Search
- Filter Results
- Location
- Classification
- Include attachments
- https://phys.libretexts.org/Courses/Georgia_State_University/GSU-TM-Introductory_Physics_II_(1112)/02%3A_Math_Review/2.07%3A_Solving_Linear_Equations_and_Inequalities/2.7.04%3A_Solving_a_System_of_Linear_EquationsIf you solved the problem like that, you used a simple substitution—you substituted in the value “7” for “his daughter’s age.” You learned in the second part of the problem that “his daughter is 7.” S...If you solved the problem like that, you used a simple substitution—you substituted in the value “7” for “his daughter’s age.” You learned in the second part of the problem that “his daughter is 7.” So substituting in a value of “7” for “his daughter’s age” in the first part of the problem was okay, because you knew these two quantities were equal.
- https://phys.libretexts.org/Courses/Coalinga_College/Physical_Science_for_Educators_(CID%3A_PHYS_14)/02%3A_Units_Measurement_Graphing_and_Calculation/2.09%3A_Graphing/2.9.02%3A_Other_Types_of_GraphsThe section labeled “Sleeping” is a little larger than the section named “School” (and notice that the percentage of time sleeping is greater than the percentage of time at school!) “Homework” and “Pl...The section labeled “Sleeping” is a little larger than the section named “School” (and notice that the percentage of time sleeping is greater than the percentage of time at school!) “Homework” and “Play rehearsal” are both smaller, but when the percentages of time are added to “School,” they add up to a larger portion of the day.
- https://phys.libretexts.org/Courses/Coalinga_College/Physical_Science_for_Educators_(CID%3A_PHYS_14)/02%3A_Units_Measurement_Graphing_and_Calculation/2.09%3A_Graphing/2.9.01%3A_Graphing_DataIn this example, the animals are listed on the left side of the graph (also called the y-axis), and the life span in years is listed on the bottom (the x-axis). You can organize the data in a histogra...In this example, the animals are listed on the left side of the graph (also called the y-axis), and the life span in years is listed on the bottom (the x-axis). You can organize the data in a histogram with the continuous data from 0 to 100, by using the intervals to 71 to 80, 81 to 90, and 91 to 100.
- https://phys.libretexts.org/Courses/Georgia_State_University/GSU-TM-Physics_II_(2212)/01%3A_Introduction_to_Physics_Measurements_and_Mathematics_Tools/1.09%3A_Math_Review_of_Other_Topics/1.9.08%3A_Solving_a_System_of_Linear_Equations_Using_The_Substitution_MethodIf you solved the problem like that, you used a simple substitution—you substituted in the value “7” for “his daughter’s age.” You learned in the second part of the problem that “his daughter is 7.” S...If you solved the problem like that, you used a simple substitution—you substituted in the value “7” for “his daughter’s age.” You learned in the second part of the problem that “his daughter is 7.” So substituting in a value of “7” for “his daughter’s age” in the first part of the problem was okay, because you knew these two quantities were equal.
- https://phys.libretexts.org/Courses/Fresno_City_College/NATSCI-1A%3A_Natural_Science_for_Educators_Fresno_City_College_(CID%3A_PHYS_140)/02%3A_Units_Measurement_Graphing_and_Calculation/2.07%3A_Graphing/2.7.01%3A_Graphing_DataIn this example, the animals are listed on the left side of the graph (also called the y-axis), and the life span in years is listed on the bottom (the x-axis). You can organize the data in a histogra...In this example, the animals are listed on the left side of the graph (also called the y-axis), and the life span in years is listed on the bottom (the x-axis). You can organize the data in a histogram with the continuous data from 0 to 100, by using the intervals to 71 to 80, 81 to 90, and 91 to 100.
- https://phys.libretexts.org/Courses/Coalinga_College/Physical_Science_for_Educators_Volume_1/02%3A_Units_Measurement_Graphing_and_Calculation/2.09%3A_Graphing/2.9.01%3A_Graphing_DataThis page discusses data collection and interpretation methods, using a nurse tracking blood types as an example. It emphasizes visual representation through pictographs and bar graphs for effective d...This page discusses data collection and interpretation methods, using a nurse tracking blood types as an example. It emphasizes visual representation through pictographs and bar graphs for effective decision-making. The text outlines the distinction between categorical and quantitative data, detailing histograms for continuous data versus bar graphs for categorical data.
- https://phys.libretexts.org/Courses/Coalinga_College/Physical_Science_for_Educators_Volume_1/02%3A_Units_Measurement_Graphing_and_Calculation/2.09%3A_Graphing/2.9.02%3A_Other_Types_of_GraphsThis page explains how to read and interpret circle graphs and line graphs, emphasizing their distinct functions: circle graphs show categorical data relationships using percentages, while line graphs...This page explains how to read and interpret circle graphs and line graphs, emphasizing their distinct functions: circle graphs show categorical data relationships using percentages, while line graphs illustrate trends over time. It highlights the significance of scales in understanding data and includes examples to clarify these concepts. Additionally, it briefly mentions stem-and-leaf plots as an alternative way to organize quantitative data.
- https://phys.libretexts.org/Workbench/Physics_for_Physics_Majors_1%3A_The_Book/04%3A_Miscellanea/4.02%3A_Math_Review/4.2.07%3A_Solving_Linear_Equations_and_Inequalities/4.2.7.04%3A_Solving_a_System_of_Linear_EquationsIf you solved the problem like that, you used a simple substitution—you substituted in the value “7” for “his daughter’s age.” You learned in the second part of the problem that “his daughter is 7.” S...If you solved the problem like that, you used a simple substitution—you substituted in the value “7” for “his daughter’s age.” You learned in the second part of the problem that “his daughter is 7.” So substituting in a value of “7” for “his daughter’s age” in the first part of the problem was okay, because you knew these two quantities were equal.
- https://phys.libretexts.org/Courses/Fresno_City_College/NATSCI-1A%3A_Natural_Science_for_Educators_Fresno_City_College_(CID%3A_PHYS_140)/02%3A_Units_Measurement_Graphing_and_Calculation/2.07%3A_Graphing/2.7.02%3A_Other_Types_of_GraphsThe section labeled “Sleeping” is a little larger than the section named “School” (and notice that the percentage of time sleeping is greater than the percentage of time at school!) “Homework” and “Pl...The section labeled “Sleeping” is a little larger than the section named “School” (and notice that the percentage of time sleeping is greater than the percentage of time at school!) “Homework” and “Play rehearsal” are both smaller, but when the percentages of time are added to “School,” they add up to a larger portion of the day.
- https://phys.libretexts.org/Courses/Georgia_State_University/GSU-TM-Physics_I_(2211)/01%3A_Introduction_to_Physics_Measurements_and_Mathematics_Tools/1.09%3A_Math_Review_of_Other_Topics/1.9.08%3A_Solving_a_System_of_Linear_Equations_Using_The_Substitution_MethodIf you solved the problem like that, you used a simple substitution—you substituted in the value “7” for “his daughter’s age.” You learned in the second part of the problem that “his daughter is 7.” S...If you solved the problem like that, you used a simple substitution—you substituted in the value “7” for “his daughter’s age.” You learned in the second part of the problem that “his daughter is 7.” So substituting in a value of “7” for “his daughter’s age” in the first part of the problem was okay, because you knew these two quantities were equal.
