for me .50 each
Dale Earnhardt Winter Hat .50
Dale Earnhardt Toy Car \$1.00
Dale Earnhardt Uniform Nascar Jacket \$5.00 (This was marked \$10, but I talked her down to \$5.00!)
Total spent \$15.05! Lots of great deals!
DH looked up the Dale Earnhardt jacket online and we could not find it for less then \$100! So he is pumped with his find. We will get it dry cleaned and then put it in his sports room.
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cugroupe.com | 1,670,251,222,000,000,000 | text/html | crawl-data/CC-MAIN-2022-49/segments/1669446711017.45/warc/CC-MAIN-20221205132617-20221205162617-00218.warc.gz | 219,579,336 | 79,592 | # Variance In Accounting
It is that portion of sales variance which is due to the difference between standard price specified and the actual price charged. It is that part of sales margin volume variance which is due to difference between standard profit and revised standard profit. The total sales margin variance is the difference between the budgeted profit and the actual profit . Sales Quantity Variance- It is that part of sales volume variance which arises due to the difference between revision of a standard sales quantity and budgeted sales quantity. Under this method all variances are calculated on the basis of sales margin /profit. It shows the effect of changes in selling price and quantities sold on the profit of the organization.
• The analysis helps the management to keep a check on the operational performance of the company.
• In trend analysis the results of multiple periods are listed side-by-side, making it easy to detect trends.
• It is important to note that the budget should be included in this package of data as this is what the actual results will be compared against.
• Hearst Newspapers participates in various affiliate marketing programs, which means we may get paid commissions on editorially chosen products purchased through our links to retailer sites.
• The terms favorable and unfavorable can be thought of in terms of the variance’s effect on net income.
It can be a time commitment to gather records and sort through information (especially if you’re not using tools like accounting software). Regardless of the answer, move on to the next step to get a better picture of where you’re over- or underperforming. Now, here’s what to do with that information to help your business. In this formula, divide what you actually spent or used by what you predicted.
## Labor Variance
The analyst utilizes the ANOVA test results in an f-test to generate additional data that aligns with the proposed regression models. 3.6.2 Idle time may be caused by machine breakdowns or not having work to give to employees, perhaps because of bottlenecks in production or a shortage of orders from customers. When it occurs, the labour force is still paid wages for time at work, but no actual work is done. Not taking cash discounts anticipated at the time of setting standards resulting in higher prices. Difficulties in determining standard costs – It involves a high degree of accuracy to determine the standard costs.
Cost Variance indicates how much over or under budget the project is. It is used to track expense line items, but can also be tracked at the project level, as long as there is a budget allocated to the item. CV is used by the Program Variance Analysis Formula with Example Manager and program personnel to determine how best to utilize their remaining resources. Learn all about designing sales vs. plan performance dashboards, cost vs. budget analyses, income statements and forecasts, and more.
## Example 1: A Simple Calculation Of Cumulative And Point In Time Cost Variances
Earned value refers to the part of the budget allocated to the part of the work that has been completed in a period or cumulatively over several periods. With inflation soaring to 8.6% in May, every business owner, no matter the industry, https://accountingcoaching.online/ should update forecasts with the assumption of higher costs. Business owners are inclined to focus on expenses because you can control them. However, when you are halfway through the year, your revenue is always the most volatile number.
Since Omega is a highly automated manufacturing facility, the manufacturer has significant overhead. Due to the level of automation, direct labor costs are negligible and are included as a part of machinery-based overhead.
## Direct Labor Idle Time Variance:
The logic of using the standard cost to calculate both budgeted profit and actual profit is that it eliminates the effect of cost variance on sales variances. The sales manager is responsible for sales quantity and selling price but not for manufacturing cost of the product. To calculate this overhead variance, start with the overhead rate charged to each unit. In the previous example, the assigned overhead cost was \$10 per unit.
• This could refer to material or labor cost variance, or alternatively any sales price variance or any other budgeted line item variance.
• Cost control – It helps the company to identify the activities which fail to come up to the standards fixed and those which exceed such standards, through the ‘principle of exception’.
• The t- and z-test methods developed in the 20th century were used for statistical analysis until 1918, when Ronald Fisher created the analysis of variance method.
• Sample chart, illustrating the cumulative cost variance in conjunction with period-by-period cost variances.
They display the actual values as bars while the absolute variances areintegrated in the bars themselves. Datarails replaces spreadsheets with real-time data and integrates fragmented workbooks and data sources into one centralized location. This allows users to work in the comfort of Microsoft Excel with the support of a much more sophisticated data management system at their disposal. Once the actual values and emerging trends have been identified, it is important to update any forecast and additional financial models with the new information. Forecast should act as a compass that helps the business navigate towards its goals and provides a gauge to measure whether it is headed in the right direction. Finally, compile all of the results into a singular report for management. The report should contain the identified variances and the root causes of each variance.
## Examples Of A Costvariance Calculation And Analysis
Furthermore, it streamlines the production of the report and helps to maintain version control over various versions of data that might be produced. Budget variance analysis is the practice of comparing actual results to the budget values for the same period and analyzing the variances. Since the budget is created to act as a guide for the business to accomplish its goals and objectives, it is important to periodically measure how well the business was able to stick to it. Taking the classic variance analysis one step further, an analyst can compare actuals to the period immediately prior and to the same period the prior year. Analyzing variances in this way will help bring to light potential changes in seasonality and timing changes that can help to correct future forecasts. (As a side note, it’s good practice to write notes on the variances directly on the variance analysis to the right of the data, as in the screenshot below). In practice, most companies make many products, which require operations to be carried out in different responsibility centers.
This affects when the price variance is calculated, i.e. either at the time of purchase or at the time of usage. As mentioned above, materials, labor, and variable overhead consist of price and quantity/efficiency variances. Fixed overhead, however, includes a volume variance and a budget variance. Popcorn PR, a marketing and public relations agency, is interested in calculating its fixed overhead. Its level of activity is 8,000 hours at a standard rate of \$10 per hour and an actual fixed overhead cost of \$82,200 at 6,300 standard hours. The fixed overhead variance may help companies identify differences between their budgeted overhead costs, which they may determine based on production volumes, and the number of used overhead costs.
## Step 3: Analyze Variances
There is no set approach since questions will not be identical, but the following can act as a guide. Therefore, for control purposes, a fixed overhead rate per unit of activity is inappropriate. The extra work is only cost-effective when management can actively correct problems based on this information. In order to calculate variances, standards and budgetary targets have to be set in advance against which the organization’s performance can be compared against. It therefore encourages forward thinking and a proactive approach towards setting performance benchmarks. You are an accounting analyst at GGG Consulting, a company that provides management consulting services.
We also reference original research from other reputable publishers where appropriate. You can learn more about the standards we follow in producing accurate, unbiased content in oureditorial policy. However, it results in fewer type I errors and is appropriate for a range of issues. ANOVA groups differences by comparing the means of each group and includes spreading out the variance into diverse sources. It is employed with subjects, test groups, between groups and within groups. A researcher might, for example, test students from multiple colleges to see if students from one of the colleges consistently outperform students from the other colleges. In a business application, an R&D researcher might test two different processes of creating a product to see if one process is better than the other in terms of cost efficiency.
Finding specific variances can give you a more detailed view of your business’s performance and financial health. Only looking at your total variance could give you a skewed impression of your business’s performance and health. Variance analysis facilitates ‘management by exception’ by highlighting deviations from standards which are affecting the financial performance of an organization.
Try it now It only takes a few minutes to setup and you can cancel any time. M.B.A. Veteran Business and Economics teacher at a number of community colleges and in the for profit sector. This variance assesses the economy rather than the efficiency of the way an entity using its resources.
## Favorable Vs Unfavorable Budget Variances
Our virtual accounting services are dedicated to helping businesses do just that. In the example below, we’ve used red for unfavorable variances and green for favorable ones. We’ve built in formulas that show all unfavorable variances as negative numbers in both revenue, COGS and expenses. Sales Price Variance occurs when the actual selling price of a commodity or service differs from the standard selling price set by the management, which is an estimated selling price decided beforehand.
It helps the company’s management to keep an eye on and a control check on its operational performance. It is that portion of Sales Volume Variance which arises due to the difference between standard and actual composition of the sales mix. This variance arises only when the business firm deals in more than one product. It is that portion of Sales Value Variance which arises due to the difference between the actual quantity sold and the standard quantity of sales. It is the difference between the standard margin and the actual margin multiplied by the actual sales volume. If the actual profit is more than the budgeted profit, it is a favourable variance. Similarly, if the actual profit is less than the budgeted profit, it is an adverse variance.
## Using The Trend Analysis And Variance Analysiscomponents
The system will analyze the trend data over this number of periods, enabling you to compare two or many periods. To the right of the tree control is a chart display of the results based on the criteria you entered.
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https://forum.arduino.cc/t/serial-communication-with-dac-through-max-6/392042 | 1,627,059,906,000,000,000 | text/html | crawl-data/CC-MAIN-2021-31/segments/1627046149929.88/warc/CC-MAIN-20210723143921-20210723173921-00257.warc.gz | 269,880,350 | 5,877 | Serial communication with DAC through Max 6
Hello.
I am trying to use an Arduino board to monitor the voltage of two MCP 4725 DAC's with different values.
I input the value through a Max patcher (Max 6, from https://docs.cycling74.com/max5/tutorials/max-tut/communicationschapter02.html) and transmit it to the Arduino board.Then it translates the 0-255 we enter in Max into DAC values for the setvoltage(value) method (0-4095).
My first issue is that i can't assign a value in my loop. We could simply do (0 to 255) * 16,06 = (0 to 4095) obviously but i had to do that huge ugly switch case.
The second one is that i can't find a way to store 2 different values from Max.
Here is my code if it helps :
``````void loop(void) {
unsigned long currentMillis = millis();
if(Serial.available()) // check to see if there's serial data in the buffer
{
} if(currentMillis - previousMillis > interval) {
switch(serialvalue){
case 255:
dac1.setVoltage(4095,false);
dac2.setVoltage(4095,false);
break; ... etc.
``````
Our final idea is to be able to monitor 4 DAC's with Max at different voltages. I've beeen trying to go throng Serial.read() and Serial.readBytes() functions without success.
Reading single bytes from Serial won't help in controlling multiple outputs. Define a command format, that includes a DAC number and value. Then read entire command lines, and decode the contained values. Then send the value to the given DAC.
Your mapping function is incorrect, the factor is exactly 4096/256=16.
Our idea is to be able to send 0-4095 range values instead of 0-255 to at least one DAC (through the Max patcher from the link above). That would be easy to do from the IDE terminal but we need to do it through Max (i.e. Serial.read() ). I tried to send "40" then "95" with a boolean for example but it doesn't work.
How do you define a command format ? Do you mean declaring a function ?
I tried to google around but didn't find anything.
Regarding the mapping i got it working with map().
As an IT student you should know about the binary representation of information. Numbers can be transmitted e.g. in binary encoding (bytes), or as text (characters), where the lowest level of a serial protocol transmits a number of bits within a certain time frame (asynchronous), or in sync with a clock signal (synchronous, SPI, I2C...). The next protocol level defines the begin, length or end of a transmission, e.g. transmission of a line of text terminated by CR and/or LF. Then the sender converts the information into a sequence of bytes, and the receiver parses that stream and extracts the contained information.
For the transmission of numbers you can use e.g. Serial.print() and parseInt(), see the forum Reference on the Serial or Stream library.
I know that :)
I cannot use Serial.print() to send information. My "sender" is a box in the Max patcher. So far Serial.read() is able to read a number up to 255 but i'd like a higher resolution for the DAC.
I tried sending "4095" or a list ("4" "0" "9" "5") from Max and store it then convert it in Arduino without success.
Find a method to send strings from the Max.
That’s what i am trying at the moment, but it doesn’t return the correct value to the DAC when i send “4 0 9 5” to get 5V.
``````void loop(void) {
if(Serial.available() >= 4){
``````value = n1*1000+n2*100+n3*10+n4; | 825 | 3,354 | {"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-2021-31 | latest | en | 0.878507 |
https://tutorbin.com/questions-and-answers/9-joes-starting-salary-as-a-mechanical-engineer-is-around-80000-joe-is | 1,660,567,395,000,000,000 | text/html | crawl-data/CC-MAIN-2022-33/segments/1659882572174.8/warc/CC-MAIN-20220815115129-20220815145129-00191.warc.gz | 527,368,571 | 21,732 | Question
Engineering Economics
9. Joe's starting salary as a mechanical engineer is around $80,000. Joe is planning to place a total of 10% of his salary each year in the mutual fund. Joe expects a 5% salary increase each year for the next 30 years of employment. If the mutual fund will average 7% annual return over the course of his career, what can Joe expect at retirement? 8 Click the icon to view the interest factors for discrete compounding when i= 7% per year. The amount Joe can expect at retirement is$(Round to the nearest dollar.)
Verified
### Question 45705
Engineering Economics
4. The accompanying table lists the cross-price elasticities of demand for several goods,where the percent quantity change is measured for the first good of the pair, and the percent price change is measured for the second good.
a. Explain the sign of each of the cross-price elasticities. What does it imply about the relationship between the two goods in question? (3 marks)
b. Compare the absolute values of the cross-price elasticities and explain their magnitudes. For example, why is the cross-price elasticity of McDonald's burgers and Burger King burgers are less than the cross-price elasticity of butter and margarine? (3marks)
c. Use the information in the table to calculate how a 5% increase in the price of Pepsi affects the quantity of Coke demanded. (2 marks)
d. Use the information in the table to calculate how a 10% decrease in the price of gasoline affects the quantity of SUVS demanded. (2 marks)
### Question 45704
Engineering Economics
3. Ah Beng, Muthu, Ali, and Ramjit have just made a documentary movie about their childhood life. They are thinking about making the movie available for download on the Internet, and they can act as a single-price monopolist if they choose to. Each time the movie is downloaded, their Internet service provider charges them a fee of \$4. The 4brothers are arguing about which price to charge customers per download. The accompanying table shows the demand schedule for their film.
a. Calculate the total revenue and the marginal revenue per download. (2 marks)
b. Ah Beng is proud of the film and wants as many people as possible to download it.Which price should he choose? How many downloads would be sold? (2 marks)
d. Ali wants to maximize profit. Which price should he choose? How many downloads would be sold? (2 marks)
c. Muthu wants as much total revenue as possible. Which price should he choose? How many downloads would be sold? (2 marks)
e. Ramjit wants to charge the efficient price. Which price should he choose? How many downloads would be sold? (2 marks)
### Question 45703
Engineering Economics
2. A steel manufacturer is located close to Kuala Lumpur. During production, it emits carbon monoxide which creates an external cost to the local community. The private cost of production creates the external cost to the public and the car producers incurs the private benefit.
