The shape of the modern flat-screen monitor, is close to that of cinema. From the old 4:3 format is passed to the most compelling aspect ratio of 16:9.
4:9 The two numbers indicate the ratio between the size of the base and height of the rectangle that displays the images. If the base is 16 inches, the height will be 9 inches. Clearly, these size increases if the screen is bigger, but they are always proportional.
Quickly to indicate the size of a television screen or monitor, is used to provide the length of the diagonal, in inches. Since the diagonal is possible to have an overall idea of the size of the screen, thanks to its rectangular shape and a fixed proportion between the base and height.
But how do you calculate these values? How do you get the actual size of the display surface of a widescreen TV?
The first thing to do is convert the length of the diagonal inches to centimeters. An Inch (known in English and indicated by two inch apicetti, type 23 "or 19") is equivalent to 2.54 cm exactly.
The formula is as follows (take as an example a 40”monitor):
1. Convert the diagonal (size) in inches from the monitor inches to centimeters:
40 * 2,54 = 101,6 cm
2. Divide the result by the constant 18.3576 to obtain the scale factor:
101,6 /18.3576 = 5,5344
3. Calculation of the largest side (b) of the monitor:
16*5,5344= 88,5504 cm
4. Calculation of the smaller side (a) of the monitor:
9*5,5344= 49,8096 cm
Our interactive display works on all types of screens a 4: 3 and 16:9
Resolution of the issue through the Pythagorean theorem
If we know one side (catheter) and the diagonal, we can calculate the other side with the Pythagorean Theorem. In our case we do not know either of the catheter, but we know that are proportional to the numbers 16 (catheter through) and 9 (cateto short).
Suppose we have a triangle with b = 16 cm and a = 9 cm. We apply the Pythagorean theorem and we get the diagonal d.
d= SQR(92+162)= 18.3576
Our Standard Triangle, has a diagonal of 18.3576 (7.227 inches). We can use this bias, we call ds (diagonal standard) to determine the scaling factor for any diagonal.
Similarly we call the as and bs with standard measures of a = 9 b = 16.
We obtain the scale factor by dividing the diagonal of our screen, with the value of the diagonal standard ds. We call this scale factor Rd to get the basic dimensions and height, multiply the sides by the factor bs and as Rd
Considering a 23’’ monitor
d= 23″= 23*2.54= 58.42 cm (diagonal in centimeters)
Rd= d/ds= 58.42/18.3576= 3.1823 (scale factors)
b= 16*3.1823= 50.917 cm
a= 9*3.1823= 28.641 cm
So a monitor with diagonal 23 inches has a monitor of 51 x 29 centimeters.
Rd= d/ds= d/18.3576
b= bs*Rd= 16*Rd
a= as*Rd= 9*Rd
We could have same result using trigonometry
source technology inside


Store and perform operations with huge numbers in iOS –
How could I handle operations with a number like:
Nothing that I’ve tried worked so far… unsigned long, long long, etc…
What you need is a library that provides support for operations on integers of arbitrary length. However, from what I’ve been able to find out, there are no such libraries written in Objective-C.
You are nevertheless in luck as Objective-C is a superset of C. That makes it possible for you to use C libraries such as those described in the answers to this somewhat dated SO question.
Also, since the Clang compiler supports C++ and combining Objective-C and C++ code, you can probably use something like big int.
Note that none of the built-in types is even close to being big enough to represent numbers with as many digits as your examples. The biggest available integer type is
unsigned long long, if you don’t need negative numbers, and its size is 8 bytes/64 bits, which gives you a range of
0-18446744073709551615, or 20 digits max.
You could use JKBigInteger instead, it is a Objective-C wrapper around LibTomMath C library. And really easy to use and understand.
In your case:
JKBigInteger *int = [[JKBigInteger alloc] initWithString:@"48534588306961133067968196965257961415756656521818848750723547477673457670019632882524164647651492025728980571833579341743988603191694784406703"];
You can try here : http://gmplib.org/
GMP is a free library for arbitrary precision arithmetic, operating on signed integers, rational numbers, and floating point numbers. There is no practical limit to the precision except the ones implied by the available memory in the machine GMP runs on. GMP has a rich set of functions, and the functions have a regular interface.


Dijkstra’s Algorithm–the following algorithm for finding single-source shortest paths in a weighted graph (directed or undirected) with no negative-weight edges: 1. For each node v, set v.cost= ¥andv.known= false 2. Set source.cost= 0 3. While there are unknown nodes in the graph a) Select the unknown node vwith lowest cost b) Mark vas known Definition 1: An algorithm is said to compute all pairs - optimized shortest paths or all pairs optimized shortest paths of stretch for some 1, if for every pair of vertices u, v V, the distance reported is bounded by . (u, v), where (u, v) is the actual shortest distance between u and v. all pairs shortest paths problem in a directed graph with real edge weights. The best algorithm (modulo small polylogarithmic improvements) for this problem runs in cubic time, a running time known since the 1960s (by Floyd and Warshall). Our grasp of many such fundamental algorithmic , for various properties on undirected graphs (see ), the design and analysis of fully-dynamic algorithms for directed graphs has turned out to be much harder (e.g., [9, 13, 15, 16]). In this article, we consider the fully-dynamic all-pairs shortest path problem (APSP) for undirected graphs, which is one of the most fundamental problems , Given an undirected graph and a starting node, determine the lengths of the shortest paths from the starting node to all other nodes in the graph. If a node is unreachable, its distance is -1. Nodes will be numbered consecutively from to , and edges will have varying distances or lengths. For example, consider the following graph of 5 nodes: Microdose melatoninGraph Algorithms I 12.1 Overview This is the ﬁrst of several lectures on graph algorithms. We will see how simple algorithms like depth-ﬁrst-search can be used in clever ways (for a problem known as topological sorting) and will see how Dynamic Programming can be used to solve problems of ﬁnding shortest paths. Topics in this lecture include: Sep 22, 2011 · Please note that this is not a problem of just finding the shortest paths between nodes, for which Dijkstra’s algorithm can be readily employed. An additional factor in finding all paths is that the algorithm should be able to handle both directed graphs or graphs whose edges are assumed to be bi-directional.
All pairs shortest paths in undirected graphs with integer weights
The weight or length of a path or a cycle is the sum of the weights or lengths of its component edges. Algorithms to find shortest paths in a graph are given later. The adjacency matrix of a weighted graph can be used to store the weights of the edges. paths and distances in weighted undirected graphs, for any E > 0 (all weights from now on are assumed to be positive). She also exhibits a tradeoff between the running time of the algorithm and the obtained stretch factor. For any even t, stretch t + E paths between all pairs of vertices can be found in d(n2+2/t) time. Near Linear Time (1+ )-Approximation for Restricted Shortest Paths in Undirected Graphs Aaron Bernstein September 29, 2011 Abstract We present a signi cantly faster algorithm for the re-stricted shortest path problem, in which we are given two vertices s;t, and the goal is to nd the shortest path that is subject to a side constraint.
shortest_paths uses breadth-first search for unweighted graphs and Dijkstra's algorithm for weighted graphs. The latter only works if the edge weights are non-negative. all_shortest_paths calculates all shortest paths between pairs of vertices. More precisely, between the from vertex to the vertices given in to. It uses a breadth-first search ... You apply this function to every pair (all 630) calculated above in odd_node_pairs. def get_shortest_paths_distances(graph, pairs, edge_weight_name): """Compute shortest distance between each pair of nodes in a graph.
weight cycle, then some shortest paths may not exist. Example: u v … < 0 Bellman-Ford algorithm: Finds all shortest-path lengths from a source s ∈ V to all v ∈ V or determines that a negative-weight cycle exists. Bellman-Ford and Undirected graphs Bellman-Ford algorithm is designed for directed graphs. If G is undirected, replace every ... C++ Program for Dijkstra’s shortest path algorithm? All-Pairs Shortest Paths; Single-Source Shortest Paths, Nonnegative Weights; How to read a single character using Scanner class in Java? Array element moved by k using single moves? How can we insert multiple tabs into a single JTabbedPane in Java? Order by desc except a single value in MySQL Definition: Find all simple paths from a starting vertex to a destination vertex in a directed graph. In an undirected graph, find all simple paths between two vertices. See also all pairs shortest path. Note: The paths may be enumerated with a depth-first search. The search can avoid repeating vertices by marking them as they are visited in ... Our algorithm takes as input a weighted directed or undirected graph G with n vertices and computes the distances between all pairs of vertices of G. We currently do not output routing information, which can be used to reconstruct the shortest paths, but computing such an information requires If shortest paths are needed for all the vertices rather than for a single one, then see all pairs shortest path. This problem can be stated for both directed and undirected graphs. The above formulation is applicable in both cases. Depending on possible values of the weights, the following cases may be distinguished: Unit weights. Our algorithm takes as input a weighted directed or undirected graph G with n vertices and computes the distances between all pairs of vertices of G. We currently do not output routing information, which can be used to reconstruct the shortest paths, but computing such an information requires


