#Logarithm 10 class

[dapurinthos]

thank you, timothy zahn for, once again, coming through on facts i need.

that means that it takes 3 min, 42 seconds (222 seconds) to go either 8 light-years or 22 light-years with the class 2 hyperdrive of the imperial i-class star destroyer, aka:

1 light-year in 28 seconds (rounded up from 27.75) OR 10 seconds, which gives ridiculous numbers that i'm throwing right out because it means that tatooine to coruscant would be just under an hour and it is not.

roughly 130 ly/hour (129.7)

40 parsec/hour (0.67 parsecs/minute)

and, using my favourite new toy, the hyperspace pathfinder (which itself goes with 1 parsec per 72.31 minutes, giving some looong travel times), that means, using a class 2 hyperdrive:

tatooine to coruscant is 117.29 parsecs aka 382.4 ly, so it would take about 3 hours. using the class 1.8-rated hyperdrive that the royal naboo ship has, it would be just a smidge faster.

coruscant to naboo: 96.88 parsecs, roughly 2 1/2 hours. this trip, with a class 4 hyperdrive such as the one on the transport ship padmé and anakin took in episode ii, would take nearly 9 3/4 hours.

if class 2 is 130ly/hour and 40 parsec/hour and each class of hyperdrive takes double the time as its predecessor/half the time of its successor, then:

class 1 would be 260 ly & 80 p/hour

class 3 would be 65 ly & 20p/hour

class 4 would be 32.5 ly & 10p/hour

&tc

coruscant to kamino would be divided into jumps and take obi-wan, in the delta-7 that needs to have a class 1 to be able to follow the slave 1 so closely, a bit over one and a half hours to get to rishi (128.93 parsecs), another jump from rishi to the rishi maze (???), and then another 18 minutes or so to get to kamino (those 12 parsecs past the rishi maze).

of course, this is all rough. and hyperdrives could scale logarithmically (like they do in heir to the empire) and that is math i have no idea how to do. math is not my forté.

[staplerpinheart]

Week 1: Day 2

Progress:

Maths: 10 questions of Complex Numbers from Exemplar and theory of Logarithm

Physics: Theory of Motion in Plane and cleared doubts and did some examples

Chemistry: Revision of Structure of Atom and Some Basic Concepts of Chemistry and cleared doubts

Notes:

Today was kinda slow, I wasn't as productive as I wanted, but it was fine, hoping to get more done tommorw! Made appam in the morning, and paired it up with maths. Left one class halfway though, but I did make it up by studying chem and the drank masala chai! Also my exam got postponed, but I'm kinda miffed about that.

time: 6 hours 15 minutes

[br0-k3n-sch00lb01]

fanfic request.... ship (or non ship!) that you want to write from the fandom you want with the dynamic and headcanons that you want and you can work on it whenever you want to and the deadline is whenever you finish it :3

....or work on one of your WIPs, whichever you want more /silly

oh boy!!!! i’ll post a bit of something. hold on. im stressing right now but i want to answer this, so…

its omori. dont be surprised, anon.

It was late August, and the air was cool and foggy. Sunny Suzuki and Basil Monet were walking to school together. It was the first day of their freshman year, and they had woken up early to get to school on time.

“Ughhh… it’s too cold for 5AM on a Monday…” Basil whined, leaning against Sunny, who had an arm around his waist.

Sunny playfully poked Basil on the forehead with his free hand. He wasn’t much of a morning person either, but he found the complaining a bit cute.

As they neared the school, Basil started to freak out. “So many people!!” 

Sunny pulled him a little closer.

They walked through the front gate and stood in the courtyard for a bit, watching people go in.

“...maybe we could skip class today?” Basil offered, hopefully.

Sunny shook his head. The idea was appealing but he wasn’t about to skip the first day of highschool.

Basil groaned. “Please? This is already making me feel sick.” He looked at Sunny with puppy-dog eyes.

Sunny shook his head again and started tugging on Basil’s arm, trying to walk inside.

“Ahh, nononononono. Please Sunny. Can’t we wait out here a bit longer?”

Sunny let out a soft sigh, a hint of annoyance creeping into his expression. He tugged a bit harder. Basil could be stubborn but if he pressured him enough he’d give up.

Basil actively pulled against Sunny. “Noooo…”

Sunny yanked him harshly and Basil huffed, letting Sunny drag him into the school building.

It was just as he thought it would be. Loud, messy, bright-

Sunny continued on. If Basil stopped now he’d never keep going. He navigated to their classroom and, conveniently there were two empty seats side-by-side in the back.

Sunny sat in the corner seat, by the window, and Basil sat next to him.

Basil reached to hold Sunny’s hand across the aisle.

“This is gonna be so bad…” Basil mumbled.

Sunny shook his head and squeezed his hand gently.

Basil cracked a small smile.

–

After a yawn-worthy day, Basil and Sunny walked out of the school. It was chilly and smelled of rain. The streetlights were drowned by the fog hanging in the air.

“Whew. Cold out here, huh, Sunny?” Basil remarked.

Sunny nodded. At least it was only a 10 minute walk home.

–

The next day, Basil could not focus on anything but Sunny. The way the pale amber light turned his dark brown hair honey-gold. The way his eye glimmered.

The way his hair would bounce when he’d look up at the board, and look back down to keep scribbling his notes on… logarithms and whatever…

He was just so…

“Mister Monet, I’m going to have to ask you to pay attention or you’ll be staying after class.” 

Basil was snapped out of his thoughts. All eyes in the room were fixed on him and his face flushed red. “Ummm!! Sorry! It won’t happen again!” He spluttered.

The teacher very un-subtly rolled his eyes and turned back to the board.

“Please, mister Monet, If log (a/b)+log(b/a)=log(a+b), would your answer here be A) a-b=1, B) a+b=1, C) a=b, or D)10a=b?” The teacher asked.

“Ummm. a-b=1?” Basil tried.

