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Large but Finite
Department of Mathematics MathClub@WMU Michigan Epsilon Chapter of Pi Mu Epsilon Large but Finite Drake Olejniczak Department of Mathematics, WMU What is the biggest number you can imagine? Did you think of a million? a billion? a septillion? Perhaps you remembered back to the time you heard the term googol or its show-off of an older brother googolplex. Or maybe you thought of infinity. No. Surely, `infinity' is cheating. Large, finite numbers, truly monstrous numbers, arise in several areas of mathematics as well as in astronomy and computer science. For instance, Euclid defined perfect numbers as positive integers that are equal to the sum of their proper divisors. He is also credited with the discovery of the first four perfect numbers: 6, 28, 496, 8128. It may be surprising to hear that the ninth perfect number already has 37 digits, or that the thirteenth perfect number vastly exceeds the number of particles in the observable universe. However, the sequence of perfect numbers pales in comparison to some other sequences in terms of growth rate. In this talk, we will explore examples of large numbers such as Graham's number, Rayo's number, and the limits of the universe. As well, we will encounter some fast-growing sequences and functions such as the TREE sequence, the busy beaver function, and the Ackermann function. Through this, we will uncover a structure on which to compare these concepts and, hopefully, gain a sense of what it means for a number to be truly large. 4 p.m. Friday October 12 6625 Everett Tower, WMU Main Campus All are welcome! http://www.wmich.edu/mathclub/ Questions? Contact Patrick Bennett ([email protected]) . -
Grade 7/8 Math Circles the Scale of Numbers Introduction
Faculty of Mathematics Centre for Education in Waterloo, Ontario N2L 3G1 Mathematics and Computing Grade 7/8 Math Circles November 21/22/23, 2017 The Scale of Numbers Introduction Last week we quickly took a look at scientific notation, which is one way we can write down really big numbers. We can also use scientific notation to write very small numbers. 1 × 103 = 1; 000 1 × 102 = 100 1 × 101 = 10 1 × 100 = 1 1 × 10−1 = 0:1 1 × 10−2 = 0:01 1 × 10−3 = 0:001 As you can see above, every time the value of the exponent decreases, the number gets smaller by a factor of 10. This pattern continues even into negative exponent values! Another way of picturing negative exponents is as a division by a positive exponent. 1 10−6 = = 0:000001 106 In this lesson we will be looking at some famous, interesting, or important small numbers, and begin slowly working our way up to the biggest numbers ever used in mathematics! Obviously we can come up with any arbitrary number that is either extremely small or extremely large, but the purpose of this lesson is to only look at numbers with some kind of mathematical or scientific significance. 1 Extremely Small Numbers 1. Zero • Zero or `0' is the number that represents nothingness. It is the number with the smallest magnitude. • Zero only began being used as a number around the year 500. Before this, ancient mathematicians struggled with the concept of `nothing' being `something'. 2. Planck's Constant This is the smallest number that we will be looking at today other than zero. -
Basic Statistics Range, Mean, Median, Mode, Variance, Standard Deviation
Kirkup Chapter 1 Lecture Notes SEF Workshop presentation = Science Fair Data Analysis_Sohl.pptx EDA = Exploratory Data Analysis Aim of an Experiment = Experiments should have a goal. Make note of interesting issues for later. Be careful not to get side-tracked. Designing an Experiment = Put effort where it makes sense, do preliminary fractional error analysis to determine where you need to improve. Units analysis and equation checking Units website Writing down values: scientific notation and SI prefixes http://en.wikipedia.org/wiki/Metric_prefix Significant Figures Histograms in Excel Bin size – reasonable round numbers 15-16 not 14.8-16.1 Bin size – reasonable quantity: Rule of Thumb = # bins = √ where n is the number of data points. Basic Statistics range, mean, median, mode, variance, standard deviation Population, Sample Cool trick for small sample sizes. Estimate this works for n<12 or so. √ Random Error vs. Systematic Error Metric prefixes m n [n 1] Prefix Symbol 1000 10 Decimal Short scale Long scale Since 8 24 yotta Y 1000 10 1000000000000000000000000septillion quadrillion 1991 7 21 zetta Z 1000 10 1000000000000000000000sextillion trilliard 1991 6 18 exa E 1000 10 1000000000000000000quintillion trillion 1975 5 15 peta P 1000 10 1000000000000000quadrillion billiard 1975 4 12 tera T 1000 10 1000000000000trillion billion 1960 3 9 giga G 1000 10 1000000000billion milliard 1960 2 6 mega M 1000 10 1000000 million 1960 1 3 kilo k 1000 10 1000 thousand 1795 2/3 2 hecto h 1000 10 100 hundred 1795 1/3 1 deca da 1000 10 10 ten 1795 0 0 1000 -
Maths Secrets of Simpsons Revealed in New Book
