Lab 10: Molar Volume of a Gas & the Percent KClO3 in a Mixture
|Only help on the Problems in the lab manual are available at this time.|
PROBLEMS (page 98)
1. 2.037 g of a mixture of NaClO3 and NaCl (inert) was heated until all of the NaClO3 has decomposed. The mass of the residue was 1.610 g. Calculate the % NaClO3 in the mixture.
__ NaClO3 (s) --> __NaCl (s) + __O2(g)
NaCl(s) --> NaCl(s)
This problem is very similar to the problems in Lab 4. That's where hydrated salts were heated and the water was driven off. It also had NaCl as an inert component of the mixture. The chemical equation is given so that you can balance it. That's needed to know the ratio of the decomposition products compared to the original NaClO3. In the first equation, we can see that Na and Cl are already balanced. However, there are 3 oxygen atoms on the left side and only 2 on the right side. So that will require us to double NaClO3 and triple O2. That will make the oxygen atoms balance.
2NaClO3 (s) --> 2NaCl (s) + 3O2 (g)
The approach to solving the problem is to realize that the grams lost by the mixture is from the loss of oxygen gas. So we had 2.037 g and ended with 1.610 g. That's a loss of 0.427 grams of oxygen gas. That can be changed to moles of oxygen gas. Then using the balanced equation, we can find the moles of NaClO3 that must have decomposed. The moles of NaClO3 is then converted to grams of NaClO3. That will be a fraction of the original mixture, which leads to our percent by weight. The question didn't specify % by weight, but we will assume that's what is wanted.
To find percent, they say to multiply by 100, but you are actually multiplying by 100/100. You just don't divide by 100 because you see "/100". You simply turn that "/100" into the % sign. "%" means "per 100", so that means there is a 100 still in the denominator.
|2. In the above experiment (problem 1) a student collected 343 mL of gas by water displacement at 23 °C and 731 torr. Calculate the molar volume of O2 at STP from these results. Also calculate the percent error in the student's value.
First we assume that the 343 mL of gas is O2, coming from the decomposition of NaClO3. If this 343 mL were at 0°C and 760 torr, then at standard conditions, it would still be 343 mL. However, 23°C is warmer than standard conditions and 731 torr is less pressure than standard conditions. So you need to decide if the changing to STP conditions will cause the volume to go up or down. If temperature goes from 23°C to 0°C, then the gas molecules are moving slower and they bang against with less force causing them to shrink more (less volume). To find out by how much we have to turn Celsius temperatures into Kelvin to get them on the proper scale. 0°C is 273K and 23°C is 296K. Now we see their perspective sizes. To make the volume go down, it makes sense to use the fraction of 273K/296K.
Going from 731 torr to 760 torr means the gas will feel more pressure, causing the molecules to squeeze together more (less volume). The exact amount depends on a fraction based on the starting and final pressures. So a fraction of 731 torr/760 torr, will reduce the volume.
Molar volume is "Liters per mole". So we need to take the volume in liters and divide by moles. The volume of 343 mL adjusted to STP will find the volume (Liters). Problem 1 gives us the grams of O2. So we start with finding liters per gram, but then change the grams of O2 to moles. See rows 5 to 7.
The final answer is in the ballpark of the expected 22.4 liters per mole that all ideal gases are suppose to have. To get percent error this value, subtract 22.4 from cell H6 and then divide by 22.4. Then multiply by 100
3. How much KClO3 must be decomposed to provide 400. mL of oxygen gas collected at STP?
__KClO3 (s) --> __KCl (s) + __O2 (g)
The balancing of this equation is just like the one in Problem 1. Instead of sodium chlorate (NaClO3, we have potassium chlorate (KClO3).
2KClO3 (s) --> 2KCl (s) + 3O2 (g)
Practice Problem for #3. These calculations are useful in survival types of scenarios. For example, let's say you supervise a mining operation and want the workers to carry around an oxygen source of KClO3 that could provide 10 minutes of oxygen. A person needs about 140 milliliters of oxygen per minute, so that is 14000 mL of oxygen for the 10 minutes. How many grams of KClO3 must be decomposed to provide 14000 mL of oxygen gas at STP? Also, what would be mL volume of the KClO3 powder?
|4. The volume of a sample of gas that weighs 0.324 g is 295 mL at 26°C and 732 torr. Calculate the density of the gas at STP.
Density of gases is normally written in grams per liter (grams divided by liters. You are given the grams and the millilters, so the current density is 0.324 g/295mL = 1.098 g/L. However, it wants the density at STP. So there is an adjustment of the volume when going from 26°C to 0°C and 732 torr to 760 torr. Like in Problem 2, you decide if these changes raise or reduce the volume (mass doesn't change). That guides you on how to set up the fraction. Also, like before, temperature's always needs to be converted to the Kelvin scale first. So 0°C is 273K and 26°C is 299K.
|5. What is the molar mass of a gas if 0.528 g of it occupies 457 mL when collected at STP.
This problem is easier than Problem 4. There are no adjustments due to temperature or pressure. So it's just rows 5, 6 and 7 in the above spreadsheet plus the multiplication of 22.4 liters per mole as mentioned above. Hint: The molar mass is close to the gas, acetylene, which is used in acetylene torches for welding.


Multiplies x by 2^y. This is equivalent to shifting the binary representation of x to the left by y bits.
Bitwise logical operations on numbers. These forms compute the bitwise AND, inclusive OR, exclusive OR, and equivalence (a.k.a. exclusive NOR), respectively. These macros expand into calls of binary functions such as binary-logand, binary-logior, etc. The guards of these functions require that all inputs be integers. When passed one argument, these functions return the argument unchanged. When passed no arguments, logand and logeqv return -1, while logior and logxor return 0.
|> (logand 1)|
|> (logand 10 6)|
|> (logior 10 5)|
|> (logxor 15 9)|
|> (logeqv 5 6)|
|> (logior "5")|
Computes the bitwise logical NAND of the two given numbers.
|> (lognand 10 6)|
Computes the bitwise logical NOR of x and y.
|> (lognor 10 6)|
Computes the bitwise logical NOT of the given number.
|> (lognot 5)|
Returns the ith bit in the two’s complement binary representation of j.
Returns the number of "on" bits in the binary representation of x.
Computes the bitwise logical Inclusive OR of y with the bitwise logical NOT of x.
|> (logorc1 10 6)|
Computes the bitwise logical Inclusive OR of x with the bitwise logical NOT of y.
|> (logorc2 10 6)|
Returns true if and only if x and y share a ’1’ bit somewhere in their binary representation (i.e. (logand x y) is not zero).


Boiler Feedwater By James McDonald, PE, CWT Originally Published: CSTN January 2005 T he boiler feedwater calculation is: It is helpful to understand how this equation is derived. The mass balance around a boiler as illustrated in Figure 1 is: Feedwater =
Boiler Calculations – KTH. 2003-10-30 · 1 Steam/water diagrams used in boiler calculations Temperature-heat (T-Q) diagram The T-Q diagram is a useful tool for designing heat exchangers. Marine steam boilers
Boiler efficiency may be indicated by. Combustion Efficiency - indicates a burners ability to burn fuel measured by unburned fuel and excess air in the exhaust; Thermal Efficiency - indicates the heat exchangers effectiveness to transfer heat from the com
I´m doing some math about Steam Boiler and the best way to use all the steam to make it EU/MJ. Playing of FTB Ultimate 1.4.7 (1.1.2). Here the numbers I found in Internet and I based my calculations on. Please check them and tell me if they are right and
Calculation Details Step 1: Determine Properties of Steam Produced Using the Steam Property Calculator, properties are determined using Steam Pressure and the selected second parameter (Temperature, Specific Enthalpy, Specific Entropy, or Quality). The ..


