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Mathematics Calculation Policy ÷
Mathematics Calculation Policy ÷ Commissioned by The PiXL Club Ltd. June 2016 This resource is strictly for the use of member schools for as long as they remain members of The PiXL Club. It may not be copied, sold nor transferred to a third party or used by the school after membership ceases. Until such time it may be freely used within the member school. All opinions and contributions are those of the authors. The contents of this resource are not connected with nor endorsed by any other company, organisation or institution. © Copyright The PiXL Club Ltd, 2015 About PiXL’s Calculation Policy • The following calculation policy has been devised to meet requirements of the National Curriculum 2014 for the teaching and learning of mathematics, and is also designed to give pupils a consistent and smooth progression of learning in calculations across the school. • Age stage expectations: The calculation policy is organised according to age stage expectations as set out in the National Curriculum 2014 and the method(s) shown for each year group should be modelled to the vast majority of pupils. However, it is vital that pupils are taught according to the pathway that they are currently working at and are showing to have ‘mastered’ a pathway before moving on to the next one. Of course, pupils who are showing to be secure in a skill can be challenged to the next pathway as necessary. • Choosing a calculation method: Before pupils opt for a written method they should first consider these steps: Should I use a formal Can I do it in my Could I use -
An Arbitrary Precision Computation Package David H
ARPREC: An Arbitrary Precision Computation Package David H. Bailey, Yozo Hida, Xiaoye S. Li and Brandon Thompson1 Lawrence Berkeley National Laboratory, Berkeley, CA 94720 Draft Date: 2002-10-14 Abstract This paper describes a new software package for performing arithmetic with an arbitrarily high level of numeric precision. It is based on the earlier MPFUN package [2], enhanced with special IEEE floating-point numerical techniques and several new functions. This package is written in C++ code for high performance and broad portability and includes both C++ and Fortran-90 translation modules, so that conventional C++ and Fortran-90 programs can utilize the package with only very minor changes. This paper includes a survey of some of the interesting applications of this package and its predecessors. 1. Introduction For a small but growing sector of the scientific computing world, the 64-bit and 80-bit IEEE floating-point arithmetic formats currently provided in most computer systems are not sufficient. As a single example, the field of climate modeling has been plagued with non-reproducibility, in that climate simulation programs give different results on different computer systems (or even on different numbers of processors), making it very difficult to diagnose bugs. Researchers in the climate modeling community have assumed that this non-reproducibility was an inevitable conse- quence of the chaotic nature of climate simulations. Recently, however, it has been demonstrated that for at least one of the widely used climate modeling programs, much of this variability is due to numerical inaccuracy in a certain inner loop. When some double-double arithmetic rou- tines, developed by the present authors, were incorporated into this program, almost all of this variability disappeared [12]. -
Neural Correlates of Arithmetic Calculation Strategies
Cognitive, Affective, & Behavioral Neuroscience 2009, 9 (3), 270-285 doi:10.3758/CABN.9.3.270 Neural correlates of arithmetic calculation strategies MIRIA M ROSENBERG -LEE Stanford University, Palo Alto, California AND MARSHA C. LOVETT AND JOHN R. ANDERSON Carnegie Mellon University, Pittsburgh, Pennsylvania Recent research into math cognition has identified areas of the brain that are involved in number processing (Dehaene, Piazza, Pinel, & Cohen, 2003) and complex problem solving (Anderson, 2007). Much of this research assumes that participants use a single strategy; yet, behavioral research finds that people use a variety of strate- gies (LeFevre et al., 1996; Siegler, 1987; Siegler & Lemaire, 1997). In the present study, we examined cortical activation as a function of two different calculation strategies for mentally solving multidigit multiplication problems. The school strategy, equivalent to long multiplication, involves working from right to left. The expert strategy, used by “lightning” mental calculators (Staszewski, 1988), proceeds from left to right. The two strate- gies require essentially the same calculations, but have different working memory demands (the school strategy incurs greater demands). The school strategy produced significantly greater early activity in areas involved in attentional aspects of number processing (posterior superior parietal lobule, PSPL) and mental representation (posterior parietal cortex, PPC), but not in a numerical magnitude area (horizontal intraparietal sulcus, HIPS) or a semantic memory retrieval area (lateral inferior prefrontal cortex, LIPFC). An ACT–R model of the task successfully predicted BOLD responses in PPC and LIPFC, as well as in PSPL and HIPS. A central feature of human cognition is the ability to strategy use) and theoretical (parceling out the effects of perform complex tasks that go beyond direct stimulus– strategy-specific activity). -
