Combination Worksheet

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PROBLEM No 6:
Using the answer from problem 4
PARTY
VOTERS
A
9
B
7
C
5
D
3
E
1
V(13;9,7,5,3,1) here A-9, B-7, C-5, D-3, E-1
Then BCD(A), BCD(B), BCD(C), BCD(D), BCD(E)
The winning combination of B, C, D will be
BC – {7,5}
BD – {7, 3}
BE – {7, 1}
BCD – {7,5, 3}
BCE – {7, 5, 1}
BDE – {7, 3, 1}
2
2

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mathematics

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combination formula

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Mathematics Questionnaire

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inflection point

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Domain and Derivative Function Questionnaire

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4. [-/3 Points]
DETAILS
SCALCET9 2.XP.8.016.
Find the derivative of the function using the definition of derivative.
3
g(t) =
g(0)
ve
g'(t) =
State the domain of the function. (Enter your answer using interval notation.)
State the domain of its derivative. (Enter your answer using interval notation.)
Need Help?
Read It
5
Dointel
STAI
CACETO 3 Y 2017
Need Help?
Read it
5. [-73 Points)
DETAILS
SCALCET9 2.XP.8.017.
Find the derivative of the function using the definition of derivative.
g(x) = 72-*
g'(x) =
State the domain of the function. (Enter your answer using interval notation.)
State the domain of its derivative. (Enter your answer using interval notation.)
Need Help?
Read it
Watch It
6. [-/3 Points]
DETAILS
SCALCET9 2.XP.8.014.
Find the derivative of the function using the definition of derivative.
6. [-/3 Points]
DETAILS
SCALCET9 2.XP.8.014.
Find the derivative of the function using the definition of derivative.
1 – 4t
G(t)
6 +t
G'(t) =
State the domain of the function. (Enter your answer using interval notation.)
State the domain of its derivative. (Enter your answer using interval notation.)
Need Help?
Read It
Watch It
7. [-12 Points]
DETAILS
SCALCET9 2.8.053.
Use the definition of derivative to find f'(x) and f”(x).
f(x) = 5x² + 8x + 1
Fl(x)
7. [-12 Points]
DETAILS
SCALCET9 2.8.053.
Use the definition of derivative to find f'(x) and F”(x).
F(x) = 5×2 + 3x + 1
=
Need Help?
Read It
Watch It
8. [-17 Points]
DETAILS
SCALCET9 2.8.059.
Show that the function f(x) = 5x – 2] is not differentiable at 2.
We have
if x 2 2
f(x) = (x – 2) =
if x < 2. 8. [-17 Points] DETAILS SCALCET9 2.8.059. Show that the function f(x) = (x - 2] is not differentiable at 2. We have if x > 2
f(x) = (x – 2) =
if x < 2. The right-hand limit is lim f(x) – f(2) X-2 *-27 and the left-hand limit is f(x) - F(2) X-2 lim X-2 = Since these limits are not equal, f'(2) = lim f(x) – f(2) does not exist and f is not differentiable at 2. X2 x = 2 Find a formula for f' and sketch its graph. if x = 2 f'(x) = if x < 2 Graph Layers 7 6 After you add an object to the graph you Craph layers to view and edit its X2 EXISE and X-2 is not differentiable at 2. Find a formula for f' and sketch its graph. if x > 2
if x < 2 7 Graph Layers 6 5 5 After you add an object to the graph you can use Graph Layers to view and edit its properties. 4 نیا 3 Fill 2 1 -7 -6 -4 -3 -2 -1 -5 2. 3 4 B 6 7 No Solution -2 -3 -4 -5 -6 -7 Help WebAssign, Graphing Tool Nend Help? Read It Watch It 1. [-/1 Points] DETAILS SCALCET9 3.XP.1.011. Differentiate the function. F(x) = 270 f'(x) = Need Help? Read It Watch It 2. [-11 Points] DETAILS SCALCET9 3.XP. 1.012. Differentiate the function. f(x) = 82 e f'(x) = Need Help? Read It 3. [-/1 Points] DETAILS SCALCET9 3.1.003. Differentiate the function, g(x) = 3x + 4 g'(x) = 4. [-/1 Points] DETAILS SCALCET9 3.1.006.MI. Differentiate the function. g(x) = x2 - - 2x + 13 g'(x) = Need Help? Read It Master It 5. [-/1 Points] DETAILS SCALCET9 3.1.019.MI. Differentiate the function. f(x) = x2(x + 6) = (+ f'(x) = Need Help? Read It Watch it Master it 6. [-/1 Points] DETAILS SCALCET9 3.XP.1.015. Differentiate the function. g(t) = 4t-3/8 g'(t) = 7. [-/1 Points] DETAILS SCALCET9 3.XP.1.013. Differentiate the function. B(y) = cy - 2 B'(Y) = Need Help? Read It 8. [-/1 Points] DETAILS SCALCET9 3.XP.1.014. Differentiate the function. FD=3 F(T) = E'O) = Need Help? Read It Watch It 9. [-/1 Points] DETAILS SCALCET9 3.1.020. Differentiate the function, F(t) = (7t - 4)2 F'(t) = Need Help? Read It Watch it WTEX study 2022 https://www.webassign.net/web/Student/Assignment-Responses/last?dep=28710032 10. [-/1 Points] DETAILS SCALCET9 3.XP. 1.030. Differentiate the function. h(t) = Vt - set h'(t) = Need Help? Read It DETAILS 11. [-/1 Points] SCALCET9 3.1.021.MI. ho Differentiate the function. 5 y = 4e* + Need Help? Read It Watch It Master It 12. [-/10 Points] DETAILS SCALCET9 3.1.033.MI.SA. This question has several parts that must be completed sequentially. If you skip a part of the question, you will not receive any points for the s- 雞 study X 6 SOLU X X S 20220 X 6 20220 X S20220 x 3.1 DE X M My Bix Modux 18 2022 x www X 2 x M Home X KE X PEX https://www.webassign.net/web/Student/Assignment-Responses/tutorial?dep=28710032&tags-autosave#question4763404_11 12. [-/10 Points) DETAILS SCALCET9 3.1.033.MI.SA. MY NOTES ASK YOUR TEACHER PRACTICE A This question has several parts that must be completed sequentially. If you skip a part of the question, you will not receive any points for the skipped part, and you will not be able to come back to the skipped part. Tutorial Exercise Differentiate the function. 7w2 - 5w + 3 y = Vw Step 1 7w? The function y = - 5W + 3 ſw is a quotient. It is important to remember that the derivative of a quotient F(W) is not the quotient of the derivatives P'(W) Instead, we find the derivative by first simplifying the quotient. We can re-write it as follows: g(w) g'(w 7w² Tw2 SW + 3 Sw 3 y = + VW w Remembering that w = w1/2 and that = WN-m, we will get the following: wm 7w2 VW 7w Sw = Sw 3w SubmSkip you cannot come back) Need Help? Rand Opera It's here! Instagram in the Opera browser 13. [-/1 Points] DETAILS SCALCET9 3.1.038. MY N Msi https://www.webassign.net/web/Student/Assignment-Responses/tutorial?dep=28710032&tags=autosave#question4763404_11 13. (-/1 Points) DETAILS SCALCET9 3.1.038. Find an equation of the tangent line to the curve at the given point. y = 60° + x, (0.6) y = Need Help? Read It DETAILS 14. (-/2 Points] SCALCET9 3.1.050. Find the first and second derivative of the function. G(r) = V8+ Vi G'() = GO) Need Help? Read it Watch It 15. [-14 Points] DETAILS SCALCET9 3.1.053. The equation of motion of a particle is s = 12 - 12t, where s is measured in meters and t is in seconds. (Assume t2 0.) Find the velocity and acceleration as functions of t. Use the graph to determine the x-values at which fis discontinuous. For each x-value, determine whether is continuous from the right, from the left, or neither. у f X 2 4 6 Step 1 To find the numbers for which fis discontinuous, we look for x-values for which the function is not defined or the left and right limits do not match. Starting from the left and moving right, the first x-value for which f(x) is discontinuous is x = At this point, f(x) is not defined. Therefore, at this point fis which of the following? continuous from the right continuous from the left neither Step 2 Moving right, the next x-value for which f(x) is discontinuous is x = 15. [-14 Points] DETAILS SCALCET9 3.1.053. The equation of motion of a particle is 5 = - 120, where s is measured in meters and t is in seconds. (Assume t 20.) (a) Find the velocity and acceleration as functions of t. (c) = a(t) = (b) Find the acceleration, in m/s?, after 5 seconds. m/s2 (c) Find the acceleration, in m/s2, when the velocity is 0. m/s2 Need Help? Road It Watch It 16. [-12 Points] DETAILS SCALCET9 3.1.059. Find the points on the curve y = x3 + 3x2 - 9x + 4 where the tangent is horizontal. smaller x-value (x,y) = larger x-value (x,y) = Need Help? Road 1 Watch it 17. [-/1 Points) DETAILS SCALCET9 3.1.065. Find an equation of the normal line to the curve of y = that is parallel to the line 6x + y = 1, y = Need Help? Road Watch Submit Assignment 9. [-13 Points] DETAILS SCALCET9 2.7.049. MY NOTES The cost (in dollars) of producing x units of a certain commodity is C(x) = 4,000 + 10x + 0.1x? (a) Find the average rate of change (in $ per unit) of C with respect to x when the production level is changed from x = 100 to the given value. (Round your answers to the nearest cent.) (0) x = 104 $ per unit (ii) x = 101 $ per unit (b) Find the instantaneous rate change (in $ per unit) of C with respect to x when x = 100. (This is called the marginal cost. Its significance will be explained in a future chapter.) $ per unit Need Help? Read it Watch It 10. [-/6 Points] DETAILS SCALCET9 2.7.014. MY NOTES The displacement (in feet) of a particle moving in a straight line is given by s = 12 - 7t + 18, where t is measured in seconds. (a) Find the average velocity (in ft/s) over each time interval. (1) [4, 8] ft/s (ii) [6, 8] Opera Ift/s It's here! Instagram the Opera (iii) [8, 10) Iftis (iv) [8, 12] si Your last submission is used for your score. 