“No, the correct answer is B, now please pay attention.” 

Basil sighed and sank down in his seat. He knew everyone was staring at him.

Ahhh!! This is not how I wanted highschool to start.

That’s so embarrassing. This stuff is easy.

Sunny glanced over at him with a questioning look.

Basil just smiled.

—

Basil sat in English, his last class of the day. The teacher was a nice young man who said he was going to give them lots of time to read whatever they wanted throughout the year. 

Today was a free day, mostly, you just had to have a book.

Sunny was in History at the moment. Basil didn’t like the history teacher, he just rambled on and on about whatever they were learning and he almost fell asleep.

Maybe because he’d stayed up so late reading that stupid yaoi manga… probably not because the class was boring. He kind of enjoyed history.

He was upset he couldn’t read manga for silent reading but he doubted he’d do it even if he was allowed. No way, no how was he bringing that to school.

He was tired and he couldn’t exactly understand what he was reading. One of the main characters in this book, that his dad gave him for his birthday, was named Basil, and he felt a bit odd about that. 

He’d usually read this with Sunny at sleepovers but it was about the only real novel he owned anymore, so might as well…

Basil’s thoughts drifted. 

Hmmm. Sunny’s probably gonna be, like, exempt from choir. That’s too bad. I was hoping we’d be able to do at least one elective together, but… guess not. Maybe I should learn an instrument so I can join the orchestra? Harp or something. I don’t think they’ll let me join with my flute. 

Oh, Aubrey’s in the orchestra!! Contrabass, I think. That’s a fun instrument. So big though. I remember she used to talk about playing one so she could hide behind it. She was so much shorter back then. Mari always encouraged her to…

Oh, Mari.

It’s been so long and still I'm saddened by the thought of you.

I’m so sorry, Mari…

You deserved so much better.

If I could turn back time I would.

The bell rang and he looked up from the book. 

School’s out already? I must have been really spacing out…

Well, now I can see Sunny and we can walk home together!!

As he tucked his book into his backpack and walked out, all he was thinking of was Sunny-

-but he ran into none other than Aubrey.

“Ack!! Aubrey!! Sorry-” Basil exclaimed.

“Woah, calm down! It’s fine. Um. You seem to be in a hurry.” Aubrey replied.

“Just trying to find Sunny. So we can walk home together.”

“He went home sick. Threw up in class.”

“...oh.”

“Ummm. I can walk home with you, if you want?” Aubrey offered.

“Oh, um, okay. Sure.” Basil mumbled.

“Let’s go, then.”

—

As soon as Basil got home, he called Sunny.

And he did not answer.

Basil sighed as it went to voicemail. “Ummm, hi Sunny, I just wanted to see if you’re okay. Feel better…”

Beep.

“...damn it… Sunny, what are you up to..?” Basil muttered.

[surajkumasblog]

Java Program to Check Armstrong Number – Simple Approach

I was learning about Armstrong numbers and came up with a java program to check armstrong number or not. Below is a simple approach using a function to validate:

java

Copy

Edit

public class CheckArmstrong { public static void main(String[] args) { int num = 9474; // Change this value to test with different numbers System.out.println(num + (isArmstrong(num) ? " is " : " is not ") + "an Armstrong number."); }

public static boolean isArmstrong(int num) {int sum = 0, temp = num, digits = (int) Math.log10(num) + 1; while (temp > 0) { int digit = temp % 10; sum += Math.pow(digit, digits); temp /= 10; } return sum == num;

}

}

This method calculates the number of digits using logarithms and efficiently determines if the number is Armstrong or not. Let me know if there are any better optimizations!

[mariqclaire]

Math 3 Learning Journey - 3rd Quarter

3rd quarter was quite a journey, especially in math. Things started off easy with the basics of logarithms, yet gradually increased in difficulty as we went through the topics. If I were to describe my journey this 3rd quarter, I'd say it was something like an apple. Sometimes it's sour, sometimes it's sweet, but in the end, it's a fruit that would benefit you in the end. One topic of 3rd quarter that I found most enjoyable is about the topic of the properties of logarithms. One major factor that made that topic enjoyable was my short "presentation" of solutions for that plus 2 points on my long test. Presenting my solution like that in front of the class made me understand the topic thoroughly, and made me more confident in explaining and presenting in front of my classmates.

^ what I presented for the class ( magulo hahahaha sorry sir 😆 ) Other than this, a topic that I found pretty easy was computing for the halftimes and interests. Just by simply substituting values and manipulating formulas, I could solve it easily. Along with how Sir Joseph discussed it, solving for interests was fairly easy. One of the most interesting topics we discussed this quarter was applying all the rules of exponents and properties of logarithms to problems to solve them. Seeing how the properties and rules were interconnected was so interesting! Also feeling the satisfaction of solving a hard problem was a favorite of mine. With computing for halftimes and interests being the easiest topics, I found that it was also the easiest topic to master.

^ my solutions for solving a seatwork on interest (sorry sir talagang magulo ako magsolve hadhhsahd) It became so easy for me to master this topic because of how easily I understood it. On the other hand, I struggled with the latter part of the properties of logarithms, because there were just a lot to keep in mind, and I kept forgetting which properties to use and how to use them. I ended up needing some help from my friends and classmates, especially in homework and seatworks. (solutions below)