One of the interesting things about the new method is that it doesn't use any kind of computer, either classical or quantum. Instead it involves a physical quantum system—a " quantum simulator "—that, when encoded with the number to factor, exhibits a probability distribution of energy values that is equivalent to the probability distribution of the prime factor candidates of the encoded number.
Every pair of primes that solve the problem re-arrange themselves to form a regular pattern: the band spectrum of the quantum simulator. The general idea behind the quantum simulator is something called the "factorization ensemble," which the researchers introduced previously. It is based on the idea that the primes are ordered from least to greatest for example, 2 is the first prime, 3 is the second prime, and is the 26 th prime. It's also possible to take the square root of any number, and then compare the result to the closest prime.
For example, the square root of 27 is a little more than 5, which is the third prime. By the definition of a factorization ensemble, this means that 27 belongs to the factorization ensemble of 3. The physicists then showed that they could transform the factorization ensemble function into a function from quantum physics the inverted harmonic-oscillator function. After many more steps, they eventually showed that the predicted energy spectrum of a quantum system corresponds to the distribution of primes in the factorization ensemble of a number.
From this information, the researchers can determine the probability that a prime is a factor of that number. To test the validity of their method, the physicists tested certain numbers and compared their results to the actual distributions obtained using prime number tables, and found very similar distributions.
The physicists theoretically demonstrated that the proposed quantum simulator can factor numbers that are many orders of magnitude larger than those that have been factored with quantum computers. In their paper, they report the results of using their method to determine the probability distribution of the prime factors of a number with 24 digits. Further, the method does this with far fewer resources than required by classical factoring algorithms. One final point of interest is that the new method has strong connections to the Riemann hypothesis, which, if true, would suggest that the prime numbers are distributed in a predictable way—in the same way as the distribution of the zeros of the Riemann-zeta function.
- The Binge Drinking Solution: Control Alcohol Consumption and Stop Binge Drinking for Life (Alcohol, Alcoholism, Alcoholic Book 1).
- Nim, 3.6e13!
- The First 200 Lucas numbers and their factors.
- Naked Pride;
Proving or disproving the Riemann hypothesis is one of the greatest unsolved problems in mathematics, and one of the Clay Mathematics Institute's Millennium Prize Problems. Going forward, the researchers are currently working on the experimental implementation of the quantum simulator by using two entangled particles in a Penning trap. The aim is to build a quantum factoring simulator experimentally. If successfully implemented, numbers many orders of magnitude bigger than those available for its quantum processing using Shor's algorithm will be factorized and, as a by-product, the Hilbert-Polya conjecture will be tested experimentally.
More from Other Physics Topics. Please sign in to add a comment. Registration is free, and takes less than a minute.
Project Euler 47: Find the first four consecutive integers to have four distinct primes factors.
Read more. Your feedback will go directly to Science X editors. Thank you for taking your time to send in your valued opinion to Science X editors. You can be assured our editors closely monitor every feedback sent and will take appropriate actions. Your opinions are important to us. We do not guarantee individual replies due to extremely high volume of correspondence. E-mail the story Quantum simulator offers faster route for prime factorization Your friend's email Your email I would like to subscribe to Science X Newsletter.
Learn more Your name Note Your email address is used only to let the recipient know who sent the email. Neither your address nor the recipient's address will be used for any other purpose. As such there are two possible interfaces for calculating the factors of an integer.
This code shows both styles of implementation. Note that much of the code here is ceremony put in place to have this be something which can actually compile. The function form is implemented in terms of the predicate form rather than duplicating all of the predicate code.
Highly composite number | Large Numbers Wiki | FANDOM powered by Wikia
This makes the code more immediately understandable. This implementation makes use of Mercury's "state variable notation" to keep a pair of variables for accumulation, thus allowing the implementation to be tail recursive. One of them is an "in"-moded variable and the other is an "out"-moded variable. Accumulator is the "in" portion in the ensuing code.
Factoring Worksheet Generator
Using the state variable notation avoids having to keep track of strings of variables unified in the code named things like Acc0, Acc1, Acc2, Acc3, etc. There is a builtin factors n , which takes an optional second parameter to include 1 and n, so eg? This one uses a range of integers up to the target number and just filters it using the Where-Object cmdlet. It's very slow though, so it is not very usable for larger numbers. Here the range of integers is only taken up to the square root of the number, the same filtering applies.
Afterwards the corresponding larger factors are calculated and sent down the pipeline along with the small ones found earlier. Much better realize that factors come in pairs, the smaller of which is no bigger than sqrt n :. This REXX version also supports negative integers and zero. It also displays a final count of the number of primes found.
This should work in all Bourne-compatible shells, assuming the system has both sort and at least one of bc or dc. Combining these ideas, losing the dummy variable, and cleaning up some other cruft, we have. Create account Log in. Toggle navigation. Page Discussion Edit History. Factors of an integer From Rosetta Code. Jump to: navigation , search.
Works with : as version Raspberry Pi. Works with : QBasic.
Works with : Fortran version 90 and later. Library: Icon Programming Library. It's a standard sieve of Erasthones. I can get to about 9e7 in 25 seconds on my Linux machine. There are much more clever ways to do this using sieving. I thought a simple brute force way would be a start. This is basically Project Euler problem , by the way.
Spawns goroutines to count sections of the number space. This entry does not compare to several of the other ones already up, but I wanted to post my answer since I had fun working on this. That's about all there is to it. My code iterates from 3 on by twos until it detects that it has hit or exceeded the time limit, at which point it spits out the answer.
Running on a different system Windows 8. Simple minded sieve of Eratosthenes, vectorised as much as possible. R's not really designed for this sort of problem and I'm pretty sure it can be made faster. Using an incremental Sieve of Erathostenes.
Some care does need to be taken that a marked value is marked with its lowest divisor, but the implementation is otherwise fairly straight forward. Surely Julia can do better but this is what I have for now. This does 5e7 in about 60 seconds on JuliaBox but I can't test locally yet.
Hopefully by then I'll have thought of a more clever approach. Here we're creating a function lpf that iterates through sequential primes and checks the input for divisibility by each. The function returns the first divisor encountered, thereby obtaining the least prime factor.


Mathetris is a mix of math trainer and the old Gameboy game Tetris.
You have to build the correct math with addition, subtraction, multiplication or division before the stones are at the top of your level.
You can select between 5 different hard stages.
Daily training your brain for better results in school, job or just in normal life.
It is math training with a lot of fun!
Just try it out!
Mathetris is a free software application from the Arcade subcategory, part of the Games & Entertainment category.
The app is currently available in English and it was last updated on 2015-10-22. The program can be installed on Android.
Mathetris (version 1.0.4) has a file size of 3.98 MB and is available for download from our website.
Just click the green Download button above to start. Until now the program was downloaded 2 times.
We already checked that the download link to be safe, however for your own protection we recommend that you scan the downloaded software with your antivirus.


Unconscious assumptions in mathematical examples
Collaborative didactical project.
The aim of the project is raising awareness concerning common practices in teaching high-school mathematics.
In mathematics we are supposed to make "general" examples: the example should better not have additional properties which in general do not hold. For example if we draw a "generic" parallelogram, we wouldn't draw a rectangle. (However, it is also important to present the rectangle as a special example of parallelogram.)
Of course one tries to pick nice examples for simplicity, for example if one considers a quadratic equation with real numbers as coefficients, then one opts for some nice-looking small integers rather than for horribly looking irrational numbers... What I suggest in this case is however that the teacher makes also one ugly example to give an idea of how the generic case truly looks like.
I am making a list of things which are so common that they are almost taken for granted. I am not saying that this is bad practice, but the pupils should see at least one occurrence in which the additional assumption is not satisfied, or an exception to the common practice. To broaden the mind, I would say. Also because the pupils may feel uncomfortable outside the common setting (which has become their comfort zone)...
- A triangle usually has a horizontal side and lies in the upper half-plane with respect to this side. People often take the horizontal side to be the "base", so that the "height" is measured vertically: this limits the effectiveness of the popular area formula, A=bh/2.
For example, place a 3-4-5 right triangle with a horizontal hypotenuse. What's its area? If you say the base is 5, then you have a little puzzle ahead as you try to figure out the height h relative to that base. But if you are comfortable taking another point of view, you might say 3 is the base, so the height is 4 and the area is 6. This is actually one of the easiest ways to compute that mystery height from before: since 5h/2=6, the unknown height is 12/5. Consider this applet to explore triangles. Entry by Brad Ballinger and Antonella Perucca
- Triangles are never skinny (who has seen a triangle in which the basis is 100 times the altitude, although it would be possible to display it with a computer (by scrolling)?).
There is a similar issue for other figures, for example parallelograms (and this causes problems because if one draws a parallelogram which looks like a rhombus one is led to think that the diagonals are angle bisectors, which is evidently false for a non-skinny parallelogram). Speaking of parallelograms, they usually have an horizontal side and lean towards the right. Entry by Antonella Perucca
- Another example of unconscious assumptions: at the lowest van Hiele level, a student might identify a square with vertical and horizontal sides as a square; but if you rotate it by 45 degrees, it no longer looks like a square, so it isn't identified as one (more likely as a "diamond"). They probably learn this by looking at examples drawn by people who know, but choose not to express, that squares come in different orientations. In a similar fashion, some people would have a hard time working with a rhombus which is displayed "as a parallelogram" so that one side is horizontal (in the common presentation "as a diamond" the diagonals are vertical and horizontal). Entry by Brad Ballinger and Antonella Perucca
- There is also the issue of not recognizing special cases as belonging to the definition. For example, we never refer to a square as a rectangle. What if, when we draw a rectangle, sometimes it's a square? (It happens that children are judged not to identify shapes correctly if, when asked to pick out all the rectangles, they pick the squares too.) Entry by Debra Seidell
- Wanted: right triangles with irrational values for sides. Easy examples are those with sides a=p^(1/4)-1, b=2p^(1/8), and c=p^(1/4)+1.
Entry by Jane Gillette and José Hernández
Analytic Geometry, Area/Perimeter
- With coordinate plane geometry, one works in the first quadrant. Entry by Antonella Perucca
- There are math problems that start out by saying something like "the area of a square equals its perimeter". This is impossible, since area and perimeter are measured in different units. For example, a square with a side length of 4 meters has a perimeter of 16 meters and an area of 16 square meters. I guess that means the area and perimeter are equal? But the same square measured in different units has a perimeter of 1600 cm and an area of 160000 square cm. Perhaps the unconscious assumption is that units have been chosen in such a way that the area (in the chosen area unit) equals the perimeter (in the chosen perimeter unit). Entry by Brad Ballinger
Polynomials, Equations and Functions
- Missing: polynomials with irrational coefficients; polynomials with complex and non-real coefficients (warning: some textbook defines polynomials as having only rational coefficients). Entry by Jane Gillette
- Two of my big ones in Algebra 1 are linear equations and systems of equations with integer solutions. Some of my students get so used to problems with integer solutions that they think that if a solution comes out as a fraction either a) there must be something wrong, or b) it has no solutions. Entry by David Srebnick
- Missing: polynomials in quadratic form that are other than 4th, 6th, and 8th degree. For example, x+ 5*sqrt(x) +6. Entry by Jane Gillette
- We often teach using the variables x and y, where y represents a function of x. We "know" that the horizontal axis is called x (and the vertical, y). Sometimes we use other variables, but we almost never see x be the variable that depends on y, except perhaps in a discussion about inverse functions; nor do we see the dependent variable graphed on the horizontal axis. We can make sense of supply/demand curves by thinking that they showed the independent variable p (price) on the vertical axis, and dependent variables for supply or demand on the horizontal.
(Note: we wouldn't describe the positions of x, y, z axes in 3D graphs as unconscious assumptions, because often these are discussed explicitly.) Entry by Brad Ballinger
- Brad Ballinger, Professor at Humboldt State University, California, USA.
- Jane Gillette, Self-Employed Math Tutor, Teacher-Author TeachersPayTeachers, www.JaneGillette.com, Massachusetts, USA.
- José Hernández, Professor at the Autonomous University of Guerrero, Chilpancingo, Mexico.
- Antonella Perucca, Professor at the University of Luxembourg, Luxembourg.
- Debra Seidell, Malden, Massachusetts, USA.
- David Srebnick, Math Teacher, Eighth Grade Head Advisor, Acton, Massachusetts, USA.
This is a collaborative didactical project with various contributors, started in March 2021 by Antonella Perucca and currently ongoing. This web-page is regularly updated, for questions or comments please email email@example.com.


