ARITHMETIC SEQUENCE | THE EASY APPROACH

Tuesday, August 13, 2024

 ARITHMETIC SEQUENCE

An arithmetic sequence, also known as an arithmetic progression, is a sequence of numbers in which the difference between two consecutive terms is constant. This constant difference is called the common difference.

For example, consider a sequence: $3,7,11,15,19,\dots$

Here, the common difference ($d$) between consecutive terms is $4$ (since $7-\mathrm{3 }= \mathrm{4, }$$11 - 7 = 4$, and so on).

Key characteristics of an arithmetic sequence include,

1. Common Difference ($d$): The fixed number by which consecutive terms differ.
2. First Term ($a_{\mathrm{<span\; style="font-size:\; xx-small;">1</span>}}$): The initial term of the sequence.
3. nth Term ($a_{\mathrm{<span\; style="font-size:\; x-small;">n</span>}}$): The formula to find any term in the sequence, which is given by $$$a_{\mathrm{<span\; style="font-size:\; x-small;">n </span>}}$= a1+(n−1)d, where $n$ is the position of the term in the sequence.

Arithmetic sequences are widely used in various fields, including mathematics, physics, and computer science, due to their predictable nature and simple formulas for calculating terms.

USES OF ARITHMETIC SEQUENCE IN,

| EDUCATION

Arithmetic sequences have several important educational uses across various levels of mathematics education.

1. Introduction to Sequences. Arithmetic sequences are often one of the first types of sequences introduced to students. They provide a straightforward example of how sequences can be defined by a simple pattern (constant difference between consecutive terms).

2. Mathematical Foundations. Studying arithmetic sequences helps build foundational skills in algebra and arithmetic. Students learn to work with the general formula for the nth term of an arithmetic sequence and to calculate specific terms and sums.

3. Pattern Recognition. Analyzing arithmetic sequences helps students develop pattern recognition skills. They learn to identify and extend patterns based on the given sequence and to predict future terms.

4. Problem Solving: Arithmetic sequences are used in various problem-solving contexts. Students learn to apply arithmetic sequence formulas to solve problems involving sums of terms, finding missing terms, or determining specific sequence properties.

5. Real-World Applications. While arithmetic sequences are abstract, their concepts apply in real-world scenarios. For instance, understanding how constant rates of change apply to sequential data or financial planning (e.g., calculating regular payments or incomes).

6. Preparation for Advanced Topics. Understanding arithmetic sequences lays a foundation for more advanced topics in mathematics and beyond, such as geometric sequences, series, and calculus concepts like limits and derivatives.

| INDUSTRIES

Arithmetic sequences, while primarily a mathematical concept, can be applied and observed in various industries and fields where predictable patterns and incremental changes are essential. Here are some industries where the idea of arithmetic sequences is utilized effectively:

1. Finance and Economics

   • Budgeting and Financial Planning: Predictable income streams or expenses can often be modeled using arithmetic sequences, aiding in budgeting and forecasting.
   • > Interest Rates: Interest compounding in financial investments often follows an arithmetic sequence when considering regular contributions or withdrawals.
   • >Amortization Schedules: Loan payments that include principal and interest can be modeled using arithmetic sequences to calculate the remaining balance over time.

2. Engineering and Construction

   • Project Scheduling: Construction projects often involve tasks that follow predictable timelines with constant increments of progress, such as laying foundations, erecting structures, etc.
   • Maintenance and Repairs: Scheduled maintenance tasks can be planned using arithmetic sequences to ensure regular intervals for servicing equipment or infrastructure.

3. Supply Chain and Logistics

   • Inventory Management. Replenishment schedules and inventory levels often follow patterns that can be modeled using arithmetic sequences, ensuring sufficient stock levels without excessive overstocking.
   • Transportation Scheduling. Routes and schedules in logistics can sometimes follow arithmetic sequences, especially in regular deliveries or transport rotations.

4. Utilities and Energy:

   • Utility Billing: Utility companies often use arithmetic sequences to calculate bills based on consumption over regular intervals (e.g., monthly electricity bills based on usage).
   • Energy Production: Output from renewable energy sources (e.g., solar panels) can vary predictably over time and may be modeled using arithmetic sequences.