One of the major open problems in quantum information concerns with the question whether entanglement between signal states can help to send classical information on quantum channels. Recently, Hasting proved that entanglement does help by finding a counter-example for the long standing additivity conjecture that the minimum von-Neumann entropy output of a quantum channel is additive under taking tensor products. In this talk I will show that the minimum von-Neumann entropy output of a quantum channel is locally additive. Hasting's counterexample for the global additivity conjecture, makes this result somewhat surprising. In particular, it indicates that the non-additivity of the minimum entropy output is related to a global effect of quantum channels. I will end with few related open problems.


Masaya Orita and colleagues from Astellas Pharmaceuticals have published a thought-provoking paper in Drug Discovery Today (in press). In it, they describe two new measurements based on the golden ratio.
As mathematicians, art historians, and readers of The Da Vinci Code know, the golden ratio, or phi, is an irrational number whose first ten digits are 1.618033988. Phi describes the relationship between two numbers, such as 6765 and 4181, in which the ratio of the sum of the numbers to the larger number is equal to the ratio of the larger number to the smaller number. It pops up in many unexpected places, though, like Elvis, many of these sightings are disputed. Now it may have made (two!) appearances in the world of fragment-based drug discovery.
The authors examined 30 examples of fragment-based ligand discovery in which the final compound had an affinity better than 100 nM and a MW less than 600 while the starting fragment had an affinity greater than 1 micromolar. They found that the average number of heavy (non-hydrogen) atoms of the final compound was 28.933, the average number of non-hydrogen atoms of the fragment was 17.833, and thus 11.1 heavy atoms were grown or added to the fragment during optimization. 28.933 / 17.833 is approximately equal to 17.833 / 11.1, which is approximately equal to phi, the golden ratio.
The authors suggest that, if a protein target has known inhibitors with N heavy atoms, a fragment library might be more likely to produce hits if it contains compounds that have N/phi heavy atoms. I’m not sure this is the best strategy. It seems that, regardless of the target, one will want to keep the final molecular weight low, and thus a “Rule of 3” approach is probably the best bet (which, as the authors note, is related by phi to the “Rule of 5”). That said, perhaps it is worth screening larger fragments for particularly intractable targets such as protein-protein interactions, which seem to require larger ligands.
The second observation of phi is based on a reanalysis of Kuntz’s seminal “Maximal affinity of ligands”, which includes binding data for more than 150 ligand-receptor interactions. After removing heavy metals and other non-drug like ligands, and plotting ligand efficiency vs heavy atoms for the strongest-binding ligands, Orita and colleagues found that, as the number of heavy atoms doubled, the maximal ligand efficiency decreased by a factor of phi. From this they derived a new measurement:
%LE = (LE / maxLE)*100
Where maxLE = phi^log2(10/HA)
This measurement is intended to give a sense of how closely any ligand with a certain number of heavy atoms approaches the maximum ligand efficiency achievable for a ligand with the same number of heavy atoms.
The paper is a fun read (don’t be put off by the equations!), but will the observations of phi hold up to further scrutiny? And will the new indices be useful? The authors are appropriately circumspect:
Why does the Golden Ratio appear in FBDD? This might be an artefact caused by human minds (medicinal chemists), to whom such a ratio is attractive. It is expected that arguments about the existence and usefulness of the Golden Ratio in the field of drug discovery will be advanced in future.
What do you think? Are these demonstrations of patterns in medicinal chemistry, or of pattern-finding instincts in medicinal chemists?


A research team in Electronics and Computer Science (ECS) is working to make science, technology, engineering and mathematics (STEM) subjects more accessible for students with learning disabilities, visual impairments or dyslexia.
The ECS STEMReader project was one of eight innovative schemes to share in £500,000 funding from the government’s Department for Business Innovation and Skills (BIS) and the UK’s innovation agency, the Technology Strategy Board. The project was part of the ‘Ready steady STEM’ competition managed by The Higher Education Academy. The funding has been used to help develop a tool to assist with reading aloud and comprehending mathematical symbols and notation. It is the first assistive technology to look at how to read aloud maths to meet the needs of students studying at schools, colleges and universities in the UK.
“Currently it is extremely difficult for a student with a print impairment, such as a visual impairment or dyslexia to use assistive technology to read aloud maths notation. These students are achieving lower success rates in STEM subjects and are underrepresented in STEM fields at university and in employment,” says project leader Professor Mike Wald.
STEMReader aims to allow students to hear maths notation read aloud and provides tools for helping to understand and navigate through the symbols.
“During the project we have worked with colleges and organisations across the UK to design STEMReader to meets their needs. We aim to make a significant step forward in reading aloud maths from those studying at foundation skills to those studying at universities and on into the workplace.”
A free trial version of STEMReader is due to be released in February and, alongside the team’s other assistive tools such as ATbar and Synote, will enable schools, colleges and universities to improve access to teaching and learning for student with disabilities.
Click here for more information.