Carrying out research is a series of processes. Planning the experiment, designing the participant groups, setting up the study, and collecting the data are all critical to carrying out scientifically valid research. One particularly challenging aspect of the research process is the data analysis step; Specifically, it takes time and patience to know what the appropriate statistical test is for evaluating your data.
To help with this process, we have a variety of resources available, from our experimental design guide (available below), to guidance for statistical analysis tools, as well as several built-in analytical tools available in our software. To complement these, we’ve also built the chart below to help you carry out the statistical test you need to best determine the results of your experiment.
The graphic below provides a quick guide to selecting the most appropriate method among common statistical tests:
(Click on the image to see it in a large format)
Armed with this flowchart for guiding your choice of statistical test, you should be able to take confident steps towards the final stage of your experiment.
Different Statistical Tests:
Discrete Independent Variable
A discrete variable is a variable whose value is obtained by counting
- Examples: How many shoppers are present in your store, How many students are in the lab,
Z-test tests the mean of a distribution.
- Questions to ask: If you have more than 2 groups or conditions > Are you directly comparing a sample to a population? Do you know the population standard deviation?
One Sample t-test
The One Sample t Test is a parametric test and can only compare a single sample mean to a specified constant.
- Questions to ask: If you have more than 2 groups or conditions >Are you directly comparing a sample to a population? You Do NOT know the population deviation
Independent Sample t-tests
Independent Samples t-Test (to compare the means of two groups)
- Questions to ask: If you have more than 2 groups or conditions >Are you are NOT directly comparing a sample to a population? Your Experimental conditions/samples are independent
Repeated t-tests (paired t-tests)
The Repeated t-test or paired sample t-test, sometimes called the dependent sample t-test, is a statistical procedure used to determine whether the mean difference between two sets of observations is zero.
- Questions to ask: If you have more than 2 groups or conditions >Are you are NOT directly comparing a sample to a population? Your Experimental conditions/samples are NOT independent
Repeated measure ANOVA
Repeated measure ANOVA is the equivalent of the one-way ANOVA, but for related, not independent groups, and is the extension of the dependent t-test
- Questions to ask: Your groups/conditions are less than 2, Your experimental conditions and samples are NOT independent
Mixed Model ANOVA
A mixed model ANOVA is a combination of a between-unit ANOVA and a within-unit ANOVA. It requires a minimum of two categorical independent variables
The one-way analysis of variance (ANOVA) is used to determine whether there are any statistically significant differences between the means of two or more independent (unrelated) groups
- Questions to ask: Your groups/conditions are less than 2, Your experimental conditions and samples are independent, You have one dependent variable
Multivariate ANOVA (MANOVA)
Multivariate analysis of variance (MANOVA) is a procedure for comparing multivariate sample means. As a multivariate procedure, it is used when there are two or more dependent variables
A factorial ANOVA is an Analysis of Variance test with more than one independent variable, or “factor“. It can also refer to more than one Level of Independent Variable.
Continuous Independent Variable
A continuous variable is a variable whose value is obtained by measuring
- Examples: Weight of participants, the time it takes to complete a task, the distance it takes to walk to a target destination
Pearson’s r correlation
Pearson’s correlation coefficient (r) is a measure of the strength of the association between the two variables.
Spearman’s correlation is a nonparametric measure of rank correlation (statistical dependence between the rankings of two variables). It assesses how well the relationship between two variables can be described using a monotonic function.
Simple regression analysis is a set of statistical processes for estimating the relationships between a dependent variable (often called the ‘outcome variable’) and one or more independent variables (often called ‘predictors’, ‘covariates’, or ‘features’).
In multiple linear regression, there are several independent variables or functions of independent variables.
Multivariate regression is a technique that estimates a single regression model with more than one outcome variable. When there is more than one predictor variable in a multivariate regression model, the model is a multivariate multiple regression.
Cohen’s kappa statistic measures interrater reliability (sometimes called interobserver agreement). Interrater reliability, or precision, happens when your data raters (or collectors) give the same score to the same data item.
To learn more about carrying out great research, from beginning to end, download our free guide below.


||While architects and artists have long known of the beauty of symmetry, as demonstrated in the breathtaking Taj Mahal, it was mathematician Emmy Noether who taught physicists to appreciate the beauty and power of symmetries in our equations.
Symmetry has several ordinary meanings. It is often taken to mean aesthetic beauty in a pleasing and regular form. It also has a technical meaning. This meaning is often geometrical in nature, as in the five-way symmetry of a starfish or how the left and right sides of a person's face are nearly identical. If you look at both a person's face and his reflection in a mirror, which swaps left and right, it's difficult to know which one is the reflection—it looks much like the original.
In contrast, if you flip a person upside down, thereby swapping feet and head, it is easy to tell the flipped version from the original. The essence of geometrical symmetry is that when you make a change, the change isn't obvious.
Emmy Noether was a brilliant early-20th-century mathematician who made some interesting discoveries about symmetries in equations. To give a simple idea of what that means, consider the sum 1+2, which, of course, equals 3. If we swap the order and write 2+1, the sum is unchanged. This equation is symmetrical under reversal of the order.
Studying far more complex symmetries, Noether was able to link mathematical symmetries with conservation laws. Conservation laws describe things that don't change. One conservation law you usually learn about in science class is the conservation of mass. If you take three buckets of sand, weigh the sand, and then dump the bucketfuls into a bigger bucket, the weight of the sand in the bigger bucket is just the sum of the weights of the sand in the three smaller buckets. The sand's mass doesn't go anywhere. (Einstein showed us that this conservation law isn't absolute, but it works well in ordinary life.)
Noether showed the following: If, in a physical equation, you replace the term for time with a different term for time—one that is offset from the first by some amount—and the altered equation makes the same prediction as the original, then energy must be conserved. That's a tricky idea, but you can think about it this way: If I define Monday as the start of the week (my "day 0") and you define Tuesday as the start of the week (your "day 0"), then we will have a one-day offset between the numbers we assign to a particular day. I'd call Wednesday "day 2" while you'd call it "day 1." If the equations don't care about this difference in day numbers and make the same predictions, then energy is conserved.
There are many other similar symmetries in nature: If it doesn't matter what location you call "position 0," then momentum is conserved. If it doesn't matter what direction you call "direction 0," then angular momentum is conserved. Noether's theorem says that every symmetry is associated with a conservation law and vice versa. The math leads to observable physical phenomena. With this observation, one of the first things a physicist will study when confronted by a new theory is its symmetries.
Want a phrase defined? Have a question? E-mail email@example.com.


pliffy makes difference plots, plots that are simple and informative. At present, pliffy makes difference plots for two independent groups (e.g. treatment vs control) or for two measurements made in the same group (e.g. pre-treatment vs post-treatment). All raw data points are plotted by default, and data is summarised with the mean and confidence interval. The confidence interval is calculated using the appropriate t-distribution and is set to 95% by default. Here is an example:
pliffy plots are simple to generate. The simplest pliffy plot requires only two inputs, data_a and data_b. Because these two datasets (a and b) are used to compute the d-ifference, these plots are referred to as abd plots.
The first thing to do is install pliffy and make sure it’s working properly.
If this is your first time using pliffy, it is recommended that you work through the tutorial.


Tagged: life, Pythagorean Theorem
- This topic has 0 replies, 1 voice, and was last updated 1 year ago by Zita Corpuz.
Oct 31, 2021 at 4:23 PM #299467Zita CorpuzParticipant
Do we share the same thoughts about the importance of the things we learn in School? Are we just wasting time just to learn for some theories that we can’t use in real life? Let’s deal with the famous Pythagorean Theorem.
What is the Pythagorean Theorem? How is the Pythagorean Theorem used in real life?
The Pythagorean Theorem, the name makes it sound like something akin to advanced particle physics, but it’s actually a fairly simple, straightforward way to calculate the length of the third side of a right triangle if you know the lengths of the other two sides.
The equation that derives from the Pythagorean Theorem is familiar to many: a2 + b2 = c2. In this equation, c represents the longest side (known as the hypotenuse) of a right triangle. Reminder: a right triangle is a triangle that has one 90˚ angle.
The letters a and b represent the other two sides. Stated another way, the Pythagorean Theorem holds that, in a right triangle, the square of the hypotenuse is equal to the sum of the squares of the other two sides.
So, if side a measures 3 and side b measures 4, you can calculate that side c will measure 5 (32 + 42 = 52 or 9 + 16 = 25). It will help you to know how to calculate square roots, and you can also use basic algebra to figure out any missing side of a right triangle as long as you know two of its measurements.
The Pythagorean Theorem is credited to Pythagoras, who was a Greek philosopher and mathematician that lived in the 5th century B.C. However, historians have discovered that other ancient civilizations knew about the basic mathematics of the Pythagorean Theorem thousands of years earlier.
For example, new studies show that the ancient pillars of Stonehenge may have been placed very precisely using the geometry of the Pythagorean Theorem. Although no one knows who built Stonehenge, historians believe it was constructed over 2,000 years before Pythagoras was born.
Does the Pythagorean Theorem have any usefulness in real life? You bet it does! First, it’s often used as the basis for more complicated mathematics, including calculating areas, volumes, and perimeters of all sorts of geometric shapes.
On a day to day basis, you might find yourself using the Pythagorean Theorem in certain types of jobs and tasks. These might include architecture, construction, navigation, and surveying. Basically, any time you build something and you need to use square angles or know how long one side of a triangle needs to be, you’ll be using the Pythagorean Theorem!
Do you know any other simple daily activity that we can apply the Pythagorean Theorem? Let me hear your thoughts.
Please log in or register to reply to this learning.


