Images, posts & videos related to "Arithmetic"
Recently there has been a discussion about whether to use arithmetic mean or geometric mean to calculate the averages when comparing cpu/gpu frame averages against each other. I think it may be good to put the numbers out in the open so everyone can see the impact of using either:
Using this video showing 16 game average data by Harbor Hardware Unboxed, I have drawn up this table.
The differences are... minor. 1.7% is the highest difference in this data set between using geo or arith mean. Not a huge difference...
NOW, the interesting part is I think there might be cases where the differences are bigger and data could be misinterpreted:
Let's say in Game 7 the 10900k only scores 300 frames because Intel, using the arithmetic mean now shows an almost 11 frame difference compared to the 5600x but the geo mean shows 3.3 frame difference (3% difference compared to 0.3%)
So ye... just putting it out there so everyone has a clearer idea what the numbers look like. Please let me know if you see anything weird or this does not belong here, I lack caffeine to operate at 100%.
Cheers mates.
Edit: I am a big fan of using geo means, but I understand why the industry standard is to use the 'simple' arithmetic mean of adding everything up and dividing by sample size; it is the method everyone is most familiar with. Imagine trying to explain the geometric mean to all your followers and receiving comments in every video such as 'YOU DOIN IT WRONG!!'. Also in case someone states that i am trying to defend HU; I am no diehard fan of HU, i watch their videos from time to time and you can search my reddit history to show that i frequently criticise their views and opinions.
TL:DR
The difference is generally very minor
'Simple' arithmetic mean is easy to undertand for all people hence why it is commonly used
If you care so much about geomean than do your own calculations like I did
There can be cases where data can be skewed/misinterpreted
Everyone stay safe and take care
Let me explain: I understand the basic rules of arithmetic, but my guess is that I always felt I wasn't a "math person" because I never "got" how they work on the background. Because of that limitation I couldn't really grasp more advanced concepts.
For example: I understand that -2 / -2 = 1, but I don't know why.
Nevertheless I'm making some progress. Yesterday I finally understood why -1 - (-1) = 0. My empirical take on this was that if I owe you one buck and you owe me one buck then the debt is cancelled.
So an example of what Im experiencing is that i add 2 numbers so for this case I'll add 63 and 78 in my head and i'll try picturing it but I can't hold the picture of the numbers in my head for long like I'll begin adding the 8 and the 3 and by the time i get to the 7 and the 6 I'll completely forget what numbers i was trying to add in the first place. I hope that made sense.
So in school I was very good with math, I had a B average in the class with advance Trigonometry, how ever. This was many years ago about 10+ years ago and I don't remember anything I learned in school which is depressing me.
I really want to learn basic math, it probably would help if I relearned multiplying and adding too. I kind of regret relying on a calculator now for so long it hurt my developing skills.
My partner had been working full time as an assistant manager a month ago. Sheโs intelligent, a great debater, and has a large lexicon. She suddenly began having extreme dizzy spells that are more like vertigo, extreme heart rate jumps (like from 90 to 150 when going from lying down to standing), and other things. This has also led her to notice that her ability to think and process is quickly declining and weโre desperately searching for answers. A basic addition question that took 3 seconds to answer a month ago now takes 25 seconds. She has to force her brain to think and arrange words so she can form a sentence aloud. It can take a full minute to make her brain produce the word or words sheโs looking for. Sheโs terrified because she can feel her cognitive function and brain dying but sheโs being forced to sit and watch while we try to get referrals and for any doctor to listen. Feel free to DM me for more details or other discussion.
