Are Students Healthier Today than in the Past?
Aim:
For this project I will be looking at whether students are getting healthier. To do this I will need to look at the Body Mass Index (BMI) of a group of students. I will need to collect the heights and weights of 20 male and female students as a fair sample. From this I will be able to work out the BMI of the students and using the statistics, produce tables and graphs to show my findings. Once I have obtained this information, I will then need to find some comparative data showing the heights and weights of students from the past and compare these against my findings. Plan:

• Collect heights and weights of 20 male and female students • Convert height and weights from imperial to metric. (ft and inches to cm, St and lbs to kg) • Research how to work out the student BMI’s

• Compile findings in to a table
• Find a BMI classification chart and complete the BMI classifications • Create a spreadsheet using your findings, one for males and one for females • Work out the averages for height, weight and BMI for males and females • Draw bar charts showing the averages of height, weight and BMI • Compare averages of males and females

• Complete a proportion chart calculating the degrees
• Draw pie charts
• Compare the pie charts
• Find data showing heights and weights of past students
• Choose 20 males and females for comparison
• Convert heights and weights from imperial to metric
• Work out BMI of past students
• Work out average height, weight and BMI of past students • Compare against your own findings
• Final Report

Method:
To complete this project, I will need to collect 20 male and 20 female heights and weights. Once I have obtained this information, I will need to convert them from imperial units to metric. This will be done using the appropriate formulas. From the converted measurements, I can work out their relative BMI using the correct BMI formula. After all this, I will present my findings...

...|27/06/11 |V |1 |4 |6 |4 |- |- |- |15 | | |S |0 |2 |3 |0 |- |- |- |5 | | | | | | | |Total visitors |88 | | | | | | | |Total Sales |29 | |
Mean:
The average (mean) number of daily visitor traffic is 3
(total amount of data adds up to 88, then divided this total by the number of data sets, 30. 88 divided by 30, equals 2.93, which I rounded up to 3.)
The average (mean) number of daily sales is 1
(total amount of sales data adds up to 29, then divided this total by the number of data sets, 30. 29 divided by 30, equals 0.96, which I rounded up to 1.)
Median:
The average (median) number of daily visitor traffic is 3
0 |0 |1 |1 |1 |1 |1 |1 |1 |1 |2 |2 |2 |3 |3 |3 |3 |4 |4 |4 |4 |4 |4 |4 |5 |5 |5 |6 |6 |7 | |(Values arranged in ascending order, 3 is the value in the middle of the series)
The average (median) number of daily sales is 1
0 |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 |1 |1 |1 |1 |1 |2 |2 |2 |2 |2 |2 |2 |2 |2 |3 |3 | |(As there is an even number of data (30) there is not one number which falls exactly in the middle, so I take the two middle numbers 0 and 1, add them together, equals 1, which is the divided by two. In this case we get a median of 0.5, which I have rounded up to 1)
Mode:
The most common number of daily visitor traffic is 1
(This value occurs 8 times)
The most common...

...-------------------------------------------------
Prime number
A prime number (or a prime) is a natural number greater than 1 that has no positive divisors other than 1 and itself. A natural number greater than 1 that is not a prime number is called a composite number. For example 5 is prime, as only 1 and 5 divide it, whereas 6 is composite, since it has the divisors 2 and 3 in addition to 1 and 6. The fundamental theorem of arithmetic establishes the central role of primes in number theory: any integer greater than 1 can be expressed as a product of primes that is unique up to ordering. This theoremrequires excluding 1 as a prime.
-------------------------------------------------
Number theory
Number theory is a branch of pure mathematics devoted primarily to the study of theintegers. Number theorists study prime numbers (which, when multiplied, give all the integers) as well as the properties of objects made out of integers (such as rational numbers) or defined as generalizations of the integers (such as, for example, algebraic integers).
Integers can be considered either in themselves or as solutions to equations (diophantine geometry). Questions in number theory are often best understood through the study ofanalytical objects (e.g., the Riemann zeta function) that encode properties...