MONDAY 7 OCTOBER 2013 WWW.THEDAY.CO.UK Maths secrets of Simpsons revealed in new book The most successful TV show of all time is written by a team of brilliant ‘mathletes’, says writer Simon Singh, and full of obscure mathematical jokes. Can numbers really be all that funny? MATHEMATICS Nerd hero: The smartest girl in Springfield was created by a team of maths wizards. he world’s most popular cartoon a perfect number, a narcissistic number insist that their love of maths contrib- family has a secret: their lines are and a Mersenne Prime. utes directly to the more obvious humour written by a team of expert mathema- Another of these maths jokes – a black- that has made the show such a hit. Turn- Tticians – former ‘mathletes’ who are board showing 398712 + 436512 = 447212 ing intuitions about comedy into concrete as happy solving differential equa- – sent shivers down Simon Singh’s spine. jokes is like wrestling mathematical tions as crafting jokes. ‘I was so shocked,’ he writes, ‘I almost hunches into proofs and formulas. Comedy Now, science writer Simon Singh has snapped my slide rule.’ The numbers are and maths, says Cohen, are both explora- revealed The Simpsons’ secret math- a fake exception to a famous mathemati- tions into the unknown. ematical formula in a new book*. He cal rule known as Fermat’s Last Theorem. combed through hundreds of episodes One episode from 1990 features a Mathletes and trawled obscure internet forums to teacher making a maths joke to a class of Can maths really be funny? There are many discover that behind the show’s comic brilliant students in which Bart Simpson who will think comparing jokes to equa- exterior lies a hidden core of advanced has been accidentally included. -
God and Design: the Teleological Argument and Modern Science
GOD AND DESIGN Is there reason to think a supernatural designer made our world? Recent discoveries in physics, cosmology, and biochemistry have captured the public imagination and made the design argument—the theory that God created the world according to a specific plan—the object of renewed scientific and philosophical interest. Terms such as “cosmic fine-tuning,” the “anthropic principle,” and “irreducible complexity” have seeped into public consciousness, increasingly appearing within discussion about the existence and nature of God. This accessible and serious introduction to the design problem brings together both sympathetic and critical new perspectives from prominent scientists and philosophers including Paul Davies, Richard Swinburne, Sir Martin Rees, Michael Behe, Elliott Sober, and Peter van Inwagen. Questions raised include: • What is the logical structure of the design argument? • How can intelligent design be detected in the Universe? • What evidence is there for the claim that the Universe is divinely fine-tuned for life? • Does the possible existence of other universes refute the design argument? • Is evolutionary theory compatible with the belief that God designed the world? God and Design probes the relationship between modern science and religious belief, considering their points of conflict and their many points of similarity. Is God the “master clockmaker” who sets the world’s mechanism on a perfectly enduring course, or a miraculous presence continually intervening in and altering the world we know? Are science and faith, or evolution and creation, really in conflict at all? Expanding the parameters of a lively and urgent contemporary debate, God and Design considers the ways in which perennial questions of origin continue to fascinate and disturb us. -
A Child Thinking About Infinity
A Child Thinking About Infinity David Tall Mathematics Education Research Centre University of Warwick COVENTRY CV4 7AL Young children’s thinking about infinity can be fascinating stories of extrapolation and imagination. To capture the development of an individual’s thinking requires being in the right place at the right time. When my youngest son Nic (then aged seven) spoke to me for the first time about infinity, I was fortunate to be able to tape-record the conversation for later reflection on what was happening. It proved to be a fascinating document in which he first treated infinity as a very large number and used his intuitions to think about various arithmetic operations on infinity. He also happened to know about “minus numbers” from earlier experiences with temperatures in centigrade. It was thus possible to ask him not only about arithmetic with infinity, but also about “minus infinity”. The responses were thought-provoking and amazing in their coherent relationships to his other knowledge. My research in studying infinite concepts in older students showed me that their ideas were influenced by their prior experiences. Almost always the notion of “limit” in some dynamic sense was met before the notion of one to one correspondences between infinite sets. Thus notions of “variable size” had become part of their intuition that clashed with the notion of infinite cardinals. For instance, Tall (1980) reported a student who considered that the limit of n2/n! was zero because the top is a “smaller infinity” than the bottom. It suddenly occurred to me that perhaps I could introduce Nic to the concept of cardinal infinity to see what this did to his intuitions. -
WRITING and READING NUMBERS in ENGLISH 1. Number in English 2