Slide Rules: How Quickly We Forget Charles Molían If You Have Not Thrown out Your Old Slide Rule, Treasure It, Especially If It Is One of the More Sophisticated Types
HISTORY OF PHYSICS91 Instrumental Background Slide Rules: How Quickly We Forget Charles Molían If you have not thrown out your old slide rule, treasure it, especially if it is one of the more sophisticated types. It is a relic of a recent age In 1614 John Napier published details of invention of the electronic calculator. Fig 1 top A straight slide rule from A.W. Faber of Bavaria his logarithms which reduced multiplica The bigger the slide rule, the more cl 905. (The illustration is from a 1911 catalogue). In this engraving the number 1 on the bottom scale of the slide tion and division to simple addition and accurate the calculations. But there are is placed above 1.26 on the lower scale on the main body subtraction. To make logarithms easier he limits to practicable lengths so various of the rule. The number 2 on the slide corresponds to devised rectangular rods inscribed with ingenious people devised ways of increas 2.52 on the lower scale, the number 4 to 5.04, and any numbers which became known as ing the scale while maintaining the device other number gives a multiple of 1.26. The line on the ‘Napier’s Bones’. By 1620, Edmund Gunter at a workable size. Several of these slide transparent cursor is at 4.1, giving the result of the had devised his ‘Gunter scale’, or Tine of rules became fairly popular, and included multiplication 1.26 x 4.1 as 5.15 (it should be 5.17 but the engraving is a little out).The longer the slide rule and numbers’, a plot of logarithms on a line. -
Banner Human Resources and Position Control / User Guide
Banner Human Resources and Position Control User Guide 8.14.1 and 9.3.5 December 2017 Notices Notices © 2014- 2017 Ellucian Ellucian. Contains confidential and proprietary information of Ellucian and its subsidiaries. Use of these materials is limited to Ellucian licensees, and is subject to the terms and conditions of one or more written license agreements between Ellucian and the licensee in question. In preparing and providing this publication, Ellucian is not rendering legal, accounting, or other similar professional services. Ellucian makes no claims that an institution's use of this publication or the software for which it is provided will guarantee compliance with applicable federal or state laws, rules, or regulations. Each organization should seek legal, accounting, and other similar professional services from competent providers of the organization's own choosing. Ellucian 2003 Edmund Halley Drive Reston, VA 20191 United States of America ©1992-2017 Ellucian. Confidential & Proprietary 2 Contents Contents System Overview....................................................................................................................... 22 Application summary................................................................................................................... 22 Department work flow................................................................................................................. 22 Process work flow...................................................................................................................... -
The Concise Stadia Computer, Or the Text Printed on the Instrument Itself, Or Any Other Documentation Prepared by Concise for This Instrument
Copyright. © 2005 by Steven C. Beadle (scbead 1e @ earth1ink.net). Permission is hereby granted to the members of the International Slide Rule Group (ISRG; http://groups.yahoo.com/group/sliderule) and the Slide Rule Trading Group (SRTG; http://groups.yahoo.com/group/sliderule-trade) to make unlimited copies of this doc- ument, in either electronic or printed format, for their personal use. Commercial redistribution, without the written permission of the copyright holder, is prohibited. THE CONCISE Disclaimer. This document is an independently written guide for the Concise STADIA Stadia Computer, a product of the Concise Co. Ltd., located at 2-16-23, Hirai, Edogawa-ku, Tokyo, Japan (“Concise”). This guide was prepared without the authori- zation, consent, or cooperation of Concise. The copyright holder, and not Concise or COMPUTER the ISRG, is responsible for any errors or omissions. This document was developed without translation of the Japanese language manual Herman van Herwijnen for the Concise Stadia Computer, or the text printed on the instrument itself, or any other documentation prepared by Concise for this instrument. Thus, there is no Memorial Edition assurance that the guidance presented in this document accurately reflects the uses of this instrument as intended by the manufacturer, or that it offers an accurate inter- pretation of the scales, labels, tables, and other features of this instrument. The interpretations presented in this document are distributed in the hope that they may be useful to English-speaking users of the Concise Stadia Computer. However, the copyright holder and the ISRG provide the document “as is” without warranty of any kind, either expressed or implied, including, but not limited to, the implied warranties of merchantability and fitness for a particular purpose. -