1. [-/2 Points] DETAILS SCALCET9 3.XP.5.003. Consider the following equation. 4x2 - y2 = 6 = 6 (a) Find y' by implicit differentiation. y' = (b) Solve the equation explicitly for y and differentiate to get y' in terms of x. y' = + Need Help? Read It Watch It 2. [-/1 Points] DETAILS SCALCET9 3.5.005.MI. dy Find by implicit differentiation. dx x2 - 18xy + y2 = 18 dy dx Need Help? Read It Watch It Master It 3. [-/1 Points] DETAILS SCALCET9 3.5.009. Find by implicit differentiation. dx x2 - y2 + 8 = x + y dx Need Help? Read It Watch It 4. [-11 Points] DETAILS SCALCET9 3.5.010. dy Find by implicit differentiation. dx xey = x - y dy dx Need Help? Read It 5. [-11 Points] DETAILS SCALCET9 3.5.015.MI. dx Need Help? Read it 5. [-/1 Points] DETAILS SCALCET9 3.5.015.MI. dy Find dx by implicit differentiation. y cos(x) = 3x2 + 5y2 = dx Need Help? Read It Watch it Master It 6. [-/1 Points] DETAILS SCALCET9 3.5.016. dy Find by implicit differentiation. dx cos(xy) = sin(x + y) + dx Need Help? Road it 新建标签页 х studypool - X S SOLUTION: mt15151.... - Mat X - G O https://www.webassign.net/web/Student/Assignment-Responses/last?dep=28710032 For this assignment, you submit answers by question parts. The numbe Assignment Scoring Your last submission is used for your score. 1. [0/1 Points] DETAILS PREVIOUS ANSWERS SC. Differentiate the function. f(x) = 270 f'(x) = 70-2(69) f(x X Need Help? Read It Watch It 2. [1/1 Points] DETAILS PREVIOUS ANSWERS SC Differentiate the function. fly) - 2. 新建标签 X 4. Study pool - 搜索 XS SOLUTION: mt15151.... - Mat X M My Bill ai c https://www.webassign.net/web/Student/Assignment-Responses/last?dep=28710032 0 Need Help? Read It 11. [0/1 Points] DETAILS PREVIOUS ANSWERS SCALCET Differentiate the function. 5 y = 4e* + 31 37x y' = -(3) 5. = 40t + X 3 X Need Help? Read It Watch It Master It 2. [3/10 Points] DETAILS PREVIOUS ANSWERS SCALCET This question has several parts that must be completed sequentially. If you be able to come back to the skipped part. raypal * KONTAK https://www.webassign.net/web/Student Assignment astep30710010 VW w 1 -1/2 VW 3w Step 2 Therefore, we have 7² - 5W + 3 = 7w3/2 – Sw1/2 + 3w-1/2 Vw Now, since the function is a sum of power functions, we can use the Power Rule to find its derivative. Recall that according to the Power Rule, the derivative of w", where n is any real number is nw To use the Power Rule, we'll have to calculate the following 3 2 1 = 1 1 = 12 / 2 1 = Applying the power rule, we have the following. w212 (1 w 112 + (1 ])w-3/2 Submit Skip (you cannot come back) ed Help? Read it 1532 msi 新建标签 X studypoole X S SOLUTION: mt15151.... - Mat X M My Bill and Aid - myMiami X MTH 15 @ https://www.webassign.net/web/Student/Assignment Responses/last?dep=28710032 larger x-value (x, y) 1, -1 Need Help? Read It Watch It - [0/1 Points] DETAILS PREVIOUS ANSWERS SCALCET9 3.1.065. Find an equation of the normal line to the curve of y = ✓x that is parallel to the line 6x + y = 1. 1 -x+ y = 61 3 2 Need Help? Road' It Watch It Submit Assignment Save Assignment Home My Assignments Request Copyright © 1998 - 2022 Cengage Learning, Inc. All Rights Reserved | msi 11. [0/1 Points] DETAILS PREVIOUS ANSWER Differentiate the function. 5 y = 4e* + 3 49 ho VX y' = = wollte () 4e* – 5/3.x X X CHP WUR Road It Need Help? Watch It Master it Viewing Saved Work Revert to Last Response Submit Answer DETAILS PREVIOUS ANSWE 12. [3/10 Points] question4703404_11 Vw Step 1 フルス The function y = - 5w + 3 Vw is a quotient. It is important to remember that the derivative of a quotient Rw) is not the quotient of the derivatives (w), Instead, we find the derivative by first simplifying the quatient. We can re-orite it as follows (W) g'(W) 7w2 3 Y 7w2 - 5w + 3 w 5w Vw + ū w Remembering that w = w1/2 and that =wn-m, we will get the following. wm 7w² w 3/2 3/2 7w 5w VW 1/2 Sw wa -1/2 3w -1/2 Step 2 Therefore, we have 7w² - swt 3 VW 73/2 - 5w1/2 + 3w-1/2 Rehtoate the following: Now, since the function is a sum of power functions, we can use the Power Rule to find its derivative. Recall that according to the Power Rule, the derivative of w", where is any real number is 1/2 1 1/2 3-1 -1/2 -3/2 1-312 -3/2) -3,2 Applying the power rule, we have the following. 21/2 2112 wir 5/2 5/ 2-1/2 + (-3/2 v Step 3 Now we can conclude the following. Submit Skip (you cannot come back) Read It Need Help? https://www.webassign.net/web/Student/Assignment-Responses/last?dep=28710034 1. [-12 Points) DETAILS SCALCET9 3.XP.5.003. Consider the following equation. 4x² – ² = 6 (a) Find y' by implicit differentiation. y (b) Solve the equation explicitly for y and differentiate to get y' in terms of x. y'= Need Help? Road it Watch 2. [-/1 Points] DETAILS SCALCET9 3.5.005.MI. Find dy by implicit differentiation. dx X2 – 18xy + y2 = 18 dy Need Help? Read it Watch Masterit 3. [-11 Points] DETAILS SCALCET9 3.5.009. Find by implicit differentiation, dx 2 = 7+ xty dy dx Need Help? Read it Watch 4. [-/1 Points] DETAILS SCALCET9 3.5.010. dy Find by implicit differentiation. last dep=28710034 Find dy dx by implicit differentiation. xey = x - y dy dx Need Help? Read It 5. 1-/1 Points) DETAILS SCALCET9 3.5.015.MI. Find dx en by implicit differentiation y cos(x) = 3x2 + 5y2 Need Help? Read it Watch Master it 6. [-/1 Points) DETAILS SCALCET9 3.5.016. dy Find by implicit differentiation. 뽑 cos(xy) = sin(x + y) dy dx Need Help? Read It 7. [-/1 Points) DETAILS SCALCET9 3.5.021. dy Find dx o by implicit differentiation, eX/Y = 8x - y dy dx Need Help? Radu Watch 8. [-/1 Points] DETAILS SCALCET9 3.XP.5.019. Find dy by implicit differentiation. dx tan +(2x2y) = x + 3xy2 = X dy dx Need Help? Road it Watch 9. [-/1 Points] DETAILS SCALCET9 3.XP.5.020. Find dy by implicit differentiation. dx * sin(y) + y sin(x) = 1 dy dx Need Help? Read It 10. 1-/1 Points] DETAILS SCALCET9 3.XP.5.021. PLEASE TO WWW.DE Use implicit differentiation to find an equation of the tangent line to the curve at the given point. y sin(12x) = x cos(2y), (1/2, 1/4) y = Need Help? Read it Watch It 11. [-/1 Points] DETAILS SCALCET9 3.5.033.MI. Use implicit differentiation to find an equation of the tangent line to the curve at the given point. *2 + y2 = (2x2 + 2y2- x)2 ( (cardioid) Need Help? Read it Watch It 11. [-/1 Points] DETAILS SCALCET9 3.5.033.MI. Use implicit differentiation to find an equation of the tangent line to the curve at the given point. *2 + y2 = (2x2 + 2y3 – x)2 (0,5) (cardioid) y 0.5 х -0.5 0.5 1 0.5 CAL BASULA CAP EL PEOR Watch Master it Read li Need Help? sa Submit Assignment Home My Assignments rnnyright © 1998 - 2022 Cengage Learning, Inc. A Purchase answer to see full attachment Tags: management derivative Domain of the function User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

