Pauls Online Math Notes Home | Practical Physics This website is for teachers of physics in schools and colleges. It is a collection of experiments that demonstrate a wide range of physical concepts and processes. Some of the experiments can be used as starting-points for investigations or for enhancement activities. Many have links to carefully selected further reading and all include information and guidance for technicians. Physics is a practical science. Practical activities are not just motivational and fun: they can also sharpen studentsâ€™ powers of observation, stimulate questions, and help develop new understanding and vocabulary. Good quality, appropriate physics experiments and investigations are the key to enhanced learning, and clarification and consolidation of theory. We have published a new set of resources to support the teaching of practical science for Key Stages 3-5.

Hammack Home This book is an introduction to the standard methods of proving mathematical theorems. It has been approved by the American Institute of Mathematics' Open Textbook Initiative. Also see the Mathematical Association of America Math DL review (of the 1st edition), and the Amazon reviews. The second edition is identical to the first edition, except some mistakes have been corrected, new exercises have been added, and Chapter 13 has been extended. Order a copy from Amazon or Barnes & Noble for $13.75 or download a pdf for free here. Part I: Fundamentals Part II: How to Prove Conditional Statements Part III: More on Proof Part IV: Relations, Functions and Cardinality Thanks to readers around the world who wrote to report mistakes and typos! Instructors: Click here for my page for VCU's MATH 300, a course based on this book. I will always offer the book for free on my web page, and for the lowest possible price through on-demand publishing.

Elementary Concepts in Statistics In this introduction, we will briefly discuss those elementary statistical concepts that provide the necessary foundations for more specialized expertise in any area of statistical data analysis. The selected topics illustrate the basic assumptions of most statistical methods and/or have been demonstrated in research to be necessary components of our general understanding of the "quantitative nature" of reality (Nisbett, et al., 1987). We will focus mostly on the functional aspects of the concepts discussed and the presentation will be very short. Further information on each of the concepts can be found in statistical textbooks. What are Variables? Variables are things that we measure, control, or manipulate in research. Correlational vs. Most empirical research belongs clearly to one of these two general categories. Dependent vs. Independent variables are those that are manipulated whereas dependent variables are only measured or registered. Measurement Scales Magnitude (or "size").

Physics Homework Help, Physics Help, Physics Tutors Mathematical Atlas: A gateway to Mathematics Welcome! This is a collection of short articles designed to provide an introduction to the areas of modern mathematics and pointers to further information, as well as answers to some common (or not!) questions. The material is arranged in a hierarchy of disciplines, each with its own index page ("blue pages"). To reach the best page for your interests, use whichever of these navigation tools ("purple pages") you prefer: For resources useful in all areas of mathematics try 00: General Mathematics. There is a backlog of articles awaiting editing before they are referenced in the blue pages, but you are welcome to snoop around VIRUS WARNING: The Mathematical Atlas receives but does not send mail using the math-atlas.org domain name. Please bookmark any pages at this site with the URL This URL forces frames; for a frame-free version use

Einstein for Everyone - StumbleUpon Einstein for Everyone Nullarbor Press 2007revisions 2008, 2010, 2011, 2012, 2013 Copyright 2007, 2008, 2010, 2011, 2012, 2013 John D. All Rights Reserved John D. An advanced sequel is planned in this series:Einstein for Almost Everyone 2 4 6 8 9 7 5 3 1 ePrinted in the United States of America no trees were harmed web*bookTM This book is a continuing work in progress. January 1, 2015. Preface For over a decade I have taught an introductory, undergraduate class, "Einstein for Everyone," at the University of Pittsburgh to anyone interested enough to walk through door. With each new offering of the course, I had the chance to find out what content worked and which of my ever so clever pedagogical inventions were failures. At the same time, my lecture notes have evolved. Its content reflects the fact that my interest lies in history and philosophy of science and that I teach in a Department of History and Philosophy of Science. This text owes a lot to many. i i i

PhysicsCentral: Learn How Your World Works Quadratic Equations: Quadratic Formula Consider the general quadratic equation with . First divide both sides of the equation by a to get which leads to Next complete the square by adding to both sides Finally we take the square root of both sides: or We call this result the Quadratic Formula and normally write it Remark. and Example: Use the Quadratic Formula to solve Solution. . Please go to General Conclusion to find a summary of all the cases regarding the roots of a quadratic equation. [Algebra][Complex Variables] [Geometry][Trigonometry ] [Calculus][Differential Equations][Matrix Algebra] S.O.S MATHematics home page Do you need more help? Copyright Â© 1999-2014 MathMedics, LLC.

Chapter 3 Classical physics could not explain the spectra of black bodies. It predicted that the intensity (power emitted at a given wavelength) of emitted light should increase rapidly with decreasing wavelength without limit (the "ultraviolet catastrophe"). In the figure below, the curve labeled "Rayleigh-Jeans law" shows the classically expected behavior. However, the measured spectra actually showed an intensity maximum at a particular wavelength, while the intensity decreased at wavelengths both above and below the maximum. E = hf (Planck's formula) where h (Planck's constant) is an exceedingly small number whose value we do not need here, and f is the frequency of vibration of the oscillator (the number of times it vibrates per second). Also in the late 1800s, experimental physicists were measuring the emission of electrons from metallic objects when they shined light on the object. 3.2. Line spectra are another example of phenomena that could not be explained by classical physics. l=h/p

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