Ball Green Primary School Maths Calculation Policy 2018-2019
Ball Green Primary School Maths Calculation Policy 2018-2019 Contents Page Contents Page Rationale 1 How do I use this calculation policy? 2 Early Years Foundation Stage 3 Year 1 5 Year 2 8 Year 3 11 Year 4 14 Year 5 17 Year 6 20 Useful links 23 1 Maths Calculation Policy 2018– 2019 Rationale: This policy is intended to demonstrate how we teach different forms of calculation at Ball Green Primary School. It is organised by year groups and designed to ensure progression for each operation in order to ensure smooth transition from one year group to the next. It also includes an overview of mental strategies required for each year group [Year 1-Year 6]. Mathematical understanding is developed through use of representations that are first of all concrete (e.g. base ten, apparatus), then pictorial (e.g. array, place value counters) to then facilitate abstract working (e.g. columnar addition, long multiplication). It is important that conceptual understanding, supported by the use of representation, is secure for procedures and if at any point a pupil is struggling with a procedure, they should revert to concrete and/or pictorial resources and representations to solidify understanding or revisit the previous year’s strategy. This policy is designed to help teachers and staff members at our school ensure that calculation is taught consistently across the school and to aid them in helping children who may need extra support or challenges. This policy is also designed to help parents, carers and other family members support children’s learning by letting them know the expectations for their child’s year group and by providing an explanation of the methods used in our school. -
Calculation Devices
Type 2 Calculation Devices Description of Accommodation This accommodation provides an alternate method of computation for a student with a disability who is unable to effectively use paper-and-pencil methods. Assessments For a student who meets the eligibility criteria, this accommodation may be used on • STAAR grades 3–8 mathematics tests and STAAR grades 5 and 8 science tests • STAAR Spanish grades 3–5 mathematics tests and STAAR Spanish grade 5 science test • STAAR L grades 3–8 mathematics tests and STAAR L grades 5 and 8 science tests • STAAR Modified grades 3–8 mathematics tests and STAAR Modified grades 5 and 8 science tests Student Eligibility Criteria A student may use this accommodation if he or she receives special education or Section 504 services, routinely, independently, and effectively uses the accommodation during classroom instruction and testing, and meets at least one of the following for the applicable grade. Grades 3 and 4 Grades 5 through 8 • The student has a physical disability • The student has a physical disability that prevents him or her from that prevents him or her from independently writing the numbers independently writing the numbers required for computations and cannot required for computations and cannot effectively use other allowable effectively use other allowable materials to address this need (e.g., materials to address this need (e.g., whiteboard, graph paper). whiteboard, graph paper). • The student has an impairment in • The student has an impairment in vision that prevents him or her from vision that prevents him or her from seeing the numbers they have seeing the numbers they have written during computations and written during computations and cannot effectively use other allowable cannot effectively use other allowable materials to address this need (e.g., materials to address this need (e.g., magnifier). -
The Demise of the Slide Rule (And the Advent of Its Successors)
OEVP/27-12-2002 The Demise of the Slide Rule (and the advent of its successors) Every text on slide rules describes in a last paragraph, sadly, that the demise of the slide rule was caused by the advent of the electronic pocket calculator. But what happened exactly at this turning point in the history of calculating instruments, and does the slide rule "aficionado" have a real cause for sadness over these events? For an adequate treatment of such questions, it is useful to consider in more detail some aspects like the actual usage of the slide rule, the performance of calculating instruments and the evolution of electronic calculators. Usage of Slide Rules During the first half of the 20th century, both slide rules and mechanical calculators were commercially available, mass-produced and at a reasonable price. The slide rule was very portable ("palmtop" in current speak, but without the batteries), could do transcendental functions like sine and logarithms (besides the basic multiplication and division), but required a certain understanding by the user. Ordinary people did not know how to use it straight away. The owner therefore derived from his knowledge a certain status, to be shown with a quick "what-if" calculation, out of his shirt pocket. The mechanical calculator, on the other hand, was large and heavy ("desktop" format), and had addition and subtraction as basic functions. Also multiplication and division were possible, in most cases as repeated addition or subtraction, although there were models (like the Millionaire) that could execute multiplications directly. For mechanical calculators there was no real equivalent of the profession-specific slide rule (e.g. -
