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Topic: Magnitude mathematics


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  Science Fair Projects - Magnitude (mathematics)
The magnitude of a real number is usually called the absolute value or modulus.
The function that maps objects to their magnitudes is called a norm.
When comparing magnitudes, it is often helpful to use a logarithmic scale.
www.all-science-fair-projects.com /science_fair_projects_encyclopedia/Magnitude_(mathematics)   (373 words)

  
  Magnitude - Wikipedia, the free encyclopedia
In physics, the magnitude of a vector is a scalar in the physical sense, i.e.
In astronomy, magnitude refers to the logarithmic measure of the brightness of an object, measured in a specific wavelength or passband, usually in optical or near-infrared wavelengths: see apparent magnitude and absolute magnitude.
In seismology, the magnitude is a logarithmic measure of the energy released during an earthquake.
en.wikipedia.org /wiki/Magnitude   (184 words)

  
 Magnitude (mathematics) - Wikipedia, the free encyclopedia
Similarly, the magnitude of a complex number, called the modulus, gives the distance from zero in the Argand diagram.
For instance, the magnitude of [4, 5, 6] is √(4
The function that maps objects to their magnitudes is called a norm.
en.wikipedia.org /wiki/Magnitude_(mathematics)   (221 words)

  
 Magnitude (mathematics) -- Facts, Info, and Encyclopedia article   (Site not responding. Last check: 2007-11-04)
The magnitude of a real number is usually called the (A numerical value regardless of its sign) absolute value or modulus.
Similarly, the magnitude of a (A number of the form a+bi where a and b are real numbers and i is the square root of -1) complex number, called the modulus, gives the distance from zero in the (Click link for more info and facts about Argand diagram) Argand diagram.
The function that maps objects to their magnitudes is called a (A standard or model or pattern regarded as typical) norm.
www.absoluteastronomy.com /encyclopedia/m/ma/magnitude_(mathematics).htm   (301 words)

  
 Science of Logic - Quantum   (Site not responding. Last check: 2007-11-04)
Mathematics shows that, in spite of the clash between its modes of procedure, results obtained by the use of the infinite completely agree with those found by the strictly mathematical, namely, geometrical and analytical method.
The usual definition of the mathematical infinite is that it is a magnitude than which there is no greater (when it is defined as the infinitely great) or no smaller (when it is defined as the infinitely small), or in the former case is greater than, in the latter case smaller than, any given magnitude.
That the magnitudes of which it is supposed to consist as amount are in turn decimal fractions and therefore are themselves ratios, is irrelevant here; for this circumstance concerns the particular kind of unit of these magnitudes, not the magnitudes as constituting an amount.
www.marxists.org /reference/archive/hegel/works/hl/hl240.htm   (8973 words)

  
 Encyclopedia: Magnitude (mathematics)
In mathematics and astronomy, Euclidean space is a generalization of the 2- and 3-dimensional spaces studied by Euclid.
In mathematics the Euclidean distance or Euclidean metric is the ordinary distance between the two points that one would measure with a ruler, which can be proven by repeated application of the Pythagorean theorem.
In mathematics, the principal square root of a non-negative real number is denoted and represents the non-negative real number whose square (the result of multiplying the number by itself) is.
www.nationmaster.com /encyclopedia/Magnitude-%28mathematics%29   (695 words)

  
 Standards of Learning for Mathematics
Mathematics has its own language, and the acquisition of specialized vocabulary and language patterns is crucial to a student's understanding and appreciation of the subject.
Mathematics Standards of Learning Geometry This course is designed for students who have successfully completed the standards for Algebra I. The course, among other things, includes the deductive axiomatic method of proof to justify theorems and to tell whether conclusions are valid.
Mathematics Standards of Learning Advanced Placement Calculus This course is intended for students who have a thorough knowledge of analytic geometry and elementary functions in addition to college preparatory algebra, geometry, and trigonometry.
www.pen.k12.va.us /go/Sols/math.html   (14761 words)