Overall, 3rd quarter was a chance for me to redeem myself of my low grades in 2nd quarter, so I worked hard to fully understand the topics in this quarter. Hopefully, my hard work shows results, even if it's just a small increase in my grades, I'd still count it as a win. To Sir Joseph, I'd like to thank you for being a patient and understanding teacher to all of us. We may have caused you a lot of headaches, yet you still decided to be patient with us. Thank you for putting in the effort in providing materials for us to review and understand. Your discussions are one of the few discussions I look forward to during the days we meet as a class. Once again, thank you for being such a great teacher to batch 2029! We love u Sir Joseph !! (˶ˆᗜˆ˵) hihi To my classmates, 'm so proud of how far we've come! We've reached the 3rd quarter exams, and we have one more quarter to go till we reach grade 10. I hope that we all keep going and none of us choose to give up. I pray that each and every single one of us continue to see the good in everything, and that we keep moving forward, no matter what mistakes and failures we encounter. Fighting! ᕙ( •̀ ᗜ •́ )ᕗ To myself, I'm really surprised that you haven't given up yet! HAHAHA, kidding aside, I'm really proud of how you've grown in such a short time form 2nd quarter. You've learned from your mistakes, and I hope that you maintain these good habits till you grow old (hehe). I hope that you continue to have faith in God and continue to honor Him through your studies and your work. I know that this year has been exhausting, but just one more little push, and we'll receive the well-deserved break we've been waiting for. Keep going and keep aiming higher, you got this! 😎 (•̀ᴗ•́ )و the end !!!

[fortunatelycoldengineer]

What Does Big O(N^2) Complexity Mean?

It's critical to consider how algorithms function as the size of the input increases while analyzing them. Big O notation is a crucial statistic computer scientists use to categorize algorithms, which indicates the sequence of increase of an algorithm's execution time. O(N^2) algorithms are a significant and popular Big O class, whose execution time climbs quadratically as the amount of the input increases. For big inputs, algorithms with this time complexity are deemed inefficient because doubling the input size will result in a four-fold increase in runtime.

This article will explore what Big O(N^2) means, analyze some examples of quadratic algorithms, and discuss why this complexity can be problematic for large data sets. Understanding algorithmic complexity classes like O(N^2) allows us to characterize the scalability and efficiency of different algorithms for various use cases.

Different Big Oh Notations.

O(1) - Constant Time:

An O(1) algorithm takes the same time to complete regardless of the input size. An excellent example is to retrieve an array element using its index. Looking up a key in a hash table or dictionary is also typically O(1). These operations are very fast, even for large inputs.

O(log N) - Logarithmic Time:

Algorithms with log time complexity are very efficient. For a sorted array, binary search is a classic example of O(log N) because the search space is halved each iteration. Finding an item in a balanced search tree also takes O(log N) time. Logarithmic runtime grows slowly with N.

O(N) - Linear Time:

Linear complexity algorithms iterate through the input at least once. Simple algorithms for sorting, searching unsorted data, or accessing each element of an array take O(N) time. As data sets get larger, linear runtimes may become too slow. But linear is still much better than quadratic or exponential runtimes.

O(N log N) - Log-Linear Time:

This complexity results in inefficient sorting algorithms like merge sort and heap sort. The algorithms split data into smaller chunks, sort each chunk (O(N)) and then merge the results (O(log N)). Well-designed algorithms aimed at efficiency often have log-linear runtime.

O(N^2) - Quadratic Time:

Quadratic algorithms involve nested iterations over data. Simple sorting methods like bubble and insertion sort are O(N^2). Matrix operations like multiplication are also frequently O(N^2). Quadratic growth becomes infeasible for large inputs. More complex algorithms are needed for big data.

O(2^N) - Exponential Time:

Exponential runtimes are not good in algorithms. Adding just one element to the input doubles the processing time. Recursive calculations of Fibonacci numbers are a classic exponential time example. Exponential growth makes these algorithms impractical even for modestly large inputs.

What is Big O(N^2)?

An O(N2) algorithm's runtime grows proportionally to the square of the input size N.

Doubling the input size quadruples the runtime. If it takes 1 second to run on 10 elements, it will take about 4 seconds on 20 elements, 16 seconds on 40 elements, etc.

O(N^2) algorithms involve nested iterations through data. For example, checking every possible pair of elements or operating on a 2D matrix.

Simple sorting algorithms like bubble sort, insertion sort, and selection sort are typically O(N^2). Comparing and swapping adjacent elements leads to nested loops.

Brute force search algorithms are often O(N^2). Checking every subarray or substring for a condition requires nested loops.

Basic matrix operations like multiplication of NxN matrices are O(N^2). Each entry of the product matrix depends on a row and column of the input matrices.

Graph algorithms like Floyd-Warshall for finding the shortest paths between all vertex pairs is O(N^2). Every possible path between vertices is checked.

O(N^2) is fine for small inputs but becomes very slow for large data sets. Algorithms with quadratic complexity cannot scale well.

For large inputs, more efficient algorithms like merge sort O(N log N) and matrix multiplication O(N^2.807) should be preferred over O(N^2) algorithms.

However, O(N^2) may be reasonable for small local data sets where inputs don't grow indefinitely.

If you want more learning on this topic, please read more about the complexity on our website.

[jhavelikes]

A consistent and comprehensive quantitative framework of the cells in the human body could benefit many areas of biology. We compile data to estimate cell mass, size range, and cell count for some 1,200 cell groups, from the smallest red blood cells to the largest muscle fibers, across 60 tissues in a representative male, female, and 10-y-old child. We find large-scale patterns revealing that both cellular biomass in any given logarithmic cell-size class and the coefficient of cell-size variation are both approximately independent of cell size. These patterns are suggestive of a whole-organism trade-off between cell size and count and imply the existence of cell-size homeostasis across cell types.

The human cell count and size distribution | PNAS

[wikiuntamed]

Five steps of Wikipedia for Friday, 17th November 2023

Welcome, Dzień dobry, أهلا وسهلا, Bienvenue 🤗 Five steps of Wikipedia from "Bettina G. Keller" to "Accretion (astrophysics)". 🪜👣

Start page 👣🏁: Bettina G. Keller "Bettina G. Keller is a professor for Theoretical Chemistry at Freie Universität Berlin...."

Step 1️⃣ 👣: German National Academy of Sciences Leopoldina "The German National Academy of Sciences Leopoldina (German: Deutsche Akademie der Naturforscher Leopoldina – Nationale Akademie der Wissenschaften), short Leopoldina, is the national academy of Germany, and is located in Halle (Saale). Founded on January 1, 1652, based on academic models in Italy,..."