5. Education and Learning

   • Curriculum Development. Educational programs may be structured with learning objectives that progress in an arithmetic sequence, ensuring students build upon foundational knowledge systematically.
   • Skill Development. Mastery learning or skill-building programs may follow a structured sequence with incremental increases in difficulty or complexity.

6. Marketing and Sales

   • Sales Growth. Business strategies often aim for incremental growth in sales over time, which can be modeled using arithmetic sequences to forecast revenue.
   • Customer Acquisition. Marketing campaigns may target growing new customers over successive periods, following a predictable pattern.

These industries and applications demonstrate how arithmetic sequences are a theoretical concept in mathematics and a practical tool used to understand and predict patterns in various real-world scenarios. Understanding these sequences allows professionals to make informed decisions.

Illustrated Problems.

An example of an arithmetic sequence is $\mathrm{<b>3</b>}<b>,</b>\mathrm{<b>7</b>}<b>,</b>\mathrm{<b>11</b>}<b>,</b>\mathrm{<b>15</b>}<b>,</b>\mathrm{<b>19</b>}<b>,</b><b>\dots </b>$

In this sequence,

The first term $a = 3$.

The common difference $d = 4$ (since each term increases by 4).

To find the next term after 19: $$19 + 4 = 23

Therefore, the next term in this arithmetic sequence would be 23.

PROCESS

Here, the given sequence is 3,7,11,15,19,…

1. First, identify the first term $a$ of the sequence. In this case, the first term is $$a = 3.

2. Next, determine the common difference $d$ between consecutive terms. The common difference is the constant value each term increases or decreases to get to the next term.

3. Calculate the difference between the first term and the second term: $$d = 7 - 3 = 4

4. To find the next term in the sequence, use the formula for the nth term of an arithmetic sequence.

Using the formula

$Where,$

> an​ is the nth term of the sequence.

> $a$ is the first term.

> $d$ is the common difference. 

> $n$ is the position of the term we want to find.

So, in this case, we want to find the 6th term ($n = 6$).

Therefore, the 6th term of the sequence $3, 7, 11, 15, 19, \ldots$is $23.\mathrm{<br><br>}$

So, the next term after $19$ in this arithmetic sequence is $23$.

Hence, $3,7,11,15,19,$$23$.

Solved Problems

1. Find the 10th term of the arithmetic sequence where the first term $a = 2$ and the common difference $d = 3$.

Solution.

Given:

Using the formula

$Where,$

> an​ is the $\mathrm{10}$th term of the sequence.

> $a$ is the first term.

> $d$ is the common difference.

> $n$ is the position of the term we want to find.

So, applying the formula above..

So, the 10th term $a_{10}$ of the sequence is indeed $\boxed{29}$.

2. From problem number 1, find the 11th term.

Using the formula

$Where,$

> an​ is the $\mathrm{10}$th and 11th term of the sequence.

> $a$ is the first term.

> $d$ is the common difference.

> $n$ is the position of the term we want to find (10th and 11th).

So, applying the formula above..

Where,

Solution.

Therefore, the 10th term of the arithmetic sequence with the first term $2$ and common difference $3$ is $29$, and the 11th term is 32 respectively.

MORE EXAMPLES

3. Write down the stated term and the formula for the nth term of the arithmetic sequences 7,11,15.

Solution

Given Sequence 7,11,15...

Stated Terms

Common Difference ($d$)

To find the common difference ($d$), we calculate

The formula for the nth term ($a_{\mathrm{<span\; style="font-size:\; x-small;">n</span>}}$) of an arithmetic sequence

The nth term ($a_{\mathrm{<span\; style="font-size:\; x-small;">n</span>}}$) of an arithmetic sequence can be found using the formula

$Where,$

$>$an​ is the nth term of the sequence.

> $a$ is the first term.

> $d$ is the common difference.

> $n$ is the position of the term we want to find 

Applying the Formula

This formula gives us the nth term ($a_n$) of the arithmetic sequence 7, 11, 15 for any positive integer value of $n$. In this case, we don't need to solve because we are only "writing down the stated term".

4. Find the 7th term of the sequence 7,11,15,...

Identifying the common difference

Now that we know the common difference is $d = 4$, we can use the formula for the $n$-th term of an arithmetic sequence,

Using the formula

Substitute the data found.

Therefore the 7th term of the sequence is 31.

