The document discusses solving inequalities involving quadratic and rational expressions in three steps: (1) identify values where the denominator is zero, (2) solve the equality, (3) plot solutions on a number line and test regions to determine the solution interval or values. For quadratic inequalities, the solutions are always in the form -6 < x < 1 or x < -4 or x > 1.
This document discusses rational functions, which are defined as the ratio of two polynomials. It provides examples of specific rational functions and examines their key properties including vertical and horizontal asymptotes. It discusses how to predict asymptotes from the polynomials and emphasizes the importance of graphing to verify predictions. Guidelines are provided for accurately graphing rational functions on graph paper including showing intercepts, extrema, asymptotes, holes, and using proper scaling.
The document discusses the fundamental theorem of algebra and properties of complex zeros of polynomials. It provides examples of finding all zeros of polynomials by factoring, using the quadratic formula, and the difference of squares/cubes formulas. It also demonstrates using the "sum and product method" to find the polynomial of lowest degree with given complex zeros, which involves taking the sum and product of the zeros.
The document contains announcements for an upcoming exam:
1. Students should bring any grade related questions about quiz 2 without delay. Test 1 will be on February 1st covering sections 1.1-1.5, 1.7-1.8, 2.1-2.3 and 2.8-2.9.
2. A sample exam 1 will be posted by that evening. Students should review for the exam after the lecture.
3. The instructor will be available in their office all day the following day to answer any questions.
It also provides tips for preparing for the exam, including doing homework problems and sample exams within the time limit to practice time management.
1. The matrix is not invertible as it has repeated rows.
2. The eigenvalue is 0 since a matrix is not invertible if it has 0 as an eigenvalue.
3. The eigenvectors corresponding to 0 can be found by reducing the matrix A - 0I to row echelon form. This gives the equation x1 + x2 + x3 = 0 with x2 and x3 as free variables, so two linearly independent eigenvectors are (1, -1, 0) and (1, 0, -1).
The eigen values of a Hermitian matrix are always real. This is because for a Hermitian matrix A, the quadratic form x*Ax is always real for any vector x. Now, if λ is an eigen value of A corresponding to the eigenvector v, then we have:
λv*v = v*Av
λv*v = v*λv (since Av = λv)
λv*v = λv*v
Therefore, λ must be real. Similarly, for a real symmetric matrix, the quadratic form x'Ax is always real. Hence, the eigen values must be real.
So in summary, the eigen values of both Hermitian and real
The document contains notes from a previous linear algebra class covering the following topics:
1. There will be a quiz tomorrow on sections 1.1-1.3 focusing on concepts rather than lengthy calculations.
2. Previous topics included systems of linear equations, row reduction, pivot positions, basic and free variables, and the span of vectors.
3. Determining if a vector is in the span of other vectors is equivalent to checking if the corresponding linear system is consistent.
4. Examples are provided of determining if homogeneous systems have non-trivial solutions based on the presence of free variables. The general solution of a homogeneous system is expressed in parametric vector form.
The document provides examples of solving systems of linear equations using various methods:
1) Addition - Adding corresponding terms of equations to eliminate a variable.
2) Substitution - Solving one equation for a variable in terms of the other and substituting into the second equation.
3) Comparison - Setting corresponding terms of equations equal to each other to solve for variables.
It works through 30 examples demonstrating these methods step-by-step to solve systems with two unknown variables.
The document summarizes key concepts about functions and lines. It defines a function as a rule that assigns unique output values to inputs. Functions can be represented graphically by plotting the points (x, f(x)). Lines on a plane can be defined by two points and have a slope that represents the rise over run. The slope formula is used to find the equation of a line in y=mx+b form, where m is the slope and b is the y-intercept. Perpendicular and parallel lines have specific relationships between their slopes.
This document discusses rational functions, which are defined as the ratio of two polynomials. It provides examples of specific rational functions and examines their key properties including vertical and horizontal asymptotes. It discusses how to predict asymptotes from the polynomials and emphasizes the importance of graphing to verify predictions. Guidelines are provided for accurately graphing rational functions on graph paper including showing intercepts, extrema, asymptotes, holes, and using proper scaling.
The document discusses the fundamental theorem of algebra and properties of complex zeros of polynomials. It provides examples of finding all zeros of polynomials by factoring, using the quadratic formula, and the difference of squares/cubes formulas. It also demonstrates using the "sum and product method" to find the polynomial of lowest degree with given complex zeros, which involves taking the sum and product of the zeros.
The document contains announcements for an upcoming exam:
1. Students should bring any grade related questions about quiz 2 without delay. Test 1 will be on February 1st covering sections 1.1-1.5, 1.7-1.8, 2.1-2.3 and 2.8-2.9.
2. A sample exam 1 will be posted by that evening. Students should review for the exam after the lecture.
3. The instructor will be available in their office all day the following day to answer any questions.
It also provides tips for preparing for the exam, including doing homework problems and sample exams within the time limit to practice time management.
1. The matrix is not invertible as it has repeated rows.
2. The eigenvalue is 0 since a matrix is not invertible if it has 0 as an eigenvalue.
3. The eigenvectors corresponding to 0 can be found by reducing the matrix A - 0I to row echelon form. This gives the equation x1 + x2 + x3 = 0 with x2 and x3 as free variables, so two linearly independent eigenvectors are (1, -1, 0) and (1, 0, -1).
The eigen values of a Hermitian matrix are always real. This is because for a Hermitian matrix A, the quadratic form x*Ax is always real for any vector x. Now, if λ is an eigen value of A corresponding to the eigenvector v, then we have:
λv*v = v*Av
λv*v = v*λv (since Av = λv)
λv*v = λv*v
Therefore, λ must be real. Similarly, for a real symmetric matrix, the quadratic form x'Ax is always real. Hence, the eigen values must be real.