Step 2️⃣ 👣: 893 Leopoldina "893 Leopoldina (prov. designation: A918 KD or 1918 DS) is a large and elongated background asteroid from the outer regions of the asteroid belt. It was discovered by German astronomer Max Wolf at the Heidelberg Observatory on 31 May 1918. The dark carbonaceous C-type asteroid has a rotation period..."

Step 3️⃣ 👣: Absolute magnitude "In astronomy, absolute magnitude (M) is a measure of the luminosity of a celestial object on an inverse logarithmic astronomical magnitude scale. An object's absolute magnitude is defined to be equal to the apparent magnitude that the object would have if it were viewed from a distance of exactly 10..."

Step 4️⃣ 👣: A-type main-sequence star "An A-type main-sequence star (AV) or A dwarf star is a main-sequence (hydrogen burning) star of spectral type A and luminosity class V (five). These stars have spectra defined by strong hydrogen Balmer absorption lines. They measure between 1.4 and 2.1 solar masses (M☉) and have surface temperatures..."

Image by NASA, ESA and G. Bacon (STScI)

Step 5️⃣ 👣: Accretion (astrophysics) "In astrophysics, accretion is the accumulation of particles into a massive object by gravitationally attracting more matter, typically gaseous matter, into an accretion disk. Most astronomical objects, such as galaxies, stars, and planets, are formed by accretion processes...."

Image licensed under CC BY 4.0? by ALMA (ESO/NAOJ/NRAO)

[educationalinstitutesindia]

Top 10 Tips to Help You Score 99 Percentile in SNAP 2018

With the national level management entrance exam, SNAP just a few months away, aspirants must have begun their preparation in full swing. Aspirants looking for admission to MBA courses at different affiliated institutes of Symbiosis International University must leave no stone unturned in their preparation for SNAP 2018. Having a moderate level of difficulty, the exam is not considered as tough as XAT or CAT.   However, it is the General Awareness section in SNAP which plays a major role in adding to the difficulty level of the exam. In order to crack SNAP exam with 99 percentile, one has to develop a strategy for the same. And, to assist you in same, we have mentioned below 10 tips to score 99 percentile in the management entrance exam and the paper pattern as well.   SNAP 2018 Exam Pattern   The exam is divided into the following 4 sections.   Quantitative Data Interpretation & Data Sufficiency: Right from the beginning, SNAP exam focused on arithmetic questions. It covers the list of topics like Ratio and Proportion, Time and Work, Time and Distance, Mixture, Percentages, Profit, and Loss, etc. As far as other topics are concerned, data sufficiency has always been present in almost every SNAP exam held till yet. It has been observed that the questions related to data interpretation asked in the exam are fairly easy. An attempt of around 25 questions within 35-40 minutes will make you score higher.   Tip: Revise NCERT math books of class 9 and make sure you practice questions from R S Aggarwal’s quantitative aptitude.   General English: Generally speaking, it is considered as an easy section in SNAP exam. It includes grammar and vocabulary questions and short passages as well. Talking about the section, it includes following from different areas, including grammar, verbal reasoning and vocabulary. Make sure you have more focus on questions based on vocabulary. Keeping this in mind, you must learn words as many as possible. An attempt of 30 questions within 20 minutes will help you score higher.   Tip: Read newspapers and books as many as you can. Also, learn and revise a minimum of 30 words daily with their usages.   Analytical and Logical Reasoning: Coming to this section, it covers questions from different areas such as logical reasoning sets, critical reasoning, analogies, deductive logic, blood relations, visual reasoning, puzzles, etc. To get score more, one should target over 20 questions within half an hour.   Tip: Make sure you practice using puzzle books. You can also benefit from reading R S Aggarwal’s reasoning book.   General Awareness: In this section, the major areas include current affairs, static GK, brand and business GK. Make sure you focus more on new stories, sport events winners, awards and prizes in the last one year. It has been observed that this section has low cut-off than any other sections. Make sure you attempt all questions with certainty. An attempt of 20 questions within 8-10 minutes will help you score more.   Tip: For GK, make sure you study from the following sources.   • The Times of India, Economy, The Hindustan Times • GK Digest-Mani Ram Aggarwal. • Manorama Yearbook   Tips that help you score 99 Percentile in SNAP Exam Give time to basic concepts instead of Formulae: With respect to the analysis of past years, the number of questions is based on the core concepts of the topics. Hence, make sure you have all the basic concepts cleared & understood along with its respective applications. Do More Calculations: Needless to say, many logical reasoning and quantitative ability needs extensive calculations. Although, this year, the facility of the on-screen calculator has been introduced in CAT. However, it is preferable to practice calculations with the help of Vedic Math techniques for SNAP exam.   Focus more on Algebra: The SNAP exam tests your ability to solve questions based on different topics, including Logarithms, Percentages, TSD, Profit & Loss, etc. Make sure you practice a range of questions in order to crack this section with a higher score.   Choose Logical Reasoning and Analytical: SNAP usually includes questions from a range of topics including Venn Diagram, Coding-Decoding, Facts Inference Judgment, Cubes, Blood Relations, Double Line Distribution, Letter Series, Puzzles, Series And Verbal Analogy. This section is quite important as the weightage given to each question is twice the weightage of questions of other sections. Hence, it is advisable to focus more on this section in order to score more.   Most Demanding Section- GK: Right from the beginning, general Knowledge & awareness has always been one of the challenging topics that require your much time. Since SNAP usually surprise students with its unique general knowledge questions, it is better to be prepared with the topics like current affairs with a focus on economics, business, awards politics, sports, and recent events.   Give More Stress on Grammar: This section basically includes more vocabulary questions based on, antonyms, synonyms, idioms & phrase odd man out. If you are facing problems with this section, you need to focus on building a good vocabulary.   Accuracy: While attempting any section, the most important aspect is to keep checking the accuracy as there will be negative marking system in place. Hence, make sure to attempt those questions which you are 100% sure of.   Take Mock Test Daily: Make sure you take SNAP mocks at regular intervals as it the best way to monitor your performance. This will not only help to monitor your progress but also improve your SNAP exam score as it gives you a chance to focus more on your weaker sections.   Solve Previous Years Papers: Although there are very fewer chances of getting repeated questions, your main objective is to be well versed with the SNAP 2018 exam pattern. Solving previous papers of SNAP will help you to get aware of the difficulty level, sections, time duration, etc. Time Management: The only way to get success for SNAP exam is the good selection of questions & time management, especially with respect to questions related to Logical Reasoning, Quantitative, Data Interpretation, and Analytical.   You can score 99 percentile by upholding fundamental management principles like right prioritization, effective time management, a good approach to different sections and a perfect blend of accuracy and speed. Good luck! Read the full article

