Is it possible to cross Bristol’s 43 bridges without crossing the same bridge twice? This is an example of the ‘Seven Bridges of Königsberg’ problem in mathematics. A route that solves the problem for Bristol’s bridges has been devised by Dr Thila Gross, Reader in the Department of Engineering Mathematics of Bristol University. He came to Bristol from his native Germany about three years ago because Bristol is one of the best places in the world for this particular subject. He wanted to find an interesting way of introducing his students to network theory – and he realised that Bristol and its bridges had a resemblance to Königsberg – except that it has three ‘islands’ – Spike Island, St Phillips and Redcliffe – and 43 bridges, not 2 and 7 respectively. Nevertheless, he knew that the ‘Königsberg bridge problem’ could be applied to Bristol – walk across all of its bridges without crossing the same one twice – and he knew that it did have a solution. So he set about solving it.
It required about three solid days of work spread over a fortnight. Two thirds of the time was spent just finding out where all the bridges were, and what was to count as a bridge and what not. Only bridges that are walkable are included and a judgement had to be made about some smaller bridges (not comparable in size to Königsberg’s bridges) on tributaries of the Avon that would have led the resulting walk long distances through some dull areas. Some bridges comprise two separate structures of segregated traffic and are counted as two.
Solving the problem is a case of trial and error, using some mathematics and some informed guesswork. There is no one solution to the problem, and others may start and end at different points, but Thilo particularly wanted his solution to end at the Clifton Suspension bridge. When he finally cracked it he then walked the whole route – about 33 miles – and managed to do it all in a single day of more than12 hours walking.
The ‘Bristol Bridge Walk’ is a fascinating, and sometimes spectacular, route that will take you into many of Bristol’s hidden nooks and crannies. Each bridge is an interesting feat of engineering with its own place in the history of the city. Unlike Thilo, you don’t have to do it all in one day. and you could maybe do it by bicycle if you are prepared to carry it up and down steps.
Use the following links for more details of Thilo’s route:
- Map of the full route (PDF)
- Map of the city-centre section of the route (PDF)
- A set of written instructions (PDF)
The route pre-dates the new Finzel’s Reach bridge, so an entirely new solution will have to be found.


I have just established an organization called Subtle Renaissance Solutions. It is
dedicated to finding solutions to social, cultural, economic, philosophical and spiritual
issues of our times. In it you will find a list of the BIG QUESTIONS and ANSWERS
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science, engineering, education mathematics and technology.


Craps Odds and rolling the same number consecutively
I am building simulation for flipping a coin ten times. heads in a row, you lose.The probability that the coin will come up heads on the next flip is.The probability of not seeing 10 heads in a row can be expressed as (0.999023438).
The probability of getting all heads or all tails if you flip a coin three times is: P(HHH or.If a coin is tossed 12 times, the maximum probability of. SOCRATIC.Home Psychology Why Your Trading Strategy Is Still Good After 10.
Indians-Cubs 2016 World Series: What MLB history says about teams down 3-1.
You are going to play a game where you bet a dollar andProbability: Independent Events. Probability of 3 Heads in a Row.Know how to calculate odds against an. you have a 66% chance of losing - 2 chances to lose and 1 chance to win means 2.
I have lost 10 in a row a few times same color in rou at sbr casino.
What is the probability of flipping heads three times in a row
The odds of flipping a coin heads 100 times in. it is a fair coin with odds of. of 100-in-a-row coin flips.


Hutch joined the BDEA math department in 2010. He was previously a teacher resident at the Timilty Middle School in Boston, and a tutor at Math Advantage in Wellesley, MA. He has also worked for The Weston Drama Workshop in Weston, MA, David Korins Design Inc. in NYC, and The Yestermorrow Design Build School in Warren, VT, as well as volunteering with the Red Feather Development Group on the Hopi and Northern Cheyenne reservations. His diverse background in art, design and construction helps him develop math activities for the classroom that are practical, experiential and creative.
He holds a B.A. in Studio Art/Sculpture with a minor in Mathematics from Vassar College as well as a Masters in Education from the University of Massachusetts Boston. He lives with his wife and children in Jamaica Plain and bikes to work every day.


Cljs Lexicographical Permutations
There's a few ways to solve Project Euler #24. One way is to figure out how to find the next lexicographical permutation of a list of digits.
If you're like me, then "Lexicographical Permuation" sounds scarier and more complex than it really is. Once you understand the terminology, it's really pretty easy.
At the end of this post, I have a live demo animation that shows how to find the next lexicographic permutation of any list of characters.
First: don't let the terms scare you.
"Lexicographical Order" is putting digits or characters in order from least to greatest. Easy, right?
A "permutation" is a rearrangement of digits or characters. For example, if you have digits 0, 1, and 2, you can rearrange them in 6 different ways.
Here are the 6 permutations of the digits 0, 1, and 2, ordered lexicographically:
Now that we understand what a "Lexicographical Permutation" is, how do we find the next one?!
Before I go any further, I have to say, this post here gives a great explanation, and I borrowed some terminology from that post.
If you're given a list of things, how can you find the next lexicographical permutation?
For example, let's use "0123" as an example. In order to get the next biggest permutation, we need to keep the 0 and 1 in place, and switch the 2 and 3 at the end. That would give us "0132". There's no other permutation that is smaller than that and still larger than "0123", right?
So that's the basic idea: We need to try and keep the bigger digits to the right as much as possible.
Let's take that idea and come up with an algorithm. We'll start with "0132" this time:
First, find the largest right most sequence of digits that are descending from left to right. In this case it's "3, 2". Let's call that the "suffix" and we'll mark all the digits in the suffix in dark blue. Let's call the digit just to the left the "pivot" and mark the pivot in green:
Next we need to find the largest number in the suffix, starting from the right, that is greater than the pivot. In this example, it's the number "2". Let's mark this number in purple:
Next step is to swap the purple and green numbers:
And then the last step is to reverse all the numbers after the purple number. After that, we have our next lexicographical permutation of "0213"!
Pretty neat, right?!
I thought this was such a cool little algorithm that I created a demo to show it in action.
Here's a couple of notes about the implementation:
- I used clojurescript, reagent, re-frame. Such an awesome stack.
- I didn't think it was possible, but the re-frame developers just put out documentation that is even better than before! Even if you don't use re-frame, I definitely recommend anyone using reagent to read thru.
- I think I understand how to use re-frame coeffects now. If you're interested, look into using
- I found this really nice react component library for animating listscalledreact-flip-move. Ihighly suggest you read thoughhis great articleabout how it works.
- re-frame undo was so easy to wire up as well.
You can see the source code for the widget below here.
Enter any combination of characters. And then click the refresh button. Click play to sequence thru the lexicographical permutations.
Mesmerizing, isn't it?


- The Whole Truth About Whole Numbers: An Elementary Introduction To Number Theory Downloads Torrent
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Property Edge and True Chances in Slots and Bingo
The main difference between a casino sport and a video poker device is that video poker machines require more skill than most casino games. Among this is Texas Holdem, a game of luck, where the outcome is pre-determined. Players select a hand and the machine rolls the figures for the chosen hands and tells the player whether the hand has the “low” or “high” cards. If it gets the high card, the player will win; if it has the low card, the ball player loses the game. There is no other way to get in Holdem.
The outcome of a random event has a range, that may be studied using mathematics and statistics. Standard deviation is one particular study, which uses probability theory and various assumptions concerning the distribution of results. One of many assumptions, known as the binomial distribution, predicts that the likelihood of an event occurring would depend on the number of outcomes that occur. For example, in a standard deviation analysis, the typical deviation is used to estimate the range of possible results. This could be compared with the lottery wheel, which runs on the finite amount of draws to estimate the likelihood of getting a specific number of “balls”. Each draw takes place in a discrete interval and will be independent of the others.
Another popular type of casino game is the slot machine game. Slot machine games are played on revolving pubs, and each time the ball lands on a particular line, the amount paid out is correspondingly increased. A typical slot machine game gives players an opportunity to win large sums of money, but they aren’t random, since there is a greater chance of hitting the winning line. In fact, it really is considered a “lier” type of gambling because it is dependent on likelihood.
An added popular type of casino game is the card game. Most casinos include a variant of the game, as much players find this more entertaining than the more traditional slots. Additionally, there are some variation of the card game in non-casinos, such as bingo. Again, because of its dependability on chance, card games are less predictable than slot machines. However, many players find card games more exciting than the other styles.
An important characteristic of casino games may be the house edge. The home edge is the difference between the expected payoff and the total amount actually received by the gambling establishment. In most slot machines, the home edge is about twenty per cent, while it may be as low as ten per cent in bingo. The home edge can also increase when game variations, such as for example card shuffling, increase the amount of hands enjoyed.
In comparison to gambling, casino games require extra calculation skills. While skill in gambling may improve with experience, it isn’t necessarily true for casino game titles. While luck may affect the results of individual spins, it really is impossible to depend totally on luck. The house advantage means that there is a greater risk of losing money when one partakes in gambling establishment games than gambling.
Although the house edge does affect the amount of cash that could be won or lost, it isn’t the principal reason why a casino user chooses a specific machine. Like any other form of gambling, real cash is involved. The primary motivation for playing may be the thrill of winning which is easier attained in slots. Alternatively, it is much more challenging to get at bingo, the common card game. If the gambler prefers bingo or slot machines depends on his or her preferences for entertainment and the casino’s offerings.
When all factors are believed, it is easy to see that slots win a lot 인터넷 카지노 more than bingo. Slots offer a chance for the player to obtain additional than one possiblity to win and if the total amount wagered is small, since it is in most casino settings, more likely than not, the house edge will negate increases in size of the average person spins. In this scenario, casinos with larger house advantages keep their slots open more time, thereby providing more chances to win. If the total amount wagered is significant, nevertheless, slot players may prefer to play bingo. Regardless of which casino sport is chosen, the real odds of success are the similar.


