The document discusses arithmetic series and provides formulae for calculating terms and sums of arithmetic series. It gives the definition of an arithmetic series as one where the difference between consecutive terms is constant. Formulae are provided for the nth term of an arithmetic series and the sum of the first n terms. An example problem is then given involving calculating the distance swum on the 10th day and the total distance swum in the first 10 days by someone swimming an arithmetic series of distances.
11X1 T11 03 equations reducible to quadraticsNigel Simmons
This document discusses equations that can be reduced to quadratic equations. It contains repetition of the phrase "Equations Reducible To Quadratics" and lists various exercises that involve reducing equations to quadratic form, including exercises 1, 2ad, 3b, 4ab, 5ac, 6a, 8ab i, and 9a*.
This document outlines key concepts and examples for factoring polynomials. It discusses factoring trinomials of the forms x^2 + bx + c, ax^2 + bx + c, and x^2 + bx + c by grouping. Examples are provided to demonstrate finding the greatest common factor of terms, factoring trinomials by finding two numbers whose product and sum meet the given criteria, and checking factoring results using FOIL. Sections cover the greatest common factor, factoring trinomials of different forms, and solving quadratic equations by factoring.
This document provides an overview of exponential functions including:
- Definitions of exponential functions for positive integer, rational, and irrational exponents. Conventions are established to define exponents for all real number bases and exponents.
- Properties of exponential functions including that they are continuous functions with domain of all real numbers and range from 0 to infinity. Properties involving addition, subtraction, multiplication, and division of exponents are proven.
- Examples are provided to demonstrate simplifying expressions using properties of exponents, including fractional exponents.
This document discusses quadratic functions in vertex form. It defines quadratic functions as having an x^2 term as the highest power of x. Vertex form is defined as y = a(x - h)^2 + k, where (h, k) is the vertex. The document shows how to graph functions in vertex form by sketching the parent graph y = x^2 and then performing transformations based on the a, h, and k values in the function. Several examples are worked through to demonstrate finding the vertex and axis of symmetry.
This document provides information about graphing quadratic functions. It defines the standard form of a quadratic function as y = ax^2 + bx + c and explains that the sign of a determines if the parabola opens up or down. It describes how to find the axis of symmetry, vertex, domain and range. The steps to graph a quadratic function are given as finding the axis of symmetry, the vertex, and then two other points to reflect across the axis and connect with a smooth curve. Methods for finding the axis of symmetry, vertex, y-intercept and solutions are demonstrated through examples.
The document discusses higher order derivatives. It defines the nth derivative of a function f(x) as f(n)(x). The first example finds the first five derivatives of f(x)=2x^4 - x^3 - 2. The second example finds the first three derivatives of f(x)=-x^2/3. The third example finds the first four derivatives of f(x)=ln(x) and discusses how derivatives of rational functions become more complicated with higher orders. It also provides examples of finding derivatives of other functions like sin(x).
The document discusses transformations of quadratic functions, including horizontal and vertical translations, reflections, and stretches or compressions. Horizontal translations move the graph right or left, depending on the value of h in the function f(x) = (x - h)2. Vertical translations move the graph up or down depending on the value of k. The vertex of the parabola after any transformation is located at the point (h, k). Reflections occur when the value of a in the function f(x) = a(x)2 is negative, causing the graph to reflect over the x-axis. Stretches and compressions occur when the absolute value of a is greater or less than 1, respectively.
11X1 T11 03 equations reducible to quadraticsNigel Simmons
This document discusses equations that can be reduced to quadratic equations. It contains repetition of the phrase "Equations Reducible To Quadratics" and lists various exercises that involve reducing equations to quadratic form, including exercises 1, 2ad, 3b, 4ab, 5ac, 6a, 8ab i, and 9a*.
This document outlines key concepts and examples for factoring polynomials. It discusses factoring trinomials of the forms x^2 + bx + c, ax^2 + bx + c, and x^2 + bx + c by grouping. Examples are provided to demonstrate finding the greatest common factor of terms, factoring trinomials by finding two numbers whose product and sum meet the given criteria, and checking factoring results using FOIL. Sections cover the greatest common factor, factoring trinomials of different forms, and solving quadratic equations by factoring.
This document provides an overview of exponential functions including:
- Definitions of exponential functions for positive integer, rational, and irrational exponents. Conventions are established to define exponents for all real number bases and exponents.
- Properties of exponential functions including that they are continuous functions with domain of all real numbers and range from 0 to infinity. Properties involving addition, subtraction, multiplication, and division of exponents are proven.
- Examples are provided to demonstrate simplifying expressions using properties of exponents, including fractional exponents.
This document discusses quadratic functions in vertex form. It defines quadratic functions as having an x^2 term as the highest power of x. Vertex form is defined as y = a(x - h)^2 + k, where (h, k) is the vertex. The document shows how to graph functions in vertex form by sketching the parent graph y = x^2 and then performing transformations based on the a, h, and k values in the function. Several examples are worked through to demonstrate finding the vertex and axis of symmetry.
This document provides information about graphing quadratic functions. It defines the standard form of a quadratic function as y = ax^2 + bx + c and explains that the sign of a determines if the parabola opens up or down. It describes how to find the axis of symmetry, vertex, domain and range. The steps to graph a quadratic function are given as finding the axis of symmetry, the vertex, and then two other points to reflect across the axis and connect with a smooth curve. Methods for finding the axis of symmetry, vertex, y-intercept and solutions are demonstrated through examples.
The document discusses higher order derivatives. It defines the nth derivative of a function f(x) as f(n)(x). The first example finds the first five derivatives of f(x)=2x^4 - x^3 - 2. The second example finds the first three derivatives of f(x)=-x^2/3. The third example finds the first four derivatives of f(x)=ln(x) and discusses how derivatives of rational functions become more complicated with higher orders. It also provides examples of finding derivatives of other functions like sin(x).