...Squad numbers at the back of player’s backs were first used on August 25, 1928, in a match between Wednesday (now Sheffield Wednesday) and Arsenal. From then on, until as late as 1993, squad numbers were assigned according to the position on the field that the player played on a match day and were usually ranging from 1-11 for the starting line-up and from 12-16 for the substitutes. The following was the traditional method of squadnumbers:-
1.Goalkeeper
2. Right full back (right side center back)
3. Left full back (left side center back)
4. Right half back (right side defensive midfield)
5. Centre half back (centre defensive midfield)
6. Left half back (left side defensive midfield)
7. Outside right (right winger)
8. Inside right (attacking midfield)
9. Centre forward
10. Inside left (attacking midfield)
11. Outside left (left winger)
When substitutes were introduced to the game in 1965, the first substitute wore the number 12 before going on to the field, the second number 13 or 14 and so forth. Substitutes were no compelled to wear the number 13 if they were superstitious.
The late great George Best had played wearing various numbers. He wore the numbers 8 and 10 often whilst playing just behind the strikers as an attacking midfielder. In his debut season and the last couple of seasons at United, he wore the number...

...sajid
presentation on
application of secant method
April 16, 2013
MCS 1st sem
-------------------------------------------------
ROLL # 31 to 40
SECANT METHOD
* The Secant command numerically approximates the roots of an algebraic function, f, using a technique similar to Newton's method but without the need to evaluate the derivative of function.
* Given an expression f and an initial approximate a, the Secant command computes a sequence, =, of approximations to a root of f, where is the number of iterations taken to reach a stopping criterion.
* The Secant command is a shortcut for calling the Roots command with the method=secant option
Advantages of secant method
* It converges at faster than a linear rate, so that it is more rapidly convergent than the bisection method.
* It does not require use of the derivative of the function, something that is not available in a number of applications.
* It requires only one function evaluation per iteration, as compared with Newton’s method which requires two
Disadvantages of secant method
* It may not converge.
* There is no guaranteed error bound for the computed iterates.
* It is likely to have difficulty if f′(α) = 0. This means the x-axis is tangent to the graph of y = f (x) at x = α.
* Newton’s...

...The numbers are overwhelming: Over the next 17 years, 350 million rural residents (more than the entire U.S. population today) will leave the farm and move to China’s cities. That will bring the Chinese urban population from just under 600 million today to close to 1 billion, changing China into a country where more than two-thirds of its people are city dwellers, says Jonathan Woetzel, a director in McKinsey’s Shanghai office. The change will reverse China’s centuries-old identity as a largely rural country. Thirty years ago, when China started modernizing its economy, more than 80% of Chinese lived in the countryside. And just six years ago it still was about 60%. Today China is just under 50% urban.
The newly urbanized population will live in eight megacities, those with a population of more than 10 million, as well 15 big cities with populations between 5 million and 10 million. In addition, by 2025 China will probably have at least 221 cities with a population over 1 million, estimates Woetzel. That compares with 35 cities of that scale across all of Europe today. These new urbanites are expected to be a powerful booster of growth: Urban consumption as a share of gross domestic product will most likely rise from 25% today to roughly 33% by 2025. “Urbanization is the engine of the Chinese economy—it is what has driven productivity growth over the last 20 years,” says Woetzel. “And China has the potential to keep doing this for the next 20 years.”...