Self-inductance is the tendency of a coil to resist changes in current in itself. Whenever current changes through a coil, they induce an EMF which is proportional to the rate of change of current, through the coil.
Khan Academy is a nonprofit organization with the mission of providing free, world-class education for anyone, anywhere. We offer quizzes, questions, instructional videos, and articles on a range of academic subjects, including math, biology, chemistry, physics, history, economics, finance, grammar, preschool learning, and more. We provide teachers with tools and data so they can help their students develop the skills, habits, and mindsets for success in school and beyond. Khan Academy has been translated into dozens of languages, and 15 million people around the globe learn on Khan Academy every month. As a 501(c)(3) nonprofit organization, we would love your help!
Donate here: https://www.khanacademy.org/donate?utm_source=youtube&utm_medium=desc
Created by Mahesh Shenoy


Tuesday, August 16, 2011
delaunay triangulation example in c#
This is an example demo of a Delaunay triangulation, it was invented by Boris Delaunay and is used for making hull surfaces from single points. The downloadable .rar also has a java implementation and other stuff to study. The algorithm has a high degree order and has a few bugs when there are many points. It can be added points dynamically and circles that make triangles can be drawn as well.
Any questions post it here. Anonymous comments are enabled. this is the download link


AP Calculus BC is an introductory college-level calculus course. Students cultivate their understanding of differential and integral calculus through engaging with real-world problems represented graphically, numerically, analytically, and verbally and using definitions and theorems to build arguments and justify conclusions as they explore concepts like change, limits, and the analysis of functions.
Students enrolled in AP Calculus BC will enhance their understanding of topics covered in AP Calculus AB and will also engage in a complete analysis of parametric equations, vectors, series and sequences. Because of the timing of the AP exam, AP Calculus BC students will proceed at an accelerated pace. Throughout the course, students will practice AP type problems and questions in preparation for the AP exam. This course encompasses two full semesters of university-level calculus.
*This course is offered for dual credit through UMSL.
Grade Level(s): 10th-12th
Curricula for Advanced Placement (AP) courses are created by the American College Board, which offers high level coursework and exams to high school students. Colleges and universities may grant placement and course credit to students who obtain high scores on examinations. Curriculum for each subject area is created by a panel of experts and college-level educators in that field of study. The Course & Exam Description (CED) for AP Calculus AB and BC can be found HERE.
Course-Level Scope & Sequence (Units &/or Skills)
- Unit 1: Limits and Continuity
- Unit 2: Differentiation: Definition and Fundamental Properties
- Unit 3: Differentiation: Composite, Implicit, and Inverse Functions
- Unit 4: Contextual Applications of Differentiation
- Unit 5: Analytical Applications of Differentiation
- Unit 6: Integration and Accumulation of Change
- Unit 7: Differential Equations
- Unit 8: Applications of Integration
- Unit 9: Parametric Equations, Polar Coordinates, and Vector-Valued Functions
- Unit 10: Infinite Sequences and Series
Date Last Revised/Approved: 2014


During our STEM week (w/c 20 May) the children enjoyed a great range of activities encompassing all the STEM elements - Science, Technology, Engineering and Mathematics.
We had a number of visitors who presented a range of subjects with the ever popular inclusion of slime and explosions!
Workshops on Slime, Mother Nature, Digestion, Electricity & Circuits, Lego, Circulation and Heart dissection all took place during the week.
Stanley Primary School, Strathmore Road, Teddington, Middlesex, TW11 8UH
Tel: 020 8977 4858


If you read our blog post, Why Interest Rocks, you learned about simple interest, the percentage you earn on the original principle in your savings account. Now get ready for the sequel... Why Compound Interest Rocks.
So why does compound interest rock, you ask?
Because this type of interest makes your savings grow even faster than simple interest.
Well, every time you earn interest on the funds in your account, that interest also earns interest.
Let’s look at an example: Say you have $1,000 in an account that pays you 5% simple interest for 1 year. You’d make $50 in interest for a total of $1,050. The following year, you’d earn the same $50 interest on your $1,000 principle, and so on. With simple interest, you earn interest on the principle amount only, so each year you will add $50 to your balance.
Total simple interest earned after 20 years: $1,000.00
With compound interest, you earn interest on your interest. So the first year you would earn $50 to bring your balance to $1050. The second year you will earn $52.50 in interest to bring your balance to $1102.50. To see how this works over time, check out this chart below that we made from this website.
Total compound interest earned after 20 years: $1,653.30
Do you now see why compound interest rocks? Click here to learn the formula for compound interest so you can calculate it yourself. To calculate how much money it would take you to reach your saving’s goal, use our savings piggy calculator by clicking here. Getting paid to save…now, that rocks!


In a moment of boredom, and prompted by a recent survey of wacky interview questions, I plotted out the probability graph of finding a matching pair of socks at random, based on the number of black ones among 25 grey ones. It turns out that you need only 3 black socks to drop the probability of a matching pair from 100% to 80%; 9 in 25 gets you to 60%. Anything over that makes very little difference up to 25, where the probability drops to a minimum as you would expect. After that it starts rising again slowly, but never reaches 100%. YOU NEVER HAVE A LESS THAN 48.9795918% CHANCE OF GETTING A MATCHING PAIR. I find that oddly comforting.


Number of books and materials are available in the markets to enhance the mathematics skills of the students. In fact, basic math is a game of trick and if we made the student able to learn those tricks and methods than their concept about basic math can be increased. Following is the list of 10 best math games for teachers to use in classroom. All are free and all you need just to print out them or use household items and spare parts to start.
1. Hundred Board Logic
Hundred Board Logic is a best math game to increase the subtraction, multiplication, subtraction, multiplication and common problem solving skills of the students. In this game, students solve the problems clue by clue and learn the use of mathematics principles, money and measurements units.
2. Time Worksheets
Time Worksheets are an easy to use, very flexible and great resources for children of Kindergarten (KG), 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, and 5th Grade. After using these sheets, students will be able to learn about how to calculate the time.
3. The Ten Digits
The Ten Digits is a number system based on ten. With the use of only ten symbols or digit student can write any number. This game will provide the step by step calculation of a number and will make able the children to learn math very quickly.
4. Addition/Subtraction Sorting
Addition/Subtraction Sorting is another interesting math game to enhance the basic concepts of math of the students from KG to Grade 1. Students have to sort the question of addition and subtraction with their respective answers in an answer labeled box.
5. PEMADS Worksheets
PEMADS Worksheets are basically used to teach the students the rules of order that calculations should be performed. You may select degree of difficulty to be either easy or hard. Moreover, you can also modify these sheets to clear the English alphabets order concept of students.
Estimation is a best game for KG to Grade 8 level students to learn applied math, arithmetic, geometry, measurement and statistics. Use popcorn or grain to learn about place value, estimating, graphing and many more math concepts.
7. Hula Hoop Clock
Hula Hoop Clock By making the clock on your white board using a hula hoop, you can also teach the student how to check the time. Ask the children to draw the image of specific time on white board in the hula hoop.
8. Decimal Place Value
Decimal Place Value is a chart to teach the students how to read and write decimal numbers. By this game, student will be able to make the difference between a whole number and a decimal number. Moreover, subtraction, multiplication, addition and division of decimal numbers can also learn through this chart based game.
9. Math Evolve
Math Evolve produced problems with elapsed days, weeks, months, and years. Math Evolve produces 10 problems per page into nine international languages. You can create time worksheets according to your own requirement to give the comprehensive knowledge of time, days and year calculation to the student of KF, 1st to 3rd Grade.
10. Percent Worksheets
Percent Worksheets are great for practicing percentage calculations like converting between percents, decimals and fractions. In these sheets you can create problems according to your own requirement and level of students.


The theories of groups and manifolds have powerful applications to problems in neuroscience and machine learning. Yet, connections between these fields remain under-explored. We're a group of researchers working together to deepen our mathematical background and explore these exciting connections. Along the way, we're curating a collection of resources to help ourselves and others get up to speed on these ideas.
Where | https://berkeley.zoom.us/j/98677687424
What is a Lie Group?
What is Differential Geometry?
Each week there will be material to view and problems to guide understanding.
Before each meeting, all members are expected to
This Week's Presenters
Invited talks from researchers in geometric learning, computer vision, and related areas. If there's anyone you'd like to invite, please email Christian Shewmake.