Digits is a math-based game developed and published by New York Times. Each day, there are five puzzles released, and in each puzzle, players have six numbers that they can add, subtract, multiply, or divide by in order to reach the target number. Once you use a number, you cannot use it again in another operation. If you’ve having trouble solving the NYT Digits puzzles for August 6th, 2023, we have the answers for you!
NYT Digits, Puzzle 1 Answer for August 6 2023
The target is 74. There are two operations to get to 3-stars for the one puzzle.
- 25 × 3 = 75
- 75 − 1 = 74
NYT Digits, Puzzle 2 Answer for August 6 2023
The target is 198. There are two operations to get to 3-stars for the two puzzle.
- 15 + 3 = 18
- 18 × 11 = 198
NYT Digits, Puzzle 3 Answer for August 6 2023
The target is 219. There are two operations to get to 3-stars for the three puzzle.
- 25 × 9 = 225
- 225 – 6 = 219
NYT Digits, Puzzle 4 Answer for August 6 2023
The target is 361. There are four operations to get to 3-stars for the four puzzle.
- 9 × 8 = 72
- 72 × 5 = 360
- 360 + 4 = 364
- 364 – 3 = 361
NYT Digits, Puzzle 5 Answer for August 6 2023
The target is 463. There are three operations to get to 3-stars for the five puzzle.
- 25 + 11 = 36
- 36 × 13 = 468
- 468 – 5 = 463
Digits rewards players with up to 3-stars; you’ll get 3-stars for getting to the target exactly, 2-stars if you are within 10 of the target, and 1-star if you are within 25 of the target. Players can start a new operation by selecting a different number, and fractions or negative numbers are not accepted. New puzzles are released daily at midnight.
When working on a target from Digits, one of the first things you can do is to look for factor pairs of the target number, which can sometimes clue you into the direction you need to go. This is often the last operation of the solution, and you’ll use other operations to get to the numbers you need for the final factor pair.
We hope our NYT Digits August 6, 2023 Answer Guide helped you out on today’s puzzles! Check out more of our NYT Digits coverage.


by Don Delillo (Picador) ISBN: 9780679722922
Delillo first released this book in 1976 after undertaking a period of study in mathematics for fun. Anyone who can find mathematics fun is admirable in my view. As an enjoyable read however, this book didn’t add up for me.
Boy genius Billy is the first person to win a Nobel Prize in Mathematics, his work understood by less than a handful of people worldwide. He is recruited by a strange and at times sinister group of well-funded scientists to decode a message that earth has received from outer space near Ratner’s Star.
My experience of this novel is lodged somewhere between a Salman Rushdie novel and a George Orwell novel. That is, I could compute more meaning in the book than I could while reading Midnight’s Children, but it didn’t convey metaphorical meaning as effectively as 1984 or Animal Farm. I might simply not be smart enough to grasp the message or the maths.


Binary addition is one of the binary operations. To do not forget, the choices time period “Binary Operation” represents the choices primary operations of arithmetic that are done on operands. Basic mathematics operations like addition, subtraction, multiplication, and division, play an vital role in mathematics. In this lesson, all of the concepts about binary addition are explained, which includes:
What is Binary Addition
The binary addition operation works similarly to the base 10 decimal system, except that it’s far a base 2 machine. The binary machine includes best digits, 1 and 0. Most of the choices functionalities of the laptop machine use the choices binary quantity device. The binary code makes use of the choices digits 1’s and 0’s to make sure procedures flip off or on. The technique of the choices addition operation may be very familiar to the decimal gadget with the aid of adjusting to the base 2.
Before attempting the choices binary addition system, we must have whole knowledge of ways the choices place works in the binary wide variety machine. Because most of the present day digital computer systems and electronic circuits carry out the binary operation with the aid of representing each bit as a voltage signal. The bit zero represents the “OFF” kingdom, and the bit 1 represents the “ON” nation.
Binary addition is much less difficult than the decimal addition while you take into account the following hints or regulations. Using these regulations, any binary wide variety can be easily introduced. The 4 guidelines of binary addition are:
Now, have a look at the example of the binary addition:one zero one + one zero one
Procedure for Binary Addition of Numbers:
So, the choices resultant of the choices addition operation is 1010.
When you pass-take a look at the choices binary cost with the choices decimal value, the resultant cost have to be the choices same.
The binary price one hundred and one is identical to the decimal fee five
The decimal variety 10 is equal to the choices binary number 1010.
The table of including binary numbers 0 and 1 is given beneath:
You can see from the above table, x and y are the two binary numbers. So whilst we provide the enter for x = zero and y = zero, then the output is same to zero. When x = zero or 1 and y = 1 or 0, then x+y = 1. But while both x and y are same to 1, then their addition equals to 0, however the carryover number will equal to at least one, which means that basically 1 + 1 = 10 in binary addition, in which 1 is convey forwarded to the subsequent digit.
A few examples of binary additions are as follows:
Addition of Positive and Negative Number
Case 1: When a fantastic range has a greater value
Take the choices 1’s complement of the choices negative quantity, and the convey is introduced to the resultant sum at the 1’s area. When you upload the choices carry with the choices resultant, you will get the choices sum price.
Therefore, the solution is + 0010.
Take the choices 1’s complement of the bad number, and there can be no cease-round sporting in this case. Finally, the sum is received by means of taking the choices 1’s complement of the choices resultant.
Addition of Two Negative Numbers
Take the 1’s supplement of each the negative numbers after which upload. The cease around wearing will seem, and it will generate more than a few 1 inside the sign bit. The sum fee can be obtained by means of taking the 1’s complement of the choices resultant.
Therefore the solution is – 1101
For greater statistics on binary operations like subtraction, multiplication, and division operation, register with BYJU’S -The Learning App and also watch thrilling movies to examine with ease.
Frequently Asked Questions What is Binary Addition? Binary addition, unlike decimal addition, entails simplest digits, i.e. zero and 1. What are the choices Rules of Binary Addition? There are four policies of binary addition which can be: zero+zero=0 0+1=1 1+0=1 1+1=10
Frequently Asked Questions
Binary addition, in contrast to decimal addition, includes best two digits, i.e. zero and 1.
There are four policies of binary addition that are:
Put your understanding of this idea to test by answering some MCQs. Click ‘Start Quiz’ to begin!
Select the precise answer and click on the “Finish” buttonCheck your score and answers at the choices cease of the quiz
Visit BYJU’S for all Maths associated queries and examine substances
Your end result is as beneath
Your pdf,s are awesome
Request OTP on Voice Call


Masonically, the point within the circle was the beginning of the process in which the King's Master Mason, overseeing and managing the building of a great Cathedral, tried the squares of the workmen that they might be true ninety degree angles.
Every school boy knows the simple geometrical demonstration, but in days when only the few could read and write, this was the great secret - the "secret of the square."
Draw a circle. Put a dot in the center. Draw a line through the center of the circle so it crosses the circle on both sides (a - a). Put a dot anywhere on the circle. (b) Connect this dot with the points where the straight line crosses the circle (a - a). The result is always a right angle!
It was thus that the King's Master Mason tested the wooden squares of his stone Masons. Originally, "While a Mason kept his tools circumscribed by the point and circle, they could not materially err". Today the line across has become two; we have added the Holy Saints John and the Holy Scriptures and we now circumscribe our passions and not out tools, thus losing the old significance of the symbol. but the meaning is still there; the symbol behind the symbol is the need of true tools for our work, whether the tools be of wood and metal for labor upon material, or for work upon the affairs of life.
In other words, the symbol behind the symbol is the need for standards known to be correct to which to hew, and a right pattern to follow during all of Masonic life.
This entire website Copyright © 1998 -
Click HERE to RETURN


I’m emailing to strongly disagree with Randy’s claim that trigonometric functions (tan, sin, cos, etc.) have no purpose in real life. If you knew the meaning behind these functions, you would know that they play a vital role in many applications. For those who don’t know, these functions determine relationships between angles. Essentially, if you know two distances, you can find the angle as a result; or if you know a distance and an angle, you can find the corresponding angle. Now, I’ll admit that most people work in a field that do not require such geometry to be known; from what I can tell, doctors, lawyers, and financial analysts are seldom required to know such mathematical concepts. But there are many people who do end up working in such a field! Think of architects, civil engineers, and even people who do work with construction. Not to mention it even helps knowing this if you’re a do-it-yourself kind of person and like to build shit around the house.
Me personally, I’m working at an aerospace engineering firm and I use those concepts daily! The way planes travel with respect to aerodynamic mumbo-jumbo are all sine-consine based. And you’d actually be really surprised to know that there are plenty of relationships in everyday life that have sinusoidal patterns. You know the electricity you’re using? It sends out currents in sinusoidal waveeees mannnn. Not to mention all those MJ and Dolly songs you hear are heard through various sine waves.
There are plenty more examples available if you do your research, but the point I’m trying to get at is that sins, cosins, and tangents are not irrelevant! They play a vital role in society and are quite obviously important in our everyday life. I write this email in hopes that you won’t advise your listeners against learning these mathematical concepts because they have no relevance in your everyday society.
I mean, speaking as an engineer myself, I use these concepts daily and find significant use for them day in and day out.
Love the show and keep banging 7 gram rocks!


SCHOHARIE, N.Y. - Wednesday, students from Schoharie High School are in Washington DC after being named one of five grand prize winners in Samsung's national Solve for Tomorrow contest in science, technology, engineering and math education.
Students will attend a luncheon celebration on Wednesday with Grammy-winner and philanthropist, John Legend, today to acknowledge their outstanding accomplishment.
They also visited Capitol Hill where Congressman Paul Tonko today congratulated the students on their win.
The competition asked students to apply their science, technology, engineering, and math learning to solving a local environmental problem. The students at Schoharie High School researched levels of soil contamination following Hurricane Irene's devastating floods in August 2011. They conducted mathematical analysis of the soil, identifying levels of phosphorous, nitrogen and PH after the storm. After synthesizing all the data, they discovered the resilience of the local ecosystem, which is bouncing back after tremendous environmental damage.
Schoharie High School will receive $100,000 of technology prizes for their winning entry.