So in summary, the eigen values of both Hermitian and real
The document contains notes from a previous linear algebra class covering the following topics:
1. There will be a quiz tomorrow on sections 1.1-1.3 focusing on concepts rather than lengthy calculations.
2. Previous topics included systems of linear equations, row reduction, pivot positions, basic and free variables, and the span of vectors.
3. Determining if a vector is in the span of other vectors is equivalent to checking if the corresponding linear system is consistent.
4. Examples are provided of determining if homogeneous systems have non-trivial solutions based on the presence of free variables. The general solution of a homogeneous system is expressed in parametric vector form.
The document provides examples of solving systems of linear equations using various methods:
1) Addition - Adding corresponding terms of equations to eliminate a variable.
2) Substitution - Solving one equation for a variable in terms of the other and substituting into the second equation.
3) Comparison - Setting corresponding terms of equations equal to each other to solve for variables.
It works through 30 examples demonstrating these methods step-by-step to solve systems with two unknown variables.
The document summarizes key concepts about functions and lines. It defines a function as a rule that assigns unique output values to inputs. Functions can be represented graphically by plotting the points (x, f(x)). Lines on a plane can be defined by two points and have a slope that represents the rise over run. The slope formula is used to find the equation of a line in y=mx+b form, where m is the slope and b is the y-intercept. Perpendicular and parallel lines have specific relationships between their slopes.
Okay, let's break this down step-by-step:
* 90% of 90 girls showed up on time
* 90% is 0.9
* 0.9 * 90 is 81 girls on time
* The total number of girls is 90
* So the number of girls late is 90 - 81 = 9
* 80% of 110 boys showed up on time
* 80% is 0.8
* 0.8 * 110 is 88 boys on time
* The total number of boys is 110
* So the number of boys late is 110 - 88 = 22
* The total number of children late is the girls (9) + the boys (22)
* So the total number
This document contains solutions to exercises from a pre-calculus textbook involving inverse functions and relations. Some of the key questions answered include:
- Sketching the graphs of functions and their inverses after transformations like reflections
- Finding equations that represent the inverse of various given functions
- Determining whether pairs of functions are inverses of each other by comparing their equations
- Restricting domains of functions to make their inverses functions as well
- Finding coordinates of points on inverse relations after translations
- Sketching graphs of inverses based on restrictions of the domain of the original relation
1. The limit as x approaches 4 of x4-16 is 0. When factored, the expression becomes (x-4)(x+4)(x2+4) which equals 0 as x approaches 4.
2. The limit as x approaches infinity of x7-x2+1 is 1. When factored, the leading terms are x7 for both the top and bottom expressions, which equals 1 as x approaches infinity.
3. The limit as x approaches -1 of x2-1 is 0. When factored, the expression becomes (x+1)(x-1) which equals 0 as the factors are 0 when x is -1.
The document discusses factorable polynomials and graphing them. It defines a factorable polynomial P(x) as one that can be written as the product of linear factors P(x) = an(x - r1)(x - r2)...(x - rk), where r1, r2, etc. are the roots of P(x). It explains that for large values of |x|, the leading term of P(x) dominates so the graph resembles that of the leading term, while near the roots other terms contribute to the shape of the graph. Examples of graphs of polynomials like x^n are provided to illustrate the approach.
This document discusses how to graph factorable polynomials by identifying the roots and their orders from the polynomial expression, making a sign chart, sketching the graph around each root based on the order, and connecting the pieces to obtain the full graph. As an example, it identifies the roots x=0, x=-2, and x=3 of order 1, 2, and 2 respectively from the polynomial P(x)=-x(x+2)2(x-3)2, makes the sign chart, and sketches the graph around each root to ultimately connect them into the full graph of P(x).
This document provides derivatives of various functions. There are 100 problems presented without showing the step-by-step work to arrive at the solutions. The solutions are provided directly in simplified form.
This document provides 98 examples of functions and their derivatives. The functions include polynomials, trigonometric functions like sine, cosine, tangent, inverse trigonometric functions, exponential functions, logarithmic functions, and combinations of these functions.
PRESENTACIÓN DEL INFORME MATEMÁTICA UPTAEB UNIDAD 1GenesisAcosta7
The document discusses algebraic expressions and operations involving them. It explains that algebraic expressions contain letters, numbers, and signs, and that letters behave like numbers that can be manipulated through the same properties as numeric expressions. It then provides examples of adding, subtracting, multiplying, dividing, and factorizing monomials and polynomials. Key operations covered include combining like terms, distributing multiplication, and changing signs of exponents when dividing terms.
The document discusses sign charts of factorable polynomials. A polynomial is factorable if it can be written as the product of linear factors. The sign chart of a factorable polynomial follows an important rule: if a root has an even order, the signs are the same on both sides; if a root has an odd order, the signs are different on both sides. This is called the even/odd-order sign rule. An example demonstrates finding the sign chart of a polynomial by identifying the roots and their orders, and then applying the sign rule.
1) Cubic equations can have one real root or three real roots. They always have at least one real root.
2) Cubic equations can be solved by using synthetic division to reduce them to a quadratic equation if one root is known, or by spotting factors.
3) Graphs of cubic equations cross the x-axis at least once, showing they have at least one real root, and can help locate approximate solutions.