There will be a series of Virtual Data Analytics and Advanced Virtual Data Analytics courses in July, August and September as part of the Public Service Workshop Program.
Data analysis, a four-session workshop, which will help participants develop skills in visualizing and analyzing data, will be held from 9 a.m. to noon on July 14, 15, 19, and 22; August 8, 9, 11 and 12; and September 12, 13, 15 and 16.
Topics include descriptive statistics, histograms, crosstabs and pivot tables, correlation and regression, and confidence intervals. The emphasis is on using graphs to explore patterns and relationships in data. Datasets are provided to practice developing statistical analysis skills. Microsoft Excel will be used as the data analysis learning tool and the workshop will be delivered virtually using Zoom. Each participant must participate in all exercises using their computer.
Prerequisites: Familiarity with Excel, including knowing how to enter simple formulas and use built-in functions, and having completed the NYS OER Working with Data (Online) course prior to attending the workshop.
The advanced workshop will take place from 9 a.m. to noon on July 25, 26, 27 and 28; August 22, 23, 25 and 26; and September 22, 23, 29 and 30. Participants will continue to develop their skills to analyze data.
Topics include multiple regression, regression modeling, analysis of variation, multiple comparison procedures, and nonparametric methods. Datasets are provided to practice developing statistical analysis skills. The workshop uses Microsoft Excel to learn about data analysis and the workshop will be delivered virtually using Zoom. Each participant must participate in all exercises using their computer.
Prerequisites: Familiarity with Excel, including knowing how to enter simple formulas and use built-in functions. It is recommended to attend the basic data analysis workshop as well as an introductory statistics course.
Register for the July workshop before July 7 here.
Register for the August workshop before August 1 here.
Register for the September workshop before September 2 here.
Register for the July Advanced Workshop before July 18 here.
Register for the August Advanced Workshop by August 15 here.
Register for the September Advanced Workshop before September 15 here.
For full workshop details and to register, go to the statewide Learning Management System (SLMS) at https://nyslearn.ny.gov. For information on currently available offerings, see PSWP course offerings at www.pswp.info.


Geometric Diamond Line Stamp Set-3 Pcs
Designed for making geometric patterns on a large area, each set includes 3 size stamps, easy and flexible to use on any sized surface.
- The set includes: small stamp (1), medium stamp (1), large stamp (1).
- Small: 6mm (1/4″) x 6mm (1/4″).
- Medium: 9mm (3/8″) x 9mm (3/8″).
- Large: 12mm (1/2″) x 12mm (1/2″).


I have recently faced a problem, where I had a bunch of SVG files with a large amount of fraction numbers in the path definitions. These images were displayed in small size, so this amount of precision was irrelevant, and these numbers took almost half of my SVG images’ size. So I created an Elisp defun to round these numbers to 2 decimals:
(defun get-number-at-point () (interactive) (skip-chars-backward "0123456789.-") (or (looking-at "[0123456789.-]+") (error "No number at point")) (string-to-number (match-string 0))) (defun round-number-at-point-to-decimals (decimal-count) (interactive "NDecimal count: ") (let ((mult (expt 10 decimal-count))) (replace-match (number-to-string (/ (fround (* mult (get-number-at-point))) mult)))))
This finds the first digit of the number under point (the cursor), and reduces its digits to the given amount (or the number given with C-u). It has some drawbacks, though, as it cannot handle exponential forms (e.g. 1e-1234), but these were rare in my case, and its hard to iterate through all numbers. I will come over this latter problem soon(ish).


There are quite a few things in life that are more fun than doing the laundry. Why, then, do makers of laundry care products add some extra complexity to this task by confronting their customers with unnecessarily complicated dosage instructions?
Do your math
This table on a box of washing powder states how much powder should be used for one full load of laundry, based on water hardness (rows) and on how stained the clothes are (columns).
As a convenience to their customers, the manufacturer offers a free measuring cup, which holds about 85 ml of detergent. This cup has a precise scale printed on its side which is labeled with both milliliters and fractions.
Determining how many cups of detergent you need is a simple, straight-forward calculation, of course: divide the amount found in the table by the size of the cup. And yet, I would not be surprised if the majority of customers find such math to be inconvenient. To some, it may even be overtaxing.
Simply stating the amount of detergent in multiples and/or fractions of the measurement cup would eliminate the conversation calculation, making measuring decidedly simpler and faster.
Like powder, like liquid
This bottle of liquid detergent features a measuring table similar to the one from the previous example. In this case, it is the bottle’s cap that serves as the measuring device, holding 110 ml.
Just like the table on the box of powder, this product also requires the user to convert milliliters into multiples and/or fractions of the measurement cap. Unlike the cup to be used with the powder, however, this cap does not feature a scale, making the measurement even more difficult.
Using the cap for measuring 165 ml — 1.5 caps — may still be feasible. But what about 120 ml or 135 ml?
As easy as one third, two thirds, three thirds
Compare the previous two designs to this one, which I found on a bottle of fabric conditioner.
In addition to listing precise amounts in milliliters (for soft, extra-soft, and hand-wash applications), this product also states fractions of the bottle cap (“Kappe”).1
The inside of that cap features fine lines molded into the plastic at 1/3 and 2/3 cap-fulls. Admittedly, these lines are a bit hard to see, but the designers did at least think of this feature to begin with.
Using the right amount of this product is as easy as comparing the levels indicated on the cap with what is stated on the bottle, and filling the cap to the required level.
I don’t know whether there is a legal requirement to state the exact volume this way. Then again, who knows how many nitpicking customers would call the manufacturer’s hotline to ask for this information if it were not printed on the bottle… ↩