5. Find the 6th term of 18, 11, 4, …

To find the 6th term of the sequence $18, 11, 4, \ldots$we first identify the pattern or common difference between consecutive terms.

Notice the sequence has a common difference of -7 each time;

Questions with different cases.

Below are ten unique questions with different cases about arithmetic sequences.

1. Basic Understanding: What is the common difference in the arithmetic sequence where the first term is 5 and the sequence progresses as 5, 8, 11, 14, ...?

2. General Term: If the 7th term of an arithmetic sequence is 20 and the common difference is 3, what is the first term of the sequence?

3. Sum of Terms: What is the sum of the first 10 terms of an arithmetic sequence where the first term is 4 and the common difference is 6?

4. Finding a Term: In an arithmetic sequence where the first term is 12 and the common difference is -3, what is the 15th term?

5. Series Comparison: Given two arithmetic sequences where the first sequence starts at 2 with a common difference of 5, and the second sequence starts at 8 with a common difference of 2, after how many terms will the two sequences have the same term?

6. Nth Term Calculation: What is the 25th term of an arithmetic sequence where the first term is -10 and the common difference is 4?

7. Sum Formula: Use the formula for the sum of the first $n$ terms of an arithmetic sequence to find the sum of the first 15 terms if the first term is 7 and the common difference is 2.

8. Sequence Generation: Generate the first 8 terms of an arithmetic sequence where the common difference is 3 and the 4th term is 22.

9. Common Difference: In an arithmetic sequence where the 5th term is 17 and the 10th term is 32, what is the common difference of the sequence?

10. Real-life Application: A savings account has an initial deposit of $200 and increases by $50 every month. If this trend continues, how much will the account balance be after 12 months?

SOLUTIONS

1.    Basic Understanding

Question: What is the common difference in the arithmetic sequence where the first term is 5 and the sequence progresses as 5, 8, 11, 14, ...?

Solution: The common difference $d$ is the difference between consecutive terms. $d = 8 - 5 = 3$.

Answer: The common difference is 3.

2.    General Term

Question: If the 7th term of an arithmetic sequence is 20 and the common difference is 3, what is the first term of the sequence?

Solution: The formula for the nth term of an arithmetic sequence is $a_n = a_1 + (n - 1)d$, where $a_n$ is the nth term, $a_1$ is the first term, $d$ is the common difference, and $n$ is the term number.

For the 7th term

Answer: The first term is 2.

3.    Sum of Terms

Question: What is the sum of the first 10 terms of an arithmetic sequence where the first term is 4 and the common difference is 6?

Solution: The sum of the first $n$ terms of an arithmetic sequence is given by: $S_n = \frac{n}{2} \left(2a_1 + (n - 1)d \right)$ 

where $S_n$ is the sum, $n$ is the number of terms, $a_1$ is the first term, and $d$ is a common difference.

Here;

, so substituting the given in the formula,

Answer: The sum of the first 10 terms is 310.

A SUCCESS STORY

In the heart of a bustling city known for its tech innovation, there stood a startup named TechEdge Solutions. Led by Sarah, a driven entrepreneur with a passion for using technology to transform education, the team aimed to create an AI-driven platform that would personalize learning experiences for students, enhancing their academic success.

Sarah and her team faced the challenge of making their ambitious vision a reality. They knew that success would require a strategic approach and consistent progress. Inspired by the principles of arithmetic sequences, Sarah devised a plan that would break down their goals into manageable steps and measurable milestones.

They started by setting clear objectives and dividing their development process into iterative sprints, akin to terms in an arithmetic sequence. Each sprint focused on refining features, improving user experience, and incorporating feedback from early users and educators.

As TechEdge Solutions gained momentum, Sarah remained committed to using data to drive their decisions. They closely monitored user engagement metrics, conversion rates, and customer feedback, allowing them to continuously iterate and improve their platform. The arithmetic sequence framework provided a structured way to evaluate their progress and adjust their strategies based on measurable outcomes.

With dedication and strategic planning, TechEdge Solutions began to make waves in the education technology sector. Their platform gained traction among schools and educators, impressed by its personalized learning capabilities and user-friendly interface. This success led to securing their first round of funding, enabling them to expand their team and accelerate their development efforts.

Over time, TechEdge Solutions evolved into a key player in the ed-tech industry, serving a global community of students and educators. Their AI-powered platform became a comprehensive learning tool, empowering users with personalized resources and support for academic achievement.

