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# Samacheer Kalvi 7th Maths Solutions Term 2 Chapter 3 Algebra Additional Questions

Students can Download Maths Chapter 3 Algebra Additional Questions and Answers, Notes Pdf, Samacheer Kalvi 7th Maths Book Solutions Guide Pdf helps you to revise the complete Tamilnadu State Board New Syllabus and score more marks in your examinations.

## Tamilnadu Samacheer Kalvi 7th Maths Solutions Term 2 Chapter 3 Algebra Additional Questions

Exercise 3.1

Question 1.
Simplify the following and write the answer in Exponential form.
(i) 32 × 34 × 38
(ii) 615 ÷ 610
(iii) a3 × a2
(iv) 7x × 72
(v) (52)3 ÷ 53
Solution:
(i) 32 × 34 × 32 = 32+4+8 = 314 [∵ am × an = am+n]
So 32 × 34 × 32 = 314
(ii) 615 ÷ 610 = 615-10 = 65 [∵ am × an = am-n]
(iii) a3 × a2 = a3+2 = a5
(iv) 7x × 72 = 7x+2
(v) (52)3 ÷ 53 = 52×3 ÷ 53 = 56 ÷ 53 [∵ (am)n = am×n]

Question 2.
Express the following as a product of factors only in exponential form
(i) 108 × 192
(ii) 270
(iii) 729 × 64
(iv) 768
Solution:
(i) 108 × 192
108 = 2 × 2 × 3 × 3 × 3
192 = 2 × 2 × 2 × 2 × 2 × 2 × 3

∴ 108 × 192 = (2 × 2 × 3 × 3 × 3) ×
(2 × 2 × 2 × 2 × 2 × 2 × 3)
= 28 × 34
Thus 108 × 192 = 28 × 34

(ii) 270
We have 270 = 2 × 3 × 3 × 3 × 5

= 21 × 33 × 51
= 2 × 33 × 5
So 270 = 2 × 33 × 5

(iii) 729 × 64
729 = 3 × 3 × 3 × 3 × 3 × 3
64 = 2 × 2 × 2 × 2 × 2 × 2

729 × 64 = (3 × 3 × 3 × 3 × 3 × 3)
× (2 × 2 × 2 × 2 × 2 × 2)
= 36 × 26
∴ 729 × 64 = 36 × 26

(iv) 768
We have 768 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 3

= 28 × 31
= 28 × 3
Thus 768 = 28 × 3

Question 3.
Identify the greater number, wherever possible in each of the following.
(i) 53 or 35
(ii) 28 or 82
(iii) 1002 or 21000
(iv) 210 or 102
Solution:
(i) 53 or 35 53 = 5 × 5 × 5 = 125
35 = 3 × 3 × 3 × 3 × 3 = 243
243 > 125 ∴ 35 > 53

(ii) 28 or 82 28 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 = 256
82 = 8 × 8 = 64
256 > 64 ∴ 28 > 82

(iii) 1002 or 21000
We have 1002 = 100 × 100 = 10000
2100 = (210)10 = (2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2)10
= (1024)10 = [(1024)2]5
= (1024 × 1024)5 = (1048576)5
Since 1048576 > 10000
(1048576)5 > 10000
i.e., (1048576) > 1002
(210)10 > 1002
2100 > 1002

(iv) 210 or 102
We have 210 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 = 1024
102 = 10 × 10 = 100
Since1 1024 > 100
210 > 102

Exercise 3.2

Question 1.
Find the unit digit of the following exponential numbers.
(i) 255223
(ii) 81111000
(iii) 4866431
Solution:
(i) 255223
Unit digit of base 255 is 5 and power is 223.
Thus the unit digit of 255223 is 5.

(ii) 81111000
Unit digit of base 8111 is 1 and power is 1000.
Thus the unit digit of 81111000 is 1.

(iii) 4866431
Unit digit of base 4866 is 6 and power is 431.
Thus the unit digit of 4866431 is 6.

Question 2.
Find the unit digit of the numbers
(i) 1844671
(ii) 1564100
Solution:
(i) 1844671
Unit digit of base 1844 is 4 and the power is 671 (odd power)
Therefore unit digit of 1844671 is 4

(ii) 1564100
Unit digit of base 1564 is 4 and the power is 100 (even power)
Therefore unit digit of 1564100 is 6.

Question 3.
Find the unit digit of the numbers
(i) 999222
(ii) 1549777
Solution:
(i) 999222
Unit digit of base 999 is 9 and the power is 222 (even power).
Therefore, unit digit of 999222 is 1.

(ii) 1549777
Unit digit of base 1549 is 9 and the power is 777 (odd power).
Therefore, unit digit of 1549777 is 9.

Question 4.
Find the unit digit of 1549101 + 654120
Solution:
1549101 + 654120
In 1549101, the unit digit of base 1549 is 9 and power is 101 (odd power).
Therefore, unit digit of the 1549101 is 9.
In 654120, the unit digit of base 6541 is 1 and power is 20 (even power).
Therefore, unit digit of the 654120 is 1.
∴ Unit digit of 1549101 + 654120 is 9 + 1 = 10
∴ Unit digit of 1549101 + 654120 is 0.

Exercise 3.3

Question 1.
Find the degree of the following polynomials.
(i) x5 – x4 + 3
(ii) 2 – y5 – y3 + 2y8
(iii) 2
(iv) 5x3 + 4x2 + 7x
(v) 4xy + 7x2y + 3xy3
Solution:
(i) x5 – x4 + 3
The terms of the given expression are x5, -x4, 3.
Degree of each of the terms : 5, 4, 0
Term with highest degree: x5
Therefore degree of the expression in 5.

(ii) 2 – y5 – y3 + 2y8
The terms of the given expression are 2, -y5 ,-y3, 2y8.
Degree of each of the terms : 0, 2, 3, 8.
Term with highest degree: 2y8
Therefore degree of the expression in 8.

(iii) 2
Degree of the constant term is 0.
∴ Degree of 2 is 0.

(iv) 5x3+ 4x2 + 7x
The terms of the given expression are 5x3, 4x2, 7x
Degree of each of the terms : 3, 2, 1
Term with highest degree: 5x3
Therefore degree of the expression in 3.

(v) 4xy + 7x2y + 3xy3
The terms of the given expression are 4xy , 7x2y, 3xy3
Degree of each of the terms : 2, 3, 4
Term with highest degree: 3xy3
Therefore degree of the expression in 4.

Question 2.
State whether a given pair of terms in like or unlike terms.
(i) 1,100
(ii) -7x,$$\frac { 5 }{ 2 }$$x
(iii) 4m2p, 4mp2
(iv) 12xz, 12x2z2
Solution:
(i) 1, 100 is a pair of like terms. [∵ 1 = x0 and 100 = 100 x0]
(ii) -7x, $$\frac { 5 }{ 2 }$$x is a pair of like terms.
(iii) 4m2p, Amp is a pair of unlike terms.
(iv) 12xz, 12x2z2 is a pair of unlike terms.

Question 3.
Subtract 5a2 – 7ab + 5b2 from 3ab – 2a2 – 2b2 and find the degree of the expression
Solution:
(i) We have (3ab – 2a2 – 2b2) – (5a2 – 7ab + 5b2)
= 3ab – 2a2 – 2b2 – 5a2 + 7ab – 5b2
= (3ab + 7ab) + (- 2 – 5)a2 + (- 2 – 5)b2
= 10 ab + (-7)a2 + (-7)b2
= 10ab – 7a2 – 7b2
Degree of the expression is 2.

Question 4.
Add x2 – y2 -1,y2 – 1 – x2, 1 – x2 – y2 and find the degree of the expression.
Solution:
We have (x2 – y2 – 1) + (y2 – 1 – x2) + (1 – x2 – y2)
= x2 – y2 – 1 + y2 – 1 – x2 + 1 – x2 – y2
= (x2 – x2 – x2) + (-y2 + y2 – y2) + (- 1 – 1 + 1)
= (1 – 1 – 1)x2 + (- 1 + 1 – 1)y2 + ( – 2 + 1)
= (- 1) x2 + (- 1)y2 + (-1) = – x2 – y2 – 1
Degree of the expression is 2.

Question 5.
Find the degree of the terms
(i) x2
(ii) 4xyz
(iii) $$\frac{7 x^{2} y^{4}}{x y}$$
(iv) $$\frac{x^{2} \times y^{2}}{x \times y^{2}}$$
Solution:
We have
(i) x2
The exponent in x2 is 2. ∴ Degree of the term is 2.

(ii) 4xyz
In 4xyz the sum of the powers of x, y and z as 3.

(iii) $$\frac{7 x^{2} y^{4}}{x y}$$
We have $$\frac{7 x^{2} y^{4}}{x y}$$ = 7x2-1 y4-1 = 7x1y3 [Since $$\frac{a^{m}}{a^{n}}$$ = am-n]
In 7 x1 y3 the sum of the poweres of x and y is 4(1 + 3 = 4)
Thus degree of the expression is 4.