The Bridges is an international conference and festival on mathematics, music, art and architecture, held annually since 1998 at different locations. The conference attracts international scientists and artists who not only present their achievements in their particular disciplines, but also share the ideas and build bridges between mathematics, music, art, architecture and culture. This year the conference took place at the University of Coimbra, the most ancient university in Portugal and the third oldest university in Europe. The region is famous for its ceramics, and the university museum’s collection includes plates dating back to the seventeenth-eighteen centuries depicting graphs and formula copying pages from mathematics, astronomy and physics books. These plates once served as decorations in the University’s dining halls and students’ dormitories to help them study even at dinner and in their sleep!
Conference organisers Reza Sarhangi and Carlo H. Séquin invited more than a hundred and fifty lecturers, and exhibition curator Robert Fathauer presented works of seventy artists investigating beauty of mathematics and mathematical precision of art. Bridges participants had to choose between attending the lectures, solving mind-game puzzles, exhibitions, sharing and adopting pedagogical practises, listening to mathematical poetry and music and watching mathematical movies.
Among the participants of the conference there were specialists in a wide range of the disciplines: mathematicians, physicists, computer engineers, artists, designers, sculptors, architects, photographers, poets, dancers, musicians, each one with unique ideas for correlating mathematics and arts. For example, Ruth Mateus-Berr with colleagues created avant-garde clothes in Thinking LAB computer program by rotating forms of platonic solids’ conic sections, and E.S. Hur and B.G. Thomas used modular systems of geometric shapes uniting hundreds of felt circles into mosaic scarfs, shawls, and dresses.
A number of works were inspired by folk and indigenous art: Paulus Gerdes studies mathematical principles interwoven in the artistic decoration of basketry from various regions of Mozambique, Jim R. Paulsen creates abstract sculptures inspired by the culture of native North Americans, B. Lynn Bodner analyses repeating units in the Uzbek ornaments of the sixteenth century, and Jean-Marc Castera investigates Islamic pentagonal and diamond patterns.
Predictably, a number of works concern the beauty of fractals. Vincenzo Iorfida, Marcella G. Lorenzi and Mauro Francaviglia proclaimed the ‘aesthetic beauty of Fractal’ to be a modern artistic code providing creativity for ‘mathematically minded’ artists. Craig S. Kaplan demonstrated self-similar curves generated by a computer program from an arbitrary smooth curve. Stanley Spencer creates three-dimensional fractals folding and unfolding simple modules of platonic solids. Mehrdad Garousi and Hamed Akbari present a three-dimensional-like representation of Serpinsky triangle. Robert W. Fathauer makes naturalistically looking fractal trees in a wide range of fractal parameters, and Boris Kerkez works on the Mandelbrot Sound Map computer program transforming visual fractals into musical sequences. Fractal-like images were created by hand too: during one of the workshops, Mary Wahr taught the participants to the Decalcomania technique consisting of putting paint or ink on a smooth surface pressed tight with another surface thus producing fractal-looking patterns.
The work of a novice in mathematical art, Dmitry Kozlov, was the most successful among the experienced Bridges’ participants. He knots simple wire into self-forming three-dimensional figures: elliptical or hyperbolical, or quite surprisingly elliptical and hyperbolical in turns.
In addition to lectures and art exhibition, Bridges’ activities included demonstrations of many amazing mind-games, puzzles and construction sets. The authors were at the tables by their brainchildren, ready to answer questions concerning the rules of the games and their hidden mysteries.
The workshops were possibly the most interesting part of the conference. Mathematical artists deal with an amazing range of materials. Nicholas Durnan works with alabaster: during his two-hour workshop he has taught kids and adults to make toris, spheres, ovoids and Moebius strips by carving and polishing this soft material. Samuel Verbiese discussed the structures of ancient labyrinths starting from the Chartres labyrinth (created circa 1200) and reproduced them… on an orange’s surface!
Chern Chuang, Bih-Yaw Jin and Chia-Chin Tsoo applied traditional beading techniques to build computer models of a hundred atom’s molecules, while Mike Naylor and Vi Hart plaited hands, arms, legs and whole bodies of the participants into ornaments, polyhedron and even some iterations of Serpinsky triangle during their workshop ‘Geometry of human body’!
David M. White and Alexei Kolesnikov applied mathematical structures to theatrical performances from two points of view: of a mathematician and of a playwright. Susan Gerofski shared her experience of teaching mathematics in improvisational drama lessons where students played the habitants of a seismic region or partisans deciphering codes to communicate in an occupied country. Slavik Jablan and Kristóf Fenyvesi held a workshop in op-art folding projections of a four-dimensional cube into a mobile lattice.
Fernando Blasco followed Girolamo Cardano and Martin Gardner in demonstration of mathematical card tricks. He also demonstrated and explained tricks on sum prediction, rings and ropes focuses and more. At least two lessons concerned geometrical origami: Nick Fout and Jenn Marker taught to fold a piece of paper into a cube or a regular stellate icosahedron by the method invented by a Japanese master Sonobi, and Krystyna and Wojciech Burczyk showed their twisted-paper polyhedrons which look more like fairy-tale flowers.
Eva Knoll and Wendy Landry taught participants how to weave paper into various tessellations in a way a kindergarten child would understand, and Elaine Krajenke Ellison based her workshop on mosaic building on the Bhaskara’s (1114-1185) proof of the Pythagorean theorem. During two hours of the Bridges short movies festival, the audience enjoyed watching films of the very different techniques: from a simple cartoon about palindromic personages by Vi Hart and poetry-musical performance on the Pythagoras school by Rosanna Iembo and Irene Iaccarino, up to breathtaking kaleidoscopes by Curtis Palmer, three-dimensional fractals by Mehrdad Garousi and fractal kaleidoscopes by Vladimir Bulatov, and even more fascinating musical fractals by Harlan Brothers and Teja Krasek.
During the five day conference, a sculpture called Pentigloo, designed by French artist Fabien Vienne, was being built at the university museum square. A team of artists lead by Paul Hildebrand arrived to Bridgeso produce the sculpture, consisting of 44 000 elements of Zometool constructor set, . With the help from volunteers from the number of Bridges participants and guests they finished the sculpture at 2 am of the last night of the conference! It was indeed an inspiring process especially when construction was finished, and fragile legs of the sculpture held its 200 kg weight at the top of the university museum square, above ancient Coimbra, as a reminder of the wonderful festival of mathematics and arts.
Bridges 2011 Conference Materials were published in a 700-pages proceedings. Art works were presented in a 100-pages catalogue and on the web-site: http://gallery.bridgesmathart.org/exhibitions/2011-bridges-conference
Festival movies can be seen at http://bridgesmathart.org/past-conferences/bridges-2011/2011-short-movie-festival
Bridges 2012 will be held in Baltimore, USA.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia.


rah [at] eecs.oregonstate.edu
Much of my work is on computational methods for species distribution modeling, in which data describing sightings of a species are combined with environmental variables to produce habitat models. I work primarily with hierarchical latent variable models that represent both ecological and observation processes. My current research is on robust parameter estimation methods for these models and techniques for incorporating semi-parametric techniques into probabilistic models. I am also interested in methods for analyzing species interaction networks and strategies for evaluating species distribution models.


Math playground word problems
Money word problem game - math play. Studies show that lots of math practice leads to better math grades practice math problems are a great way for kids to get extra math practice math word problems. Free math word problem so a child who is good at basic math equations may struggle more than you would expect when faced with math word problems all word. Practice word problems at mathplaygroundcom all math games and logic puzzles.
Adaptedmind is a customized online math curriculum, problems, and worksheets that will significantly improve your child's math performance, guaranteed we make. Meet the math playground team let jennifer know which math concepts are most challenging for your “2nd graders digging deep into word problems today. One second, loading lessons basic addition.
Thinking blocks teaches students how to model and solve math word problems. Many updates including read aloud word problems math playground http://www mathplaygroundcom / over 70 online math games for grades 1 through 6 #edtech. Welcome to aplusmath interactive math resources for teachers, parents, and students featuring free math worksheets, math games, math flashcards, and more. The solution to each problem is presented with diagrams, charts, and calculations the video solutions may be paused or replayed as many times as needed. Practice solving word problems about money by playing this interesting online money game.
The town of blizzard had an afternoon snowstorm in the first three hours, 45 inches of snow fell in the next hour, 40% as much snow fell compared to the first. Word problems that help children understand and practice fraction and decimal concepts | see more ideas about fraction word problems, fractions and math word problems. For your third grade child, these math playground math games will help your child solve problems involving division of multi digit numbers by one-digit numbers (4th. These word problems worksheets are perfect for practicing solving and working with different types of word problems. Math playground has word problems for students in grades 2-12 the problems for grades 2-5 are incorporated in games.
Video math word problems with solutions level 5b. The math playground blog contains thinking blocks is an online problem solving tool that enables students to build physical models of math word problems. Learn how to model and solve math word problems ideal for students in grades 1 to 6.
Practice your math skills addition, subtraction, multiplication and division, problems with numbers: 10, 20 and 100 math playground for elementary (primary) school. Techniques and strategies for solving math word problems. Are you looking for a proven online math practice program to help get your child or student the math help they need to succeed mathscore applies word problems or. Math playground has hundreds of interactive math word problems for kids in grades solve problems with thinking blocks, jake and astro, iq and more. Download thinking blocks multiplication and enjoy multiplication by math playground how to model and solve word problems involving.


Math can be tough and even frightening at instances for numerous students. If you happen to be a mum or dad or instructor, phrases like “I dislike math” or “I just do not get these fractions”, are however, significantly way too common! But then again, this is the genuine planet of math educating and math studying!
www.mathcurious.com to assist your kid develop their math abilities is by introducing a tiny entertaining to the equation. Employing tangible approaches to show capabilities such as fractions, as well as offering entertaining possibilities for practice and application, is 50 percent the struggle!
Creating Your Own Math Video games is Simple
I will share with you a number of portion math online games to make, that are a lot of entertaining and value little or nothing at all out of your pocket! Maintain in head that you can create related games for understanding all sorts of math expertise! All which is required are some valuable manipulatives to create or get such as fractional circles, bars, squares or number traces. Also, the World wide web has many fantastic sites in which you can get fractional and other math templates to use for cost-free.
A single fantastic thing about these video games is that you and your pupils are possibly presently familiar with the first variations of the online games. This helps make your job a good deal simpler simply because learning how to play the recreation is not a huge deal, given that most players have witnessed or performed the first sport. This way, children can get into the sport faster and start creating portion abilities even more rapidly!
Concentration Game titles
In order to make an straightforward Focus kind recreation, you generate sets of fraction term cards and their corresponding photograph playing cards. Pupils lay out the sets of cards confront down. Then, they get turns picking two cards to try to uncover matches. If a match is found, they keep their matched playing cards and their turn proceeds. If not, they change the playing cards back again more than and the subsequent participant continues by seeking for matches. For instance a participant would have a match if they turned over the fractional terms two-thirds and a photograph that confirmed two-thirds shaded on a card. The winner is the particular person who has the finest variety of playing cards.
Bingo Game titles
Another really simple fraction math recreation to make is Fraction Bingo, which is played like the authentic version but with fraction playing cards as an alternative of quantities. As the “Caller” calls out fractional phrases, every single player tries to cover that portion if pictured on their card. Gamers can use beads, coins, buttons, Unifix cubes, or other modest objects to go over the areas on their playing cards. The winner is the very first individual to protect all areas on a card and s/he gets the subsequent Caller.
War Video games
And finally, to play Fractions War, you will need a set of flash playing cards with fractional quantities prepared on them, such as 1/3, two/3, 1/eight, 5/eight, or 7/8. The cards are dealt similarly among gamers who face each and every other. Learners “enjoy” their card by putting down the top card from their hand and their opponent does the identical. Then, they assess fractions to see which card is higher in worth. The holder of the larger fractional amount collects the cards played. The engage in proceeds in this trend till two equal fractions are turned over and they must have “War!” Gamers every single turn more than their following 4 cards as they proclaim “I-DE-CLARE-WAR!” Then, individuals ultimate playing cards are compared and the holder of the card demonstrating the larger portion wins that round. The player to get all the cards or the greatest sum by a specified time restrict is the winner. A variation of this would be to produce fraction playing cards demonstrating operations this kind of as addition, subtraction, multiplication or division and give personal marker boards for pupils to comprehensive operations and then establish which fraction is bigger.
Fantastic Math Understanding Resource for Mother and father and Teachers
Learning fractions in math isn’t going to have to be frightening and complex for learners any more time. Concentration, Bingo, and War are just a few of the numerous enjoyable math game titles to make that assist educators, tutors, and mother and father instruct math in a far more creative and engaging way! Think about how a lot fun they can have although working in small groups to apply their expertise. Greatest of all, utilizing online games is not intimidating to pupils like the prospect of turning in an additional worksheet to the scrutiny of the marking pencil!