TL;DR: Use set /a rnd=(%RANDOM%%%(max-min+1))+min
There are two commonly given ways in batch to generate a random number:
set /a rnd=(%RANDOM%%%(max-min+1))+min
set /a rnd=(%RANDOM%*(max-min+1)/32768)+min
I was curious to know which one gave a more even distribution of random numbers, so I wrote two separate scripts, one for each technique. I knew that the more data I had to work with, the better, so I had each script generate one million random numbers between 5 and 1004, since I also wanted to test out using minimum and maximum values. I picked one million because it seemed like a nice round number and a perfectly even distribution would result in each of the 1000 numbers being selected 1000 times.
std_1Krnd_million.bat:
@echo off
setlocal enabledelayedexpansion
set "iterations=1000000"
set /a "min=5", "max=1004"
for /L %%A in (1,1,!iterations!) do (
title %%A/!iterations!
set /a rnd=(!RANDOM!%%(max-min+1^)^)+min
>>std.txt echo !rnd!
)
mult_1Krnd_million.bat
@echo off
setlocal enabledelayedexpansion
set "iterations=1000000"
set /a "min=5", "max=1004"
for /L %%A in (1,1,!iterations!) do (
title %%A/!iterations!
set /a rnd=(!RANDOM!*(max-min+1^)/32768^)+min
>>mult.txt echo !rnd!
)
After both scripts finished running, I wrote a perl script to count the number of times each number was generated (just because it was way too slow to do in batch):
use strict;
use warnings;
my %count;
my $file = shift or die "Usage: $0 FILE\n";
open my $fh, '<', $file or die "Could not open '$file' $!";
while (my $line = <$fh>) {
chomp $line;
foreach my $str (split /\s+/, $line) {
$count{$str}++;
}
}
foreach my $str (sort keys %count) {
printf "%s - %s\n", $str, $count{$str};
}
close $fh;
I put both of the resulting outputs into Excel, sorted them by number, and graphed them. The graph for using modulus arithmetic is here and the graph for using multiplication and division is here. I thought the modulus graph looked slightly straighter (minus a few outliers), but I calculated the variance of the two data sets to confirm anyway.
Using the modulus gave a variance of 1133.652, while using multiplication and division gave a variance of 1184.348, meaning that the modulus gives a more eve
... keep reading on reddit โกIโm having some real trouble with this one and could use some help:
What does 32 and 13 add up to?
As the title says, algebra is so simple and easy to understand that literal children learn it every day. I have no trouble understanding the concepts, and when I use a simple calculator to help me with division and sometimes multiplication I breeze through it. I have aspergers and adhd, which completely explain this problem and why the other side of it is so simple. I want to study more challenging math but I get the answers wrong almost half of the time because of this. I want to study medicine but no placement test is ever going to put me in anything above 7th grade math. I grew up branded as lazy because my mom couldnโt get any professional assessment to say that I was โretardedโ as she used to put it.
Do any of you know if there are accommodations that can be taken from school to school? I have a cousin with the same problem who was allowed to use a simple calculator in the school where she was registered but was not allowed to use it in the assessment SATโs and so didnโt get into any of the schools she wanted.
I donโt want to keep doing just jobs with no access to a rewarding career but I see no way over this hurdle. Any guidance would be appreciated.
A mathamachicken
How do I interpret this minibuffer or ielm output?
I know it is the decomal, octal and hexadecimal version of the result, but what are the last few characters?
1969 (#o3661, #x7b1 ?\C-j)
Sometimes the last character on the end is different.
Question is pretty much in the title. Any help appreciated!
Greetings to all of you!
I would just like to announce a small library I developed (as a semi-requirement for a larger project) to allow for preprocessing time cycles, themselves made possible by arbitrary sized binary arithmetic.
Here is the repo. Any feedback is appreciated!
I admit documentation is a sorely lacking at the moment, since I made this for personal use, but I will be willing to improve it if interest in the functionalities is sufficiently high.
Credit is due to the Cloak library for inspiration and hints, though the arbitrary sized arithmetic and cycles were entirely of my own (painful) making.
Example: โ+โ โ> +
Dick Crabb and his small escort had finally made it to Winterfell, it had been a long and exhausting journey. Especially in the winter, but the party had made sure to rest in a tavern with baths for a day before arrival. Wishing to not look as tired as they had felt for the last few months.
