The document discusses how shifting curves vertically and horizontally by multiplying or dividing the independent and dependent variables by constants. Vertically shifting a curve by multiplying y by a constant k stretches the curve vertically, leaving the domain unchanged but altering the range. Horizontally shifting by multiplying x by k stretches the curve horizontally, altering the domain but leaving the range unchanged. Examples of shifting simple curves like lines and parabolas are shown to illustrate these transformations.
The document discusses how shifting curves vertically and horizontally by multiplying or dividing the independent and dependent variables by constants. Vertically shifting a curve by multiplying y by a constant k stretches the curve vertically, leaving the domain unchanged but altering the range. Horizontally shifting by multiplying x by k stretches the curve horizontally, altering the domain but leaving the range unchanged. Examples of shifting simple curves like lines and parabolas are shown to illustrate these transformations.
The document provides guidelines for graphing polynomial and rational functions. It discusses the key features of graphs of quadratic, cubic, quartic and quintic polynomials. It then discusses how to graph rational functions by identifying intercepts, asymptotes, discontinuities and using sign analysis to determine the positive and negative portions of the graph. An example rational function is graphed as an illustration.
This document provides solutions to exercises about analyzing and graphing rational functions. Some key points summarized:
- The exercises involve identifying vertical and horizontal asymptotes, holes, and domains by factoring rational functions. Oblique asymptotes are also determined.
- Graphing technology is used to verify characteristics like asymptotes and holes, and determine zeros of related functions.
- Students are asked to match rational functions to their graphs based on identified characteristics like asymptotes, holes, and behavior near non-permissible values.
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 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.
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
This document provides information about adding polynomials. It begins by stating the objective of learning how to add polynomials. It then provides examples of adding various polynomial expressions by combining like terms. The document explains key polynomial concepts such as degree of a polynomial, monomials, binomials, and trinomials. It concludes by providing practice problems for adding polynomials and a question to reflect on explaining the lesson to an absent student.
The document provides information about adding polynomials. It begins by giving examples of polynomials with different degrees: monomial, binomial, and trinomial. It then shows examples of adding two polynomials by combining like terms. The examples demonstrate adding polynomials with variables x and a. The document aims to teach how to add polynomials by explaining the concept and providing step-by-step worked examples.
The document discusses how shifting curves vertically and horizontally by multiplying or dividing the independent and dependent variables by constants. Vertically shifting a curve by multiplying y by a constant k stretches the curve vertically, leaving the domain unchanged but altering the range. Horizontally shifting by multiplying x by k stretches the curve horizontally, altering the domain but leaving the range unchanged. Examples of shifting simple curves like lines and parabolas are shown to illustrate these transformations.
The document provides guidelines for graphing polynomial and rational functions. It discusses the key features of graphs of quadratic, cubic, quartic and quintic polynomials. It then discusses how to graph rational functions by identifying intercepts, asymptotes, discontinuities and using sign analysis to determine the positive and negative portions of the graph. An example rational function is graphed as an illustration.
This document provides solutions to exercises about analyzing and graphing rational functions. Some key points summarized:
- The exercises involve identifying vertical and horizontal asymptotes, holes, and domains by factoring rational functions. Oblique asymptotes are also determined.
- Graphing technology is used to verify characteristics like asymptotes and holes, and determine zeros of related functions.
- Students are asked to match rational functions to their graphs based on identified characteristics like asymptotes, holes, and behavior near non-permissible values.
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 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.
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
This document provides information about adding polynomials. It begins by stating the objective of learning how to add polynomials. It then provides examples of adding various polynomial expressions by combining like terms. The document explains key polynomial concepts such as degree of a polynomial, monomials, binomials, and trinomials. It concludes by providing practice problems for adding polynomials and a question to reflect on explaining the lesson to an absent student.
The document provides information about adding polynomials. It begins by giving examples of polynomials with different degrees: monomial, binomial, and trinomial. It then shows examples of adding two polynomials by combining like terms. The examples demonstrate adding polynomials with variables x and a. The document aims to teach how to add polynomials by explaining the concept and providing step-by-step worked examples.