MATH 114 HU The Causes of Death in 1980 and The Age Category Discussion

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MATH 114
DISCUSSION: CAUSES OF DEATH IN 1980 AND 2016
OVERVIEW
According to the 1980 Census, the United States population was approximately 226,540,000 in
1980. It grew to approximately 323,120,000 at the beginning of 2016. Using Census data for
1980 and estimates derived from mortality data for 2016, we arrive at the population estimates
given in the table below:
Year
Total Population
Ages 15–24
Ages 25–44
Ages 45–64
1980
226,540,000
42,475,000
62,707,000
44,497,000
2016
323,120,000
43,500,000
85,150,000
84,300,000
The National Center for Health Statistics published a document entitled “Health, United States,
2015: With Special Feature on Racial and Ethnic Health Disparities” that includes a table listing
the leading causes of death in 1980 by age bracket. The CDC further produced a National Vital
Statistics Reports that provided similar information for the year 2016.
INSTRUCTIONS
Under Module 5 Discussion Instructions in Canvas you will find a spreadsheet showing the
leading causes of death in both 1980 and 2016 for these 3 age categories. Each of the first 3
questions has both a computational part and a discussion part. To get full credit for each of the
discussion parts, please cite a reference to support your claims. This should not be an
excessively difficult task: you can easily find information online for most of the illnesses or other
causes listed in the report. All you need to do is provide the website you used (though other
resources are also permitted if you prefer to use one of those).
1. Assuming that the population numbers in the above table are relatively accurate, use the
Discussion Data spreadsheet to compute the deaths per 1000 people for each age group in
both 1980 and 2016.
Deaths per 1000 people is computed using the formula
Deaths per 1000 = (# of deaths) / (total population of age category) × 1000.
Do not round your answer to the nearest whole number, provide at least 3 decimal places
(but no more than 5).
Give these 6 values (e.g. deaths per 1000 people for ages 15–24 in 1980) and then cite a
reference to discuss what might account for the changes between the deaths per 1000 in 1
of these 3 age categories between 1980 and 2016. Your discussion should be at least 50
words.
2. Besides the changes in the overall death rate in the past 3 decades, the leading causes of
death vary somewhat between 1980 and 2016. Choose 1 of the 3 age ranges and select 1
cause of death from the Discussion Data spreadsheet that strikes you as noteworthy and
that appears in both the 1980 and 2016 lists. For the cause of death that you selected,
compute the number of deaths per 1000 in both 1980 and 2016 for your chosen age
MATH 114
group. Do not round your answer to the nearest whole number, provide at least 3
decimal places. Cite a reference to discuss the possible reasons for any changes in the
rates over this period. Your discussion should be at least 50 words.
3. Not only do the leading causes of death vary across time, they vary significantly for
different age ranges. Looking only at the 2016 data, choose a cause of death that appears
in both the 25–44 and 45–64 age categories and compute the number of deaths per 1000
people for both age categories. Do not round your answer to the nearest whole number,
provide at least 2 decimal places. Cite a reference to discuss a possible reason for any
differences in these values as people advance in age. Your discussion should be at least
50 words.
4. Contemplating causes of death might strike some people as unpleasant or even morbid.
However, the Bible encourages us to give some thought to the fact of our own mortality.
Ecclesiastes 7:2–4 says: “It is better to go to the house of mourning than to go to the
house of feasting, for this is the end of all mankind, and the living will lay it to heart.
Sorrow is better than laughter, for by sadness of face the heart is made glad. The heart of
the wise is in the house of mourning, but the heart of fools is in the house of mirth.” It is
interesting to consider why the author of Ecclesiastes encourages the wise to go to the
house of mourning and the living to lay the end of all mankind to heart. What value might
there be in thinking about the, admittedly uncomfortable, subject of the end of all
mankind? What comes to your mind when you consider this topic? Please respond with
at least 100 words.
Reply:
After reading a classmate’s thread and reviewing the answers given post replies of at least 50
words to at least two of your classmates’ threads.