Draw a graph to show the market price and quantity and plot the effects of includingexternal costs. Show the socially optimal quantity of steel. (2 marks)
Show the area of net welfare loss on your graph. (2 marks)
Pigouvian Tax can be employed to deal with the problem of external costs. Show in the graph and explain how the tax can solve the problem. (2 marks)
### Question 45702
Engineering Economics
1. The countries of X and Y produce diamonds and pearls. The production possibilities scheduled below describes their potential output in tons per year: (14 marks)
a. What is the opportunity cost of diamonds for each country? (1 mark)
b. What is the opportunity cost of pearls for each country? (1 mark)
In which good does Country X have a comparative advantage? (1 mark)с.
d. In which good does Country Y have a comparative advantage? (1 mark)
e. Suppose Country X is producing and consuming at point B on its production possibilities curve and Country Y is producing and consuming at point C on its production possibilities curve. Construct a table to explain why both nations would benefit if they specialized in each good. (5 marks)
f. Draw a graph and use it to explain how Country X and Country Y benefit if they specialize and Country X agrees to trade 50 tons of diamonds to Country Y and Country X receives 50 tons of pearl in exchange. (5 marks)
### Question 45612
Engineering Economics
\text { U.S.: U(S,L) }=5 \cdot 6 L^{4} \text {. This makes } M U_{S}=.6 \frac{L^{4}}{S^{4}} \text { and } M U_{L}=.4 \frac{S^{6}}{L^{6}}
\text { Canada: U(S,L)=S.4L }{ }^{.6} \cdot \text { This makes } M U_{S}=.4 \frac{L^{6}}{S^{6}} \text { and } M U_{L}=.6 \frac{S^{4}}{L^{4}}
You'll find that there will be something a little strange about the free trade outcome.won't spoil the surprise. (Aren't you excited? Silly me, of course you're excited.) Beprepared.I
a. In autarky, what is the U.S. consumption/production of S and L?For Canada?
b. What is the autarky utility level for the U.S.?For Canada?
c.When trade begins, which country will specialize in/export Lumber?
d. Exactly what will Canada produce when trade begins? How much will it export to the U.S.?
e. Will the U.S. be satisfied by Canadian exports? If not, what does that mean for the production in the U.S.? What must the world price of Canada’s export be?
f. Now that we know what the price is of Canada’s export, how much of the import does it consume? What is Canada's post trade utility?
g. What is the final trade outcome for the U.S.? Has the U.S. benefited from trade?Why or why not?Has the U.S. suffered from trade?
### Question 45611
Engineering Economics
Consider 2 countries, Holland and Sweden (H and S). The marginal productivities of one year of labor in the industries Machinery (M) and Furniture (F) are given in the following table:
Each country has a population of 10 million people, all of whom provide one unit of Labor.
a. Graph the PPFS for Holland and Sweden. Throughout the problem, put Machinery on the X-Axis.
As in lecture, assume that the national utility function is the same in each country and given by a Cobb-Douglas formula: U(M,F)=M'²F². This makes
M U_{M}=\frac{1}{2} \frac{F^{\frac{1}{2}}}{M^{\frac{1}{2}}} \text { and } M U_{F}=\frac{1}{2} \frac{M^{\frac{1}{2}}}{F^{\frac{1}{2}}}
b. What is the formula for the Marginal Rate of Substitution?
c. In autarky, what is the production/consumption levels of M and F in Holland?InSweden?
d. What is the utility level for Holland in Autarky? For Sweden?
e. Plot the excess demand and excess supply curves for Machinery at world price ratios(P=Pm/Pf) bet greater than 1. (As part of this, you’ll need to determine which country is the excess demander and which is the excess supplier for M.)
f. At what price ratio does excess demand equal excess supply for Machinery?
g. At the price ratio you found in part f, how much Furniture is exchanged across the countries?
h. After trade, what is the utility level for Holland? For Sweden?
### Question 45610
Engineering Economics
1. (Ricardian PPF: 20 points) Suppose the U.S. needs 20 units of labor to make a 100 tons of steel and 30 units of labor to produce 900 feet of lumber. In Canada, 20 units of labor are required to produce a 60 tons of steel and 25 units of labor to produce 1,000 feet of lumber.Assume the marginal productivities of labor are constant in each country.Assume that U.S. has a population of 300 million and Canada has 35 million, all of whom provide one unit of labor.
What is the marginal product of labor in the U.S. for steel?For lumber?а.
b. What is the marginal product of labor in Canada for steel?For lumber?
c. Which good, if any, does the U.S. have an absolute advantage in production? Canada?
d. Which good, if any, does the U.S. have a comparative advantage in production?Canada?
е.Graph the PPFS for U.S. and Canada. Plot Steel on the X-axis.
f. What is the autarky price ratio in the U.S.? In Canada?
g. If the U.S. and Canada began to trade, the free trade price ratio would lie in the interval[L,H]. What are L and H?
### Question 45533
Engineering Economics
Q4. For the given data, calculate the following:
а.Nominal GDP for all the years
b. Real GDP for all the years
C.GDP Deflator for all the years
### Question 45532
Engineering Economics
Q3. For the given data, calculate the Consumer Price Index (CPI) for each year using 2017as the base year. You are also required to calculate the inflation rate for 2018 and 2019.
### Question 45531
Engineering Economics
Q2. "Money supply, interest rates and inflation are related with each other". With reference to the given statement examine the relationship between money supply,interest rates and inflation. Also explain the THREE frequently used monetary policy tools used by central bank. | 2,126 | 8,747 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.9375 | 3 | CC-MAIN-2022-33 | longest | en | 0.928191 |
https://metanumbers.com/100735100 | 1,637,989,257,000,000,000 | text/html | crawl-data/CC-MAIN-2021-49/segments/1637964358118.13/warc/CC-MAIN-20211127043716-20211127073716-00450.warc.gz | 490,372,747 | 7,634 | # 100735100 (number)
100,735,100 (one hundred million seven hundred thirty-five thousand one hundred) is an even nine-digits composite number following 100735099 and preceding 100735101. In scientific notation, it is written as 1.007351 × 108. The sum of its digits is 17. It has a total of 6 prime factors and 36 positive divisors. There are 39,434,880 positive integers (up to 100735100) that are relatively prime to 100735100.
## Basic properties
• Is Prime? No
• Number parity Even
• Number length 9
• Sum of Digits 17
• Digital Root 8
## Name
Short name 100 million 735 thousand 100 one hundred million seven hundred thirty-five thousand one hundred
## Notation
Scientific notation 1.007351 × 108 100.7351 × 106
## Prime Factorization of 100735100
Prime Factorization 22 × 52 × 47 × 21433
Composite number
Distinct Factors Total Factors Radical ω(n) 4 Total number of distinct prime factors Ω(n) 6 Total number of prime factors rad(n) 10073510 Product of the distinct prime numbers λ(n) 1 Returns the parity of Ω(n), such that λ(n) = (-1)Ω(n) μ(n) 0 Returns: 1, if n has an even number of prime factors (and is square free) −1, if n has an odd number of prime factors (and is square free) 0, if n has a squared prime factor Λ(n) 0 Returns log(p) if n is a power pk of any prime p (for any k >= 1), else returns 0
The prime factorization of 100,735,100 is 22 × 52 × 47 × 21433. Since it has a total of 6 prime factors, 100,735,100 is a composite number.
## Divisors of 100735100
36 divisors
Even divisors 24 12 6 6
Total Divisors Sum of Divisors Aliquot Sum τ(n) 36 Total number of the positive divisors of n σ(n) 2.23257e+08 Sum of all the positive divisors of n s(n) 1.22521e+08 Sum of the proper positive divisors of n A(n) 6.20157e+06 Returns the sum of divisors (σ(n)) divided by the total number of divisors (τ(n)) G(n) 10036.7 Returns the nth root of the product of n divisors H(n) 16.2435 Returns the total number of divisors (τ(n)) divided by the sum of the reciprocal of each divisors
The number 100,735,100 can be divided by 36 positive divisors (out of which 24 are even, and 12 are odd). The sum of these divisors (counting 100,735,100) is 223,256,544, the average is 62,015,70.,666.
## Other Arithmetic Functions (n = 100735100)
1 φ(n) n
Euler Totient Carmichael Lambda Prime Pi φ(n) 39434880 Total number of positive integers not greater than n that are coprime to n λ(n) 2464680 Smallest positive number such that aλ(n) ≡ 1 (mod n) for all a coprime to n π(n) ≈ 5793970 Total number of primes less than or equal to n r2(n) 0 The number of ways n can be represented as the sum of 2 squares
There are 39,434,880 positive integers (less than 100,735,100) that are coprime with 100,735,100. And there are approximately 5,793,970 prime numbers less than or equal to 100,735,100.
## Divisibility of 100735100
m n mod m 2 3 4 5 6 7 8 9 0 2 0 0 2 4 4 8
The number 100,735,100 is divisible by 2, 4 and 5.
• Abundant
• Polite
## Base conversion (100735100)
Base System Value
2 Binary 110000000010001100001111100
3 Ternary 21000112212120122
4 Quaternary 12000101201330
5 Quinary 201242010400
6 Senary 13555034112
8 Octal 600214174
10 Decimal 100735100
12 Duodecimal 2989b938
20 Vigesimal 1b9bhf0
36 Base36 1nz3p8
## Basic calculations (n = 100735100)
### Multiplication
n×y
n×2 201470200 302205300 402940400 503675500
### Division
n÷y
n÷2 5.03676e+07 3.35784e+07 2.51838e+07 2.0147e+07
### Exponentiation
ny
n2 10147560372010000 1022215508830464551000000 102972981503587729591440100000000 10372993589062060299166677617510000000000
### Nth Root
y√n
2√n 10036.7 465.293 100.183 39.8691
## 100735100 as geometric shapes
### Circle
Diameter 2.0147e+08 6.32937e+08 3.18795e+16
### Sphere
Volume 4.28185e+24 1.27518e+17 6.32937e+08
### Square
Length = n
Perimeter 4.0294e+08 1.01476e+16 1.42461e+08
### Cube
Length = n
Surface area 6.08854e+16 1.02222e+24 1.74478e+08
### Equilateral Triangle
Length = n
Perimeter 3.02205e+08 4.39402e+15 8.72392e+07
### Triangular Pyramid
Length = n
Surface area 1.75761e+16 1.20469e+23 8.22499e+07
## Cryptographic Hash Functions
md5 8cf34294cfe14166c1b417a1c779b99d 94e67388dd631a9e1e46ed9cc7c3326636472f1a e3615fcd7e348e1dc9c0be1b547b4c68b4de37140a2c4b63261315d96b018165 47ff413205eb9e5a8f5354e5a7f972659d0cc3e4638c194c0e6c8ca3f74bdb7d414fccd59900f2d4af734d5dc0d304b6f38fb8de054895dba45d4b5d39168949 73f1523821bef9ecd27d900b94b7e4bc630b60d9 | 1,602 | 4,441 | {"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} | 3.453125 | 3 | CC-MAIN-2021-49 | latest | en | 0.77488 |
https://blog.eduguru.in/tutorial/write-a-c-program-to-calculate-the-sum-of-its-digits | 1,571,739,995,000,000,000 | text/html | crawl-data/CC-MAIN-2019-43/segments/1570987813307.73/warc/CC-MAIN-20191022081307-20191022104807-00449.warc.gz | 396,744,849 | 22,882 | # write a C program to calculate the sum of its digits
Rate this post
## Problem Statement:
If a five-digit number is input through the keyboard, write a program to calculate the sum of its digits.
/* Sum of digits of a 5 digit number*/
#include<stdio.h>
#include<conio.h>
main()
{
int num,a,n;
int sum=0; /* this has been initialised to zero otherwise it will contain a garbage value */
clrscr();
print(“\n Enter a 5 digit number less than 32767”);
scanf(“%d”, &num);
a=num % 10; /* last digit expected as remainder */
n=num/10; /*Remaining Digits */
sum=sum+a; /* sum updated with addition of extracted digit */
a=n % 10; /* 4rth digit expected as remainder */
n=n/10; /*Remaining Digits */
sum=sum+a; /* sum updated with addition of extracted digit */
a=n % 10; /* 3rd digit expected as remainder */
n=n/10; /*Remaining Digits */
sum=sum+a; /* sum updated with addition of extracted digit */
a=n % 10; /* 2nd digit expected as remainder */
n=n/10; /*Remaining Digits */
sum=sum+a; /* sum updated with addition of extracted digit */
a=n % 10; /* 1st digit expected as remainder */
sum=sum+a; /* sum updated with addition of extracted digit */
printf(“\n The sum of 5 digits of %d is %d”, num, sum);
printf(“\n\n\n\n Press any key to exit…”);
getch();
}
For any query or issue, feel free to discuss on http://discuss.eduguru.in
#### Satya Prakash
VOIP Expert: More than 8 years of experience in Asterisk Development and Call Center operation Management. Unique Combination of Skill Set as IT, Analytics and operation management. | 403 | 1,545 | {"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-2019-43 | longest | en | 0.753695 |
https://www.mathworks.com/matlabcentral/cody/problems/1072-television-screen-dimensions/solutions/172649 | 1,496,025,657,000,000,000 | text/html | crawl-data/CC-MAIN-2017-22/segments/1495463612008.48/warc/CC-MAIN-20170529014619-20170529034619-00170.warc.gz | 1,144,690,505 | 12,217 | Cody
# Problem 1072. Television Screen Dimensions
Solution 172649
Submitted on 5 Dec 2012 by Prateep Mukherjee
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
%% [W,H]=teledims(2.4,1,46); assert(H == 17.7 && W == 42.5)
``` ```
2 Pass
%% [W,H]=teledims(4,3,32); assert(H == 19.2 && W == 25.6)
``` ```
3 Pass
%% [W,H]=teledims(3,2,60); assert(H == 33.3 && W == 49.9)
``` ```
4 Pass
%% [W,H]=teledims(1.85,1,42); assert(H == 20.0 && W == 36.9)
``` ```
5 Pass
%% [W,H]=teledims(3,2,1000); assert(H == 554.7 && W == 832.1)
``` ```
6 Pass
%% [W,H]=teledims(16,10,92); assert(H == 48.8 && W == 78.0)
``` ```
7 Pass
%% [W,H]=teledims(2.4,1,92); assert(H == 35.4 && W == 84.9)
``` ```
8 Pass
%% [W,H]=teledims(16,10,32); assert(H == 17.0 && W == 27.1)
``` ```
9 Pass
%% [W,H]=teledims(3,2,82); assert(H == 45.5 && W == 68.2)
``` ```
10 Pass
%% [W,H]=teledims(16,10,82); assert(H == 43.5 && W == 69.5)
``` ```
11 Pass
%% [W,H]=teledims(16,10,60); assert(H == 31.8 && W == 50.9)
``` ```
12 Pass
%% [W,H]=teledims(3,2,92); assert(H == 51.0 && W == 76.5)
``` ```
13 Pass
%% [W,H]=teledims(1.85,1,1000); assert(H == 475.5 && W == 879.7)
``` ```
14 Pass
%% [W,H]=teledims(2.4,1,42); assert(H == 16.2 && W == 38.8)
``` ```
15 Pass
%% [W,H]=teledims(1.85,1,27); assert(H == 12.8 && W == 23.8)
``` ```
16 Pass
%% [W,H]=teledims(16,10,82); assert(H == 43.5 && W == 69.5)
``` ```
17 Pass
%% [W,H]=teledims(4,3,46); assert(H == 27.6 && W == 36.8)
``` ```
18 Pass
%% [W,H]=teledims(2.4,1,60); assert(H == 23.1 && W == 55.4)
``` ```
19 Pass
%% [W,H]=teledims(4,3,92); assert(H == 55.2 && W == 73.6)
``` ```
20 Pass
%% [W,H]=teledims(1.85,1,60); assert(H == 28.5 && W == 52.8)
``` ``` | 826 | 1,860 | {"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-2017-22 | longest | en | 0.369018 |
https://medium.com/computational-law-diary/computational-law-diary-getting-smarter-about-time-7a72f5275ca7?source=post_internal_links---------7------------------------------- | 1,653,406,272,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652662573053.67/warc/CC-MAIN-20220524142617-20220524172617-00500.warc.gz | 460,775,342 | 41,434 | ## The Human Thing I Want The Computer To Do
Let’s say I’m building a web app that tells you whether or not you are allowed to drive based on whether or not you have a license. Easy. You check a box that says you have a license, and I say “yes” or “no” based on whether or not you have the license.
But you don’t always want to know about right now. Maybe you got a ticket last week, and you want to know if you were legal to drive then. Well, it depends on whether you got your license before you drove, and it didn’t expire until after you drove.