1. The document defines relations and functions. It provides examples of relations including r1, r2, r3, r4, and r5.
2. Functions are defined as mappings from a domain A to a range B. Examples of one-to-one, many-to-one, and onto functions are given.
3. Different types of functions are described including constant, linear, quadratic, polynomial, rational, absolute value, step, and periodic functions. Examples are provided for each type.
1. The document provides graphs and equations for functions f(x), g(x), and their combinations. It asks the reader to sketch graphs, determine domains and ranges, and solve related problems.
2. The key combinations are addition, subtraction, multiplication, and division of f(x) and g(x). Their domains and ranges are identified from the original function graphs.
3. For a combination like f(x) + g(x), the domain is the same as the more restrictive of the two original functions, while the range includes all outputs equal to or greater than the original function ranges.
This document provides examples and steps for teaching students how to multiply binomials using the double distributive method. It begins with examples using algebra tiles to model multiplying binomials like (x+3)(x+2). Students are then asked to conjecture a rule based on these examples. The document explains the double distributive method for multiplying binomials by distributing both terms from the first binomial to the second binomial and combining like terms. Students are given examples to practice the method.
The document defines an ellipse and provides its standard equation. It does this by:
1) Defining an ellipse as the set of points where the sum of the distances from two fixed points (foci) is a constant.
2) Deriving the standard equation of an ellipse centered at the origin using geometry and algebra.
3) Explaining how to sketch an ellipse given its standard equation, including identifying the lengths of the major and minor axes and plotting the foci.
The inverse of a function is obtained by reflecting the graph of the original function over the line y=x. The inverse of a function f(x) is written as f^-1(x). For a function to have an inverse, it must be one-to-one, meaning each x-value only corresponds to a single y-value. To check if a function is one-to-one, apply the horizontal line test - if no horizontal line intersects the graph at more than one point, it is one-to-one and will have an inverse function.
1. The document provides examples and explanations of concepts in solid geometry including the three dimensional coordinate system, distance formula in three space, and equations for planes, spheres, cylinders, quadric surfaces, and their graphs.
2. Key solid geometry concepts covered include plotting points in three dimensions, finding distances between points and distances from a point to a plane, midpoint formulas, and standard and general equations for planes, spheres, cylinders, ellipsoids, hyperboloids, and paraboloids.
3. Examples are given for graphing equations of a plane, sphere, circular cylinder, parabolic cylinder, and their relation to the standard equations.
The document discusses the cross product of vectors in R3. It begins by defining the cross product as a vector z that is orthogonal to two given vectors x and y. It then shows that z can be uniquely defined as z = (x2y3 - x3y2, x3y1 - x1y3, x1y2 - x2y1). Several properties of the cross product are then discussed, including that it is anticommutative and relates to the area of the parallelogram formed by x and y. The cross product allows computing volumes of parallelepipeds in R3 and relates to both the dot product and scalar triple product of vectors.
Estimation and Prediction of Complex Systems: Progress in Weather and Climatemodons
This document discusses progress in weather and climate prediction through the fusion of models and observations. It provides an overview of estimation methods like least squares and Bayesian approaches used in weather prediction. Weather prediction has seen increasing success through decreasing forecast uncertainty as a result of more observations and improved estimation methods. However, climate prediction remains challenging due to greater complexity and feedbacks that have prevented decreasing forecast uncertainty. The document explores simplifying estimation approaches like variational methods and the Kalman filter that are used operationally in weather prediction models.
This document contains sample solutions to checkpoint questions about combining functions. It provides the steps to:
1) Sketch the graph of y = f(x)/g(x) given the graphs of y = f(x) and y = g(x)
2) Write explicit equations for functions like g(x), h(x), and k(x) that satisfy an equation like f(x) = g(x) - h(x) - k(x)
3) Determine the domain and range of functions formed by combining basic functions using operations like addition, subtraction, multiplication, and division.
This document provides examples and steps for multiplying binomials using the double distributive method. It begins with examples worked out using algebra tiles to represent the binomial factors and product. Students are asked to observe the pattern and derive a rule, which is then stated as the "double distributive method" of distributing both terms from the first binomial to the second and combining like terms. Three practice problems are then provided to apply the method. The document concludes by asking students to reflect on how close their originally derived rule was to the stated double distributive method.