  
 [No title]
Although new mathematics curricula have been developed and implemented, there has been little attempt to examine the views of this group of students in terms of their conceptions of the mathematics they are studying, their motivations for studying mathematics or their approaches to learning mathematics.
Mathematical Challenge and Interest Some students expressed an interest in mathematics related to a sense of the intellectual fascination and challenge it provided, and these students were not necessarily the most able students.
Students 'understand' mathematics when they are meeting their goals as described in relation to their career aspirations and sense of the social importance of mathematics.
www.aare.edu.au /94pap/frids94184.txt   (4447 words)

  
 Richter Magnitude
The uncertainty in an estimate of the magnitude is about plus or minus 0.3 units, and seismologists often revise magnitude estimates as they obtain and analyze additional data.
The magnitude 6.1 value we get is about equal to the magnitude reported by the UNR Seismological Lab, and by other observers.
Both the magnitude and the seismic moment are related to the amount of energy that is radiated by an earthquake.
www.seismo.unr.edu /ftp/pub/louie/class/100/magnitude.html   (1477 words)

  
 magnitude. The American Heritage® Dictionary of the English Language: Fourth Edition. 2000.
Greatness in size or extent: The magnitude of the flood was impossible to comprehend.
Greatness in significance or influence: was shocked by the magnitude of the crisis.
Astronomy The degree of brightness of a celestial body designated on a numerical scale, on which the brightest star has magnitude -1.4 and the faintest visible star has magnitude 6, with the scale rule such that a decrease of one unit represents an increase in apparent brightness by a factor of 2.512.
www.bartleby.com /61/55/M0035500.html   (234 words)

  
 Aristotle and Mathematics
Mathematical examples: ‘line’ is in the definition of triangle, ‘point’ is in the definition of line.
The objects studied by mathematical sciences are perceptible objects treated in a special way, as a perceived representation, whether as a diagram in the sand or an image in the imagination.
A science of kinematics (geometry of moving magnitudes) where all motion is uniform motions is more precise than a science that includes non-uniform motions in addition, and a science of non-moving magnitudes (geometry) is more precise than one with moving magnitudes.
plato.stanford.edu /entries/aristotle-mathematics   (9455 words)

  
 Minnesota Rule 8710.4600
B. A teacher of mathematics understands the discrete processes from both concrete and abstract perspectives and is able to identify real world applications; the differences between the mathematics of continuous and discrete phenomena; and the relationships involved when discrete models or processes are used to investigate continuous phenomena.
D. A teacher of mathematics understands geometry and measurement from both abstract and concrete perspectives and is able to identify real world applications and to use geometric learning tools and models, including geoboards, compass and straight edge, rules and protractor, patty paper, reflection tools, spheres, and platonic solids.
G. A teacher of mathematics is able to reason mathematically, solve problems mathematically, and communicate in mathematics effectively at different levels of formality and knows the connections among mathematical concepts and procedures as well as their application to the real world.
www.revisor.leg.state.mn.us /arule/8710/4600.html   (1891 words)

  
 Greek Mathematics   (Site not responding. Last check: 2007-11-04)
Theoretical mathematics also provided ancient philosophers with the tools of logic, which were thus employed in the pursuit of practical ends.
Sphaeric proceeded geometry, because its magnitude is in motion, whereas the magnitude of geometry is at rest.
Despite the technical differences between the Pythagorean/Platonic and Smyrna/Proclus orderings of mathematical divisions, however, the two were alike in as much that both began with what was believed to be the "simplest" branch of the discipline, and became more complex with each subsequent level.
www.perseus.tufts.edu /GreekScience/Students/Chris/GreekMath.html   (946 words)

  
 Summa Theologica (FP_Q7_A3)   (Site not responding. Last check: 2007-11-04)
But mathematics uses the infinite in magnitude; thus, the geometrician in his demonstrations says, "Let this line be infinite." Therefore it is not impossible for a thing to be infinite in magnitude.
For if we imagine a mathematical body actually existing, we must imagine it under some form, because nothing is actual except by its form; hence, since the form of quantity as such is figure, such a body must have some figure, and so would be finite; for figure is confined by a term or boundary.
But magnitude is an actual whole; therefore the infinite in quantity refers to matter, and does not agree with the totality of magnitude; yet it agrees with the totality of time and movement: for it is proper to matter to be in potentiality.
www.ccel.org /ccel/aquinas/summa.FP_Q7_A3.html   (796 words)