The document discusses transformations of quadratic functions, including horizontal and vertical translations, reflections, and stretches or compressions. Horizontal translations move the graph right or left, depending on the value of h in the function f(x) = (x - h)2. Vertical translations move the graph up or down depending on the value of k. The vertex of the parabola after any transformation is located at the point (h, k). Reflections occur when the value of a in the function f(x) = a(x)2 is negative, causing the graph to reflect over the x-axis. Stretches and compressions occur when the absolute value of a is greater or less than 1, respectively.
z = kxy
z = -12
z = kxy
z = -84
z = kxy
z = -21
4.
a. Combined means together as a whole.
b. Combined variation is when a quantity varies jointly with respect to the product of two or more variables.
c. The mathematical statement that represents combined variation is a = k(bc) where a varies jointly as b and c multiplied together.
This document discusses trigonometric functions including sine, cosine, tangent, cosecant, secant and cotangent. It provides instructions on finding the exact value of trig functions for various angles in different quadrants using special right triangles and quadrantal angles. It also discusses using a calculator to evaluate trig functions and provides example problems to solve.
The document discusses linear equations in two variables. It defines a linear equation as one that can be written in the standard form Ax + By = C, where A, B, and C are real numbers and A and B cannot both be zero. Examples are provided of determining if equations are linear and identifying the A, B, and C components if they are linear. The document also discusses using ordered pairs as solutions to linear equations and finding multiple solutions to a given linear equation.
The document discusses the coordinate plane and graphing ordered pairs of numbers on it. It defines key terms like the x-axis, y-axis, origin, quadrants, and ordered pairs. Each ordered pair corresponds to exactly one point on the coordinate plane. Graphing an ordered pair involves locating the point based on its x and y coordinates.
The document discusses parabolas and their key properties:
- A parabola is the set of all points equidistant from a fixed line called the directrix and a fixed point called the focus.
- The standard equation of a parabola depends on the orientation of its axis and vertex.
- Key properties include the axis of symmetry, direction of opening, and the length of the latus rectum.
This document discusses different types of quadrilaterals (four-sided polygons), including parallelograms, rectangles, rhombuses, and squares. It provides properties to define each shape and instructs how to make a foldable with examples of each quadrilateral type. Key properties include: parallelograms have two pairs of parallel sides; rectangles are parallelograms with four right angles; rhombuses are parallelograms with four congruent sides; squares are rectangles and rhombuses with four right angles and four congruent sides. A Venn diagram compares the properties of these quadrilaterals.
The document discusses the rational root theorem and factor theorem for finding zeros or roots of polynomial functions. It provides examples of using the rational root theorem to find all possible rational roots of polynomials and using synthetic division or factoring to determine the actual roots. The document also defines zero multiplicity as the number of times a factor is repeated in the polynomial, and discusses how this relates to whether the graph crosses or touches the x-axis at that zero.
This document defines key concepts related to functions including domain, co-domain, and range. It provides examples of determining the domain and range of various functions. The domain of a function is the set of inputs, the co-domain is the set of all possible outputs, and the range is the set of actual outputs. Examples show how to use inequalities to find the domain by determining when a function gives real values and how to manipulate equations to find the range.
To write the equation of a line in slope-intercept form (y=mx+b) given the slope (m) and y-intercept (b):
1) Identify the y-intercept as the y-value when x=0
2) Plug the slope (m) and y-intercept (b) into the slope-intercept equation
3) To write the equation when given two points, use the point-slope formula: y-y1=m(x-x1), where m is the slope calculated from the two points.
1. The document discusses angles formed when lines are intersected by a transversal line.
2. It defines types of angles formed, including corresponding angles, alternate interior/exterior angles, and consecutive interior/exterior angles.
3. Examples are provided to demonstrate identifying angle types and using angle properties involving parallel lines cut by a transversal.
A quadratic inequality is an inequality involving a quadratic expression, such as ax^2 + bx + c < 0. To solve a quadratic inequality, we first find the solutions to the corresponding equation (set the inequality equal to 0) and then test values on either side of those solutions in the original inequality to determine the solutions to the inequality. The solutions to the inequality will be all values of the variable that satisfy the given relationship.
Writing proofs involves providing logical arguments to support statements using given information, definitions, axioms, theorems, and previously proven statements. There are two types of direct proofs: paragraph form and two-column proof. Paragraph form writes the proof as a paragraph, while two-column proof presents the statements in one column and reasons in another column. Indirect proof assumes the opposite of the statement is true, then arrives at a contradiction, proving the original statement must be true.
The document discusses different types of logical conditionals:
- A conditional statement relates two propositions using "if...then..."
- The converse flips the order of the propositions in the conditional
- The inverse negates both propositions
- The contrapositive applies both converse and inverse operations
Several examples are provided to illustrate each type of conditional. Conditionals, their converses, inverses, and contrapositives can be represented using geometric shapes like triangles and polygons.
1. The document discusses various properties of tangents and secants to circles, including: a secant intersects a circle in two points, a tangent intersects in one point, and a tangent is perpendicular to the radius at the point of contact.
2. It provides examples of lengths of tangents from internal and external points and how tangents from an external point are equal in length.
3. The document also covers areas and lengths of sectors of circles based on the central angle subtended, as well as properties of common tangents between two circles.
The document discusses conic sections, which are curves formed by the intersection of a plane and a right circular cone. There are four types of conic sections: circles, ellipses, parabolas, and hyperbolas. Conic sections can be represented by second-degree equations in x and y, and the technique of completing the square is used to determine which equation corresponds to each type of conic section. The document also reviews the distance formula.
This document discusses quadratic functions and graphs, including:
- Graphing quadratic functions in standard and vertex forms
- Identifying minimums, maximums, and axes of symmetry from graphs
- Finding minimums and maximums without graphing using calculators
- Applications of quadratic functions like quadratic regression and maximizing enclosed areas with fencing
This document defines the angle of depression as the angle below the horizontal that an observer looks to see an object lower than them, and defines the angle of elevation as the angle above the horizontal an observer looks to see a higher object. It provides two examples using trigonometry: one calculating the height of a tree using a 51 degree angle of elevation, and another calculating the distance to a boat using a 10 degree angle of depression.