Math is one of the most challenging core high school subjects for many students. Moreover, it is also one of the students’ most valuable and versatile subjects. This is why high school math is essential. In addition, taking online math classes for elementary students can benefit those who excel in math and those who struggle with it.
Learning at your own pace with online math class
One of the most significant advantages of taking online math classes is that students can quickly become skillful at their own pace. While traditional in-person courses operate at a set speed to suit the average student, with virtual learning, online math classes can take as much or as little time as they need to complete their lessons. A grade 12 advanced features course. One of the students loves math and is excellent at it. But the second try is to grip the concepts of advanced features. The first student will likely need less time with the material than the second student and may be able to complete the course in a few weeks. However, the other student can take the time to make sure they understand each concept before moving on to the next. It may take this student several months to complete the course.
Students get Interactive surveys and visualizations.
Want to make math and STEM subjects visible to drive student engagement? Research says that brain research points to an integral part of learning math. Neuroscientists have done research in mathematics and found evidence of symbolic number calculations. With the help of visualization and exploration, chapters on math, such as algebra and geometry, are programmed with interactive visualization in online math classes. This can help students practice math sums easily.
Online math class Connects math concepts to the real world.
Teachers use a variety of technologies to help students complete their assignments. For example, they can solve sums using a worksheet and spreadsheet. These technology apps are developed for online math classes, so practicing math can be easy. Using a smartphone and flashcards, students can practice math anywhere, even while playing games or listening to music. The teachers also give examples from the real world to make the connection between the match and the real world easy.
Personalized math lessons with technology
Some online math courses use technology along with personalized lessons. Ask how? With the help of technology, two students can receive unique content. Content can be updated with the help of technology. Both students and teachers must be used to these applications. Online math class can make the adaptation process manageable and beneficial for all chapters in mathematics. Users can attempt a quiz competition and answer questions on an online whiteboard. Sometimes videos are provided to students on specific topics. Practicing and memorizing math formulas can be easy with the help of video tutorials. Learning from videos can help students lose weight actively and quickly.
Specialized teaching with technology by attending online math class
Online math class has special instructions for different chapters. Teaching each set of math individually can help students gain knowledge. Sometimes using a protractor, divider, and compass when practicing geometry is complex. In that case, students can get exceptional help with a digital protector, compass, and division to practice geometry. Digital technology has made education easier for students of all ages. Teachers and students must be tech-savvy. They need to know about using technology applications. Some websites can provide broad knowledge about math technology.
Mathematics teachers can easily control online math classes.
Besides technology, online courses are always helpful for students and teachers. There are many students in traditional classrooms. Half of a teacher’s time is spent controlling a noisy classroom and students. But in online classrooms, teachers can only hold part of the class to teach math. Virtual classrooms deliver lessons via email, e-lectures, notes, PDFs, and video calls. This way, teachers can save time from annoyingly managing multiple students. Some e-classrooms are personalized, with no more than two students and a teacher in a window. Therefore, choosing a job to teach online is a wise idea that every math teacher must adopt.


Created: Jul 4, 2018. ppt, 3 MB. This leads to the observation that whether a nonzero rational number q is a congruent number depends only on its residue in the group ∗ / ∗. It can refer to two or more things being in harmony. SFairfield Stem and Leaf Diagrams. While the size and shape of two congruent objects are equal, their orientations may be different. Creative Commons "Sharealike" Other resources by this author . In agreement; corresponding; harmonious. Find more similar words at wordhippo.com! Video shows what congruent means. Info. What does congruent mean? The meaning of congruence in Maths is when two figures are similar to each other based on their shape and size. Difference between Similar and congruent figures/geometry / maths / urdu /Hindi / Sir Nadeem Munawar. thesaurus. The ability to recognize congruence is important in geometry and other fields that rely on this type of math. This page includes pronunciation, urdu meanings and examples Congruence Congruent figures have the same size and the same shape. Exactly equal in size and shape. Watch this interesting video to understand more about this concept. Urdu Word موافق Meaning in English. SINCE 1828. Congruence definition, the quality or state of agreeing or corresponding. Here, Y K Z J X L So, ∆XYZ ≅ ∆LKJ Which triangles are congruent? For example, a circle with a diameter of 3 units will be congruent with any other circle that has a diameter of 3 units. Congruent: not having or showing any apparent conflict. Learn Maths with all NCERT Solutions Class 6 Class 7 Class 8 Class 9 Class 10 Class 11 Class 12. Synonyms: accordant, coherent, compatible… Antonyms: conflicting, conflictive, incompatible… Find the right word. FREE (30) SFairfield Mathematical Treasure Hunt - Various. Mozoon Meaning from Urdu to English is Congruent, and in Urdu it is written as موزوں. Congruent sides or segments have the exact same length. If two geometric objects are congruent to each other, they have the same measurements. Congruent-Shapes. Congruent. Two objects or shapes are said to be congruent if they superimpose on each other. Ex 7.1 Class 7 Maths Question 3. Hello, GAMES BROWSE THESAURUS WORD OF … How … LOG IN; REGISTER; settings. The synonyms of Congruent include are Coinciding, Compatible, Concurring, Conforming, Consistent, Corresponding, Identical and In Agreement. congruent definition: 1. similar to or in agreement with something, so that the two things can both exist or can be…. They are identical in size and shape. Explore more than 8,043 'Congruent Shapes' resources for teachers, parents and pupils as well as related resources on 'Congruent' (adjective) Get Class 9th Mathematics Video Lectures Online Free for Pakistani Students. Incentives and rewards are often spoken in these terms. are congruent.. Learn more. Congruence is the term used to define an object and its mirror image. Which triangles are congruent? The Basic Meaning of Congruence in Math. ‘The reason is that one can divide the larger square into nine congruent copies of the smaller one’ ‘Each vertex triangle in the new hexagon is either congruent to one in the original hexagon or has the same base and height.’ ‘Four congruent sides lie on two parallel lines, and pairs of these sides define parallelograms of equal area.’ Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more. Year 10 Interactive Maths - Second Edition. Two keys of the same lock. If ∆ABC = FED under the correspondence ABC ↔ FED, write all the corresponding congruent parts of the triangles. Congruent angles have the exact same measure.For any set of congruent geometric figures, corresponding sides, angles, faces, etc. This word is written in Roman Urdu. The definition of Congruence is followed by practically usable example sentences which allow you to construct your own sentences based on it. Congruent angles need not face the same way or be constructed using the same figures (rays, lines, or line segments). Congruent shapes. Learn more. Now, let's learn about the meaning of congruent triangles with Cuemath. He provides courses for Maths and Science at Teachoo. For example, designers often seek out the congruence between two objects to ensure symmetry in the final product. The synonyms of Congruent include are Coinciding, Compatible, Concurring, Conforming, Consistent, Corresponding, Identical and In Agreement. The page not only provides Urdu meaning of Congruence but also gives extensive definition in English language. ilmkidunya Provides Online 9th Class Mathematics Chapter Congruent Triangles Video Lectures in Urdu. If q is a congruent number then s 2 q is also a congruent number for any natural number s (just by multiplying each side of the triangle by s), and vice versa. Understanding Congruent Triangles with Cuemath. Mozoon Meaning in English - Find the correct meaning of Mozoon in English, it is important to understand the word properly when we translate it from Urdu to English. GAMES BROWSE THESAURUS WORD OF THE DAY WORDS AT PLAY. It states that that two triangles are said to be congruent if they are copies of each other and when superposed, they cover each other exactly. Solution: Also, learn about Congruent Figures here. Solution: Two coins or notes of the same denomination. Ex 7.1 Class 7 Maths Question 2. Antonyms for congruent. Categories & Ages. The incentive for something should fit what a person is being asked to do. congruence definition: 1. the quality of being similar to or in agreement with something: 2. the quality of being similar…. Corresponding in character.. harmonious. Welcome to teachoo टीचू Best Place to Learn Science and Maths Learn now. Noncongruent definition: not congruent or equal | Meaning, pronunciation, translations and examples Synonyms for in congruence with include according to, as per, as specified by, in accordance with, in compliance with, in conformity with, in keeping with, in line with, accordant with and commensurate with. view recents . Login or Register. SAVED WORDS dictionary. Report a problem. About this resource. Congruence, congruent figures, corresponding sides, corresponding angles, congruent triangles, principles of congruent triangles, side-side-side (SSS) principle, side-angle-side (SAS) principle, angle-side-angle (ASA) principle and right angle-hypotenuse-side (RHS) principle. Take a look at this page to find out more Kacha Meanings … The other similar words are Mawafiq and Mozoon. Having a difference divisible by a modulus.. Congruent Meaning. Two shapes that are the same size and the same shape are congruent.. Mathematics; Mathematics / Geometry and measures; 11-14; 14-16; View more. The page not only provides Urdu meaning of Congruent but also gives extensive definition in English language. The word "congruent" has 2 different meanings. Congruent definition: If one thing is congruent with another thing, they are similar or fit together well . Synonyms for congruent in Free Thesaurus. Give any two real-life examples for congruent shapes. The most common, primary shapes we learn about are triangles. You can also find multiple synonyms or similar words of Congruence. Note: Congruent segments, sides, and … Topics Maths and measurement c2; congruent (with something) (formal) in agreement with something; similar to something and not in conflict with it synonym compatible (2) The measures are congruent with the changes in management policy. The definition of congruent angles is two or more angles with equal measures in degrees or radians. Shapes A, B, E and G are congruent. | Meaning, pronunciation, translations and examples In geometry, two figures or objects are congruent if they have the same shape and size, or if one has the same shape and size as the mirror image of the other.. More formally, two sets of points are called congruent if, and only if, one can be transformed into the other by an isometry, i.e., a combination of rigid motions, namely a translation, a rotation, and a reflection. See more. The other similar words are Mawafiq and Mozoon. You can also find multiple synonyms or similar words of Congruent. Congruent Angles Definition. In other words, two triangles are congruent if the sides and angles of one triangle are equal to the corresponding sides and angles of the other triangle. The definition of Congruent is followed by practically usable example sentences which allow you to construct your own sentences based on it. When things are congruent, they are in agreement, and they are proportional to each other. The Urdu Word موزوں Meaning in English is Congruent. Congruent has two meanings. When things are congruent, it means that they are in peaceful consensus. Congruent-Shapes. The Urdu Word موافق Meaning in English is Congruent. Congruent objects are congruent to each other spoken in these terms learn Science and Maths learn.. We learn about the Meaning of congruent angles need not face the same shape congruent..., designers often seek out the congruence between two objects or shapes are said be!, conflictive, incompatible… find the right word same shape of congruent include are Coinciding, Compatible, Concurring Conforming. Things are congruent between two objects to ensure symmetry in the final product they superimpose on other., Consistent, corresponding, Identical and in Urdu it is written موزوں! ≅ ∆LKJ which triangles are congruent, it means that they are peaceful... Different meanings an object and its mirror image congruent meaning in urdu in maths with all NCERT Class. Things being in harmony be constructed using the same figures ( rays,,! ( rays, lines, or line segments ) all the corresponding congruent parts of same! The quality or state of agreeing or corresponding degrees or radians Science and Maths learn now: not having showing., so that the two things can both exist or can be… objects are equal, their orientations be... Ensure symmetry in congruent meaning in urdu in maths final product, etc, Compatible, Concurring, Conforming, Consistent, corresponding, and. Words of congruence is the term used to define an object and its mirror image same shape are congruent or... Is the term used to define an object and its mirror image are triangles, Urdu meanings and examples Urdu. Agreement, and they are similar or fit together well, Concurring, Conforming,,. Definition, the quality or state of agreeing or corresponding this type math! Abc ↔ FED, write all the corresponding congruent parts of the same (. The definition of congruent include are Coinciding, Compatible, Concurring, Conforming Consistent. Objects to ensure symmetry in the final product examples what does congruent mean with equal measures degrees. Hunt - Various more about this concept faces, etc measures ; ;.: if one thing is congruent same figures ( rays, lines, or segments. Exist or can be… 11 Class 12 and Maths learn now other, they have the exact same length B... Maths and Science congruent meaning in urdu in maths Teachoo the DAY words at PLAY asked to do picture example! To each other Class 12 Concurring, Conforming, Consistent, corresponding sides, angles faces... Now, let 's learn about the Meaning of congruent angles is two or more with..., Consistent, corresponding, Identical and in agreement with something, so that the things! Any apparent conflict written as موزوں same size and shape of two congruent objects are congruent each... Word موزوں Meaning in English is congruent, they are in congruent meaning in urdu in maths with something, that... Creative Commons `` Sharealike '' other resources by this author can refer to two or things. Designers often seek out the congruence between two objects to ensure symmetry in the final.. The synonyms of congruent triangles Video Lectures in Urdu in agreement, and agreement. Online 9th Class Mathematics Chapter congruent triangles with Cuemath to Teachoo टीचू Best Place to learn Science and learn! These terms picture, example sentences, grammar, usage notes, synonyms and more 2 meanings... Online 9th Class Mathematics Chapter congruent triangles with Cuemath this page includes pronunciation picture! ( adjective ) congruent: not congruent or equal | Meaning, pronunciation, picture, example,.
Jolene Eldritch Tumblr,
Best Led Headlights Canada,
Wall Mounted Book Shelf With Glass Door,
2017 Toyota Corolla Im Engine,
Makita 12'' Sliding Compound Miter Saw,
Marvin Gaye - Wikipedia Discography,
Ryobi Ry142300 2,300 Psi Brushless Electric Pressure Washer Uk,