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Rowan University Bar Graphs Pictographs and Circle Graphs Questions

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Assignment 3a: Bar Graphs, Pictographs, and Circle Graphs
Submission Instructions: Write or type your answers to the problems given below. If you write
them by hand on paper rather than electronically, scan that page(s). If there are multiple pages
to your completed assignment, you must submit them as one multi-page document (pdf, docx,
jpg, or png). If you upload more than one document, only the first document will be graded.
Directions: Follow each of the steps below so that you will end up with one complete
pictograph.
Consider the following situation: “Last week, a kindergarten teacher kept track of the number of
stars she drew on students’ papers to indicate a correct answer. The results are given in the
frequency table shown below.”
Day of the Week
Monday
Tuesday
Wednesday
Thursday
Friday
Number of Stars
40
68
56
76
80
1. In the space below (or on a separate sheet of paper), set up a pictograph by writing the five
days of the week in five rows and draw horizontal lines to separate them.
2. On your pictograph, draw stars, as needed, to represent the number of stars that the
teacher drew each day of the week. Let each star you draw on the pictograph represent 8
stars drawn by the teacher. Draw half of a star whenever needed. Remember: The reader of
your pictograph should be able to easily see which rows have more stars than other rows.
Therefore, when you draw the stars, make sure you carefully line them up vertically.
3. Add a title to your pictograph.
4. Add a key indicating the value of each star on your pictograph.
5. How many stars did the teacher draw that week? Explain how someone could use only your
finished pictograph (not the frequency table shown above) to answer that question.
Assignment 3b: Dot Plots and Stem Plots
Submission Instructions: Write or type your answers to the problems given below. If you write
them by hand on paper rather than electronically, scan that page(s). If there are multiple pages
to your completed assignment, you must submit them as one multi-page document (pdf, docx,
jpg, or png). If you upload more than one document, only the first document will be graded.
Directions: Follow each of the steps below so that you will end up with one complete two-sided
stem-and-leaf plot.
Consider the following situation: “The members of the Cross Country Team and the Soccer
Team were holding a friendly competition regarding who could sell the most fruit baskets to
raise funds for their teams. Within each sport, the students worked in groups to sell the fruit
baskets. The number of baskets sold by each group of students is listed below.”
Cross Country Team: 39, 50, 67, 39, 78, 59, 27, 53, 65, 38
Soccer Team: 34, 54, 63, 30, 25, 52, 36, 28, 44, 47, 52, 37
1. In the space below (or on a separate sheet of paper), set up a two-sided stem-and-leaf
plot by writing the stems (from the data above) in the middle column.
2. To represent the data above, fill in the leaves on the left side of the plot (for the Cross
Country Team) and put an appropriate heading at the top of the left side of the plot.
Remember that it is important to line up the numbers vertically so that the longer rows
appear longer.
3. To represent the data above, fill in the leaves on the right side of the plot (for the Soccer
Team) and put an appropriate heading at the top of the right side of the plot. Remember
that it is important to line up the numbers vertically so that the longer rows appear
longer.
4. Add a key indicating the value of each stem and leaf. (Note: A key is needed only for the
right side of the plot because the left side will always follow that same key.)
5. Add a title to your stem-and-leaf plot.

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Applied Math Material Velocityy Questions

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P395, the question 8.9. Please make sure that show all the steps. Hand writing. The material you may use is chapter 8 in the book.

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Texts in Applied Mathematics
56
Editors
J.E. Marsden
L. Sirovich
S.S. Antman
Advisors
G. Iooss
P. Holmes
D. Barkley
M. Dellnitz
P. Newton
Texts in Applied Mathematics
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Sirovich: Introduction to Applied Mathematics.
Wiggins: Introduction to Applied Nonlinear Dynamical Systems and Chaos.
Hale/Koçak: Dynamics and Bifurcations.
Chorin/Marsden: A Mathematical Introduction to Fluid Mechanics, 3rd ed.
Hubbard/West: Differential Equations: A Dynamical Systems Approach: Ordinary
Differential Equations.
Sontag: Mathematical Control Theory: Deterministic Finite Dimensional Systems,
2nd ed.
Perko: Differential Equations and Dynamical Systems, 3rd ed.
Seaborn: Hypergeometric Functions and Their Applications.
Pipkin: A Course on Integral Equations.
Hoppensteadt/Peskin: Modeling and Simulation in Medicine and the Life Sciences, 2nd ed.
Braun: Differential Equations and Their Applications, 4th ed.
Stoer/Bulirsch: Introduction to Numerical Analysis, 3rd ed.
Renardy/Rogers: An Introduction to Partial Differential Equations.
Banks: Growth and Diffusion Phenomena: Mathematical Frameworks and Applications.
Brenner/Scott: The Mathematical Theory of Finite Element Methods, 2nd ed.
Van de Velde: Concurrent Scientific Computing.
Marsden/Ratiu: Introduction to Mechanics and Symmetry, 2nd ed.
Hubbard/West: Differential Equations: A Dynamical Systems Approach:
Higher-Dimensional Systems.
Kaplan/Glass: Understanding Nonlinear Dynamics.
Holmes: Introduction to Perturbation Methods.
Curtain/Zwart: An Introduction to Infinite-Dimensional Linear Systems Theory.
Thomas: Numerical Partial Differential Equations: Finitc Difference Methods.
Taylor: Partial Differential Equations: Basic Theory.
Merkin: Introduction to the Theory of Stability of Motion.
Naber: Topology, Geometry, and Gauge Fields: Foundations.
Polderman/Willems: Introduction to Mathematical Systems Theory: A Behavioral Approach.
Reddy: Introductory Functional Analysis with Applications to Boundary-Value
Problems and Finite Elements.
Gustafson/Wilcox: Analytical and Computational Methods of Advanced Engineering
Mathematics.
Tveito/Winther: Introduction to Partial Differential Equations: A Computational Approach.
Gasquet/Witomski: Fourier Analysis and Applications: Filtering, Numerical
Computation, Wavelets.
(continued after index)
Mark H. Holmes
Introduction to the
Foundations of Applied
Mathematics
123
Mark H. Holmes
Department of Mathematical Sciences
Rensselaer Polytechnic Institute
110 8th Street
Troy NY 12180-3590
USA
holmes@rpi.edu
Series Editors
J.E. Marsden
Control and Dynamical Systems, 107–81
California Institute of Technology
Pasadena, CA 91125
USA
marsden@cds.caltech.edu
L. Sirovich
Division of Applied Mathematics
Brown University
Providence, RI 02912
USA
lawrence.sirovich@mssm.edu
S.S. Antman
Department of Mathematics
and
Institute for Physical Science
and Technology
University of Maryland
College Park, MD 20742-4015
USA
ssa@math.umd.edu
ISSN 0939-2475
ISBN 978-0-387-87749-5
e-ISBN 978-0-387-87765-5
DOI 10.1007/978-0-387-87765-5
Springer Dordrecht Heidelberg London New York
Library of Congress Control Number: 2009929235
Mathematics Subject Classification (2000): 74-01; 76R50; 76A02; 76M55; 35Q30; 35Q80; 92C45;
74A05; 74A10
c Springer Science+Business Media, LLC 2009