“Before” and “after” here are relationships in time. So a system that can answer questions about the past and the future needs to be able to deal with those sorts of relationships. Usually, the way you deal with them is by using dates. You might say that I got my license on January 1, and I drove the car on January 2. The system might ask the users for those dates in a nice drop-down calendar format.
That’s all well and good. It’s also basically the state of the art.
But what if the ticket was a long time ago, and the person can’t remember when they got their license? And, what if the person knows when they renewed their license, and you know that that could only have happened within 6 months of it expiring, and that it expires 5 years after it is issued.
You, as a human being, might ask “well, did you get the ticket less than 4 and a half years prior to the day you renewed?” That’s what I want to make the computer able to do. But a computer can’t do that if every piece of information about time is recorded as a specific date.
## Allen a Day’s Work
That’s actually a very sophisticated behaviour, because it requires the computer to imagine what other facts might be true that could make the question possible to answer based on the uncertainty.
As a step toward those kinds of capabilities, I decided to take a crack at writing some code that would implement Allen Interval Algebra. The details of the algebra are relatively complicated, but the intuition is pretty simple.
An “interval” is a period of time with a start and an end. Two intervals can relate to each other in one or more of 13 different ways, that are displayed here:
The bunch of ways that two intervals might relate to one another is called an “Allen Relationship”. Pretty much any temporal relation can be expressed using these intervals and relationships.
## It’s about what you don’t know
The important thing to note here is that an Allen Relationship is all of the ways that two intervals might relate, not the ways they actually do. Allen Relationships allow you to say things about relative time, if you don’t know exactly when the events in question occurred.
Indeed, if there are two intervals and you know absolutely nothing about their relationship in time, what you would have is a relationship where all 13 relations are possible.
For example, in the case of the driver’s license, there would be an interval during which the license was valid, an interval during which it was possible to renew, the date the person renewed, and the date they got their ticket. You don’t need to know the date they got their license in order to determine the only thing that matters, that they got the license before the ticket, or that they got the ticket during the time they had a valid license.
## A Quick Example
Let’s take an example from Rock, Paper, Scissors. Let’s say that the process involved is this:
• the game starts
• the players count
• player 1 throws,
• player 2 throws,
• player 1 sees what player2 has thrown,
• player 2 sees what player 1 has thrown, and
• the game ends
That’s sort of informal. We need to break it out into intervals, and relationships. Here are some things that we know about the time relationships between the different intervals:
• the throws and the count happen during the game.
• each player throws before they see what the other player has thrown
• each player sees what the other has thrown after they throw it
Eventually these intervals and relationships could be automatically generated when you use keywords in a domain specific programming language for law like `BEFORE`, `UNTIL`, or `NOT DURING`. That sort of language what we’re working on at SMU Centre for Computational Law.
Now, even though I haven’t told the system anything about the relationship in time between the counting and player 2 seeing player 1’s throw directly, I can ask it to figure it out, by following the chain of links from the players counting, to player 1 throwing (`l8`),and from player 1 throwing to player 2 seeing (`l6`).
`flora2 ?- l8[relationship->?_step1],l6[relationship->?_step2],?_step1[composition(?_step2)->?_answer[display]].pTimes (in seconds): elapsed = 0.010; pure CPU = 0.000Yes`
And the answer to the question is ‘p’ for “precedes”. Which means the counting must have finished some time before the start of the interval during which player 2 saw player 1’s throw.
If you’re interested in taking a look at the code, it’s on GitHub.
## Next Steps
I need to write some code that finds the strongest possible temporal relationship between two intervals based on all the relationships in the database. Then I need to see how I can modify the events and actions model I’m using in my SAFE encoding to say things like “first the investor must sign the documents, and after they are signed the investor must deliver them” without requiring the user to specify dates in order to determine whether or not that happened. If they receive a signed document, they know it was signed before they received it. The dates don’t matter.
# Quick Notes
• Nov 17: European Commission Rules as Code Blawx demo in conjunction with the OECD’s “Government After Shock” event.
• Nov 17&18: Guest lecturing for Megan Ma’s course at Sciences Po.
• Nov 24: “Rules as Code” session with Canada School of Public Service.
• Jan 12–14: Presenting on Blawx at the Legal Services Corporation Innovations in Technology (Virtual) Conference.
• TBD (Jan ’21): Cyberjustice Laboratory (University of Montreal) webinar on Blawx.
--
--
--
## More from Rules as Code Diary
A sporadic diary by Jason Morris of Lexpedite Legal Technology Ltd.
## Jason Morris
Rules as Code Director at Service Canada, CEO Lexpedite.ca. Previous: Lawyer; ABA Innovation Fellow; Sessional Instructor; Computational Law Researcher | 1,416 | 6,374 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.546875 | 3 | CC-MAIN-2022-21 | latest | en | 0.966327 |
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# How To Compare Two Columns In Excel Using VLOOKUP
by | 1:25 pm EDT | April 17, 2023 | Excel
When working with large datasets in Excel, you may need to compare two columns to find similarities or differences.
VLOOKUP is a powerful function that allows you to search for matching data between two columns. The function allows you to search for values in one column that appear in another.
This article shows you how to compare two columns using VLOOKUP, so you can efficiently analyze your data.
## Fundamentals of Vlookup Function
Suppose you have a spreadsheet with two lists of items in column A and column B. You want to find the items in List 1 that also appear in List 2.
You can imagine that working manually through lists of thousands of items would be hugely time-consuming. Thankfully, Excel brings VLOOKUP to the rescue!
The term VLOOKUP stands for Vertical Lookup. The function will compare two columns, finds matches between them, and returns the associated values.
### Vlookup Function
Here’s a basic syntax of the VLOOKUP function:
=VLOOKUP(lookup_value, table_array, col_index_num, [range_lookup])
This is a breakdown of the elements:
• lookup_value: the value you want to search for in the first column of the table_array.
• table_array: the range of cells containing the data you want to search in.
• col_index_num: the column number in the table_array you want to return the value from.
• range_lookup: Optional. It’s either TRUE (approximate match) or FALSE (exact match). The default is TRUE.
## Preparing Your Data for VLOOKUP
Before using VLOOKUP to compare two columns in Excel, you need to prepare your data.
Create two separate columns in your worksheet where you want to compare the values. This article uses Column A and Column B for our examples.
This is the sample table with header to be added to the section titled “Preparing Your Data for VLOOKUP”:
List 1 List 2
Item 1 Item 3
Item 2 Item 4
Item 3 Item 1
Item 4 Item 5
### Formatting the data
It’s important to ensure that the data in both columns are formatted similarly. VLOOKUP is case-sensitive,which means that capitals and lower-case characters matter.
Matching errors may occur in the final result if the formatting is inconsistent.
It’s also a good idea to remove any duplicate values or blank cells to minimize the risk of errors.
To remove duplicate values:
1. Select the column.
2. Go to the Data tab in the top ribbon.
3. Click on Remove Duplicates in the Data Tools section.
The button can be a little hard to see. This picture will help you:
To remove blank cells:
1. Select the column.
2. Go to the Home tab in the top ribbon.
3. Expand the “Find & Select” menu.
4. Choose “Go to Special”.
5. Select “Blanks” from the options.
6. Click on “Delete” in the Cells section.
## How To Use VLOOKUP To Compare Two Columns
Once data is prepared, you can write the VLOOKUP formula to compare two columns in Excel and identify matches. Follow these steps:
1. Select a cell in a new column where you want to display the comparison results (e.g., cell C2).
2. Type the following formula: =VLOOKUP(A2, B:B, 1, FALSE))
3. Press Enter to apply the formula.
4. In case of a matching value, the value will be displayed in the same row of the result column (e.g., Column C).
5. Drag the formula down from C2 to copy it over as many cells as you need.
If you’re using our sample data, put your comparison results in the third column. The formula will find three matches out of the four items in List 1.
Notice that Item 2 is showing as #N/A. Excel is telling us that the match is not applicable i.e. it could not be found.
That is correct and is useful information about missing values. However, some Excel users may think that there is some data issue or function error.
It’s good practice to show a different indication that no match was found. That could simply be a blank.
To do so, combine the VLOOKUP function with the IFNA function like this:
=IFNA(VLOOKUP(A1, B:B, 1, FALSE), “”)
The IFNA function detects the #N/A error and replaces the output with an empty space (“”). You can also use the ISNA function or have additional logic with the IF function.
### Handling other errors
VLOOKUP can sometimes generate other errors in your comparison results. The #REF! Error in Excel is a genuine problem with your data.
It usually occurs when your specified range is incorrect. Our example has referenced the entire column, but you can also use vertical cell ranges.
Make sure the search range you are referring to covers all the values you want to compare.
## Alternatives to VLOOKUP for Column Comparison
There are two main alternative lookup functions when comparing two columns in Excel to find matches.
### 1. Using Index and Match Functions
Instead of using VLOOKUP, you can compare two columns in Excel by combining the INDEX and MATCH functions.
This method provides a more flexible way to look up data and is particularly useful when working with non-adjacent columns or when the column index may change.
This is the syntax to put in the result column:
=INDEX(return_range, MATCH(lookup_value, lookup_range, 0))
• Return_range: the range of cells that contain the data you want to return.
• Lookup_value: the value you want to search for within the lookup range.
• Lookup_range: the range of cells within which you want to find the lookup value.
Using the same data in the previous examples, we replace the VLOOKUP formula as follows:
=(INDEX(B:B, MATCH(A2, B:B, 0)))
The MATCH function returns the relative position of the lookup value within the lookup range, and the INDEX function returns the corresponding value from the return range.
The results on the same data will be the same as the VLOOKUP we used earlier. This picture shows the functions in use:
You can also replace the #N/A error with a custom message. Here is an example of using the IFERROR function.
### 2. Employing XLOOKUP in Excel
For users with Excel 365 or Excel 2019, XLOOKUP is an alternative logical test to VLOOKUP for finding common values in two columns.
XLOOKUP provides several advantages. You can use it to search data both horizontally and vertically, work with non-adjacent columns, and specify custom values for errors.
The syntax of XLOOKUP is:
=XLOOKUP(lookup_value, lookup_range, return_range, [if_not_found], [match_mode], [search_mode])
• lookup_value: the value you want to search for within the lookup range.
• lookup_range: the range of cells within which you want to find the lookup value.
• return_range: the range of cells that contain the data you want to return.
• Add custom error values, match mode, and search mode parameters as needed.
XLOOKUP will find the lookup value within the lookup range and return the corresponding value from the return range.
The formula is particularly useful when you have two lists embedded in data sets of multiple columns. In our previous examples, the lists have been in the first column and second column, but your sheet may have more data than that.
Here is an example with two lists in the first and third column of a spreadsheet:
The XLOOKUP formula looks like this:
=XLOOKUP(A2,C:C,C:C,””)
This picture shows the result with the comparison in column D. The first value is present but the second is missing.
Note that I have no extra error formulas but the missing value is displayed as a blank. That’s because I’m using the fourth parameter which is a custom error value. In this case, it’s a blank string.
As a bonus, I’ll show you how to use XLOOKUP to compare across rows. If you have two lists that are in row 1 and row 2, the simplest use of the formula looks like this:
=XLOOKUP(B1, 2:2, 2:2, “”)
This picture shows the results on the two rows.
With its improved functionality and flexibility, XLOOKUP is an excellent alternative to VLOOKUP for comparing lists in Excel to determine if matches are present.
## Five Tips to Improve VLOOKUP Performance
Here are six tips and tricks you can apply to improve the performance of your VLOOKUP in Excel.
### 1. Limit your lookup range
I used entire columns in the examples to make them simple. If you are working with a large amount of data, you should avoid doing so. Using full columns can slow down Excel’s calculation process.
Instead, try to use the exact range required for your data (e.g., A1:A100). This reduces the number of cells that your VLOOKUP function needs to evaluate.
### 2. Use absolute references
When specifying a data range (e.g. the cells from B2 to B5), use absolute references. This ensures that the formula is consistent and data exists when you copy it across multiple cells.
Here is an example:
=VLOOKUP(A2, \$B\$2:\$B\$5, 1, FALSE)
If you know that the data in the lookup column is sorted in ascending order, you can use VLOOKUP with a TRUE or 1 for the ‘range_lookup’ argument.
This will cause Excel to perform an approximate match, which is faster than an exact match across all the cells. However, be cautious when using this option, as an incorrect sort might lead to incorrect results.
### 4. Use a double VLOOKUP
You can use two VLOOKUP functions to speed up the search process in Excel.
The first VLOOKUP will determine if the lookup value exists by setting the ‘col_index_num’ to 1 and the ‘range_lookup’ to TRUE.
If it returns TRUE, a second VLOOKUP retrieves the desired value with the ‘range_lookup’ set to TRUE.
### 5. Use conditional formatting
You can use conditional formatting in your Excel worksheet to highlight matching or missing values in the specified column. You can also apply colors to unique values. This makes your data easier to read.
You will find the conditional formatting menu in the styles group on the Home tab.
Paired samples T-tests are used to compare the means of two related samples. This video shows their use in Excel.
If you have additional data or variables that you need to reference during your analysis, you can use VLOOKUP to retrieve the necessary values from another table or worksheet.
For example, you may use VLOOKUP to retrieve demographic information or treatment conditions for each paired observation in your dataset.
## Our Final Word
By now, you have a solid understanding of using VLOOKUP. This powerful function allows you to quickly identify differences and matching values between two lists, making data analysis more efficient and accurate.
You also saw examples of other lookup and reference functions, such as XLOOKUP, INDEX, and MATCH. Adding these elements to your skills will further strengthen your data analysis capabilities.
Keep practicing and refining your VLOOKUP skills, and you’ll soon become an expert at comparing columns in Excel, saving time and boosting your productivity.
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Let's say you've got an address written out in a single cell, for example, "123 Main Street,... | 2,824 | 12,728 | {"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-2024-10 | latest | en | 0.816837 |
https://testbook.com/question-answer/a-steel-column-fy-250-nmm2-and-fcd-200-nmm--5f80547bc8b48cd64796efde | 1,632,439,649,000,000,000 | text/html | crawl-data/CC-MAIN-2021-39/segments/1631780057479.26/warc/CC-MAIN-20210923225758-20210924015758-00563.warc.gz | 620,088,883 | 30,458 | # A steel column (fy = 250 N/mm2, and fcd = 200 N/mm2) of effective sectional area 6000 mm2 will have strength equal to _____.
This question was previously asked in
MP Sub Engg Official Civil Paper Held on 4 Sep 2018 - Shift 2
View all MP Vyapam Sub Engineer Papers >
1. 1200 kN
2. 1500 kN
3. 2460 kN
4. 3000 kN
Option 1 : 1200 kN
Free
ST 1: Logical reasoning
5218
20 Questions 20 Marks 20 Mins
## Detailed Solution
Concept:
As per IS 800, load-carrying capacity or strength of a column ( Pc ) = fcd × Ag
where,
fcd = Design compressive stress
Ag = Gross cross-sectional area of the column
Calculation:
Given,
fcd = 200 MPa
Cross-sectional area ( A ) = 6000 mm2
Strength ( P) = fcd × A = 200 × 6000 × 10-3 = 1200 kN
Important Points
• Column stress is deciding as per Euler stress but assumption involved in the derivation of Euler's critical stress, we get a higher value of stress. But the column actually buckles at less than Euler stress, so IS 800: 2007 modified Euler critical stress and given Design compressive stress fcd. | 317 | 1,045 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.375 | 3 | CC-MAIN-2021-39 | latest | en | 0.786446 |
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# With a renewal rate of less than 65 percent and fewer new
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With a renewal rate of less than 65 percent and fewer new [#permalink]
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11 Mar 2006, 12:03
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With a renewal rate of less than 65 percent and fewer new subscribers than last year, the Flash fashion journal is in danger of folding by the end of the next quarter.