(iv) $$\frac{x^{2} \times y^{2}}{x \times y^{2}}$$
We have $$\frac{x^{2} \times y^{2}}{x \times y^{2}}$$ = x2-1 y2-2 = x1 y0 = x1 [∵ y0 = 1]
The exponent of the expression is 1.


text: The 25th percentile is around 217, while the 75th percentile is around 244. In other words, to pass the exam, you must achieve a score that is better than the lowest 5% of all test-takers. Background. The calculator does pretty well, with the significant deviations occurring near the mean. I had some school commitments for about half of this time, but honestly a lot of that was essentially board prep that our school puts on under the guise of clinical year prep. This shows us the negative skew towards the lower scores. The USMLE has released the actual percentile rank for all the USMLE Step 1, 2, and 3 scores. Most importantly, what can you do to improve your performance on this crucial exam? Residency program directors are busy. This means that if you score at or below 217, you’re in the bottom 1/4 of test takers, while if you score at or … UNLV School of Medicine. Ben Gurion Medical School With only 71 points between these scores, and all of these test-takers answering 168/280 questions (60%) correctly (5th percentile), there can be rather dramatic jumps in scores by answering only a few extra questions correctly. Because residency programs are comparing exam scores of different applicants to each other (not just looking at the number in isolation), it’s your Step 2 percentile that really matters. > USMLE Step 1 Experiences (2020)- Highest score 273 USMLE Step 1 Experiences (2020)- Highest score 273. We can help you master the material, and more! Preparation for the USMLE Step 1 is extremely important in achieving your best score, and resources like Pixorize can help you master biochemistry and basic sciences on the exam. Acne. The median score varied a lot between specialties, with the median Step 1 score for those who matched to a competitive specialty (like dermatology or plastic surgery) being around 250, while the median for those in the least competitive specialty (family medicine) was around 220. This means that if you score at or below 217, you’re in the bottom 1/4 of test takers, while if you score at or above 244, you’re in the top 1/4. It’s no surprise to anyone that medical students are excellent test takers. While your USMLE Step 1 Exam score is not the only factor in competitiveness for residency programs, it remains a key factor differentiating applicants who match from others who do not. I spent abo… If you want your Step 1 score to help you stand out from the crowd, then you’ll want to score in as high a percentile as possible. No, first pass was around 88% (96th percentile on uworld). hide. You might score a 75 on a college exam, but that only tells you your score and not how it compares to the scores of your classmates. – Notice that the table starts with the most negative numbers, and ends with the most positive numbers. To find the percentile rank for a particular Step 1 score, locate the score in the table and look up the percentile rank in the column to the right of the score. They can walk you through the process of thinking through an exam question, and help you identify your weak areas so that you can target your studying effectively. With the changes discussed to Step 1, it is quite possible that far more test-takers will take Step 2 CK prior to submitting applications. Others choose it because they’re already doing fine, but they want to achieve a great score so that they can set themselves apart on their residency applications. NBME Score Calculator: How to convert percent correct on NBMEs to a 3-digit USMLE Step 1 score. Until the scoring system for Step 1 changes to Pass/Fail, the scores on Step 1 can be interpreted based on historical percentiles. Note the rightward shift of the score distributions from 2015-2017 to 2016-2018. You’re 6 weeks away from the USMLE Step 1 test day and it’s time to get serious. amboss percentile to step 1 score. The minimum passing score for Step 1 is 194. The passing score on Step 2 CK most recently was 209, representing. In fact, in a 2018 survey of program directors, Step 1 was the highest-cited factor for giving interviews. With the changes discussed to Step 1, it is quite possible that far more test-takers will take Step 2 CK prior to submitting applications. The NBOME does not report percentile scores in candidates’ score reports. Find that z-score on in the table (p. 512-517). It is most commonly applicable in indicating the scores from the norm-referenced tests such as SAT, GRE and LSAT. When interpreting your score from Step 2 CK, you can use a very similar mindset as with Step 1. Your percentile ranking The percentile ranking is based on the relative performance of all participants that completed the AMBOSS USMLE® Step 1 Self-Assessment, which is almost 10,000 users. In Problem 1, students find the mean, standard deviation, and normal distribution in order to find the percentile of a given score. Using the $$65^{th}$$ percentile as an example, the $$65^{th}$$ percentile can be defined as the lowest score that is greater than $$65\%$$ of the scores. The most recent passing score announced by USMLE was 198, which corresponds to approximately the 3rd to 4th percentile. Briefly, scores on Step 3 are always significantly lower than those on Step 1 and 2 CK. • Only 9% of all exam takers scored 255 or higher on the USMLE Step 1 • Only 4% scored 260 or higher on the exam For all of these students, having someone in their corner who’s been through this process and who’s invested in their success can be extremely valuable. I just got my score but I want to know the exact percentile for it. Students with scores in this range will likely have most to all doors open to all specialties, especially if paired with at least good performances on Step 2 and clinical grades. According to the NBME/FSMB, the passing score for Step 1 in 2018 was 194, up from 192 in years prior. Here are some of our tips!) This explains the importance of adding any extra knowledge and/or test-taking skills to your repertoire, which our EMP tutors are expertly prepared to help you with. If you took a practice NBME but only know the percent you got correct, how do you figure out an approximate 3-digit score? You could also note that a 240 on Step 1 is in the 66th percentile, while a 240 on Step 2 CK is only in the 39th percentile. Ended up scoring in 99th percentile on Step 1. We’ve compiled data from the 2018 Match into the table below summarizing average COMLEX Step 1 scores by specialty. The main difference is that scores on Step 2 CK are on average 5-10 points higher than on Step 1; the distribution of scores is thus slightly narrower 95% of test-takers scoring between 210 and 275. I made an excel sheet to help students calculate their 3-digit score from their percent correct on NBMEs. We wrote an analysis of the released data , discussing how all of the exams were fairly close to a normalized distribution, but none of the USMLE scores conformed perfectly to a normalized distribution. We pride ourselves on offering the highest quality medical tutoring and consulting in the industry, which starts with our incredibly accomplished, experienced and compassionate tutors who deeply care about student success. Still others have test anxiety, and want the guidance of a professional so that they can feel more confident and perform at their best. Until the scoring system for Step 1 changes to Pass/Fail, the scores on Step 1 can be interpreted based on historical percentiles. This is why many medical students invest a great deal of time in studying for it, hoping that a high USMLE Step 1 percentile will help them to match with the residency of their choice later on. I made an excel sheet to help students calculate their 3-digit score from their percent correct on NBMEs. NBME Score Calculator: How to convert percent correct on NBMEs to a 3-digit USMLE Step 1 score. According to 2020 data provided by the National Residency Match Program (NRMP), which administers the Match, the mean (average) score for US medical graduates who matched to their top specialty choice was 234. share. While 194 represents the 5th percentile, the average (50th percentile) falls between 230 and 235. In addition, results on Step 2 CK will carry far greater importance with Step 1 reported as Pass/Fail only. Technion American Medical School For over 8 years, we have helped hundreds of aspiring doctors accomplish their goals on USMLE, COMLEX, Shelf Exams and NBME, Residency Board Exams, Residency Admissions, MCAT, Medical School Admissions, and Medical Coursework. This shows us the negative skew towards the lower scores. That was after they’d likely also performed well on previous standardized tests (such as the SAT). Regardless, the next step is understanding your score so you can plan for your next steps. Donâ t worry if you didnâ t finish all four blocks. amboss percentile to step 1 score Briefly, scores on Step 3 are always significantly lower than those on Step 1 and 2 CK. Our professional tutors will help assess your strengths and weaknesses, and create a personalized plan that helps you to improve your performance on the exam. Download it here for free! Remember that you’re competing against the best test takers in the nation; if you want to stand out, then you’ll need to be diligent about preparing for the exam. If a score of 265 (of a theoretical 300 maximum) represents the 98th to 99th percentile, that means that nearly 93 to 94% of all test takers will score between 194 and 265. Step 2: Count the number of values in the data set where it is represented as 'n'. Acne. Data include graduates of MD-granting and DO-granting U.S. and Canadian medical schools as well as graduates of international medical schools. Perhaps you hit your mark or maybe your score is lower than you expected. While the wording can change slightly over the years, the content of NBME practice exams differs little. Preparation for the USMLE Step 1 is extremely important in achieving your best score, and resources like Pixorize can help you master biochemistry and basic sciences on the exam. Multiply that number by 100 and that is the percentile! USMLEWORLD 45% - 27th percentile!! The $$65^{th}$$ percentile can also be defined as the smallest score that is greater than or equal to $$65\%$$ of the scores. We’ll look at the best scores, the okay scores, and what to do if you just don’t make it the first time around. The 37thpercentile means that 37% of the Step 1 first- takers from US/Canadian medical schools in the three-year cohort described previously scored lower than 225. While it is unlikely that the percentage of students passing would change meaningfully in the first few years of the new format, it is possible that this will change at some point. STEP 1. It is most commonly applicable in indicating the scores from the norm-referenced tests such as SAT, GRE and LSAT. Again this means that more people scored above the mean than scored below it. You'll get a score report with a 3-digit predictive score, a personalized study analysis, and your national percentile ranking. High-yield topics you should focus on For example, if you scored 235, that means you are at the 56 th percentile. Until this change takes place, test-takers can take use the table above to interpret their results. amboss percentile to step 1 score. When interpreting your score from Step 2 CK, you can use a very similar mindset as with Step 1. Posted: November 02, 2020 Updated: December 28, 2020 The USMLE® program recognizes that the upcoming score reporting change for Step 1 … The 25th percentile is around 217, while the 75th percentile is around 244. Internal Medicine Certification Exam (ABIM), Family Medicine Certification Exam (ABFM), USMLE Step 1 Percentiles: What You Need to Know, 447 BROADWAY, 2ND FL #507, New York, NY, 10013, How to Study for the Family Medicine Shelf Exam, How to Study For the Psychiatry Shelf Exam. To find the percentile rank for a particular Step 1 score, locate the score in the table and look up the percentile rank in the column to the right of the score. I’ll give a quick rundown on here. Average COMLEX Level 1 Scores by Specialty for the 2018 Match . Find a strategy that works for you, come up with a plan, and it will all be okay in the end. We hope that this post was helpful in interpreting your score on Step 1 and Step 2 CK. Check out the best resources for USMLE Step 1 by clicking here. Here are some numbers around which I would like you to wrap your brainy heads: • The mean scores on the USMLE Step 1 among US and Canadian exam takers in 2016, 2017, and 2018 were 228, 229, and 230, respectively. Not only is the population of COMLEX/USMLE test-takers changing, but the mean score for USMLE Step 1 is also increasing by around 0.9 points/year. It's a relative standing of a value within a collection, generally calculated from the ratio of scores less than or equal to an individual score to the total number of scores of frequency table, multiplied with hundred. Compared to Step 1 the differences are less obvious. … The main difference is that scores on Step 2 CK are on average 5-10 points higher than on Step 1; the distribution of scores is thus slightly narrower 95% of test-takers scoring between 210 and 275. We wrote an analysis of the released data , discussing how all of the exams were fairly close to a normalized distribution, but none of the USMLE scores conformed perfectly to a normalized distribution. Of all of the exams in med school (and there’s certainly no shortage), this one tends to create the most anxiety. Posted by DR.Paul 13091 Views. Until this change takes place, test-takers can take use the table above to interpret their results. **Independent applicants include the USMLE Step 1 average scores of students accepted to residency, including Osteopathic, US, and non-IMGs. This data suggests that the increase in mean scores is due to the perceived competition of students in … Data provided by the National Board of Medical Examiners, which administers the USMLE, indicate that the median score (the 50th percentile) for Step 1, for US medical graduates who are taking the test for the first time, is about 232. This reversal is done by using a command called Inverse Normal. Medlearnity is an elite tutoring and consulting company that specializes in medical school and residency test preparation, coursework, and admission applications. Sign up to our newsletter and get the best of Elite Medical Prep, tailored for you. Similarly, the 75%ile score means that 75% of the programs would almost always grant you an interview based on your score alone. An examinee with a Step 1 score of 225 is at the 37thpercentile. The below percentile example problems provided for your reference in how to calculate percentile with the step by step calculations. This is largely because the majority of test-takers are in the midst of intern year while taking the exam. The passing score on Step 2 CK most recently was 209, representing approximately the 3rd percentile. It may seem like a lot, but I still had a life throughout all of it. In Problem 1, students find the mean, standard deviation, and normal distribution in order to find the percentile of a given score. The sole exception are international medical graduates who may have the option to take Step 3 prior to beginning residency. • Only 9% of all exam takers scored 255 or higher on the USMLE Step 1 • Only 4% scored 260 or higher on the exam In other words, the median scores for Step 1 mean that 50% of programs with a target score would “almost always” grant you an interview. If you took a practice NBME but only know the percent you got correct, how do you figure out an approximate 3-digit score? This is largely because the majority of test-takers are in the midst of intern year while taking the exam. Archived. In other words, you need a higher score on Step 2 in order to achieve the same percentile. 