All rights reserved. This work may not be translated or copied in whole or in part without the written
permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York,
NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in
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software, or by similar or dissimilar methodology now known or hereafter developed is forbidden.
The use in this publication of trade names, trademarks, service marks, and similar terms, even if
they are not identified as such, is not to be taken as an expression of opinion as to whether or not
they are subject to proprietary rights.
Printed on acid-free paper
Springer is part of Springer Science+Business Media (www.springer.com)
To Colette, Matthew and Marianna
Preface
FOAM. This acronym has been used for over fifty years at Rensselaer to
designate an upper-division course entitled, Foundations of Applied Mathematics. This course was started by George Handelman in 1956, when he
came to Rensselaer from the Carnegie Institute of Technology. His objective
was to closely integrate mathematical and physical reasoning, and in the process enable students to obtain a qualitative understanding of the world we
live in. FOAM was soon taken over by a young faculty member, Lee Segel.
About this time a similar course, Introduction to Applied Mathematics, was
introduced by Chia-Ch’iao Lin at the Massachusetts Institute of Technology.
Together Lin and Segel, with help from Handelman, produced one of the
landmark textbooks in applied mathematics, Mathematics Applied to Deterministic Problems in the Natural Sciences. This was originally published
in 1974, and republished in 1988 by the Society for Industrial and Applied
Mathematics, in their Classics Series.
This textbook comes from the author teaching FOAM over the last few
years. In this sense, it is an updated version of the Lin and Segel textbook.
The objective is definitely the same, which is the construction, analysis, and
interpretation of mathematical models to help us understand the world we
live in. However, there are some significant differences. Lin and Segel, like
many recent modeling books, is based on a case study format. This means
that the mathematical ideas are introduced in the context of a particular
application. There are certainly good reasons why this is done, and one is the
immediate relevance of the mathematics. There are also disadvantages, and
one pointed out by Lin and Segel is the fragmentary nature of the development. However, there is another, more important reason for not following a
case studies approach. Science evolves, and this means that the problems of
current interest continually change. What does not change as quickly is the
approach used to derive the relevant mathematical models, and the methods
used to analyze the models. Consequently, this book is written in such a way
as to establish the mathematical ideas underlying model development independently of a specific application. This does not mean applications are not
vii
viii
Preface
considered, they are, and connections with experiment are a staple of this
book.
The first two chapters establish some of the basic mathematical tools that
are needed. The model development starts in Chapter 3, with the study of
kinetics. The goal of this chapter is to understand how to model interacting
populations. This does not account for the spatial motion of the populations,
and this is the objective of Chapters 4 and 5. What remains is to account
for the forces in the system, and this is done in Chapter 6. The last three
chapters concern the application to specific problems and the generalization
of the material to more geometrically realistic systems. The book, as well as
the individual chapters, is written in such a way that the material becomes
more sophisticated as you progress. This provides some flexibility in how the
book is used, allowing consideration for the breadth and depth of the material
covered.
The principal objective of this book is the derivation and analysis of mathematical models. Consequently, after deriving a model, it is necessary to have
a way to solve the resulting mathematical problem. A few of the methods developed here are standard topics in upper-division applied math courses, and
in this sense there is some overlap with the material covered in those courses.
Examples are the Fourier and Laplace transforms, and the method of characteristics. On the other hand, other methods that are used here are not
standard, and this includes perturbation approximations and similarity solutions. There are also unique methods, not found in traditional textbooks, that
rely on both the mathematical and physical characteristics of the problem.
The prerequisite for this text is a lower-division course in differential equations. The implication is that you have also taken two or three semesters of
calculus, which includes some component of matrix algebra. The one topic
from calculus that is absolutely essential is Taylor’s theorem, and for this reason a short summary is included in the appendix. Some of the more sophisticated results from calculus, related to multidimensional integral theorems,
are not needed until Chapter 8.
To learn mathematics you must work out problems, and for this reason the
exercises in the text are important. They vary in their difficulty, and cover
most of the topics in the chapter. Some of the answers are available, and can
be found at www.holmes.rpi.edu. This web page also contains a typos list.
I would like to express my gratitude to the many students who have taken
my FOAM course at Rensselaer. They helped me immeasurably in understanding the subject, and provided much-needed encouragement to write this
book. It is also a pleasure to acknowledge the suggestions of John Ringland,
and his students, who read an early version of the manuscript.
Troy, New York
March, 2009
Mark H. Holmes
Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
1
Dimensional Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.2 Examples of Dimensional Reduction . . . . . . . . . . . . . . . . . . . . . .
1.2.1 Maximum Height of a Projectile . . . . . . . . . . . . . . . . . . . .
1.2.2 Drag on a Sphere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.2.3 Toppling Dominoes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.2.4 Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.3 Theoretical Foundation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.3.1 Pattern Formation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.4 Similarity Variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.5 Nondimensionalization and Scaling . . . . . . . . . . . . . . . . . . . . . . .
1.5.1 Projectile Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.5.2 Weakly Nonlinear Diffusion . . . . . . . . . . . . . . . . . . . . . . . .
1.5.3 Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
1
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2
Perturbation Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.1 Regular Expansions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.2 How to Find a Regular Expansion . . . . . . . . . . . . . . . . . . . . . . . .
2.2.1 Given a Specific Function . . . . . . . . . . . . . . . . . . . . . . . . .
2.2.2 Given an Algebraic or Transcendental Equation . . . . . .
2.2.3 Given an Initial Value Problem . . . . . . . . . . . . . . . . . . . .
2.3 Introduction to Singular Perturbations . . . . . . . . . . . . . . . . . . . .
2.4 Introduction to Boundary Layers . . . . . . . . . . . . . . . . . . . . . . . . .
2.4.1 Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.5 Multiple Boundary Layers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.6 Multiple Scales and Two-Timing . . . . . . . . . . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Contents
3
Kinetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.1.1 Radioactive Decay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.1.2 Predator-Prey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.1.3 Epidemic Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.2 Kinetic Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.2.1 The Law of Mass Action . . . . . . . . . . . . . . . . . . . . . . . . . .
3.2.2 Conservation Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.2.3 Steady-States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.2.4 Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.2.5 End Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.3 General Mathematical Formulation . . . . . . . . . . . . . . . . . . . . . . .
3.4 Michaelis-Menten Kinetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.4.1 Numerical Solution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.4.2 Quasi-Steady-State Approximation . . . . . . . . . . . . . . . . .
3.4.3 Perturbation Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.5 Assorted Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.5.1 Elementary and Nonelementary Reactions . . . . . . . . . . .
3.5.2 Reverse Mass Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.6 Steady-States and Stability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.6.1 Reaction Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.6.2 Geometric Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.6.3 Perturbation Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.7 Oscillators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.7.1 Stability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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4
Diffusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.2 Random Walks and Brownian Motion . . . . . . . . . . . . . . . . . . . . .
4.2.1 Calculating w(m, N ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.2.2 Large N Approximation . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.3 Continuous Limit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.3.1 What Does D Signify? . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.4 Solving the Diffusion Equation . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.4.1 Point Source . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.4.2 Fourier Transform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.5 Continuum Formulation of Diffusion . . . . . . . . . . . . . . . . . . . . . .
4.5.1 Balance Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.5.2 Fick’s Law of Diffusion . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.5.3 Reaction-Diffusion Equations . . . . . . . . . . . . . . . . . . . . . .
4.6 Random Walks and Diffusion in Higher Dimensions . . . . . . . . .
4.6.1 Diffusion Equation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.7 Langevin Equation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.7.1 Properties of the Forcing . . . . . . . . . . . . . . . . . . . . . . . . . .
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4.7.2 Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
5
Traffic Flow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.2 Continuum Variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.2.1 Density . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.2.2 Flux . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.3 Balance Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.3.1 Velocity Formulation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.4 Constitutive Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.4.1 Constant Velocity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.4.2 Linear Velocity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.4.3 General Velocity Formulation . . . . . . . . . . . . . . . . . . . . . .