Homework And Practice 1-1
Relate Multiplication to Division - Lesson 1.PRACTICE AND HOMEWORK PRACTICE 1: Fill in the blanks with suitable words.Homework Assignment 1 Practice the following questions based on chapters 1, 2, homework and practice 1-1 and 3 of the textbook.Relate Multiplication to Division - Lesson 1.Pqr (, ) (, ) _ _ _) (' + *.Friday 11/8/19: Practice Absolute Value Inequalities; Homework- WS Choose your Poison Monday 10/28/19: 3.Verbs homework and practice 1-1
Grammar Vocabulary Listening.Unlimited access to many fun activities aligned with your favorite textbook such as - Descubre, Avancemos, We do all the homework and quiz grading for you.Homework and practice holt middle school math course 1 answer key book Key Practice Workbook Answer.Polynomial Word Problems Practice and Homework Name ANSWER KEY 1.Lisa wants to adjust the recipe so that it yields 1 and 1/12 times as much chicken and rice iv To the Teacher This Practice and Homework Book provides reinforcement of the concepts and skills explored in the Pearson Math Makes Sense 6 program.Displaying top 8 worksheets found for - Homework And Practice 1 1.Each unit offers the following features., pre-reading or looking over a new unit of study in a text for the next class meeting).SPIRAL REVIEW: A recipe for chicken and rice calls for 3 and 1/2 pounds of chicken.Write the probability as a fraction in simplest form.Summary of Research on Homework.3: Connecting Percents with Decimals and Fractions.These learning goals outline what a student should know and be able to do at the end of each grade Place Value and Patterns - Lesson 1.By learning to manage their time, students also practice their problem-solving skills and independent thinking Pro 2 Homework helps to reinforce learning and develop good study habits and life skills.Homework Practice Lesson 2-3 Use the spinner to find each probability.
Homework and practice 1-1
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Wonder of Phi
New found knowledge of the golden mean, divine proportion, & the golden section based on the Greek number Phi began a new world of fascination for me.
If I could study this for more than one lifetime, I doubt I would ever understand the essence of it’s existence. Primarily, I was interested in how the concepts related to composition in visual art.
This led me to the Fibonacci series of numbers which have been around for a long time. You can read more about it here
The first awareness of this was recorded in Sanskrit somewhere between 450 and 200 BC. Yet they were named after the greatest mathematician of the middle ages, who first investigated this concept.


The artist gets paid 80% of the profit, while the founder gets paid the commmision of 20% plus 21% of VAT (on the commisson).
Here is an example to illustrate how this works:
Let’s take a product of $100. 20% commission = $20
So $100 – 20% = $80. Which means that vendors get paid $80.
The 21% VAT is calulated on the $20 (value-added tax that we return to the governement).
So $20 + 21% = $24.2
Artists earnings equal to $75.8.
Therefore this does not mean that commission turns out to be 41%. Rather the commission is only 20% on which we add the 21% VAT on top.


Digital deletions is one of the original mathematical games described by John Conway
in his famous 1976 book On Numbers and Games.
As always with mathematical games, playing it is only part of the fun; the best part is discovering a winning strategy.
The game is very simple:
- A series of any length of digits is written down (not all digits have to be used and a digit may be used more than once). For practical reasons, the number of digits is limited here between 6 and 18.
- On a turn, a player can:
- change any one of the digits to a value that is less than its actual value (negative numbers are not allowed),
- or erase a zero and all the digits to the right of it.
- The player who removes the last digit loses the game.
. If you know of other programmed versions, please contact me
I am proud to announce that this page is referenced by the Drexel Math Forum.
Click a digit to change its value. A glowing green light appears underneath the chosen digit.
If the value of this digit is
- > 0, change it with a click on one of the green leds (you can change as often as you want),
- = 0, you can only click the OK button to remove it and all the digits to its right.
As long as you did not click the OK button, you can change your mind and choose another digit or another value.
After having calculated its move, the computer informs you about it with a glowing red light indicating the digit that has been changed and a panel, showing the old and the new value. Just click the digit you want to change to acknowledge the computer's move.


Year 7 and 8 Mastery in Mathematics resources for Unit 1, Term 1 are now available for Catholic school teachers. Curriculum maps and professional learning resources are also available to support school planning.
The National Catholic Education Commission (NCEC) engaged Ochre Education and select Australian dioceses to deliver comprehensive curriculum resources as part of the Mastery in Mathematics initiative.
The available resources are created by teachers for teachers, and are aligned to the Australian Curriculum Version 9.0 and the Victorian Curriculum Version 2.0.
You will need to register on the Ochre website to access the resources.
Please note: The remaining Term 1 Units will be released next week on 31 January.
For more information visit the Ochre Education website.


By Jianwei Zhu
The sound modeling of the smile influence is a crucial factor in quantitative finance as, for greater than a decade, the Fourier remodel has validated itself because the best instrument for deriving closed-form alternative pricing formulation in numerous version periods. This booklet describes the functions of the Fourier remodel to the modeling of volatility smile, through a accomplished remedy of alternative valuation in a unified framework, overlaying stochastic volatilities and rates of interest, Poisson and Levy jumps, together with numerous asset periods akin to fairness, FX and rates of interest, in addition to quite a few numberical examples and prototype programming codes. Readers will take advantage of this e-book not just by means of gaining an summary of the complex concept and the giant variety of literature on those subject matters, but additionally through receiving first-hand suggestions at the useful functions and implementations of the speculation. The publication is geared toward monetary engineers, hazard managers, graduate scholars and researchers.
Read or Download Applications of Fourier Transform to Smile Modeling: Theory and Implementation PDF
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Additional info for Applications of Fourier Transform to Smile Modeling: Theory and Implementation
Q The characteristic functions of Fj j are defined by f j (φ ) ≡ EQ j [exp(iφ x(T ))] 2 for j = 1, 2. 13) These two processes are also termed as likelihood processes because they imply two probabilities. 14) f2 (φ ) ≡ EQ2 [exp(iφ x(T ))] = EQ [g2 (T ) exp(iφ x(T ))] . 15) Given the CFs f j (φ ) of x(T ) under the two different measures Q j , the density function y j (x(T )) of x(T ) is simply the inverse Fourier transform, y j (x(T )) = 1 2π R f j (φ )e−iφ x(T ) d φ , j = 1, 2. 16) Using the density function y j (x(T )) and denoting a = ln K, we can calculate the exercise probability Fj as follows: ∞ Fj (x(T ) > a) = a y j (x)dx ∞ = a = 1 2π 1 2π R R f j (φ )e−iφ x d φ dx f j (φ ) ∞ a e−iφ x dx d φ , where we have changed the order of two integrations by applying the Fubini theorem.
Different types of jumps may be a good complement to the above setting, and will be discussed later. 5) with r(t) and r∗ (t) as the domestic and foreign interest rate respectively. The foreign interest rate r∗ (t) is governed by a similar process as r(t). In the following, we use a simple functional form of b(v(t),t) for general discussion, namely b(v(t),t) = v(t). A popular choice for b(·) may be b(v(t),t) = V (t) as in the Heston model (1993). Another more complicated and still tractable form for b(·) may be the linear affine structure suggested by Dai and Singleton (2000).
Since the money market account is unique, the risk-neutral measure Q is also unique. 5. Equivalent martingale measure and no arbitrage: Denote G(t) as the process of a self-financing portfolio, P is its historical measure. For any numeraire N(t), there exists an equivalent PN , such that G(t) G0 |F0 , = EPN N0 N(t) ∀ t, and G(t) is arbitrage-free under PN . If N(t) is the money market account, then PN is the risk-neutral measure. Summing up our discussions on no arbitrage (dynamic hedging in Black-Scholes model), risk-neutral valuation and equivalent martingale measure, we could establish a cycle relation as follows: no arbitrage ⇒ risk-neutral valuation ⇒ equivalent martingale measure ⇒ no arbitrage.
Applications of Fourier Transform to Smile Modeling: Theory and Implementation by Jianwei Zhu