3.3 graphs of factorable polynomials and rational functionsmath265
The document discusses graphs of factorable polynomials. It begins by showing examples of graphs of even and odd degree polynomials like y=x2, y=x4, y=x3, and y=-x5. It then explains that the graphs of polynomials are smooth, unbroken curves. For large values of x, the leading term of a polynomial dominates and determines the graph's behavior. Based on the leading term and whether the degree is even or odd, the graph exhibits one of four behaviors as x approaches infinity. The document demonstrates how to construct the sign chart of a polynomial from its roots and use it to sketch the central portion of the graph. It provides an example of sketching the graph of y=x
This chapter introduces matrices and their basic arithmetic operations. Matrices allow linear equations to be written in a compact matrix form. The key operations covered are:
1) Matrix addition and subtraction are performed element-wise.
2) A matrix can be multiplied by a scalar by multiplying each element.
3) Matrix multiplication involves multiplying the rows of the first matrix by the columns of the second.
4) For matrix multiplication to have an inverse, the matrices must satisfy a condition on their elements.
The document describes the rectangular coordinate system. Each point in a plane can be located using an ordered pair (x,y) where x represents the distance right or left from the origin and y represents the distance up or down. Changing the x-value moves the point right or left, and changing the y-value moves the point up or down. The plane is divided into four quadrants based on the sign of the x and y values. Reflecting a point across an axis results in another point with the same magnitude but opposite sign for the corresponding coordinate.
The document discusses coordinate systems and graphs. It describes:
1) The Cartesian coordinate system uses perpendicular x and y axes to locate points on a plane using coordinates like (x,y).
2) 3D coordinate systems extend this to locate points in space using x, y, and z coordinates like (x,y,z).
3) Graphs can show the relationship between variables by plotting their coordinates and drawing a line or curve through the points.
11 X1 T01 06 equations and inequations (2010)Nigel Simmons
The document discusses how to solve equations by making the variable the subject of the formula. It provides examples of solving equations such as x + 3 = 6, 5z = 45, and 4(a - 5) = 16 for the variable. The document also discusses when the inequality sign changes, such as when multiplying or dividing by a negative number, or taking the reciprocal of both sides. Examples are provided of solving inequalities like 6x < 36 and -4 ≤ -4x ≤ 8 for the variable.
The document discusses how to sketch graphs based on their equations. It provides the following key points:
- Numbers on axes must be evenly spaced. The y-intercept occurs when x=0 and the x-intercept occurs when y=0.
- Common curves include straight lines, parabolas, cubics, and higher order polynomials. Parabolas have x-intercepts found by solving the equation for where it equals 0.
- Higher order polynomials become flatter at the base and steeper on the sides as the power increases. Hyperbolas can be defined by equations like y=1/x or xy=1.
Once intercepts are found, curves can be sketched by
X2 T08 01 inequalities and graphs (2010)Nigel Simmons
The document discusses solving inequalities and graphs. It provides an example of solving the inequality x^2 ≤ 1/(x+2). It also discusses the oblique asymptote of a hyperbola. Additionally, it shows that the graph y=x is increasing for all x≥0. It proves that the sum of the first n positive integers is greater than or equal to the integral of x from 0 to n. Finally, it uses mathematical induction to show an inequality relating the sum of the first n positive integers to 4n+3/6.
The document discusses how to solve equations by making the variable the subject of the formula. It provides examples of solving different types of equations, such as:
- x + 3 = 6
- 5z = 45
- 4(a - 5) = 16
The document also discusses when the inequality sign changes, such as when multiplying or dividing by a negative number, or when taking the reciprocal of both sides. It provides examples of solving inequalities like 6x < 36.
The document defines and provides examples of absolute value. Absolute value is the distance of a number from 0, regardless of its direction. It is solved as the number if it is greater than or equal to 0, and as the negative of the number if it is less than 0. Examples of evaluating absolute value expressions are provided. The document also discusses solving absolute value equations and inequalities, providing examples of setting up and solving different absolute value equations for the variable.
Okay, let's break this down step-by-step:
* 90% of 90 girls showed up on time
* 90% is 0.9
* 0.9 * 90 is 81 girls on time
* The total number of girls is 90
* So the number of girls late is 90 - 81 = 9
* 80% of 110 boys showed up on time
* 80% is 0.8
* 0.8 * 110 is 88 boys on time
* The total number of boys is 110
* So the number of boys late is 110 - 88 = 22
* The total number of children late is the girls (9) + the boys (22)
* So the total number
This document contains solutions to exercises from a pre-calculus textbook involving inverse functions and relations. Some of the key questions answered include:
- Sketching the graphs of functions and their inverses after transformations like reflections
- Finding equations that represent the inverse of various given functions
- Determining whether pairs of functions are inverses of each other by comparing their equations
- Restricting domains of functions to make their inverses functions as well
- Finding coordinates of points on inverse relations after translations
- Sketching graphs of inverses based on restrictions of the domain of the original relation
1. The limit as x approaches 4 of x4-16 is 0. When factored, the expression becomes (x-4)(x+4)(x2+4) which equals 0 as x approaches 4.
2. The limit as x approaches infinity of x7-x2+1 is 1. When factored, the leading terms are x7 for both the top and bottom expressions, which equals 1 as x approaches infinity.
3. The limit as x approaches -1 of x2-1 is 0. When factored, the expression becomes (x+1)(x-1) which equals 0 as the factors are 0 when x is -1.
The document discusses factorable polynomials and graphing them. It defines a factorable polynomial P(x) as one that can be written as the product of linear factors P(x) = an(x - r1)(x - r2)...(x - rk), where r1, r2, etc. are the roots of P(x). It explains that for large values of |x|, the leading term of P(x) dominates so the graph resembles that of the leading term, while near the roots other terms contribute to the shape of the graph. Examples of graphs of polynomials like x^n are provided to illustrate the approach.