75% Upvoted. Again this means that more people scored above the mean than scored below it. US Osteopathic Seniors: Specialty: Matched: Unmatched: Anesthesiology: 571: 483: Child Neurology: 547: 466: Dermatology: 614: 621: … As such, they rely heavily on Step 1 and Step 2 CK scores to sort through applicants. Hey guys, this is Harman and in this video I find out what score I got on the USMLE Step 1 exam for medical students. In addition, results on Step 2 CK will carry far greater importance with Step 1 reported as Pass/Fail only. The sole exception are international medical graduates who may have the option to take Step 3 prior to beginning residency. Why Are Step 1 and Step 2 CK Scores Important? You can try out a free one-hour session to get an idea of what it would be like to have professional guidance as you go through this demanding process. Percentile score is a method used in statistics which compares an individual score to scores of rest of the members in the frequency table. Individual help in creating your study plan for Step 1 could make a huge difference in your score. Just wondering if UW percentile has any correlation with step 1 percentile rank (ie does a UW percentile of 91% translate to a step 1 score of 255?) The most recent passing score announced by USMLE was 198, which corresponds to approximately the 3, That’s all! The USMLE has released the actual percentile rank for all the USMLE Step 1, 2, and 3 scores. I CANNOT take any credit for my results. Enter your info to hear from a member of our team and discuss if 1-on-1 tutoring is right for you. Step 3. This thread is archived. Sinai School of Medicine Step 1. Please enter the correct answer to see the submit button. Residency program directors are busy. Step 1 score and percentile. Step 2. Score Step 1 Percentile Step 3 Percentile; 245: 76: 90: 240: 66: 82: 235: 56: 72: 230: 47: 60: What is a good step 2 score? percentile. With only 71 points between these scores, and all of these test-takers answering 168/280 questions (60%) correctly (5. percentile), there can be rather dramatic jumps in scores by answering only a few extra questions correctly. In other words, to pass the exam, you must achieve a score that is better than the lowest 5% of all test-takers. I had some school commitments for about half of this time, but honestly a lot of that was essentially board prep that our school puts on under the guise of clinical year prep. For example, consider if your score is 75th percentile, which you scored far better than 75% of people who took part in the test. step 1 percentile reddit, Taking Step 1 is a rite of passage for medical students. Hey guys, this is Harman and in this video I find out what score I got on the USMLE Step 1 exam for medical students. The change by the NBME and FSBM of the USMLE Step 1 to a Pass/Fail system by January 2022 will dramatically change the interpretation of scores for medical students. The table below displays statistics on MCAT® scores, USMLE Step 1 and Step 2 Content Knowledge (CK) scores, research experiences, publications, work experiences, and volunteer experiences for all active first-year residents in 2017-18, by specialty. When examined from this perspective, a strong score is simply above average. I truly stand on the shoulders of giants to have reached such heights. This is when percentiles are useful. For example, consider if your score is 75th percentile, which you scored far better than 75% of people who took part in the test. Earlier today, the Invitational Conference on USMLE Scoring (InCUS) announced that the USMLE Step 1 is set to become pass/fail beginning January 1st, 2022. Here are some numbers around which I would like you to wrap your brainy heads: • The mean scores on the USMLE Step 1 among US and Canadian exam takers in 2016, 2017, and 2018 were 228, 229, and 230, respectively. Find the “Probability” number that is right next to that z-score. When scoring tests or other sets of important values, the raw number is not necessarily enough to relate the scores to one another. I truly stand on the shoulders of giants to have reached such heights. Donâ t worry if you didnâ t finish all four blocks. Updated: Feb 10, 2020. Close. In fact, your score on Step 1 is one of the primary factors that goes into deciding whether a residency program will even offer you an interview, and also on how highly they will rank you in the Match. What would be a passing score, a decent score, a great score? While your USMLE Step 1 Exam score is not the only factor in competitiveness for residency programs, it remains a key factor differentiating applicants who match from others who do not. 230-245: This range is considered good. In general, a passing score corresponds to answering 60% of the 280 questions on the exam correctly. This field is for validation purposes and should be left unchanged. Copyright © 2021 Medlearnity LLC. The calculator does pretty well, with the significant deviations occurring near the mean. When scoring tests or other sets of important values, the raw number is not necessarily enough to relate the scores to one another. Because percentile ranks depend on the cohort of examinees, you should always use the most recent norm table to obtain percentile ranks. amboss percentile to step 1 score Students reverse the method used in problem 1. The exam itself has 280 questions (7 blocks of 40 questions each). In general, a passing score corresponds to answering 60% of the 280 questions on the exam correctly. When you take USMLE Step 1, you’re competing against a group of people who may very well be the best test takers in the nation. Your percentile ranking The percentile ranking is based on the relative performance of all participants that completed the AMBOSS USMLE® Step 1 Self-Assessment, which is almost 10,000 users. You’ll need at least this score in order to eventually become licensed to practice medicine independently. Step 2. CBSE Score Percentile Ranks CBSE Score Percentile Ranks Period 1 Period 2 Period 1 Period 2 ≥93 99 99 73 83 81 Names of standardized tests are owned by the trademark holders and are not affiliated with Medlearnity LLC. I CANNOT take any credit for my results. Mt. The more competitive the specialty that you’d like to enter, the higher the score that you should be aiming for. Step 1: Arrange all data values in the data set in ascending order. What do the scores on this test actually mean? According to the NBME/FSMB, the passing score for Step 1 in 2018 was 194, up from 192 in years prior. Here is a norm table from USMLE that shows the percentile rank of medical students from US/Canadian medical schools who took the exam from January 1, 2016 to December 31, 2018 and scored lower than a given USMLE score. The change by the NBME and FSBM of the USMLE Step 1 to a Pass/Fail system by January 2022 will dramatically change the interpretation of scores for medical students. Download it here for free! If your entire class score 80% average on Step 1 amongst all US students, that means your entire class probably score on the top 20% of all medical schools MCAT scores, which will be 92-94 percentile or 515/516 on the new MCAT, or 35/36 on the old MCAT for the entire class. The mean of the entire cohort is 214 and this is the value from which your percentile ranking is calibrated. Why Are Step 1 and Step 2 CK Scores Important? I … Table 1. save. Compared to Step 1 the differences are less obvious. If you’d like to score in the higher range of USMLE Step 1 percentiles, then you’ll need a good study plan. Here’s what that means for you. The mean of the entire cohort is 214 and this is the value from which your percentile ranking is calibrated. This content is for candidates who took the COMLEX-USA Level 1 before May 2019. Tag: usmle step 1 score percentile The top score is theoretically 300, although nearly all scores are in the range of 140 to 260. Avtandil Kochiashvili – USMLE Step 1 Experience 2020 Target: 255+ Score: 273. 3. Examining the distribution of scores below, it is important to observe the narrow distribution of test scores; this is extremely helpful in figuring out why answering even 5% more correct questions on exam day can dramatically increase your score. When examining the nomograms provided by the test-makers, this equates to approximately the 5th percentile. For the first 5 weeks I focused on meticulously getting through FA/Pathoma and doing the Rx questions that corresponded with that. For example, the average MCAT score for 2017-18 first-year residents entering anesthesiology was 30.2, and the average Step 1 score was 230.6. However, it’s likely that you want to do more than just pass. This is why percentiles are so important. Home Tags Usmle step 1 score percentile. Many of the more competitive scores say that successful applicants usually had step 1 scores above the 90% percentile. The answer is a resounding yes. That’s all! Dec 01. in Uncategorized 0 comments. Percentile Scores. According to the NBME/FSMB, the passing score for Step 1 in 2018 was 194, up from 192 in years prior. Keep in mind that everyone taking the USMLE also took the MCAT – and they did well enough to get into medical school. If you are looking to improve your score on the USMLE or for USMLE tutoring, please contact our EMP staff for an evaluation by one of our EMP tutors. step 1 percentile reddit, Taking Step 1 is a rite of passage for medical students. You could also note that a 240 on Step 1 is in the 66th percentile, while a 240 on Step 2 CK is only in the 39th percentile. Ultimately, the pressing question on every medical student’s mind is whether their score on Step 1 will matter for their residency application. Again, the calculated percentiles are slightly higher than the actual percentiles between 225 and 255. Posted by u/[deleted] 1 year ago. USMLE “score creep”. Step 1 score and percentile. Five weeks out from the test I started UWorld on timed/random. This explains the importance of adding any extra knowledge and/or test-taking skills to your repertoire, which our EMP tutors are expertly prepared to help you with. If you are looking to improve your score on the USMLE or for. When examined from this perspective, Examining the distribution of scores below, it is important to observe the narrow distribution of test scores; this is extremely helpful in figuring out why answering even 5% more correct questions on exam day can dramatically increase your score. We hope that this post was helpful in interpreting your score on Step 1 and Step 2 CK. report. We’re going to take a look at not just what the average USMLE Step 1 score is for a general USMLE Step 1 percentile, but also at how you can do your best with this test. Scores at or just above the mean are good scores! This is when percentiles are useful. The percentile of 250 on Step 1 is 84. This is the way we defined it above and we will call this "$$\text{Definition 1}$$." Again, the calculated percentiles are slightly higher than the actual percentiles between 225 and 255. Download our FREE USMLE Step 1 6 Week Study Schedule here! Current Data on Converting between the COMLEX Level 1 Score and USMLE Step 1 Score Learn more or book your session here. Throughout the first two years of medical school, you might find yourself thinking about USMLE Step 1. That’s true, but it’s also not quite the right way of looking at things. Steps to Using the Z-Score Table 1. Well, with the significant deviations occurring near the mean than scored below it their score! Test-Takers are in the past 4th percentile the foundation of basic subjects in medical.. 2 CK scores important a command called Inverse Normal post was helpful in interpreting your score back from USMLE... Where it is represented as ' n ' 5. percentile ) falls between and... Failed in the data set in ascending order, where k = any between... K = any number between zero and one hundred below it a girlfriend, work out regularly, to! 1 score is simply above average at things submit button sole exception international! 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format: plain