5.4.4 Flux and Velocity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.4.5 Reality Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.5 Constant Velocity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.5.1 Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.6 Nonconstant Velocity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.6.1 Small Disturbance Approximation . . . . . . . . . . . . . . . . . .
5.6.2 Method of Characteristics . . . . . . . . . . . . . . . . . . . . . . . . .
5.6.3 Rankine-Hugoniot Condition . . . . . . . . . . . . . . . . . . . . . . .
5.6.4 Expansion Fan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.6.5 Shock Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.6.6 Return of Phantom Traffic Jams . . . . . . . . . . . . . . . . . . .
5.6.7 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.7 Cellular Automata Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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6
Continuum Mechanics: One Spatial Dimension . . . . . . . . . . .
6.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.2 Coordinate Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.2.1 Material Coordinates . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.2.2 Spatial Coordinates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.2.3 Material Derivative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.2.4 End Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.3 Mathematical Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.4 Continuity Equation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.4.1 Material Coordinates . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.5 Momentum Equation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.5.1 Material Coordinates . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.6 Summary of the Equations of Motion . . . . . . . . . . . . . . . . . . . . .
6.7 Steady-State Solution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.8 Constitutive Law for an Elastic Material . . . . . . . . . . . . . . . . . .
6.8.1 Derivation of Strain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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6.8.2 Material Linearity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.8.3 End Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.9 Morphological Basis for Deformation . . . . . . . . . . . . . . . . . . . . . .
6.9.1 Metals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.9.2 Elastomers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.10 Restrictions on Constitutive Laws . . . . . . . . . . . . . . . . . . . . . . . .
6.10.1 Frame-Indifference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.10.2 Entropy Inequality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.10.3 Hyperelasticity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
286
289
290
290
293
294
295
298
302
304
7
Elastic and Viscoelastic Materials . . . . . . . . . . . . . . . . . . . . . . . . .
7.1 Linear Elasticity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7.1.1 Method of Characteristics . . . . . . . . . . . . . . . . . . . . . . . . .
7.1.2 Laplace Transform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7.1.3 Geometric Linearity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7.2 Viscoelasticity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7.2.1 Mass, Spring, Dashpot Systems . . . . . . . . . . . . . . . . . . . .
7.2.2 Equations of Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7.2.3 Integral Formulation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7.2.4 Generalized Relaxation Functions . . . . . . . . . . . . . . . . . .
7.2.5 Solving Viscoelastic Problems . . . . . . . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
311
311
313
316
327
328
329
331
335
337
338
342
8
Continuum Mechanics: Three Spatial Dimensions . . . . . . . . .
8.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8.2 Material and Spatial Coordinates . . . . . . . . . . . . . . . . . . . . . . . . .
8.2.1 Deformation Gradient . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8.3 Material Derivative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8.4 Mathematical Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8.4.1 General Balance Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8.5 Continuity Equation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8.5.1 Incompressibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8.6 Linear Momentum Equation . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8.6.1 Stress Tensor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8.6.2 Differential Form of Equation . . . . . . . . . . . . . . . . . . . . . .
8.7 Angular Momentum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8.8 Summary of the Equations of Motion . . . . . . . . . . . . . . . . . . . . .
8.9 Constitutive Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8.9.1 Representation Theorem and Invariants . . . . . . . . . . . . .
8.10 Newtonian Fluid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8.10.1 Pressure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8.10.2 Viscous Stress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8.11 Equations of Motion for a Viscous Fluid . . . . . . . . . . . . . . . . . . .
8.11.1 Incompressibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
351
351
352
353
356
358
361
362
362
363
364
367
367
368
368
372
374
374
375
378
379
Contents
xiii
8.11.2 Boundary and Initial Conditions . . . . . . . . . . . . . . . . . . .
8.12 Material Equations of Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8.12.1 Frame-Indifference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8.12.2 Elastic Solid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8.12.3 Linear Elasticity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8.13 Energy Equation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8.13.1 Incompressible Viscous Fluid . . . . . . . . . . . . . . . . . . . . . .
8.13.2 Elasticity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
380
383
385
387
389
390
391
391
394
9
Fluids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9.1 Newtonian Fluids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9.2 Steady Flow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9.2.1 Plane Couette Flow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9.2.2 Poiseuille Flow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9.3 Vorticity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9.3.1 Vortex Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9.4 Irrotational Flow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9.4.1 Potential Flow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9.5 Ideal Fluid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9.5.1 Circulation and Vorticity . . . . . . . . . . . . . . . . . . . . . . . . . .
9.5.2 Potential Flow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9.5.3 End Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9.6 Boundary Layers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9.6.1 Impulsive Plate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9.6.2 Blasius Boundary Layer . . . . . . . . . . . . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
403
403
404
405
408
411
412
414
417
419
420
423
426
427
427
429
434
A
Taylor’s Theorem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A.1 Single Variable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A.2 Two Variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A.3 Multivariable Versions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
441
441
441
442
B
Fourier Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445
B.1 Fourier Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445
B.2 Fourier Transform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 447
C
Stochastic Differential Equations . . . . . . . . . . . . . . . . . . . . . . . . . 449
D
Identities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
D.1 Trace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
D.2 Determinant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
D.3 Vector Calculus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
451
451
451
452
xiv
E
Contents
Equations for a Newtonian Fluid . . . . . . . . . . . . . . . . . . . . . . . . . 453
E.1 Cartesian Coordinates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 453
E.2 Cylindrical Coordinates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 453
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 455
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 463
Chapter 1
Dimensional Analysis
1.1 Introduction
Before beginning the material on dimensional analysis, it is worth considering
a simple example that demonstrates what we are doing. One that qualifies
as simple is the situation of when a object is thrown upwards. The resulting
mathematical model for this is an equation for the height x(t) of the projectile
from the surface of the Earth at time t. This equation is determined using
Newton’s second law, F = ma, and the law of gravitation. The result is
gR2
d2 x
=−
,
2
dt
(R + x)2
for 0 < t, (1.1) where g is the gravitational acceleration constant and R is the radius of the Earth. Finding the solution x of this equation requires two integrations. Each will produce an integration constant, and we need more information to find these constants. This is done by specifying the initial conditions. Assuming the projectile starts at the surface with velocity v0 then the initial conditions are as follows x(0) = 0, dx (0) = v0 . dt (1.2) (1.3) The resulting initial value problem for x consists in finding the solution of (1.1) that satisfies (1.2) and (1.3). Mathematically, the problem is challenging because it involves solving a second-order nonlinear differential equation. One option for finding the solution is simply to use a computer. However, the limitation with this is that it does not provide much insight into how the solution depends on the terms in the equation. One of the primary objectives of this text is to use mathematics to derive a fundamental understanding of how and why things work the way they do, and so, we are very interested in M.H. Holmes, Introduction to the Foundations of Applied Mathematics, Texts in Applied Mathematics 56, DOI 10.1007/978-0-387-87765-5 1, c Springer Science+Business Media, LLC 2009 1 2 1 Dimensional Analysis x xM tM 2tM t Figure 1.1 The solution (1.5) of the projectile problem in a uniform gravitational field. obtaining at least an approximate solution of this problem. This is the same point-of-view taken in most physics books and it is worth looking at how they might address this issue. Adopting for the moment the typical Physics I approach, in looking at the equation in (1.1) it is not unreasonable to assume R is significantly larger than even the largest value of x. If true then we should be able to replace the x+R term with just R. In this case the problem reduces to solving d2 x = −g, for 0 < t. (1.4) dt2 Integrating and then using the two initial conditions yields 1 x(t) = − gt2 + v0 t. 2 (1.5) This solution is shown schematically in Figure 1.1. We have what we wanted, a relatively simple expression that serves as an approximation to the original nonlinear problem. To complete the derivation we should check that the assumption made in the derivation is satisfied, namely x is much smaller than R. Now, the maximum height for (1.5) occurs when dx = 0. dt (1.6) Solving this equation yields t = v0 /g and from this it follows that the maximum height is v2 xM = 0 . (1.7) 2g Therefore, we must require that v 2 /(2g) is much less than R, which we write as v02 /(2g) Purchase answer to see full attachment Tags: math equations gradient tensor material velocity User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