The document discusses quadratic functions and their graphs. It defines quadratic functions as functions of the form f(x)=ax^2+bx+c, where a is not equal to 0. The graph of a quadratic function is a parabola with certain characteristics: it is symmetrical about an axis of symmetry and has a vertex which is either a maximum or minimum point. The axis of symmetry is the line x=0 for functions of the form f(x)=ax^2 and the vertex is at (0,0). For functions of the form f(x)=ax^2+k, the graph is a translation of f(x)=ax^2, so the vertex is (0,k) and the
The document discusses the factor theorem and how to determine if a polynomial is a factor of another polynomial. It provides examples of using the factor theorem to show that (x + 1) is a factor of 2x^3 + 5x^2 - 3 and that (x - 2) is a factor of x^4 + x^3 - x^2 - x - 18. It also gives an example of finding a polynomial function given its zeros as -2, 1, -1. The document provides exercises for using the factor theorem to determine unknown values in polynomials.
Slideshare is discontinuing its Slidecast feature as of February 28, 2014. Existing Slidecasts will be converted to static presentations without audio by April 30, 2014. The document informs users that new slidecasts can be found on myPlick.com or the author's blog starting in 2014. However, myPlick proved unreliable, so future slidecasts will instead be hosted on the author's YouTube channel.
z = kxy
z = -12
z = kxy
z = -84
z = kxy
z = -21
4.
a. Combined means together as a whole.
b. Combined variation is when a quantity varies jointly with respect to the product of two or more variables.
c. The mathematical statement that represents combined variation is a = k(bc) where a varies jointly as b and c multiplied together.
This document discusses trigonometric functions including sine, cosine, tangent, cosecant, secant and cotangent. It provides instructions on finding the exact value of trig functions for various angles in different quadrants using special right triangles and quadrantal angles. It also discusses using a calculator to evaluate trig functions and provides example problems to solve.
The document discusses linear equations in two variables. It defines a linear equation as one that can be written in the standard form Ax + By = C, where A, B, and C are real numbers and A and B cannot both be zero. Examples are provided of determining if equations are linear and identifying the A, B, and C components if they are linear. The document also discusses using ordered pairs as solutions to linear equations and finding multiple solutions to a given linear equation.
The document discusses the coordinate plane and graphing ordered pairs of numbers on it. It defines key terms like the x-axis, y-axis, origin, quadrants, and ordered pairs. Each ordered pair corresponds to exactly one point on the coordinate plane. Graphing an ordered pair involves locating the point based on its x and y coordinates.
The document discusses parabolas and their key properties:
- A parabola is the set of all points equidistant from a fixed line called the directrix and a fixed point called the focus.
- The standard equation of a parabola depends on the orientation of its axis and vertex.
- Key properties include the axis of symmetry, direction of opening, and the length of the latus rectum.
This document discusses different types of quadrilaterals (four-sided polygons), including parallelograms, rectangles, rhombuses, and squares. It provides properties to define each shape and instructs how to make a foldable with examples of each quadrilateral type. Key properties include: parallelograms have two pairs of parallel sides; rectangles are parallelograms with four right angles; rhombuses are parallelograms with four congruent sides; squares are rectangles and rhombuses with four right angles and four congruent sides. A Venn diagram compares the properties of these quadrilaterals.
The document discusses the rational root theorem and factor theorem for finding zeros or roots of polynomial functions. It provides examples of using the rational root theorem to find all possible rational roots of polynomials and using synthetic division or factoring to determine the actual roots. The document also defines zero multiplicity as the number of times a factor is repeated in the polynomial, and discusses how this relates to whether the graph crosses or touches the x-axis at that zero.
This document defines key concepts related to functions including domain, co-domain, and range. It provides examples of determining the domain and range of various functions. The domain of a function is the set of inputs, the co-domain is the set of all possible outputs, and the range is the set of actual outputs. Examples show how to use inequalities to find the domain by determining when a function gives real values and how to manipulate equations to find the range.
To write the equation of a line in slope-intercept form (y=mx+b) given the slope (m) and y-intercept (b):
1) Identify the y-intercept as the y-value when x=0
2) Plug the slope (m) and y-intercept (b) into the slope-intercept equation
3) To write the equation when given two points, use the point-slope formula: y-y1=m(x-x1), where m is the slope calculated from the two points.
1. The document discusses angles formed when lines are intersected by a transversal line.
2. It defines types of angles formed, including corresponding angles, alternate interior/exterior angles, and consecutive interior/exterior angles.
3. Examples are provided to demonstrate identifying angle types and using angle properties involving parallel lines cut by a transversal.
A quadratic inequality is an inequality involving a quadratic expression, such as ax^2 + bx + c < 0. To solve a quadratic inequality, we first find the solutions to the corresponding equation (set the inequality equal to 0) and then test values on either side of those solutions in the original inequality to determine the solutions to the inequality. The solutions to the inequality will be all values of the variable that satisfy the given relationship.
Writing proofs involves providing logical arguments to support statements using given information, definitions, axioms, theorems, and previously proven statements. There are two types of direct proofs: paragraph form and two-column proof. Paragraph form writes the proof as a paragraph, while two-column proof presents the statements in one column and reasons in another column. Indirect proof assumes the opposite of the statement is true, then arrives at a contradiction, proving the original statement must be true.
The document discusses different types of logical conditionals:
- A conditional statement relates two propositions using "if...then..."
- The converse flips the order of the propositions in the conditional
- The inverse negates both propositions
- The contrapositive applies both converse and inverse operations
Several examples are provided to illustrate each type of conditional. Conditionals, their converses, inverses, and contrapositives can be represented using geometric shapes like triangles and polygons.
1. The document discusses various properties of tangents and secants to circles, including: a secant intersects a circle in two points, a tangent intersects in one point, and a tangent is perpendicular to the radius at the point of contact.
2. It provides examples of lengths of tangents from internal and external points and how tangents from an external point are equal in length.
3. The document also covers areas and lengths of sectors of circles based on the central angle subtended, as well as properties of common tangents between two circles.
The document discusses conic sections, which are curves formed by the intersection of a plane and a right circular cone. There are four types of conic sections: circles, ellipses, parabolas, and hyperbolas. Conic sections can be represented by second-degree equations in x and y, and the technique of completing the square is used to determine which equation corresponds to each type of conic section. The document also reviews the distance formula.