[deus-ex-mona]

close the gap aizo 2: ice cream boogaloo

[studium-stardust]

Day 3 of 10 Days of Productivity

27.06.2021 | Sunday | 2359

hello peeps!!

today was a good day. i did not get a lot done, but it was a restful and healing day full of rain, so i am happy.

in the picture, you can see that i completed about half of my to do list items for today.

to summarise, today, i:

🌌 finished the figures of speech notes i started yesterday

🌌 finished my math assignment for point and straight line

🌌 practiced logarithms

🌌 revisited several topics of kinematics

🌌 attended a two hour long class for olympiad prep

i had to write this entire post again because 🎉tumblr🎉

i hope you have a good day/night!!!

Total Time Spent Studying: 2 Hours

[anxiouslyfred]

Footprint

Summary: Remy doesn't know whether to be concerned or impressed when his soulmate mark forms as a footprint on his neck. His soulmate however has been aiming to have an unusual first touch with his soulmate since first learning about them in schools.

/\/\/\

When children turn 10 they have a class, sometime in that year, dedicated to explaining soulmates. It covers what the marks are, and the types of connections they can have together as well as when they'll appear. Almost all of the children know about soulmates long before then, their parents or relatives explaining it to some degree. A lucky few even know about the platonic connections that form roughly 20% of bonds and haven't had those situations dismissed as torn connections.

For Roman and Remus however it was their first time being told about the phenomenon. Their parents had realised early on that informing their children of soulmates existing outside of Disney films was likely to encourage some thoughtless behaviours in each of them. They'd wanted the schools resources to support the twins understanding and discovery of it in the hopes they wouldn't respond with an over romanticised ideal or whatever bizarre reaction Remus might have.

“I'm gonna have a soulmate someday!” Roman explained the afternoon after getting that class. “How do Princes meet their soulmates? I'm sure, even in Snow White they'd already touched before true love's kiss.”

His mother looked over, smiling a little, “I believe that the most spoken about first meetings Princes in films have are dances, but interrupting someone's day with that seems discourteous, don't you think?”

“But then how should I be greeting mine? And is it something that will reveal easily if I'm fated for them?” Roman pouted, head tilting in thought.

“How about a kiss on the hand? It is a gentleman's greeting, after all.” She offered, trying to think of a gesture that wasn't likely to cause too much trouble. “And if it's a man you're meeting you can easily adjust it to a handshake if they seem the type to take offence.”

He looked at her before walking over and bending to kiss her hand without trying to take it first. “Like that?”

She smiled at her son, before moving to kneel, “No, like this.” She took his hand, pulling it up to meet her kiss, before starting to tickle him with her other hand, refusing to stop as giggles broke out.

“I'M GONNA BE A GYMNAST! LOOK I CAN DO A HANDSTAND!” Remus interrupted the game, barging into the room and throwing himself upside down.

“No, you need to be nice to your soulmate, Re! Stop that!” Roman protested, using the distraction to escape his mom's hands.

She blinked between the two, well used to connecting seemingly random responses together to learn what had been said between her boys. “I see no reason why I can't get you some gymnastics classes. Is it the flexibility you'd want to focus on or doing flips and such like?”

Remus looked at her, squinting for a moment before asking“Does flexibility mean I could tie myself in knots?”

“Yes.”

“Flexibility then.” He nodded.

That was that so far as both twin was concerned over learning about soulmates and how they might meet them in the future. Their parents took turns in taking Remus to his gymnastics classes and Roman to theatre practices and both tried to remind their boys that soulmates can have platonic relationships of different varieties as well.

…

Remy learnt about soulmates from his much older brother, Logan. He'd asked a million questions on the day Logan took his top off at the beach revealing a finger print sized dark mark on his side and had let that be the end of wondering about them. He didn't care if other people wanted specific marks or created ways to greet everyone in hopes of rapidly identifying them, so long as he got a mark once he turned 15.

That morning he called for Logan without leaving his room, stuck on the change in his reflection still. “Logarithm! I need you!”

“My name is Logan, Remy and what's so important it can't-” His brother's words broke off upon seeing just what had Remy sounding so confused.

“It's a footprint on my NECK!” Remy gestured wildly between the mirror and himself. “I don't know whether I should be concerned or impressed.”

Logan's jaw dropped before he marched over to tilt Remy's head back, “Concerned! You're literally going to be kicked in the neck by your soulmate for your first touch! How is that not concerning?”

“Maybe it's some total hottie and my introduction is gonna be 'step on me, Daddy.' I'm not gonna argue if they agree to it.” Remy countered, smirking.

“Is that supposed to be flirting? It makes no sense at all, and trust me, flirting needs to have some reason behind it to be understood.” Logan ranted already checking him over as if a kick had already hit Remy's neck and he needed medical care.

Remy batted the hands away. “To you it does. Not to me or my soulmate, I bet.”