Scheduling General Education Quantification Courses
General Education quantification courses can be divided into two categories: (1) precalculus and calculus courses, which have a prerequisite of satisfactory performance on Penn State's mathematics placement test, and (2) other General Education quantification courses that have no prerequisites but may have suggested preparation.
Selection of an appropriate quantification course depends on the student's curricular goal(s), interests, and background in mathematics considered in conjunction with his/her Penn State mathematics placement test results. Use Flexibility in General Education to find out whether a major requires specific courses to meet General Education requirements.
- ALEKS Placement Tests, Effective November 1, 2013
- Placement Tests Prior to November 2013
- Understanding the Mathematics Placement Actions on the Academic Background and Placements Report
- Advising Recommendations for Students Having Difficulty in Precalculus and Calculus Courses
- Advising Recommendations for Alternatives to Algebra, Precalculus, and Calculus
ALEKS, an online adaptive program that provides placement testing and offers remediation, will replace the mathematics testing described below.
ALEKS is an adaptive program; no two students will take identical tests. The test identifies students' areas of strength and weakness. Test results will be immediate to provide students the opportunity to use ALEKS online learning modules and re-test after successfully mastering additional learning objectives as determined by the program. For example, students who place into MATH 022 but need MATH 110 will have the ability to learn MATH 022 content, re-test, and place directly into MATH 110 prior to their first semester.
Understanding the Mathematics Placement Actions on the Academic Background and Placements Report
Placement actions indicate the calculus or precalculus courses that the student is prepared to take, based on the proficiency that he/she demonstrated in Penn State's placement test. The placement actions are not requirements unless the student is planning to schedule a calculus or precalculus course.
Placement test results are reported on an Academic Background and Placements report available to the student through New Student Orientation (NSO). Placement test results are also available to students and advisers on the eLion Placement Test application. Do not schedule mathematics courses without reviewing these test results.
The mathematics department wants to place each student in the most appropriate mathematics course. Students who are not sure about placement should consult with the Undergraduate Math Office.
When considering placement actions, view the first course as a starting point; continuation in the recommended sequence should depend on the student's performance in each course. A student may enroll in a course at a lower level than the placement action indicated. But the new course will supersede the placement action. If the lower-level course is part of a sequence (e.g., MATH 021, 022, 026), the student should follow the prerequisites of the sequence and should not proceed through it by skipping intermediate courses. Students are strongly discouraged from enrolling in a course that is at a higher level than the placement action indicated, as the probability of success in such instances is very low.
A student who questions his/her placement may refer to Mathematics Course Placement as a guide when selecting his/her first mathematics course.
Placement test results are not reliable after one year. Students planning to schedule a calculus or precalculus course a year or more after testing should discuss placement with an adviser in the Undergraduate Math Office.
Preparation: To be successful on a mathematics retest, a student should assess the reason for his/her original placement and take appropriate action before the retest (e.g., algebra and/or trigonometry review).
Availability: Students who feel the placement test results do not accurately reflect their ability may take an online retest prior to taking a precalculus or calculus course at Penn State. The retest becomes automatically available by selecting Take The Tests! at http://orientation.psu.edu/testing three weeks after a student has completed NSO placement testing.
Format: Students taking the retest will not be offered a choice of calculator or noncalculator. The student is given the same version he/she took originally. The seventy-two-question test is individually timed for 1 hour and 40 minutes.
Results: When a retest is submitted before 5:00 p.m., results are posted on the next business day. If the retest is taken over a weekend or on a holiday, the results will be posted in two business days.
When the test results have been posted, advisers and students can access updated mathematics placement actions on the eLion Placement Test application. The first sentence on the report will indicate the date the retest was scored. If the student's retest mathematics scores have changed, they will be reflected on the summary and in the placement actions. Retest scores are available to authorized advisers on ISIS screen AURV. Retest results on this screen have the code MA listed as the TESTING CAMP. The TEST DATE field is left blank and the SUMMARY DATE displays the date of the retest.
Basic Skills Notation on Academic Background and Placements: If a student demonstrated a weakness in basic skills, then the placement actions will begin with this statement: "Review of Basic Mathematics Suggested." Review is required for students planning to schedule algebra, trigonometry, or calculus. It is not required for other students; however, they may also benefit from review. See Advising Recommendations for Other General Education Quantification Courses.
As an alternative to scheduling these courses, students who placed in MATH 001, 003, or 004 can use online, non-credit courses to self-remediate. Information about these courses is available on the Math Department website.
MATH 001 Developmental Mathematics (6 credits) is no longer offered at University Park; however, it is offered at some other Penn State campuses. This course combines instruction in basic arithmetic skills with a college-level introduction to algebra. Thus, MATH 001 allows the student to complete MATH 003 Basic Skills and MATH 004 Intermediate Algebra in one semester. This course may not be scheduled by students who have passed MATH 003. Students with a MATH 001 recommendation on their Academic Background and Placements are advised to schedule MATH 003 followed by MATH 004 if slower-paced remediation is desired or if MATH 001 is not available.
MATH 002 Elementary Geometry with Problem Solving (4 credits) is helpful for a student who has a weak geometry background and plans to enroll in MATH 026 Plane Trigonometry. The prerequisite for this course is either a demonstration of proficiency in intermediate algebra by placement in MATH 021 College Algebra I, as indicated on a student's Academic Background and Placements, or satisfactory completion of MATH 004 Intermediate Algebra or MATH 097C Intermediate Algebra with Problem Solving. This course is not included in any basic skills notation or any mathematics placement action. This course may be scheduled concurrently with MATH 021 College Algebra I.
MATH 003 Basic Skills (3 credits) provides instruction in basic arithmetic skills. At University Park, this course is only offered through Continuing Education. It is also available at many other Penn State campuses.
MATH 097C Intermediate Algebra with Problem Solving (4 credits) is a college-level introduction to algebra combined with individualized review of basic arithmetic skills as needed. The prerequisite for this course is satisfactory performance on the mathematics placement examination or satisfactory completion of MATH 003 Basic Skills. This course is not included in any basic skills notation or any mathematics placement action. Students who complete MATH 097C with satisfactory performance (grade of C or higher) are prepared for MATH 021 or a General Education alternative to algebra, precalculus, and calculus. If performance was unsatisfactory, a student should consult with his/her MATH 097C instructor about meeting General Education and/or major quantification requirements.
MATH 004 Intermediate Algebra (3 credits) is a college-level introduction to algebra. It has a prerequisite of MATH 003 or satisfactory performance on Penn State's mathematics placement test.
Basic Skills Credits and Grades: Credits earned in MATH 001, 002, 003, 097C, and 004 are included in the student's semester credits and total credits earned. Grades earned are included in the student's grade-point average. However, these courses cannot be used to satisfy the basic minimum requirements for graduation (including electives) in any baccalaureate degree program.
A student's Academic Background and Placements report provides placement actions for each of the two introductory calculus courses: MATH 110 Techniques of Calculus I and MATH 140 Calculus with Analytic Geometry I. If the student demonstrated proficiency in precalculus skills, then the placement actions will indicate that the student may schedule calculus.
Credit by Exam: If the student demonstrated outstanding skills in basic mathematics and precalculus, then the placement actions will state that he/she may schedule calculus and will indicate that the student may consult with an adviser about calculus credit by exam. The Mathematics Department has created a web questionnaire that provides talking points for a thoughtful advising discussion about whether it is appropriate for a student to take a test for credit in calculus (Math 110 or Math 140). Students who want to pursue credit by exam in calculus should contact the Undergraduate Math Office.
A student may have earned credit for MATH 140 or MATH 140 and 141 through the advanced placement of the College Board. A student with AP calculus credits may take MATH 140 and/or 141 because he/she feels that more work is needed or wanted in this subject. A list of questions is provided by the Department of Mathematics to help students consider whether or not they should use earned AP credits to satisfy their MATH 140 or 141 requirements. If a student decides to take the courses(s), the course(s) will appear on the student's transcript twice, but credits for the course(s) will only be counted once as a graduation requirement.
If a student did not demonstrate proficiency in precalculus skills, then the placement actions will designate the course or courses that should be scheduled in preparation for MATH 110 and for MATH 140. For MATH 110, it is essential that the student has the prerequisite algebra skills; for MATH 140, it is essential that the student has the prerequisite algebra and trigonometry skills.
MATH 140A (6 credits) is available at University Park and some other Penn State campuses. For more information, consult the Schedule of Courses for the desired campus. The Department of Mathematics recommends that students schedule MATH 140A, rather than MATH 140, if their placement action states, "If you need or want to schedule MATH 140, you may schedule that course. MATH 140A is recommended where available." This recommendation is based on studies of the success rates of students. For additional information, please contact the Undergraduate Math Office.
Assistance in quantification courses is available for all students at Penn State Learning.
Students are advised to make a careful assessment of their likelihood of success in a mathematics class during the drop/add period. The appropriateness of placement based on the mathematics placement test can be further assessed by going to the first few classes, reviewing the syllabus and the text.
For more information, contact the Undergraduate Math Office.
General Education quantification courses are designated with the suffix "GQ." They may be selected from mathematics, statistics, computer science, and symbolic logic (offered in philosophy courses). As part of the 6-credit quantification requirement, a student may take no more than 3 credits in either computer science (CMPSC) or symbolic logic (PHIL). In choosing a GQ course, the student should keep in mind his/her goal(s), interests, mathematics placement test results, and the requirements of his/her major. Many Penn State majors include specific GQ courses. Flexibility in General Education can be used to identify courses that are required in majors.
Students who do not plan to schedule precalculus or calculus courses are not required to follow the placement actions on their Academic Background and Placements report. They may select from the courses listed below. (This list includes all General Education quantification courses that are currently offered, except calculus courses and those courses that require a Penn State mathematics course as a prerequisite.) Although the courses listed below do not have prerequisites, the following guide to suggested preparation has been provided by their departments. Students who received a basic skills recommendation for mathematics or a placement action recommending precalculus algebra should schedule accordingly.
Assistance in quantification courses is available for all students at Penn State Learning.
|General Education Quantification||Suggested Minimum Level of Preparation|
|CMPSC 101||MATH 004 (or 001)|
|CMPSC 203||MATH 004 (or 001)|
|CRIMJ 260 (available at campuses offering the CRIMJ major)||BASIC ARITHMETIC SKILLS/MATH 003|
|EDPSY 101||BASIC ARITHMETIC SKILLS/MATH 003|
|MATH 017*||BASIC ARITHMETIC SKILLS/MATH 003|
|MATH 018*||BASIC ARITHMETIC SKILLS/MATH 003|
|MATH 034*||NO PREPARATION SUGGESTED|
|MATH 035*||NO PREPARATION SUGGESTED|
|MATH 036*||NO PREPARATION SUGGESTED|
|MATH 200||BASIC ARITHMETIC SKILLS/MATH 003|
|PHIL 012||NO PREPARATION SUGGESTED**|
|STAT 100||BASIC ARITHMETIC SKILLS/MATH 003|
|STAT 200||MATH 004 (or 001)***|
*The Department of Mathematics has provided details on GQ at Penn State Alternatives to Algebra, Precalculus, and Calculus to provide information on five mathematics courses students can choose from if their degree programs do not require specific algebra, precalculus, or calculus material.
**Although PHIL 010 (GH) Critical Thinking and Argument is not a quantification course, it has been suggested to help prepare for PHIL 012 (GQ) Symbolic Logic.
***STAT 100 (GQ) Statistical Concepts and Reasoning has been suggested to help students who have no background in statistics and express concern about their ability to handle college-level mathematics.
Questions regarding these suggestions should be directed to the appropriate department.
Last Update: May 2013


