283 resultados para Matematica - Formulas
em Reposit
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
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The class of hypergeometric polynomials F12(-m,b;b+b̄;1-z) with respect to the parameter b=λ+iη, where λ>0, are known to have all their zeros simple and exactly on the unit circle |z|=1. In this note we look at some of the associated extremal and orthogonal properties on the unit circle and on the interval (-1,1). We also give the associated Gaussian type quadrature formulas. © 2012 IMACS.
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Food base excess (BE, mEq/kg) can be calculated from the diet macroelements, together with either the sulfur amino acids methionine and cysteine (BEaa) or total sulfur (BEs) concentrations. The present study compared the use of sulfur or methionine and cysteine for calculating the food BE (experiment 1) and investigated the influence of food BE on blood gas analysis and the urine pH of cats, and proposes a prediction equation to estimate the urine pH of cats fed kibble diets based on the calculated food BE (experiments 2 and 3). In experiment 1, nine healthy, adult cats were used in a change-over design and fed with nine commercial dry cat foods. The cats were housed in metabolism cages over seven days for adaptation and three days for total urine collection. All of the urine produced over 24h was pooled by cat and diet. The cats' acid-base status was assessed through blood gas analysis after 10 days of diet consumption. A mean difference of -115mEq/kg between BEs and BEaa was observed, which could be explained by a greater concentration of sulfur in the whole diet than in methionine and cysteine. Urine pH presented a stronger correlation with food BEs (R2=0.95; P<0.001) than with food BEaa (R2=0.86; P<0.001). Experiment 2 included 30 kibble diets, and each diet was tested in six cats. The food BEs varied between -180 and +307mEq/kg, and the urine pH of the cats varied between 5.60 and 7.74. A significant correlation was found between the measured urine pH and the food BEs (urinary pH=6.269+[0.0036×BEs]+[0.000003×BEs2]; R2=0.91; P<0.001). In experiment 3, eight kibble diets were tested (food BEs between -187mEq/kg and +381mEq/kg) to validate the equation proposed in experiment 2 and to compare the obtained results with previously published formulae. The results of the proposed formula presented a high concordance correlation coefficient (0.942) and high accuracy (0.979) with the measured values, and the estimates of urine pH did not differ from the values obtained in cats (P>0.05). The cats' venous blood pH, bicarbonate, and blood BE were correlated with food BEs (P<0.001); the consumption of diets with low food BEs induced a reduction in these parameters. In conclusion, food macroelement composition has a strong influence on cats' acid-base equilibrium and food BEs calculation is a useful tool to formulate and balance kibble diets for felines. © 2013 Elsevier B.V.
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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
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Pós-graduação em Educação Matemática - IGCE
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Pós-graduação em Matemática - IBILCE
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This work is a study and a repost on a possible way that can be worked together Mathematics and Native Language, presenting activities for the middle school, trying to make teaching more interesting, dynamic and playful. The work presents proposal for activities based on stories from the book “O Homem que calculava” by Malba Tahan, with questionnaires to be answered by the students and guidance for teachers on how to apply these activities in the classroom. Applications of these activities were carried out and this work also includes analysis and records of them
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The financial health of a family is one of the main generators of quality of life, and this is only possible through financial planning, which is nothing more than save and analyze before contracting debts. To do this, students must have notion of financial mathematics, especially of that used by the banks on overdraft interest, in investments and in the short-term and longterm loans, that is, compound interest, equivalent rates, depreciation and others. Starting from the knowledge of arithmetic and geometric progressions and, based on real situations which allow the application of the content learned, one intends to develop activities applied to high education. To start from real situations is one of the main lines of thought of the Problem Solving Methodology, in which the student is the active agent in the construction of his or her knowledge. As the National Curricular Parameters point out, the practice in the use of computers is essential for gaining a job. Therefore, this project proposes an activity where knowledge of Financial Mathematics can to be practiced, associated with the use of Microsoft Excel® spreadsheet
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In this paper we obtain the orthogonality relations for the supergroup U(m|n), which are remarkably different from the ones for the U(N) case. We extend our results for ordinary representations, obtained some time ago, to the case of complex conjugated and mixed representations. Our results are expressed in terms of the Young tableaux notation for irreducible representations. We use the supersymmetric Harish-Chandra-Itzykson-Zuber integral and the character expansion technique as mathematical tools for deriving these relations. As a byproduct we also obtain closed expressions for the supercharacters and dimensions of some particular irreducible U(m|n) representations. A new way of labeling the U(m|n) irreducible representations in terms of m + n numbers is proposed. Finally, as a corollary of our results, new identities among the dimensions of the irreducible representations of the unitary group U(N) are presented. © 1997 American Institute of Physics.
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Foram comparados os valores do PRNT de calcários agrícolas, empregando fórmulas que se baseiam em diferentes valores de eficiência relativa das frações granulométricas que compõem esses materiais. Foram utilizadas 22 amostras de calcários, sendo 12 de Rio Claro, Piracicaba e Tietê, Estado de São Paulo e as demais especialmente escolhidas visando variação nas composições granulométrica e química. Os resultados sugerem que as fórmulas de PRNT que têm sido utilizadas no Brasil , devem estar substimando a eficiência desses produtos , além de carecerem de um respaldo experimental mais convincente. A nova fórmula proposta pode ser mais confiável, apesar de estar também sujeita a várias críticas.
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The continuous inputs from agriculture areas and human or industrial sewer have been provided a widely demographic explosion of tropical tanner-grass and para grasss plants in the rivers and water reservoirs of Brazil. Considering the importance of these noxious weeds there is a vast necessity of basic studies on aspects related to reproduction, growing, development, nutritional requirements, responses to control systems and others. In most studies, leaf area knowledge is crucial and it is one of the most difficult characteristics to be measured because it usually requires expensive equipments or it uses a destructive technique. The objective of this work was to develop equations for leaf blade dimensional parameters to allow determination of the leaf area of African tanner-grass (Brachiaria subquadripara (Trin.) Hitchc) and para grass (Brachiaria mutica (Forsk.) Stapf.). Correlations between real leaf area and dimensional parameters of leaf blade such as length along the main vein (L) and maximum width (W) perpendicular to the main axis were studied. Only the linear equations allowed a good leaf area estimate. It is suggested to opt for a simple linear equation involving respective products of length times maximum width considering linear coefficient equal to zero. Thus, B. subquadripara (SS) and B. mutica (SM) non destructive leaf blade area estimates may be performed by the following formulas: SS = 0.7719 (L x W) and SM = 0.7479 (L x W), with coefficients of determination (R(2)) of 0.9594 and 0.9408, respectively.
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
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We present results of research aiming to identify and analyze the meanings of teacher education in papers published over 23 years of Bolema, from 1985 to 2007. Specifically, we analyzed what the authors of the articles understood as teacher education and how they approached it in their projects, research, and interventions. We found that teacher education is characterized: by means of the definition of teacher education, its objectives and functions; from what is expected of the teacher at the end of the education process; from the disciplinary and/or pedagogical contents proposed in courses; from the practical activities proposed; through suggestions of courses and their curricular structures; from reflections on its limitations and possibilities.