8-5 Adding and Subtracting Rational Expressionsrfrettig
1) Rational functions can be added or subtracted if they have a common denominator. To find the least common denominator (LCD), multiply the individual denominators together and divide by their greatest common factor (GCF).
2) Examples are provided of finding the LCD of rational expressions and adding or subtracting rational expressions after finding the LCD. Factoring is used to find the LCD.
3) The document provides examples of adding, subtracting, and simplifying rational expressions by finding the LCD and distributing terms in the numerators. Practice problems are assigned from the textbook.
This document provides information on various mathematical topics including:
1. Graphs of polynomial functions in factorized form such as quadratics, cubics, and quartics.
2. Transformations of functions including translations, reflections, dilations, and their effects on graphs.
3. Exponential, logarithmic, and trigonometric functions and their graphs.
4. Relations, functions, and tests to determine if a relation is a function and if a function is one-to-one or many-to-one.
This document contains 32 systems of equations and their solutions. The systems include linear equations, quadratic equations, and equations containing variables multiplied together. Solving the systems requires skills like adding or subtracting equations, substituting values, and solving quadratics. The solutions are provided in fractional or decimal form depending on the system.
This document provides solutions to review problems involving combining functions through addition, subtraction, multiplication, division, and composition. Some key examples include:
- Sketching the graphs of f(x) + g(x), f(x) - g(x), f(x) * g(x), and f(x) / g(x) given the graphs of f(x) and g(x)
- Writing explicit equations for combinations of functions and determining their domains and ranges
- Evaluating composite functions like f(g(x)) and g(f(x)) given definitions of f(x) and g(x)
- Determining if two functions are inverses using their compositions
The document presents a method for generating semi-magic squares from snake-shaped matrices of even order. The method involves three steps: 1) constructing a snake-shaped matrix, 2) reflecting the columns of even order, and 3) swapping entries to transform it into a semi-magic square. Any snake-shaped matrix with reflected columns of even order can be transformed into multiple semi-magic squares through different swaps. Examples are provided to demonstrate the method.
The document is a mathematics exam for Form 3 students on the topic of graphs of functions. It contains 35 multiple choice questions testing students' understanding of key concepts like linear functions, independent and dependent variables, interpreting graphs of functions, and the relationship between algebraic equations and their graphs. It also contains 5 short answer questions asking students to explain terms and describe graphs.
The document defines and provides examples of several types of functions including:
1) Constant functions where f(x) = a for all values of x.
2) Linear functions of the form f(x) = ax + b.
3) Quadratic functions of the form f(x) = ax2 + bx + c.
4) Polynomial functions which are the sum of terms with variables raised to various powers.
The document provides self-assessment checklists from the Swiss version of the European Language Portfolio for language learners to evaluate their proficiency levels.
The checklists are based on the Common European Framework reference levels and can be used to assess overall proficiency before or after periods of learning. They also allow learners to monitor their progress in particular skills.
The checklists include descriptors of listening, reading, spoken interaction, production and writing abilities for levels A1, A2 and B1 with learners indicating what they can do independently and with help from others.
The document describes developing a plan to create a water feeder for pot plants that can last at least a week while someone is on holiday. It lists criteria for the feeder, including slowly releasing water, preventing flooding or mess, and not letting water evaporate. A prototype is described using materials like pipe, tin, and a screw to control water flow. Testing found it released water slowly and lasted a long time but the tin rusted and screw adjustments affected flow. Improvements were made by screwing in the screw more tightly and adjusting the height.
1. The document defines relations and functions. It provides examples of relations including r1, r2, r3, r4, and r5.
2. Functions are defined as mappings from a domain A to a range B. Examples of one-to-one, many-to-one, and onto functions are given.
3. Different types of functions are described including constant, linear, quadratic, polynomial, rational, absolute value, step, and periodic functions. Examples are provided for each type.