A. of less than 65 percent and fewer
B. lower than 65 percent and less
C. lesser than 65 percent and fewer
D. fewer than 65 percent and less
E. of fewer than 65 percent and fewer
If you have any questions
New!
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### Show Tags
11 Mar 2006, 12:23
^ A ^
With a renewal rate of less than 65 percent and fewer new subscribers than last year, the Flash fashion journal is in danger of folding by the end of the next quarter.
A. of less than 65 percent and fewer ---> Correct
B. lower than 65 percent and less ---> "less" cannot be used with "subscribers"
C. lesser than 65 percent and fewer ---> "lesser" is wrong
D. fewer than 65 percent and less ---> "fewer" and "less" should change place
E. of fewer than 65 percent and fewer ---> first "fewer" is wrong
Senior Manager
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12 Mar 2006, 07:47
'A' it is. I bumped already on this Q in this forum.
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### Show Tags
14 Mar 2006, 12:00
lesser isn't necessarily always wrong...
Less suggests amount; lesser suggests degree. In this case less is appropriate.
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Re: With a renewal rate of less than 65 percent and fewer new [#permalink]
### Show Tags
13 Jun 2016, 21:07
Confused between A and C.
Why is C wrong?
Re: With a renewal rate of less than 65 percent and fewer new [#permalink] 13 Jun 2016, 21:07
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Finding the Most Important Factor for Winning - Part I
Over the next few weeks, I'm going to try to lay out, in statistical terms, what are the most important factors that lead to winning games in the NFL. I'm also going to show how well the Colts did compared to the rest of the league in each category.
In the first part, I'm going to look at what is conventionally looked at as the most important category: Turnovers. I'm going to take a look at both gross and net turnovers in games, and see how well teams did.
For each of these stats, they can be interpreted as "at least", with the exception of teams with 0 Turnovers. For example, what were the records of teams that were at least +2 in Turnover margin in games, or what were the records of teams that had no Turnovers in a game.
Turnover Margin
TO Margin 2007 2006 2005 2004 2003 Total
NFL +1 168-34 177-38 161-40 161-41-1 165-39 832-192-1
+2 97-13 117-12 95-14 104-12-1 114-11 527-62-1
+3 49-8 56-2 49-3 59-4-1 61-4 274-21-1
+4 23-3 25-1 31-0 22-0 28-1 129-5
Colts -2 0-1 1-1 1-0 0-0 0-0 2-2
-1 1-1 2-2 3-1 1-2 2-1 9-7
0 12-2 10-2 11-1 11-2 10-3 54-10
+1 11-1 7-0 8-1 9-1 4-2 39-5
+2 7-0 4-0 4-0 7-0 3-0 25-0
A couple things jump out from this data:
• First, creating at least one more turnover than giving up leads to a winning percentage of 0.812 over the past 5 years. That is amazing to think about.
• When the Colts have a turnover margin of +2 or better over the past 5 years, they are undefeated at 25-0. Eventually I'll see if any other teams are that impressive, but I'm going to go out on a limb and say nobody else is undefeated.
Turnovers caused
TO Caused 2007 2006 2005 2004 2003 Total
NFL 0 21-60 19-87 27-76 22-77 21-81 110-381
1 235-196 237-169 229-180 234-179-1 235-175 1170-889-1
2 181-78 185-78 170-86 174-88-1 176-78 886-408-1
3 104-22 114-25 105-30 108-28-1 113-25 544-130-1
I'm going to break the Colts into both Turnovers Caused and Turnovers Created. That way we'll get a better sense of how they did under all circumstances.
Turnovers caused
TO Caused 2007 2006 2005 2004 2003 Total
Colts 0 1-0 2-1 3-1 0-1 1-0 7-3
1 12-3 10-3 11-1 12-3 11-4 56-14
2 11-3 6-2 8-1 9-3 7-3 41-12
3 5-1 3-0 4-1 4-0 2-1 18-3
Turnovers lost
TO Lost 2007 2006 2005 2004 2003 Total
Colts 0 3-0 4-0 2-0 5-0 4-1 18-1
1 10-3 8-4 12-2 7-4 8-3 45-16
2 0-2 3-2 3-1 2-2 5-3 13-10
3 0-1 0-1 1-1 1-1 0-1 2-5
A couple things here as well:
• Teams not able to force a Turnover only have a 0.224 winning percentage. It's almost the complete opposite Win % of winning the TO battle. Forcing at least 1 Turnover wins games 57% of the time, which is basically a 9-7 record over the course of a season.
• The Colts only have turned the ball over 3 or more times in a game 7 times over the past 5 years. In contrast, they caused at least 3 turnovers 21 times in that same span. Again, without looking at the rest of the league, they are probably tops in the league in terms of turning the ball over.
• This year, there were only 2 games in which the Colts turned the ball over more than 1 time: New England and San Diego, both losses. There were only 2 games where the Colts did not cause at least 2 turnovers: Oakland and Tampa Bay, both wins. The Colts did a great job of taking care of the football, and creating multiple turnovers in almost every game.
I think it is pretty clear that conventional wisdom is at least partially correct: Turnovers are a very key part of winning football games, as witnessed above. It may, in fact, be the best gauge of how to win football games. However, we'll have to look at all the evidence before saying it is the leading contributor to wins in the NFL. | 1,302 | 3,662 | {"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} | 2.640625 | 3 | CC-MAIN-2023-06 | latest | en | 0.927566 |
https://nlinux.org/graph-x-sqrt-4-y-2/ | 1,653,404,638,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652662573053.67/warc/CC-MAIN-20220524142617-20220524172617-00544.warc.gz | 467,016,452 | 4,963 | The parent function of the attributes of the create f x = x − a + b is f x = x .
Note that the doprimary of f x = x is x ≥ 0 and the selection is y ≥ 0 .
The graph of f x = x − a + b have the right to be acquired by translating the graph of f x = x to a units to the best and also then b units up.
Example:
Lay out the graph of y = x − 1 + 2 from its parent graph y = x .
Solution:
Step 1: Draw the graph of y = x .
Tip 2: Move the graph of y = x by 1 unit to the right to achieve the graph of y = x − 1 .
Step 3: Move the graph of y = x − 1 by 2 systems up to attain the graph of y = x − 1 + 2 .
The doprimary of the attribute y = x − 1 + 2 is x ≥ 1 .
The array of the feature y = x − 1 + 2 is y ≥ 2 .
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Varsity Tutors connects learners via experts. Instructors are independent building contractors who tailor their solutions to each client, utilizing their own style,techniques and products. | 630 | 2,657 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.09375 | 3 | CC-MAIN-2022-21 | latest | en | 0.796494 |
https://de.mathworks.com/matlabcentral/cody/problems/1699-find-last-zero-for-each-column/solutions/2044887 | 1,579,605,019,000,000,000 | text/html | crawl-data/CC-MAIN-2020-05/segments/1579250603761.28/warc/CC-MAIN-20200121103642-20200121132642-00470.warc.gz | 394,308,838 | 19,011 | Cody
# Problem 1699. Find last zero for each column
Solution 2044887
Submitted on 4 Dec 2019 by Asif Newaz
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 = 0; z_correct = 1; assert(isequal(lastzerorow(a),z_correct))
a1 = 1 a2 = 1 b = 1 c = 1 z = 1
2 Pass
a = 1; z_correct = 0; assert(isequal(lastzerorow(a),z_correct))
a1 = 1 a2 = 1 b = [] c = 0 z = 0
3 Pass
a = randi(1000,1000,1); z_correct = 0; assert(isequal(lastzerorow(a),z_correct))
a1 = 1000 a2 = 1 b = 0×1 empty double column vector c = 0 z = 0
4 Pass
a = [0;1;0;2;0;3;0;4;0;5;0;6;0;7;0;8;0;9;0;10]; z_correct = 19; assert(isequal(lastzerorow(a),z_correct))
a1 = 20 a2 = 1 b = 1 3 5 7 9 11 13 15 17 19 c = 19 z = 19
5 Pass
n = randi(1000); a = tril(ones(n)); z_correct = 0:n-1; assert(isequal(lastzerorow(a),z_correct))
a1 = 525 a2 = 525 b = 0×1 empty double column vector c = 0 b = 1 c = 0 1 b = 1 2 c = 0 1 2 b = 1 2 3 c = 0 1 2 3 b = 1 2 3 4 c = 0 1 2 3 4 b = 1 2 3 4 5 c = 0 1 2 3 4 5 b = 1 2 3 4 5 6 c = 0 1 2 3 4 5 6 b = 1 2 3 4 5 6 7 c = 0 1 2 3 4 5 6 7 b = 1 2 3 4 5 6 7 8 c = 0 1 2 3 4 5 6 7 8 b = 1 2 3 4 5 6 7 8 9 c = 0 1 2 3 4 5 6 7 8 9 b = 1 2 3 4 5 6 7 8 9 10 c = 0 1 2 3 4 5 6 7 8 9 10 b = 1 2 3 4 5 6 7 8 9 10 11 c = 0 1 2 3 4 5 6 7 8 9 10 11 b = 1 2 3 4 5 6 7 8 9 10 11 12 c = 0 1 2 3 4 5 6 7 8 9 10 11 12 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 c = 0 1 2 3 4 5 6 7 8 9 10 11 12 13 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 c = 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 c = 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 c = 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 c = 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 c = 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 c = 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 c = 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 c = 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 c = 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 c = 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 c = 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 b = 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 c = 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 b = 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 c = 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 b = 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 c = 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 b = 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 c = 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 b = 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 c = 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 b = 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 c = Columns 1 through 30 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 Column 31 30 b = 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 c = Columns 1 through 30 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 Columns 31 through 32 30 31 b = 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 c = Columns 1 through 30 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 Columns 31 through 33 30 31 32 b = 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 c = Columns 1 through 30 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 Columns 31 through 34 30 31 32 33 b = 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 c = Columns 1 through 30 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 Columns 31 through 35 30 31 32 33 34 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 c = Columns 1 through 30 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 Columns 31 through 36 30 31 32 33 34 35 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 c = Columns 1 through 30 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 Columns 31 through 37 30 31 32 33 34 35 36 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 2...
6 Pass
n = randi(1000); a = tril(ones(n),-1); z_correct = 1:n; assert(isequal(lastzerorow(a),z_correct))
a1 = 402 a2 = 402 b = 1 c = 1 b = 1 2 c = 1 2 b = 1 2 3 c = 1 2 3 b = 1 2 3 4 c = 1 2 3 4 b = 1 2 3 4 5 c = 1 2 3 4 5 b = 1 2 3 4 5 6 c = 1 2 3 4 5 6 b = 1 2 3 4 5 6 7 c = 1 2 3 4 5 6 7 b = 1 2 3 4 5 6 7 8 c = 1 2 3 4 5 6 7 8 b = 1 2 3 4 5 6 7 8 9 c = 1 2 3 4 5 6 7 8 9 b = 1 2 3 4 5 6 7 8 9 10 c = 1 2 3 4 5 6 7 8 9 10 b = 1 2 3 4 5 6 7 8 9 10 11 c = 1 2 3 4 5 6 7 8 9 10 11 b = 1 2 3 4 5 6 7 8 9 10 11 12 c = 1 2 3 4 5 6 7 8 9 10 11 12 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 c = 1 2 3 4 5 6 7 8 9 10 11 12 13 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 c = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 c = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 c = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 c = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 c = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 c = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 c = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 c = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 c = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 c = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 c = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 b = 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 c = 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 b = 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 c = 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 b = 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 c = 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 b = 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 c = 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 b = 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 c = 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 b = 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 c = 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 b = 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 c = Columns 1 through 30 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 Column 31 31 b = 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 c = Columns 1 through 30 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 Columns 31 through 32 31 32 b = 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 c = Columns 1 through 30 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 Columns 31 through 33 31 32 33 b = 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 c = Columns 1 through 30 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 Columns 31 through 34 31 32 33 34 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 c = Columns 1 through 30 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 Columns 31 through 35 31 32 33 34 35 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 c = Columns 1 through 30 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 Columns 31 through 36 31 32 33 34 35 36 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 c = Columns 1 through 30 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 ...
7 Pass
n = randi(1000); d = randi(n-1); a = tril(ones(n),-d); z_correct = min((0:n-1)+d,n); assert(isequal(lastzerorow(a),z_correct))
a1 = 666 a2 = 666 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 c = 533 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 c = 533 534 b = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 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8 Pass
a = magic(10)-1; z_correct = [0 0 1 0 0 0 0 0 0 0]; assert(isequal(lastzerorow(a),z_correct))
a1 = 10 a2 = 10 b = 0×1 empty double column vector c = 0 b = 0×1 empty double column vector c = 0 0 b = 1 c = 0 0 1 b = 0×1 empty double column vector c = 0 0 1 0 b = 0×1 empty double column vector c = 0 0 1 0 0 b = 0×1 empty double column vector c = 0 0 1 0 0 0 b = 0×1 empty double column vector c = 0 0 1 0 0 0 0 b = 0×1 empty double column vector c = 0 0 1 0 0 0 0 0 b = 0×1 empty double column vector c = 0 0 1 0 0 0 0 0 0 b = 0×1 empty double column vector c = 0 0 1 0 0 0 0 0 0 0 z = 0 0 1 0 0 0 0 0 0 0
9 Pass
a = [0 0 9 0; 0 0 1 8; 0 0 4 0; 0 0 2 3; 0 6 7 5]; z_correct = [5 4 0 3]; assert(isequal(lastzerorow(a),z_correct))
a1 = 5 a2 = 4 b = 1 2 3 4 5 c = 5 b = 1 2 3 4 c = 5 4 b = 0×1 empty double column vector c = 5 4 0 b = 1 3 c = 5 4 0 3 z = 5 4 0 3
10 Pass
a = [0 0 0 0 -4 0 0 0 0; 0 0 0 -3 -3 -3 0 0 0; 0 0 -2 3 -2 2 2 0 0; 0 -1 2 -1 1 -1 -1 1 0]; z_correct = [4 3 2 1 0 1 2 3 4]; assert(isequal(lastzerorow(a),z_correct))
a1 = 4 a2 = 9 b = 1 2 3 4 c = 4 b = 1 2 3 c = 4 3 b = 1 2 c = 4 3 2 b = 1 c = 4 3 2 1 b = 0×1 empty double column vector c = 4 3 2 1 0 b = 1 c = 4 3 2 1 0 1 b = 1 2 c = 4 3 2 1 0 1 2 b = 1 2 3 c = 4 3 2 1 0 1 2 3 b = 1 2 3 4 c = 4 3 2 1 0 1 2 3 4 z = 4 3 2 1 0 1 2 3 4 | 10,202 | 16,265 | {"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-2020-05 | latest | en | 0.351598 |
http://gmatclub.com/forum/a-certain-used-book-dealer-sells-paperback-books-at-3-times-1711.html?sort_by_oldest=true | 1,467,148,300,000,000,000 | text/html | crawl-data/CC-MAIN-2016-26/segments/1466783397111.67/warc/CC-MAIN-20160624154957-00114-ip-10-164-35-72.ec2.internal.warc.gz | 132,605,284 | 42,903 | Find all School-related info fast with the new School-Specific MBA Forum
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A certain used-book dealer sells paperback books at 3 times
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Eternal Intern
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A certain used-book dealer sells paperback books at 3 times [#permalink]
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26 Jul 2003, 15:24
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. A certain used-book dealer sells paperback books at 3 times dealer's cost and hardback books at 4 times dealer's cost. Last week the dealer sold a total of 120 books, each of which had cost the dealer $1. If the gross profit (sales revenue minus dealer's cost) on the sale of all of these books was$300, how many of the books sold were paperbacks?