text:
edges2vees

0th

Percentile

List Dihedral Triples in a Graph

Given a list of edges between vertices, compile a list of all vees or dihedral triples formed by these edges.

Keywords
manip, spatial
Usage
edges2vees(iedge, jedge, nvert=max(iedge, jedge), ...,
check=TRUE)
Arguments
iedge,jedge
Integer vectors, of equal length, specifying the edges.
nvert
Number of vertices in the network.
...
Ignored
check
Logical. Whether to check validity of input data.
Details

Given a finite graph with nvert vertices and with edges specified by iedge, jedge, this low-level function finds all vees or dihedral triples in the graph, that is, all triples of vertices (i,j,k) where i and j are joined by an edge and i and k are joined by an edge.

The interpretation of iedge, jedge is that each successive pair of entries specifies an edge in the graph. The $k$th edge joins vertex iedge[k] to vertex jedge[k]. Entries of iedge and jedge must be integers from 1 to nvert.

Value

• A 3-column matrix of integers, in which each row represents a triple of vertices, with the first vertex joined to the other two vertices.

edges2triangles

• edges2vees
Examples
i <- c(1, 2, 5, 5, 1, 4, 2)
j <- c(2, 3, 3, 1, 3, 2, 5)
edges2vees(i, j)
Documentation reproduced from package spatstat, version 1.37-0, License: GPL (>= 2)

Community examples

Looks like there are no examples yet.


text:
# Highly connected graphs with no K_n minor

 Importance: High ✭✭✭
 Author(s): Thomas, Robin
 Subject: Graph Theory » Basic Graph Theory » » Minors
 Keywords: connectivity minor
\begin{problem} Is it true for all $n \ge 0$, that every sufficiently large $n$-\Def[connected]{connectivity (graph theory)} graph without a \Def[$K_n$]{complete graph} \Def[minor]{minor (graph theory)} has a set of $n-5$ vertices whose deletion results in a \Def{planar graph}? \end{problem}
A famous \OPref[conjecture of Jorgensen]{jorgensens_conjecture} asserts that every 6-connected graph without a $K_6$-minor is apex (planar plus one vertex). If true, Jorgensen's conjecture does not generalize (naively) to higher connectivities, since for sufficiently large $n$, there do exist $n$-connected graphs which are not close to planar in the sense we are considering (many more than $n-5$ vertices must be deleted to leave a planar graph). This conjecture of Thomas asserts that all such graphs are small in size.
For $n \le 6$ this conjecture is true. For $n \le 4$ this conjecture is trivial, since any graph without a $K_4$-minor is planar. The $n=5$ case follows from a theorem of Wagner which gives a construction for all graphs without $K_5$-minors (and from which it follows that every 4-connected graph with no $K_5$ minor is planar). The $n=6$ case was recently resolved by DeVos, Hegde, Kawarabayashi, Norine, Thomas, and Wollan. The difficulties associated with finding $K_n$ minors in graphs make this conjecture appear daunting, but if true, it would yield powerful insight into the structure of graphs.


text:
# Question on chemical equilibrium

Tags:
1. Aug 28, 2015

### Titan97

1. The problem statement, all variables and given/known data
The formation of cadmium complexes with Br- exhibits successive equilibrium constants such that log(k1)=1.56, log(k2)=0.54, log(k3)=0.05, log(k4)=0.37.
Explain why k4 is greater than k3

2. Relevant equations
$$K=e^{\frac{-\Delta H}{RT}}\cdot e^{\frac{\Delta S}{R}}$$

3. The attempt at a solution
After reading chemical equilibrium from peter Atkins's chemical principles, I learned that larger values of K means the reactions is exothermic. (This can be said using the above equation).
Larger value of K, could also mean that $\Delta G$ is strongly negative causing more products at equilibrium.
This explains why some equilibrium constants are large. But this does not explain why K3<K4.

2. Aug 28, 2015

### Staff: Mentor

I would try to analyze symmetry and electronic configuration of complexes involved to see if there are no indications to which one is more stable.

3. Aug 28, 2015

### Titan97

But no information about the structure of complex is given. (I think its tetrahedral)

4. Aug 28, 2015

### Staff: Mentor

This is even more complicated, as cadmium ion is first complexed by water molecules, they are then replaced by Br-.

In what context was this question asked? I mean - what is the thing you are learning now?

5. Aug 28, 2015

### Titan97

I am learning chemical equilibrium. But I know the basics about crystal field theory and coordinate compounds. So the reaction is about Br- replacing OH- in the complex. Its OK. I would like to learn about this. (I will post the solution given in the solution manual, I don't have it right now).

6. Aug 29, 2015

### Titan97

I got the solution manual @Borek , this is the equation given
$$[CdBr_3(OH)_2]+Br^-\to [CdBr_4]^{2-}+3H_2O$$
According to the author, "there is an increase in the number of particles and hence an increase in dissorderness. This is because of formation of a less restricted coordination sphere."
Am I supposed to learn the equation or is there a general rule to be followed?


text:
# Math Help - find the sum of the arithmetic equation.

1. ## find the sum of the arithmetic equation.

an = 5
d = -2
n = 12

2. For the first n terms the formula is given by:

$S_n = \frac{n}{2}(2a + (n-1)d)$

or

$S_n = \frac{n}{2}(a+ l)$

where l is the last term that you are counting in.

Post what you get.


text:
Square roots

Hi, I came across this puzzle, see if you can solve it :

$$\sqrt{1 + \sqrt{1 + 2\sqrt{1 + 3\sqrt{...}}}} = ?$$

2

-- AI
P.S -> .dettimbus steg egassem taht os dedda texT

AKG
Homework Helper
For all natural n:

$$n = \sqrt{1 + (n-1)\sqrt{1 + n\sqrt{1 + (n + 1)\sqrt{\dots }}}}$$

For n = 1, we see the right side is:

$$\sqrt{1 + 0\sqrt{\dots }} = \sqrt{1} = 1$$

Note that for now, we're assuming that what we're looking at is even a number, and doesn't go to infinity. Next, assume that:

$$k = \sqrt{1 + (k-1)\sqrt{1 + k\sqrt{1 + (k + 1)\sqrt{\dots }}}}$$

for some natural k. Then:

$$k+1 = \frac{(k - 1)(k + 1)}{(k - 1)}$$
$$= \frac{k^2 - 1}{k - 1}$$

$$= \frac{\left (\sqrt{1 + (k-1)\sqrt{1 + k\sqrt{1 + (k + 1)\sqrt{\dots }}}}\right )^2 - 1}{k - 1}$$

$$= \frac{(k - 1)\sqrt{1 + k\sqrt{1 + (k + 1)\sqrt{\dots }}}}{k - 1}$$

$$= \sqrt{1 + k\sqrt{1 + (k + 1)\sqrt{\dots }}}$$
as required.

From this, TenaliRaman's answer follows. It remains to prove, however, that the stuff really is a number and doesn't "diverge". Any ideas as to how to prove that?

Last edited:
Do i prove this with series? Don't have my Calculus book with me... I got to the part of general representation, the last part of k-expression...