  
 The Daily, Tuesday, December 7, 2004. Performance of Canada's youth in mathematics, reading, science and problem solving
Canadian 15-year-old students are among the best in the world when it comes to mathematics, reading, science and problem solving, according to a major new international study that assesses the skill level of students nearing the end of their compulsory education.
The study showed that while boys outperformed girls in mathematics, the magnitude of the difference in Canada was small.
Nevertheless, these results suggest that high self-confidence in mathematics as well as low mathematics anxiety may be important outcomes on their own.
www.statcan.ca /Daily/English/041207/d041207a.htm   (1391 words)

  
 MAGNITUDE FACTS AND INFORMATION   (Site not responding. Last check: 2007-11-04)
In science, magnitude refers to the numerical size of something: see orders_of_magnitude.
In mathematics, the magnitude of an object is a non-negative real_number associated with that object.
In astronomy, magnitude refers to the logarithmic measure of the brightness of an object, measured in a specific wavelength or passband, usually in optical or near-infrared wavelengths: see apparent_magnitude and absolute_magnitude.
www.witwik.com /magnitude   (121 words)

  
 Magnitude Mathematics Term Papers, Essay Research Paper Help, Essays on Magnitude Mathematics
Since 1998, our Magnitude Mathematics experts have helped students worldwide by providing the most extensive, lowest-priced service for Magnitude Mathematics writing and research.
We are available to write Magnitude Mathematics term papers for research—24 hours a day, 7 days a week—on topics at every level of education.
Equipped with proper research tools and primary / secondary sources, we write essays on Magnitude Mathematics that are accurate and up-to-date.
www.essaytown.com /topics/magnitude_mathematics_essays_papers.html   (803 words)

  
 [No title]
A teacher of mathematics is authorized to provide to students in grades 5 through 12 instruction that is designed to develop understanding and skill in mathematical content and perspectives.
XB. A teacher of mathematics understands the discrete processes from both concrete and abstract perspectives and is able to identify real world applications; the differences between the mathematics of continuous and discrete phenomena; and the relationships involved when discrete models or processes are used to investigate continuous phenomena.
XG. A teacher of mathematics is able to reason mathematically, solve problems mathematically, and communicate in mathematics effectively at different levels of formality and knows the connections among mathematical concepts and procedures as well as their application to the real world.
www.stolaf.edu /depts/education/Content_Matrices/MATH.doc   (465 words)

  
 magnitude - yourDictionary.com - American Heritage Dictionary   (Site not responding. Last check: 2007-11-04)
"such duties as were expected of a landowner of his magnitude"
The magnitude of the flood was impossible to comprehend.
was shocked by the magnitude of the crisis.
www.yourdictionary.com /ahd/m/m0035500.html   (155 words)

  
 Direct Instruction Consumer Reports
Measures: The mathematics subtests of a nationally norm-referenced achievement test, the Comprehensive Test of Basic Skills (CTBS), were administered in September of year 1 to determine initial equivalence of groups, and were administered in May of year 1 and March of year 2 to determine differences in outcomes between groups.
An experimenter-constructed math attitude survey designed to reflect the NCTM affective goals (e.g., learn to value mathematics, become confident in their ability to do mathematics, etc.) was also administered in May of year 1 and in March of year 2.
Confounds: Due to the ceiling effect on the CTBS for CMC students at the end of 2nd grade, the reported magnitude of the difference between the groups may be a substantial underestimate of the true difference in mathematics achievement.
darkwing.uoregon.edu /~adiep/math.htm   (2311 words)

  
 vector --  Britannica Concise Encyclopedia - Your gateway to all Britannica has to offer!
Some physical and geometric quantities, called scalars, can be fully defined by a single number specifying their magnitude in suitable units of measure (e.g., mass in grams, temperature in degrees, time in seconds).
Vector analysis is a branch of mathematics that explores the utility of this type of representation and defines the ways such quantities may be combined.
Some physical and geometric quantities, called scalars, can be fully defined by specifying their magnitude in suitable units of measure.
concise.britannica.com /ebc/article-9381841?tocId=9381841   (801 words)