Could it be the math tutor’s understanding which makes their tutoring work with your son or daughter, or exist additional factors which are critical too?
Understanding of math concepts is unquestionably important for a tutor to work. Offering instruction in advanced math courses like geometry, pre-algebra, algebra, algebra II and statistics is essential. Mastery from the materials are necessary when illustrating difficult mathematics concepts and terminology. For students, the tutor should use detailed explanations and supply practice examples, that will promote student understanding and success.
For any junior high school student, a great math tutor must have the ability to educate pre-algebraic concepts, demonstrating fractions, decimal and percentages and conversions between the 3. Ratios, proportions, factoring, and integers will also be a few of the many concepts that needs to be understood.
Ideally the tutor might have a minimum of an undergraduate degree, with focus on mathematics. (Engineering or Science levels frequently have solid math needs). Prior experience of tutoring or perhaps in teaching is extremely suggested when searching for a math tutor.
Many academic research has documented that students learn best whether they have more focus on their individual needs. One-on-one learning can maximize the advantages of the math tutoring.
The easiest way of learning is thru practice, practice, and much more practice. You are able to make this happen with homework assignments or supplemental work.
A Math tutor can frequently help in get yourself ready for specific standardized tests like the Sitting, or ACT, giving use of tests within the similar format because the standardized exams is useful for Math along with other subject matter.
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May be the student a visible learner or perhaps an auditory learner? May be the student a quick learner or will they need repeat appointments with an idea or even the studying material? Will they enjoy learning something totally new or perhaps is it simply a duty on their behalf? Exist emotional or mental factors happening within the student’s existence which may be which makes it harder to review, focus, and discover?
Just how much will the student already know just regarding the subject they require tutoring in? Assessment of middle and school student weaknesses and strengths is essential to structure a personalized program for every student. If your tutor is dealing with your son or daughter for that lengthy term, they must be attempting to evaluate these 4 elements whenever possible.
You might be able to look for a tutor having a PHD in math, but when they cannot relate well for your child, their tutoring won’t provide you with what you’re searching for and just what it ought to be. An instructor that has the capacity to connect with and talk with your child can dig just a little much deeper than a single who’s just smart in math. Possible out most of the solutions towards the above questions as well as their tutoring becomes a lot more effective.
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Gearing up for Pi Day March 14th
It passed me by in a flash last year. March 14 = 3/14 = pi (3.14, the mathematical equation.) I remembered to email a few friends just for the fun factor, but I was too late for the traditional gift of food -- a pie on Pi Day. This year I'm giving locally, so perishable and juicy is okay. Savory or sweet okay.
Actually, I'm looking for individual portions because I have several neighbors and offices to deal with, and I'd like to got with mini portions.
I know, any pie would work, but I'm trying to figure out how to make pi pies. Cut a template and use it to sprinkle a pi symbol on top of a lemon sponge pie with powdered sugar? I don't have a torch.
What to do on a quiche? A tediously carved red pepper pi? On mini quiches, a sprinkle of smoked paprika over a pi template?
Ideas appreciated. Thank you.
For double-crusted mini-pies, wouldn't just cutting the venting holes in the shape of pi work? Or cutting some extra crust using the template and putting it on top before baking, sort of like decorative crust leaves? You could bake cut-out raw crust symbols on parchment separately, and then top the finished lemon pies or quiches with them.
Sounds like fun. I work in a school where the math dept. treats the whole staff to pie on pi day. Delicious fun.
Interesting that you should mention this, although on a completely different plane, it's national pie (not pi) month here in the US.
Making a template and using powdered sugar or cocoa, depending on your pi pie flavor profile, will work very well. You don't need a torch unless you want to brûlée, then you won't have a defined symbol. I also like the pie crust cutouts 3.14 and paprika is great for anything savory.
Sounds like a very nice idea, I bet not many peole are aware of Pi day.
BTW, your query is double posted, I alerted the mods so they will probably delete the other thread, which has just one post on it, from me, copied here. You'll only have to read one thread.


(A) Sum of square errors (SSE) between normalized CPM force vectors and true unit normal vector (?cos(sin(= 14. GUID:?849BD912-75DC-4A5B-8212-487A814AAAEB S4 Fig: Interpolation used to compute force in cell interior. Interpolation is used to compute the force BI-639667 at a site inside a CPM cell based on the centroid and the force predicted by the CPM at a boundary site along the ray connecting the centroid and the given site. The ray was determined by minimizing in SI Eqn. (0.14).(EPS) pcbi.1007459.s005.eps (45K) GUID:?7452FF5E-C242-4A27-86C8-D81ABC0182F5 S5 Fig: Comparison of interpolation methods. Magnitude of experimental forces vs the distance to the center of mass of the experimental cell. (A) round cell (B) polarized cell. We fitted a linear (red), quadratic (yellow) and exponential (purple) function to the data, obtaining similar lines.(EPS) pcbi.1007459.s006.eps (299K) GUID:?5DC9F0CE-F9D4-4349-A88C-62DBA225ECDB S6 Fig: Cell edge forces without BI-639667 smoothing. (A) A circular cell with an area of 401, perimeter of 74, and a diameter of 23. (B) An elliptical cell with an area of 629, perimeter 101, and short and long axis 21 and 41. (C) An BI-639667 irregular shape with area 301 and perimeter 118. (D) A highly irregular cell shape with area 400 and perimeter 146. Parameter values were = 300, = 10, = 100, = 10, = 3 for all neighborhood calculations. We used a grid of 50 by 50 lattice sites with = 1.(EPS) pcbi.1007459.s007.eps (177K) GUID:?B3980D8E-41C3-465C-AFA7-71D09069D278 S7 Fig: Cell edge forces with smoothing. As in S6 Fig but with smoothing applied to the boundary forces. The radius = 3 was used for all neighborhood calculations.(EPS) pcbi.1007459.s008.eps (180K) GUID:?02986148-E1E3-4C61-BAD9-5489198F059A S8 Fig: Interior forces. Interior forces computed with no smoothing for the cell shapes shown in S6 Fig.(EPS) pcbi.1007459.s009.eps (560K) GUID:?C4ADF196-7278-4CA8-BB86-070CDF11EF54 S9 Fig: Mesh transformation from experimental data to CPM. Triangular mesh on which cell traction experimental data from  was supplied, and the corresponding CPM cell (spin value = 1).(EPS) pcbi.1007459.s010.eps (385K) GUID:?FE379390-23CD-4F9E-91AF-FCEEE2C32E59 S10 Fig: Comparison of experimental data and CPM force predictions. Force fields from experimental data Fgd5 (blue) and CPM (magenta) using initial arbitrary CPM parameters for the round cell (A-B) and polarized cell BI-639667 (C-D). Radius of smoothing used was (A,B) = 3, (C, D) = 10. Regions of large deviation are circled.(EPS) pcbi.1007459.s011.eps (585K) GUID:?2AB7DBF1-DDEA-4E21-9D22-0B6761D08AE4 S11 Fig: Effect of fitted CPM parameters on agreement with experimental data (round cell). Fitting CPM parameters: Experimental data (blue) and CPM (magenta) force fields for the round cell using the second (A), third (B), fourth (C) and fifth (D) best CPM parameter values. Parameter values are given in S1 Table.(EPS) pcbi.1007459.s012.eps (632K) GUID:?F639E432-9B97-4CE7-99DC-D5C7104D6956 S12 Fig: Effect of fitted CPM parameters on agreement with experimental data (polarized cell). As in S10 Fig but for the polarized cell using the second (A), third (B), fourth (C) and fifth (D) best CPM parameter values in S2 Table.(EPS) pcbi.1007459.s013.eps (534K) GUID:?63199415-77DC-4268-AFE2-550F524CB81F S13 Fig: Forces computed over time during cell motion. A time sequence of cell motion and force fields from  showing experimental data (blue) and CPM (magenta) force fields. The CPM parameters were as in S11 Fig and row 1 of S2 Table.(EPS) pcbi.1007459.s014.eps (587K) GUID:?8AF34911-3F8F-4222-9DAA-944BB4F9D8DC S14 Fig: Comparison of directions and magnitudes of forces from experimental data and from CPM predictions. Correspondence between experimental data and CPM predicted forces. Boxplots showing distributions of (A) the directional deviation (angle between experimental and model BI-639667 forces), (B) relative magnitudes of forces (C) deviation of components and (D) components of the forces.(EPS) pcbi.1007459.s015.eps (79K) GUID:?3D7CE93D-C716-473A-A54C-C2E17710CC2A S15 Fig: Scatter-plots comparing experimental and CPM predicted forces for the round cell. (A) angle of the force, (B) magnitude of the force, (C) component of the.