Mathematics Calculation Strategies
Mathematics Calculation Strategies A guide to mental and written calculations and other useful strategies we use in our school. ‘To inspire and educate for life’ Introduction Introduction This booklet explains how children are taught to carry out written calculations for each of the four number operations (addition / subtraction / multiplication / division). In order to help develop your child’s mathematical understanding, each operation is taught according to a clear progression of stages. Generally, children begin by learning how written methods can be used to support mental calculations. They then move on to learn how to carry out and present calculations horizontally. After this, they start to use vertical methods, first in a longer format and eventually in a more compact format (standard written methods). However, we must remember that standard written methods do not make you think about the whole number involved and don’t support the development of mental strategies. They also make each operation look different and unconnected. Therefore, children will only move onto a vertical format when they can identify if their answer is reasonable and if they can make use of related number facts. (Advice provided by Hampshire Mathematics Inspector). It is extremely important to go through each of these stages in developing calculation strategies. We are aware that children can easily be taught the procedure to work through for a compact written method. However, unless they have worked through all the stages they will only be repeating the -
Fourier Analyzer and Two Fast-Transform Periph- Erals Adapt to a Wide Range of Applications
JUNE 1972 TT-PACKARD JOURNAL The ‘Powerful Pocketful’: an Electronic Calculator Challenges the Slide Rule This nine-ounce, battery-po wered scientific calcu- lator, small enough to fit in a shirt pocket, has log a rithmic, trigon ome tric, and exponen tia I functions and computes answers to IO significant digits. By Thomas M. Whitney, France Rod& and Chung C. Tung HEN AN ENGINEER OR SCIENTIST transcendental functions (that is, trigonometric, log- W NEEDS A QUICK ANSWER to a problem arithmic, exponential) or even square root. Second, that requires multiplication, division, or transcen- the HP-35 has a full two-hundred-decade range, al- dental functions, he usually reaches for his ever- lowing numbers from 10-” to 9.999999999 X lo+’’ present slide rule. Before long, to be represented in scientific however, that faithful ‘slip stick’ notation. Third, the HP-35 has may find itself retired. There’s five registers for storing con- now an electronic pocket cal- stants and results instead of just culator that produces those an- one or two, and four of these swers more easily, more quickly, registers are arranged to form and much more accurately. an operational stack, a feature Despite its small size, the new found in some computers but HP-35 is a powerful scientific rarely in calculators (see box, calculator. The initial goals set page 5). On page 7 are a few for its design were to build a examples of the complex prob- shirt-pocket-sized scientific cal- lems that can be solved with the culator with four-hour operation HP-35, from rechargeable batteries at a cost any laboratory and many Data Entry individuals could easily justify. -
PDF Full Text
Digital Signal Processing: A Computer Science Perspective Jonathan Y. Stein Copyright 2000 John Wiley & Sons, Inc. Print ISBN 0-471-29546-9 Online ISBN 0-471-20059-X 16 Function Evaluation Algorithms Commercially available DSP processors are designed to efficiently implement FIR, IIR, and FFT computations, but most neglect to provide facilities for other desirable functions, such as square roots and trigonometric functions. The software libraries that come with such chips do include such functions, but one often finds these general-purpose functions to be unsuitable for the application at hand. Thus the DSP programmer is compelled to enter the field of numerical approximation of elementary functions. This field boasts a vast literature, but only relatively little of it is directly applicable to DSP applications. As a simple but important example, consider a complex mixer of the type used to shift a signal in frequency (see Section 8.5). For every sample time t, we must generate both sin@,) and cos(wt,), which is difficult using the rather limited instruction set of a DSP processor. Lack of accuracy in the calculations will cause phase instabilities in the mixed signal, while loss of precision will cause its frequency to drift. Accurate values can be quickly retrieved from lookup tables, but such tables require large amounts of memory and the values can only be stored for specific arguments. General purpose approximations tend to be inefficient to implement on DSPs and may introduce intolerable inaccuracy. In this chapter we will specifically discuss sine and cosine generation, as well as rectangular to polar conversion (needed for demodulation), and the computation of arctangent, square roots, Puthagorean addition and loga- rithms.