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Area Measurement
Published in Joanne Kirkpatrick Price, Basic Math Concepts, 2018
The two variables in calculating the area of a circle are area (A), and diameter (D). If one variable is known, the other may be calculated. This means that if you know the area of circle, you can calculate its diameter. Square roots are required to complete this type of problem; however, most calculators include the square root function (√) and can handle such a problem. (Refer to Powers and Square Roots, Chapter 13, for additional information concerning square roots.)
A few basic rules
Published in James Kidd, Ian Bell, Maths for the Building Trades, 2014
For example, the calculation 4 + 3 × 9 is really asking you to multiply three by nine and add four to the product, i.e. Similarly, the calculation would become where the multiplication and division have been carried out first followed by the subtraction and addition. The majority of calculators have this ability programmed into them as standard algebraic rules. See Chapter 2 for more information.
Review of Basic Concepts
Published in Khalid Khan, Tony Lee Graham, Engineering Mathematics with Applications to Fire Engineering, 2018
Trigonometric problems can be solved in either degrees or radians. Probably the need to use radians will arise when doing certain types of problems involving calculus. The calculator can be set to work in radians instead of degrees using the Mode button.
Wind farm site suitability assessment & validation using geospatially explicit multi-criteria approach: A case study of South Sikkim, India
Published in International Journal of Green Energy, 2023
Kamal Sapkota, Karma Sonam Sherpa
In the present case, GIS overlay procedure has been performed on Q-GIS platform incorporating its various built-in functions. In this process, criteria weights obtained from F- AHP algorithm has been considered to assigned arithmetic operation on Q-GIS platform. Built- in Raster calculator tool is used to perform the arithmetic operation on Q-GIS 3.20 software. It begins with multiplying the weight assigned to each attribute by the score value and then summing the product of overall decision criteria to develop a single composite map layer. It is to mention here that this layer has information on evaluation factors only. In the present case, seven attributes of evaluation criteria have been overlaid into single map according to their priority weight value obtained from Fuzzy set. The map layer so developed is known as Criteria Raster map indicated by Figure (9). The criteria raster layer represents the area which is environmentally suitable for wind farm placement. It is worth mentioning here that, higher the pixel value more suitable will be the candidate sites.
Some insights into the impact of affective information when delivering feedback to students
Published in Behaviour & Information Technology, 2018
Raúl Cabestrero, Pilar Quirós, Olga C. Santos, Sergio Salmeron-Majadas, Raul Uria-Rivas, Jesus G. Boticario, David Arnau, Miguel Arevalillo-Herráez, Francesc J. Ferri
When a new problem is loaded, the system displays the statement, along with a calculator-like component that contains the four basic arithmetic operations and a button for each known quantity that appears in the statement. Arithmetical expressions may only be introduced by using this component. Each time that a new quantity is defined, a new button is created, so that the new quantity can be used to define others. Defined quantities are displayed on a table that includes both their values and descriptions. Descriptions are introduced by the student in the Resoning input text field (see Figure 1). The system considers that a problem has been solved when the learner has correctly defined all the unknown quantities. The artificial intelligence behind this ITS aims to emulate human supervision , and has has been explained in Arevalillo-Herráez, Arnau, and Marco-Giménez (2013) and Arnau, Arevalillo-Herráez, and Puig (2013). In summary, a domain specific knowledge representation based on hypergraphs is used to conveniently describe the mathematic structure of a problem solution (Fridman 1978). This representation is used to express all potential solutions to a problem in terms of relations between quantities, and also to keep track of the student's actions. In particular, the hypergraph associated with the problem being solved allows the system to determine the validity of the expressions when they are introduced, regardless of the solution path adopted by the student.
ERP Simulation Effects on Knowledge and Attitudes of Experienced Users
Published in Journal of Computer Information Systems, 2019
Kimberly Deranek, Alexander McLeod, Edie Schmidt
Marcoulides79 recommended a power analysis and report of power in PLS studies to confirm the sample is of sufficient size to detect significant effects. Recently, Aguirre-Urreta & Rönkkö82 provided guidance on why statistical power is important, and suggestions on how to assess statistical power when using PLS. We used the post hoc statistical power analysis calculator suggested by Soper.83 Our observed statistical power was calculated based on three exogenous variables predicting the endogenous variable. The R2 = 0.39 with a probability level of 0.05 and a sample size of 52 provided an observed statistical power of 0.99 indicating our model has sufficient power to detect significant effects.