Using the Equation Editor
Total Page:16
File Type:pdf, Size:1020Kb

Load more
Recommended publications
-
Chemical Formula
Chemical Formula Jean Brainard, Ph.D. Say Thanks to the Authors Click http://www.ck12.org/saythanks (No sign in required) AUTHOR Jean Brainard, Ph.D. To access a customizable version of this book, as well as other interactive content, visit www.ck12.org CK-12 Foundation is a non-profit organization with a mission to reduce the cost of textbook materials for the K-12 market both in the U.S. and worldwide. Using an open-content, web-based collaborative model termed the FlexBook®, CK-12 intends to pioneer the generation and distribution of high-quality educational content that will serve both as core text as well as provide an adaptive environment for learning, powered through the FlexBook Platform®. Copyright © 2013 CK-12 Foundation, www.ck12.org The names “CK-12” and “CK12” and associated logos and the terms “FlexBook®” and “FlexBook Platform®” (collectively “CK-12 Marks”) are trademarks and service marks of CK-12 Foundation and are protected by federal, state, and international laws. Any form of reproduction of this book in any format or medium, in whole or in sections must include the referral attribution link http://www.ck12.org/saythanks (placed in a visible location) in addition to the following terms. Except as otherwise noted, all CK-12 Content (including CK-12 Curriculum Material) is made available to Users in accordance with the Creative Commons Attribution-Non-Commercial 3.0 Unported (CC BY-NC 3.0) License (http://creativecommons.org/ licenses/by-nc/3.0/), as amended and updated by Creative Com- mons from time to time (the “CC License”), which is incorporated herein by this reference. -
Presentation on Key Ideas of Elementary Mathematics
Key Ideas of Elementary Mathematics Sybilla Beckmann Department of Mathematics University of Georgia Lesson Study Conference, May 2007 Sybilla Beckmann (University of Georgia) Key Ideas of Elementary Mathematics 1/52 US curricula are unfocused A Splintered Vision, 1997 report based on the TIMSS curriculum analysis. US state math curriculum documents: “The planned coverage included so many topics that we cannot find a single, or even a few, major topics at any grade that are the focus of these curricular intentions. These official documents, individually or as a composite, are unfocused. They express policies, goals, and intended content coverage in mathematics and the sciences with little emphasis on particular, strategic topics.” Sybilla Beckmann (University of Georgia) Key Ideas of Elementary Mathematics 2/52 US instruction is unfocused From A Splintered Vision: “US eighth grade mathematics and science teachers typically teach far more topic areas than their counterparts in Germany and Japan.” “The five surveyed topic areas covered most extensively by US eighth grade mathematics teachers accounted for less than half of their year’s instructional periods. In contrast, the five most extensively covered Japanese eighth grade topic areas accounted for almost 75 percent of their year’s instructional periods.” Sybilla Beckmann (University of Georgia) Key Ideas of Elementary Mathematics 3/52 Breaking the “mile-wide-inch-deep” habit Every mathematical skill and concept has some useful application has some connection to other concepts and skills So what mathematics should we focus on? Sybilla Beckmann (University of Georgia) Key Ideas of Elementary Mathematics 4/52 What focus? Statistics and probability are increasingly important in science and in the modern workplace. -
Calculus Terminology
AP Calculus BC Calculus Terminology Absolute Convergence Asymptote Continued Sum Absolute Maximum Average Rate of Change Continuous Function Absolute Minimum Average Value of a Function Continuously Differentiable Function Absolutely Convergent Axis of Rotation Converge Acceleration Boundary Value Problem Converge Absolutely Alternating Series Bounded Function Converge Conditionally Alternating Series Remainder Bounded Sequence Convergence Tests Alternating Series Test Bounds of Integration Convergent Sequence Analytic Methods Calculus Convergent Series Annulus Cartesian Form Critical Number Antiderivative of a Function Cavalieri’s Principle Critical Point