UC Irvine Continuous Functions Uniformly Continuous and Lim of Function Questions

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1. Let f, g be continuous functions on [a, b] such that f(a) > g(a) and f(b)

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Geometry Questionnaire

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Formulae for Geometry
Pythagorean Theorem: a² +b = c?
sin A=
opposite
hypotenuse
hypotenuse
opposite
Conversion factors:
1 yd = 3 ft = 36 inches
1 ft = 12 inches
1 mile = 5280 ft
adjacent
1 m = 100 cm = 1000 mm
1 km = 1000 m
adjacent
cos A=
hypotenuse
opposite
tan A =
adjacent
1 mile = 1.6 km
1 yd = 0.9 m
1 in = 2.54 cm
1 lb = 0.45 kg
A = area; b = base; C = circumference; h= height;
1 = length; r= radius; SA = surface area; V = volume
Circle: C = 27r; A=Tr?
Rectangle: P=2b +2h; A=bh
Triangle Area Formulas:
Trapezoid: A= +
2
A= -bh
1= -6
Heron’s Formula: A= Vs(s – a)(s – b)(s-c)
h
1
where s=-(a+b+c)
2
b.
Surface Area = the sum of the areas of each exterior surface of the 3-dimensional figure
4
Cylinder: V = ar’h; SA=2 r(r+h) Sphere: V =
ar?; SA= 47 r2
Solid with matching base and top (equal cross sections):
V =(area of base)* h
Cone Volume: V = Farh
Pyramid Volume: V =-(area of base) * h
2.
3
4
A gas station is 9 miles away. How far is the gas station in Kilometers? Use the following comes
km
Х
5
?
3
4
5
6
7
8
10
way. How far is the gas station in kilometers? Use the following conversion: 1 mile is 1.6 kilometers
Х
5
?
1
2
3
4
5
6
7
While studying abroad, Christine wants to make 5 batches of her mother’s enchilada
batch. The local market sells cheese by the gram. How many grams of cheese should
Use 1 oz=28 g and do not round any computations.
1 g
Х
5
?
10
F her mother’s enchilada recipe to feed her classmates. The recipe calls for 16 of cheese for each
grams of cheese should Christine buy?
Question 3 of 15 (5 points) | Question Attempt: 1 of 1
2
4
5
6
7
8
9
A flower bed is in the shape of a rectangle. It measures
5 yd long and 4 yd wide. Ravi wants to use mulch to
cover the flower bed. The mulch is sold by the square
foot. Use the facts to find the area of the flower bed in
square feet.
Conversion facts for length
1 foot (ft) 12 inches (in)
1 yard (yd) 3 feet (ft)
1 yard (yd) = 36 inches (in)
Х
s ?
5
6
7
A jogging track has a length of 0.35 miles (mi). How long is this in yards (yd)?
First fill in the blank on the left side of the equation using one of the ratios. Then write your answer on the right side of the ti
1 ft
Ratios:
12 in
1760 yd
1 mi
12 in
1 mi
1 ft
5280 Ft
1 mi
1760 yd
Yd
5280 ft
I mi
0.35 mi
1
X
Ú
Iya
Х
yd
8
8
9
10
11
12
13
14
is in the shape of a rectangle. Its length is 46 feet and its width is 35 feet. Suppose each can of wood
eed to cover the court?
011
1
2
3
4.
5
6
7
Boris is staining the wooden floor of a court. The court is in the shape of a rectangle. Its length is 46 feet and its
stain covers 115 square feet. How many cans will he need to cover the court?
cans
Х
Ś
?
5
7
8
10
11
A metal warehouse, whose dimensions are shown below, needs paint. The front and back of the warehouse each have 2 roll-
each. The side of the warehouse facing the parking lot has an entry door measuring 64 in by 81 in. The other side of the w
Use the given information to answer the questions. Each tab shows a different view of the warehouse.
(a) Assuming the roof and doors require no paint, what
is the area in square feet that needs paint? (Do not
round any intermediate computations and give your
answer as a whole number.)
Conversion facts for length
1 foot (ft) = 12 inches (in)
1 yard (yd) = 3 feet (A)
1 yard (yd) = 36 inches (in)
=
[
2
ft
Front-right view
Back-left vie
(b) The paint to be used is sold in cans. Each can
contains enough paint to cover 450 ft”. Assume
there is no paint yet and partial cans cannot be
bought. How many cans will need to be bought in
order to paint the warehouse?
Ic
cans
11
12
13
14
s are shown below, needs paint. The front and back of the warehouse each have 2 rollup doors measuring 23 ft by 29 ft
g the parking lot has an entry door measuring 64 in by 81 in. The other side of the warehouse has no window or door.
e questions. Each tab shows a different view of the warehouse.
equire no paint, what
needs paint? (Do not
cations and give your
Conversion facts for length
BREE
1 foot (ft) = 12 inches (in)
1 yard (yd) 3 feet (ft)
1 yard (yd) = 36 inches (in)
Front-right view
Back-eft view
s. Each can
O ft?. Assume
ns cannot be
o be bought in
35 ft
(a) Assuming the roof and doors require no paint, what
is the area in square feet that needs paint? (Do not
round any intermediate computations and give your
answer as a whole number.)
Conversion facts for length
1 foot (ft) = 12 inches (in)
1 yard (yd) = 3 feet (ft)
1 yard (yd) 36 inches (in)
2
ft
Front-right view
Back-left view
.
(b) The paint to be used is sold in cans. Each can
contains enough paint to cover 450 ft. Assume
there is no paint yet and partial cans cannot be
bought. How many cans will need to be bought in
order to paint the warehouse?
1
cans
35 ft
c) What is the total cost of the paint needed for the
warehouse if each can costs $41.50?
s[]
44 ft
50 ft
Х
$
a
?
I yard (yd) 3 feet (ft)
1 yard (yd) = 36 inches (in)
Front-right view
Back left view
3
ed is sold in cans. Each can
2
int to cover 450 ft. Assume
t and partial cans cannot be
cans will need to be bought in
arehouse?
35 ft
of the paint needed for the
n costs $41.50?
44 ft
50 ft
3
(a) Find the exact circumference and area of the courtyard. Write your answers in terms of t. Make
sure to use the correct units in your answers.
8
UU
Exact circumference: 1
Exact area:
O
m
x
Х
(b) Approximate the circumference and area of the courtyard. To do the approximations, use the it
button on the ALEKS calculator and round your answers to the nearest hundredth. Make sure to
use the correct units in your answers.
Approximate circumference:
Approximate area:
(c) A chain will surround the courtyard.
Which measure would be used in finding the amount of chain needed?
Circumference
Area
(d) The courtyard will be paved.
Which measure would be used in finding the amount of pavement needed?
Circumference
Area
8
9
10
11
The diameter of a circular courtyard is 68 m.
Answer the parts below. If necessary, refer to the list of geometry formulas.
68 m
(a) Find the exact circumference and area of the courtyard. Write your answers in terms of t. Make
sure to use the correct units in your answers.
B