How to solve perimeter of a rectangle
Read on for some helpful advice on How to solve perimeter of a rectangle easily and effectively. Keep reading to learn more!
How can we solve perimeter of a rectangle
These sites allow users to input a Math problem and receive step-by-step instructions on How to solve perimeter of a rectangle. Some math problems can be solved by scanning them and looking for patterns. This can be a quick and easy way to solve some problems without having to do any difficult calculations. However, this method will not work for all problems and some may require more work to solve.
One way to solve an inequality with a fraction is to multiply both sides of the inequality by the reciprocal of the fraction. This will clear the fraction from the inequality and make it easier to solve. Another way to solve an inequality with a fraction is to divide both sides of the inequality by the fraction. This will also clear the fraction from the inequality and make it easier to solve.
If you're looking for a division problem solver, there are a few different options available to you. There are online calculators that can help you solve division problems, and there are also division problem solver apps that you can download onto your smartphone or tablet. There are also division problem solver websites that you can visit, and these websites often have a variety of different solving tools that you can use.
There are a few things that you can do in order to get help with your Algebra 2 homework. First, you can ask your teacher for help. Many teachers are more than willing to help their students with their homework, and they may be able to give you some one-on-one attention. Secondly, you can ask a friend or family member who is good at math to help you. If you have a friend or relative who is good at math, they may be able to
Answering How to solve radical equations To solve radical equations, you need to first identify the radicals in the equation. Then, you need to determine what operation needs to be performed on the radicals to isolate them. Once the radicals are isolated, you can solve the equation as you would any other equation.
Word problems can be difficult to solve, but there are a number of online tools that can help. One such tool is the Mathway word problem solver, which can provide step-by-step solutions to a wide variety of word problems. Another useful tool is the Wolfram Alpha problem solver, which can also provide step-by-step solutions as well as additional information about the problem. These tools can be extremely helpful for students who are struggling with word problems.
We will help you with math problems
This is by far the coolest app ever. I am still recovering from the overwhelm. Also, the scanning is of extremely high quality. It’s just great. Simply amazing! Don’t let your math teachers see this or they will get a heart attack and NO MORE DIFFICULTY IN HOMEWORK. I mean it’s not just cheating; you also get those cool problem-solving steps. Just like the similar app I am obsessed with, Shazam, for music.
The best app out there. I have been using for years now from school to college, so easy to use and always helps. You can easily edit if the camera doesn't get your handwriting. It recognizes mine perfectly.


Simplified formula for converting velocity difference obtained by spectral Doppler to instantaneous pressure gradient.
This clinical equation has been derived from the more complex Bernoulli equation by assuming that viscous losses and acceleration effects are negligible and by using an approximation for the constant that relates to the mass density of blood, a conversion factor for measurement units.
In addition, the simplified Bernoulli equation assumes that the proximal velocity can be ignored, a reasonable assumption when velocity is <1 m/s because squaring a number <1 makes it even smaller. When the proximal velocity (V1) is over >1.5 m/s or the aortic velocity (V2) is <3.0 m/s, the proximal velocity should be included in the Bernoulli equation.
P2-P1 = 4(V22 V12)
Proximal velocity (m/s)
Distal velocity (m/s)
Instantaneous pressure gradient (mmHg)
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What Is The Fibonacci Sequence? And How It Applies To Agile Development
Fibonacci numbers are of interest to biologists and physicists because they are frequently observed in various natural objects and phenomena. The branching patterns in trees and leaves, for example, and the distribution of seeds in a raspberry are based on Fibonacci numbers. Fibonacci numbers are used to create technical indicators using a mathematical sequence developed by the Italian mathematician, commonly referred to as “Fibonacci,” in the 13th century. The sequence of numbers, starting with zero and one, is created by adding the previous two numbers.
- As you work your way through the larger numbers, the pattern stays the same.
- I came up with the idea that I could copy the pattern of branches and leaves with solar panels and compare it with another pattern.
- The Fibonacci spiral is then drawn inside the squares by connecting the corners of the boxes.
- I saw patterns that showed that the tree design avoided the problem of shade from other objects.
- This is because the computing power required to calculate larger terms of the series is immense.
- Fibbonaci (Leanardo Pisano Bogollo , Fibonacci was his nickname) first introduced the series of numbers known as the Fibonacci sequence in his book Liver Abaci in 1202.
The golden ratio sprouted “golden rectangles,” “golden triangles” and all sorts of theories about where these iconic dimensions crop up. Since then, people have said the golden ratio can be found in the dimensions of the Pyramid at Giza, the Parthenon, Leonardo da Vinci’s “Vitruvian Man” and a bevy of Renaissance buildings. Overarching claims about the ratio being “uniquely pleasing” to the human eye have been stated uncritically, Devlin said. The Fibonacci sequence is one of the most famous formulas in mathematics.
How To Calculate Fibonacci Retracement Levels
And while phi does not get a pastry-filled holiday like pi, the constant appears in natural phenomena. The numbers of spirals in pinecones are Fibonacci numbers, as is the number of petals in each layer of certain flowers. I saw patterns that showed that the tree design avoided What Is Fibonacci Sequence the problem of shade from other objects. Electricity dropped in the flat-panel array when shade fell on it. But the tree design kept making electricity under the same conditions. The Fibonacci pattern allowed some solar panels to collect sunlight even if others were in shade.
Yet you will not see the Fibonacci everywhere, as nature has many different methods and shades of survival. In this lesson, students will use spreadsheet and geometry sketching programs to explore the numbers. One example of the golden spiral can be found on a seashell.
The Fibonacci Sequence In Nature
Fibonacci retracement levels are widely used in technical analysis for financial market trading. Moreover, every positive integer can be written in a unique way as the sum of one or more distinct Fibonacci numbers in such a way that the sum does not include any two consecutive Fibonacci numbers. This is known as Zeckendorf’s theorem, and a sum of Fibonacci numbers that satisfies these conditions is called a Zeckendorf representation. The Zeckendorf representation of a number can be used to derive its Fibonacci coding. The Fibonacci numbers are also an example of a complete sequence. This means that every positive integer can be written as a sum of Fibonacci numbers, where any one number is used once at most.
Before we get in too much about what Fibonacci is, let’s first answer the question “who is Fibonacci? ” Leonardo Pisano, or Leonardo Fibonacci as he is most widely known, was a European mathematician in the Middle Ages who wrote Liber Abaci in 1202 AD. In this book he discussed What Is Fibonacci Sequence a variety of topics including how to convert currencies and measurements for commerce, calculations of profit and interest, and a number of mathematical and geometric equations. However, there are two things that jump to the forefront of our discussion in today’s world.
Later on, the turtle continued his track in the same pattern and met the rabbit at that same distance. The turtle then carried on his effort before eventually winning the race. The Fibonacci numbers appear as numbers of spirals in leaves and seedheads as well.
What is Fibonacci pattern in nature?
The first two numbers in the Fibonacci sequence are 0 and 1, and each succeeding number equates to the sum of the previous two numbers. There are infinitely many Fibonacci numbers that exist and these numbers can be found everywhere in the world around us. Nature is all about math.
Fibonacci numbers don’t have a specific formula, rather it is a number sequence where the numbers tend to have certain relationships with each other. Fibonacci numbers and lines are created by ratios found in Fibonacci’s sequence. This sequence can then be broken down into ratios which some believe provide clues as to where a given financial market will move to. He has been a professional day and swing trader since 2005. Cory is an expert on stock, forex and futures price action trading strategies.
The Fibonacci numbers are interesting in that they occur throughout both nature and art. Especially of interest is what occurs when we look at the ratios of successive numbers. Fibonacci agile estimation refers to using this sequence as the scoring scale when estimating the effort of agile development tasks. The Fibonacci sequence, and recursive sequences generally, never fail to reward our study with surprising and intriguing connections between mathematics and the natural world.
How does the Fibonacci spiral work?
The Fibonacci Spiral And The Golden Ratio
Each of the squares illustrates the area of the next number in the sequence. The Fibonacci spiral is then drawn inside the squares by connecting the corners of the boxes. The larger the numbers in the Fibonacci sequence, the closer the ratio is to the golden ratio.
The Fibonacci pattern gives plants like the oak tree a competitive edge while collecting sunlight when the Sun moves through the sky. I knew that branches and leaves collected sunlight for photosynthesis, so my next experiments investigated if the Fibonacci pattern helped. I needed a way to measure and compare the amount of sunlight collected by the pattern. I came up with the idea that I could copy the pattern of branches and leaves with solar panels and compare it with another pattern.
Fibonacci Number Formula
And just because a series of numbers can be applied to an object, that doesn’t necessarily imply there’s any correlation between figures and reality. As with numerological superstitions such as famous people dying in sets of three, sometimes a coincidence is just a coincidence. This sequence of numbers is called the Fibonacci Numbers or Fibonacci Sequence.
Such arrangements involving consecutive Fibonacci numbers appear in a wide variety of plants. A Fibonacci tree is a binary tree whose child trees differ in height by exactly 1. So it is an AVL tree, and one with the fewest nodes for a given height — the “thinnest” AVL tree. These trees have a number of vertices that is a Fibonacci number minus one, an important fact in the analysis of AVL trees. At the end of the third month, the original pair produce a second pair, but the second pair only mate without breeding, so there are 3 pairs in all.
Now have students explore Solve the Puzzle of the Seashell Spiral. After students have explored the puzzle, ask them to work with a partner to generate the next two numbers in the series, allowing students to use calculators if desired. Create a classroom chart of the first ten numbers in the Fibonacci sequence for future use. And we get more Fibonacci numbers – consecutive Fibonacci numbers, in fact. Mammal Image Gallery In Douglas Adams’ “The Hitchhiker’s Guide to the Galaxy,” a super computer reveals that the meaning of life is the number 42. While Fibonacci’s rabbit experiment doesn’t tackle such deep questions, its answers resonate throughout nature.
Ribet, the mathematician, dismisses the notion of looking for Fibonacci-sequence-related patterns to predict markets. But even if it’s not true that Fibonacci numbers relate to fundamental market forces, markets by design react to the beliefs of their players. So if investors buy en masse because of Fibonacci analysis, they create an upward trend anyway; likewise for selling. Investment researchers called “technical analysts” look at the historical shapes of charts to determine whether a current buying or selling trend will continue or turn around. Some make their predictions using “Fibonacci retracement levels,” derived from the famous sequence.
The Fibonacci channel is a variation of the Fibonacci retracement tool. With the channel, support and resistance lines run forex trading market diagonally rather than horizontally. Some traders believe that the Fibonacci numbers play an important role in finance.
Posted by: Jill Disis