1. The document provides graphs and equations for functions f(x), g(x), and their combinations. It asks the reader to sketch graphs, determine domains and ranges, and solve related problems.
2. The key combinations are addition, subtraction, multiplication, and division of f(x) and g(x). Their domains and ranges are identified from the original function graphs.
3. For a combination like f(x) + g(x), the domain is the same as the more restrictive of the two original functions, while the range includes all outputs equal to or greater than the original function ranges.
This document provides examples and steps for teaching students how to multiply binomials using the double distributive method. It begins with examples using algebra tiles to model multiplying binomials like (x+3)(x+2). Students are then asked to conjecture a rule based on these examples. The document explains the double distributive method for multiplying binomials by distributing both terms from the first binomial to the second binomial and combining like terms. Students are given examples to practice the method.
The document defines an ellipse and provides its standard equation. It does this by:
1) Defining an ellipse as the set of points where the sum of the distances from two fixed points (foci) is a constant.
2) Deriving the standard equation of an ellipse centered at the origin using geometry and algebra.
3) Explaining how to sketch an ellipse given its standard equation, including identifying the lengths of the major and minor axes and plotting the foci.
The inverse of a function is obtained by reflecting the graph of the original function over the line y=x. The inverse of a function f(x) is written as f^-1(x). For a function to have an inverse, it must be one-to-one, meaning each x-value only corresponds to a single y-value. To check if a function is one-to-one, apply the horizontal line test - if no horizontal line intersects the graph at more than one point, it is one-to-one and will have an inverse function.
1. The document provides examples and explanations of concepts in solid geometry including the three dimensional coordinate system, distance formula in three space, and equations for planes, spheres, cylinders, quadric surfaces, and their graphs.
2. Key solid geometry concepts covered include plotting points in three dimensions, finding distances between points and distances from a point to a plane, midpoint formulas, and standard and general equations for planes, spheres, cylinders, ellipsoids, hyperboloids, and paraboloids.
3. Examples are given for graphing equations of a plane, sphere, circular cylinder, parabolic cylinder, and their relation to the standard equations.
The document discusses the cross product of vectors in R3. It begins by defining the cross product as a vector z that is orthogonal to two given vectors x and y. It then shows that z can be uniquely defined as z = (x2y3 - x3y2, x3y1 - x1y3, x1y2 - x2y1). Several properties of the cross product are then discussed, including that it is anticommutative and relates to the area of the parallelogram formed by x and y. The cross product allows computing volumes of parallelepipeds in R3 and relates to both the dot product and scalar triple product of vectors.
Estimation and Prediction of Complex Systems: Progress in Weather and Climatemodons
This document discusses progress in weather and climate prediction through the fusion of models and observations. It provides an overview of estimation methods like least squares and Bayesian approaches used in weather prediction. Weather prediction has seen increasing success through decreasing forecast uncertainty as a result of more observations and improved estimation methods. However, climate prediction remains challenging due to greater complexity and feedbacks that have prevented decreasing forecast uncertainty. The document explores simplifying estimation approaches like variational methods and the Kalman filter that are used operationally in weather prediction models.
This document contains sample solutions to checkpoint questions about combining functions. It provides the steps to:
1) Sketch the graph of y = f(x)/g(x) given the graphs of y = f(x) and y = g(x)
2) Write explicit equations for functions like g(x), h(x), and k(x) that satisfy an equation like f(x) = g(x) - h(x) - k(x)
3) Determine the domain and range of functions formed by combining basic functions using operations like addition, subtraction, multiplication, and division.
This document provides examples and steps for multiplying binomials using the double distributive method. It begins with examples worked out using algebra tiles to represent the binomial factors and product. Students are asked to observe the pattern and derive a rule, which is then stated as the "double distributive method" of distributing both terms from the first binomial to the second and combining like terms. Three practice problems are then provided to apply the method. The document concludes by asking students to reflect on how close their originally derived rule was to the stated double distributive method.
8-5 Adding and Subtracting Rational Expressionsrfrettig
1) Rational functions can be added or subtracted if they have a common denominator. To find the least common denominator (LCD), multiply the individual denominators together and divide by their greatest common factor (GCF).