Sarah's journey with TechEdge Solutions exemplifies the power of applying arithmetic sequences in business strategy. By setting clear goals, measuring progress methodically, and leveraging data-driven insights, Sarah and her team turned their innovative vision into a thriving enterprise that continues to shape the future of education technology.

Arithmetic Sequence readings

Work Sheet with answer

Word Problem

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Z-Score and Normal Distribution | Simplified Approach

Thursday, May 16, 2024

 Z-Score and Normal Distribution

A Z-score is a statistical measure that tells you how far a particular data point is from the average (mean) of a group of data points, in terms of standard deviations. It's calculated by taking the difference between the data point and the average, and then dividing that by the standard deviation. A positive Z-score means the data point is above average (in the right direction), while a negative (in the left direction) one means it's below average. A Z-score of 0 means the data point is exactly at the average.

The normal curve, also known as the bell curve, is a symmetrical shape that many sets of data tend to form. It's called 'normal' because it's common in nature. In a normal distribution, the average, median, and most common values are all the same and sit right in the middle of the curve. The curve is symmetrical, forming a shape like a bell. The curve's width is determined by something called the standard deviation, which tells you how spread out the data is. Roughly 68% of the data falls within one standard deviation from the average, about 95% falls within two standard deviations, and around 99.7% falls within three standard deviations, that's by the empirical rule.

Z-scores are helpful because they let us compare data from different distributions. By converting raw scores into Z-scores, we can put everything on the same scale and make comparisons more straightforward. This is especially useful when dealing with different types of data or when trying to make sense of large sets of numbers.

What are the uses of Z Score?

Z-scores have various practical uses in statistics and data analysis.

1. Standardization. Z-scores allow for the standardization of data from different distributions, making it easier to compare values across different datasets. By converting raw scores into Z-scores, data points from different sources can be placed on a common scale, facilitating meaningful comparisons.

2. Outlier Detection. Z-scores are useful for identifying outliers in a dataset. Data points with Z-scores that fall significantly above or below the mean may be considered outliers and allow further investigation. This is particularly valuable in fields such as finance, where detecting anomalies in financial transactions or market behavior is crucial.

3. Probability Calculations. Z-scores can be used to calculate probabilities associated with specific values in a normal distribution. By referring to standard normal distribution tables or using statistical software, probabilities of observing values above or below a certain threshold can be determined.

4. Quality Control. Z-scores are employed in quality control processes to assess whether measured values fall within acceptable ranges. By setting thresholds based on Z-scores, deviations from expected values can be detected, signaling potential issues in manufacturing processes or product quality.

5. Performance Assessment. In fields such as education or sports, Z-scores are utilized to compare individuals' performances relative to their peers. By converting test scores or athletic performances into Z-scores, fair comparisons can be made, accounting for variations in the difficulty of assessments or competitions.

6. Risk Assessment. Z-scores play a crucial role in risk assessment models, particularly in the finance and insurance industries. They help quantify the level of risk associated with specific investments, loans, or insurance policies by measuring how far a particular value deviates from the mean in terms of standard deviations.

How to Easily Learn About Z-Scores

Understanding z-scores might seem tricky at first, but breaking it down step-by-step can make it much simpler. Here’s a straightforward way to get the hang of it:

Step-by-Step Guide to Z-Scores

1. Grasp the Basics of Statistics

   • Mean (μ). This is just the average of your data.
   • Standard Deviation (σ). Think of this as a measure of how spread out the numbers in your data set are.
   • Normal Distribution. Imagine a bell-shaped curve where most data points are clustered around the middle (the mean).

2. Learn the Z-Score Formula. Here’s the formula you’ll need: $z=\frac{X-\mu }{\sigma }$Where,

   • $X$ is the value you’re looking at.
   • $\mu$ is the average of your data.
   • $\sigma$ is the standard deviation.

3. What a Z-Score Actually Tells You

   • A z-score shows how many standard deviations a value is from the average.
   • Positive z-score- Above the average.
   • Negative z-score- below the average.
   • Z-score of 0- Exactly at the average.

4. Use Visual Aids

   • Graphs and Charts. Look at normal distribution curves to see where z-scores fit.
   • Z-Table. This table helps you understand the probability linked with each z-score.