Texas A&M University - Texarkana Assistant/Associate Professor of Mathematics in Texarkana, Texas
Position Title Assistant/Associate Professor of Mathematics
Posting Title Assistant/Associate Professor of Mathematics
System Member Institution/Agency TEXAS A&M UNIVERSITY - TEXARKANA (TAMUT)
Department COLLEGE OF SCIENCE TECHNOLOGY ENGINEERING & MATH / 22-122000
Posting Number F00014FY17
Pay Basis Annually
Job Close Date
Geographic Location Texarkana
Budget Type Budgeted/Benefits - Full-Time
Is this position restricted by the Patriot Act? No
Is this position D.O.T. regulated? No
EEO AA Statement
The Texas A&M System is an Equal Opportunity/Affirmative Action/Veterans/Disability Employer committed to diversity.
Position Summary Information
The College of Science, Technology, Engineering, and Mathematics (C-STEM) at Texas A&M University-Texarkana is currently seeking an outstanding candidate at the Assistant/Associate Professor rank in Mathematics with an effective start date of August 1, 2017. The successful candidate should possess a good record in teaching, scholarship, and service and will be expected to look to build upon existing strengths within the College and engage in collaboration with other faculty in C-STEM, especially in Computer Science and Engineering. They will also be responsible for addressing student needs in Mathematics and assist the Dean in the implementation of short and long term goals of the College. This is a full-time, 9-month, tenure-track position.
Major/Essential Duties of Job
•Teach upper and lower division undergraduate courses in Mathematics and coordinate with other Departments and Programs to deliver Mathematics outcomes related to curricular and student needs and to the strategic priorities of the College, especially in Computer Science and Engineering. •Teach up to four graduate and/or undergraduate courses per academic semester and up to two graduate and/or undergraduate courses in the summer in credentialed area(s). •Assist with developing programs in Mathematics and provide input for programmatic changes, including contributions to curriculum and course development. •Foster interdisciplinary initiatives that broaden the interests and research of students participating in Mathematics courses. •Advise students in the Mathematics program and supervise student projects and research activities. •Engage with external communities and professional bodies to further the strategic interests and strengths of Mathematics and the College. •Engage in innovative projects focused on enhancing the academic, operational and economic effectiveness of the College and faculty, including external research funding initiatives and published scholarly work. •Work with the Dean to represent the College at various meetings, conferences, and University functions as necessary. •Perform appropriate level of service nationally and/or regionally and within the university, including serving on committees assigned by the Dean. •Perform other site and position specific responsibilities as assigned by the Dean.
Required Education and Experience
Minimum Education: •Earned Ph.D., D.Sc., or Sc.D. in Mathematics, or a related field in the Mathematics, from an accredited university.
Minimum Qualifications: •Evidence of teaching, scholarship, and service in Mathematics commensurate for appointment at the assistant professor rank; a candidate with exceptional credentials may be considered for an appointment at the Associate Professor level. •Experience in course development, management, teaching, and quality assurance at the college or university level. •Good skills in verbal and written communications and interpersonal relations. •Commitment to the needs of a diverse educational community, including working and communicating across a broad range of disciplines.
Preferred Education and Experience
Preferred Qualifications and Experience: •At least 2 years of teaching graduate and/or undergraduate Mathematics courses, utilizing current supporting technologies, at the university level. •Familiarity with standards-based curriculum, instruction, and accreditation processes (e.g., SACSCOC, etc.) and assessment, including data collection, organization, and analysis. •Experience in research productivity, including competitive extramural funding and publication of peer-reviewed research, with an ability to foster collaborative, extramurally-funded Mathematics projects and/or research for students leading to publications or presentations at scientific meetings. •Involvement in professional organizations. •Experience with and commitment to the use of high-impact teaching strategies such as student-centered instruction, team-oriented problem solving, experiential learning, and inquiry-based teaching. •Ability to assist with university and professional service activities, including national and international outreach to, and collaboration with, industry and other academic institutions.
Required Licenses, Certifications, or Registrations
Preferred Licenses, Certifications, or Registrations
Required Special Knowledge, Abilities, and Skills
Preferred Special Knowledge, Abilities, and Skills
Other Requirements or Other Factors
Preferred Other Requirements or Other Factors


Bridge and Young People
It has long been believed by those who teach and are also involved in bridge that learning the game or a simplified version of it Minibridge will benefit school pupils not only in their education but in later years when they have more time available and look to a leisure pursuit which will have benefits to their health.
David Adelman, the EBU’s Manchester Youth Officer and an experienced Bridge teacher states: “Minibridge is a simplified version of bridge… and is a game which is suitable for classroom use and which allows children the opportunity to improve their logical and lateral thinking skills within the framework of play. It offers dynamic brain training.
Dealing with symbols (of the playing cards) requires focus and concentration. Playing with three other players at the same table also helps develop personal confidence, com-munication skills and sociability. Playing cooperatively with a partner encourages team building and inter-personal awareness. Success at the game is dependent on accurate data handling and reliable counting.”
Sir Peter Williams, Chair of the Government’s Advisory Committee on Maths Education, delivered his “ Independent Review of Mathematics Teaching in Early Years Settings and Primary Schools” in June 2008. He made the following statements in his report: “…
the costs to society of an innumerate population, highlights, unsurprisingly, that the financial impact of mathematics is considerable. With one quarter of national GDP resulting from the mathematics based financial services sector, the importance of mathematics in general hardly needs stating.”
“A closely allied concern is that too little attention is paid to building good attitudes to mathematics. Clearly, if children’s interests are not kindled through using and applying mathematics in interesting and engaging ways, and through learning across the full mathematics curriculum, they are unlikely to develop good attitudes to the subject.”
“The tentative, early findings are striking – the Every Child A Chance Trust estimates that for every pound spent on early intervention for the lowest attaining pupils, at least £12 will be saved long-term on the costs to the public purse.”
Sir Peter was also quoted on news programmes of the need to make maths fun so that parents can also take part in their child’s education.
Minibridge or bridge would fulfil this need and bring families together in a low cost pastime that has untold benefits for society as a whole.