  
 mathstdall
The following standards are not taught explicitly in any of the courses constituting the St. Olaf mathematics requirements for licensure to teach secondary mathematics.
Demonstrate your ability to reason mathematically, solve problems mathematically, and communicate in mathematics effectively at different levels of formality and your knowledge of the connections among mathematical concepts and procedures as well as their application to the real world.
(H1) understand the historical bases of mathematics, including the contributions made by individuals and cultures, and the problems societies faced that gave rise to mathematical systems (this standard will most likely be met by writing a paper on this topic);
www.stolaf.edu /people/wallace/Courses/MathEd/portfoliobot.htm   (837 words)

  
 Common Terms in Mathematics [Dilara & M.Tevfik Dorak]
Calculus: Branch of mathematics concerned with rates of change, gradients of curves, maximum and minimum values of functions, and the calculation of lengths, areas and volumes.
Function (f): The mathematical operation that transforms a piece of data into a different one.
as it only shows the order of magnitude of the number (2343.2 is shown as 2340 to 3 s.f.).
dorakmt.tripod.com /mtd/glosmath.html   (4013 words)

  
 Magnitude Entertainment
We've produced dozens of videos that support popular High School and Collegiate mathematics textbooks.
Magnitude Entertainment  is a video production company based in Malibu, California.
Copyright 2007 © Magnitude Entertainment, Inc. All rights reserved.
magnitudevideo.com   (43 words)

  
 [No title]
If from any magnitude there be subtracted a part not less than its half, from the remainder another part not less that its half, and so on, there will at length remain a magnitude less than any preassigned magnitude of the same kind.
Mathematics involving the study of space is geometry.
Frege was a professor of mathematics at Jena university.
www.badros.com /greg/doc/philmath.htm   (12971 words)

  
 KOLMOGOROV BOOKS   (Site not responding. Last check: 2007-11-04)
Mathematics of the 19th Century: Constructive Function Theory According to Chebyshev, Ordinary Differential Equations, Calculus of Variations, and Theory of Finite Differences
The articles focus on mathematical developments in that era, the personal lives of Russian mathematicians, and political events that shaped the course of scientific work in the Soviet Union.
The English language version is a cover-to-cover translation of all the material: that is, the survey articles, the Communications of the Moscow Mathematical Society, and the biographical material.
www.kolmogorov.com /books1.html   (2716 words)

  
 Paradigm, No, ( February, 1999)
The two of them, Barnes and Molly, met for the first time in early 1922; he at 35, was experienced and highly respected in his profession, and had knocked about a bit, though he had never had any close female contact since his mother, to whom he was devoted, died in 1911.
Now I don't know how they define the orders of magnitude in astronomy, but, in mathematics it is done like this: to take an example, in the time I think of Elizabeth, people began to find that the subdivision of the hour into quarters of an hour, was not quite minute enough for their purposes.
And conventions, in mathematics are almost invariably adopted or, created, because they enable us to express in convenient and concentrated form, what is often a very complex idea.
w4.ed.uiuc.edu /faculty/westbury/Paradigm/stopes-roe.html   (5238 words)

  
 ChE 562
Emphasis will be on understanding the nature of these three processes and their relations to one another.
Calculations will be required to develop a feeling for orders of magnitude, but mathematics will not be emphasized.
Mathematics through ordinary differential equations is highly desirable, and some physical chemistry will prove helpful but not essential.
www.engr.wisc.edu /services/oeo/courses/che562.html   (169 words)

  
 Andrei Nikolaevich Kolmogorov   (Site not responding. Last check: 2007-11-04)
Throughout his mathematical work, A.N. Kolmogorov (1903-1987) showed great creativity and versatility and his wide-ranging studies in many different areas led to the solution of conceptual and fundamental problems and the posing of new, important questions.
Kolmogorov was President of the Moscow Mathematical Society from 1964 to 1966 and from 1973 to 1985.
Aleksandrov was President of the Moscow Mathematical Society from 1932 to 1964.
www.kolmogorov.com /Kolmogorov.html   (4215 words)

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