5. Practice with Examples:

   • Start simple. Calculate z-scores with basic examples.
   • Move on to more complex, real-life scenarios to see how z-scores apply.

Practical Example

Your class took a test, and the scores are normally distributed with an average score of 80 and a standard deviation of 10. You scored 90. What’s your z-score?

Solution:

1. Identify your numbers:

   • $X=90$
     
   • $\mu =80$
     
   • $\sigma =10$
     

2. Plug them into the formula: $z=\frac{90-80}{10}=\frac{10}{10}=1$

3. Interpretation:

   • Your z-score is 1.
   • This means your score is 1 standard deviation above the average.

Tips for Learning

• Use Online Resources

  • Khan Academy. They have free courses and practice problems.
  • YouTube Tutorials. Sometimes a video can explain things better than text.

• Interactive Tools

  • Desmos Graphing Calculator. Helps you visualize normal distributions and z-scores.
  • Statistical Software. Tools like Excel, R, or Python (with libraries like NumPy and SciPy) are great for calculations and visualizations.

• Flashcards

  • Make flashcards with different z-score problems to quiz yourself.

• Study Groups

  • Discussing problems with friends can really help. Everyone might have a different way of understanding the concept.

• Real-World Applications

  • Think about z-scores in real life, like standardized test scores, quality control in products, or even in sports statistics.

Simple Z score problems with solutions (above or below the mean).

Problem 1

Suppose you have a class of 50 students who took a math test. The mean score on the test was 70, with a standard deviation of 10. If John scored 85 on the test, what is his Z-score?

Solution: To find John's Z-score, we'll use the formula:

$$

​

Where,

• $x$ is John's score (85)
• $\mu$ is the mean score (70)
• $\sigma$ is the standard deviation (10)

Substituting the values into the formula:

$$

Therefore, John's Z-score is 1.5.

Interpretation

A Z-score of 1.5 means that John's score is 1.5 standard deviations above the mean score of the class. This indicates that John performed well above the average compared to his classmates on the math test.

Normal Curve visualization (above the mean).

Problem 2

Suppose you have a group of students who took a standardized test, and the test scores follow a normal distribution with a mean score of 75 and a standard deviation of -10. If Jane scored 85 on the test, what is her Z-score?

Solution: To find Jane's Z-score, we'll use the formula:

​​

Where:

• $x$ is Jane's score (85)
• $\mu$ is the mean score (75)
• $\sigma$ is the standard deviation (-10)

Substituting the values into the formula:

$$

So, Jane's Z-score is -1.

Interpretation

A Z-score of -1 means that Jane's score is 1 standard deviation below the mean score of the group. This indicates that Jane performed slightly below the average compared to her peers on the standardized test.

Normal Curve visualization with its area using a z-table (below the mean).

Problem 3

A group of 500 students took a standardized math test. The test scores are normally distributed with a mean ($\mu$) of 75 and a standard deviation ($\sigma$) of 10. John scored 85 on the test.

1. What is John's z-score?
2. What percentage of students scored below John?

Solution:

Calculating John's z-score:

The z-score is calculated using the formula:

$$$$

where $X$ is the raw score, $\mu$ is the mean, and $\sigma$ is the standard deviation.

Plugging in the values

$$$$

So, John's z-score is $1$.

Interpretation

A z-score of 1 means that John's score is 1 standard deviation above the mean. In other words, John scored better than the average student by an amount equal to one standard deviation. Since the mean test score is 75 and the standard deviation is 10, John's score of 85 is exactly 10 points higher than the average score.

Normal Curve visualization with its area using a z-table (below the mean).

Solved problems

Problem 1

A local college conducted a survey to determine the average number of hours students spend studying per week. The survey sampled 50 students and found an average study time of 16 hours per week with a standard deviation of 3 hours. If a student from this college studies 20 hours a week, what is their z-score?

Solution

To find the z-score, we use the formula:

$z=\frac{X-\mu }{\sigma }$

Where:

• $X$ is the value of the data point (in this case, the number of hours the student studied, which is 20).
• $\mu$ is the mean (the average number of hours students study per week, which is 16).
• $\sigma$ is the standard deviation (3 hours in this case).

Plugging in the values, we get.

