If α and β are the roots of the quadratic equation ax2 + bx + c = 0, then:
(1) The sum of the roots is -b/a;
(2) The product of the roots is c/a;
(3) The roots can be used to form other quadratic equations or to solve for properties of the original quadratic equation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Sum and Product of Roots
If and are the roots of ax 2 bx c 0, then;
3. Sum and Product of Roots
If and are the roots of ax 2 bx c 0, then;
ax 2 bx c a x x
4. Sum and Product of Roots
If and are the roots of ax 2 bx c 0, then;
ax 2 bx c a x x
ax 2 bx c a x 2 x x
5. Sum and Product of Roots
If and are the roots of ax 2 bx c 0, then;
ax 2 bx c a x x
ax 2 bx c a x 2 x x
b c
x 2 x x 2 x
a a
6. Sum and Product of Roots
If and are the roots of ax 2 bx c 0, then;
ax 2 bx c a x x
ax 2 bx c a x 2 x x
b c
x 2 x x 2 x
a a
Thus
7. Sum and Product of Roots
If and are the roots of ax 2 bx c 0, then;
ax 2 bx c a x x
ax 2 bx c a x 2 x x
b c
x 2 x x 2 x
a a
Thus
b
(sum of roots)
a
8. Sum and Product of Roots
If and are the roots of ax 2 bx c 0, then;
ax 2 bx c a x x
ax 2 bx c a x 2 x x
b c
x 2 x x 2 x
a a
Thus
b
(sum of roots)
a
c
(product of roots)
a
10. e.g. (i) Form a quadratic equation whose roots are;
a ) 2 and 3
11. e.g. (i) Form a quadratic equation whose roots are;
a ) 2 and 3
1
12. e.g. (i) Form a quadratic equation whose roots are;
a ) 2 and 3
1
6
13. e.g. (i) Form a quadratic equation whose roots are;
a ) 2 and 3
1
6
x2 x 6 0
14. e.g. (i) Form a quadratic equation whose roots are;
a ) 2 and 3 b) 2 5 and 2 5
1
6
x2 x 6 0
15. e.g. (i) Form a quadratic equation whose roots are;
a ) 2 and 3 b) 2 5 and 2 5
1 4
6
x2 x 6 0
16. e.g. (i) Form a quadratic equation whose roots are;
a ) 2 and 3 b) 2 5 and 2 5
1 4
6 4 5
x2 x 6 0 1
17. e.g. (i) Form a quadratic equation whose roots are;
a ) 2 and 3 b) 2 5 and 2 5
1 4
6 4 5
x2 x 6 0 1
x2 4x 1 0
18. e.g. (i) Form a quadratic equation whose roots are;
a ) 2 and 3 b) 2 5 and 2 5
1 4
6 4 5
x2 x 6 0 1
x2 4x 1 0
(ii ) If and are the roots of 2x 2 3 x 1 0, find;
19. e.g. (i) Form a quadratic equation whose roots are;
a ) 2 and 3 b) 2 5 and 2 5
1 4
6 4 5
x2 x 6 0 1
x2 4x 1 0
(ii ) If and are the roots of 2x 2 3 x 1 0, find;
a)
20. e.g. (i) Form a quadratic equation whose roots are;
a ) 2 and 3 b) 2 5 and 2 5
1 4
6 4 5
x2 x 6 0 1
x2 4x 1 0
(ii ) If and are the roots of 2x 2 3 x 1 0, find;
b
a)
a
3
2
21. e.g. (i) Form a quadratic equation whose roots are;
a ) 2 and 3 b) 2 5 and 2 5
1 4
6 4 5
x2 x 6 0 1
x2 4x 1 0
(ii ) If and are the roots of 2x 2 3 x 1 0, find;
b b)
a)
a
3
2
22. e.g. (i) Form a quadratic equation whose roots are;
a ) 2 and 3 b) 2 5 and 2 5
1 4
6 4 5
x2 x 6 0 1
x2 4x 1 0
(ii ) If and are the roots of 2x 2 3 x 1 0, find;
b b)
c
a)
a a
3 1
2 2
31. 1
1
c) 2 d)
2 2 2
1
2
2
3 3
2 2 2
9 1
1 2
4
13 3
4
(iii ) Find the value of m if one root is double the other in x 2 6 x m 0
32. 1
1
c) 2 d)
2 2 2
1
2
2
3 3
2 2 2
9 1
1 2
4
13 3
4
(iii ) Find the value of m if one root is double the other in x 2 6 x m 0
Let the roots be and 2
33. 1
1
c) 2 d)
2 2 2
1
2
2
3 3
2 2 2
9 1
1 2
4
13 3
4
(iii ) Find the value of m if one root is double the other in x 2 6 x m 0
Let the roots be and 2
2 6
34. 1
1
c) 2 d)
2 2 2
1
2
2
3 3
2 2 2
9 1
1 2
4
13 3
4
(iii ) Find the value of m if one root is double the other in x 2 6 x m 0
Let the roots be and 2
2 6
3 6
2
35. 1
1
c) 2 d)
2 2 2
1
2
2
3 3
2 2 2
9 1
1 2
4
13 3
4
(iii ) Find the value of m if one root is double the other in x 2 6 x m 0
Let the roots be and 2
2 6 2 m
3 6
2
36. 1
1
c) 2 d)
2 2 2
1
2
2
3 3
2 2 2
9 1
1 2
4
13 3
4
(iii ) Find the value of m if one root is double the other in x 2 6 x m 0
Let the roots be and 2
2 6 2 m
3 6 2 2 m
2
37. 1
1
c) 2 d)
2 2 2
1
2
2
3 3
2 2 2
9 1
1 2
4
13 3
4
(iii ) Find the value of m if one root is double the other in x 2 6 x m 0
Let the roots be and 2
2 6 2 m
3 6 2 2 m
2 2 m
2
2
38. 1
1
c) 2 d)
2 2 2
1
2
2
3 3
2 2 2
9 1
1 2
4
13 3
4
(iii ) Find the value of m if one root is double the other in x 2 6 x m 0
Let the roots be and 2
2 6 2 m
3 6 2 2 m
2 2 m
2
2
m8
39. (iv) Find the values of m in 2m 1 x 2 1 m x 1 0, if one root is the
reciprocal of the other.
40. (iv) Find the values of m in 2m 1 x 2 1 m x 1 0, if one root is the
reciprocal of the other.
1
Let the roots be and
41. (iv) Find the values of m in 2m 1 x 2 1 m x 1 0, if one root is the
reciprocal of the other.
1
Let the roots be and
1 1
2m 1
42. (iv) Find the values of m in 2m 1 x 2 1 m x 1 0, if one root is the
reciprocal of the other.
1
Let the roots be and
1 1
2m 1
1
1
2m 1
43. (iv) Find the values of m in 2m 1 x 2 1 m x 1 0, if one root is the
reciprocal of the other.
1
Let the roots be and
1 1
2m 1
1
1
2m 1
2m 1 1
2m 2
m 1
44. (iv) Find the values of m in 2m 1 x 2 1 m x 1 0, if one root is the
reciprocal of the other.
1
Let the roots be and
1 1
2m 1
1
1
2m 1
2m 1 1
2m 2
m 1
Exercise 8H; 3beh, 4bdf, 5, 6, 7abc i, 8, 10, 12,
13cd, 15, 18, 20, 21ac