WRITING AND READING NUMBERS IN ENGLISH 1. Number in English 2. Large Numbers 3. Decimals 4. Fractions 5. Power / Exponents 6. Dates 7. Important Numerical expressions 1. NUMBERS IN ENGLISH Cardinal numbers (one, two, three, etc.) are adjectives referring to quantity, and the ordinal numbers (first, second, third, etc.) refer to distribution. Number Cardinal Ordinal In numbers 1 one First 1st 2 two second 2nd 3 three third 3rd 4 four fourth 4th 5 five fifth 5th 6 six sixth 6th 7 seven seventh 7th 8 eight eighth 8th 9 nine ninth 9th 10 ten tenth 10th 11 eleven eleventh 11th 12 twelve twelfth 12th 13 thirteen thirteenth 13th 14 fourteen fourteenth 14th 15 fifteen fifteenth 15th 16 sixteen sixteenth 16th 17 seventeen seventeenth 17th 18 eighteen eighteenth 18th 19 nineteen nineteenth 19th 20 twenty twentieth 20th 21 twenty-one twenty-first 21st 22 twenty-two twenty-second 22nd 23 twenty-three twenty-third 23rd 1 24 twenty-four twenty-fourth 24th 25 twenty-five twenty-fifth 25th 26 twenty-six twenty-sixth 26th 27 twenty-seven twenty-seventh 27th 28 twenty-eight twenty-eighth 28th 29 twenty-nine twenty-ninth 29th 30 thirty thirtieth 30th st 31 thirty-one thirty-first 31 40 forty fortieth 40th 50 fifty fiftieth 50th 60 sixty sixtieth 60th th 70 seventy seventieth 70 th 80 eighty eightieth 80 90 ninety ninetieth 90th 100 one hundred hundredth 100th 500 five hundred five hundredth 500th 1,000 One/ a thousandth 1000th thousand one thousand one thousand five 1500th 1,500 five hundred, hundredth or fifteen hundred 100,000 one hundred hundred thousandth 100,000th thousand 1,000,000 one million millionth 1,000,000 ◊◊ Click on the links below to practice your numbers: http://www.manythings.org/wbg/numbers-jw.html https://www.englisch-hilfen.de/en/exercises/numbers/index.php 2 We don't normally write numbers with words, but it's possible to do this. -
Simple Statements, Large Numbers
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln MAT Exam Expository Papers Math in the Middle Institute Partnership 7-2007 Simple Statements, Large Numbers Shana Streeks University of Nebraska-Lincoln Follow this and additional works at: https://digitalcommons.unl.edu/mathmidexppap Part of the Science and Mathematics Education Commons Streeks, Shana, "Simple Statements, Large Numbers" (2007). MAT Exam Expository Papers. 41. https://digitalcommons.unl.edu/mathmidexppap/41 This Article is brought to you for free and open access by the Math in the Middle Institute Partnership at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in MAT Exam Expository Papers by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Master of Arts in Teaching (MAT) Masters Exam Shana Streeks In partial fulfillment of the requirements for the Master of Arts in Teaching with a Specialization in the Teaching of Middle Level Mathematics in the Department of Mathematics. Gordon Woodward, Advisor July 2007 Simple Statements, Large Numbers Shana Streeks July 2007 Page 1 Streeks Simple Statements, Large Numbers Large numbers are numbers that are significantly larger than those ordinarily used in everyday life, as defined by Wikipedia (2007). Large numbers typically refer to large positive integers, or more generally, large positive real numbers, but may also be used in other contexts. Very large numbers often occur in fields such as mathematics, cosmology, and cryptography. Sometimes people refer to numbers as being “astronomically large”. However, it is easy to mathematically define numbers that are much larger than those even in astronomy. We are familiar with the large magnitudes, such as million or billion. -
A Dictionary of Chinese Characters: Accessed by Phonetics
A dictionary of Chinese characters ‘The whole thrust of the work is that it is more helpful to learners of Chinese characters to see them in terms of sound, than in visual terms. It is a radical, provocative and constructive idea.’ Dr Valerie Pellatt, University of Newcastle. By arranging frequently used characters under the phonetic element they have in common, rather than only under their radical, the Dictionary encourages the student to link characters according to their phonetic. The system of cross refer- encing then allows the student to find easily all the characters in the Dictionary which have the same phonetic element, thus helping to fix in the memory the link between a character and its sound and meaning. More controversially, the book aims to alleviate the confusion that similar looking characters can cause by printing them alongside each other. All characters are given in both their traditional and simplified forms. Appendix A clarifies the choice of characters listed while Appendix B provides a list of the radicals with detailed comments on usage. The Dictionary has a full pinyin and radical index. This innovative resource will be an excellent study-aid for students with a basic grasp of Chinese, whether they are studying with a teacher or learning on their own. Dr Stewart Paton was Head of the Department of Languages at Heriot-Watt University, Edinburgh, from 1976 to 1981. A dictionary of Chinese characters Accessed by phonetics Stewart Paton First published 2008 by Routledge 2 Park Square, Milton Park, Abingdon, OX14 4RN Simultaneously published in the USA and Canada by Routledge 270 Madison Ave, New York, NY 10016 Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2008. -