There is a bit easier way to go abt the above,
Let f(x) = x+1
f(x)
= sqrt((x+1)^2)
= sqrt(x^2 + 2x + 1)
= sqrt(1 + x (x+2))
= sqrt(1 + xf(x+1))

Recursively applying the above gives,
f(x) = sqrt(1+x*sqrt(1+(x+1)*sqrt(1+(x+2)*sqrt(......))) = x + 1
place x = 1 and et voila!

-- AI

ahhh, i see... how did you see that?

EvLer said:
ahhh, i see... how did you see that?
Its one of those *aha* moments. Personally, these sort of "functional equations" are good fun to play around with (i have played with this one, quite a while back). Just remember the trick i used above and try to come up with some more radicals just like those.

For example,
f(x) = x + a = sqrt(x^2+2ax+a^2) = sqrt(a^2+x*f(x+a))
Recursively apply the above and get a new oh_so_cool radical expression, fit in a value for a and set some value for x and give it to your friends to torture them for a while.

Note in all of the above, its important to analyse that the infinite recursion is valid and that the infinite recursion actually converges. This aspect ofcourse i have pushed under the rug for now, since its a puzzle after all :tongue2: .

There is a paper by T Vijayaraghavan (IIRC) which discussed convergence issues of such radicals, which could probably be the starting point of such analysis.

-- AI

cool, thanks! yeah...i guess if you do a lot of these, you kind of develop an intuition.
TenaliRaman said:
There is a paper by T Vijayaraghavan (IIRC) which discussed convergence issues of such radicals, which could probably be the starting point of such analysis.
have a link? or a reference?

AKG
Homework Helper
TenaliRaman said:
Note in all of the above, its important to analyse that the infinite recursion is valid and that the infinite recursion actually converges.
How would you check that the recursion is valid? EDIT: actually, since each step in the recursion produces the same number, why would the infinite recursion be any different? If it is different, what we have to do to check convergence?

Last edited:
AKG said:
How would you check that the recursion is valid?
When i said recursion being valid, i meant, making sure that the final number doesnt change by infinite application of recursion.

actually, since each step in the recursion produces the same number, why would the infinite recursion be any different?
umm, let me try and give an example,
Let f(x) = x
f(x) = x = (x+1) - 1
f(x) = f(x+1)-1
.....-3-2-1 = f(x) = x ,for any x
I guess this example is pretty lame but i hope it drives home the point.

If it is different, what we have to do to check convergence?
I am not sure whether there is a convergence check (the paper i mentioned above, discusses convergence of infinite radicals IIRC and not exactly recursion, and to be honest, when i had read that paper, i couldnt understand a penny out of it, :uhh: cmon i am just 21 and an engineer at that so give me a break ) .

However, i guess one could model the convergence condition as that in the convergence of a series,
Let R(k,f(x)) denote the value of recursive function f(x) at depth k.
Then a possible convergence condition would be,
R(1,f(x)) = R(2,f(x)) = R(k,f(x)) = R(k+1,f(x))

-- AI

EvLer said:
have a link? or a reference?
If i had, i would have definitely linked to it in the original post. I dont even remember where i had read it, it was quite a long time back. Hell i was a toddler in maths when i had read that, i was just able to quote that paper because i had read that in reference to Srinivasa Ramanujan, who btw was the brains behind such infinite radicals.

-- AI

Hurkyl
Staff Emeritus
Gold Member
Let R(k,f(x)) denote the value of recursive function f(x) at depth k.
Then a possible convergence condition would be,
R(1,f(x)) = R(2,f(x)) = R(k,f(x)) = R(k+1,f(x))

Why not apply the usual condition for convergence of a sequence? :tongue2:

I.E. does this limit exist?

$$\lim_{k \rightarrow \infty} R(k, f)$$

Hurkyl said:
Why not apply the usual condition for convergence of a sequence? :tongue2:

I.E. does this limit exist?

$$\lim_{k \rightarrow \infty} R(k, f)$$
Indeed!
Damn, my post looks stupid now!

-- AI


text:
# Protein folding on rugged energy landscapes: Conformational diffusion on fractal networks

(diff) ← Older revision | Latest revision (diff) | Newer revision → (diff)

Gregg Lois, Jerzy Blawzdziewicz, and Corey S. O'Hern

Physical Review E 81 (2010) 051907

wiki entry by Emily Russell, Fall 2010

The article can be found here.

This paper tackles the difficult problem of how a protein navigates a wide selection of metastable states to fold into its lowest-energy native state. This is a question of great importance to biology, where the correct conformation of a protein is essential to its function. The authors find that there is no fixed pathway a model protein follows during folding, but rather there is an ensemble of paths leading to the native state. Furthermore, for a "rugged" energy landscape (that is, a landscape in which the activation barriers between local minima are comparable to the depth of the global minimum), the local kinetics of transitions between metastable states are less important than the fractal nature of the network of states visited and transitions between them in predicting the folding time.

## The Model

Fig. 1: Schematics of (a) funneled and (b) rugged energy landscapes. In (a), the depth of the energy minimum that drives folding $\delta E \ll \Delta E$, where $\delta E$ gives the root-mean-square energy fluctuations over the given range of the reaction coordinate. In (b), $\delta E \approx \Delta E$.

The paper begins by briefly discussing previous approaches to protein folding which operate in the framework of a "funneled" energy landscape, in which activation barriers between minima are relatively small, and the thermodynamics of the system strongly drives the protein to the stable state (see Fig. 1). While some proteins do experience such a landscape, are are also many which live in a rugged energy landscape, with large activation barriers. In these cases it is not immediately clear that simple thermodynamics will drive the protein to its native state in any reasonable timescale.

The authors develop a particular model, of an 18-mer protein composed of 12 "hydrophobic" monomers which have an attractive Lennard-Jones interaction with one another, and 6 "hydrophilic" monomers which have only repulsive interactions; this model thus mimics the hydrophobic interactions which are the primary drivers of biological protein folding. The model protein is calculated to have a single global energy minimum, the native state (see Fig. 2), and approximately $10^5$ local minima or metastable states. A Brownian dynamics model is used to follow the conformation pathway of the protein folding from an initial extended state to the native state. The path is then considered as a network, with the states of local minima that the protein samples as nodes, and transitions between those states as edges or bonds. About a million networks were computed.

Fig. 2: The heteropolymer model in its (a) extended, (b) metastable misfolded, and (c) native states.

It was found that the protein typically sampled between 100 and 10,000 energy minima before reaching the native state, showing that there is no single path to the native state. A power law relation was also found between $N_i$, the number of sampled energy minima (counting each minimum once even if it was sampled multiple times), and $N_b$, the number of sampled transitions (also counted only once even if sampled multiples times): $N_b \propto N_i^\Lambda$. The exponent depends only weakly on temperature (see Fig. 3).

Fig. 3 (original Fig. 5): The scaling exponents $\Gamma$ and $\Lambda$ and the prediction $1/\kappa df$ for $\Gamma$ from Eq. 4. Error bars for $\Gamma$ and $\Lambda$ are smaller than the symbol sizes.

A power-law relation was also found between $N_i$ and $N_t$, the total number of transitions made: $N_t \propto N_i^\Gamma$. The exponent here depends strongly on the temperature (Fig. 3.). The authors argue that the origin of this power law is the fractal nature of the network. They define a chemical distance $\Delta c$ as the shortest distance between two nodes. Then for random motion on a fractal network, $\Delta c$ is expressed as a power law in the time interval t, $\Delta c \propto t^\kappa$, while the number of basins sampled within that chemical distance is $N_i \propto \Delta c ^ {d_f}$, by definition of the fractal dimension $d_f$. Assuming $N_b \propto \tau_f$, the folding time, these two relations are rearranged to give a prediction for the exponent $\Gamma$ found above, $\Gamma = \frac{1}{\kappa d_f}$. Power law scalings of $\Delta c$ and $N(\Delta c)$ were indeed found over limited but relevant ranges of time and chemical distance, respectively, and the prediction for $\Gamma$ from these two power laws found to be very consistent with the $\Gamma$s measured directly (Fig. 3). The authors argue that this correspondence justifies a posteriori the assumption of the fractal nature of the network.

It is also pointed out that it is only the network of sampled minima which is here considered; the full network of all possible minima is also fractal in nature, but its properties are not relevant to the problem. The sampled network is significantly smaller than the full network, and an argument is made that the overall kinetic effects in a rugged landscape do not significantly affect the dynamics.

## Results and Discussion

Investigation of the properties of the network is a clever approach to this problem, and seems to provide some fruitful insights. The folding of protein polymer chains is of clear interest in biology, and an excellent arena for soft-matter physicists to offer new ways of thinking. The fractal nature of the network neatly recalls the fractal nature of a general polymer, albeit in a higher-dimensional space.

There are to my mind two weaknesses to this paper. Only a single model protein is considered, bringing into question the generality of the results. Furthermore, the analysis of the fractal network in terms of power laws of the chemical distance seems to be simply breaking down the power law relations of the numbers of minima and of bonds into two pieces; the authors have not argued strongly enough to convince me that this treatment of the "origin of power laws" is independent enough to justify the claim that they can "predict" the exponent $\Gamma$.