Exact circumference: 1
Exact area:
.
m
Х
(b) Approximate the circumference and area of the courtyard. To do the approximations, use the t
button on the ALEKS calculator and round your answers to the nearest hundredth. Make sure to
use the correct units in your answers.
Approximate circumference: |
Approximate area:
(C) A chain will surround the courtyard.
Which measure would be used in finding the amount of chain needed?
1
2
5
A company makes concrete bricks shaped like rectangular prisms. Each brick is 15 inches long, 10 inches wie
concrete, how many bricks did they make?
bricks
X
5
?
9
10
12
13
ped like rectangular prisms. Each brick is 15 inches long, 10 inches wide, and 5 inches tall. If they used 15,000 in of
ke?
?
1
2
3
4
5
6
7
8
10
A rose garden is formed by joining a rectangle and a semicircle, as shown below. The rectangle is 31 ft long and 24
Find the area of the garden. Do not round any intermediate steps. Round your final answer to the nearest hundred
If necessary, refer to the list of geometry formulas.
24 ft
31 ft
10
11
12
13
angle and a semicircle, as shown below. The rectangle is 31 ft long and 24 ft wide.
any intermediate steps. Round your final answer to the nearest hundredth and be sure to include the correct unit.
formulas.
DO

ft
ft2
ft
X 5
?
om the top of the building to the tip of the shadow is 33 m. Find the height of the bundingu
I
m
x 5
?
2
3
4
5
6
7
8
The length of a shadow of a building is 29 m. The distance from the top of the building to the ti
necessary, round your answer to the nearest tenth.
m
33
In01
29
Stone 103
2
3
5
7
A pole that is 2.5 m tall casts a shadow that is 1.16 m long. At the same time, a nearby building casts a shado
Round your answer to the nearest meter.
0
m
Х
5
?
5
6
7
8
10
on
12
is 1.16 m long. At the same time, a nearby building casts a shadow that is 50.25 mg, Misheng
?
9
A right triangle has side lengths 5, 12, and 13 as shown below.
Use these lengths to find cos A, tan A, and sin A.
cos A =
B
o
13
Х
1
5
tan A =
А
12
C
sin A =
1
2
3
4
5
6
7
8
10
A ladder leans against the side of a house. The angle of elevation of the ladder is 61°, and the top of the ladder is 15 ft at
from the bottom of the ladder to the side of the house. Round your answer to the nearest tenth.
Ut
ft
X
15
61°
?
14
evation of the ladder is 61°, and the top of the ladder is 15 ft above the ground. Find the distance
und your answer to the nearest tenth.
ft
Х
$
?
2
3
4
5
6
8.
9
10
A company rents water tanks shaped like cylinders. Each tank has a radius of 6 feet and a height of 4 feet. The cost is $2
to rent one water tank?
If necessary, refer to the list of geometry formulas.
For your calculations, do not round any intermediate steps, and use the it button on the ALEKS calculator. Round you
s]
?
10
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nders. Each tank has a radius of 6 feet and a height of 4 feet. The cost is $2 per cubic foot. How much does it cost.
ulas.
Siate steps, and use the button on the ALEKS calculator. Round your answer to the nearest cent.
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10 questions

Tags:
geometry

Pythagorean Theorem

triangle area

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Mathematics Questionnaire

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probability

mathematics

factorization

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Alabama State College of Barber Styling Discrete Structure Questions

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#1. Prove that n is odd if and only if
n3 is odd for all n E N .
#2. Prove that
1
f,, , 1 > ( +/
5J_
,for all n > I where f denotes the Fibonacci sequence.
#3. Suppose that f is a recursively defined function from z +to z +such that /(1) =1and /(2) = 5
and /(n+l)= /(n)+2/(n-l)for all n > 2. Prove that /(n) =2n +(-l)n.
#4. Prove that
f,(2i) 2 = (2n )(2n + 1)(2n + 2)
i=l
6
#5. Let
a,b,c,d e
JR
such that
ad-be ,o Oand c,. 0.
Define f:
JR-{-: } ➔ JR-{:} by
f (x) = ax+ b . Prove that f (x) is injective and surjective and calculate f -1 (x).
cx+d
#6. Define the sequence
n >2.
zn = (2 + n }3n for all n > 0 .
Prove that { zn } satisfies
zn = 6zn-I -9zn_2
for all

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7 Questions

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