This document discusses quadratic functions and graphs, including:
- Graphing quadratic functions in standard and vertex forms
- Identifying minimums, maximums, and axes of symmetry from graphs
- Finding minimums and maximums without graphing using calculators
- Applications of quadratic functions like quadratic regression and maximizing enclosed areas with fencing
This document defines the angle of depression as the angle below the horizontal that an observer looks to see an object lower than them, and defines the angle of elevation as the angle above the horizontal an observer looks to see a higher object. It provides two examples using trigonometry: one calculating the height of a tree using a 51 degree angle of elevation, and another calculating the distance to a boat using a 10 degree angle of depression.
The document discusses quadratic functions and their graphs. It defines quadratic functions as functions of the form f(x)=ax^2+bx+c, where a is not equal to 0. The graph of a quadratic function is a parabola with certain characteristics: it is symmetrical about an axis of symmetry and has a vertex which is either a maximum or minimum point. The axis of symmetry is the line x=0 for functions of the form f(x)=ax^2 and the vertex is at (0,0). For functions of the form f(x)=ax^2+k, the graph is a translation of f(x)=ax^2, so the vertex is (0,k) and the
The document discusses the factor theorem and how to determine if a polynomial is a factor of another polynomial. It provides examples of using the factor theorem to show that (x + 1) is a factor of 2x^3 + 5x^2 - 3 and that (x - 2) is a factor of x^4 + x^3 - x^2 - x - 18. It also gives an example of finding a polynomial function given its zeros as -2, 1, -1. The document provides exercises for using the factor theorem to determine unknown values in polynomials.
Slideshare is discontinuing its Slidecast feature as of February 28, 2014. Existing Slidecasts will be converted to static presentations without audio by April 30, 2014. The document informs users that new slidecasts can be found on myPlick.com or the author's blog starting in 2014. However, myPlick proved unreliable, so future slidecasts will instead be hosted on the author's YouTube channel.
The document discusses different methods for factorising expressions:
1) Looking for a common factor and dividing it out of all terms
2) Using the difference of two squares formula (a2 - b2 = (a - b)(a + b))
3) Factorising quadratic trinomials into two binomial factors by identifying the values that multiply to give the constant term and sum to give the coefficient of the linear term.
The document provides information on index laws and the meaning of indices in algebra:
- Index laws state that am × an = am+n, am ÷ an = am-n, and (am)n = amn. Exponents can be added or subtracted when multiplying or dividing terms with the same base.
- Positive exponents indicate a term is raised to a power. Negative exponents indicate a root is being taken. Terms with exponents are evaluated from left to right.
- Examples demonstrate how to simplify expressions using index laws and interpret different types of indices.
12 x1 t01 03 integrating derivative on function (2013)Nigel Simmons
The document discusses integrating derivatives of functions. It states that the integral of the derivative of a function f(x) is equal to the natural log of f(x) plus a constant. It then provides examples of integrating several derivatives: (i) ∫(1/(7-3x)) dx = -1/3 log(7-3x) + c, (ii) ∫(1/(8x+5)) dx = 1/8 log(8x+5) + c, and (iii) ∫(x5/(x-2)) dx = 1/6 log(x6-2) + c. It also discusses techniques for integrating fractions by polynomial long division and finds
The document discusses logarithms and their properties. Logarithms are defined as the inverse of exponentials. If y = ax, then x = loga y. The natural logarithm is log base e, written as ln. Properties of logarithms include: loga m + loga n = loga mn; loga m - loga n = loga(m/n); loga mn = n loga m; loga 1 = 0; loga a = 1. Examples of evaluating logarithmic expressions are provided.
The document discusses relationships between the coefficients and roots of polynomials. It states that for a polynomial P(x) = axn + bxn-1 + cxn-2 + ..., the sum of the roots equals -b/a, the sum of the roots taken two at a time equals c/a, and so on for higher order terms. It also provides examples of using these relationships to find the sums of roots for a given polynomial.
P
4
3
2
The document discusses properties of polynomials with multiple roots. It first proves that if a polynomial P(x) has a root x = a of multiplicity m, then the derivative of P(x), P'(x), will have a root x = a of multiplicity m-1. It then provides an example of solving a cubic equation given it has a double root. Finally, it examines a quartic polynomial and shows that its root α cannot be 0, 1, or -1, and that 1/
The document discusses factorizing complex expressions. The main points are:
- If a polynomial's coefficients are real, its roots will appear in complex conjugate pairs.
- Any polynomial of degree n can be factorized into a mixture of quadratic and linear factors over real numbers, or into n linear factors over complex numbers.
- Odd degree polynomials must have at least one real root.
- Examples of factorizing polynomials over both real and complex numbers are provided.
The document describes the Trapezoidal Rule for approximating the area under a curve between two points. It shows that the area A is estimated by dividing the region into trapezoids with height equal to the function values at the interval endpoints and bases equal to the intervals. In general, the area is approximated as the sum of the areas of each trapezoid, which is equal to the average of the endpoint function values multiplied by the interval length.
The document discusses methods for calculating the volumes of solids of revolution. It provides formulas for finding volumes when an area is revolved around either the x-axis or y-axis. Examples are given for finding volumes of common solids like cones, spheres, and others. Steps are shown for using the formulas to calculate volumes based on given functions and limits of revolution.
The document discusses different methods for calculating the area under a curve or between curves.
(1) The area below the x-axis is given by the integral of the function between the bounds, which can be positive or negative depending on whether the area is above or below the x-axis.
(2) To calculate the area on the y-axis, the function is solved for x in terms of y, then the bounds are substituted into the integral of this new function with respect to y.
(3) The area between two curves is calculated by taking the integral of the upper curve minus the integral of the lower curve, both between the same bounds on the x-axis.
The document discusses 8 properties of definite integrals:
1) Integrating polynomials results in a fraction.
2) Constants can be factored out of integrals.
3) Integrals of sums are equal to the sum of integrals.
4) Splitting an integral range results in the sum of the integrals.
5) Integrals of positive functions over a range are positive, and negative if the function is negative.
6) Integrals can be compared based on the relative values of the integrands.
7) Changing the limits of integration flips the sign of the integral.