This document discusses how to graph factorable polynomials by identifying the roots and their orders from the polynomial expression, making a sign chart, sketching the graph around each root based on the order, and connecting the pieces to obtain the full graph. As an example, it identifies the roots x=0, x=-2, and x=3 of order 1, 2, and 2 respectively from the polynomial P(x)=-x(x+2)2(x-3)2, makes the sign chart, and sketches the graph around each root to ultimately connect them into the full graph of P(x).
This document provides derivatives of various functions. There are 100 problems presented without showing the step-by-step work to arrive at the solutions. The solutions are provided directly in simplified form.
This document provides 98 examples of functions and their derivatives. The functions include polynomials, trigonometric functions like sine, cosine, tangent, inverse trigonometric functions, exponential functions, logarithmic functions, and combinations of these functions.
PRESENTACIÓN DEL INFORME MATEMÁTICA UPTAEB UNIDAD 1GenesisAcosta7
The document discusses algebraic expressions and operations involving them. It explains that algebraic expressions contain letters, numbers, and signs, and that letters behave like numbers that can be manipulated through the same properties as numeric expressions. It then provides examples of adding, subtracting, multiplying, dividing, and factorizing monomials and polynomials. Key operations covered include combining like terms, distributing multiplication, and changing signs of exponents when dividing terms.
The document discusses sign charts of factorable polynomials. A polynomial is factorable if it can be written as the product of linear factors. The sign chart of a factorable polynomial follows an important rule: if a root has an even order, the signs are the same on both sides; if a root has an odd order, the signs are different on both sides. This is called the even/odd-order sign rule. An example demonstrates finding the sign chart of a polynomial by identifying the roots and their orders, and then applying the sign rule.
1) Cubic equations can have one real root or three real roots. They always have at least one real root.
2) Cubic equations can be solved by using synthetic division to reduce them to a quadratic equation if one root is known, or by spotting factors.
3) Graphs of cubic equations cross the x-axis at least once, showing they have at least one real root, and can help locate approximate solutions.
3.3 graphs of factorable polynomials and rational functionsmath265
The document discusses graphs of factorable polynomials. It begins by showing examples of graphs of even and odd degree polynomials like y=x2, y=x4, y=x3, and y=-x5. It then explains that the graphs of polynomials are smooth, unbroken curves. For large values of x, the leading term of a polynomial dominates and determines the graph's behavior. Based on the leading term and whether the degree is even or odd, the graph exhibits one of four behaviors as x approaches infinity. The document demonstrates how to construct the sign chart of a polynomial from its roots and use it to sketch the central portion of the graph. It provides an example of sketching the graph of y=x
This chapter introduces matrices and their basic arithmetic operations. Matrices allow linear equations to be written in a compact matrix form. The key operations covered are:
1) Matrix addition and subtraction are performed element-wise.
2) A matrix can be multiplied by a scalar by multiplying each element.
3) Matrix multiplication involves multiplying the rows of the first matrix by the columns of the second.
4) For matrix multiplication to have an inverse, the matrices must satisfy a condition on their elements.
The document describes the rectangular coordinate system. Each point in a plane can be located using an ordered pair (x,y) where x represents the distance right or left from the origin and y represents the distance up or down. Changing the x-value moves the point right or left, and changing the y-value moves the point up or down. The plane is divided into four quadrants based on the sign of the x and y values. Reflecting a point across an axis results in another point with the same magnitude but opposite sign for the corresponding coordinate.
The document discusses coordinate systems and graphs. It describes:
1) The Cartesian coordinate system uses perpendicular x and y axes to locate points on a plane using coordinates like (x,y).
2) 3D coordinate systems extend this to locate points in space using x, y, and z coordinates like (x,y,z).
3) Graphs can show the relationship between variables by plotting their coordinates and drawing a line or curve through the points.
11 X1 T01 06 equations and inequations (2010)Nigel Simmons
The document discusses how to solve equations by making the variable the subject of the formula. It provides examples of solving equations such as x + 3 = 6, 5z = 45, and 4(a - 5) = 16 for the variable. The document also discusses when the inequality sign changes, such as when multiplying or dividing by a negative number, or taking the reciprocal of both sides. Examples are provided of solving inequalities like 6x < 36 and -4 ≤ -4x ≤ 8 for the variable.
The document discusses how to sketch graphs based on their equations. It provides the following key points:
- Numbers on axes must be evenly spaced. The y-intercept occurs when x=0 and the x-intercept occurs when y=0.
- Common curves include straight lines, parabolas, cubics, and higher order polynomials. Parabolas have x-intercepts found by solving the equation for where it equals 0.
- Higher order polynomials become flatter at the base and steeper on the sides as the power increases. Hyperbolas can be defined by equations like y=1/x or xy=1.
Once intercepts are found, curves can be sketched by
X2 T08 01 inequalities and graphs (2010)Nigel Simmons
The document discusses solving inequalities and graphs. It provides an example of solving the inequality x^2 ≤ 1/(x+2). It also discusses the oblique asymptote of a hyperbola. Additionally, it shows that the graph y=x is increasing for all x≥0. It proves that the sum of the first n positive integers is greater than or equal to the integral of x from 0 to n. Finally, it uses mathematical induction to show an inequality relating the sum of the first n positive integers to 4n+3/6.
The document discusses how to solve equations by making the variable the subject of the formula. It provides examples of solving different types of equations, such as:
- x + 3 = 6
- 5z = 45
- 4(a - 5) = 16
The document also discusses when the inequality sign changes, such as when multiplying or dividing by a negative number, or when taking the reciprocal of both sides. It provides examples of solving inequalities like 6x < 36.
The document defines and provides examples of absolute value. Absolute value is the distance of a number from 0, regardless of its direction. It is solved as the number if it is greater than or equal to 0, and as the negative of the number if it is less than 0. Examples of evaluating absolute value expressions are provided. The document also discusses solving absolute value equations and inequalities, providing examples of setting up and solving different absolute value equations for the variable.