$z=\frac{20-16}{3}$

$z=\frac{4}{3}$

$z\approx 1.33$

Interpretation

A z-score of 1.33 means that the student who studied 20 hours per week is 1.33 standard deviations above the mean study time for the surveyed students. This indicates that the student studies more than the average student at the college, and the difference is slightly more than one standard deviation above the average.

Problem 2

A high school conducted a math test and found that the scores were normally distributed. The mean score is 75 with a standard deviation of 10. One student scored 85 on the test. What is the z-score for this student's score?

Solution

To find the z-score, we use the formula:

$z=\frac{X-\mu }{\sigma }$

Where:

• $X$ is the student's score (85).
• $\mu$ is the mean score (75).
• $\sigma$ is the standard deviation (10).

Plugging in the values

$z=\frac{85-75}{10}$

$z=\frac{10}{10}$

$z=$

Interpretation 

The z-score of 1 means that the student's score is 1 standard deviation above the mean. This student's performance is better than the average student's performance in this test.

Problem 3

In a university, the average GPA of graduating students is 3.2 with a standard deviation of 0.4. If a particular student's GPA is 3.8, what is their z-score?

Solution 

To calculate the z-score:

$z=\frac{X-\mu }{\sigma }$

Where:

• $X$ is the student's GPA (3.8).
• $\mu$ is the average GPA (3.2).
• $\sigma$ is the standard deviation (0.4).

Plugging in the values:

$z=\frac{3.8-3.2}{0.4}$

$z=\frac{0.6}{0.4}$

$z=1.5$

Interpretation

A z-score of 1.5 indicates that the student's GPA is 1.5 standard deviations above the average GPA. This student is performing significantly better than the average student.

Problem 4

A fitness center analyzed the weekly exercise time of its members. The average weekly exercise time is 150 minutes with a standard deviation of 30 minutes. One member exercises for 90 minutes per week. What is the z-score for this member's exercise time?

Solution

To determine the z-score:

$z=\frac{X-\mu }{\sigma }$

Where:

• $X$ is the member's exercise time (90 minutes).
• $\mu$ is the average exercise time (150 minutes).
• $\sigma$ is the standard deviation (30 minutes).

Plugging in the values:

$z=\frac{90-150}{30}$

$z=\frac{-60}{30}$

$z=-2$

Interpretation

A z-score of -2 means that the member's exercise time is 2 standard deviations below the mean. This member exercises significantly less than the average member at the fitness center.

Problem 5

A company's annual employee performance scores are normally distributed with a mean of 70 and a standard deviation of 8. If an employee received a performance score of 62, what is their z-score?

Solution: To find the z-score, we use the formula:

$z=\frac{X-\mu }{\sigma }$

Where:

• $X$ is the employee's performance score (62).
• $\mu$ is the mean performance score (70).
• $\sigma$ is the standard deviation (8).

Plugging in the values:

$z=\frac{62-70}{8}$

$z=\frac{-8}{8}$

$z=-1$

Interpretation

The z-score of -1 indicates that the employee's performance score is 1 standard deviation below the mean. This suggests that the employee's performance is below the average performance level of employees at the company.

Practice test

1.  A class of 30 students took a history exam. The scores are normally distributed with a mean of 70 and a standard deviation of 8. Emily scored 78 on the exam.

Ø  What is Emily's z-score?

Ø  What percentage of students scored below Emily?

2. The weights of apples in an orchard are normally distributed with a mean of 150 grams and a standard deviation of 20 grams. An apple weighs 180 grams.

Ø  What is the z-score for this apple's weight?

Ø  What percentage of apples weigh less than 180 grams?

3. A company's employee satisfaction scores are normally distributed with a mean of 60 and a standard deviation of 15. One employee scored 45 on the satisfaction survey.

Ø  What is the z-score for this employee's satisfaction score?

Ø  What percentage of employees scored higher than this employee?

4. The heights of adult males in a certain region are normally distributed with a mean of 175 cm and a standard deviation of 10 cm. A man is 190 cm tall.

Ø  What is the z-score for this man's height?

Ø  What percentage of men are shorter than 190 cm?

5. The reaction times of participants in a psychological experiment are normally distributed with a mean of 300 milliseconds and a standard deviation of 50 milliseconds. A participant has a reaction time of 250 milliseconds.

Ø  What is the z-score for this participant's reaction time?

Ø  What percentage of participants have a slower reaction time than 250 milliseconds?

Paste your answer here!

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