“You literally called me up here for help.” Logan stated.

“Yeah, cause Dad's gonna try wrapping me up in cotton wool and refuse to let me see the world if he sees this mark and we both know it. You got any scarves in amongst your tie collection?” Remy glanced into the hallway before hurrying over to Logan's room, thankful that it wasn't until next week that his brother moved out.

Logan followed, rolling his eyes. “Yes, I have a scarf and you should too given it's winter.”

“Left it at school, besides this is 5 scarves, not just one.” Remy plucked out the brown one, wrapping it around his neck and heading down for breakfast before any reply or agreement to let him have it could be given.

…

“I CAN'T FIND IT!” Remus's yelled made Roman jump where he'd been twisting his hand from side to side admiring his soulmate mark. He wandered through to the living room with a sigh, just as another cry came from his brother. “My gymnastics classes worked!”

He looked down at the tangle of limbs called his sibling and shook his head. “Nobody, literally nobody, should sound that excited about being unable to find a soulmate mark. Even the people who realise as the grow older that they're happier without generally want to find a soulmate mark when they're fifteen.”

“They're boooorrrrring and so are you! I bet yours is just on your hand or something equally dull.” Remus retorted, shifting his head as if trying to look at the back of his thighs while remaining the twist.

“With a kiss to their hand, my soulmate shall be revealed.” Roman gave a small bow as he repeated his preferred way to greet everyone, noticing Remus's mark as he did so. “And if instead of whatever you're doing, you had just sat cross legged, you'd see that your footprint is your soulmate mark.”

That at least got Remus to unfold from his pose, now poking at his feet. “So no more shoes for me! I need to greet everyone upside-down.”

“You are not doing that!” The protest came on instinct almost, as Roman scrambled for something that wouldn't have his brother actually trying to do that. “Perhaps it's someone trying to do a lift with you?”

“BOOOORRRRRRINNNNNNNNNNNGGGG!” The yell was loud enough their entire family assumed they shouldn't suggest more societally acceptable ways for Remus's foot to be the first place to touch his soulmate.

…

Since meeting Remus, Janus had learnt to be careful what they said, especially if their words could ever be misunderstood in such a way for Remus to flip upside-down. They'd still use those phrases but always ensure they couldn't be connected with Remus too easily should he take the opportunity.

They were the reason that Remus was in a handstand, trying to pick up his plate with his toes. They'd make a sarcastic remark about wait staff being able to balance plates no matter what position they have to be in to lean around customers in smaller restaurants.

Given they'd been having a picnic and frankly more people should get to enjoy the contortionist performance that Remus could start any second, Janus wasn't too worried about being noticed this time.

They were watching the passers by at least, and tried to pull Remus out of his stand when someone paying more attention to their phone passed quite closely. Unfortunately that destabilised Remus enough that his wobble fell towards the stranger, foot landing on their neck for a second before he registered enough to flip out of it.

“Sorry, didn't see you there. Jan-jan said I needed to pick the plate up with my toes.” Remus cheerfully explained, now holding a hand out to the person.

Remy slowly raised his hand to his neck, frowning between the fool who'd been waving his legs in the air moments before and his friend sat at the table. “This mark better be lit up like a Christmas tree now, or I'm going to start screaming at you for carelessness and nonsense.”

The man flipped himself over again, back bending enough he could look up and see his feet. “Well my foot is, but if I refuse to mention your neck, can I still be screamed at?”

“I'm Remy, he/him and are you going to be upside-down for the entire time we get to know each other?” He reached out to pull the foot up enough to see the evidence there.

“Remus, he/him and that's Janus, they/them, unless they've used meeting you as an excuse to run for their car.” He raised the foot in Remy's hands up and down a couple times as if they were shaking hands. “And if you want me to stay upside-down I'm happy to oblige.”

Remy looked his head to toe and back down, before snickering, “Gurl, I don't care, but you are going to drive my brother insane if you ever meet him. I'm going to get coffee. You coming?”

“Only when you say I can.” Remus followed as he set off, still walking on his hands, and his leer audible.

[thoi2020]

u have advanced??????? wow. tips to qualify mains please??? help me with my modules.how do i solve them?????????

hnnng idk bestie here's some short tips n like if u want something more specific u can send another ask or dm me?

pay attention in class. sit in the front. listen out for what things the teacher puts an emphasis on. ask questions. yes, even the stupid ones. especially the stupid ones bc those are fundamentals u cannot miss bc a shaky foundation leads to a shaky building. also pay attention to ur teachers. theyve been doing this since before u even knew about jee they know what theyre doing. most of them want whats best for u, and if not specifically that, whats best for them n their institute which are usually similar things. im not saying blindly trust them without criticism but have some faith. dont dismiss them they prolly know better than u. if id followed my teachers instructions i prolly wouldnt have had to drop (but thats a discussion for another day lol).

revise notes on a regular basis. like. the day u studied it in class. then the next day. then a week later. then 2 weeks later. then a month later. google the curve of forgetting for more accurate time stamps. use flashcards for formulae n stuff that u have to memorise like inorganic chem.

analyse past papers. recognise the most important topics. but also there are some small chapters that are quite easy and some people skip them thinking there wont be any questions from them. ive given 4 papers of mains, and i can confirm that is utter bullshit. 1 question each from units and measurements, mathematical reasoning, stats, chemistry in everyday life, polymers, are guaranteed. u can easily secure at least those marks by spending just a little bit of time on them. esp for jee mains its relatively better to cover a wide range of topics with medium depth instead of just some but with deep understanding (the latter works well for advanced tho).

make a friend or two whos in the same boat as u, preparing for jee n try to keep each other accountable. tell each other everyday what ure going to study that day n then check back the next day. remind each other hlep each other out. also be friendly with the class toppers sometimes they can solve ur doubts better than teachers just bc something they explain clicks better. whenever i get confused about logarithms i think back to what my 9th grade classmate told me when i asked him to explain in 1 sentence n had him repeat it slowly to me multiple times. its burned in my memory and helped me so much. 