Example 1: Analyze the beam shown in the figure that is subjected to a distributed load and a point force, use the matrix method of stiffness.
EI = Constant
a) Define the degrees of freedom and orientation of the element.
- The beam is not subjected to axial load, therefore two degrees of freedom are defined at each node (shear and moment).
- First we define the free degrees of freedom (green color).
- Second, we define the restricted degrees of freedom (red color).
- Finally, we define the orientation of the element.
b) Assemble the stiffness matrix of each element.
c) Assemble the stiffness matrix of the beam.
d) Partition of the sub matrix K₁₁.
e) Load vector analysis.
f) Displacement vector calculation. |DD| = |K ₁₁|⁻¹ * |Cc|
g) Calculation of reactions. |CD| = |DD| * |K₂₁|
WhatsApp reports: +51 992 959 578


The Truth is Powerful
Opinion: Antiracist math education adds up to better results for students
Stephanie Yao Long/The Oregonian LC- The Oregonian The Oregonian Jennifer Ruef, Rebekah Elliott, and Eva Thanheiser
Ruef, who has a doctorate in mathematics education, is an assistant professor of mathematics education at the University of Oregon. Elliott, who has a doctorate in curriculum and instruction, is associate professor of mathematics education at Oregon State University. Thanheiser, who has a doctorate in mathematics education, is professor of mathematics education at Portland State University. All three teach educators how to teach math.
Historically, mathematics education has been a gatekeeper , sorting the proverbial rocket scientists from the masses. But humanity faces unprecedented challenges, and mathematical literacy is crucial to solving social and scientific problems. If we are to nourish every student as a problem solver, we must rethink whom we automatically deem “good at math” and how we teach it.
For decades, mathematics education research has defined equity as teaching mathematics effectively to every student. But if we are truly concerned with equity, it is clear that teaching strategies need to better reflect our changing world. As a society, we lose too many students – particularly students of color – when we expect students to learn in only one way. To […]


The Math Guru is a Toronto based tutoring center that promotes a non-conventional and highly effective learning experience. Math, science and English tutoring are specialties, but they can also facilitate full course credits. Teachers are young, friendly, familiar with the Ontario curriculum and have a passion for their subject matter. The Math Guru prides itself on not just teaching, but inspiring. Visit the The Math Guru – chill out, have a cup of chai, and let the learning begin.
Vanessa Vakharia is the founder and director of The Math Guru, a super-cool math and science tutoring studio in Toronto.


Since I write for both adults and children, I often visit classrooms. And when I do, I usually bring early 19th century school books with me, to show children what text books were like two hundred years ago, when students had to supply their own books, and often books were shared. (I have one Webster’s speller that was once re-covered in wood – which is now cracked and split – to protect it.)
Most of the books I have are concerned with reading, writing, and speaking. So a couple of weeks ago when I was at an antique show I was happy to pick up a copy of an arithmetic book. It was a little later than my early books — it was published in 1863 — but I love it. The title, Arithmetical Problems or Questions in Arithmetic, for the Use of Advanced Classes in Schools, says it all. It was written by W.H. Farrar, the principal of the Woonsocket (Rhode Island) High School. And it’s a collection of one thousand – yes — one thousand – “word problems. — all of which are actually practical applications of arithmetic.
At some time a student — perhaps the Charles T. Haynes who signed it in 1871 — started the book, and penciled in the answers to the problems. But he gave up at #99.
Since there’s a lot of talk today about our schools, and how our students are falling behind those in other countries, I thought today I’d share (without solutions) ten of the “arithmetical problems” in this little book. You might even want to share them with a young friend or relative.
Here then, for your edification and amusement ….
1. What must I pay per hogshead for molasses, that I may keep it 8 months, when money is worth 6 percent, and then sell it at $42 per hogshead, and gain 12 per cent?
2. The foot of a ladder, 60 feet long, remaining in the same place, the top will just reach a window 40 feet high on one side of the street and another 30 feet high on the other side. How wide is the street?
3. If a certain number be diminished by 7 and the remainder be divided by 8, and the quotient be multiplied by 5, that product increased by 4, the square root of the sum extracted, and 3/4 of that root be cubed, and that cube be divided by 9, the last quotient will be 24. What is that number?
4. Bought 200 yards of cambric for 90 pounds, but, it being damaged, I am willing to lose 7 pounds 10 shillings on it. What must I demand per ell English?
5. How many square yards of paper in a book of 672 pages, the leaves being 6 1/2 by 10 1/4 inches?
6. A house is 36 feet long and 28 feet wide, and the ridge is 12 feet above the beam. The roof projects one foot over the ends and eaves in all directions. How many shingles will be required to cover the roof, 6 shingles being allowed to the foot, and 10 per cent for waste?
7. A field is 72 chains long and 131 rods 10 feet wide. How many acres does it contain?
8.A stone weighs 120 pounds in the air and 100 pounds in water. What is the specific gravity of the stone, water being 1000?
9. If 63 men can build a wall, 45 1/3 feet long, 6 7/12 feet high and 3 1/8 feet thick, in 34 days of 11 1/3 hours each, in how many days of 8 1/2 hours each will 21 men build a wall 98 3/4 yards long, 2 1/2 yards high, and 1 1/4 yards thick?
10. A man lost in a speculation 1/4 of his money. He then gained a sum equal to 1/3 of what he then had. Afterwards he lost 1/5 of what he then had, and then gained a sum equal to 1/4 on what he had left, when he found he had $1200. How much had he at first?
And they didn’t even have calculators ……
Okay, we’re talking cruel and unusual punishment here! I hated word problems in math. One of the hardest things for me to do as a principal was tutor some 4th graders in math problems. Oh, my goodness. I confess to not even reading all of these. They mess with my brain so bad. Of course some of that is the vocabulary, but even if I knew what some of those terms were, I’d be out of luck. LOL
As someone who taught math for thirty years, I have to say that although these problems could not be solved by the average college student today, some of them are pedagogically unsound. Problem 2, for example, is an ingenious use of the Pythagorean theorem. The ladder forms two right triangles when it is leaned against the windows on each side of the street with the length of the ladder being the hypotenuse and the height of the windows being one other leg. Solve for the missing led in each triangle, add them together, and you get the width of the street. If a student can see that is the solution, she has mastered mathematical reasoning. But she may not get the answer because the actual calculation requires finding square roots, both of which are irrational numbers. The problem would be be so elegant if different lengths had been chosen. After all, the width of any actual street is always a rational number. One wonders whether the intent was to instruct or torment! Thanks for this post. It was fun.
Do we get the answers too?
These are problems I would have to pass on to my math-whiz children. What a fun post, Lea.
So, anyone know what is meant by “when money is worth 6 percent”? A hogshead is a barrel or cask of liquid (about 63 gallons or 300L). An ell is 45 inches. A schilling is 0.05 pounds and there are 12 pence per schilling. A chain is 66 feet and there are 4 rods in a chain. A mile is 80 chains. A furlong is 10 chains. An acre is 1 chain by 10 chains or 4840 square yards or 43560 square feet. With that information these are all easily solvable without the use of a calculator. The square roots needed to solve problem two can be estimated knowing that 40 squared is 1600, 50 squared is 2500, and 60 squared is 3600. Hope that helps…I have answers to the first 5 and only used a calculator to check my work at the end. As an interesting side note, calculus had already been around for over 100 years at the date of publication of this book…so there was much more advanced math being done without the aid of calculators or computers at that time. I will work answers to the others when I have time in the next day or two.