2) Examples are provided of finding the LCD of rational expressions and adding or subtracting rational expressions after finding the LCD. Factoring is used to find the LCD.
3) The document provides examples of adding, subtracting, and simplifying rational expressions by finding the LCD and distributing terms in the numerators. Practice problems are assigned from the textbook.
This document provides information on various mathematical topics including:
1. Graphs of polynomial functions in factorized form such as quadratics, cubics, and quartics.
2. Transformations of functions including translations, reflections, dilations, and their effects on graphs.
3. Exponential, logarithmic, and trigonometric functions and their graphs.
4. Relations, functions, and tests to determine if a relation is a function and if a function is one-to-one or many-to-one.
This document contains 32 systems of equations and their solutions. The systems include linear equations, quadratic equations, and equations containing variables multiplied together. Solving the systems requires skills like adding or subtracting equations, substituting values, and solving quadratics. The solutions are provided in fractional or decimal form depending on the system.
This document provides solutions to review problems involving combining functions through addition, subtraction, multiplication, division, and composition. Some key examples include:
- Sketching the graphs of f(x) + g(x), f(x) - g(x), f(x) * g(x), and f(x) / g(x) given the graphs of f(x) and g(x)
- Writing explicit equations for combinations of functions and determining their domains and ranges
- Evaluating composite functions like f(g(x)) and g(f(x)) given definitions of f(x) and g(x)
- Determining if two functions are inverses using their compositions
The document presents a method for generating semi-magic squares from snake-shaped matrices of even order. The method involves three steps: 1) constructing a snake-shaped matrix, 2) reflecting the columns of even order, and 3) swapping entries to transform it into a semi-magic square. Any snake-shaped matrix with reflected columns of even order can be transformed into multiple semi-magic squares through different swaps. Examples are provided to demonstrate the method.
The document is a mathematics exam for Form 3 students on the topic of graphs of functions. It contains 35 multiple choice questions testing students' understanding of key concepts like linear functions, independent and dependent variables, interpreting graphs of functions, and the relationship between algebraic equations and their graphs. It also contains 5 short answer questions asking students to explain terms and describe graphs.
The document defines and provides examples of several types of functions including:
1) Constant functions where f(x) = a for all values of x.
2) Linear functions of the form f(x) = ax + b.
3) Quadratic functions of the form f(x) = ax2 + bx + c.
4) Polynomial functions which are the sum of terms with variables raised to various powers.
The document provides self-assessment checklists from the Swiss version of the European Language Portfolio for language learners to evaluate their proficiency levels.
The checklists are based on the Common European Framework reference levels and can be used to assess overall proficiency before or after periods of learning. They also allow learners to monitor their progress in particular skills.
The checklists include descriptors of listening, reading, spoken interaction, production and writing abilities for levels A1, A2 and B1 with learners indicating what they can do independently and with help from others.
The document describes developing a plan to create a water feeder for pot plants that can last at least a week while someone is on holiday. It lists criteria for the feeder, including slowly releasing water, preventing flooding or mess, and not letting water evaporate. A prototype is described using materials like pipe, tin, and a screw to control water flow. Testing found it released water slowly and lasted a long time but the tin rusted and screw adjustments affected flow. Improvements were made by screwing in the screw more tightly and adjusting the height.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document lists 20 pieces of copyrighted material such as video game clips, images, and music videos that permission was sought to use for an undisclosed purpose. For each item, the title, source where permission was requested from, and time duration of the material to be used is provided. The sources include YouTube, Google Images, and websites for the copyright holders.
The document discusses shifting curves by multiplying the function f(x) by a constant k. It states that if k > 1, the curve is steeper, and if 0 < k < 1, the curve is shallower. It also discusses shifting the curve by replacing x with kx, which stretches the curve horizontally. Examples are given of shifting the curves y = x, y = x2, and y = 1/x.
The document provides information on sketching graphs of basic curves. It lists 8 types of basic curves: (1) straight lines, (2) parabolas, (3) cubics, (4) higher powers, (5) hyperbolas, (6) circles, (7) exponentials, and (8) roots. For each type of curve, it gives the standard form of the equation and notes on identifying features like intercepts, vertices, and the overall shape of the graph. Sketching curves involves finding intercepts and using a table of values to plot points if needed.