Approximation by Differentials Center of Mass Formula Critical Value Arc Length of a Curve Centroid Curly d Area below a Curve Chain Rule Curve Area between Curves Comparison Test Curve Sketching Area of an Ellipse Concave Cusp Area of a Parabolic Segment Concave Down Cylindrical Shell Method Area under a Curve Concave Up Decreasing Function Area Using Parametric Equations Conditional Convergence Definite Integral Area Using Polar Coordinates Constant Term Definite Integral Rules Degenerate Divergent Series Function Operations Del Operator e Fundamental Theorem of Calculus Deleted Neighborhood Ellipsoid GLB Derivative End Behavior Global Maximum Derivative of a Power Series Essential Discontinuity Global Minimum Derivative Rules Explicit Differentiation Golden Spiral Difference Quotient Explicit Function Graphic Methods Differentiable Exponential Decay Greatest Lower Bound Differential -
Unit 3: Chemistry Day 2 – Elements Vs
Unit 3: Chemistry Day 2 – Elements vs. Compounds Unit Essential Questions: Vocabulary: SWBAT 1. What is the smallest part of an element? Element … identify that a substance is a compound 2. How are atoms and elements related? Compound 3. How do scientists use density to identify by its chemical formula, absence on the substances? Chemical Formula Periodic Table, and that it contains two or Periodic Table of Elements more types of atoms. Video: Guiding Questions 1. How many elements need to combine in order to form a compound? 3. H2O is the chemical formula for what? 2. What is the recipe for a compound called? 4. What elements are present in water? 5. What is another compound the video talks about? GUIDED NOTES: Elements and Compounds Homework: Finish entire packet. STOP AND JOT: What is the difference between an element and a compound? Chemical Formulas Compounds are represented by _________________________________ _____________________________________. Each capital letter represents _______________ element. ____________________________________ represent the number of atoms of each element. Examples: H2O Si3N4 Number of elements: _____________________ Number of elements: _____________________ Number of atoms for each element: Number of atoms for each element: ______________________ ______________________ ______________________ ________________________ How many elements are in How many atoms of each How many elements are in How many atoms of each the compound H3PO4? element is present in the the compound C2H5OH? element is present in the compound, HNO3? compound, C2H4O2? Three ways to identify a Compound: 1. Made of more than one _________________________. 2. Not located on the _____________________________ __________________________ _________________ ________________________________. 3. Represented by a ____________________________________ ____________________________________. -
E.W. Dijkstra Archive: on the Cruelty of Really Teaching Computing Science
On the cruelty of really teaching computing science Edsger W. Dijkstra. (EWD1036) http://www.cs.utexas.edu/users/EWD/ewd10xx/EWD1036.PDF The second part of this talk pursues some of the scientific and educational consequences of the assumption that computers represent a radical novelty. In order to give this assumption clear contents, we have to be much more precise as to what we mean in this context by the adjective "radical". We shall do so in the first part of this talk, in which we shall furthermore supply evidence in support of our assumption. The usual way in which we plan today for tomorrow is in yesterday’s vocabulary. We do so, because we try to get away with the concepts we are familiar with and that have acquired their meanings in our past experience. Of course, the words and the concepts don’t quite fit because our future differs from our past, but then we stretch them a little bit. Linguists are quite familiar with the phenomenon that the meanings of words evolve over time, but also know that this is a slow and gradual process. It is the most common way of trying to cope with novelty: by means of metaphors and analogies we try to link the new to the old, the novel to the familiar. Under sufficiently slow and gradual change, it works reasonably well; in the case of a sharp discontinuity, however, the method breaks down: though we may glorify it with the name "common sense", our past experience is no longer relevant, the analogies become too shallow, and the metaphors become more misleading than illuminating. -