8) Integrals of odd functions over a symmetric range are zero, and integrals of even functions are twice the integral over
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
2. Applications of Arithmetic &
Geometric Series
Formulae for Arithmetic Series
A series is called an arithmetic series if;
d Tn Tn1
where d is a constant, called the common difference
3. Applications of Arithmetic &
Geometric Series
Formulae for Arithmetic Series
A series is called an arithmetic series if;
d Tn Tn1
where d is a constant, called the common difference
The general term of an arithmetic series with first term a and common
difference d is;
Tn a n 1d
4. Applications of Arithmetic &
Geometric Series
Formulae for Arithmetic Series
A series is called an arithmetic series if;
d Tn Tn1
where d is a constant, called the common difference
The general term of an arithmetic series with first term a and common
difference d is;
Tn a n 1d
Three numbers a, x and b are terms in an arithmetic series if;
ab
bx xa i.e. x
2
5. The sum of the first n terms of an arithmetic series is;
n
S n a l (use when the last term l Tn is known)
2
6. The sum of the first n terms of an arithmetic series is;
n
S n a l (use when the last term l Tn is known)
2
n
Sn 2a n 1d (use when the difference d is known)
2
7. The sum of the first n terms of an arithmetic series is;
n
S n a l (use when the last term l Tn is known)
2
n
Sn 2a n 1d (use when the difference d is known)
2
2007 HSC Question 3b)
Heather decides to swim every day to improve her fitness level.
On the first day she swims 750 metres, and on each day after that she
swims 100 metres more than the previous day.
That is she swims 850 metres on the second day, 950 metres on the third
day and so on.
8. The sum of the first n terms of an arithmetic series is;
n
S n a l (use when the last term l Tn is known)
2
n
Sn 2a n 1d (use when the difference d is known)
2
2007 HSC Question 3b)
Heather decides to swim every day to improve her fitness level.
On the first day she swims 750 metres, and on each day after that she
swims 100 metres more than the previous day.
That is she swims 850 metres on the second day, 950 metres on the third
day and so on.
(i) Write down a formula for the distance she swims on he nth day.
9. The sum of the first n terms of an arithmetic series is;
n
S n a l (use when the last term l Tn is known)
2
n
Sn 2a n 1d (use when the difference d is known)
2
2007 HSC Question 3b)
Heather decides to swim every day to improve her fitness level.
On the first day she swims 750 metres, and on each day after that she
swims 100 metres more than the previous day.
That is she swims 850 metres on the second day, 950 metres on the third
day and so on.
(i) Write down a formula for the distance she swims on he nth day.
a 750
10. The sum of the first n terms of an arithmetic series is;
n
S n a l (use when the last term l Tn is known)
2
n
Sn 2a n 1d (use when the difference d is known)
2
2007 HSC Question 3b)
Heather decides to swim every day to improve her fitness level.
On the first day she swims 750 metres, and on each day after that she
swims 100 metres more than the previous day.
That is she swims 850 metres on the second day, 950 metres on the third
day and so on.
(i) Write down a formula for the distance she swims on he nth day.
a 750
d 100
11. The sum of the first n terms of an arithmetic series is;
n
S n a l (use when the last term l Tn is known)
2
n
Sn 2a n 1d (use when the difference d is known)
2
2007 HSC Question 3b)
Heather decides to swim every day to improve her fitness level.
On the first day she swims 750 metres, and on each day after that she
swims 100 metres more than the previous day.
That is she swims 850 metres on the second day, 950 metres on the third
day and so on.
(i) Write down a formula for the distance she swims on he nth day.
a 750 Find a particular term, Tn
d 100
12. The sum of the first n terms of an arithmetic series is;
n
S n a l (use when the last term l Tn is known)
2
n
Sn 2a n 1d (use when the difference d is known)
2
2007 HSC Question 3b)
Heather decides to swim every day to improve her fitness level.
On the first day she swims 750 metres, and on each day after that she
swims 100 metres more than the previous day.
That is she swims 850 metres on the second day, 950 metres on the third
day and so on.
(i) Write down a formula for the distance she swims on he nth day.
a 750 Find a particular term, Tn
d 100 Tn a n 1d
13. The sum of the first n terms of an arithmetic series is;
n
S n a l (use when the last term l Tn is known)
2
n
Sn 2a n 1d (use when the difference d is known)
2
2007 HSC Question 3b)
Heather decides to swim every day to improve her fitness level.
On the first day she swims 750 metres, and on each day after that she
swims 100 metres more than the previous day.
That is she swims 850 metres on the second day, 950 metres on the third
day and so on.
(i) Write down a formula for the distance she swims on he nth day.
a 750 Find a particular term, Tn Tn 750 n 1100
d 100 Tn a n 1d
14. The sum of the first n terms of an arithmetic series is;
n
S n a l (use when the last term l Tn is known)
2
n
Sn 2a n 1d (use when the difference d is known)
2
2007 HSC Question 3b)
Heather decides to swim every day to improve her fitness level.
On the first day she swims 750 metres, and on each day after that she
swims 100 metres more than the previous day.
That is she swims 850 metres on the second day, 950 metres on the third
day and so on.
(i) Write down a formula for the distance she swims on he nth day.