Practice Exam Papers
To help pupils to revise and prepare for their Maths and Numeracy GCSE's there will be a practice exam paper every week. Experience tells us the best way to revise Maths is to practise maths.
At the beginning of every week there will be a paper and at the end there will be the mark scheme.
Pupils can either download the paper and work on a paper copy or from the screen.
The most effective strategy for pupils to use is:
1) Complete as much of the paper as possible in exam conditions.
2) Once as many of the questions have been answered as possible pupils should then look up the topics. Pupils can use their exercise book, a revision guide, Corbett Maths, You Tube, Google, a friend or family member.
At the end of the week when the mark scheme is sent, pupils should mark their paper. If there are any questions pupils do not understand how the answer was achieved they should seek support from their maths teacher.
There are 3 papers.
Set 1 Higher
Sets 2 and 3 Intermediate
Sets 4 and 5 Foundation


Math and English curriculum program for K-8th grade students. Includes FASTT Math, Math 180, Read 180, rSkills Test, iRead, System 44, reading counts, Math Inventory Test, Reading Inventory Test and Phonic Inventory Test. Teacher Access: https://h100000500.education.scholastic.com/ScholasticCentral Student Access: https://h100000500.education.scholastic.com/slms/studentaccess
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“Oh emperor my wishes are simple. I only wish for this. Give me one grain of rice for the first square of the chessboard, two grains for the next square, four grains for the next square, eight for the next square and so on for all 64 squares, with each square having double the number of grains as the square before.” Question: How much rice did the emperor owe the inventor? Problem statement: 64 𝚺2ⁿ-1 n=1
Process: My process for this was to draw out a chess board and begin by writing how many grains of rice were in each square. As the number got bigger and bigger I decided to write an equation for the problem. My equation is shown above. I found out this equation by using the amount of squares (64) over the sigma sign. I then found the equation by determining how much each square goes up by then subtracting one. I then looked at how many grains of rice was needed to fill the Grand Canyon.
6500 grains of rice in one cup.
The Grand canyon is 4.17 trillion cubic meters.
4446 cups in a cubic meter
So 4170000000000 cubic meters × 4446 cups = 18539820000000000 cups × 6500 grains of rice = 120508830000000000000 grains of rice to fill the Grand Canyon to the rim. The rice that the inventor got was 3.6893488147 × 10¹⁹ That means that the inventor could take his rice and will the Grand Canyon a third of the way full.
Extra Question: What if the man got 4 pieces of rice for the first square then 8 then 16 then 20? How much rice would he have then?


IBM SPSS can be tricky to use for statistical analysis. Below is the list of tutorials to perform analysis within SPSS. Each tutorial is a detailed walkthrough containing example data, result interpretation and reporting guidance. Some (hopefully all in the future) tutorials also have video screencasts.
Can't find the information you're after? Why not suggest an article or better yet, write for us!
How to perform normality tests
Differences between groups
Independent (unpaired) t-test tutorial
Mann-Whitney U test tutorial
Dependent (paired) t-test tutorial
One-Way ANOVA tutorial
Pearson's chi-square test tutorial
One sample tests
One-sample t-test tutorial
Pearson correlation test tutorial
Non-parametric partial correlation tutorial
Useful features & tips
How to split a file
How to calculate Z-scores


At Lidget Green, we believe that mathematics is a fundamental part of the language we use to make sense of the world around us. We want to teach our children that mathematics empowers them so they can function in the numerate world and use their mathematical skills to enhance their experience and solve problems.
Our concrete, pictorial and abstract development approach to the subject will encourage and enable a mastery-level of understanding, which means the pupils here at Lidget Green will acquire a deep, long-term, secure and adaptable understanding of the subject, which will be the foundation for future learning.
Our aim is to promote the love of learning maths by providing a range of exciting opportunities for developing important intellectual skills in problem solving, deductive and inductive reasoning, creative thinking and communication.
Year Group Objectives: Year 1; Year 2; Year 3; Year 4: Year 5; Year 6


2 edition of Six-figure logarithms and logarithmic trigonometrical functions. found in the catalog.
Six-figure logarithms and logarithmic trigonometrical functions.
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Get this from a library. Six-figure logarithms, antilogarithms and logarithmic trigonometrical functions. [C Attwood]. Get this from a library.
Six-figure logarithms, antilogarithms, and logarithmic trigonometrical functions. [C Attwood]. Six-Figure Logarithms Antilogarithms and Logarithmic Trigonometrical Functions by Anon by Anonymous and Six-figure logarithms and logarithmic trigonometrical functions.
book great selection of related books, art and collectibles available now at. Attwood, C.Six-figure logarithms, antilogarithms, and logarithmic trigonometrical functions Pergamon Press Oxford, New York Wikipedia Citation Please see Wikipedia's template documentation for further citation fields that may be required.
Why are logarithmic functions used. Wiki User A log is just another way to write an exponent. Log functions. are used to make some very complicated computations easier. C Attwood has written: 'Six-figure logarithms, antilogarithms and logarithmic trigonometrical functions' -- subject(s): Tables, Logarithms, Trigonometry 'Six-figure logarithmic tables' -.
Full text of "Tables of the common logarithms and trigonometrical functions to six places of decimals" See other formats. Purchase Six-Figure Tables of Trigonometric Functions - 1st Edition. Print Book & E-Book. ISBNBook Edition: 1. 6[C, D].—C.
Attwood, Six-Figure Logarithmic Trigonometrical Functions of Angles in Degrees and Minutes, Practical Tables Series No. 3, Pergamon Press, Oxford,vi + 75 pp., 20 cm. Price 7s 6d (paperback). As the author points out, this is a. Full text of "Tables of six-figure logarithms" See other formats.
Six-figure logarithms, antilogarithms, and logarithmic trigonometrical functions Four-figure logarithms: and other tables The logarithmic century, by Ralph E. Lapp. Chambers's Six-Figure Mathematical Tables.
By L. COMRIE. Log-arithmic Values. xxii, 42s. Logarithms of trigonometrical functions of angles in degrees and decimals of the book ". Considerable space is given to geometry, which includes a. Six Figure Logarithms, Antilogarithms, and Logarithmic Trigonometrical Functions, (4th Revised Edn.) by C.
Attwood Six Figure Logarithms, Antilogarithms, and Logarithmic Trigonometrical Functions, (4th Revised Edn.) by C.
Attwood (p. Tables of common logarithms were used until the invention of computers and electronic calculators to do rapid multiplications, divisions, and exponentiations, including the extraction of nth roots. Mechanical special-purpose computers known as difference engines were proposed in the 19th century to tabulate polynomial approximations of logarithmic functions – that is, to.
You can write a book review and share your experiences. Other readers will always be interested in your opinion of the books you've read. Whether you've loved the book or not, if you give your honest and detailed thoughts then people will find new books that are right for them., Free ebooks since H.
Schubert, Fünfstellige Tafcln und gegentafeln (Leipzig, ), is peculiar in giving, besides logarithms of numbers and a logarithmic and natural canon, the three ~converse tables of numbers answering to logarithms, and angles answerin to logarithmic and natural trigonometrical functions.
Passing now to the logarithmic trigonometrical canon, stereotyped, ), gives six-figure logarithms to 10, and log sines and tangents for every minute to 6 places. Five-figure Tables of Mathematical Functions (London, ), is a book of 92 pages containing a number of small five-figure tables of functions which are not elsewhere.
Schubert, Fiinfstellige Tafeln and Gegentafeln (Leipzig, ), is peculiar in giving, besides logarithms of numbers and a logarithmic and natural canon, the three converse tables of numbers answering to logarithms, and angles answering to logarithmic and natural trigonometrical functions.
The five-figure tables of F. Gauss (Berlin, Trigonometry helps us find angles and distances, and is used a lot in science, engineering, video games, and more.
Right-Angled Triangle. The triangle of most interest is the right-angled right angle is shown by the little box in the corner. Algebra principles solver, free ti download, liner graphs, mixed number to decimal calculator. "ti-rom download" -torrent, quadratic sequence calculator, worksheet + checking subtraction with addition, factor expression calculator Smoley's Metric Four Combined Tables: Logarithms and Squares, Slopes and Rises, Logarithmic Trigonometric.
Trigonometrical Tracing of Oblique Pencils 9. General Theory of Perfect Optical Systems Ordinary Eyepieces Appendix •Part II Front Matter • Editor's Preface Additional Solutions by the Thin-Lens Method Optical Path Differences Optical Path Differences at an Axial Image-Point Optical Tolerances Chromatic Aberration.
Six Figure Logarithmic Trigonometrical Functions of Angles in Hundredths of a Degree. Practical Tables no 4. Pergamon Press.
First Edition. ATTWOOD C. Six Figure Logarithmic Trigonometrical Functions of Angles in Degrees and Minutes. Practical Tables no 3. Pergamon Press. Fifth Edition. ATTWOOD C. Six Figure Logarithmic Trigonometrical Functions of Angles in Hundredths of a Degree. Practical Tables no 4.
Pergamon Press. First Edition. Oui: ATTWOOD C. Six Figure Logarithmic Trigonometrical Functions of Angles in Degrees and Minutes. Practical Tables no 3. Pergamon Press. Fifth Edition. Oui: Thus, in speaking of a table of sines, to express that it is not the logarithms of sines which are given, but sines themselves, that table would be called a table of natural sines; and the logarithms of these would be called, not logarithms of sines, but logarithmic* sines.
All trigonometrical tables with which the student is likely to meet. MPS Six-Figure Logarithms Antilogarithms and Logarithmic Trigonometrical Functions 1. Biennale Der Europäischen Grafik Heidelberg - 1st Biennial of European Graphic Arts Heidelberg - 1ere Biennale de la Gravure Europeenne Heidelberg.
August. The world of logarithms Logarithmic series Logarithmic series: modified 41 0 Calculating logarithms Common logarithms Using logarithms: multiplication and division Using logarithms: indices 41 6 Using logarithms with a formula Finding the law by logarithms Questions andproblems Mastering the tricks /5(3).
Image Evaluation Introduction Optical Path Difference: Focus Shift Optical Path Difference: Spherical Aberration Aberration Tolerances Image Energy Distribution (Geometric) Spread Functions—Point and Line Geometric Spot Sizes Due to Spherical Aberration The Modulation Transfer Function Computation.
With regard to the characteristic of logarithms, which determines the position of the decimal point in the corresponding number, it will be found convenient and to lead to fewer mistakes to adopt the universal practice of the tables of logs of trigonometrical functions ; that is to increase the negative characteristic of all proper fractions by.
Elementary Transcendental - Free download as PDF File .pdf), Text File .txt) or read online for free. Scribd is the world's largest social reading and publishing site.5/5(1). The machine could add or subtract six figure numbers and included a set of Napier’s Bones on revolving cylinders to carry out multiplications and divisions.
We know from a letter that a second machine he was constructing for Kepler was destroyed in a workshop fire in and here the project seems to have died. Chamber's seven figure mathematical tables consisting of logarithms of numbers 1 totrigonometrical and other tables / compiled by James Pryde London: W.
& R. Chambers, [n.d.] xxv,p atics I. Pryde, James. Accn Nos: PRY. The twelve chapters of this book cover a bewildering variety: from Sumerian tables of squares (Chapter 1) to late twentiethcentury spreadsheets (Chapter 12), from natural logarithms and other purely mathematical functions (Chapters 2,4,9, and 10) to astronomical ephemerides (Chapters 1, 7, and 11) and statistical data (Chapters 3 and 8).
involving numerical computation access to a desk calculator and a suitable table (e.g. Chambers' shorter six-figure mathematical tables) is assumed. Many suggestions for improvements have been presented, both in reviews and otherwise, and. Free essays, homework help, flashcards, research papers, book reports, term papers, history, science, politics.
Full text of "The Encyclopedia britannica; a dictionary of arts, sciences, and general new maps, and original American articles by eminent writers. With American revisions and additions, bringing each volume up to date". Algebraical Notation and Principles 55 VII. Elementary Rules of Algebra 67 VIII.
Equations of the First Degree 90 IX. On the Negative Sign, etc X. Equations of the Second Degree XI. On Roots in General, and Logarithms XII. Algebra: its big ideas ad basic skills. New York, Harper  2 v.
illus. 25 cm. Book 2 has imprint: New York, McGraw-Hill. Acervo: IME QA Aa v.1 M IME QA Aa v.2 M SYSNO: Albert, A. Adrian. College algebra, 1st ed. New York, McGraw-Hill book company, London, p.
B Le calcul diff\'erentiel et int\'egral Thompson 1 1 6 B 01A De elementen van Euclides I Dijkerhuis 8 8 6 B 01A Newton's Principia I Beth 9 9 6 B 33B Ha. Paris, —36 FLASSAN. Histoire gencrale et raison nee de la diplomatie francaise, ou de politique de la France depuis la fondation de la monarchic jusqu’k la fui du regne de Louis XVI.
2eedn. 7 vols. 8vo. Paris, W1CQUEFORT, (J. A.) L’amhassadeur etses functions, etc. 3 vols. 4to. La I/aye, WHEATON, (II.). Modern Optical Engineering-The Design of Optical Systems Top types.