...Unknown sample number
#1
#2
#3
#4
#5
#6
Hypothesis:
Coffee
Potting soil
Raw sugar
Baby powder
Baking soda
Baking powder
Color:
Brown
Gray, brown,
Tan
White
White
White
Texture:
Course
inconsistent
Course
Soft
soft
Soft
Shape:
Small granular pieces
Granular particles, twig like particles
granular-like particles
Powder-like
Powder-like
Powder-like
Smell:
Of coffee
no
Of sugar
Of baby powder
Non
No
Soluble:
Yes
no
yes
yes
yes
yes
Density:
0.307
0.384
0.643
0.786
0.429
0.467
Conclusion:
correct
Correct
correct
correct
Inconclusive
inconclusive
Data Table 2: Calculating Density of Unknown Samples
Unknown sample number
Mass of full vial and bag (g)
Mass of empty vial and bag (g)
Mass of unknown sample (g)
Volume (cm2)
Density (g/cm2)
#1
2
1.6
0.4
1.3
0.205
#2
2.1
1.6
0.5
1.3
0.295
#3
2.5
1.6
0.9
1.4
0.459
#4
2.8
1.6
1.1
1.4
0.561
#5
2.2
1.6
0.6
1.4
0.306
#6
2.3
1.6
0.7
1.5
0.311
Questions
A: Which of the six measures in the experiment yielded quantitative data? What specifically about the measure was quantitative?
Quantitative data can be counted and expressed numerically, so in this case, table 2 contains all quantitative data.
B. Which unknowns are you confident that you correctly identified? What specific test was crucial in this confidence?
I am confident that unknowns #1, #2 and #3 are identified correctly. I am certain due...

...is cooled
by radiation and convection to its surroundings.
I decided to use 4th order Runge Kutta method to
solve the problem.
Objective
To solve the first order nonlinear ordinary
differential equations using numerical
method.
To understand the 4th order Runge Kutta
method and its applications.
Problem statement
Steel ball bearing radius 0.02m, ρ =
dT
7800kg/m3
A T 4 Ta4 mC
dt
The radiation equation is
The convection equation is
Assumed T0= 1200K and Ambient
temperature,
Assumed that all heat transfer in
radiation and convection only.
Mathematical model
Combining both convection and radiation
equation to form a new rate of heat lost
equation:
After subsitution of the constants, the
equation reduced to:
Preliminary Solution
Rewrite the equations:
=(((-2.20673*(10^-13))*(T^4))-((1.60256*(10^-2))*(T))
+(4.8095))
f(t,T)=(((-2.20673*(10^-13))*(T^4))-((1.60256*(10^-2))*(T))
+(4.8095))
Set
Runge Kutta 4th Order Solution
1
Ti 1 Ti k1 2k 2 2k3 k 4 h
6
k1 f (ti , Ti )
1
1
k 2 f (ti h, Ti k1h)
2
2
1
1
k3 f (ti h, Ti k 2 h)
2
2
k 4 f (ti h, Ti k3 h)
MATLAB IMPLEMENTATION
Result
Discussion and conclusion
The steel ball bearing will reach temperature
1000K at 15.3 seconds
The time taken for the ball bearing to cool from
1200K to 1000K is obtained by using the 4 th
order Runge Kutta method to analyze the rate
of...

...O-30 (2003) full size
12/8/03
10:13 PM
Page 1
CALIPERS
How to Read Vernier Calipers
Fractional Reading Vernier Scale.
1/16" on the main beam is subdivided
into eight or to 1/128".
Because of .300" inside jaw thickness,
the vernier is placed .300" off from
zero point.
Position of the
vernier plate can
be readjusted.
1/16"
Graduations
on the main beam.
Decimal Reading Vernier
Scale. 1/40th of an inch is
subdivided into 25 by the
vernier to read to onethousandth. One inch is
first divided into ten, and
then 40 graduations.
Each smallest graduation
on the main beam represents .025".
Inch Fractional and Decimal Readings
This vernier caliper has two scales which enable readings to a fraction of an inch as in the case of 1/128"
graduated vernier (upper scale), or in decimals as in the
case of 1/1000" graduated vernier (lower scale).
Each division on the fractional main scale represents
1/16th of an inch. The vernier further subdivides each
division on the main scale to read 1/128 of an inch.
Each division of the decimal main scale represents one
fortieth of an inch or .025". Each fourth line marked by 1
represents .100", the line marked 2 represents .200",
and so forth. The vernier consists of 25 equal divisions
which further subdivides each division on the main
scale to .001".
1. 1/128" graduated vernier (upper scale)
Readings on the main scale................................16/16"
Vernier scale reading...

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