seen from Malaysia
seen from China
seen from Germany
seen from China
seen from Netherlands
seen from United States
seen from Germany

seen from Singapore
seen from Germany
seen from China

seen from Germany

seen from Poland

seen from Italy

seen from Malaysia
seen from United States

seen from Spain
seen from Malaysia

seen from Spain
seen from Germany

seen from Canada

Anya is live and ready to show you everything. Watch her strip, dance, and perform exclusive shows just for you. Interact in real-time and make your fantasies come true.
Free to watch • No registration required • HD streaming
MATH LAB
The Math Lab provides students the opportunity to see theories come alive and have fun with numbers. It creates a challenging atmosphere for students to put their mathematical abilities to test and improve their analytical reasoning and lateral thinking through various games and activities. Syllabus based activities are conducted for Grades I to X to enhance their learning experience. for more visit best public schools in Sarjapur.
Facilities - National Public School
The Math Lab provides students the opportunity to see theories come alive and have fun with numbers. It creates a challenging atmosphere for students to put their mathematical abilities to test and improve their analytical reasoning and lateral thinking through various games and activities. Syllabus based activities are conducted for Grades I to X to enhance their learning experience. best school near sarjapur road.
BESTIE HI HI HI LONG TIME NO BAAT
HEMLO
افضل تطبيق لحل المسائل الرياضية وبالخطوات
افضل تطبيق لحل المسائل الرياضية وبالخطوات
youtube.com/watch
View On WordPress

Anya is live and ready to show you everything. Watch her strip, dance, and perform exclusive shows just for you. Interact in real-time and make your fantasies come true.
Free to watch • No registration required • HD streaming
Slave to the Formula
Today in the math lab, there were two precalculus students doing some problem that had two parts, that could be solved the same way. The first part looked like a problem that could be solved using some deterministic algorithm that would take a while but would get the answer. I asked her to stop what she was doing and just think about it for a second, and she discovered the answer fairly quickly.
“What would have happened if I had used the formula?” “Well, you would have gotten the same answer. But it would have taken you seventeen times longer, and then you would look at your result say, ‘Oh, I could have done this the easy way,’ and then you will feel sad.”
Later on, I had the same student complete a different problem and it ended up as something of the form “cosine of X equals Y”. I asked her if the number Y sense in the context of the problem and after going back and doublechecking her work, she couldn’t find any error. Now, that’s because there wasn’t any. She was totally right.
I then said, what “Would happen if Y was a number that didn’t make sense?” Her response was, “well, if Y was bigger than 2 then when you try to take the inverse cosine you’ll get an error.”
I explained that this is what I call a Noisy Error. Something like cos(X) = 2, or Sqrt(X) = -5, or e^X = 0, that sort of thing is a Noisy Error because when you go to solve it, you literally can’t. The error you made is very noisy in that it makes itself noticed very soon in an obvious manner.
Other errors are “silent errors.” In the above problem if Y was a number between 0 and 1. If the Y had been between -1 and 0, the formula would fail silently with no warning - that is, it would give you a perfectly valid answer, but to the wrong question. Those are the errors you should check for. It’s not just “will this give me an error on my calculator” but “does the answer make any sense?” If the answer doesn’t make sense in the context of the problem, then the most likely cause is an arithmetic error somewhere earlier.
Another student had the same issue and did get a negative value for Y. After doing a bit of rereading, we found that he accidentally used “3300″ instead of “3500″ in the formula, because he had copied it down incorrectly. His answer was valid but it answered a different question than was asked.
Moral of the story - don’t be a slave to the formula. Please ask yourselves if the values you have make sense - just because the formula spit them out doesn’t mean they’re right, and just because the formula spits out the answer doesn’t mean you had to do all the the extra work.
Do you need calculus?
Today in the Math Lab, I helped a Calc I student solve an optimization problem. It was one of those problems that involved a diagram and a diagonal, and a setup similar to this one:
The problem specifically said, “Use calculus to solve the problem and justify your answer.” I joked that this was an extremely amusing thing to say, and I asked the student, “Now, why do you think it says, ‘Use calculus to solve the problem,’ if you need calculus to solve the problem?” Of course, they laughed at this, because I’m funny.
However, the true punch line was, “Because you don’t need calculus to solve the problem.”
After the student said, “What do you mean you don’t need calculus to solve the problem?” I replied with, “It’s a long story.”
It’s literally a long story. I’ve written that story. Here it is: http://zornspotato.tumblr.com/post/138195011294/the-amgm-story-calculus-free-optmization
Intersection of Two Cylinders
Today in the Math Lab, I had a Calc 3 student complain that even engineers don’t need to know how to find the surface area of the intersection of two cylinders. The correct response to this is:
“How much concrete did it take to build the Washington DC Metro Center train station?”