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.
Area Under Curves Basic Concepts - JEE Main 2015 Ednexa
This document outlines the key steps for curve sketching:
(1) Determine any symmetries based on even/odd powers of x and y. Symmetries may exist about the x-axis, y-axis, in opposite quadrants, or about the line y=x.
(2) Check if the curve passes through the origin by looking for constant terms.
(3) Find the points of intersection with the x-axis and y-axis by setting y=0 and x=0.
(4) Identify any special points where the tangent is parallel to the x-axis or y-axis.
(5) Determine the region bounded by the minimum and maximum x-values
Rational functions are functions of the form f(x)=polynomial/polynomial. There are six key aspects to analyze in rational functions: y-intercept, x-intercepts, vertical asymptotes, horizontal/slant asymptotes, and the graph. Vertical asymptotes occur when the denominator is 0, x-intercepts when the numerator is 0, and horizontal/slant asymptotes depend on the relative degrees of the numerator and denominator polynomials.
Vertical asymptotes to rational functionsTarun Gehlot
This document discusses how to graph rational functions by identifying key characteristics from the function expression. These include:
1) The y-intercept by setting x=0.
2) X-intercepts by setting the numerator equal to 0.
3) Vertical asymptotes by setting the denominator equal to 0.
4) Horizontal or slant asymptotes using rules based on the degrees of the numerator and denominator polynomials.
5) The graph by considering the intercepts, asymptotes, and a "sign property" that determines whether the graph is above or below the x-axis between intercepts/asymptotes. Examples are worked through step-by-step.
The document defines key concepts related to coordinate grids and ordered pairs:
- A coordinate grid uses horizontal and vertical intersecting lines to locate points via distances from the lines.
- The x-axis is horizontal and the y-axis is vertical.
- Ordered pairs use the format (x,y) to give the location of a point by listing the distance from each axis.
- Points can be plotted on a four-quadrant grid by first finding the x value and then the y value, with negative numbers indicating left/below the origin.
The document discusses the properties of parabolas that open up or down and parabolas that open left or right. It provides the general form and standard form of each, noting that a positive value of a in the standard form indicates the direction the parabola opens (up if discussing vertical parabolas, right if discussing horizontal parabolas) while a negative a indicates the opposite direction. It also identifies the axis of symmetry formula for each. Examples are given to demonstrate finding the direction a parabola opens, its vertex, and axis of symmetry.
Introduction to Artificial IntelligenceManoj Harsule
S: fuzzy relation defined on Y and Z.
To find the composite relation R o S on X and Z:
μR o S(x,z) = maxy [min(μR(x,y), μS(y,z))]
For each x and z, find the maximum membership grade obtained by considering all possible y values and taking the minimum of the membership grades of R and S.
This gives the generalized intersection-union definition of composition of fuzzy relations. It reduces to the usual composition rule when relations are crisp.
There are four types of conic sections:
1. Ellipses have an equation of the form (x^2/a^2) + (y^2/b^2) = 1. The values of a and b determine the shape and size.
2. Hyperbolas have a similar equation to ellipses but with a minus sign instead of plus, resulting in two branches that extend to infinity.
3. Circles have the equation (x-a)^2 + (y-b)^2 = r^2, where (a,b) are the coordinates of the center and r is the radius.
4. Parabolas have the general form ax
This document provides information about polynomials including definitions, types, terms, and relationships between coefficients and zeros. It begins with acknowledging those who helped create the presentation. It then defines a polynomial as an expression with variable terms raised to whole number powers. The main types discussed are linear, quadratic, and cubic polynomials. Linear polynomials have one zero while quadratics have two zeros and cubics have three. Relationships are defined between the zeros and coefficients. Graphs of linear and quadratic polynomials are presented. The division algorithm for polynomials is also explained.
Solving inequalities that involve radical functions (Nov 28, 2013) Fei Ye YEW
The document discusses solving inequalities involving radical functions. It presents two cases: if the index of the radical function is even, then the solutions are all real numbers; if the index is odd, then the solutions are only positive real numbers or zero. The document provides examples of solving various inequalities with radical functions, including determining lower bounds and discussing valid solutions. It also covers combining inequalities with radical functions using rules that depend on whether the index is even or odd.
This document provides instruction on graphing quadratic functions. It covers:
1) Graphing quadratic functions by determining the axis of symmetry from the factored form, finding points where the function equals zero, and using those points to locate the vertex.
2) Finding the axis of symmetry and vertex of a quadratic function given its standard form.
3) Graphing additional points on a quadratic function by moving left and right of the vertex based on the value of a in the standard form.
The document discusses polynomial functions. It defines the degree of a polynomial as the greatest exponent of the variable. Polynomials are classified and named based on their degree, such as quadratic for degree 2, cubic for degree 3, etc. The document also explains how to write polynomials in standard form by arranging terms in descending order by degree and keeping the signs with each term. It provides examples of writing polynomials in standard form and classifying them by degree while stating the leading coefficient. Finally, it demonstrates graphing simple polynomial functions using tables of x and y-values.
The document provides information about linear equations and their graphs. It defines linear equations and discusses how to write equations in slope-intercept form, point-slope form, and standard form. It also describes how to graph linear equations by plotting intercepts and using slope. Key topics covered include finding the slope between two points, determining if lines are parallel or perpendicular based on their slopes, and recognizing the intercepts on a graph of a linear equation in two variables.
This document contains a math lab exercise on graphing rational functions with 4 questions. Question 1 has students predict holes in graphs of rational functions. Question 2 has students predict vertical asymptotes. Question 3 has students predict which graphs have horizontal asymptotes. The document provides step-by-step solutions and explanations for each question.