Nonetheless, it is an intriguing paper, and if followed up by comparisons to real biological protein folding, could provide an important new approach to this challenging problem.


text:
The marked price of watch was 820 Rs. A man bought the watch for 570.72 Rs. after getting two successive discounts, of which the first was 20%, then the second discount was :
[A] 11%
[B] 13%
[C] 15%
[D] 18%


text:
# backend.testoai module¶

class backend.testoai.OaiTest(methodName='runTest')[source]

Bases: django.test.testcases.TestCase

create(*args, **kwargs)[source]
delete(identifier)[source]
setUp()[source]
test_base_doctype()[source]
test_create_already_existing()[source]

Creation of a paper from an OAI record, when the exact same OAI record already exists.

test_create_incomplete_metadata(*args, **kwargs)[source]

When we are trying to create a new paper for an incomplete OAI record (in this case, a publication date is missing). Ideally we would still like to match it with the first paper via fingerprint, to add the relevant url.

test_create_invalid_format()[source]

Fetching with an invalid format from OAI

test_create_invalid_identifier()[source]

Fetching an invalid identifier from OAI

test_create_invalid_metadata()[source]

test_create_match_doi()[source]

Addition of an OAI record when it is matched to an existing paper by DOI

test_create_match_fp()[source]

Addition of an OAI record when it is matched with an existing record by fingerprint.

test_create_match_identifier()[source]

An OAI record with the same identifier already exists but it has been already merged before with another paper with a different fingerprint.

test_create_no_match()[source]

Creation of a paper from an OAI record, when the paper does not exist yet.

test_crossref_invalid_metadata()[source]
test_datacite()[source]
test_pmc()[source]
test_update_pdf_url()[source]

Two OAI records share the same splash URL, but the second one has a pdf_url. We should add the PDF url to the existing OAI record (merge the two records).


text:
# If the observable universe were compressed into a super massive black hole, how big would it be?

I understand only a little of general relativity, but that's why I'm here! :)

Consider the hypothetical situation of some extra-terrestrial intelligence pushing all the mass in the observable universe, every last subatomic particle, into a giant black hole. What is the surface area of such an object? For the sake of argument, let's keep this very idealized. Dark energy, whatever it is, can be captured and thrown into the supermassive black hole; assume there's no Hawking radiation causing it to slowly evaporate, etc.

-
There is some problem with "the whole universe" -- probably it is infinite, so would have infinite mass. The right approximation is probably the observable universe. –  mbq Dec 14 '10 at 15:06

About 73% of the energy of the Universe is stored in dark energy - the cosmological constant, most likely - which has a negative pressure numerically equal to the energy density. Because it is a cosmological "constant", this portion of the mass of the Universe cannot be really compressed. So it is a problematic idea to include the dark energy into the "mass that you want to compress".

Only dark matter and visible matter - whose pressure is nearly zero - can really be "compressed". So that would be about $1\times 10^{54}$ for the visible Universe. $2GM/c^2$ for this mass $M$ produces about 150 billion light years which is about 3 times larger than the radius of the observable Universe.

We obtained the result that even if we only count the "particulate" component of the mass of the Universe, we find out that the Universe is actually smaller than the black hole. It is no contradiction because the Universe is not a static system. It would be impossible for the Universe to be kept this small. However, the galaxies are receding from each other which prevents the formation of a nearby event horizon. Instead, the closest horizon in the reality is the "cosmic horizon" - how far we can actually see because of the finite speed of light and finite age of the Universe. It depends on the observer but effectively makes everything beyond this horizon unphysical.

Our Universe, dominated by the dark energy, is already rather close to an empty de Sitter space which is, from many viewpoints, analogous to a black hole except that the interior of the visible part of the de Sitter space is analogous to the exterior of a normal black hole, and the analogy of the interior of a black hole is everything that is behind the cosmic horizon - where we don't see. It is misleading to create the analogy with the static black holes directly because our Universe is not static in the normal cosmological coordinates.

-

## Calculation

1. First I went here, getting the number 3.14×10^54 kg.

2. Under "the size of a black hole" I understand the Schwarzschild radius. Which is $r=\frac{2 G M}{c^2}$.

3. Then I just did the math:
http://www.wolframalpha.com/input/?i=2G%2A(3.14E54+kg)%2Fc%5E2
Obtaining ~5 diameters of observable Universe...

## The Problem

I felt really uneasy about the result. Indeed: I took the mass of observable Universe and obtained 5 times radius of the observable Universe. But how on Earth the observable Universe is smaller than the black hole you can make from it?!

To elaborate, let's also calculate how the "density" of the black hole depends on its mass:
$\rho(M) = \frac{3M}{4\pi r^3}=\frac{3Mc^6}{4\pi\cdot 8 G^3 M^3} = \frac{3 c^6}{32\pi G^3}\cdot\frac{1}{M^2}$
We got that with the growth of mass of the black hole its "density" decreases. At really high masses it gets so disperse that it is even gets smaller than the density of the Universe as we see it.

Now, how do I understand this. The black hole is "a region of space from which nothing, not even light, can escape". So, in order to make sense of the question we got to imagine some (presumably, flat) empty space. And then we are putting all the matter we gathered into it. It turns out, that even if we do not "compress" this stuff (we can even make it $\simeq5^3=125$ times more disperse), the gravitation attraction of the system would be strong enough for "nothing, not even light, could escape" from the system.

So, as far as I understand the situation now, answer to the question is: aliens don't need to do anything with the Universe in order to make a black hole (in a sense) of it.

-
Well, I feel really uneasy about my result... –  Kostya Dec 14 '10 at 15:20
Why do you feel uneasy? –  Vagelford Dec 14 '10 at 15:32
It should be noted that if one would live under (but close to) the horizon of this huge black hole, they actually wouldn't notice it (because curvature is inversely proportional to the mass of the BH). I think it was actually proposed in some papers that our universe is actually the inside of some BH (and this means that observable universe would end in a Big crunch in a finite time) but I don't think this is consistent with observation. –  Marek Dec 14 '10 at 17:41
I should point out that a black hole solution is a vacuum solution of GR. On the other hand, the universe is a uniform density solution. That changes things in the sense that you should address the two problems differently. –  Vagelford Dec 14 '10 at 18:04
There are the swiss cheese models, where there are patches of the universe that are replaced with Schw solutions with the same mass ( you could have a look at this thesis astro.utoronto.ca/theses/thesis05.mcclure.pdf ). But I don't think that these solutions are unstable. –  Vagelford Dec 14 '10 at 19:03

Why would you need to compress the universe?

The radius of the observable universe equals the Schwarzschild radius of the total mass of the observable universe. In terms of density the universe is dense enough to be a black hole. But it isn't a black hole, it behaves like a white hole. If you want to get a black hole, you'd rather change the direction of time so as to transform the Hubble expansion into a Hubble contraction.

-


text:
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text:
12:52 AM
0

Here (1) opposed to here (2) concern similar ideas about derivatives. $(1)$ appears to discuss integer ordered derivatives and possibly anti-derivatives, while $(2)$ is more concerned with the fractional derivatives. $(2)$ has a neat tag designed just for it, called [fractional-calculus]. Howe...

7 hours later…
8:21 AM
The tag was created recently. Probably here:
1

Let $A$ be an $n \times n$ matrix such that $AA^T \geq x^2I, x\geq 0$, which means that the matrix $AA^T-x^2I$ is positive semidefinite. Can we show that $(A+A^T)/2 \geq xI$? Thanks

Keep? Remove? Are there previous discussions about such tag?
(I found it when I saw question about symmetric matrices and I checked whether we have a separate tag for such matrices. I have added it to one question - maybe this increases probability that if somebody has objections to this tag, they will mention them somewhere.)

2 hours later…
10:13 AM
Another tags related to matrices, which was created recently, is .
There are two questions in that tag at the moment:
1

$$Q= \begin{bmatrix} \cos x & -\sin x\\ \sin x & \cos x\end{bmatrix}$$ Given x belongs to $\mathbb{R^2}$, show $Qx$ and $x$ are equidistant. I've tried dot producting $Qx$ and seeing whether they are equal. I just can't seem to get it.

2

Prove that if $A^t = A^{-1}$ then different rows of $A$ are orthogonal to each other I saw this statement in my linear algebra book and I don't really know how to prove it, I hope someone can help me out. Thank you in advance.

10:36 AM
0

The tag similarity was created last month. It has empty tag info. Just by the name, there are two common uses of the word similarity in mathematics, namely similarity of matrices and similarity of geometrical objects. Using a word with several meanings as a name of a tag often leads to inconsis...

The tag looks like it could be problematic, because there are (at least) two possible meanings.
I have retagged this question a moment ago, it is about cosine similarity:
1

I'm trying to understand the cosine similarity in a simple and graphical way, very much similar to this question here but I do not understand how the person got to their answer.

Questions currently in this tag are:
15

We know that regular hexagons can tile the plane but not in a self-similar fashion. However we can construct a fractal known as a Gosper island, that has the same area as the hexagon but has the property that when surrounded by 6 identical copies produces a similar shape, but with dimensions scal...

1

Let be $$A=\begin{pmatrix} \frac{-3}{2} & 2 & \frac{-1}{2} \\ \frac{-1}{2} & 0 & \frac{1}{2} \\ \frac{1}{2} & -2 & \frac{3}{2} \end{pmatrix}, B=\begin{pmatrix} 0 & 1 & 0 \\ 0 & 0 & 1 \\ 0 & 0 & 0 \end{pmatrix}$$ Prove that A and B are similar. I know if we can find a matrix $P$ so that $A=P^{-1}... 1 I'm trying to calculate the vertex cosine similarity of a weighted directional graph, however struggling to understand the concept. While I understand the methodology for simple and directed graphs, weighted has me stumped. I'm following the examples provided by wolfram here however with the wei... 0 Consider two 3D polylines, A and B. I am interested in computing a distance/similarity between them (from their current positions, no need to find the "best overlap" first). I have come up with some reasonable approximations (average distance between all points on A to their closest points on B, ... 0 The given task is to find all 2x2 Matrices A that are similar to: a)$\begin{bmatrix} 0 & 0 \\ 0 & 0 \end{bmatrix}$b)$\begin{bmatrix} 1 & 0 \\ 0 & 1 \end{bmatrix}$c)$\begin{bmatrix} 1 & 0 \\ 0 & 2 \end{bmatrix}$However, I don't really know which steps to t... 3 Let$M_n(K)$be the set of all$n\times n$matrices over a field$K$. If$\mathcal{R}$is the equivalence relation defined by matrix similarity, what does the quotient$M_n(K)/\mathcal{R}$looks like? Is there something that characterizes it in terms of cardinality? Is there a way to extend matri... 1 This seems like such a simple question, but I can't quite see a connection. I want to say that the two diagonal matrices can commute with each other, and this gives us the algebraic edge to show their similarity, but I'm generally bad with abstract algebra proofs. 2 hours later… 12:30 PM The tag also exists. The tag-excerpt was created by the same user. 2 hours later… 2:28 PM I see that the synonym$\to\$ has been suggested. It probably makes sense, since is already a synonym.


text:
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Over a six-game stretch of her basketball season, Sonya scored 50, 47,

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Over a six-game stretch of her basketball season, Sonya scored 50, 47,  [#permalink]

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06 Mar 2017, 00:55
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Over a six-game stretch of her basketball season, Sonya scored 50, 47, 40, 43, 55, and x points. If her average score was x, what is the value of x?