a 750 Find a particular term, Tn Tn 750 n 1100
d 100 Tn a n 1d Tn 650 100n
16. (ii) How far does she swim on the 10th day? (1)
Find a particular term, T10
17. (ii) How far does she swim on the 10th day? (1)
Find a particular term, T10
Tn 650 100n
18. (ii) How far does she swim on the 10th day? (1)
Find a particular term, T10
Tn 650 100n
T10 650 100(10)
T10 1650
she swims 1650 metres on the 10th day
19. (ii) How far does she swim on the 10th day? (1)
Find a particular term, T10
Tn 650 100n
T10 650 100(10)
T10 1650
she swims 1650 metres on the 10th day
(iii) What is the total distance she swims in the first 10 days? (1)
20. (ii) How far does she swim on the 10th day? (1)
Find a particular term, T10
Tn 650 100n
T10 650 100(10)
T10 1650
she swims 1650 metres on the 10th day
(iii) What is the total distance she swims in the first 10 days? (1)
Find a total amount, S10
n
S n 2a n 1d
2
21. (ii) How far does she swim on the 10th day? (1)
Find a particular term, T10
Tn 650 100n
T10 650 100(10)
T10 1650
she swims 1650 metres on the 10th day
(iii) What is the total distance she swims in the first 10 days? (1)
Find a total amount, S10
n
S n 2a n 1d
2
10
S10 2(750) 9(100)
2
S10 5 1500 900
12000
22. (ii) How far does she swim on the 10th day? (1)
Find a particular term, T10
Tn 650 100n
T10 650 100(10)
T10 1650
she swims 1650 metres on the 10th day
(iii) What is the total distance she swims in the first 10 days? (1)
Find a total amount, S10
n n
S n 2a n 1d Sn a l
2 OR 2
10
S10 2(750) 9(100)
2
S10 5 1500 900
12000
23. (ii) How far does she swim on the 10th day? (1)
Find a particular term, T10
Tn 650 100n
T10 650 100(10)
T10 1650
she swims 1650 metres on the 10th day
(iii) What is the total distance she swims in the first 10 days? (1)
Find a total amount, S10
n n
S n 2a n 1d Sn a l
2 OR 2
10
10
S10 2(750) 9(100) S10 750 1650
2 2
S10 5 1500 900 12000
12000
24. (ii) How far does she swim on the 10th day? (1)
Find a particular term, T10
Tn 650 100n
T10 650 100(10)
T10 1650
she swims 1650 metres on the 10th day
(iii) What is the total distance she swims in the first 10 days? (1)
Find a total amount, S10
n n
S n 2a n 1d Sn a l
2 OR 2
10
10
S10 2(750) 9(100) S10 750 1650
2 2
S10 5 1500 900 12000
12000 she swims a total of 12000 metres in 10 days
25. (iv) After how many days does the total distance she has swum equal (2)
the width of the English Channel, a distance of 34 kilometres?
26. (iv) After how many days does the total distance she has swum equal (2)
the width of the English Channel, a distance of 34 kilometres?
Find a total amount, Sn
n
S n 2a n 1d
2
27. (iv) After how many days does the total distance she has swum equal (2)
the width of the English Channel, a distance of 34 kilometres?
Find a total amount, Sn
n
S n 2a n 1d
2
n
34000 1500 n 1100
2
28. (iv) After how many days does the total distance she has swum equal (2)
the width of the English Channel, a distance of 34 kilometres?
Find a total amount, Sn
n
S n 2a n 1d
2
n
34000 1500 n 1100
2
68000 n 1400 100n
68000 1400n 100n 2
100n 2 1400n 68000 0
n 2 14n 680 0
29. (iv) After how many days does the total distance she has swum equal (2)
the width of the English Channel, a distance of 34 kilometres?
Find a total amount, Sn
n
S n 2a n 1d
2
n
34000 1500 n 1100
2
68000 n 1400 100n
68000 1400n 100n 2
100n 2 1400n 68000 0
n 2 14n 680 0
n 34 n 20 0
n 34 or n 20
30. (iv) After how many days does the total distance she has swum equal (2)
the width of the English Channel, a distance of 34 kilometres?
Find a total amount, Sn
n
S n 2a n 1d
2
n
34000 1500 n 1100
2
68000 n 1400 100n
68000 1400n 100n 2
100n 2 1400n 68000 0
n 2 14n 680 0
n 34 n 20 0
n 34 or n 20
it takes 20 days to swim 34 kilometres
32. Formulae for Geometric Series
A series is called a geometric series if;
Tn
r
Tn1
where r is a constant, called the common ratio
33. Formulae for Geometric Series
A series is called a geometric series if;
Tn
r
Tn1
where r is a constant, called the common ratio
The general term of a geometric series with first term a and common
ratio r is;
Tn ar n1
34. Formulae for Geometric Series
A series is called a geometric series if;
Tn
r
Tn1
where r is a constant, called the common ratio
The general term of a geometric series with first term a and common
ratio r is;
Tn ar n1
Three numbers a, x and b are terms in a geometric series if;
b x
i.e. x ab
x a
35. Formulae for Geometric Series
A series is called a geometric series if;
Tn
r
Tn1
where r is a constant, called the common ratio
The general term of a geometric series with first term a and common
ratio r is;
Tn ar n1
Three numbers a, x and b are terms in a geometric series if;
b x
i.e. x ab
x a
The sum of the first n terms of a geometric series is;
a r n 1
Sn (easier when r 1)
r 1
36. Formulae for Geometric Series
A series is called a geometric series if;
Tn
r
Tn1
where r is a constant, called the common ratio
The general term of a geometric series with first term a and common
ratio r is;
Tn ar n1
Three numbers a, x and b are terms in a geometric series if;
b x
i.e. x ab
x a
The sum of the first n terms of a geometric series is;
a r n 1
Sn (easier when r 1)
r 1
a 1 r n
Sn (easier when r 1)
1 r
37. e.g. A company’s sales are declining by 6% every year, with 50000
items sold in 2001.
During which year will sales first fall below 20000?
38. e.g. A company’s sales are declining by 6% every year, with 50000
items sold in 2001.
During which year will sales first fall below 20000?
a 50000
39. e.g. A company’s sales are declining by 6% every year, with 50000
items sold in 2001.
During which year will sales first fall below 20000?
a 50000
r 0.94
40. e.g. A company’s sales are declining by 6% every year, with 50000
items sold in 2001.
During which year will sales first fall below 20000?
a 50000
r 0.94
Tn 20000
41. e.g. A company’s sales are declining by 6% every year, with 50000
items sold in 2001.
During which year will sales first fall below 20000?
a 50000 Tn ar n1
20000 50000 0.94
n1
r 0.94
Tn 20000
42. e.g. A company’s sales are declining by 6% every year, with 50000
items sold in 2001.
During which year will sales first fall below 20000?
a 50000 Tn ar n1
20000 50000 0.94
n1
r 0.94
0.4 0.94
n1
Tn 20000
0.94 0.4
n1
43. e.g. A company’s sales are declining by 6% every year, with 50000
items sold in 2001.
During which year will sales first fall below 20000?
a 50000 Tn ar n1
20000 50000 0.94
n1
r 0.94
0.4 0.94
n1
Tn 20000
0.94 0.4
n1
log 0.94 log 0.4
n1
44. e.g. A company’s sales are declining by 6% every year, with 50000
items sold in 2001.