To solve quadratic, fractional, irrational, and absolute value inequalities, one should:
1. Make the right-hand side zero by shifting terms to the left-hand side
2. Fully factorize the left-hand side to find critical values
3. Draw a sign diagram for the left-hand side using the critical values
4. Determine the range of values for the variable based on the sign diagram.
The document provides information about graphing quadratic functions in standard form (y=ax^2 + bx + c). It discusses that the graph is a parabola that opens up or down depending on whether a is positive or negative. It also explains that the line of symmetry for the parabola is given by x=-b/2a and the vertex is found by plugging the x-value from the line of symmetry into the original equation. Finally, it demonstrates graphing a quadratic function in standard form using three steps: finding the line of symmetry, finding the vertex, and finding/reflecting two other points to connect with a smooth curve.
This document discusses algebraic functions, including polynomial and rational functions. Polynomial functions are functions of the form y = p(x) = a0 + a1x + a2x2 + ... + anxn, where ai ∈ R and an ≠ 0. Rational functions are functions of the form y = R(x) = P(x)/Q(x), where P(x) and Q(x) are polynomial functions. The document outlines how to analyze the domain, intercepts, symmetries, asymptotes, and graph of algebraic functions. It provides examples of discussing these "aids to graphing" and sketching the graphs of specific rational functions.
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
0
The document discusses the relationship between integration and calculating the area under a curve. It shows that the area under a curve from x=a to x=b can be calculated as the integral from a to b of the function f(x) dx. This is equal to the antiderivative F(x) evaluated from b to a. The area under a curve can also be estimated using rectangles, and as the width of the rectangles approaches 0, the estimate becomes the exact area. The derivative of the area function A(x) gives the equation of the curve f(x). Examples are given to calculate the exact area under curves.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
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.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
5. Inequations & Inequalities
1. Quadratic Inequations y
e.g. (i ) x 2 5 x 6 0
x 6 x 1 0
–6 1 x
Q: for what values of x is the
parabola below the x axis?
6. Inequations & Inequalities
1. Quadratic Inequations y
e.g. (i ) x 2 5 x 6 0
x 6 x 1 0
–6 1 x
Q: for what values of x is the
parabola below the x axis?
7. Inequations & Inequalities
1. Quadratic Inequations y
e.g. (i ) x 2 5 x 6 0
x 6 x 1 0
6 x 1 –6 1 x
Q: for what values of x is the
parabola below the x axis?
8. Inequations & Inequalities
1. Quadratic Inequations y
e.g. (i ) x 2 5 x 6 0
x 6 x 1 0
6 x 1 –6 1 x
Q: for what values of x is the
(ii ) x 2 3 x 4 0 parabola below the x axis?
9. Inequations & Inequalities
1. Quadratic Inequations y
e.g. (i ) x 2 5 x 6 0
x 6 x 1 0
6 x 1 –6 1 x
Q: for what values of x is the
(ii ) x 2 3 x 4 0 parabola below the x axis?
x 2 3x 4 0
10. Inequations & Inequalities
1. Quadratic Inequations y
e.g. (i ) x 2 5 x 6 0
x 6 x 1 0
6 x 1 –6 1 x
Q: for what values of x is the
(ii ) x 2 3 x 4 0 parabola below the x axis?
x 2 3x 4 0
y
x 4 x 1 0
–4 1 x
11. Inequations & Inequalities
1. Quadratic Inequations y
e.g. (i ) x 2 5 x 6 0
x 6 x 1 0
6 x 1 –6 1 x
Q: for what values of x is the
(ii ) x 2 3 x 4 0 parabola below the x axis?
x 2 3x 4 0
y
x 4 x 1 0
–4 1 x
Q: for what values of x is the
parabola above the x axis?
12. Inequations & Inequalities
1. Quadratic Inequations y
e.g. (i ) x 2 5 x 6 0
x 6 x 1 0
6 x 1 –6 1 x
Q: for what values of x is the
(ii ) x 2 3 x 4 0 parabola below the x axis?
x 2 3x 4 0
y
x 4 x 1 0
–4 1 x
Q: for what values of x is the
parabola above the x axis?
13. Inequations & Inequalities
1. Quadratic Inequations y
e.g. (i ) x 2 5 x 6 0
x 6 x 1 0
6 x 1 –6 1 x
Q: for what values of x is the
(ii ) x 2 3 x 4 0 parabola below the x axis?
x 2 3x 4 0
y
x 4 x 1 0
x 4 or x 1
Note: quadratic inequalities –4 1 x
always have solutions in the form Q: for what values of x is the
? < x < ? OR x < ? or x > ? parabola above the x axis?
14. Inequations & Inequalities
1. Quadratic Inequations y
e.g. (i ) x 2 5 x 6 0
x 6 x 1 0
6 x 1 –6 1 x
Q: for what values of x is the
(ii ) x 2 3 x 4 0 parabola below the x axis?
x 2 3x 4 0
y
x 4 x 1 0
x 4 or x 1
–4 1 x
Q: for what values of x is the
parabola above the x axis?
15. Inequations & Inequalities
1. Quadratic Inequations y
e.g. (i ) x 2 5 x 6 0
x 6 x 1 0
6 x 1 –6 1 x
Q: for what values of x is the
(ii ) x 2 3 x 4 0 parabola below the x axis?
x 2 3x 4 0
y
x 4 x 1 0
x 4 or x 1
Note: quadratic inequalities –4 1 x
always have solutions in the form Q: for what values of x is the
? < x < ? OR x < ? or x > ? parabola above the x axis?