The document provides information on sketching graphs of basic curves. It lists 8 types of basic curves: (1) straight lines, (2) parabolas, (3) cubics, (4) higher powers, (5) hyperbolas, (6) circles, (7) exponentials, and (8) roots. For each type of curve, it gives the standard form of the equation and notes on identifying features like intercepts, vertices, and asymptotes to help sketch the graph. It emphasizes using factorized forms, intercepts, and tables of values to determine a curve's shape.
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
The document provides information on sketching graphs of basic curves. It lists 8 types of basic curves: (1) straight lines, (2) parabolas, (3) cubics, (4) higher powers, (5) hyperbolas, (6) circles, (7) exponentials, and (8) roots. For each type it provides the standard form of the equation and notes on identifying features like intercepts, vertices, and behavior as powers increase. It emphasizes using standard forms, intercepts, and factoring to determine a curve's shape.
The document discusses numerical integration methods for calculating ship geometrical properties. It introduces trapezoidal rule, Simpson's 1st rule, and Simpson's 2nd rule for numerical integration. Simpson's 1st rule is recommended for calculating properties like waterplane area, sectional area, submerged volume, and centers of floatation and buoyancy which involve integrating curves related to the ship's shape. Detailed steps are provided for applying Simpson's 1st rule to calculate these properties numerically.
This document contains a review of graph transformations including translations, reflections, stretches, and compressions. It provides examples of transforming the graphs of functions by sketching the original graph and the images resulting from various combinations of transformations. It also includes determining equations to describe the transformed graphs.
This document contains solutions to exercises from a pre-calculus textbook on radical functions.
1) It provides tables, graphs and explanations for various radical functions such as √x, √x+3, and their relation to other functions.
2) Students are asked to sketch graphs of radical functions based on given quadratic, cubic or other functions, and identify domains and ranges.
3) Radical equations are solved by graphing related functions and finding the x-intercept(s).
The document discusses solving inequalities and graphs. It provides an example of solving the inequality x^2 ≤ 1/(x+2). It also discusses properties of the graph of y=x, showing that it is increasing for x≥0. It uses this to prove inequalities relating sums and integrals. Finally, it introduces a proof by mathematical induction to show an inequality relating sums and fractions is true for all integers n≥1.
This document contains tables summarizing formulas for derivatives, trigonometric functions, logarithms. It lists the derivative of common functions like x, x^2, sinx, cosx. It also provides trigonometric formulas for sine, cosine, tangent of sum and difference of angles. Formulas are given for logarithms, including the change of base formula and properties of logarithms.
The document outlines methods for graphing functions that are combinations of other functions using addition, subtraction, multiplication, and division. It provides steps for graphing each type of combination function, which include separately graphing the individual functions and then using properties of the combination to determine points and features of the combined graph. An example is worked through for each type of combination function.
The document outlines methods for graphing functions that involve addition, subtraction, multiplication, and division of other functions. It provides steps such as graphing the individual functions separately first before combining them based on the operation. Examples are given to illustrate each method, including identifying points where the individual functions are equal to 0 or 1 and investigating asymptotes.
This document discusses transformations of functions. It defines various types of transformations including vertical and horizontal stretches and shifts, reflections, and periodic transformations. It provides examples of functions and their transformations. It also discusses even and odd functions. The key points are that transformations can stretch, shrink, shift, or reflect the graph of a function and that even functions are symmetric about the y-axis while odd functions are symmetric about the origin.
The document outlines methods for graphing functions that are combinations of other functions using addition, subtraction, multiplication, and division. It provides steps such as graphing the individual functions separately first before combining using ordinates, examining the sign of products, and identifying asymptotes. An example for each operation is worked through step-by-step.