Tips & Tricks for the Equation Editor Or Mathtype User
TIPS & TRICKS FOR THE EQUATION EDITOR OR MATHTYPE USER Presented by: Bob Mathews Director of Training Design Science, Inc. E-mail: [email protected] Phone: 830-990-9699 NOTE The full version of this handout is available online at www.dessci.com/handouts The full version includes step-by-step tutorials with screenshots. Welcome to Tips & Tricks for the Equation Editor or MathType User. This session is not designed to teach you how to use Microsoft Equation Editor or MathType. We assume you already know how to use these products. In the session, you will learn how to use these products better and more efficiently. We will be using Microsoft Word today, but MathType works very well with other word processors (such as WordPerfect and AppleWorks), presentation software (such as PowerPoint and Corel Presentations), web page-authoring software (such as FrontPage), as well as most other software. I hope many of your needs will be addressed in this session but if you need help in the future, the following sources are available: 9 Equation Editor Tips & Tricks – Even if you’re a MathType user, our Equation Editor Tips & Tricks will likely have several tips you can use. Access the tips from our home page: http://www.dessci.com. Your email address will be your password to access the page immediately. 9 Help File – MathType and Equation Editor both have extensive help files. 9 User Manual – MathType comes with a comprehensive User Manual, and many questions can be answered by referring to the manual. Chapter 4 of the MathType User Manual includes 18 step-by-step tutorials to get you started. -
Chemical Formulas the Elements
Chemical Formulas A chemical formula gives the numbers and types of atoms that are found in a substance. When the substance is a discrete molecule, then the chemical formula is also its molecular formula. Fe (iron) is a chemical formula Fe2O3 is a molecular formula The Elements The chemical formulas of most of the elements are simply their elemental symbol: Na (sodium) Fe (iron) He (helium) U (uranium) These chemical formulas are said to be monatomic—only an atom in chemical formula 1 The Elements There are seven elements that occur naturally as diatomic molecules—molecules that contain two atoms: H2 (hydrogen) N2 (nitrogen) O2 (oxygen) F2 (fluorine) Cl2 (chlorine) Br2 (bromine) I2 (iodine) The last four elements in this list are in the same family of the Periodic Table Binary Compounds A binary compound is one composed of only two different types of atoms. Rules for binary compound formulas 1. Element to left in Periodic Table comes first except for hydrogen: KCl PCl3 Al2S3 Fe3O4 2 Binary Compounds 2. Hydrogen comes last unless other element is from group 16 or 17: LiH, NH3, B2H4, CH4 3. If both elements are from the same group, the lower element comes first: SiC, BrF3 Other Compounds For compounds with three or more elements that are not ionic, if it contains carbon, this comes first followed by hydrogen. Other elements are then listed in alphabetical order: C2H6O C4H9BrO CH3Cl C8H10N4O2 3 Other Compounds However, the preceding rule is often ignored when writing organic formulas (molecules containing carbon, hydrogen, and maybe other elements) in order to give a better idea of how the atoms are connected: C2H6O is the molecular formula for ethanol, but nobody ever writes it this way—instead the formula is written C2H5OH to indicate one H atom is connected to the O atom. -
Common Equations Used in Chemistry Equation For