18. 2. Inequalities with Pronumerals in the Denominator
1
e.g. (i ) 3 1) Find the value where the denominator is zero
x
19. 2. Inequalities with Pronumerals in the Denominator
1
e.g. (i ) 3 1) Find the value where the denominator is zero x 0
x
20. 2. Inequalities with Pronumerals in the Denominator
1
e.g. (i ) 3 1) Find the value where the denominator is zero x 0
x
2) Solve the “equality”
21. 2. Inequalities with Pronumerals in the Denominator
1
e.g. (i ) 3 1) Find the value where the denominator is zero x 0
x 1
2) Solve the “equality” 3
x 1
x
3
22. 2. Inequalities with Pronumerals in the Denominator
1
e.g. (i ) 3 1) Find the value where the denominator is zero x 0
x 1
2) Solve the “equality” 3
x 1
x
3
3) Plot these values on a number line
23. 2. Inequalities with Pronumerals in the Denominator
1
e.g. (i ) 3 1) Find the value where the denominator is zero x 0
x 1
2) Solve the “equality” 3
x 1
x
3
3) Plot these values on a number line
0 1
3
24. 2. Inequalities with Pronumerals in the Denominator
1
e.g. (i ) 3 1) Find the value where the denominator is zero x 0
x 1
2) Solve the “equality” 3
x 1
x
3
3) Plot these values on a number line
0 1
4) Test regions 3
25. 2. Inequalities with Pronumerals in the Denominator
1
e.g. (i ) 3 1) Find the value where the denominator is zero x 0
x 1
2) Solve the “equality” 3
x 1
x
3
3) Plot these values on a number line
0 1
4) Test regions 3
1
Test x 1 3
1
26. 2. Inequalities with Pronumerals in the Denominator
1
e.g. (i ) 3 1) Find the value where the denominator is zero x 0
x 1
2) Solve the “equality” 3
x 1
x
3
3) Plot these values on a number line
0 1
4) Test regions 3
1
1 1 3
Test x 1 3 Test x 1
1 4
4
27. 2. Inequalities with Pronumerals in the Denominator
1
e.g. (i ) 3 1) Find the value where the denominator is zero x 0
x 1
2) Solve the “equality” 3
x 1
x
3
3) Plot these values on a number line
0 1
4) Test regions 3
1
1 1 3
Test x 1 3 Test x 1
1 4
4
28. 2. Inequalities with Pronumerals in the Denominator
1
e.g. (i ) 3 1) Find the value where the denominator is zero x 0
x 1
2) Solve the “equality” 3
x 1
x
3
3) Plot these values on a number line
0 1
4) Test regions 3
1
1 1 3 1
Test x 1 3 Test x 1 Test x 1 3
1 4 1
4
29. 2. Inequalities with Pronumerals in the Denominator
1
e.g. (i ) 3 1) Find the value where the denominator is zero x 0
x 1
2) Solve the “equality” 3
x 1
x
3
3) Plot these values on a number line
0 1
4) Test regions 3
1
1 1 3 1
Test x 1 3 Test x 1 Test x 1 3
1 4 1
4
1
0 x
3
30. 2. Inequalities with Pronumerals in the Denominator
1
e.g. (i ) 3 1) Find the value where the denominator is zero x 0
x 1
2) Solve the “equality” 3
x 1
x
3
3) Plot these values on a number line
0 1
4) Test regions 3
1
1 1 3 1
Test x 1 3 Test x 1 Test x 1 3
1 4 1
4
1
0 x
2 3
(ii ) 5
x3
31. 2. Inequalities with Pronumerals in the Denominator
1
e.g. (i ) 3 1) Find the value where the denominator is zero x 0
x 1
2) Solve the “equality” 3
x 1
x
3
3) Plot these values on a number line
0 1
4) Test regions 3
1
1 1 3 1
Test x 1 3 Test x 1 Test x 1 3
1 4 1
4
1
0 x
2 3
(ii ) 5
x3
x3 0
x 3
32. 2. Inequalities with Pronumerals in the Denominator
1
e.g. (i ) 3 1) Find the value where the denominator is zero x 0
x 1
2) Solve the “equality” 3
x 1
x
3
3) Plot these values on a number line
0 1
4) Test regions 3
1
1 1 3 1
Test x 1 3 Test x 1 Test x 1 3
1 4 1
4
1
0 x
2 3
(ii ) 5 2
x3 5
x3
x3 0
x 3
33. 2. Inequalities with Pronumerals in the Denominator
1
e.g. (i ) 3 1) Find the value where the denominator is zero x 0
x 1
2) Solve the “equality” 3
x 1
x
3
3) Plot these values on a number line
0 1
4) Test regions 3
1
1 1 3 1
Test x 1 3 Test x 1 Test x 1 3
1 4 1
4
1
0 x
2 3
(ii ) 5 2
x3 5
x3
x3 0 2 5 x 15
x 3 5 x 13
13
x
5
34. 2. Inequalities with Pronumerals in the Denominator
1
e.g. (i ) 3 1) Find the value where the denominator is zero x 0
x 1
2) Solve the “equality” 3
x 1
x
3
3) Plot these values on a number line
0 1
4) Test regions 3
1
1 1 3 1
Test x 1 3 Test x 1 Test x 1 3
1 4 1
4
1
0 x
2 3
(ii ) 5 2
x3 5
x3
x3 0 2 5 x 15 –3 13