The document defines and provides examples of different types of functions:
1. Constant functions where f(x) = a for all values of x (e.g. f(x) = 2).
2. Linear functions of the form f(x) = ax + b (e.g. f(x) = 5x+3).
3. Quadratic functions of the form f(x) = ax2 + bx + c (e.g. f(x) = 3x2 + 2x + 1).
This document discusses exponential functions and graphs. It provides examples of exponential growth and decay functions, shows how to write exponential functions based on patterns in tables, and how to graph exponential functions. Key aspects of exponential functions covered are their domains of all real numbers, ranges of positive values for growth and negative values for decay, and how the base affects whether the graph is a vertical stretch or shrink. Sample homework problems are also presented on graphing and analyzing exponential decay functions.
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.
Slope is defined as the ratio of the vertical change (rise) to the horizontal change (run) between two points on a line. It is calculated by taking the change in the y-values (rise) and dividing by the change in the x-values (run). Examples are provided to demonstrate calculating the slope between two points and interpreting what different values mean in terms of the line's orientation.
X2 T04 05 curve sketching - powers of functionsNigel Simmons
The document describes how to sketch the graph of y = [f(x)]n, where n is an integer greater than 1. It notes that the graph can be drawn by first sketching y = f(x) and observing that: stationary points and x-intercepts remain the same; [f(x)]n is greater than f(x) if f(x) > 1, and less if f(x) < 1; if n is even, [f(x)]n is always positive; if n is odd, [f(x)]n has the same sign as f(x).
The document describes how to sketch the graph of y = [f(x)]n, where n is an integer greater than 1. It notes that the graph can be drawn by first sketching y = f(x) and observing that: stationary points and x-intercepts remain; [f(x)]n is greater than f(x) if f(x) > 1, and less if f(x) < 1; if n is even, [f(x)]n is always positive; if n is odd, [f(x)]n has the same sign as f(x).
Similar to 11X1 T02 10 shifting curves ii (2011) (20)
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
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, 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,
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
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.)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
2. Shifting Curves II
y kf x k 1, curve is steeper
OR 0 k 1, curve is shallower
y (curve is stretched vertically)
f x
k
3. Shifting Curves II
y kf x k 1, curve is steeper
OR 0 k 1, curve is shallower
y (curve is stretched vertically)
f x
k domain unchanged, range altered
4. Shifting Curves II
y kf x k 1, curve is steeper
OR 0 k 1, curve is shallower
y (curve is stretched vertically)
f x
k domain unchanged, range altered
y f kx k 1, curve is steeper
0 k 1, curve is shallower
(curve is stretched horizontally)
5. Shifting Curves II
y kf x k 1, curve is steeper
OR 0 k 1, curve is shallower
y (curve is stretched vertically)
f x
k domain unchanged, range altered
y f kx k 1, curve is steeper
0 k 1, curve is shallower
(curve is stretched horizontally)
domain altered, range unchanged
6. Shifting Curves II
y kf x k 1, curve is steeper
OR 0 k 1, curve is shallower
y (curve is stretched vertically)
f x
k domain unchanged, range altered
y f kx k 1, curve is steeper
0 k 1, curve is shallower
(curve is stretched horizontally)
domain altered, range unchanged
1
y x intercepts asymptotes
f x