practice tests. set the proper 3 hour limit and solve them. be honest w urself ure doing this for u. no point scoring 256/300 to impress ur teacher if u cheated bc on the day of the exam ure going to be screwed. in the beginning try out different strategies, different ones work for different ppl. like for me, math is my favourite and i find it easier than the other 2 so i do it first and it gives me confidence. then i move on to physics and then chem. some people look over the entire paper n solve the easiest from every section first, then the medium ones, then the tough ones. experiment in ur practice tests n figure out whats best for u n ur test taking. after the test, analyse. see what u got wrong, why u got it wrong. clarify doubts. mark problem questions to revise and solve again later. no point in solving more n more questions if theres no retention or learning.

for solving books specifically under the cut bc this is getting too long lol:

stick to 1 or 2 books max per subject. make them ur holy books and swear by them. if ure doing coaching then the modules provided by them are a very good option bc theyre specifically for jee and will cover what u need. coaching teachers will have a lot of experience with them too so u'll have an easy time with doubts clarification. if u choose other books tho, still consult with ur teacher and ask them to tell u what's relevant and what isnt and dont waste ur time on whats not. it might make u look or feel smarter to be solving questions on stuff thats beyond the scope of the exam but u literally dont need it and the syllabus is already very vast so ure just going to waste time and brainspace. like sure if ure interested study it in ur own time but dont make it an Important Must Do thing.

ok now that u have ur book with everything relevant to jee, make sure u devour them. study the theory alongside ur class notes. solve a few questions of corresponding topics the day they are covered so u dont have so many questions lined up at the end of the chapter. like if i studied friction in newton's laws of motion today, i'll solve the questions relevant to friction today itself. or u know this week. like,, keep it current. then while solving, speak out loud and explain the problem to urself like ure teaching someone else (or better yet, find someone to teach them to. stuffed toys, younger siblings, ur classmate, grandparents, online friend, whichever works). mark all the questions that took u longer than 5 mins or u cant solve at all. dog ear the pages. try them again the next day. then again a few days later. take the ones u still cant solve to ur teacher. try n ask for just a hint once and try again. and then if u cant then ask for the solution. DO NOT go on the internet. ur brain doesnt have to work for it then n u think u got it but u dont got it. make ur brain work for the solution so it'll remember. 

now that uve given a good shot to every question and figured out where u stumble. analyse a bit. find a pattern if theres any: like a certain concept that is weak or something ure not understanding. read the theory for it if u have to n ask questions to clarify. then solve these problem questions again and again until u know every question well enough to be able to explain to someone. skip over the easy ones u dont gotta do them again n again, focus on the ones u stumbled on. theyre the weak spots. no use strengthening whats already strong enough.

and uh keep a notebook of the solutions of the questions u solve so that u dont have to go crazy searching for them in an emergency. like ur paper is tomorrow and u cant figure out this question that uve been trying for 1 hour then its a good time to review ur previous solution and refresh ur memory. often if uve practiced enough n its just exam stress etc thats making ur mind go blank then just a hint will be enough to remind u.

also this is more general but just. be consistent. small consistent efforts over multiple days instead of a big one in 1 day. u’ll retain better and ur brain does better with multiple small chunks spread out over an interval than a lot of stuff in a small one. and its ok to to have an off day dont kill urself over academics ur health is more important always. not getting into ur dream college might fuck u up but itll heal but ur health is more precarious and not getting enough sleep or food will def fuck u up and the consequences are a lot harder to deal with. dont think about the big picture or u’ll freak urself out just think about the next small step u can take. getting 99 percentile feels impossible but solving 10 questions for it does not. dont get disheartened by test results if ure working hard n smart u wont fail. even if u dont get into ur dream college u’ll have an excellent work ethic that’ll take u places u never thought of in ur wildest dreams. more than anything, be kind to urself and work n play hard.

[bloggulf220]

Mr. Mac's Challengesmr. Mac's 6th Grade

Mr. Mac's Challengesmr. Mac's 6th Grade Language Arts

Mr. Mac's Challengesmr. Mac's 6th Grader

These seem like obvious things but just trying to help people with the learning curve.

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Anker Tests Reading / Language Arts Skills. More Reading Comprehension More Spelling (10 words each) More Homophones More Analogies. More 6th General Math. By Mr Mac. Now contains Australian/British English and US English spellings. A great visual prompt for students to implement the 'Super Six' comprehension strategies when reading or viewing texts. great poster display for classrooms - text and images.

Elementary Math Skills

Mrs. Victoria Rose

This class will address 3-6th grade mathematical skills in preparation for pre-algebra.

Pre-Algebra

Mr. Mac Ogilvie 1

STARS offers a Pre-Algebra course using the Saxon Math 8/7 book as a resource. This course provides an excellent summary of the basic skills required to move into Algebra. It can be considered to be a Middle School Math course that bridges elementary school to high school math. Public schools seem to be moving some students into Algebra as early as sixth grade depending largely on the skill level of the student. But the movement into Algebra at any grade level requires the exposure to a wide range of general math knowledge and the mastery of key skills essential to the ability to be successful in Algebra. This course provides that knowledge and the ability to master those critical skills. The course includes coverage of basic geometry and probability and statistics. The STARS instructor at this time has an extensive background in teaching both middle school math and Algebra both in public schools and here at STARS.

Need: Saxon 8/7 Homeschool Kit- http://www.rainbowresource.com/product/Saxon+Math+8-7+3ED+Homeschool+KIT/024434

Mr. Mac's Challengesmr. Mac's 6th Grade Language Arts

Algebra I

Mr. Mac Ogilvie

This course will use the Saxon book, Algebra 1, to provide a comprehensive teaching of the fundamental aspects of problem solving. It offers a substantial review of pre algebra fundamentals while also offering coverage of area, volume, and perimeter of geometric figures. Major topics include evaluation of algebraic equations, thorough coverage of exponents, polynomials, solving and graphing linear equations, complex fractions, solving systems of equations, radicals, word problems, solving and graphing quadratic equations, solving systems of equations, and solving equations by factoring.