x 3 5 x 13 5
13
x
5
35. 2. Inequalities with Pronumerals in the Denominator
1
e.g. (i ) 3 1) Find the value where the denominator is zero x 0
x 1
2) Solve the “equality” 3
x 1
x
3
3) Plot these values on a number line
0 1
4) Test regions 3
1
1 1 3 1
Test x 1 3 Test x 1 Test x 1 3
1 4 1
4
1
0 x
2 3
(ii ) 5 2
x3 5
x3
x3 0 2 5 x 15 –3 13
x 3 5 x 13 5
13
x
5
36. 2. Inequalities with Pronumerals in the Denominator
1
e.g. (i ) 3 1) Find the value where the denominator is zero x 0
x 1
2) Solve the “equality” 3
x 1
x
3
3) Plot these values on a number line
0 1
4) Test regions 3
1
1 1 3 1
Test x 1 3 Test x 1 Test x 1 3
1 4 1
4
1
0 x
2 3
(ii ) 5 2
x3 5
x3
x3 0 2 5 x 15 –3 13
x 3 5 x 13 5
13
x
5
37. 2. Inequalities with Pronumerals in the Denominator
1
e.g. (i ) 3 1) Find the value where the denominator is zero x 0
x 1
2) Solve the “equality” 3
x 1
x
3
3) Plot these values on a number line
0 1
4) Test regions 3
1
1 1 3 1
Test x 1 3 Test x 1 Test x 1 3
1 4 1
4
1
0 x
2 3
(ii ) 5 2
x3 5
x3
x3 0 2 5 x 15 –3 13
x 3 5 x 13 5
13
x
13 x 3 or x
5 5
42. 3. Proving Inequalities
(I) Start with a known result
xz
If x y y z prove y
2
x y yz
2 y z x
43. 3. Proving Inequalities
(I) Start with a known result
xz
If x y y z prove y
2
x y yz
2 y z x
xz
y
2
44. 3. Proving Inequalities
(I) Start with a known result
xz
If x y y z prove y
2
x y yz
2 y z x
xz
y
2
(II) Move everything to the left
45. 3. Proving Inequalities
(I) Start with a known result
xz
If x y y z prove y
2
x y yz
2 y z x
xz
y
2
(II) Move everything to the left
Show that if a 0, b 0 then ab a 2 b 2 2a 2b 2
46. 3. Proving Inequalities
(I) Start with a known result
xz
If x y y z prove y
2
x y yz
2 y z x
xz
y
2
(II) Move everything to the left
Show that if a 0, b 0 then ab a 2 b 2 2a 2b 2
ab a 2 b 2 2a 2b 2
47. 3. Proving Inequalities
(I) Start with a known result
xz
If x y y z prove y
2
x y yz
2 y z x
xz
y
2
(II) Move everything to the left
Show that if a 0, b 0 then ab a 2 b 2 2a 2b 2
ab a 2 b 2 2a 2b 2 ab a 2 2ab b 2
48. 3. Proving Inequalities
(I) Start with a known result
xz
If x y y z prove y
2
x y yz
2 y z x
xz
y
2
(II) Move everything to the left
Show that if a 0, b 0 then ab a 2 b 2 2a 2b 2
ab a 2 b 2 2a 2b 2 ab a 2 2ab b 2
ab a b
2
49. 3. Proving Inequalities
(I) Start with a known result
xz
If x y y z prove y
2
x y yz
2 y z x
xz
y
2
(II) Move everything to the left
Show that if a 0, b 0 then ab a 2 b 2 2a 2b 2
ab a 2 b 2 2a 2b 2 ab a 2 2ab b 2
ab a b
2
0
50. 3. Proving Inequalities
(I) Start with a known result
xz
If x y y z prove y
2
x y yz
2 y z x
xz
y
2
(II) Move everything to the left
Show that if a 0, b 0 then ab a 2 b 2 2a 2b 2
ab a 2 b 2 2a 2b 2 ab a 2 2ab b 2
ab a b
2
0
ab a 2 b 2 2a 2b 2
52. (III) Squares are positive or zero
Show that if a, b and c are positive, then a 2 b 2 c 2 ab bc ac
53. (III) Squares are positive or zero
Show that if a, b and c are positive, then a 2 b 2 c 2 ab bc ac
a b 0
2
54. (III) Squares are positive or zero
Show that if a, b and c are positive, then a 2 b 2 c 2 ab bc ac
a b 0
2
a 2 2ab b 2 0
55. (III) Squares are positive or zero
Show that if a, b and c are positive, then a 2 b 2 c 2 ab bc ac
a b 0
2
a 2 2ab b 2 0
a 2 b 2 2ab
56. (III) Squares are positive or zero
Show that if a, b and c are positive, then a 2 b 2 c 2 ab bc ac
a b 0
2
a 2 2ab b 2 0
a 2 b 2 2ab
a 2 c 2 2ac
b 2 c 2 2bc
57. (III) Squares are positive or zero
Show that if a, b and c are positive, then a 2 b 2 c 2 ab bc ac
a b 0
2
a 2 2ab b 2 0
a 2 b 2 2ab
a 2 c 2 2ac
b 2 c 2 2bc
2a 2 2b 2 2c 2 2ab 2bc 2ac
58. (III) Squares are positive or zero
Show that if a, b and c are positive, then a 2 b 2 c 2 ab bc ac
a b 0
2
a 2 2ab b 2 0
a 2 b 2 2ab
a 2 c 2 2ac
b 2 c 2 2bc
2a 2 2b 2 2c 2 2ab 2bc 2ac
a 2 b 2 c 2 ab bc ac
59. (III) Squares are positive or zero
Show that if a, b and c are positive, then a 2 b 2 c 2 ab bc ac
a b 0
2
a 2 2ab b 2 0
a 2 b 2 2ab
a 2 c 2 2ac
b 2 c 2 2bc
2a 2 2b 2 2c 2 2ab 2bc 2ac
a 2 b 2 c 2 ab bc ac
Exercise 3A; 4, 6ace, 7bdf, 8bdf, 9, 11, 12, 13ac, 15, 18bcd, 22, 24