Common Equations Used in Chemistry m Equation for density: d= v 5 Converting ˚F to ˚C: ˚C = (˚F - 32) x 9 9 Converting ˚C to ˚F: ˚F = ˚C x 5 + 32 Converting ˚C to K: K = (˚C + 273.15) n x molar mass of element Percent composition of an element = molar mass of compound x 100% - where n = the number of moles of the element in one mole of the compound actual yield % yield = theoretical yield x 100% moles of solute molarity (M) = liters of solution Dilution of Solution: MiVi = MfV f Boyle’s law - Constant T and n: PV = k Boyle’s law - For calculating changes in pressure or volume: P1V1 = P2V 2 V Charles’ law - Constant P and n: T = k V1 V 2 Charles’ law - For calculating temperature or volume changes: = T1 T2 Avogadro’s law - Constant P and T: V = kn Ideal Gas equation: PV = nRT Calculation of changes in pressure, temperature, or volume of gas when n is constant: P1V1 P2V 2 = T1 T2 PM Calculation of density or molar mass of gas: d = RT Dalton’s law of partial pressures - for calculating partial pressures: Pi = XiPT 3RT 0.5 Root-mean-square speed of gas molecules: urms = ( M ) Van der waals equation; for calculating the pressure of a nonideal gas: an 2 (P + ) (V - nb) = nRT V 2 Definition of heat capacity, where s is specific heat: C = ms Calculation of heat change in terms of specific heat : q = msDt Calculation of heat change in terms of heat capacity: q = CDt q1q2 Electrical force: F = k el r2 q1q2 Potential energy: V = k r Calculation of standard enthalpy of reaction: DH˚rxn = å nDH˚f (products) - å mDH˚f (reactants) [where n and m are coefficients in equation] Mathematical statement of the first law of thermodynamics: DE = q + w Work done in gas expansion or compression: w = - PDV Definition of enthalpy: H = E + PV Enthalpy (or energy) change for a constant-pressure process: DH = DE +PDV Enthalpy (or energy) change for a constant-pressure process: DE = DH - RTDn, where n is the change in the number of moles of gas. -
1 Narrow No-Break Space TUS 12.0.0, Ch
Proposal to synchronize the Core Specification For consideration by Unicode Technical Committee 2020-01-06 We should always say what we see. Marcel Schneider ([email protected]) Above all we should always —which is most difficult— see what we see. Charles Péguy This proposal adds to the response to Action item 161-A1 in that it aims at synchronizing the Core Specification with changes already effected in other parts of the Unicode Standard, notably UAX #14, or suggested in Proposal to make material changes to UAX #14 and Proposal to make focused changes to the Code Charts text, submitted simultaneously. By coincidence, this proposal is also part of Unicode 13.0 beta feedback. 1 Narrow No-Break Space TUS 12.0.0, ch. 6, 6.2 General Punctuation, Space Characters, p. 265 Change from: Narrow No-Break Space. U+202F NARROW NO-BREAK SPACE (NNBSP) is a narrow version of U+00A0 NO- BREAK SPACE. The NNBSP can be used to represent the narrow space occurring around punctuation characters in French typography, which is called an “espace fine insécable.” It is used especially in Mongolian text, before certain grammatical suffixes, to provide a small gap that not only prevents word breaking and line breaking, but also triggers special shaping for those suffixes. See “Narrow No-Break Space” in Section 13.5, Mongolian, for more information. Change to: Narrow No-Break Space. U+202F NARROW NO-BREAK SPACE (NNBSP) is a narrow best thought of as a non- breaking version of U+00A0 NO-BREAK SPACE U+2009 THIN SPACE. The NNBSP can be used as a numeric group separator in numerous scripts and to represent the narrow space occurring around next to certain punctuation characters in French typography text, which where it is currently called an “espace fine (insécable).” [literally “(no-break) thin space” (supposed to be always non-breaking)]. -
XML Professional Publisher: Fonts
XML Professional Publisher: Fonts for use with XPP 9.4 January 2020 Notice © SDL Group 1999, 2003-2005, 2009, 2012-2020. All rights reserved. Printed in U.S.A. SDL Group has prepared this document for use by its personnel, licensees, and customers. The information contained herein is the property of SDL and shall not, in whole or in part, be reproduced, translated, or converted to any electronic or machine-readable form without prior written approval from SDL. Printed copies are also covered by this notice and subject to any applicable confidentiality agreements. The information contained in this document does not constitute a warranty of performance. Further, SDL reserves the right to revise this document and to make changes from time to time in the content thereof. SDL assumes no liability for losses incurred as a result of out-of-date or incorrect information contained in this document. Trademark Notice See the Trademark file at http://docs.sdl.com for trademark information. U.S. Government Restricted Rights Legend Use, duplication or disclosure by the government is subject to restrictions as set forth in subparagraph (c)(1)(ii) of the Rights in Technical Data and Computer Software clause at DFARS 252.227-7013 or other similar regulations of other governmental agencies, which designate software and documentation as proprietary. Contractor or manufacturer is SDL Group, 201 Edgewater Drive, Wakefield, MA 01880-6216. ii Contents Part I Installing Fonts Chapter 1 Installing Fonts Understanding the Installation Process ....................... 