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26 Jul 2003, 23:49
3X+4Y-120=300
X+Y=120
To variables - two equations. Solve. X=60, Y=60
A: 60
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29 Jul 2003, 14:04
p paperbacks
h hardcover
profit on paperbacks = 2p
profit on hardcover = 3h
p + h = 120
2p + 3h = 300
p = 60
h = 60
Display posts from previous: Sort by | 589 | 2,038 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.640625 | 4 | CC-MAIN-2016-26 | longest | en | 0.87819 |
https://www.universetoday.com/tag/nova-delphini-2013/ | 1,721,488,379,000,000,000 | text/html | crawl-data/CC-MAIN-2024-30/segments/1720763515300.51/warc/CC-MAIN-20240720144323-20240720174323-00396.warc.gz | 885,686,986 | 60,844 | ## Geek Out! How to Build Your Own Nova Delphini Light Curve
And now for something to appeal to your inner geek. Or, if you’re like me, your outer geek. Many of you have been watching the new nova in Delphinus with the naked eye and binoculars since it burst onto the scene early Aug. 14. In a moment I’ll show how to turn your observations into a cool representation of the nova’s behavior over time.
Where I live in northern Minnesota, we’ve had a lucky run of clear nights since the outburst began. Each night I’ve gone out with my 8×40 binoculars and star chart to estimate the nova’s brightness. The procedure is easy and straightforward. You find comparison stars near the nova with known magnitudes, then select one a little brighter and one a little fainter and interpolate between the two to arrive at the nova’s magnitude.
For example, if the nova’s brightness lies halfway between the magnitude 4.8 and 5.7 stars it’s about magnitude 5.3. The next night you might notice it’s not exactly halfway but a tad brighter or closer to the 4.8 star. Then you’d measure 5.2. Remember that the smaller the number, the brighter the object. I’ve found that defocusing the stars into disks makes it a bit easier to estimate these differences.
In time, you’ll come up with a list of magnitudes or brightness estimates for Nova Delphini. Here’s mine to date:
* Aug. 14: 5.8
* Aug. 15: 4.9
* Aug. 16: 5.0
* Aug. 17: 5.0
* Aug. 18: 5.0
* Aug. 19: 5.2
* Aug. 20: 5.5
So far just numbers, but there’s a way to turn this into a satisfying visual picture of the nova’s long-term behavior. Graph it! That’s what astronomers do, and they call it a light curve.
I dug around and came up with this very basic template. The horizontal or x-axis measures time in days, the vertical or y-axis plots the nova’s brightness measured in magnitudes. You can either right-click and save the image above or grab the higher-res version HERE.
Next, print out a copy and lay in your data points with pencil and ruler the old-fashioned way or use an imaging program like Photoshop or Paint to do the same on the computer. I use a very basic version of Photoshop Elements to plot my observations. Once your observations are marked, connect them to build your light curve.
Right away you’ll notice a few interesting things. The nova shot up from approximately 17th magnitude on Aug. 13 to 6.8 on Aug. 14 – a leap of more than 10 magnitudes, which translates to a nearly 10,000 fold increase in brightness.
I wasn’t able to see the Nova Del top out at around 4.4 magnitude – that happened when I was asleep the next morning – but I did catch it at 4.9. The next few days the nova hits a plateau followed by what appears for the moment like a steady decline in brightness. Will it rocket back up or continue to fade? That’s for you and your binoculars to find out the next clear night.
If you’d like to take the next step and contribute your observations for scientific use, head over to the AAVSO (American Assn. of Variable Star Observers) and become a member. Even if you don’t sign up, access to data, charts and light curves of novae and other variable stars is completely free.
I get a kick out of comparing my basic light curves with those created with thousands of observations contributed by hundreds of observers. The basic AAVSO curve looks all scrunched up for the moment because their time scale (x-axis) is much longer term than in my simple example. But guess what? You can change the scale using their light curve generator and open up the view a little more as I did in the curve above.
Here are a couple other typical novae light curves. By the time you’re done looking at the examples here as well as creating your own, you’ll gain a familiarity that may surprise you. Not only will be able to interpret trends in Nova Delphini’s brightness, but you’ll better understand the behavior of other variable stars at a glance. It’s as easy as connecting the dots.
## Update on the Bright Nova Delphini 2013; Plus a Gallery of Images from our Readers
Since showing itself on August 14, 2013, a bright nova in the constellation Delphinus — now officially named Nova Delphini 2013 — has brightened even more. As of this writing, the nova is at magnitude 4.4 to 4.5, meaning that for the first time in years, there is a nova visible to the naked eye — if you have a dark enough sky. Even better, use binoculars or a telescope to see this “new star” in the sky.
The nova was discovered by Japanese amateur astronomer Koichi Itagak. When first spotted, it was at about magnitude 6, but has since brightened. Here’s the light curve of the nova from the AAVSO (American Association of Variable Star Observers) and they’ve also provided a binocular sequence chart, too.
How and where to see the new nova? Below is a great graphic showing exactly where to look in the sky. Additionally, we’ve got some great shots from Universe Today readers around the world who have managed to capture stunning shots of Nova Delpini 2013. You can see more graphics and more about the discovery of the nova on our original ‘breaking news’ article by Bob King.
If you aren’t able to see the nova for yourself, there are a few online observing options:
The Virtual Star Party team, led by UT’s publisher Fraser Cain, will try to get a view during the next VSP, at Sunday night on Google+ — usually at this time of year, about 10 pm EDT/0200 UTC on Monday mornings. If you’d like a notification for when it’s happening, make sure you subscribe to the Universe Today channel on YouTube.
The Virtual Telescope Project, based in Italy, will have an online observing session on August 19, 2013 at 20:00 UTC, and you can join astronomer Gianluca Masi at this link.
The Slooh online telescope had an observing session yesterday (which you can see here), and we’ll post an update if they plan any additional viewing sessions.
There’s no way to predict if the nova will remain bright for a few days more, and unfortunately the Moon is getting brighter and bigger in the sky (it will be full on August 20), so take the opportunity this weekend if you can to try and see the new nova.
Now, enjoy more images from Universe Today readers:
Ralf Vandebergh shared this video he was able to capture on his 10-year-old hand-held video camera to “demonstration of the brightness of the nova and what is possible with even 10 year old technique from hand.” | 1,515 | 6,415 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.328125 | 3 | CC-MAIN-2024-30 | latest | en | 0.839516 |
https://www.analyzemath.com/calculus/Integrals/integral-of-csc(x).html | 1,726,877,974,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725701425385.95/warc/CC-MAIN-20240920222945-20240921012945-00680.warc.gz | 583,852,040 | 7,944 | # Integral of $$\csc x$$
Evaluate the integral $\int \csc x \; dx$
Note that there are several methods to calculate the above integral. The steps described below allow one to review many ideas in trigonometry and in calculating integrals; also the final result is quite simple.
Use $$\csc x = \dfrac{1}{\sin x}$$ to rewrite the integral as
$\int \csc x \; dx = \int \dfrac{1}{\sin x} \; dx$
$$\sin x$$ may be written as $\sin x = \sin (2 (\frac{x}{2}) )$
Use trigonometric identity $$\sin (2x) = 2 \sin x \cos x$$ to write $\sin x = 2 \sin \left(\dfrac{x}{2} \right) \cos \left(\dfrac{x}{2} \right)$ and substitute in the integral $\int \csc x \; dx = \int \dfrac{1}{2 \sin \left(\dfrac{x}{2} \right) \cos \left(\dfrac{x}{2} \right)} dx$
Use Integration by Substitution: Let $$u = \sin \left(\dfrac{x}{2} \right)$$ and hence $$\dfrac{du}{dx} = \dfrac{1}{2} \cos \left(\dfrac{x}{2} \right)$$ or $$dx = \dfrac{2}{\cos \left(\dfrac{x}{2} \right)} du$$ and substitute in the above integral to obtain $\int \csc x \; dx = \int \dfrac{1}{2 u \cos \left(\dfrac{x}{2} \right)} \dfrac{2}{\cos \left(\dfrac{x}{2} \right)} du$ Simplify $\int \csc x \; dx = \int \dfrac{1}{ u \cos^2 \left(\dfrac{x}{2} \right)} du$
Use trigonometric identity $$\cos^2 x = 1 - \sin^2 x$$ to write $\cos^2 \left(\dfrac{x}{2} \right) = 1 - \sin^2 \left(\dfrac{x}{2} \right) = 1 - u^2$ and substitute in the above integral to obtain $\int \csc x \; dx = \int \dfrac{1}{ u (1-u^2)} du$ Use partial fractions decomposition to write the integrand as $\dfrac{1}{ u (1-u^2)} = \dfrac{1}{u}-\dfrac{1}{2\left(u+1\right)}-\dfrac{1}{2\left(u-1\right)}$ Substitute in the integral $\int \csc x \; dx = \int \left(\dfrac{1}{u}-\dfrac{1}{2\left(u+1\right)}-\dfrac{1}{2\left(u-1\right)}\right) du \\ = \int \dfrac{1}{u} du - \int \dfrac{1}{2\left(u+1\right)} du - \int \dfrac{1}{2\left(u-1\right)} du$ Use the formula of integration $$\displaystyle\int \dfrac{f'(x)}{f(x)} \; dx = \ln | f(x)| +c$$ to obtain $\int \csc x \; dx = \ln |u| - \dfrac{1}{2} \ln |u+1| - \dfrac{1}{2} \ln |u-1| + c$ Group the logarithmic expressions using the properties $$\quad \ln \dfrac{a}{b \cdot c} = \ln a - \ln b - \ln c$$ and $$\quad \ln \dfrac{1}{2} a = \ln \sqrt {a}$$ to write $\int \csc x \; dx = \ln |u| - \left(\dfrac{1}{2} \ln |u+1| + \dfrac{1}{2} \ln |u-1| \right) + c \\ = \ln \dfrac{|u|}{\sqrt {|u+1| |u - 1|} } + c \\ = \ln \dfrac{|u|}{\sqrt {|u^2 - 1|} } + c$ Note that $$|u^2 - 1| = |1 - u^2|$$ and hence $\int \csc x \; dx = = \ln \dfrac{|u|}{\sqrt {|1 - u^2|} } + c$ Substitute back $$u = \sin \left(\dfrac{x}{2} \right)$$ $\int \csc x \; dx = \ln \dfrac{\left|\sin \left(\dfrac{x}{2} \right)\right|}{\sqrt { \left|1 - \left(\sin \left(\dfrac{x}{2} \right)\right)^2 \right|} } +c$ Use trigonometric identity $$\cos^2 \left(\dfrac{x}{2} \right) = 1 - \sin^2 \left(\dfrac{x}{2} \right)$$ to calculate the above integral $\int \csc x \; dx = \ln \dfrac{\left|\sin \left(\dfrac{x}{2} \right)\right|}{\sqrt {\left| \left(\cos \left(\dfrac{x}{2} \right)\right)^2\right|} } +c \\$ Simplify using $$\sqrt {\left|(\cos \left(\dfrac{x}{2} \right))^2\right|} = \left|\cos \left(\dfrac{x}{2} \right)\right|$$ $\int \csc x \; dx = \ln \dfrac{\left|\sin \left(\dfrac{x}{2} \right)\right|}{\left|\cos \left(\dfrac{x}{2} \right)\right|} +c$ Use trigonometric identity $$\tan x = \dfrac{\sin x }{\cos x }$$ and the property of the absolute value $$\dfrac{|a|}{|b|} = \left|\dfrac{a}{b}\right|$$ to write the final answer as $\boxed { \int \csc x \; dx = \ln \left|\tan \left(\dfrac{x}{2} \right)\right| +c }$ | 1,439 | 3,549 | {"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} | 4.65625 | 5 | CC-MAIN-2024-38 | latest | en | 0.609036 |
https://www.reddit.com/r/AskReddit/comments/1qtien/whats_one_original_thought_youve_had_that_you/ | 1,521,936,642,000,000,000 | text/html | crawl-data/CC-MAIN-2018-13/segments/1521257651465.90/warc/CC-MAIN-20180324225928-20180325005928-00666.warc.gz | 861,138,749 | 24,692 | ×
[–] 1 point2 points (0 children)
That everything is just a bigger version of a identical smaller versions. Kind of like an continuous loop.
[–] 1 point2 points (8 children)
I have a theory about magnets in an elaborate array that, if I'm right, would prove that perpetual motion is possible. I could be wrong. Tesla had a similar design, but it was flawed. It would be very expensive to even try to build it (for me anyway), and I would need a team of engineers plus a manufacturing facility. Let the downvotes begin...
[–] 1 point2 points (3 children)
I've heard something this before on reddit. Does yours involve being in space?
[–] 0 points1 point (2 children)
You probably saw a previous post where I mentioned it in zero gravity. I've been thinking about this for four years. It took thousands of attempts to make the incandescent light bulb. I can't even attempt it without a lot of money (I'm not soliciting).
[–] 1 point2 points (1 child)
And I'm not paying ;)
But you should peruse it if you think it's correct. I think you'd need some pretty heavy maths behind it to get some cashmoney
[–] 0 points1 point (0 children)
You're right about the maths! Thanks for the encouragement. :)
[–] 1 point2 points (2 children)
That sounds really cool, if its expensive would it be possible to attempt on a smaller scale first? Or is it one of those things where you have to dive right in the deep end?
[–] 0 points1 point (1 child)
Thanks, but I don't have any proof it will even work. In theory, yes it would work on a small scale.
[–] 1 point2 points (0 children)
well im sure if you can build it on a small scale and show the theories to a scientific community, if they feel its sound im sure they will apply the funding and have some people to help you build it on the bigger scale :D
[–] 1 point2 points (0 children)
I'm with you. All the way buddy.
[–][🍰] 0 points1 point (0 children) | 499 | 1,924 | {"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-2018-13 | latest | en | 0.959808 |
https://www.cornerstonefbo.com/interesting-fact-about-aviation/readers-ask-how-to-calculate-load-factor-aviation.html | 1,638,826,565,000,000,000 | text/html | crawl-data/CC-MAIN-2021-49/segments/1637964363312.79/warc/CC-MAIN-20211206194128-20211206224128-00554.warc.gz | 783,766,909 | 11,618 | # Readers ask: How To Calculate Load Factor Aviation?
## What is load factor Aviation?
In aeronautics, the load factor is the ratio of the lift of an aircraft to its weight and represents a global measure of the stress (” load “) to which the structure of the aircraft is subjected: where is the load factor, is the lift.
## How do you do load factor?
To calculate your load factor take the total electricity (KWh) used in the month and divide it by the peak demand (power)(KW), then divide by the number of days in the billing cycle, then divide by 24 hours in a day. The result is a ratio between zero and one. Power Load Factor = 2000/35/30*24 = 79.4% –> you are good!
## How do you calculate limit load factor?
In aeronautics, limit load (LL) is the maximum load factor authorized during flight, Mathematically, limit load is LL = LLF x W, where LL = limit load, LLF = limit load factor, and W = weight of the aircraft. Limit load is constant for all weights above design gross weight.
## What is a high load factor?
It is a measure of the utilization rate, or efficiency of electrical energy usage; a high load factor indicates that load is using the electric system more efficiently, whereas consumers or generators that underutilize the electric distribution will have a low load factor.
You might be interested: FAQ: What Is Aviation Medicine?
## What is normal load factor?
A typical load factor limit for normal category aircraft might be -1.5 to 3.8, but the Sukhoi Su-26 aerobatic family has a load factor of -10 to +12. So if you’ve ever wanted to test the limits of your favourite ride, try doing an inverted 60-degree banked turn and see if the wings remain attached.