During which year will sales first fall below 20000?
a 50000 Tn ar n1
20000 50000 0.94
n1
r 0.94
0.4 0.94
n1
Tn 20000
0.94 0.4
n1
log 0.94 log 0.4
n1
n 1 log 0.94 log 0.4
45. e.g. A company’s sales are declining by 6% every year, with 50000
items sold in 2001.
During which year will sales first fall below 20000?
a 50000 Tn ar n1
20000 50000 0.94
n1
r 0.94
0.4 0.94
n1
Tn 20000
0.94 0.4
n1
log 0.94 log 0.4
n1
n 1 log 0.94 log 0.4
log 0.4
n 1
log 0.94
n 1 14.80864248
n 15.80864248
46. e.g. A company’s sales are declining by 6% every year, with 50000
items sold in 2001.
During which year will sales first fall below 20000?
a 50000 Tn ar n1
20000 50000 0.94
n1
r 0.94
0.4 0.94
n1
Tn 20000
0.94 0.4
n1
log 0.94 log 0.4
n1
n 1 log 0.94 log 0.4
log 0.4
n 1
log 0.94
n 1 14.80864248
n 15.80864248
during the 16th year (i.e. 2016) sales will fall below 20000
47. 2005 HSC Question 7a)
Anne and Kay are employed by an accounting firm.
Anne accepts employment with an initial annual salary of $50000. In
each of the following years her annual salary is increased by $2500.
Kay accepts employment with an initial annual salary of $50000. in each
of the following years her annual salary is increased by 4%
48. 2005 HSC Question 7a)
Anne and Kay are employed by an accounting firm.
Anne accepts employment with an initial annual salary of $50000. In
each of the following years her annual salary is increased by $2500.
Kay accepts employment with an initial annual salary of $50000. in each
of the following years her annual salary is increased by 4%
arithmetic
a = 50000 d = 2500
49. 2005 HSC Question 7a)
Anne and Kay are employed by an accounting firm.
Anne accepts employment with an initial annual salary of $50000. In
each of the following years her annual salary is increased by $2500.
Kay accepts employment with an initial annual salary of $50000. in each
of the following years her annual salary is increased by 4%
arithmetic geometric
a = 50000 d = 2500 a = 50000 r = 1.04
50. 2005 HSC Question 7a)
Anne and Kay are employed by an accounting firm.
Anne accepts employment with an initial annual salary of $50000. In
each of the following years her annual salary is increased by $2500.
Kay accepts employment with an initial annual salary of $50000. in each
of the following years her annual salary is increased by 4%
arithmetic geometric
a = 50000 d = 2500 a = 50000 r = 1.04
(i) What is Anne’s salary in her thirteenth year? (2)
51. 2005 HSC Question 7a)
Anne and Kay are employed by an accounting firm.
Anne accepts employment with an initial annual salary of $50000. In
each of the following years her annual salary is increased by $2500.
Kay accepts employment with an initial annual salary of $50000. in each
of the following years her annual salary is increased by 4%
arithmetic geometric
a = 50000 d = 2500 a = 50000 r = 1.04
(i) What is Anne’s salary in her thirteenth year? (2)
Find a particular term, T13
Tn a n 1d
52. 2005 HSC Question 7a)
Anne and Kay are employed by an accounting firm.
Anne accepts employment with an initial annual salary of $50000. In
each of the following years her annual salary is increased by $2500.
Kay accepts employment with an initial annual salary of $50000. in each
of the following years her annual salary is increased by 4%
arithmetic geometric
a = 50000 d = 2500 a = 50000 r = 1.04
(i) What is Anne’s salary in her thirteenth year? (2)
Find a particular term, T13
Tn a n 1d
T13 50000 12 2500
T13 80000
Anne earns $80000 in her 13th year
53. (ii) What is Kay’s annual salary in her thirteenth year? (2)
54. (ii) What is Kay’s annual salary in her thirteenth year? (2)
Find a particular term, T13
Tn ar n1
55. (ii) What is Kay’s annual salary in her thirteenth year? (2)
Find a particular term, T13
Tn ar n1
T13 50000 1.04
12
T13 80051.61093
Kay earns $80051.61 in her thirteenth year
56. (ii) What is Kay’s annual salary in her thirteenth year? (2)
Find a particular term, T13
Tn ar n1
T13 50000 1.04
12
T13 80051.61093
Kay earns $80051.61 in her thirteenth year
(iii) By what amount does the total amount paid to Kay in her first (3)
twenty years exceed that paid to Anne in her first twenty years?
57. (ii) What is Kay’s annual salary in her thirteenth year? (2)
Find a particular term, T13
Tn ar n1
T13 50000 1.04
12
T13 80051.61093
Kay earns $80051.61 in her thirteenth year
(iii) By what amount does the total amount paid to Kay in her first (3)
twenty years exceed that paid to Anne in her first twenty years?
Find a total amount, S20
n
Anne S n 2a n 1d
2
58. (ii) What is Kay’s annual salary in her thirteenth year? (2)
Find a particular term, T13
Tn ar n1
T13 50000 1.04
12
T13 80051.61093
Kay earns $80051.61 in her thirteenth year
(iii) By what amount does the total amount paid to Kay in her first (3)
twenty years exceed that paid to Anne in her first twenty years?
Find a total amount, S20
n
Anne S n 2a n 1d
2
20
S20 2(50000) 19(2500)
2
S10 10 100000 47500
1475000
59. (ii) What is Kay’s annual salary in her thirteenth year? (2)
Find a particular term, T13
Tn ar n1
T13 50000 1.04
12
T13 80051.61093
Kay earns $80051.61 in her thirteenth year
(iii) By what amount does the total amount paid to Kay in her first (3)
twenty years exceed that paid to Anne in her first twenty years?
Find a total amount, S20 a r n 1
n
Anne S n 2a n 1d Kay Sn
2 n 1
20
S20 2(50000) 19(2500)
2
S10 10 100000 47500
1475000
60. (ii) What is Kay’s annual salary in her thirteenth year? (2)
Find a particular term, T13
Tn ar n1
T13 50000 1.04
12
T13 80051.61093
Kay earns $80051.61 in her thirteenth year
(iii) By what amount does the total amount paid to Kay in her first (3)
twenty years exceed that paid to Anne in her first twenty years?
