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
Olivier Hudry (INFRES-MIC2 Télécom ParisTech)
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http://igm.univ-mlv.fr/AlgoB/algoperm2012/
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Olivier Hudry (INFRES-MIC2 Télécom ParisTech)
A Branch and Bound Algorithm to Compute a Median Permutation
Algorithms & Permutations 2012, Paris.
http://igm.univ-mlv.fr/AlgoB/algoperm2012/
Using implicit differentiation we can treat relations which are not quite functions like they were functions. In particular, we can find the slopes of lines tangent to curves which are not graphs of functions.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
4. Sketching Graphs
* Numbers on axes must be evenly spaced
* y intercept occurs when x = 0
* x intercept occurs when y = 0
5. Sketching Graphs
* Numbers on axes must be evenly spaced
* y intercept occurs when x = 0
* x intercept occurs when y = 0
Once the intercepts have been found, curves are easy to
sketch, if you know the basic shape.
6. Sketching Graphs
* Numbers on axes must be evenly spaced
* y intercept occurs when x = 0
* x intercept occurs when y = 0
Once the intercepts have been found, curves are easy to
sketch, if you know the basic shape.
If in doubt use a table of values and plot some points
12. Basic Curves
(1) Straight Lines
y yx
power `1
y mx b
x power `1
(2) Parabola
y y x2
y ax 2 bx c
x
13. Basic Curves
(1) Straight Lines
y yx
power `1
y mx b
x power `1
(2) Parabola
y y x2 power `1
y ax 2 bx c
power `2
x
14. Basic Curves
(1) Straight Lines
y yx
power `1
y mx b
x power `1
(2) Parabola
y y x2 power `1
y ax 2 bx c
power `2
x x intercepts:
solve ax 2 bx c 0
15. Basic Curves
(1) Straight Lines
y yx
power `1
y mx b
x power `1
(2) Parabola
y y x2 power `1
y ax 2 bx c
power `2
x x intercepts:
solve ax 2 bx c 0
vertex: halfway between x intercepts
16. e.g. find the x intercepts and vertex of y x 2 4 x 3
17. e.g. find the x intercepts and vertex of y x 2 4 x 3
y x 2 1
2
vertex 2,1
18. e.g. find the x intercepts and vertex of y x 2 4 x 3
y x 2 1 x intercepts: x 2 2 1
2
vertex 2,1
19. e.g. find the x intercepts and vertex of y x 2 4 x 3
y x 2 1 x intercepts: x 2 2 1
2
vertex 2,1 x 2 1
x 2 1
x = 1 or x = 3
20. e.g. find the x intercepts and vertex of y x 2 4 x 3
y x 2 1 x intercepts: x 2 2 1
2
vertex 2,1 x 2 1
x 2 1
y x = 1 or x = 3
1 3 x
2,1
21. e.g. find the x intercepts and vertex of y x 2 4 x 3
y x 2 1 x intercepts: x 2 2 1
2
vertex 2,1 x 2 1
x 2 1
y x = 1 or x = 3
1 3 x
2,1
(3) Cubic
y y x3
x
22. e.g. find the x intercepts and vertex of y x 2 4 x 3
y x 2 1 x intercepts: x 2 2 1
2
vertex 2,1 x 2 1
x 2 1
y x = 1 or x = 3
1 3 x
2,1
(3) Cubic
y y x3
y ax 3 bx 2 cx d
x
23. e.g. find the x intercepts and vertex of y x 2 4 x 3
y x 2 1 x intercepts: x 2 2 1
2
vertex 2,1 x 2 1
x 2 1
y x = 1 or x = 3
1 3 x
2,1
(3) Cubic
y x3 power `1
y
y ax 3 bx 2 cx d
x power `3
24. e.g. find the x intercepts and vertex of y x 2 4 x 3
y x 2 1 x intercepts: x 2 2 1
2
vertex 2,1 x 2 1
x 2 1
y x = 1 or x = 3
1 3 x
2,1
(3) Cubic
y x3 power `1
y
y ax 3 bx 2 cx d
x power `3
If it can be factorised to y a x k
3
then it will look like the basic cubic.
25. e.g. find the x intercepts and vertex of y x 2 4 x 3
y x 2 1 x intercepts: x 2 2 1
2
vertex 2,1 x 2 1
x 2 1
y x = 1 or x = 3
1 3 x
2,1
(3) Cubic
y x3 power `1
y
y ax 3 bx 2 cx d Otherwise;
y
x power `3
If it can be factorised to y a x k
3
x
then it will look like the basic cubic.
27. (4) Higher Powers
even odd
y y
y x4 y x5
x y x6 x y x7
etc etc
28. (4) Higher Powers
even odd
y y
y x4 y x5
x y x6 x y x7
etc etc
As power gets bigger, curve gets; - flatter at base
- steeper at the sides
29. (4) Higher Powers
even odd
y y
y x4 y x5
x y x6 x y x7
etc etc
As power gets bigger, curve gets; - flatter at base
- steeper at the sides
(5) Hyperbola
y
x
30. (4) Higher Powers
even odd
y y
y x4 y x5
x y x6 x y x7
etc etc
As power gets bigger, curve gets; - flatter at base
- steeper at the sides
(5) Hyperbola
1
y y
x
OR
x xy 1
31. (4) Higher Powers
even odd
y y
y x4 y x5
x y x6 x y x7
etc etc
As power gets bigger, curve gets; - flatter at base
- steeper at the sides
(5) Hyperbola
1
y y
x 1
y
OR x
x xy 1
one power on top of a fraction,
one power on bottom of fraction
33. (6) Circle
y
r
x2 y2 r 2
x2 y2 r 2
-r r x
both power ‘2’
-r coefficients are the same
34. (6) Circle
y
r
x2 y2 r 2
x2 y2 r 2
-r r x
both power ‘2’
-r coefficients are the same
(7) Exponential
y y ax
a 1
1
x
35. (6) Circle
y
r
x2 y2 r 2
x2 y2 r 2
-r r x
both power ‘2’
-r coefficients are the same
(7) Exponential
y y ax
a 1
1 y ax
x pronumeral in the power
38. (8) Roots
y y
r y r 2 x2 y x
-r r x x
to tell what the curve looks like, square both sides
39. (8) Roots
y y
r y r 2 x2 y x
-r r x x
to tell what the curve looks like, square both sides
y r 2 x2
y2 r 2 x2
x2 y2 r 2
circle
40. (8) Roots
y y
r y r 2 x2 y x
-r r x x
to tell what the curve looks like, square both sides
y r 2 x2 y x
y2 r 2 x2 y2 x
x2 y2 r 2 parabola
circle
41. (8) Roots
y y
r y r 2 x2 y x
-r r x x
to tell what the curve looks like, square both sides
y r 2 x2 y x
y2 r 2 x2 y2 x
x2 y2 r 2 parabola
circle means top half
means bottom half
42. (8) Roots
y y
r y r 2 x2 y x
-r r x x
to tell what the curve looks like, square both sides
y r 2 x2 y x
y2 r 2 x2 y2 x
x2 y2 r 2 parabola
circle means top half
Exercise 2G; 1adeh, 2adgk, 3bdf, means bottom half
5aeh, 7acegi, 8ad, 9a, 11c, 13acd,
15bd, 17*