A. 45
B. 46
C. 47
D. 48
E. 49

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Re: Over a six-game stretch of her basketball season, Sonya scored 50, 47,  [#permalink]

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06 Mar 2017, 01:22
Average of 6 games = (50+47+40+43+55+x)/6 = x

50+47+40+43+55+x = 6x

Solving for x gives x=47

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Re: Over a six-game stretch of her basketball season, Sonya scored 50, 47,  [#permalink]

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10 Mar 2017, 09:27
Bunuel wrote:
Over a six-game stretch of her basketball season, Sonya scored 50, 47, 40, 43, 55, and x points. If her average score was x, what is the value of x?

A. 45
B. 46
C. 47
D. 48
E. 49

We can set up the following equation to determine x:

x = (50 + 47 + 40 + 43 + 55 + x)/6

6x = 235 + x

5x = 235

x = 47

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Re: Over a six-game stretch of her basketball season, Sonya scored 50, 47,  [#permalink]

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10 Mar 2017, 22:26
we can calculate x without much of calculation through standard deviation as we know -ve deviation =+deviation(taken form mean).
so when we take deviation form 47(taking x=47) then -7(+)-4=8+3 that will equal to zero so the value for X will be 47

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Re: Over a six-game stretch of her basketball season, Sonya scored 50, 47,  [#permalink]

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10 Mar 2017, 23:57
Bunuel wrote:
Over a six-game stretch of her basketball season, Sonya scored 50, 47, 40, 43, 55, and x points. If her average score was x, what is the value of x?

A. 45
B. 46
C. 47
D. 48
E. 49

$$\frac{( 50 + 47 + 43 + 55 + x )}{6} = x$$

Or, $$235+ x = 6x$$

Or, $$5x = 235$$

So, $$x = 47$$

Thus, answer must be (C) 47
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Re: Over a six-game stretch of her basketball season, Sonya scored 50, 47,  [#permalink]

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03 Dec 2019, 14:45
Top Contributor
Bunuel wrote:
Over a six-game stretch of her basketball season, Sonya scored 50, 47, 40, 43, 55, and x points. If her average score was x, what is the value of x?

A. 45
B. 46
C. 47
D. 48
E. 49

Sonya scored 50, 47, 40, 43, 55, and x points. Her average score was x
We can write: (50 + 47 + 40 + 43 + 55 + x)/6 = x
Multiply both sides by 6 to get: 50 + 47 + 40 + 43 + 55 + x = 6x
Simplify to get: 235 + x = 6x
Subtract x from both sides: 235 = 5x
Solve: x = 235/5 = 47

Cheers,
Brent
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Re: Over a six-game stretch of her basketball season, Sonya scored 50, 47,   [#permalink] 03 Dec 2019, 14:45
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# IAS Prelims CSAT Paper 2 (Aptitude) June 2019 Solutions and Video Explanations Part 3- Q 41 to 60 (Download PDF)

()

All questions types including permutation and combination are comprehensively discussed in our Examrace CSAT Postal Course. Answers to questions are given below. Students who had carefully followed our Examrace YouTube Channel or Examrace YouTube Hindi Channel greatly benefited. Full detailed solutions and full-length mock-tests are available at Doorsteptutor Prelims CSAT Paper 2.

IAS Prelims CSAT Paper 2 - 2019 Solutions, Answer Key & Explanations Part 2 (Q. 41 to 60) Part 3 of 4

IAS Prelims CSAT Paper 2 - 2019 Solutions, Answer Key & Explanations Part 1 (Q. 41 to 60) Part 3 of 4

41. Sunita cuts a sheet of paper into three pieces. Length of first piece is equal to the average of the three single digit odd prime numbers. Length of the second piece is equal to that of the first plus one-third the length of the third. The third piece is as long as the other two pieces together. The length of the original sheet of paper is

a) $13$ units

b) $15$ units

c) $16$ units

d) $30$ units

42. In the sequence $1,5,7,3,5,7,4,3,5,7$, how many such $5s$ are there which are not immediately preceded by 3 but are immediately followed by $7$?

a) 1

b) 2

c) 3

d) None

43. A joint family consists of seven members A, B, C, D, E, F and G with three females, G is a widow and sister-in-law of D’s father F, B and D are siblings and A is daughter of B, C is cousin of B. Who is E?

1. Wife of F

2. Grandmother of A

3. Aunt of C

Select the correct answer using the code given below:

a) 1 and 2 only

b) 2 and 3 only

c) 1 and 3 only

d) 1,2 and 3

44. Each face of a cube can be painted in black or white colours. In how many different ways can the cube be painted?

a) 9

b) 10

c) 11

d) 12

45. How many triplets $\left(x,y,z\right)$ satisfy the equation $x+y+z=6$, where x, y and z are natural numbers?

a) 4

b) 5

c) 9

d) 10

46. If  means ‘divided by’; $@$ means ‘multiply by’; $#$ means ‘minus’, then the value of $10#5@15$ is

a) 0

b) 1

c) 2

d) 9

47. An 8-digit number $4252746B$ leaves remainder $0$ when divided by $3$. How many values of B are possible?

a) 2

b) 3

c) 4

d) 6

Directions for the following 3 (three) items:

Read the following information and answer the three items that follow:

Six students A, B, C, D, E and F appeared in several tests. Either C or F scores the highest. Whenever C scores the highest, then E scores the least. Whenever F scores the highest, B scores the least.

In all the tests they got different marks; D scores higher than A, but they are close competitors; A scores higher than B; C scores higher than A.

48. If F stands second in the ranking, then the position of B is

a) Third

b) Fourth

c) Fifth

d) Sixth

49. If B scores the least, the rank of C will be

a) Second

b) Third

c) Fourth

d) Second or third

50. If E is ranked third, then which one of the following is correct?

a) E gets more marks than C

b) C gets more marks than E

c) A is ranked fourth

d) D is ranked fifth

Directions for the following 2 (two items):

Read the following statements S1 and S2 and answer the two items that follow:

S1: Twice the weight of Sohan is less than the weight of Mohan or that of Rohan.

S2: Twice the weight of Rohan is greater than the weight of Mohan or that of Sohan.

51. Which one of the following statement is correct?

a) Weight of Mohan is greatest

b) Weight of Sohan is greatest

c) Weight of Rohan is greatest

d) ‘Whose weight is greatest’ cannot be determined

52. Which of the following statements is correct?

a) Weight of Mohan is least

b) Weight of Sohan is least

c) Weight of Rohan is least

d) ‘Whose weight is least’ cannot be determined

Directions for the following 7 (seven) items:

Read the following five passages and answer the items that follow each passage. Your answers to these items should be based on the passages only.

Passage-1

India’s economic footprint, given its population, still remains small compared to the US, the European Union or China. It has much to learn from other economies, yet must implement solutions that fit its unique circumstances. India especially needs an effective long-term regulatory system based on collaboration rather than the current top-down approach. Regulations seek desirable outcomes yet are repeatedly used as political tools to push one agenda or another. Often, regulations fail to consider impacts on jobs and economic growth-or less restrictive alternatives. Regulations may be used to protect local markets at the expense of more widely shared prosperity in the future. Additionally, regulations inevitably result in numerous unintended consequences. In today’s hyper competitive global economy, regulations need to be viewed as “weapons” that seek cost-justified social and environmental benefits while improving the economic well-being of most citizens.

53. Which one of the following is the most logical, rational and crucial inference that can be derived from the above passage?

a) A better regulatory system will help India achieve the size of economy appropriate to its population.

b) In a competitive global economy, India must use regulations strategically.

c) Regulations in India do not favour its integration with today’s hyper competitive global economy.

d) Job creation and economic growth should be dominant considerations in developing India’s regulatory system.

54. On the basis of the above passage, the following assumption have been made:

In today’s global economy,

1. regulations are not effectively used to protect local markets.

2. social and environmental concerns are generally ignored by the governments across the world while implementing the regulations.

Which of the above assumptions is/are valid?

A) 1 only

b) 2 only

c) Both 1 and 2

d) Neither 1 nor 2

Passage-2

In a study, scientists compared the microbiomes of poorly nourished and well-nourished infants and young children. Gut microbes were isolated from faecal samples of malnourished and healthy children. The microbiome was “immature” and less diverse in malnourished children compared to the better developed “mature” microbiome found in healthy children of the same age. According to some studies, the chemical composition of mother’s milk has shown the presence of a modified sugar (sialylated oligosaccharides). This is not utilized by the baby for its own nutrition. However, the bacteria constituting the infant’s microbiome thrive on this sugar which serves as their food. Malnourished mothers have low levels of this sugar in their milk. Consequently, the microbiomes of their infants fail to mature. That in turn, leads to malnourished babies.

55. Which one of the following is the most logical, rational and crucial inference that can be derived from the above passage?

a) If malnourished condition in children is caused by gut bacteria, it cannot be treated.

b) The guts of malnourished babies should be inoculated with mature microbiomes.

c) Babies of malnourished mothers should be fed with dairy milk fortified with sialylated instead of mother’s milk.

d) Research on benign effects of gut bacteria on nutrition has policy implications.