Find a total amount, S20 a r n 1
n
Anne S n 2a n 1d Kay Sn
2 n 1
20
S20 2(50000) 19(2500) 50000 1.0420 1
2 S 20
0.04
S10 10 100000 47500 1488903.93
1475000
61. (ii) What is Kay’s annual salary in her thirteenth year? (2)
Find a particular term, T13
Tn ar n1
T13 50000 1.04
12
T13 80051.61093
Kay earns $80051.61 in her thirteenth year
(iii) By what amount does the total amount paid to Kay in her first (3)
twenty years exceed that paid to Anne in her first twenty years?
Find a total amount, S20 a r n 1
n
Anne S n 2a n 1d Kay Sn
2 n 1
20
S20 2(50000) 19(2500) 50000 1.0420 1
2 S 20
0.04
S10 10 100000 47500 1488903.93
1475000 Kay is paid $13903.93 more than Anne
62. The limiting sum S exists if and only if 1 r 1, in which case;
a
S
1 r
63. The limiting sum S exists if and only if 1 r 1, in which case;
a
2007 HSC Question 1d) S (2)
Find the limiting sum of the geometric series 1 r
3 3 3
4 16 64
64. The limiting sum S exists if and only if 1 r 1, in which case;
a
2007 HSC Question 1d) S (2)
Find the limiting sum of the geometric series 1 r
3 3 3
4 16 64
3 4
3 r
a 16 3
4 1
4
65. The limiting sum S exists if and only if 1 r 1, in which case;
a
2007 HSC Question 1d) S (2)
Find the limiting sum of the geometric series 1 r
3 3 3 a
S
4 16 64 1 r
3 4 3
3 r
a 16 3 S 4
1
4 1 1
4
4 1
66. The limiting sum S exists if and only if 1 r 1, in which case;
a
2007 HSC Question 1d) S (2)
Find the limiting sum of the geometric series 1 r
3 3 3 a
S
4 16 64 1 r
3 4 3
3 r
a 16 3 S 4
1
4 1 1
4
4 1
2003 HSC Question 7a)
(i) Find the limiting sum of the geometric series (2)
2 2
2
2 1
2
2 1
67. The limiting sum S exists if and only if 1 r 1, in which case;
a
2007 HSC Question 1d) S (2)
Find the limiting sum of the geometric series 1 r
3 3 3 a
S
4 16 64 1 r
3 4 3
3 r
a 16 3 S 4
1
4 1 1
4
4 1
2003 HSC Question 7a)
(i) Find the limiting sum of the geometric series (2)
2 2
2
2 1
2
2 1 2 1
r
2 1 2
a2 1
2 1
68. The limiting sum S exists if and only if 1 r 1, in which case;
a
2007 HSC Question 1d) S (2)
Find the limiting sum of the geometric series 1 r
3 3 3 a
S
4 16 64 1 r
3 4 3
3 r
a 16 3 S 4
1
4 1 1
4
4 1
2003 HSC Question 7a)
(i) Find the limiting sum of the geometric series a (2)
S
2
2
2
1 r
2 1
2
2 1 2 1 S
2
r 1
2 1 2 1
2 1
a2 1
2 1
77. 2004 HSC Question 9a)
Consider the series 1 tan 2 tan 4
a 1 r tan 2
78. 2004 HSC Question 9a)
Consider the series 1 tan 2 tan 4
a 1 r tan 2
(i) When the limiting sum exists, find its value in simplest form. (2)
79. 2004 HSC Question 9a)
Consider the series 1 tan 2 tan 4
a 1 r tan 2
(i) When the limiting sum exists, find its value in simplest form. (2)
a
S
1 r
1
S
1 tan 2
80. 2004 HSC Question 9a)
Consider the series 1 tan 2 tan 4
a 1 r tan 2
(i) When the limiting sum exists, find its value in simplest form. (2)
a
S
1 r
1
S
1 tan 2
1
sec 2
cos 2
81.
(ii) For what values of in the interval (2)
2 2
does the limiting sum of the series exist?
82.
(ii) For what values of in the interval (2)
2 2
does the limiting sum of the series exist?
Limiting sums only occur when – 1< r< 1
83.
(ii) For what values of in the interval (2)
2 2
does the limiting sum of the series exist?
Limiting sums only occur when – 1< r< 1
1 tan 2 1
84.
(ii) For what values of in the interval (2)
2 2
does the limiting sum of the series exist?
Limiting sums only occur when – 1< r< 1
1 tan 2 1
1 tan 2 1
1 tan 2 1
85.
(ii) For what values of in the interval (2)
2 2
does the limiting sum of the series exist?
Limiting sums only occur when – 1< r< 1
1 tan 2 1
1 tan 2 1
1 tan 2 1
1 tan 1
86.
(ii) For what values of in the interval (2)
2 2
does the limiting sum of the series exist?
Limiting sums only occur when – 1< r< 1
1 tan 2 1
1 tan 2 1
1 tan 2 1
1 tan 1
Now tan 1, when
4
87.
(ii) For what values of in the interval (2)
2 2
does the limiting sum of the series exist?
Limiting sums only occur when – 1< r< 1
1 tan 2 1
1 tan 2 1
1 tan 2 1
1 tan 1
Now tan 1, when
y 4
y tan x
1
x
2 –1 2
88.
(ii) For what values of in the interval (2)
2 2
does the limiting sum of the series exist?
Limiting sums only occur when – 1< r< 1
1 tan 2 1
1 tan 2 1
1 tan 2 1
1 tan 1
Now tan 1, when
y 4
y tan x
1
x
2 –1 2
4 4
89.
(ii) For what values of in the interval (2)
2 2
does the limiting sum of the series exist?
Limiting sums only occur when – 1< r< 1
1 tan 2 1
1 tan 2 1
1 tan 2 1
1 tan 1 Exercise 7A;
3, 4, 5, 10, 11,
Now tan 1, when
4 16, 17, 20*
y
y tan x
1
x
2 –1 2
4 4