YEAR 11 NEWS – NUMERACY AND MATHEMATICS GCSE EXAMINATIONS
FAO Year 11 pupils and parents.
We now have further information regarding the upcoming Numeracy and Mathematics GCSE examinations.
Track and trace have confirmed to the school that pupils that are currently isolated due to the positive case of Covid-19 in year 11, are able to come back into school on Thursday 5th November.
This is the date of the second numeracy examination, and we have now been able to confirm with the WJEC that pupils sitting this second exam will be eligible for special consideration. The numeracy grade will therefore be awarded on the result of the second exam only.
The Mathematics GCSE examination is unaffected as the date of sitting is in the following week.
The school would therefore encourage pupils to prepare for both the Numeracy and Mathematics examinations as before.
If you require further information, please do not hesitate to contact myself or the school via email.
Mrs S Humphries
Head of Upper School.


CET4 TEM4 CET6
- measurement (n.)
- 1751, "act of measuring," from measure (v.) + -ment. Related: Measurements. Meaning "dimension obtained by measuring" is from 1756.
- 1. the metric system of measurement
- 2. I can find the size of something by means of measurement.
- 3. He has made an accurate measurement of my garden.
- 4. Their measurement are correct to a hair's breadth.
- 5. The work requires strict measurement.
[ measurement 造句 ]


The calculator is an electronic counting tool that is widely used by everyone. Even on your smartphone will also meet the application of the calculator, is not it? Calculator functions are very useful for some people who are engaged in the world economy, business, banking, and everything related to money. To get the best calculator, you can visit https://bestcalculators.net/ right now.
Behind all those needs, do you know that all the functions and buttons are in the calculator? Perhaps for calculation buttons such as addition (+), subtraction (-), multiplication (x), division (:), and other simple operations may have much you know and can operate. What about other buttons like M +, M-, MC, MR and other foreign keys?
Here I will share a little information about buttons and symbol meaning on simple calculators from various sources. Actually, this is very simple, but I’m sure not everyone knows the key functions of MC, MR, MS in the calculator. Especially if your work is not related to the numbers or jobs that do not do a lot of money calculations. But one day I’m sure you’ll all be faced with this. This is actually the role of the MC button on the calculator.
MC, which stands for Memory Clean, which works to clean up the memory to be replaced again with new numbers, which has nothing to do with the numbers stored previously. These buttons can be used to calculate statistical formulas or perfect value-future value. Or to calculate your office’s financial administration or personal finances. The things that I mentioned earlier are not taught in college, especially if you are not in college Economics or Accounting.
There is also an MR or MRC = Memory Recall button
The function of MR and MC on the calculator is to use/ retrieve/recall numbers that have been stored in memory calculator. For example, the calculation result that was saved with the number 25, to display back to the screen then you must press the MR or MRC.


North Baltimore Local Schools
June 2, 2022
JOB TITLE: HS Math Teacher
TEACHING RESPONSIBILITIES: Algebra I
LOCATION: MS/HS Building
STARTING DATE: 2022-23 School Year
RATE OF PAY: As per negotiated agreement
MINIMUM REQUIREMENTS: License: Current 9-12 math license is required.
Send application materials to Chad Kiser, Principal via email at firstname.lastname@example.org. Include letter of interest and resume.
DEADLINE FOR APPLICATIONS: June 30, 2022
*See the Negotiated agreement for terms and conditions of employment.


Mastering the art of solving math word problems is a journey that many students find challenging. The intricacies of language, coupled with the demands of mathematical precision, can create a puzzling experience. At Inkey.ai, we believe in breaking down barriers to education, and that's why we're excited to introduce our latest tool: the Math Word Problem Solver.
Mathematics, often hailed as the universal language, takes a fascinating turn when presented in word problems. The challenge extends beyond the calculations; it requires a deep understanding of language, context, and the ability to translate real-world scenarios into mathematical expressions. Enter the Math Word Problem Solver from Inkey.ai – a tool designed to unravel the complexities of these word problems.
The tool employs advanced natural language processing, allowing users to input problems in everyday language. This feature enhances accessibility and relatability, making math more approachable.
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Education is a dynamic process, and so is the Math Word Problem Solver. Users can engage with the tool to seek clarification, ask questions, and dynamically explore variations of the problem. This interactivity transforms math learning into a collaborative and engaging experience.
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Like many people, I struggled with math throughout most of my education. I say “most” because I got very lucky in seventh grade when my mother found an awesome tutor for me. His name was Ken. He was math professor who took a three year sabbatical to write the “great American novel.”
Ken was a fantastic storyteller, and he used stories to explain math concepts to me. In the context of a good story, the concepts came alive. Under his engaging tutelage, my grade in algebra went from a D+ to an A in the course of several months. More importantly, for one glorious year, I loved math. I realized math is a language I could apply to problems in the real world. He showed me fractals, and encouraged me to doodle them in the margins of my homework when I got bored. He is the one and only person who ever said that I had a great mind for math.
Recently, however, with the push for better STEAM education (Science, Technology, Engineering, Art, and Mathematics) a number of math teachers and mathematicians have been urging their colleagues to find new ways to explore this critical subject in the classroom.
Conrad Wolfram is a mathematician and founder of computerbasedmath.org. In his 2010 TedTalk, Conrad Wolfram, discussed why it’s important to rethink math education and how adapting it to computers is the future. If you think math is all about terrifying tests and endless calculation give this dynamic video a chance to show you that math is for everyone.
Here is a list of library materials that will get you and your family excited about math: Let’s Be Math-People!


