This slideshow presents the rules of significant figures and explains how to express the answers to mathematical operations in the correct number of significant figures.
This slideshow presents the rules of significant figures and explains how to express the answers to mathematical operations in the correct number of significant figures.
Divisibility rule
> A divisibility rule is a shorthand way of determining whether a given integer is divisible by a fixed divisor without performing the division, usually by examining its digits.
1> Any Integer is divisible by 1
2> The last digit of the number is even or 0
3> The sum of the digits is divisible by 3
4> The last two digits form a number divisible by 4
5> The last digit is a 5 or 0
6> The number is divisible by both 3 AND 2
8> The last three digits form a number divisible by 8
9> The sum of the digits is divisible by 9
10> The number ends in 0
Demonstrates the divisibility rules for (2, 3, 4, 5, 6, 7, 8, 9, 10, 11) using a number n.
Also demonstrates the divisibility calculator at:
https://www.mathcelebrity.com/divisibility.php
Divisibility rule
> A divisibility rule is a shorthand way of determining whether a given integer is divisible by a fixed divisor without performing the division, usually by examining its digits.
1> Any Integer is divisible by 1
2> The last digit of the number is even or 0
3> The sum of the digits is divisible by 3
4> The last two digits form a number divisible by 4
5> The last digit is a 5 or 0
6> The number is divisible by both 3 AND 2
8> The last three digits form a number divisible by 8
9> The sum of the digits is divisible by 9
10> The number ends in 0
Demonstrates the divisibility rules for (2, 3, 4, 5, 6, 7, 8, 9, 10, 11) using a number n.
Also demonstrates the divisibility calculator at:
https://www.mathcelebrity.com/divisibility.php
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. A Short Guide to Significant Figures
What is a “significant figure”?
The number of significant figures in a result is simply the number of figures that are known with some
degree of reliability. The number 13.2 is said to have 3 significant figures. The number 13.20 is said to
have 4 significant figures.
Rules for deciding the number of significant figures in a measured quantity:
(1) All nonzero digits are significant:
1.234 g has 4 significant figures,
1.2 g has 2 significant figures.
(2) Zeroes between nonzero digits are significant:
1002 kg has 4 significant figures,
3.07 mL has 3 significant figures.
(3) Zeroes to the left of the first nonzero digits are not significant; such zeroes merely indicate the
position of the decimal point:
0.001o
C has only 1 significant figure,
0.012 g has 2 significant figures.
(4) Zeroes to the right of a decimal point in a number are significant:
0.023 mL has 2 significant figures,
0.200 g has 3 significant figures.
(5) When a number ends in zeroes that are not to the right of a decimal point, the zeroes are not
necessarily significant:
190 miles may be 2 or 3 significant figures, 50,600 calories may be 3, 4, or 5 significant figures. The
potential ambiguity in the last rule can be avoided by the use of standard exponential, or ”scientific,”
notation. For example, depending on whether 3, 4, or 5 significant figures is correct, we could write
50,6000 calories as:
5.06 × 104
calories (3 significant figures)
5.060 × 104
calories (4 significant figures), or
5.0600 × 104
calories (5 significant figures).
What is a ”exact number”?
Some numbers are exact because they are known with complete certainty.
Most exact numbers are integers: exactly 12 inches are in a foot, there might be exactly 23 students
in a class. Exact numbers are often found as conversion factors or as counts of objects.
Exact numbers can be considered to have an infinite number of significant figures. Thus, number of
apparent significant figures in any exact number can be ignored as a limiting factor in determining the
number of significant figures in the result of a calculation.
Rules for mathematical operations
In carrying out calculations, the general rule is that the accuracy of a calculated result is limited by
the least accurate measurement involved in the calculation.
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2. (1) In addition and subtraction, the result is rounded off to the last common digit occurring furthest to
the right in all components. For example, 100 (assume 3 significant figures) + 23.643 (5 significant
figures) = 123.643, which should be rounded to 124 (3 significant figures).
(2) In multiplication and division, the result should be rounded off so as to have the same number of
significant figures as in the component with the least number of significant figures. For example, 3.0
(2 significant figures ) 12.60 (4 significant figures) = 37.8000 which should be rounded off to 38 (2
significant figures).
Rules for rounding off numbers
(1) If the digit to be dropped is greater than 5, the last retained digit is increased by one. For example,
12.6 is rounded to 13.
(2) If the digit to be dropped is less than 5, the last remaining digit is left as it is. For example,
12.4 is rounded to 12.
(3) If the digit to be dropped is 5, and if any digit following it is not zero, the last remaining digit is
increased by one. For example,
12.51 is rounded to 13.
(4) If the digit to be dropped is 5 and is followed only by zeroes, the last remaining digit is increased by
one if it is odd, but left as it is if even. For example,
11.5 is rounded to 12,
12.5 is rounded to 12.
This rule means that if the digit to be dropped is 5 followed only by zeroes, the result is always
rounded to the even digit. The rationale is to avoid bias in rounding: half of the time we round up,
half the time we round down.
General guidelines for using calculators
When using a calculator, if you work the entirety of a long calculation without writing down any
intermediate results, you may not be able to tell if a error is made and, even if you realize that one has
occurred, you may not be able to tell where the error is.
In a long calculation involving mixed operations, carry as many digits as possible through the entire
set of calculations and then round the final result appropriately. For example,
(5.00 / 1.235) + 3.000 + (6.35 / 4.0)=4.04858... + 3.000 + 1.5875=8.630829...
The first division should result in 3 significant figures; the last division should result in 2 significant
figures; the three numbers added together should result in a number that is rounded off to the last
common significant digit occurring furthest to the right (which in this case means the final result should
be rounded with 1 digit after the decimal). The correct rounded final result should be 8.6. This final
result has been limited by the accuracy in the last division.
Warning: carrying all digits through to the final result before rounding is critical for many math-
ematical operations in statistics. Rounding intermediate results when calculating sums of squares can
seriously compromise the accuracy of the result.
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