## What is plant load factor formula?
Plant Load Factor (PLF) is the ratio of average power generated by the plant to the maximum power that could have been generated for a given time period. Thus mathematically it can be written as, PLF = Pavg / Pmax…………….( 1) As it is the ratio of same quantity, hence it is a unit less quantity.
## How do you calculate demand factor?
Demand Factor -Diversity Factor -Utilization Factor -Load Factor
1. Demand Factor = Maximum demand of a system / Total connected load on the system.
2. Demand factor is always less than one.
3. Example: if a residence having 6000W equipment connected has a maximum demand of 300W,Than demand factor = 6000W / 3300W = 55%.
## How is electricity bill load calculated?
1 Unit = 1kWh. So the Total kWh = 1000 Watts x 24 Hrs x 30 Days = 720000 … Watts / hour. We want to convert it into electric units, Where 1 Unit = 1kWh. Power Consumption of Typical Home Appliances in Watts.
Electrical Appliance Power Wattage in Watts “W”
Thankless Water Heater 15000
23
## What increases load factor?
Steep turns at slow airspeed, structural ice accumulation, and vertical gusts in turbulent air can increase the load factor to a critical level.
## Does load factor increase with speed?
But what does load factor have to do with stall speed? Stall speed increases in proportion to the square root of load factor. You can see from the diagram above that as load factor increases, stall speed increases at an exponential rate.
You might be interested: Quick Answer: Explain What A Principal Investigator Aviation?
## Does Weight Affect load factor?
Load factors, as a ratio of lift to weight, can vary with weight, so an aircraft 200 pounds under gross can expect an added safety margin over the designed load factor limits, and many pilot operator handbooks list values for load factor limits at some standard gross weight and a higher set of limits at a “utility”
## How is Hashtable load factor calculated?
1. α = average number of elements in a chain, or load factor.
2. α can be less than or greater than 1.
3. If m is proportional to n (that is, m is chosen as a linear function of n), then n = O(m).
4. In that case, α = n/m = O(m)/m = O(1) | 925 | 3,915 | {"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} | 4.25 | 4 | CC-MAIN-2021-49 | longest | en | 0.929775 |
https://it.scribd.com/document/11553801/eu3c7-By-Adel-Khamis | 1,591,214,815,000,000,000 | text/html | crawl-data/CC-MAIN-2020-24/segments/1590347435987.85/warc/CC-MAIN-20200603175139-20200603205139-00427.warc.gz | 389,913,575 | 85,168 | Sei sulla pagina 1di 17
# Unit Three -84- Chapter seven
Previous Exams:
## 1. (Azhar 2002) Average kinetic energy of gas molecules(1).
Which of the following statements are right and which are wrong?
Rewrite the incorrect statements in a correct form
Previous Exams:
1. (Egypt 91) Two different gases have the same temperature so that the average
Previous Exams:
……(4)
## 2. The temperature of a gas on the Kelvin scale is doubled.
3. The temperature of a gas on the Kelvin scale is doubled and its volume is doubled.
Exercises 2008/2009
Unit Three -85- Chapter seven
4. The gas is compressed very slowly to increase its pressure to the double and
What is meant by
Previous Exams:
## 1. (Azhar 92) Avogadro’s number = 6.023 x 1023 molecules.
Choose the correct answer from those between brackets and write it
Evaluation book:
1. According to the kinetic theory of gases, when a gas is compressed while its
## e) The density of the gas decreases.
2. Nitrogen gas in a vessel at normal temperature and pressure (NPT), one mole of
nitrogen equals 0.028 kg and avogadro’s number equals 6.023x1023 and occupies a
volume of 22.4 x 10-3 m3 ρ Hg = 13600 kg/m3 g = 9.8 m/sec2. Then the root mean
## square of velocity of the nitrogen molecules is:
a) 4.58 m/s
b) 450 m/s
c) 540 m/s
d) 490 m/s
e) 493 m/s
Exercises 2008/2009
Unit Three -86- Chapter seven
## e) 5.58 x 10-22 kg m sec-1
4. At zero Kelvin [The gas pressure vanishes and mass increase – The gas volume
vanishes at constant pressure – The mass of the gas vanishes at constant pressure]
(6).
5. At (-273) degree Celsius [the kinetic energy of the molecule vanishes – the root
mean square velocity of the molecule increase – the momentum of the molecule
constant] (7).
## c) The root mean square velocity is doubled.
7. If the temperature of a gas on Kelvin scale is doubled and its volume is doubled
then:
## c) The average square of velocity is doubled.
8. If a gas is compressed very slowly to increase its pressure to the doble and
decrease its volume to the half then the mean kinetic energy of its molecules:
Exercises 2008/2009
Unit Three -87- Chapter seven
## b) Increase the double.
c) Remains constant.
9. When the pressure of a certain mass of a gas is increased to double its value at
constant speed, then its density [decreased to half its value – increased to double
## its value – increased to four times its value](8).
10. When the temperature of Oxygen gas is increased from 100°K to 400°K, the root
mean square speed of its molecules [increased to 4 times its value – increased to
## double its value – decreased to half its value](9).
11. The ratio between average K.E. of nitrogen molecule at 27°C and average K.E. of
Hydrogen molecule at the same temperature is [les than one – equal one - more
## than one] (10).
Previous Exams:
1. (Egypt 95) When a gas is compressed slowly at constant temperature such that its
pressure is doubled and its volume becomes half its original one, the average
velocity of its molecules will be [doubled – does not changed – decreased to its
half].
2. (Egypt 99) The ratio between the root mean square velocities of Hydrogen gas
molecules at 200°C to the root mean square velocity of Nitrogen gas molecules at
the same temperature [is larger than one - is smaller than one - equals one - there
## is no relation between them].
3. (Azhar 2002) At constant temperature, when the pressure of gas increases its
## density [decreases – increases – remains constant]
Exercises 2008/2009
Unit Three -88- Chapter seven
Give reasons
Evaluation book:
1. The absolute zero is the temperature at which the kinetic energy of gas is
vanished.
2. The velocity of gas molecules is constant although they collide with one another
## and collide with the walls of the container(11).
3. The root mean square velocity of the gas molecules and its K.E. does not depend
on its pressure(12).
## 4. Gases are compressible.
5. Kinetic energy of two molecules of different gases is the same at the same
## temperature while their velocities are variable.
Previous Exams:
6. (Egypt 99) In spite of the relation between the gas pressure (P) and the mean
square velocity of its molecules (V2) is given by P = 1/3 ρV2 where (ρ) is the gas
density, but the root mean square velocity of gas molecules does not depend on its
Essay questions
School Book:
## 1. State the main postulates of the kinetic theory of gases.
2. On the basis of the postulates of the kinetic theory of gases, show how to prove
1
P = ρV 2
that the gas pressure P is given by the relation 3 , where ρ: is the gas
## density and v2 is the mean square speed of its molecules.
Exercises 2008/2009
Unit Three -89- Chapter seven
3. Using the previous relation, show how to find expression for each of the
following:
## c) The average kinetic energy of a free particle.
4. A uniform cubic vessel of side length “l” has gas whose molecule has mass m
moving in the x direction with velocity vx, and collides with the walls of the vessel
## c) What is the change in linear momentum of the molecule on collision?
d) What is the distance traveled by the molecule before the next collision
## with the walls of the vessel?
e) What is the number of the collisions with the walls of the vessel per
## f) What is the total change in linear momentum of one molecule per
second due to its successive collisions with the walls of the vessel?
## the total force acting on the internal surface of the vessel?
4. Suppose that the atoms of helium gas have the same average velocity as the
atoms of oxygen gas, which of them has a higher temperature and why?
Evaluation Book:
1
mNv 2
5. Using the relation P = 3
prove boyle’s law.
V
Exercises 2008/2009
Unit Three -90- Chapter seven
6. Find the value and the unit of the general gas constant (R), and boltzman constant.
## Given that NA = 6.023x1023 molecules
7. A container made of plastic has thin walls and confined a quantity of dry air of
pressure that equals to the atmospheric pressure, explain according to the kinetic
theory of gases why the container walls will compressed from some sides when it
## a) Volume of gas and
temperature (°C) at
constant pressure.
## c) Pressure of a gas and temperature (°K) at constant volume.
3P
9. Prove that the average square root velocity of a molecule of a gas = ρ
10. Find at which temperature a volume of a certain mass of a gas at steady pressure:
## b) Is reduced to half main volume at 0°C.
Previous Exams:
11. (August 2000) Which of the following graphs illustrates the relation between each
of the following:
a) The relation between the pressure at a point inside a lake and the depth of
## the point from its surface.
Exercises 2008/2009
Unit Three -91- Chapter seven
b) The relation between the volume of a fixed mass of a gas and its pressure
at constant temperature.
c) The relation between the angles of incidence of light rays on one side of a
## triangular prism and their angles of deviation.
d) The relation between the volume of a fixed mass of a gas and its
## temperature on Celsius scale at constant pressure.
12. (Egypt 97, Egypt 2002) The gas pressure is determined according to the kinetic
1
P = ρV 2
theory of gases from the relation 3 and from the general gas law for one
mole PV = RT and given the relation between Boltzmann’s constant and the
R
K=
general gas constant N A Prove that the average kinetic energy of a molecule
## of gas is proportional to its absolute temperature.
13. (Egypt 97) Given that the force by which each molecule of a gas acts on the
internal surface of a spherical vessel per second equals (mv2)/l , where, m is the
molecule mass, v2 is the average square speed of the molecules, l is the length of
the cubic vessel, then prove that P = 1/3 ρ v2 where P is the gas pressure and ρ the
## density of the gas.
14. (August 99, Egypt 2000, August 2001) If you know that the pressure of a gas using
kinetic theory of gases is given by P = 1/3 ρV2, where (ρ) is the gas density and
(v2) is the mean square velocity of its molecules, prove that the kinetic energy of
## gas molecules vanishes at zero Kelvin.
15. (Egypt 94, August 96, August 2002) Write down the postulates of the kinetic
theory of gases, and then prove that the average kinetic energy of a gas molecule
## is directly proportional to its absolute temperature.
16. (Egypt 93) Each of two identical quantities of a certain gas is placed in a cylinder
provided with a movable press. The gas pressure in the first cylinder (at constant
temperature) is doubled and the temperature of the gas in the second cylinder is
Exercises 2008/2009
Unit Three -92- Chapter seven
raised (at constant pressure) to its double value on Kelvin scale. Mention and
explain what happens to the average kinetic energy of the gas molecules in each
cylinder.
17. (Egypt 92) A gas molecule of mass m. moves with velocity v to be incident on the
walls of a cubic container of length “l”. If the angle of incidence is Ф, Show that
the total change in the normal component of the momentum of one molecule per
second =mv²/l
18. (Al-Azhar 1991) Describe an experiment, which can be used to determine the
absolute zero.
19. (Egypt 2001) A gas molecule of mass (m) is moving with velocity (v) in a
## direction perpendicular to the internal surface of a uniform cubic vessel of length
(l). Prove that the total change in the momentum of this molecule per unit time =
mv2/r
20. (Azhar 2002) Molecule of mass (m) moves with velocity (v) along the diameter of
spherical container. Find the force of that molecule at the wall of the container.
21. (Egypt 92) For a given quantity of gas, its volume pressure and temperature are
## recorded at certain conditions and the recorded at other conditions as indicated in
the corresponding table .you have to choose throughout the five groups A, B, C, D
and E the most suitable one for each of the following (knowing that each group
## may be used once or more or not used at all):
Gas information A B C D E
## P1, atm, pressure 2 2 2 2 2
V1, liter 4 4 4 4 4
T1, cº 27 27 27 27 27
## P2, atm, pressure 1.8 2 4 2 1
Exercises 2008/2009
Unit Three -93- Chapter seven
V2, liter 4 8 3 5 8
## c) The constancy of the root-mean-square velocity of the molecules.
d) The increase of the rate of collisions of gas molecules with the wall of the
container.
e) Boyle’s law.
f) Pressure law.
Problems
School Book:
1. Hydrogen gas in a vessel at NTP calculate the root mean square speed of its
molecules. (NA = 6.02 x 1023, Mass of Hydrogen mole = 0.002 kg) then calculate
the change in the momentum of the hydrogen molecule in the previous problem
## [1844.9 m/s, 1.23x10-23 kg.m/s]
2. What is the change in linear momentum of the hydrogen molecule in the above
## problem on each impact perpendicular to the walls of the vessel?
[1.224x10-23 Kg.m.sec-1]
3. (Egypt 95) Calculate the average kinetic energy of a free electron at 27°C (K =
## 1.38 x 10-23 J/k).
[6.21x10- 21 J]
4. Using the data given in the previous problem, find the root mean square speed of a
## free electron if its mass is 9.1x10-23 Kg
Exercises 2008/2009
Unit Three -94- Chapter seven
[1.168x105 m/sec]
5. Find the ratio between the root mean square speed of the molecules of a certain
gas at temperature 6000°K (sun’s surface) and that at temperature 300°K (Earth’s
surface).
[4.472]
6. Calculate the average kinetic energy and root mean square of the velocity of a free
electron at 300ºK, where Boltzmann’s constant = 1.38 x 10 -23 J/K, the mass of
## electron is 9.1x10-31 Kg.
[1.17x105 m/s]
7. An amount of an ideal gas has a mass of 0.8 x10-3 kg, a volume of 0.285x10-3 m3
at a temperature of 12º C and under pressure of 105 N/m2. Calculate the molecular
mass of the gas where the universal gas constant equals 8.31 J/K.
## where Boltzmann’s constant is equal to 1.38x10-23 J/K.
9. If the temperature at the surface of the Sun is 6000ºK, find the root mean square
speed of hydrogen molecules at the surface of the sun, knowing that the hydrogen
is in its atomic state. Its atomic mass = 1, Avogadro’s number (NA) = 6.02 x 1023,
## and Boltzmann’s constant = 1.38 x 10-23 J/K.
Evaluation Book:
10. Calculate the number of molecules in 20 liters of a gas at 1495.8x105 N/m2, 27°C.
## if Avogadro’s number is 6.023x1023 molecules and Boltzman’s constant is
1.38x10-23 J/°K
[7.226x1026]
11. Nitrogen gas in a vessel at normal temperature and pressure (N.T.P) one mole of
nitrogen equals 0.028 kg and Avogadro’s number equals 6.02 x 1023 and occupies
a volume of 22.4 liter, find the root mean square of velocity of the nitrogen
Exercises 2008/2009
Unit Three -95- Chapter seven
## [493 m/s, 4.58 x10-23kg.m/s]
12. At a certain temperature the R.M.S speed of Oxygen molecule is 500 m/s.
Calculate the R.M.S speed of Hydrogen whose atomic mass is 1/16 that of
## Oxygen at the same temperature.
[2000 m/s]
13. If the temperature of the external outer space is about 3.4°K and it contains 1
Hydrogen atom/m3. Find the gas pressure given that K = 1.38 x 10-23 J/K.
## [4.692 x 10-23 N/m2]
14. Calculate in Celsius degrees the degree at which the root mean square velocity of
oxygen gas molecules becomes twice its value at 27°C.
[927°C]
15. Calculate the number of molecules in unit volume of Oxygen gas at SPT if root
mean square speed of its molecules at STP = 4.62 x 102 m/s, mass of one molecule
## [2.699 x 1025 molecule /m3]
16. Calculate the number of molecules of a liquid vapor occupying a volume 0.277
liters at (-73°C) under pressure 3x10-12 Pascal given that Avogadro’s number =
## 6x1023 molecules/mole and universal gas constant 8.31 J/K
[3x105 molecules]
17. If the center of the sun consists of gases of average molecular mass 0.7 gm,
density 9x104 kg/m3, Pressure 1.4x1016 N/m2. Calculate the temperature at the
center.