The core mathematics syllabus at Edify is aligned with the requirements of uMalusi, the council under which both IEB and CAPS syllabi and examinations are situated. Edify offers robust core mathematics lessons which are differentiated according to each learner’s individual needs. This means that the teacher knows each child’s strengths and weaknesses, and adjusts his/her teaching in such a way that the child’s needs are central to the process.
The environment in the core math lessons at Edify is collaborative, encourages engagement with concepts and challenges each child on an individual level. Edify strives to ensure that every child must meet the end of each lesson having mastered at least one concept, which will position the child’s learning process on a positive trajectory towards a high level of mathematical proficiency.
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This week I've introduced you to time-space diagrams. They're the foundation of everything that follows in this series, so I hope you're feeling very comfortable with them.
I also introduced you to space-time events, and I apologize for any confusion in calling the diagrams "time-space" and the events "space-time." Six of one, half-dozen of the other. I wanted to stress the time component of the diagrams, whereas space-time is the more usual general term.
Today we wrap up the week with some important diagram details.
On our diagrams, a slanted line indicates movement through both time and space. A strictly vertical line indicates standing still while "moving" through time. A strictly horizontal line indicates instantaneous motion through space.
Of course, there's no such thing as instantaneous movement through space (I'll get more into what horizontal lines really mean below). All motion requires some amount of time (although we're going to encounter something very bizarre regarding light).
Therefore, all motion through space-time involves lines that slant!
Note that the angle of slant (the slope) of a motion line indicates the speed of the motion (remember that speed involves distance and time). If a strictly vertical line is no spacial motion at all, an almost vertical line represents something moving slowly. Conversely, a nearly horizontal line indicates high speed (a strictly horizontal line would imply infinite speed).
In the diagram to the right, we see Al standing still, Em moving slowly (and smoothly) away from him, and Max moving away much faster (also smoothly). The black dots represent timer ticks. You can see how far Max moves in just two ticks!
It might seem a bit backwards, but the steeper the slope of the line, the slower the speed. (Remember a vertical line means no speed at all.)
A crucial point here is that the vertical and horizontal scale of our diagram has a great deal to with the angle of the motion lines. The same speed can be represented by different slope angles depending on how we pick our horizontal and vertical units.
If we pick large time units (say hours) and small space units (say inches), the motion lines flatten out because even slow speeds can cover lots of inches in an hour.
If we pick small time units (say seconds) and large space units (say miles), the motion lines become steep because even at high speeds it takes lots of seconds to go a mile.
When it comes to graphs like this, the scale really matters!
All our diagrams involving light will be normalized such that light always travels at a 45-degree angle. The motion of any light beam we depict is always upwards (of course) and left or right at a 45-degree angle.
This has some interesting consequences for the scale of our diagrams.
If we think of the vertical units (timer ticks) as seconds, this forces us to use horizontal units of one light-second — the distance light travels in one second. Which is three-quarters of the way to the moon (186,000 miles aka 300,000 kilometers)!
On the other hand, if we want smaller spacial (horizontal) units, our time units have to also be smaller. If we measure distance in feet, our timer ticks are nanoseconds (billionth seconds). If we measure in meters, our timer ticks can be three nanoseconds (which is still really tiny).
None of this actually matters — the physics works the same way at any of the scales we have in mind. It's just something to keep in mind as we consider the diagrams.
You may wonder: If light speed — the fastest thing in the universe — is shown as a 45-degree slant, what do the speeds we're more familiar with (trains, baseballs, even rockets) look like?
They all look very nearly — but not quite — like vertical lines. You'd have to zoom way in to see the difference.
The diagram to the right shows three motion lines (in green). These, from left to right, show speeds of 1/30th, 1/3rd, and 3-times, light speed (c).
Keep in mind that even 1/30th the speed of light is still over 20 million MPH! The speeds we're more used to look like vertical lines at this scale!
Next week, when we show Em zipping past, she'll be moving a very high speed — typically at half the speed of light!
(The effects of Special Relativity only become significant at high speed.)
You may also wonder about motion lines less steep than light. Such lines indicate speeds faster than light — something we're pretty sure is impossible.
The main point I want to make here is that, if our diagrams had the kind of vertical-scale timer ticks we're used to (like seconds), the horizontal scale has to be very large — specifically, the distance light travels in whatever time unit we pick. That's the only way we can show light traveling at a 45-degree angle.
The bottom line is that our timer ticks will actually be very short. Exactly what those units are doesn't matter. I'll refer to timer ticks as a generic term for time units. That means our distance units are light-ticks — the distance light travels in one of those ticks.
I want to return briefly to what the horizontal lines in our diagrams really mean. (We'll be exploring this in detail next week.)
I said above that, if we think of them as motion, they imply instantaneous movement in space with infinite speed (which is impossible). So we can't think of them as motion (until we talk about FTL and "ansibles").
In previous posts I called horizontal lines "snapshots," and that is a good way to think of them. A snapshot is a frozen instant in time that captures everything the camera lens sees happening at that moment. (There's an interesting caveat I'll discuss another time.)
A horizontal line on our diagrams is an instant of time. Every event on the line is happening at that instant. Distance along the line indicates spacial distance between simultaneous events.
And that is where I'll pick up on Monday. Hang on to your hats, because we're about to step into the Special Relativity rabbit hole!
I introduced you to time-space diagrams and space-time events. The important points are:
Enjoy the weekend! See you next week.


I'm in Sadsville!! My Spring Break is officially over and it ended with a snow storm!!! On a positive note, we only have a four day week this week because it's Easter next weekend. So in honor of that, I created a little Easter Math Freebie for you to use this week. I will be using this as morning work for my firsties. They always need practicing counting on by any random number!! And I just counted after these next four days, we only have 34 more days of school until SUMMER!!!!! Can you believe that!! How many days do you have left???
Click on any of the pictures if you would like to download the freebie for this week!!!


|تعداد مشاهده مقاله
|تعداد دریافت فایل اصل مقاله
Tracking a target in a three-dimensional space by a nonholonomic constraint
|Journal of Finsler Geometry and its Applications
|مقاله 7، دوره 3، شماره 1، مهر 2022، صفحه 72-85 اصل مقاله (164.45 K)
|نوع مقاله: Original Article
|شناسه دیجیتال (DOI): 10.22098/jfga.2022.10560.1065
|Esmaeil Azizpour* 1؛ Ghazale Moazzami2
|1Department of Mathematics, Faculty of Mathematical Sciences, University of Guilan, Rasht, Iran.
|2Department of Mathematics, Faculty of Mathematical Sciences, University of Guilan, Rasht, Iran.
|The constrained mechanical systems in velocity component are known as nonholonomic constraints which are significantly important in engineering and robotics. A number of applicable theoretical studies have been performed on such systems among which the geometrical approach for mechanical systems has received extensive consideration. The movement direction, dynamical stability, and system control are among the topics geometrically related to mechanical (nonholonomic) systems. In this paper, a review of the geometrical point of view of mechanical systems constrained by
nonholonomic constraints is represented. Moreover, we aim to find the motion equation of a ballistic missile moving towards a given target in a three-dimensional space. Initially, we calculate the motion equation of a ballistic missile which is launched towards an object moving along the z-axis with a constant velocity c. Finally, a general condition is assumed and the motion equation of the missile chasing a moving object in a R3 space along a certain curve defined by the parametrical equations x =ξ(t), y = η(t) and z = ζ(t) is calculated.
|Lagrangian system؛ constraints؛ constrained nonholonomic system
تعداد مشاهده مقاله: 537
تعداد دریافت فایل اصل مقاله: 106


About François Modave
My name is François Modave, PhD, and I joined the department of anesthesiology in 2022 with a focus on artificial intelligence (AI). I received my bachelor’s degree in mathematics and computer science and my master’s degree in mathematics applied to engineering at the University of Paris IX Dauphine. I then received my PhD in computer science at INP-ENSEEIHT in Toulouse, France.
I am now a professor of artificial intelligence at the University of Florida College of Medicine in the Department of Anesthesiology in Gainesville, FL. I started graduate school when AI was becoming a hot topic and I was particularly interested in how it could be used to improve decisions. I have been working with Chris Giordano, MD, and Patrick Tighe, MD, for two years to provide a fully asynchronous and online AI course for the clinical community at UF. This project is highly complementary of the University of Florida’s artificial intelligence capabilities and will help propel us as a leader in AI-based medicine.
In my free time, I train for triathlons. I have been racing mostly long-distance triathlons since 1992. It’s been a great way to explore the world. I’ve competed as far away as New Zealand, South Korea and Brazil. We speak three languages at home — English, Spanish and French —and our two beautiful children seamlessly switch between all three.