asymptotes x intercepts
y 1 y 1
y 1 y 1
7. e.g. i on one graph draw
1
a ) y x, y x, y 2 x
2
yx
y
x
8. e.g. i on one graph draw
1
a ) y x, y x, y 2 x
2
yx
y
1
y x
2
x
9. e.g. i on one graph draw
1
a ) y x, y x, y 2 x
2 y 2x
yx
y
1
y x
2
x
10. e.g. i on one graph draw
1 1
a ) y x, y x, y 2 x b) y x 2 , y x 2 , y 2 x 2
2 y 2x 2
yx y x2 y y 2 x2
y
1
y x
2
x x
11. e.g. i on one graph draw
1 1
a ) y x, y x, y 2 x b) y x 2 , y x 2 , y 2 x 2
2 y 2x 2
yx y x2 y
y
1
y x 1 2
y x
2 2
x x
12. e.g. i on one graph draw
1 1
a ) y x, y x, y 2 x b) y x 2 , y x 2 , y 2 x 2
2 y 2x 2
yx y x2 y y 2 x2
y
1
y x 1 2
y x
2 2
x x
13. e.g. i on one graph draw
1 1
a ) y x, y x, y 2 x b) y x 2 , y x 2 , y 2 x 2
2 y 2x 2
yx y x2 y y 2 x2
y
1
y x 1 2
y x
2 2
x x
y2
(ii ) Sketch x 2 1
4
14. e.g. i on one graph draw
1 1
a ) y x, y x, y 2 x b) y x 2 , y x 2 , y 2 x 2
2 y 2x 2
yx y x2 y y 2 x2
y
1
y x 1 2
y x
2 2
x x
y2
(ii ) Sketch x 2 1 y
4
1
1. basic curve : x y 1
2 2
–1 1 x
–1
15. e.g. i on one graph draw
1 1
a ) y x, y x, y 2 x b) y x 2 , y x 2 , y 2 x 2
2 y 2x 2
yx y x2 y y 2 x2
y
1
y x 1 2
y x
2 2
x x
y2
(ii ) Sketch x 2 1 y
4
1
1. basic curve : x y 1
2 2
2 –1 1 x
y2 y
2. , k 2
4 2 –1
stretch vertically by a factor of 2
17. 1
iii y
2 x2
1. basic curve : y x 2 y
x
18. 1
iii y
2 x2
1. basic curve : y x 2 y
2. reflect in x axis
x
19. 1
iii y
2 x2
1. basic curve : y x 2 y
2. reflect in x axis
3. shift up 2 units
2
x
20. 1
iii y
2 x2
1. basic curve : y x 2 y
2. reflect in x axis
2
3. shift up 2 units
4. x intercepts become asymptotes
2
x
2
21. 1
iii y
2 x2
1. basic curve : y x 2 y
2. reflect in x axis
2
3. shift up 2 units
4. x intercepts become asymptotes
1
5. y >1 become y <1 2 2
x
2
22. 1
iii y
2 x2
1. basic curve : y x 2 y
2. reflect in x axis
2
3. shift up 2 units
4. x intercepts become asymptotes
1
5. y >1 become y <1 2 2
x
6. y <1 become y >1 2
23. 1
iii y
2 x2
1. basic curve : y x 2 y
2. reflect in x axis
2
3. shift up 2 units
4. x intercepts become asymptotes
1
5. y >1 become y <1 2 2
x
6. y <1 become y >1 2
24. 1
iii y
2 x2
1. basic curve : y x 2 y
2. reflect in x axis
2
3. shift up 2 units
4. x intercepts become asymptotes
1
5. y >1 become y <1 2 2
x
6. y <1 become y >1 2
26. 1
iv y x y
x
1. draw the basic curves :
1
y x and y
x
x
27. 1
iv y x y
x
1. draw the basic curves :
1
y x and y
x
2. add the y values together
* choose key points first x
- x intercepts
note: vertical asymptotes remain
28. 1
iv y x y
x
1. draw the basic curves :
1
y x and y
x
2. add the y values together
* choose key points first x
- x intercepts
note: vertical asymptotes remain
- points of intersection
29. 1
iv y x y
x
1. draw the basic curves :
1
y x and y
x
2. add the y values together
* choose key points first x
- x intercepts
note: vertical asymptotes remain
- points of intersection
- as many other points as you
need to work out the shape
30. 1
iv y x y
x
1. draw the basic curves :
1
y x and y
x
2. add the y values together
* choose key points first x
- x intercepts
note: vertical asymptotes remain
- points of intersection
- as many other points as you
need to work out the shape
31. 1
iv y x y
x
1. draw the basic curves :
1
y x and y
x
2. add the y values together
* choose key points first x
- x intercepts
note: vertical asymptotes remain
- points of intersection
- as many other points as you
need to work out the shape
32. 1
iv y x y
x
1. draw the basic curves :
1
y x and y
x
2. add the y values together
* choose key points first x
- x intercepts
note: vertical asymptotes remain
- points of intersection
- as many other points as you
need to work out the shape
Exercise 2J: 1, 2a, 3b, 4c, 5ac, 6b, 7ac, 8, 9