[7.89x1030 K]
Exercises 2008/2009
Unit Three -96- Chapter seven
18. A quantity of gas of mass 0.8 gm occupies 0.285 liter at 12°C, Pressure 105 N/m2
calculate the molecular mass of the gas given universal gas constant is 8.31 J/K.
[66.48]
19. Calculate the number of molecules per unit volume under pressure 105 N/m2; if the
mass of one molecule is 3x10-26 kg, its root mean square speed is 400 m/s.
[6.25x1025]
20. The following table illustrates the relation between the average kinetic energy of
gas molecule and absolute temperature; represent the relation plotting average
## b. The value of the universal gas constant if Avogadro’s number
6.023x1023 molecule.
21. The following table illustrates the relation between the mean square velocity of
173 123 3 7
## v2 x 104 m2.s-2 9 13.5 18 2 2 3 36
2.5 7 1.5
Plot a graph relating the temperature on the Kelvin scale on the abscissa and
the means square velocity on the ordinate. From the graph find:
## a) The relation between v2 and t.
b) The mass of one molecule of this gas (Boltzman constant is 1.38 x 10-23 j/k)
Exercises 2008/2009
Unit Three -97- Chapter seven
c) The means of square velocity of the gas at 0°K and also the kinetic energy of
## the gas at this temperature.
Previous Exams:
22. (August 97) Given that the root mean square speed of the molecules of gas at SPT
is 5x102 m/s and the mass of each molecule of such a gas is 55x10-27 kg. Find the
## [2.2 x 1025 molecules]
23. (Egypt 96) Deduce the general gas law, and find the value of the universal gas
constant R (at N.T.P, the pressure = 0.76 m Hg, the temperature = 0°C and the
mole of gas occupies 22.4 litters), knowing that the density of mercury is 13600
## kg / m3 and g = 9.8 m/s2.
[R=8.31 J/°K]
24. (Egypt 96) Calculate the root mean square speed of the molecules of carbon
dioxide gas at 27°C, given that at NTP the density of carbon dioxide is 1.96 kg /
m3 and the mole of the gas occupies 22.4 litters. (Avogadro’s number = 6.02x10 23,
## Boltzman’s constant = 1.38x10-23 J/K)
[412.76 m/s]
25. (Egypt 90, Egypt 91) The mass of a sample of a gas is 3.2 x 10-3 kg and it occupies
2.24 liter at STP. Find the square of the average velocity of the gas molecule in the
considered sample at 100°C.
[(539.123 m/s)2]
26. (Egypt 96) If the density of nitrogen gas at pressure 0.76 m Hg and at temp. 0°C is
1.25 kg/m3. Calculate the root mean square speed of nitrogen at 0°C and at 300°K.
## [493.05 m/s, 516.8 m/s]
Exercises 2008/2009
Unit Three -98- Chapter seven
27. (Azhar 92) Under similar conditions of pressure and temperature the density of
hydrogen is 0.09 Kg/m3 and that of nitrogen is 1.25 kg/m3. Calculate the r.m.s
speed of nitrogen and the change in momentum for each collision with the wall
given that r.m.s speed of hydrogen is 1.8 x 10 3 m/s and the molecular mass of
## [483 m/s, 4.444 x 10-23 kg m/s]
Exercises 2008/2009
Unit Three -99- Chapter seven
Exercises 2008/2009
1
() At temperature equals to zero degree Kelvin.
2
() Wrong, Two different gases have the same temperature so that the average Kinetic energy of
## their molecules is the same.
3
() 2mv
4
() Mole
5
() Equal to
6
() The gas volume vanishes at constant pressure.
7
() The kinetic energy of the molecule vanishes.
8
() Increased to double its value.
9
() Increased to double its value.
10
() Equals to one.
11
() Because the molecules make elastic collisions with the walls of the container.
12
() Because the gas pressure changes the volume and the density but the molecules velocity | 4,795 | 17,514 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.390625 | 3 | CC-MAIN-2020-24 | latest | en | 0.87313 |
http://astrophysicsformulas.com/astronomy-formulas-astrophysics-formulas/alpha-fine-structure-constant/ | 1,498,386,285,000,000,000 | text/html | crawl-data/CC-MAIN-2017-26/segments/1498128320489.26/warc/CC-MAIN-20170625101427-20170625121427-00419.warc.gz | 30,982,291 | 6,727 | # alpha Fine Structure Constant
### Fine Structure Constant
A fundamental quantity known as alpha, fine structure constant,
is pivotal in atomic physics and is
$\alpha \ = \ \frac{e^{2}}{4\pi \epsilon_{0} \hbar c} \ = \ 7.2973525698 \times 10^{-3} \ \sim \ \frac{1}{137}$
and
$\frac{1}{\alpha} \ = \ 137.035999074$
where
$e = \$ elementary charge,
$\hbar = \$ Planck’s constant divided by $2\pi$.
$c = \$ speed of light.
The value of $\alpha$ above is the 2010 value recommended by the Committee on Data for Science and Technology (CODATA), as reported in Mohr, Taylor, and Newell (NIST, March 2012).
The fine structure constant is dimensionless. An interesting result is that the classical orbital speed of an electron in a hydrogenic atom as a fraction of the speed of light is
$\frac{v}{c} \sim \alpha \ Z$
where $Z$ is the atomic number of the nucleus. Obviously this is not valid if $v/c$ is relativistic, and it is not based on a proper quantum-mechanical treatment, but it does give an idea of whether relativistic effects are important for a given $Z$. Another result is that the binding energy of an electron in a hydrogenic atom can be expressed in terms of $\alpha$ and the electron rest mass-energy, $m_{e}c^{2}$:
$E \ = \ -\frac{1}{2} \alpha^{2} Z^{2} (m_{e} c^{2}).$
The binding energy is equal to the ionization energy (or potential), or the energy required to remove the electron from the atom. Of course, $\alpha$ sets the scale for the corrections to the basic atomic energy levels due to relativistic effects and the interaction of the magnetic field due to the electron’s orbital motion and the electron’s own magnetic moment. This is known as the spin-orbit interaction. The resulting energy shifts with respect to the gross energy level structure are known collectively as the fine structure of the energy-level spectrum. The energy corrections are of the order of
$\Delta E \sim \frac{1}{2} \alpha^{2} Z^{2} \ E_{\rm gross}$
where $E_{\rm gross}$ refers to the gross energy difference between levels having different principal quantum numbers ($n$). | 536 | 2,087 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 2, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.796875 | 3 | CC-MAIN-2017-26 | longest | en | 0.880987 |
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A233795 Number of triangular numbers between triangular(n) and n^2. 0
0, 0, 0, 0, 1, 1, 1, 2, 2, 3, 3, 4, 4, 4, 5, 5, 6, 6, 6, 7, 7, 8, 8, 9, 9, 9, 10, 10, 11, 11, 11, 12, 12, 13, 13, 13, 14, 14, 15, 15, 16, 16, 16, 17, 17, 18, 18, 18, 19, 19, 20, 20, 21, 21, 21, 22, 22, 23, 23, 23, 24, 24, 25, 25, 26, 26, 26, 27, 27, 28, 28, 28, 29, 29 (list; graph; refs; listen; history; text; internal format)
OFFSET 0,8 COMMENTS Number of triangular numbers t such that n*(n+1)/2 < t < n^2. LINKS Table of n, a(n) for n=0..73. MATHEMATICA nn = 110; tri = Table[n (n + 1)/2, {n, nn}]; mx = Floor[Sqrt[tri[[-1]]]]; Join[{0}, Table[Length[Intersection[tri, Range[tri[[n]] + 1, n^2 - 1]]], {n, mx}]] (* T. D. Noe, Dec 20 2013 *) CROSSREFS Cf. A000217, A000290, A233473. Cf. A022846 (number of triangular numbers less than n^2). Sequence in context: A225545 A088462 A189574 * A093337 A254528 A176044 Adjacent sequences: A233792 A233793 A233794 * A233796 A233797 A233798 KEYWORD nonn AUTHOR Alex Ratushnyak, Dec 16 2013 STATUS approved
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Last modified September 22 03:20 EDT 2023. Contains 365503 sequences. (Running on oeis4.) | 610 | 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} | 2.90625 | 3 | CC-MAIN-2023-40 | latest | en | 0.752009 |
https://www.coursehero.com/file/p7qjl3/The-beta-for-the-stock-will-be-200-for-the-next-five-years-and-drop-to-08/ | 1,556,180,260,000,000,000 | text/html | crawl-data/CC-MAIN-2019-18/segments/1555578711882.85/warc/CC-MAIN-20190425074144-20190425100144-00520.warc.gz | 649,849,717 | 704,530 | L10 - Option to Expand and Abandon
# The beta for the stock will be 200 for the next five
• Notes
• 16
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The beta for the stock will be 2.00 for the next five years, and drop to 0.8 thereafter (as the leverage decreases). Other Inputs: The stock has been traded on the LSE, and the annualized std deviation based upon ln (prices) is 41%. There are listed Eurotunnel bonds, the annualized std deviation in ln(price) for the bonds is 17%. The correlation between stock price and bond price changes has been 0.5. The proportion of debt in the capital structure during the period (1992 1996) was 85%. Annualized variance in firm value = 0.15 2 x 0.41 2 + 0.85 2 x 0.17 2 + 2 x 0.15 x 0.85 x 0.5 x 0.41 x 0.17 = 0.0335 The 15 year bond rate is 6% . (the duration of this coupon bond is roughly 11 years to match the life of the option)
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FINS3641 SAV Week 11: Valuation of the Option to Expand, the Option to Abandon, and Firms in Distress 15 Valuing Eurotunnel Equity and Debt in 1997 (Cont’d) Inputs to the BS Model: S, Value of the underlying asset: Value of the firm (note the error in the book) = £2,278 million X, Exercise price: Face Value of outstanding debt = £8,865 million t, Life of the option: Weighted average duration of debt = 10.93 years 2 , Variance in the value of the underlying asset = 0.0335 r , Riskless rate: Treasury bond rate corresponding to option life = 6% Based upon these inputs, d1 = 0.8582 N(d1) = 0.1955 d2 = 1.4637 N(d2) = 0.0717 the Black Scholes model implies the following values for equity and debt, bankruptcy prob. and default spread: Equity Value = Value of the call = £2278m x 0.1955 \$8,865m e ( 0.06 x10.93) (0.0717) = £116 million Debt Value = £2278m – £ 116 m = £2162 million Appropriate interest rate on debt = (\$8865m / \$2162m) (1/10.93) 1 = 13.7% Default spread = 13.7% 6% = 7.7% Probability of survival / Probability of bankruptcy = 7% / 93% Despite the high chance of bankruptcy, the equity still has a value because the debt is very long term. The fact that the French and the British governments put pressure on the banks to roll over their debt makes the option even more. | 660 | 2,212 | {"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-2019-18 | latest | en | 0.873649 |
https://www.unitconverters.net/power/calorie-it-second-to-attowatt.htm | 1,720,990,754,000,000,000 | text/html | crawl-data/CC-MAIN-2024-30/segments/1720763514638.53/warc/CC-MAIN-20240714185510-20240714215510-00190.warc.gz | 944,385,376 | 3,677 | Home / Power Conversion / Convert Calorie (IT)/second to Attowatt
# Convert Calorie (IT)/second to Attowatt
Please provide values below to convert calorie (IT)/second [cal/s] to attowatt [aW], or vice versa.
From: calorie (IT)/second To: attowatt
### Calorie (IT)/second to Attowatt Conversion Table
Calorie (IT)/second [cal/s]Attowatt [aW]
0.01 cal/s4.1868E+16 aW
0.1 cal/s4.1868E+17 aW
1 cal/s4.1868E+18 aW
2 cal/s8.3736E+18 aW
3 cal/s1.25604E+19 aW
5 cal/s2.0934E+19 aW
10 cal/s4.1868E+19 aW
20 cal/s8.3736E+19 aW
50 cal/s2.0934E+20 aW
100 cal/s4.1868E+20 aW
1000 cal/s4.1868E+21 aW
### How to Convert Calorie (IT)/second to Attowatt
1 cal/s = 4.1868E+18 aW
1 aW = 2.388458966275E-19 cal/s
Example: convert 15 cal/s to aW:
15 cal/s = 15 × 4.1868E+18 aW = 6.2802E+19 aW | 336 | 780 | {"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-2024-30 | latest | en | 0.700135 |
http://digitalambler.wordpress.com/category/geomancy/ | 1,386,755,076,000,000,000 | text/html | crawl-data/CC-MAIN-2013-48/segments/1386164034245/warc/CC-MAIN-20131204133354-00042-ip-10-33-133-15.ec2.internal.warc.gz | 48,504,613 | 16,359 | Timeframes Within Timeframes
Recently, someone took advantage of my divination special (which you should totally take up yourself through the rest of this October!), and while talking shop about what she’d like to ask, she also mentioned that she’s starting to learn geomancy as well. This is kinda awesome, since it made my job a little easier in describing the symbols used and how I arrived at their interpretations for her readings. Something this client is doing to help her learn geomancy is by drawing single figures to predict how things will go over a period of time, or in other words, a single-figure forecast. She does it for seasons, months, weeks, and days, and uses the figures to give her a heads-up on what’s coming her way. This is a good way to learn the figures, though it can be vague at times since it’s just a single figure and not a full chart. Still, it’s a useful thing.
However, she wanted advice on how to interpret these figures in this manner when it comes to a forecast for a small timeframe that takes place within a larger timeframe. For instance, say she drew the figure Via for the fall of 2013, Carcer for October 2013, and Rubeus for the first week of October 2013. Although each of these figures can be fairly clear on their own, seeing how they interact can be difficult. In a way, it’s like trying to figure out patterns within patterns, or wheels within wheels. After all, in many ways, Via and Carcer are very different figures, and understanding how they interact in this kind of time reading can be confusing. How do these figures interact with each other? The client wanted to know whether the longer-term figure affected the shorter-term one or vice versa.
My understanding of this kind of interlocked readings is that it’s not a matter of which affects the other, but which provides context or details for the other; the two are harmonious, generally speaking, but indicate different spans of time. Consider the relationship between the Court (Witnesses, Judge, and Sentence) of the Shield Chart and the houses of the House Chart in geomancy: both answer the same question but with different levels of scope. While the Court indicate the overall answer, or the bird’s-eye view of the situation, the houses indicate specific influences and effects in each aspect of the situation. Thus, the Shield Chart indicates the overall broad view, while any particular house indicates a specific detail that fills in the broad answer of the Court. Likewise, the Court provides context for each and any of the houses to make sense in the overall query.
When this logic is applied to timeframes, we can treat a long-term figure as providing a general heads-up on that timeframe, which indicates the overall direction or trend of things happening within that timeframe. A shorter-term figure indicates trends and events that happen just within that timeframe as it fits into the overall timeframe given by the long-term figure. As an example, if we draw Via for fall 2013, we can say that the overall trend of the season will be “change” or “motion”, but not everything in that season will necessarily have something to do with it, and some events within it may actually hinder change or motion. Other figures for shorter time periods within fall 2013, from seconds to months, can fill in the details for what exactly is going to happen within those timeframes, and can help the querent understand what those types of change might be. Conversely, shorter-term figures can be given a broader context or background information with long-term figures, to see how a particular event might be related to others in a larger timeline.
So, for instance, going back to the client’s example, she drew Via for the fall of 2013 and Carcer for October 2013. How might these figures interact?