56. On the basis of the above passage, the above passage, the following assumptions have been made:

1. Processed probiotic foods are a solution to treat the children suffering from malnutrition due to immature gut bacteria composition.

2. The babies of malnourished mothers generally tend to be malnourished.

Which of the above assumptions is/are valid?

a) 1 only

b) 2 only

c) Both 1 and 2

d) Neither 1 nor 2

Passage-3

Temperatures have risen nearly five times as rapidly on the Western Antarctic Peninsula than the global average over the past five decades. Researchers have now found that melting glaciers are causing a loss of species diversity among benthos in the coastal waters off the Antarctic Peninsula, impacting an entire seafloor ecosystem. They believe increased levels of suspended sediment in water to be the cause of the dwindling biodiversity in the coastal region.

57. On the basis of the above passage, the following assumptions have been made:

1. Regions of glaciers warm faster than other region due to global warming.

2. Global warming can lead to seafloor sedimentation in some areas.

3. Melting glaciers can reduce marine biodiversity in some areas.

Which of the above assumptions is/are valid?

a) 1 and 2 only

b) 3 only

c) 2 and 3 only

d) 1,2 and 3

Passage-4

A research team examined a long-term owl roost. Owls prey on small mammals and the excreted remains of those meals that accumulated over the time, provide us an insight into the composition and structure of small mammals over the past millennia. The research suggested that when the earth went through a period of rapid warming about 13,000 years ago, the small mammal community was stable and resilient. But from the last quarter of the nineteenth century, human-made changes to the environment had caused an enormous drop in biomass and energy flow. This dramatic decline in energy flow means modern ecosystem are not adapting as easily as they did in the past.

58. On the basis of the above passage, the following assumptions have been made:

1. Global warming is a frequently occurring natural phenomenon.

2. The impending global warming will not adversely affect small mammals.

3. Humans are responsible for the loss of the Earth’s natural resilience.

Which of the above assumptions is/are valid?

a) 1 and 2 only

b) 3 only

c) 2 and 3 only

d) 1,2 and 3

Passage-5

Food Varieties extinction is happening all over the world- and it is happening fast. For example, of the 7,000 apple varieties that were grown during the nineteenth century, fewer than a hundred remain. In the Philippines, thousands of varieties of rice once thrived; now only up to a hundred are grown there. In China, 90 percent of the wheat varieties cultivated just a century ago have disappeared. Farmers in the past painstakingly bred and developed crops well suited to the peculiarities of their local climate and environment. In the recent past, our heavy dependence on a few high yielding varieties and technology-driven production and distribution of food is causing the dwindling of diversity in food crops. If some mutating crop disease or future climate change decimates the few crop plants we have come to depend on to feed our growing population, we might desperately need some of those varieties we have let go extinct.

59. On the basis of the above passage, the following assumptions have been made:

1. Humans have been the main reason for the large scale extinction of plant species.

2. Consumption of food mainly from locally cultivated crops ensure crop diversity.

3. The present style of production and distribution of food will finally lead to the problem of food scarcity in the near future.

4. Our food security may depend on our ability to preserve the locally cultivated varieties of crops.

Which of the above assumptions are valid?

a) 1 and 3

b) 2 and 4

c) 2 and 3

d) 1 and 4

60. What is X in the sequence $132,129,124,117,106,93,X$?

a) 74

b) 75

c) 76

d) 77


text:
1. ## Functions help!!!!

1)Use transformations to plot $y=3f[-1/2(x+1)]-4$ given that $f(x)=lxl$

2) For the function defined by $f(x)=-x^3-3$, determine the inverse

3) Determine equations for 2 functions on graph. And also state the Domain and Range

And sketch the inverse

1)Use transformations to plot $y=3f[-1/2(x+1)]-4$ given that $f(x)=lxl$
see post #4 here

2) For the function defined by $f(x)=-x^3-3$, determine the inverse
write $y = -x^3 - 3$

now, switch $x$ and $y$ and solve for $y$. this will give you the inverse function

3) Determine equations for 2 functions on graph. And also state the Domain and Range

And sketch the inverse
your graph, at least to me, is not accurate enough to know what the formulas are. the somewhat curvy part looks like $2 \sqrt{x + 1}$. the other part however, i would do it using two straight lines. the question makes me think this is a single graph though, and so, i am thinking some shifted |x| graph. perhaps -|x + 5| + 6. but this doesn't fit all the characteristics, namely, the x-intercepts.

so this function is piecewise defined.

anyway, for the inverse function, draw (faintly) the line y = x and reflect the graph in it

the domain is the set of x-values for which the function is defined and the range is the set of y-values for which the function is defined.

3. For the first one. I need to see the graph. Would it be possiable for you to fraw it for me?

For the second one, so would it be?
$
y=-x^3-3
$

$
x=-y^3-3
$

$
y^3=x-3
$

how would I finish it?

And for the third one. What would also be my D and R?

For the first one. I need to see the graph. Would it be possiable for you to fraw it for me?
i gave you the rules you need to draw it on your own

For the second one, so would it be?
$
y=-x^3-3
$

$
x=-y^3-3
$

$
y^3=x-3
$

how would I finish it?
take the cube root of both sides (what you have is wrong, by the way. why is the x positive?)

And for the third one. What would also be my D and R?
i told you how to find those, i won't do it for you. read what i said and think about it


text:
Reference documentation for deal.II version Git 4abc4a1666 2020-07-04 19:58:34 +0200
PETScWrappers::PreconditionerBase Class Reference

#include <deal.II/lac/petsc_precondition.h>

Inheritance diagram for PETScWrappers::PreconditionerBase:
[legend]

## Public Member Functions

PreconditionerBase ()

virtual ~PreconditionerBase ()

void clear ()

void vmult (VectorBase &dst, const VectorBase &src) const

void Tvmult (VectorBase &dst, const VectorBase &src) const

const PC & get_pc () const

## Protected Member Functions

void create_pc ()

operator Mat () const

PC pc

Mat matrix

class SolverBase

## Detailed Description

Base class for preconditioner classes using the PETSc functionality. The classes in this hierarchy don't do a whole lot, except for providing a function that sets the preconditioner and certain parameters on the preconditioning context of the solver. These classes are basically here only to allow a similar interface as already used for the deal.II solver and preconditioner classes.

Note that derived classes only provide interfaces to the relevant functionality of PETSc. PETSc does not implement all preconditioners for all matrix types. In particular, some preconditioners are not going to work for parallel jobs, such as for example the ILU preconditioner.

Definition at line 56 of file petsc_precondition.h.

## ◆ PreconditionerBase()

 PETScWrappers::PreconditionerBase::PreconditionerBase ( )

Constructor.

Definition at line 36 of file petsc_precondition.cc.

## ◆ ~PreconditionerBase()

 PETScWrappers::PreconditionerBase::~PreconditionerBase ( )
virtual

Destructor.

Definition at line 41 of file petsc_precondition.cc.

## ◆ clear()

 void PETScWrappers::PreconditionerBase::clear ( )

Destroys the preconditioner, leaving an object like just after having called the constructor.

Definition at line 52 of file petsc_precondition.cc.

## ◆ vmult()

 void PETScWrappers::PreconditionerBase::vmult ( VectorBase & dst, const VectorBase & src ) const

Apply the preconditioner once to the given src vector.

Definition at line 66 of file petsc_precondition.cc.

## ◆ Tvmult()

 void PETScWrappers::PreconditionerBase::Tvmult ( VectorBase & dst, const VectorBase & src ) const

Apply the transpose preconditioner once to the given src vector.

Definition at line 76 of file petsc_precondition.cc.

## ◆ get_pc()

 const PC & PETScWrappers::PreconditionerBase::get_pc ( ) const

Definition at line 113 of file petsc_precondition.cc.

## ◆ create_pc()

 void PETScWrappers::PreconditionerBase::create_pc ( )
protected

Internal function to create the PETSc preconditioner object. Fails if called twice.

Definition at line 86 of file petsc_precondition.cc.

## ◆ operator Mat()

 PETScWrappers::PreconditionerBase::operator Mat ( ) const
protected

Conversion operator to get a representation of the matrix that represents this preconditioner. We use this inside the actual solver, where we need to pass this matrix to the PETSc solvers.

Definition at line 119 of file petsc_precondition.cc.

## ◆ SolverBase

 friend class SolverBase
friend

Definition at line 122 of file petsc_precondition.h.

## ◆ pc

 PC PETScWrappers::PreconditionerBase::pc
protected

the PETSc preconditioner object

Definition at line 99 of file petsc_precondition.h.

## ◆ matrix

 Mat PETScWrappers::PreconditionerBase::matrix
protected

A pointer to the matrix that acts as a preconditioner.

Definition at line 104 of file petsc_precondition.h.

The documentation for this class was generated from the following files:


text:
A little direction on the Ransomes Leo 12" bearings

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JSutherland
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Last seen: 1 day 10 hours ago
Joined: 19/09/2019 - 21:42
A little direction on the Ransomes Leo 12" bearings

A new learning curve question,                                                                                I want to clean out any dirt from the bearings but require direction to achieved this safely.

As you can see from the picture the small dust cover is missing and as a result it was full of cuttings and dirt hence the reason to inspect and clean, I can only guess that you pull away the circular cap on the side to achieve this?

I would be grateful for the advice in this particular area of interest please.


text:
Question

# Sir what must we to do if the ask write down the beta decay process of an nuclei..... We must write beta positive or negative decay

Solution

## Any one... but positive decay is... In positron emission, also called positive beta decay (β +-decay), a proton in the parent nucleus decays into a neutron that remains in the daughter nucleus, and the nucleus emits a neutrino and a positron, which is a positive particle like an ordinary electron in mass but of opposite charge.

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