Study Guide Polynomials And Exponents PDF, ePub eBook
Study Guide Polynomials And Exponents
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Study guide on the polynomial topics that will be covered on the compass test. Free study guide for the compass test master the pre algebra and algebra skills you need to succeed. Adding subtracting and multiplying polynomials are basically the same as adding subtracting and multiplying numbers they only difference is. Because of the cumulative nature of mathematics current knowledge of prerequisite skills and concepts greatly increases your opportunity for success in math courses. Use this course to study for the ged exam watch video lessons to review the subjects likely to be included on the exam and take quizzes in
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Writing plot point three of your new story, using your planning grid from Friday and including your success criteria. I have also attached a copy of the story. Once you have written your plot point, go back through and edit focusing on spelling, grammar, punctuation and choice of vocabulary.
This week it will be Oak Academy lessons, on things we have already covered in Maths focusing on reasoning and problem solving. Today is solving problems on Roman Numerals.
Today we are looking at gestation periods of different animals, go through the slides first and complete the activity sheet next. Then using your predictions and the information in the slides, create your own presentation, you can use the leaflet template for this or your own way of presenting.


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To convert a liter measurement to a fluid ounce measurement, multiply the volume by the conversion ratio. One liter is equal to Liters and fluid ounces are both units used to measure volume. Keep reading to learn more about each unit of measure. A liter is a unit of volume equal to 1, cubic centimeters. The liter is an SI accepted unit for volume for use with the metric system. A liter is sometimes also referred to as a litre. The fluid ounce is sometimes referred to as an "ounce" but should not be confused with the unit of mass. One fluid ounce is equal to just under
Liters to UK Fluid Ounces
The answer is We assume you are converting between ounce [US, liquid] and liter. You can view more details on each measurement unit: oz or litre The SI derived unit for volume is the cubic meter. Note that rounding errors may occur, so always check the results. Use this page to learn how to convert between ounces and liters. Type in your own numbers in the form to convert the units! You can do the reverse unit conversion from litre to oz , or enter any two units below:. Note that this is a fluid ounce measuring volume, not the typical ounce that measures weight.
Liters to US Fluid Ounces
The answer is 0. We assume you are converting between ounce [US, liquid] and milliliter. You can view more details on each measurement unit: oz or ml The SI derived unit for volume is the cubic meter.
Yes, I have considered alternatives. And as many posters stated, it is something that needs to be seriously discussed with your potential partner. The woman's role is to grow up, marry a worthy priesthood holder, and have a lot of kids. I'm worried this nightmare journey has destroyed my sense of self and confidence.


Sometimes progress is slow! In February I started to try to learn Matlab. I then had to shelve my attempts for a while as other things demanded attention. But I'm back on it! I explained I tried to calculate a biodiversity index in Matlab, and tried to plot data in a triangular plot.
I needed help with the biodiversity index. I didn't know how to get it to work, but luckily my colleague Suzie was willing to help. Soon we had a script that could successfully calculate values for some test data. As I wanted to understand what we had done, I brushed up on my general knowledge; mainly through an online tutorial. With that and the general Mathworks page full of resources I managed independently to make it write the results to an excel file. Success! But it was harder to get it to run a proper data set. The iterative loop was not coded properly, which meant that a variable was defined in the wrong place, and all went pear-shaped. But she helped me sort this out.
The triangular plot was rather challenging for a newbie. Another colleague, Yueng, coded it for me. Of course, when I tried it myself on my machine it didn't work properly, but soon I managed to get results (see below). Great! I managed to tweak the script since to have better axis labels and legend placement. I also managed to plot a second data set in, in stars. I'm not done yet, though; the graph is such that empty circles are raw values and filled circles are averages; they key does not explain that. And the second set of samples isn't in the legend either (you can't have two legends). I'll have to figure out how to work around that! It will be hard, but once I manage I've properly learned something. Imagine what I could use that for! Matlab can be used for all kinds of calculations and plots. That will stay useful forever!


[libc][NFC] Make few maths functions buildable outside of LLVM libc build.
Few math functions manipulate errno. They assumed that LLVM libc's errno
is available. However, that might not be the case when these functions
are used in a libc which does not use LLVM libc's errno. This change
switches such uses of LLVM libc's errno to the normal public errno macro.
This does not affect LLVM libc's build because the include order ensures
we get LLVM libc's errno. Also, the header check rule ensures we are only
including LLVM libc's errno.h.
3 files changed


Daily Lesson Plan
Sin, Cos, and Tan.
II. Organization: Whole Group
-Students will copy the
formulas and examples that might help them with their homework and test. Students
will also work individually on some problems to make sure the children understand the topic
III. Objectives: - Students will demonstrate be able to locate the legs,
and the hypotenuse on a right triangle.
Students will do problems based on what they learned in class to demonstrate their knowledge of the topic.
will be able to solve Sin, Cos, and Tan, functions in their calculators, and give their measurements.
Standards Covered: 2.10
- Identify right
angles in the environment.
- Identify and
compare parts of right triangles, including right angles, acute angles, hypotenuses and legs.
- Compute measures
of sides and angles using proportions, the Pythagorean Theorem and right triangle relationships.
- Solve problems
requiring indirect measurement for lengths of sides of triangles.
create and solve practical problems involving right triangles using the trigonometric functions and the Pythagorean Theorem.
- Textbooks (for problems in the chapter)
-Overhead projector or white board to write important
formulas and examples for the students to understand.
VII. Procedure: Intro/Motivation- My
intro will be to show students some formulas for Sin, Cos, and Tan. Especially,
SOH, CAH, TOA. It will explain this formula, and how they can use this to get
angle measurements and lengths of the legs or hypotenuse. After showing students
how to use this formula, I will show the students how to use the calculator to solve some of the problems to do with this
- The motivation that I will use is to again give out the triangles that I gave out
in the Pythagorean lesson and show students other ways to find measurements of sides and angles. I will split the class up into groups and allow students to interact with each other describing and explaining
to their group members how they arrived at the answer.
Activities- Depending on how the students grasp this topic, I will have an activity
like Jeopardy or Hollywood Squares where students have the opportunity to gain extra point for their test. I will give problems based on the homework and the team that has the most points will get a certain amount
of points on their test.
VII. Closure:- To close the class, I will briefly summarize what we have learned
in class, and I will go over a couple of the homework problems so the students will understand them for homework. Students will have the opportunity to ask me questions about the lesson if they need to. I will also emphasize if the homework is not completed they will get a miss for the homework and it will
lower their grade.
VIII. Adaptations- For those with special needs, I will give out sheets with the formulas that I given
in class with a couple of examples of how to do them. I will also help them after
class if the need some extra help. The next day I will check their homework and
correct them if necessary. If they understand the problems, I will allow a couple
of them to go to the board and do an assigned homework problem.
IX. Evaluation- Student- I feel
that the students will be able to do the assigned problems with the homework cause I will be spending a good amount of time
on some examples so the homework shouldn’t be a problem.
Teacher- The topic is slightly hard to understand, but if I go over the formula enough and
do some problems pertained to the formula then students should be able to grasp the topic and complete the homework problems.
Follow- up- A follow up lesson will be to teach the students how to do Sin, Cos, and Tan functions.
XI Assessment: To check on the students progress on this topic, I will have
a quiz at the end of the class the summarized some examples I addressed in class or I will ask certain group members to get
up and explain how they arrived at the answer to the class so not only will the group member understand what their explaining,
but hopefully other classmates will understand how the group arrived at the answer.