1. Although Via is the overall theme for that quarter, not everything that happens in that quarter may be directly connected to Via itself; in other words, Via provides a high-level view but with no details. Carcer is a little more detail-oriented, and suggests that October may have things more important to focus on than just change. It’s not a matter of Via “affecting” Carcer, but the timeframe signified by Via itself is broader than that of Carcer, so Carcer can help fill in the gaps that Via leaves behind; alternatively, Carcer indicates a temporary influence within the overall arc or trends that Via indicates. If you think of wheels within wheels, this may make a little more sense.
2. Despite that Via means complete change and Carcer means enforced stability, they’re both figures indicating separation and solitude, with Via being more about chosen solitude or exile and Carcer being forced isolation or imprisonment.
3. Despite that Via means complete change and Carcer means enforced stability, it could be that the enforced stability of Carcer is the change that Via was hinting at, at least as Via applied to October. While things before may have been easy-going or easy to change from within, Carcer indicates that all change is being handled away from you without your involvement, and that it’s now time to be alone or locked into some other situation.
Behold, a new geomancy group!
Recently, my online friend and increasingly-awesome cohort in wine, magic, and divination and I were talking about Facebook on Facebook (there’s a “yo dawg” joke here somewhere). Long story short, we agreed it’d be awesome to start a Facebook group for traditional divinatory geomancy, so we did just that. You can find the link here, which you should totally click on and join, assuming you have a Facebook account and are also interested in geomancy. Yours truly, after all, is an admin of the group, and would so love to see you start a new conversation on an old art.
Of course, the original geomancy mailing list, the Yahoo! group Geomantic Campus is still alive and kicking, and if you haven’t joined there yet, you should, assuming you have a Y! account and are also interested in geomancy. There’s also the Astrogem Geomancy Facebook group, for those of you who practice Les Cross’ innovative method of modern geomancy (which I’ve reviewed here). And then there’s also my own geomancy posts you might read and ask questions on. The power is yours!
Okay, so, money’s tight for me, but it’s always getting better (and there’s much more to wealth than monetary numbers, anyway). Still, there are some upcoming expenses that I need to pay off, including a few plane tickets and otherwise prohibitively expensive books. Since divination’s something I like to do and can do well, let’s do this: from Sunday, 9/15, through Thursday, 10/31, I’ll be offering discounted rates on divination readings. Instead of the normal \$30 for a reading, Here’s what I’m charging:
• \$10 for a single query
• \$40 for five queries, or if you submit four \$10 single-query requests within this timespan, you get a fifth for free
The process of divination will be the same as normal, where you clicky-click on a PayPal button below, then once I get the payment request, we’ll start talking over email. For my line of divination, keep in mind that I’m much more a worldly advisor than cosmic seer: I like to help people with down-to-earth, real-world problems and issues. To that end, the best queries will be clear, concise, and direct. We’ll hash the query out over email and I’ll get you an answer, and we can talk about methods of action for advising afterward. All the same rules, etc. apply as for normal readings (you can get all that over on the Services page). This only applies to divination readings obtained through the Internet by email, and is only valid through the last day of October 2013.
\$10
\$40
If you’ve gotten a reading from me before, feel free to leave a testimony (if you so desire) in the comments. After doing 40 divinations this past Tuesday in the service of Hermes, a good number of people have gotten good worth out of my readings. Feel free to share this and spread the word; the world needs answers, and I’m more than willing to do my best to provide people with them. If this goes well, you might expect to see more of these discounted months every so often. | 1,827 | 8,249 | {"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} | 2.546875 | 3 | CC-MAIN-2013-48 | latest | en | 0.954084 |
https://www.gamedev.net/forums/topic/422903-raw-basic-3d-theory-please-help/ | 1,532,278,288,000,000,000 | text/html | crawl-data/CC-MAIN-2018-30/segments/1531676593378.85/warc/CC-MAIN-20180722155052-20180722175052-00423.warc.gz | 890,602,995 | 23,007 | This topic is 4275 days old which is more than the 365 day threshold we allow for new replies. Please post a new topic.
## Recommended Posts
I'm currently coding for an hardware without any 3D acceleration nor possibility to utilize such an API. However it was probably 1.5 years ago since I did anything in 3D and now I can't recall the basic 3D mathematics. Quite disturbing actually. First of all I have problems understanding what a Cross and Dot product really calculates. To discover whether a polygon is facing towards the camera or not. I know I should calculate the normal for the polygon but how shall I check that normal with the camera direction? Furthermore it has slipped my mind if I need to sort the vertices on a polygon depending on y-coordinates before I start calculating the edge's slopes and set initial values for the scan conversion to begin from. From my previous work it doesn't seem I have but it could be some kind of optimization I have forgotten about. I really appreciate if someone could help me solve these out and show me how it is done explaining the process as I'm so lost at the moment.
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Quote:
Original post by lordmetroidFirst of all I have problems understanding what a Cross and Dot product really calculates.
What do you mean with "really"?
The cross product
v' := v1 x v2
computes the vector that
(a) is perpendicular to both of the argument vectors
v' . v1 == 0 (see dot product below)
v' . v2 == 0 (see dot product below)
(b) has a length equal to the area of the diamond spanned out by the argument vectors
||v'|| == ||v1|| * ||v2|| * |sin( <v1,v2> )|
(c) with a right handed orientation (i.e. in order v1 thumb, v2 forefinger, v' middle finger of the right hand).
The dot product
s' := v1 . v2
computes the scalar that is equal to
||v1|| * ||v2|| * cos( <v1,v2> )
Assuming that both arguments are not of zero length, then the resulting scalar gives some information about the angle between them:
s' > 0 : the angle is less than 90°
s' < 0 : the angle is greater than 90°
s' == 0 : the angle is exactly 90° (perpendicularity!)
s' == s'max = ||v1|| * ||v2|| : the angle is 0°
s' == s'min = -||v1|| * ||v2|| : the angle is 180°
The absolute value |s'| can be understood as the length with which the one argument vector is projected onto the other argument vector. Or, in other words, its the length of the one argument vector in direction of the other argument vector. This property is often used to find the decomposition of a vector in its parallel and perpendicular parts w.r.t. a reference vector.
Quote:
Original post by lordmetroidTo discover whether a polygon is facing towards the camera or not. I know I should calculate the normal for the polygon but how shall I check that normal with the camera direction?
See the explanation belonging to the sign of the scalar resulting from the dot product above.
[Edited by - haegarr on November 7, 2006 8:36:03 AM]
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× | 802 | 3,085 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.5625 | 4 | CC-MAIN-2018-30 | latest | en | 0.927813 |
https://tonyeigbani.com/skin-care/how-many-moles-of-electrons-are-exchanged.html | 1,656,110,300,000,000,000 | text/html | crawl-data/CC-MAIN-2022-27/segments/1656103033816.0/warc/CC-MAIN-20220624213908-20220625003908-00320.warc.gz | 638,448,730 | 18,742 | # How many moles of electrons are exchanged?
Contents
## How do you calculate the number of moles of electrons transferred?
Current (A = C/s) x time (s) gives us the amount of charge transferred, in coulombs, during the experiment. Using the faraday constant, we can then change the charge (C) to number of moles of electrons transferred, since 1 mol e= 96,500 C. Now we know the number of moles of electrons transferred.
## How many electrons are exchanged?
Answer and Explanation: So, twelve electrons are exchanged in the given redox reaction.
## How do you know how many electrons are transferred?
How to determine the number of electrons transferred in redox reactions – Quora. Separate the half-reactions and determine how many electrons are lost during oxidation, and how many are gained during reduction. The Least Common Multiple (LCM) of these two numbers is the number of electrons transferred.
## How many moles of electrons are lost?
If two electrons are lost by one species with a coefficient of 1 then the number of moles of electrons is 2 x 1. If you have 0.1 moles of zinc then 0.1 x 2 moles of electrons are lost.
## How do you calculate moles of electrons transferred during electrolysis?
1. Sodium and chlorine are produced during the electrolysis of molten sodium chloride:
2. 9,650 coulombs of charge pass. Calculate the amount of sodium and chlorine produced. Remember that 1 F (faraday) = 96,500 C.
3. Number of moles of electrons = 9,650 ÷ 96,500 = 0.1 mol.
## How many moles of electrons are exchanged during the formation of 5 moles of MGO?
Correct option is (C) 6 moles.
## How many electrons are transferred in the following reaction mno4?
As the oxidation number of oxygen is not changing, the no. of electrons transferred would be equal to the change in oxidation state of manganese. In this case, the number of electrons transferred is (7–4)=3. Thus, electron transfer in this reaction is 3.
## How many electrons are transferred in the net ionic equation?
The net equation is a six-electron transfer.
## How many electrons are transferred in the following redox reaction?
Two electrons are transferred in this reaction.
## What is a transfer of electrons called?
ionic bonding
… stems from the transfer of electrons from one atom to another. When such a transfer occurs, all the valence electrons on the more electropositive element (from one of the first three groups on the left in the periodic table) are removed to expose the core of the atom.
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## What type of electron transfer happens between these two atoms?
Ionic bonds form between two or more atoms by the transfer of one or more electrons between atoms. Electron transfer produces negative ions called anions and positive ions called cations.
## How are electrons transferred between atoms?
In ionic bonding, electrons are completely transferred from one atom to another. In the process of either losing or gaining negatively charged electrons, the reacting atoms form ions. The oppositely charged ions are attracted to each other by electrostatic forces, which are the basis of the ionic bond.
## When 3 moles of electrons are lost by 1 mole of M3+ ions oxidation state of elements become?
When M3+ losses 3 electrons, It becomes M6+. Hence the oxidation number of M will be +6.
## How do you find the moles of a redox reaction?
Since the redox equation is balanced, 1 mol of MnO4 reacts with 5 mol of Fe2+. Using this, we can obtain the number of moles of Fe2+: moles Fe2+ = 0.100 mol/L x 0.0250 L. moles Fe2+ = 2.50 x 103 mol. | 839 | 3,621 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.703125 | 4 | CC-MAIN-2022-27 | latest | en | 0.938144 |
https://learnlearn.uk/ibcs/error-checking/ | 1,726,072,788,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651390.33/warc/CC-MAIN-20240911152031-20240911182031-00229.warc.gz | 329,521,266 | 26,748 | Learnearn.uk » IB Computer Science » Error Detection
Error Detection
Introduction
Why do errors occur?
When data is transferred through a network at each stage there is possibility that data might get corrupted. Therefore when a packet is received it needs to be checked to ensure the integrity of the data. Two common ways this can be achieved is through the use of parity bits and check-sums.
Parity Bit
Parity Bit (Aka Check Bit)
A check bit is a simple method of error checking used to detect data corruption of small blocks of data (usually at byte level) during storage or transmission of data. A single bit of data is added to a string of bits and order to ensure that the sum of the total of bits is either even or odd.
• If even parity is used then sum of the digits must add up to an even number
• If odd parity is used the sum of the digits must add up to an off number
After the data is transmitted, the receiving device adds up the string of bits again (this time including the added bits) and checks it for parity.
If the received data does not match the required parity then the data is corrupt and must be re-sent.
Example(using even parity)
Original 7-bit binary data 0110101 Binary data with 0 parity bit added 01101010 Example received data (corrupted) 01001010 (Now odd number of 1s)
In the example above the 7 original bits added up to an even number, so a 0 was added to the end. When the data was received the number now added up to an odd number, so the data must have been corrupted during the transmission process.
Limitations of parity bits
A parity bit check is not perfect and some errors are still possible (for example if 2 bits have been corrupted)
Check Digits
Check Digits
A check digit is a single digit number that is added to the end of a string of digits to detect human error during manual entry, such as entering a wrong digit or reversing two digits when entering a credit card on a shopping website.
Check digits are commonly used on:
• Barcodes
• Credit Cards
• Account Numbers
• Government ID Numbers
Check digits can be found everywhere, from food packaging to the barcode on the back of your favourite book.
Luhn's Algorithm
Luhn’s Algorithm
Luhn’s algorithm is a simple mathematical technique that used modulo to detect simple errors. It is commonly used on 15 digit credit card numbers to automatically calculate the 16th digit.
The technique is simple.
Write all the digits down in order.
1. For each number in the sequence that is in an odd position (first, third, fifth,etc) multiply that number by two and add each of the digits of the result together.
2. For each number in the sequence that is in even position, leave it as is.
3. Now add up all the resultant numbers together (including the ones you left as is)
4. Work out 10 minus modulo 10 of the total ( = 10 – Total MOD 10 )
5. The answer is the 16th digit!
For example:
Credit Card Number 4 2 5 9 2 1 7 6 6 3 1 2 2 1 4 Multiplier 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 Result 8 2 10 9 4 1 14 6 12 3 2 2 4 1 8 Digits added 8 2 1 9 4 1 5 6 3 3 2 2 4 1 8 Sum Total 59 10 – Total Mod 10 1 Final CC Number 4 2 5 9 2 1 7 6 6 3 1 2 2 1 4 1
If you want to try it out live, Try out it on this google sheets doc (Go To File > Make a copy) and use your own numbers
Is this a valid card number? Trying working out the answer by using Luhn’s algorithm below
Barcodes use a mod 10 algorithm with a 3x multiplier instead of a 2x
Check sums
Check Sums
Check sums are used to detect accidental corruption of large blocks of data after transmission of storage. They are commonly used to verify the integrity of downloaded files or programs after downloading them from the internet.
The use more complex algorithms than check digits or parity bits and the resultant sum is much larger in size. While checksums do not 100% guarantee the integrity of data ensure a very high probability of corruption detection. | 996 | 3,934 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.5625 | 3 | CC-MAIN-2024-38 | latest | en | 0.906924 |
http://stackoverflow.com/questions/8487745/python-scipy-optimize-leastsq-jacobian-estimation?answertab=active | 1,386,459,171,000,000,000 | text/html | crawl-data/CC-MAIN-2013-48/segments/1386163056101/warc/CC-MAIN-20131204131736-00091-ip-10-33-133-15.ec2.internal.warc.gz | 175,209,114 | 13,095 | # python scipy.optimize.leastsq jacobian estimation
I am using frequently scipy.optimize.leastsq() for my Ph.D thesis however I have no idea how can I get the estimate of a jacobian from the data that leastsq() returns. I need to know the estimate of a jacobian that is used in minimization to compare with the finite difference approximation at minimum.
Does anyone has a formula how to get it ?
This can be a bit tricky when you check how for e.g a covariance matrix is calculated inside leastsq()
Any help would be welcomed. Thank you!
-
The Jacobian leastsq uses is done by finite foward difference, so you won't win much. – tillsten Dec 13 '11 at 12:16
Yes, but in my case the step in forward difference is very important. So if the leastsq is using too small value then the jacobian may be zero because of the rounding errors. So I need to compare the jacobians calculated by my own with the ones from leastsq. – user1095523 Dec 13 '11 at 14:08
Are the terms in your matrix observed data with limited precision or from formulas so you could in principle compute them to as much precision as you liked? – DSM Dec 13 '11 at 14:28
They are computed from "numerical formulas" however I cannot calculate them with given precision. This is because they come from a really complicated problem and there is a lot of "computational noise" in them. Because of this I know that changing a paramer by, let's say 0.001 will make nonsense and give random derivative, but change by 1.0 will be allright and derivative will be ok. This is why I need to see the jacobian, and better the step for each parameter that leastsq() is using. – user1095523 Dec 13 '11 at 16:11
FYI: The size of steps used by the finite forward difference estimation of the Jacobian in `scipy.optimize.leastsq` is controlled by the `epsfcn` keyword argument. docs.scipy.org/doc/scipy/reference/generated/… Alternately, you could always supply your own function to calculate the Jacobian using a similar finite-difference method. – Joe Kington Dec 13 '11 at 19:10
show 1 more comment | 494 | 2,056 | {"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-2013-48 | latest | en | 0.924629 |