Big Numbers Tom Davis [email protected] September 21, 2011
Big Numbers Tom Davis [email protected] http://www.geometer.org/mathcircles September 21, 2011 1 Introduction The problem is that we tend to live among the set of puny integers and generally ignore the vast infinitude of larger ones. How trite and limiting our view! — P.D. Schumer It seems that most children at some age get interested in large numbers. “What comes after a thousand? After a million? After a billion?”, et cetera, are common questions. Obviously there is no limit; whatever number you name, a larger one can be obtained simply by adding one. But what is interesting is just how large a number can be expressed in a fairly compact way. Using the standard arithmetic operations (addition, subtraction, multiplication, division and exponentia- tion), what is the largest number you can make using three copies of the digit “9”? It’s pretty clear we should just stick to exponents, and given that, here are some possibilities: 999, 999, 9 999, and 99 . 9 9 Already we need to be a little careful with the final one: 99 . Does this mean: (99)9 or 9(9 )? Since (99)9 = 981 this interpretation would gain us very little. If this were the standard definition, then why c not write ab as abc? Because of this, a tower of exponents is always interpreted as being evaluated from d d c c c (c ) right to left. In other words, ab = a(b ), ab = a(b ), et cetera. 9 With this definition of towers of exponents, it is clear that 99 is the best we can do. -
Common Units Facilitator Instructions
Common Units Facilitator Instructions Activities Overview Skill: Estimating and verifying the size of Participants discuss, read, and practice using one or more units commonly-used units, and developing personal of measurement found in environmental science. Includes a fact or familiar analogies to describe those units. sheet, and facilitator guide for each of the following units: Time: 10 minutes (without activity) 20-30 minutes (with activity) • Order of magnitude • Metric prefixes (like kilo-, mega-, milli-, micro-) [fact sheet only] Preparation 3 • Cubic meters (m ) Choose which units will be covered. • Liters (L), milliliters (mL), and deciliters (dL) • Kilograms (kg), grams (g), milligrams (mg), and micrograms (µg) Review the Fact Sheet and Facilitator Supplement for each unit chosen. • Acres and Hectares • Tons and Tonnes If doing an activity, note any extra materials • Watts (W), kilowatts (kW), megawatt (MW), kilowatt-hours needed. (kWh), megawatt-hours (mWh), and million-megawatt-hours Materials Needed (MMWh) [fact sheet only] • Parts per million (ppm) and parts per billion (ppb) Fact Sheets (1 per participant per unit) Facilitator Supplement (1 per facilitator per unit) When to Use Them Any additional materials needed for the activity Before (or along with) a reading of technical documents or reports that refer to any of these units. Choose only the unit or units related to your community; don’t use all the fact sheets. You can use the fact sheets by themselves as handouts to supple- ment a meeting or other activity. For a better understanding and practice using the units, you can also frame each fact sheet with the questions and/or activities on the corresponding facilitator supplement. -
Towards a New Enlightenment? a Transcendent Decade
Towards a New Enlightenment? A Transcendent Decade Preface This book, Towards a New Enlightenment? A Transcendent Decade, is the eleventh in an annual series that BBVA’s OpenMind project dedicates to disseminating greater knowledge on the key questions of our time. We began this series in 2008, with the first book, Frontiers of Knowledge, that celebrated the launching of the prizes of the same name awarded annually by the BBVA Foundation. Since then, these awards have achieved worldwide renown. In that first book, over twenty major scientists and experts used language accessible to the general public to rigorously review the most relevant recent advances and perspectives in the different scientific and artistic fields recognized by those prizes. Since then, we have published a new book each year, always following the same model: collections of articles by key figures in their respective fields that address different aspects or perspectives on the fundamental questions that affect our lives and determine our futu- re: from globalization to the impact of exponential technologies, and on to include today’s major ethical problems, the evolution of business in the digital era, and the future of Europe. The excellent reaction to the first books in this series led us, in 2011, to create OpenMind (www.bbvaopenmind.com), an online community for debate and the dissemination of knowle- dge. Since then, OpenMind has thrived, and today it addresses a broad spectrum of scientific, technological, social, and humanistic subjects in different formats, including our books, as well as articles, posts, reportage, infographics, videos, and podcasts, with a growing focus on audiovisual materials.