Using the numeric keypad
The numeric key pad enables you to enter quantities using a touch screen. You can also use it with a mouse pointer. It's just a bit more difficult to use than tabbing to, or clicking on, the quantity field and entering the quantities manually.
In auto mode the keypad enters numbers into the Item code field. To enter a quantity go to manual mode, scan the item then key in the quantity.
The keypad doesn't sum the values you enter. As in 1 + 2 = 3. It adds the number after the value already in the quantity field. As in 1 then 2 results in 12. If you want to add to, or subtract from, the quantity press the '+1" or "-1" keys. If you want to enter a quantity of 100, first press the "1", then "0" twice.


There’s a chance to test the answers. Needless to say, it’s possible to do this, but nevertheless, it won’t be much fun. Should you need answers right away for that huge test, there’s a lot of sites, class videos and 20-minute sprints to assist you.
The Importance of Derivative Calculator with Steps
The below examples will provide you with a notion of the way the limit calculator works. It shows the answer which you can refer to your calculus solution. In the same way, in implicit differentiation calculator, you don’t need to do anything.
Although our computational hardware is currently a lot more powerful than pencil and paper, the simple notion of FD approximations for PDEs stays the same. If that’s the case and you want to locate the derivative, take a look at the calculus section of this website, or try a web-based calculator such as this one from Wolfram Alpha. All calculators are capable to do precise calculations for your quires.
The Honest to Goodness Truth on Derivative Calculator with Steps
Since finding derivatives via the limit procedure for the previous section can be quite tedious, however, it’s time to introduce a lot faster method. If you’re looking for a favorite or hard-to-find item, ask the merchant if he’d be prepared to carry that until you are able to get to the shop. In the end, there are other exceptional kinds of regulation I have found.
You’re going to be applying the chain rule all the time even if learning different rules, which means you’ll receive a lot more practice. The rules are applied to every term in a function separately. Therefore don’t forget the overall power rule is only a particular special case of the chain rule.
Top Choices of Derivative Calculator with Steps
In case the result you get does not fully satisfy your expectations, you can click the calculator to secure more options. You can locate the detail solution at the foot of the webpage. Quite often, consumers looking for your business aren’t seeking to locate products or pricing online, but instead are trying to find telephone number of the nearest location.
The Nuiances of Derivative Calculator with Steps
The typical velocity formula describes the connection between the duration of your route and the time that it requires to travel. This sort of discontinuity is known as a jump. Here we’ll think about the implicit relationship This is a renowned curve known as the astroid and it arises in an intriguing way.
Life, Death and Derivative Calculator with Steps
The result is really amazing. You’re frustrated trying to locate problems to handle your students’ current skills because, regardless of the amazing wealth of sample exam questions readily available, most problems encompass the full course in place of focus on individual topics. Most of these problems are average.
The Do’s and Don’ts of Derivative Calculator with Steps
Now, let’s take a peek at PD control. Symbolab solves any problem free of charge. Be aware this challenge is practically identical to the very first issue.
Computing the step size increases the computational overhead at every step. You should get the next step response. It is second to none, incorporating all solutions required for the correct amount of heat derivative calculator dissipation in order to avoid overheating or other destructive problems.
Derivative Calculator with Steps Help!
Newton and Leibniz discovered a simple means to discover the derivative of harder functions that only requires a couple of measures. It is quite a very good deal for teaching the notion of derivatives. Thus far we’ve looked at derivatives outside the notion of differentiability.
Recall that second derivatives give information regarding the reversal of slope. With it you will be able to locate the derivative of nearly every function. Then you would choose the derivative of the first derivative to locate your second derivative.
Following are a few illustrations of constant functions and their individual derivatives. This page can allow you to discover the derivative of some simple mathematical expressions. You will be supplied with different different implicit functions and be requested to select the appropriate derivative from a list of choices.
Derivative Calculator with Steps Can Be Fun for Everyone
The very first step is to again locate the important points. In the event the above is correct, you’re not alone! Be certain that you specify the variable you desire to integrate with.
Details of Derivative Calculator with Steps
Moreover, based on the context, any of a wide variety of other integral notations might be used. We can show how this procedure operates by abstracting each step utilizing math. You may also check your answers!
The Debate Over Derivative Calculator with Steps
The RelatedRates Maplet is going to be loaded and displayed in an individual window. We only want to discover the intervals of increase and decrease around x, even when function isn’t defined at that point. Among the functions is u and the other one is v.
The Hidden Truth About Derivative Calculator with Steps
This totally free online Modulo Calculator makes it simple to figure out the modulo of any 2 numbers. They use many orders to address the system of equations. In the event the variables can’t be separated directly, then other methods have to be employed to address the equation.
However, it’s generally enought to think about the inverse sine and the inverse tangent functions. It’s possible to integrate a function that’s not continuous, but sometimes we must break up the area into two unique integrals. Be aware that in the previous problem, we’re provided a line parallel to the tangent line, thus we will need to work backwards to locate the point of tangency, and after that discover the equation of the tangent line.
How to Get Started with Derivative Calculator with Steps?
The practice of discovering the derivative of a specific function is known as differentiation. The Type control on the Solver configuration pane makes it possible for you to choose the sort of solver. Determining an integral can be somewhat troublesome.
Whether an indefinite integral (primitive function) is sought but cannot be found for a specific function, QuickMath will enable you to know. In such a scenario, evaluation of the function has to be expressed in an unwieldy fashion as or so as to use the Leibniz notation. It is therefore not continuous at this point and so is not continuous.


Essentials of investments solution, integrated mathematics 2, convert percent of slope to degrees. Adding subtracting multiplying and dividing positive and negative numbers worksheet, find the slope 3rd degree polynomial in excel, how to solve simulataneous equations using MATLAB, implicit differentiation online calculator.
This lesson gives the students math practice in the areas of addition, subtraction, and estimation with money. It is easy to involve all the senses. Students use reference materials to explore how rocks can be broken down to form soil, the processes of weathering and erosion, and how landforms change over time.
Language Arts Grade 6 - Grade 8 Description: Students use editing skills and brainstorming skills to produce a final product. I dropped the color and number word cards! Authored by Thomas Martin.
Students work in groups to research animals and write poems for an Animalopedia classroom book.
Aloha Symmetry Authored by Tara Ply. As in Example Problem 1, this system must first be analyzed conceptually in order to determine the direction of acceleration of the two objects. Students learn about the importance of the heart and show what they know about positive health behaviors that enhance wellness by completing a KWL chart.
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Students emulate modeled note taking, use a T-chart for organizing the information, and make additions to timelines. Once memorized, they practice using the calendar to count the number of days in different problems.
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Students select one of the photographs they have taken of friends, pets, parents or objects and write a story. This is the final lesson in a three-part series seeking to answer the question, -How do we know about history?
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Characters in low-dimensional topology: a conference celebrating the work of Steven Boyer
Saturday, June 2 - Wednesday, June 6, 2018
The conference will highlight ongoing research focused on finding direct connections between analysis, geometry and topology of 3-manifolds. It will also bring together researchers working on new invariants of 3-manifolds, geometric group theory applied to 3-manifolds, and more general concepts that will bear a fruitful interaction.
The conference is an opportunity to celebrate Steven Boyer’s major contributions in the area of low-dimensional topology and his important role in the Canadian mathematical community on the occasion of his 65th birthday.
Banquet on June 5
On the evening of Tuesday June 5th, we will hold a dinner in honour of Steven Boyer. Tickets for this 5 courses meal with assorted wines can be bought on a first come first serve basis while they last from Olivier Collin (email@example.com) or Alexandra Haedrich (firstname.lastname@example.org). The prices are as follows: 60$ for tenured faculty, 40$ for postdoctoral faculty and 30$ for students.