The group came to the walls of Winterfell at midday, where Dick Crabb hailed the guard. "I, Dick Crabb, request entrance to the keep. I am expected by Prince Rodrick Stark"
For years in university I have been taking a class or two to instruct students new to me in how to do basic arithmetic in English (such as "x plus y is z," "Divide x into y," or "Multiply your age by the number of days in the week, then multiply by 1,443") because I find no one's ever taught them this. Though I've seen a couple of textbooks with this kind of everyday language, I have never seen it in popular ones. (I always joke to my students that they've never been taught it because the people who go into language teaching are the people who don't like math.)
I'm curious about if, when, and how other teachers introduce this kind of English and would appreciate learning your opinions and the like.
Furthermore, do we tie quaternions, octonions, etc. to a number defined as an operation on an integer, or do we just define them by what they can and canโt do?
The difference between 99 and 100 is just one run. And to the result of the game, thatโs as significant as any other run scored. Arithmetically, there is an added significance in that itโs also an extra digit. Now there has been this tradition of celebrating the completion of the 100th run in cricket because... well they had to employ some kinda proxy to determine a significant innings. Iโm sure they could have chosen 80 or 90 or 101... but 100 is a nice round number. Even though the team doesnโt get any bonus points for a batsman completing that somewhat arbitrary milestone, it was nice seeing people cheer for the hard work out in. Now I havenโt been watching cricket for a very long time. And I donโt know a lot of old folks around me who followed the game in the past.
But over the last 15 years that I have been following, I see more and more extreme reaction to completing the milestone. I have seen players jumping in jubilation when they complete a century while their team is losing. I have seen others whoโve compromised their teamโs total cuz they prioritized their century. And of course all those cases where fans and team-mates have treated a 99 or a 199 innings as if they were failures of some sort.
Perhaps I have been biased in my observation. So would love to hear what you guys think on this topic?
Does the pronunciation of 'arithmetic' depend on the role it serves in the sentence? For example:
This is a very common arithmetic mistake. (adjective)
To solve this exercise, we'll use arithmetic. (noun)
For sentence 1), I put more emphasis on the syllable 'ri'; for 2), on 'me'. I don't know where I got this habit from, but I want to know if this is correct after all.
***2ND TEST ALSO UPLOADED !
Hello!
This is kind of a new concept around here.I want to see what you people score.
Rules are fairly simple:
1.Time limit of 25 minutes.
2.You must not use pencil other then when you are writing the answer.
3.Write question 1 through 30 on a piece of paper beforehand and write the answer infront of the desired question number.
Norms are not present but it does have categories.You can compare yourself.If you can provide me with your iq score and score in this test maybe we can construct some norms :)
12-15 Average
16-21 Good
22-26 Very Good
27-30 Exceptional
Here we are : 1) https://drive.google.com/file/d/1rd5AhbgU-AucWr-Q4DQWYGJLj9S1McNf/view?usp=drivesdk
2) https://drive.google.com/file/d/1O3OYL6Rab4Qr97KWJSXiYA_ivyfcuGns/view?usp=drivesdk
EDIT : Due to considerable lack of knowledge and objections by testers, No formula as of now exists for calculating IQ.More data required for testing.This is test data I will update hereafter.
Seems like every calculation that I do on AC circuits is way off of what it is supposed to be, I do the exercises at my own, then I go check the solutions for the theorical value, and theyยดre always, and I mean always, really unprecise, either in absolute value and in angle. I suppose it has to be with the rounding the of numbers in calculations, normally I just round to the hundredth, should I be more precise, or what am I doing wrong?
To give you an example, I calculated a V of V=27.89, 55,6 degrees [V] and the solution gave the theorical value of V=30.6, 38 degrees [V]
Thank you!
How to Achieve Accurate In-Room Quasi-Anechoic Free-Field Frequency Response Measurements Down to 10 Hz by Jeff Bagby
I have the most recent version of REW (5.20) and all of my on/off axis and far/near field measurements (taken with REW and UMM-6). I'm just wondering if I can do the same thing in REW that Jeff describes with his FRD Response Blender and Minimum Phase Extractor. Bagby's software runs in Excel, but I don't have an active subscription.
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