Textbook: Saxon Algebra 1 Homeschool Kit http://www.rainbowresource.com/product/sku/000628

Algebra II

Mr. Mac Ogilvie

This course will use the Saxon book, Algebra 2, to provide a comprehensive teaching of the fundamental aspects of problem solving. It offers a substantial review of all topics in Algebra 1 and then moves on to cover these topics at an advanced level. Major topics include the solving and graphing of linear and quadratic equations, factoring, a variety of types of word problems, solving quadratic equations by completing the square, solving simultaneous equations with fractions and decimals, complex roots of quadratic equations, solving systems of nonlinear equations, graphing and solving a system of inequalities, exponential equations, and review of key geometry, probability and statistics topics.

Textbook: Saxon Algebra 2: Homeschool Kit Third Edition

Jacob’s Geometry

Ms. Enjoli Stith

3rd Edition. This is an excellent geometry course with clear explanations of geometric concepts, including plenty of practice with proofs (informal and paragraph). The second chapter (six lessons) is devoted to logic in preparation for constructing proofs. Topics build incrementally and each practice set assumes knowledge gained in previous lessons in order to construct proofs. The author has set his text up to include three sets of problems with each lesson so as to present the basic concepts in Set I exercises, applications in Set II exercises, and extension of concepts in Set III exercises. Finally, there are Algebra reviews located at the end of most chapters in the student textbook. An appendix contains all presented theorems and postulates. After a thorough study of Euclidean geometry, a single chapter of four lessons presents non-Euclidean geometries. SAT math problems have also been included in exercise sets. The teacher’s guide contains lesson plans, black line masters, and answers to all exercises. The test bank contains two tests for each chapter, a mid-term, a final, and solutions.

Textbook: Geometry: Seeing, Doing, Understanding, 3rd Edition

Advanced Math (Pre-Calculus and Trigonometry)

Ms. Enjoli Stith

Advanced Mathematics fully integrates topics for algebra, geometry, trigonometry, discrete mathematics, and mathematical analysis, to include trigonometric equations and inequalities, the unit circle and trigonometric identities, conic sections, logarithms and exponents, probability and statistics, complex numbers, functions and graphs, sequences and series, and matrices. Graphing calculator applications are developed to facilitate calculations and enhance in-depth understanding of concepts. Word problems are developed throughout the problem sets and become progressively more elaborate. With this practice, high-school level students will be able to solve challenging problems such as rate problems and work problems involving abstract quantities. Conceptually oriented problems that help prepare students for college entrance exams (such as the ACT and SAT) are included in the problem sets. Students complete 2-3 lessons per week.

Mr. Mac's Challengesmr. Mac's 6th Grader

Note: This is a two year class. Part 1 covers lessons 1-66, Part 2 covers lessons 67-125.

[sciencenewsforstudents]

The white vinegar in your kitchen cupboard has a pH of about 2.4. The pH of oven cleaner is around 13. What do these numbers mean? They give us a clue to what types of molecules are in these hydrogen-containing solutions — acids or bases — and how they will interact with the molecules around them.

One system that scientists use to define acids and bases is called the Brønsted-Lowry theory. (It’s named after two scientists who proposed it.) The Brønsted-Lowry definition says that an acid is a molecule that will give away a proton from one of its hydrogen atoms. A proton is a positively charged particle (and is the nucleus of the hydrogen atom). On a pH scale, acids all fall below 7.

The opposite of an acid is a base. Chemists describe these molecules as being alkaline (AL-kuh-lin). Brønsted-Lowry bases are good at stealing protons and will gladly take them from acids. One example of a base is ammonia. Its chemical formula is NH3. You can find ammonia in window-cleaning products. Bases all come in above 7 on the pH scale.

The role of hydrogen gives rise to the term pH. That term arose around 1909 from the German for potenz (meaning power) and hydrogen (whose chemical symbol is a capital H). So it’s a measure of a solution’s willingness to give or take a hydrogen’s proton.

However, chemists also talk about Lewis acids and Lewis bases. In the Lewis theory, acids and bases don’t necessarily contain any hydrogen atoms. They are labeled acids or bases depending on whether they donate or accept pairs of electrons.

Common substances and their typical pH. A low pH means a substance is strongly acidic, such as stomach acid. A high pH describes substances that are strongly alkaline, or basic, such as a drain cleaner. In the center is pure water, which is chemically neutral — neither an acid nor a base.

CREDIT: NORMAALS/ISTOCK/GETTY IMAGES PLUS

Most images show the pH scale going from zero to 14. This scale is logarithmic, so there is a 10-fold difference in strength between each number.

Pure water is neutral, neither an acid nor base. As such, it sits smack in the middle of the pH scale at 7. But mix an acid with water and the water molecules will act as bases. They’ll snag hydrogen protons from the acid. The altered water molecules are now called hydronium (Hy-DROHN-ee-um).

Mix water with a base and that water will play the part of the acid. Now the water molecules give up their own protons to the base and become what are known as hydroxide (Hy-DROX-ide) molecules.

The pH scale measures whether there is more hydronium or hydroxide in a solution. In other words, it tells us how basic or acidic the solution is. A lower pH means something is more acidic, also known as a stronger acid. A higher pH means it is more alkaline or a stronger base.

Chemistry classes will often use a litmus test to identify acids from bases. A blue litmus paper turns red in acids while a red litmus paper turns blue in basic solutions. Other pH indicator papers are available that will actually identify the rough pH of some acid or base, also using color-change chemicals.

[nishad82pn-blog]

Logarithms for JEE Mains ,10, 11,and 12 classes - Lecture 1.