1-2 Obtain the Proper Fonts ................................. 1-2 Type 1 Fonts ......................................... 1-2 CID Fonts ............................................ 1-3 OpenType/PostScript Fonts ........................... -
Ethyl Alcohol
Right to Know Hazardous Substance Fact Sheet Common Name: ETHYL ALCOHOL Synonyms: Alcohol; Methylcarbinol CAS Number: 64-17-5 Chemical Name: Ethanol RTK Substance Number: 0844 Date: March 2011 Revision: March 2016 DOT Number: UN 1170 Description and Use EMERGENCY RESPONDERS >>>> SEE LAST PAGE Ethyl Alcohol is a clear, colorless liquid with a wine-like odor. Hazard Summary It is used in alcoholic beverages, as a solvent, and in making Hazard Rating NJDHSS NFPA other chemicals. HEALTH - 2 FLAMMABILITY - 3 ODOR THRESHOLD = 84 ppm REACTIVITY - 0 Odor thresholds vary greatly. Do not rely on odor alone to determine potentially hazardous exposures. FLAMMABLE POISONOUS GASES ARE PRODUCED IN FIRE CONTAINERS MAY EXPLODE IN FIRE Hazard Rating Key: 0=minimal; 1=slight; 2=moderate; 3=serious; 4=severe Reasons for Citation Ethyl Alcohol can affect you when inhaled and by passing Ethyl Alcohol is on the Right to Know Hazardous through the skin. Substance List because it is cited by OSHA, ACGIH, DOT, High concentrations may damage the fetus. NIOSH, IARC, NFPA and EPA. Contact can irritate the skin and eyes. Prolonged or repeated This chemical is on the Special Health Hazard Substance exposure can cause drying and cracking of the skin with List. peeling, redness and itching. Inhaling Ethyl Alcohol can irritate the nose, throat and lungs. Exposure to Ethyl Alcohol can cause headache, drowsiness, nausea and vomiting, and unconsciousness. It can also affect concentration and vision. SEE GLOSSARY ON PAGE 5. Repeated high exposure may affect the liver and the nervous system. Ethyl Alcohol is a FLAMMABLE LIQUID and a FIRST AID DANGEROUS FIRE HAZARD. -
Edsger Wybe Dijkstra
In Memoriam Edsger Wybe Dijkstra (1930–2002) Contents 0 Early Years 2 1 Mathematical Center, Amsterdam 3 2 Eindhoven University of Technology 6 3 Burroughs Corporation 8 4 Austin and The University of Texas 9 5 Awards and Honors 12 6 Written Works 13 7 Prophet and Sage 14 8 Some Memorable Quotations 16 Edsger Wybe Dijkstra, Professor Emeritus in the Computer Sciences Department at the University of Texas at Austin, died of cancer on 6 August 2002 at his home in Nuenen, the Netherlands. Dijkstra was a towering figure whose scientific contributions permeate major domains of computer science. He was a thinker, scholar, and teacher in renaissance style: working alone or in a close-knit group on problems of long-term importance, writing down his thoughts with exquisite precision, educating students to appreciate the nature of scientific research, and publicly chastising powerful individuals and institutions when he felt scientific integrity was being compromised for economic or political ends. In the words of Professor Sir Tony Hoare, FRS, delivered by him at Dijkstra’s funeral: Edsger is widely recognized as a man who has thought deeply about many deep questions; and among the deepest questions is that of traditional moral philosophy: How is it that a person should live their life? Edsger found his answer to this question early in his life: He decided he would live as an academic scientist, conducting research into a new branch of science, the science of computing. He would lay the foundations that would establish computing as a rigorous scientific discipline; and in his research and in his teaching and in his writing, he would pursue perfection to the exclusion of all other concerns.