- Linear Algebra
- Wavelet Theory
- Fourier Analysis and other Applied Mathematical areas
- Teaching: 37 Years 6 Months
- Research: Nil
- Industry: Nil
Resource Person for the One Day Seminar on NAAC Accreditation held on 22 November 2018 at the KVVS College of Science and Technology, Adoor.
. Dhanya Ramachandran, “Inverse cubic spline”, International Journal of Mathematics and Mathematical Sciences, Vol.12, No.1, pp. 41-52, 2016.
. Dhanya Ramachandran,”Inverse cubic spline by applying reversion of series method”, Journal of Natural Sciences and Mathematics, Vol.10, No.1, pp.71-86, 2017.
. Dhanya Ramachandran, “Bivariate cubic spline interpolation”, International Journal of Mathematics and its Applications, Volume 5, Issue 1-c, pp. 397-400, 2017.
. Dhanya Ramachandran, “Two variable cubic spline Interpolation”, IOSR Journal of Mathematics (IOSR-JM) , e-ISSN: 2278-5728, p-ISSN: 2319-765X, Volume 13, Issue 1, Version VI, pp: 01-05, 2017.
. Dhanya Ramachandran, “Minimizing property of two variable cubic spline interpolation”, International Journal of Mathematics and its Applications, Volume 5, Issue 3, pp. 39-42, 2017. .
. Dhanya Ramachandran, “Interpolation by inverse cubic spline Method”, International journal of mathematics trends and technology (IJMTT), Vol. 43, Number 4, pp. 256-259, 2017.
. Dhanya Ramachandran, “Comparison of inverse cubic spline formulas”, Bulletin of Kerala Mathematics Association, Vol. 15, No.2, pp. 229-233, 2017..Dhanya Ramachndran published a paper titled ‘Inverse Quartic Spline Interpolation Using Polynomial Iteration Method’ in International Review of Pure and Applied Mathematics, Vol. 14, Number 2, July- December 2018
. Presented a paper entitled “ Interpolation by Inverse Cubic Spline Method “ in the International Conference on Emerging Trends in Engineering, Technology, Science and Management on 24th March 2017 at Adithya Institute of Technology, Coimbatore.
. Presented a paper titled “ Cubic Spline Interpolation of Two Variables” in the National Conference on Mathematical Methods for Engineering Applications ( NACMMEA-17 ) organized by Mar Baselios College of Engineering and Technology jointly with KMA and Co-Sponsored by SERB(DST), NBHM(DAE) and KSCSTE on 27-29 July 2017.


Rashmi Kathuria is a senior teacher working in Kulachi Hansraj Model School, Ashok Vihar, Delhi. A highly talented Mathematics teacher she was conferred with two Presidential Awards, National Best e-teacher award in 2007 by the then President of India, Dr. APJ Abdul Kalam and National ICT Award (MHRD) by hon’ble President Sh. Pranab Mukherjee in 2012 for her innovative use of ICT Skills in education.
She has been continuously honoured for her skills and for spreading awareness for creative ways of teaching learning Mathematics education. She was awarded first prize for Best Teaching Practices in 2008 (TNI) to facilitate interaction between educational researchers and the teaching community and to demonstrate and share innovative teaching practices they have found to be highly effective. She is also the recipient of a special prize for creating best e-lesson for innovative and enriching teaching/learning at Kulachi Hansraj Model School, Delhi, India. She was honoured by CII (Confederation of India Industries) Shiksha on promoting the use of technology. She is honoured with “National Best Mathematics Teacher” by All India Ramanujan Maths Club in 2011. She was honoured by CBSE Chairman Sh. Vineet Joshi as “Innovative Mathematics Teacher” for supporting the Mathematics Movement” programme organised at SDPS, Pitampura. She has received recognitions from Principals/ Heads of reputed schools in Delhi and NCR for training their school teachers on CCE, ICT, Creative teaching strategies etc.
She is invited as Resource person by CBSE, NCERT, SCERT, DAVCMCand other educational organisations.She is a member of core committee National ICT Curriculum, CIETNCERT and has developed training modules on using ICT.
She has worked as material developer for CBSE International Mathematics for classes 9 and 10 for CBSE. She has richly contributed in CBSE’s Mathematics laboratory manuals for teachers for classes 3 to 8, 9 and 10. She has also developed CBSE’s Formative assessment manuals for Mathematics, classes 9 and 10.
She has presented many papers at state and national level. She has contributed in various teaching magazines and written articles on innovative Mathematics practices.
She strongly supports open source software and keeps on exploring various possibilities of using offline and online tools in classroom. She has developed material for using Geo Gebra in Math Classroom.
She has established blogs/wikis/podcast house/social networks for teaching learning. She is administering an international network for Mathematics enthusiasts http://mathematics24x7.ning.com since 2007. She has established connecting classrooms between KHMS and schools in various parts of the world.
Her Mathematics website http://rashmikathuria.webs.com is a rich source for students and teachers.
Her success mantra is "Success lies in making efforts and enjoying what you do."
You can reach her at [email protected]


This made four to five loaves so I had to do math to get it down to one loaf. What you see below is my math for one loaf. This can also be used for burger buns or cinnamon raisin bread/rolls with some minor changes.
One Teaspoon yeast (was four)
One quarter Teaspoon of Maple Syrup (was one)
One quarter cup of warm water. (was one)
Mix together and let sit ten minutes to activate the yeast.
One half cup hot water. (was two)
One half cup of milk. (was two)
One half cup of rolled oats. (was two)
One twelfth cup of olive oil roughly two tablespoons. (was one third, its fuzzy math)
One eighth cup molasses. (was one half cup)
One egg (This was two eggs so I just cut it in half)
One eighth cup of Flax seed ground. (was one half)
One eighth cup of pumpkin seeds ground. (was one half)
One eighth cup of Sesame seeds crushed. (was one half)
One eighth cup of sunflower seeds crushed. (was one half)
Mix with the first four ingredients.
One quarter tablespoon Xanthan or Guar gum for thickener. (one tablespoon)
One half cup whole wheat flour. (was two cups)
Three quarter cup spelt flour. (was three cups)
One and one quarter cup white flour. (was five cups)
Mix it all together and let it rise until it doubles in size
Punch down and place it in a greased, floured bread pan.
Let it rise until it doubles in size.
Bake at 375 degrees for thirty to thirty five minutes.
Perth Ontario, Canada
Country Side Magazine


I'm a PhD student in theoretical physics. I got my dual bachelors degree in mathematics and physics with a minor in philosophy in 2011. I do research mainly in quantum field theory and it's application to particle astrophysics.
I enjoy cooking food. I like food, pretty much of any kind.
Oh, and I'm a leftist atheist.
Physics, mathematics, and logic.
Graduate physics student and researcher.
Far to the left.
"Those who can make you believe absurdities, can make you commit atrocities." --Voltaire


Is Binary a Mystery to you?
Is binary a mystery to you? Some people say it’s just a number system, but it’s not necessarily as simple as the ones and zeros may make it seem at first.
His quick half an hour course takes a look at alternate numbering systems including binary and hexadecimal as well as how you transition between them.
From the Author
Are you familiar with binary numbers but don’t know precisely what they are, or how they work? In this course, Field Guide to Binary, you’ll dive into the fundamental concepts of binary using the math you’ve always known. First, you’ll explore the decimal (base 10) numbering system. Next, you’ll discover exactly how to translate from binary to decimal. Finally, you’ll learn why Unicode and RGB color values use those unique sequences of numbers and letters. By the end of this course, you’ll have the fundamental knowledge necessary to demystify binary and hexadecimal in your everyday work.Tod Gentille
What Are You Waiting For?
Dive on over to Pluralsight now and take advantage of this course until Tuesday!