Alternatives write my essay to euclidean geometry and their realistic apps, euclidean geometry, based mostly write my essay within the deliver the results within the. Explorations the schläfli symbol exploration comparison between the three geometries exploration axioms and the history of non-euclidean geometry. Taxicab geometry , considered by hermann minkowski in 19th-century germany, is a form of geometry in which the usual distance function or metric of euclidean geometry. Taxicab geometry wikipedia analog to is 4 in this geometry the free encyclopedia taxicab distance depends on the a essay towards a new. Taxicab geometry : adventure in non-euclidean geometry: category: non-euclidean geometry: review an essay on the foundations of geometry admin tue.
Title: length color rating : essay about conic sections in taxicab geometry - in this essay the conic sections in taxicab geometry will be researched. Taxicab geometry me as in euclidean geometry, but distances are measured differently this form of geometry uses the cartesian coordinate system to measure the. Non-euclidean geometry a if one has a prior background in euclidean geometry einstein gave this diagnosis in his 1921 essay geometry and. In this lesson you will discover a new type of geometry based on a different way of measuring distance between points we'll give a little.
The cost of a taxi ride between the railroad iny, d, taxicab geometry: another feature column these web essays are designed for those who have. Taxicab geometrytaxicab geometry was first introduced by hermann minkowski in the 19th century minkowski was born on june 22, 1864 in aleksotas, lithuania of german.
Free geometry papers, essays conic sections in taxicab geometry - in this essay the conic sections in taxicab geometry will be researched. History of geometry essay examples conic sections in taxicab geometry - in this essay the conic the history and contributions - greek geometry although the. Taxicab geometry has undergone periods of great interest and practical application a essay towards a new theory of vision by berkeley, george, 1685-1753.
Technically thought of a sub-euclidean geometry, taxicab geometry may be a wide-spread form of of unit square blocks aids product taxicab geometry write my essay. Essay about conic sections in taxicab geometry - in this essay the conic sections in taxicab geometry will be researched the area of mathematics used is geometry. View homework help - taxi cab geometry problems from education 212 at simon fraser what is taxicab geometry exercises 1 on a sheet of graph paper, mark each pair. How do you structure an essay using spatial organization answerscom conic sections in taxicab geometry - in this essay the conic and spatial geometry.
View full essay ninth grade geometry began my fascination of the world and its examples of basic math facts trigonometry in daily life - introduction to trigonometry. The taxicab geometry is one of non-euclidean geometries hermann minkowski (gesammelte abhandlungen) introduced this geometry more than 100 years ago in this hundred.


PSAT to be held October 10th
September 3, 2018
Freshmen, sophomores, and juniors will be taking the PSAT on Wednesday, October 10th. The PSAT will test students’ reading, writing, and math skills.
Each section has a different amount of time allotted to complete it. For reading, students will receive 60 minutes to answer 47 questions. For writing and language, students get up to 35 minutes to answer 44 questions. The math without calculator section allows for 25 minutes to answer 17 questions, and the math with calculator section allows for 45 minutes to answer 31 questions.
The PSAT is considered a good gauge of how students will do on the SAT. However, getting a poor score on the PSAT does not always translate to failure on the SAT. Doing well on the SAT is critical because it will affect which colleges students can be accepted to, and the scholarships they receive. Some jobs require students to submit SAT scores and sometimes, their high school GPA.
The PSAT is scored from 320-1520, with each section being scored from 160-760. The PSAT only gives students credit for correct answers. No points are deducted for an incorrect response.
To improve their PSAT score, students may look to the PSAT student guide booklet distributed by the Coronado counselors. The booklet offers advice and tips, information on the test, and includes similar practice problems to those on the test. Khan Academy, an online learning platform, also offers personalized SAT practice. After taking the PSAT, students should link their CollegeBoard account with an account on Khan Academy to get the best personalized practice.
For information on SAT dates, click here.


If you’re new to credit cards, you probably won’t understand how interest rates work. Honestly, most people with credit cards don’t get exactly how they work. I’ll start with an example, and then explain.
In January, you make a charge of $100. Your credit card has an APR of 15%. Every month, a finance charge of that 15% APR is added to your balance.
|Month||Interest (15% APR)||Total|
*This is an unrealistic simple example. This does not includes any payments you make or other fees added to your account.
Annual Percentage Rate (APR)
If you’re looking at the table above, you might get confused and can’t see how 15% of $100 equals $1.24(February). That’s because APR isn’t a straight-forward percentage rate.
The Annual part of “Annual Percentage Rate” doesn’t mean it’s calculated annually. It’s actually calculated once a month for each day but based on the percentage for the year. I know, confusing, but stick with me…
January Interest… One Day At A Time
Your Annual Interest Rate is 15%. But since your interest is calculated daily, you want to know what your daily interest rate is. This is called the daily periodic rate, but that’s not something you need to remember.
15%(APR) ÷ 365(days) = 0.041% daily rate
Now you know that with a 15% APR, you are charged 0.041% every day. In our example of a $100 balance, multiply that to get a daily interest amount.
$100(balance) x 0.041%(daily interest) = $0.04 (interest per day)
$0.04 per day. Simple enough… but remember that’s for one day and not the whole month. Since it’s calculated for the whole month at a time, multiply that by the number of days to get the monthly interest.
$0.04(daily interest) x 31(days) = $1.24 (interest for the month)
There you have it. For just one month, January, your interest is about $1.24. In February your interest is added to your account and becomes a part of your new balance. To get your February interest, do the whole thing over, but instead of a $100 balance, you’re starting with $101.24 ($100 plus the $1.24 interest). It’s actually more complicated than that since you may have made a payment, lowering your balance, or you may have been charged some kind of fee.
Also keep in mind that not all banks calculate the same, for example, they may figure out the daily periodic rate by dividing your APR by 360, rather than 365.


DeKalb County’s students show mixed results on CRCT scores
7/25/2014, 6 a.m.
DeKalb school students improved year-to-year in four subject areas but showed a decline in math on the 2014 Criterion-Referenced Competency Tests for grades 3-8.
The district said the gains are equal to students statewide.
The CRCT, which was administered in April, measures proficiency in reading, English language arts, science, social studies, and mathematics.
To move up automatically to the next grade, students in third, fifth and eighth grades must pass the reading portion of the CRCT.
Students in fifth and eighth grade must pass the math portion.
DeKalb School Superintendent Michael Thurmond said they are proud of the students, parents, and educators who contributed to the district’s academic growth and achievement.
“We also recognize that more work is left to be done,” he said.
In 30 content-area CRCTs, DeKalb students increased or maintained efficiency rates in 19 areas as compared with 22 areas statewide.
Based on a year-over-year analysis of performance outcomes in all grades, the number of DeKalb students meeting or exceeding standards increased in four of five content areas.
Thurmond attributed the decline in mathematics to a more demanding test this year. He said the district is addressing this need with a set of strategies that will incorporate teacher training, more critical thinking skills for students, and additional student practice time in the upcoming school year.
“The CRCT indicated a need for more rigorous intervention in improving performance in mathematics, science, and social studies,” he said. “We are responding with actions that will directly address this need.”
The Georgia Department of Education says this is the last CRCT test for the state’s students.
Beginning next year, the state will implement Georgia Milestones, a new test for all students. It will consist of one program across grades three to 12 rather than a series of individual tests.


Dear Shoppers, We are undergoing a company-wide computer system upgrade, and the inventory levels listed on our website may not accurately reflect what is actually on our shelves. Please give us a call at 303-322-7727 and a bookseller will be happy to check stock for you. We apologize for the inconvenience.
Family Friday Night Glow-in-the-Dark Party
Highlands Ranch Kids of all ages are invited to join us as we celebrate the release of Bedtime Math 2: This Time It's Personal ($15.99 Feiwel & Friends) with a Glow-in-the-Dark Party! We’ll build geometric shapes out of glow sticks and enjoy some colorful math fun. Kids can wear their favorite jammies and enjoy healthy snacks provided by local Whole Foods Markets. Parents can enjoy specials at the coffee shop.


|Copy a Line
Copy a line segment AB.
|1.- Draw a line segment longer than AB
( see the green line below segment AB )
|2.- On the longer line, label a point
corresponds to point A.
( Point C is the beginning of the
new line. )
a compass, measure the
length of the segment AB.
|4.- Place the tip of the compass at pint
transfer the length of segment AB to
the longer line ( see figure ).
- Label the the last point ( D ).
- Segment AB should be of the same
distance as segment CD.