Matematik tambahan spm tingkatan 4 geometri koordinat {add maths form 4 coord...Hafidz Sa
Nota padat Bab 6 Geometri Koordinat Matematik Tambahan Tingkatan 4 SPM
Slide Chapter 6 Coordinate Geometry Additional Mathematics Form 4
Topik Bab 6: Geometri Koordinat
Jarak di Antara Dua Titik
Pembahagian Tembereng Garis
Luas Poligon
Persamaan Garis Lurus
Garis Lurus Selari dan Garis Lurus Serenjang
Persamaan Lokus yang Melibatkan Jarak Antara Dua Titik
Matematik tambahan spm tingkatan 4 geometri koordinat {add maths form 4 coord...Hafidz Sa
Nota padat Bab 6 Geometri Koordinat Matematik Tambahan Tingkatan 4 SPM
Slide Chapter 6 Coordinate Geometry Additional Mathematics Form 4
Topik Bab 6: Geometri Koordinat
Jarak di Antara Dua Titik
Pembahagian Tembereng Garis
Luas Poligon
Persamaan Garis Lurus
Garis Lurus Selari dan Garis Lurus Serenjang
Persamaan Lokus yang Melibatkan Jarak Antara Dua Titik
How to Find the Slope of a Tangent Line? The slope of a tangent line at a point is its derivative at that point. If a tangent line is drawn for a curve y = f(x) at a point (x0, y0), then its slope (m) is obtained by simply substituting the point in the derivative of the function. i.e., m = (f '(x))(x0, y0).
Sains Tingakatan 2 , KSSM, Interaksi antara organisma, Kawalan biologi, Faktor yang mempengaruhi saiz populasi, Peranan manusia dalam usaha mengekalkan keseimbangan alam
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.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. STANDARD PEMBELAJARAN:
Menentukan titik persilangan bagi dua garis lurus.
KRITERIA KEJAYAAN:
1. Menyatakan koordinat titik persilangan bagi dua garis lurus
SP 9.1.6
3. MENENTUKAN TITIK BAGI PERSILANGAN
GARIS LURUS
1. Melukis kedua-dua graf garis lurus
pada satah Cartes yang sama dan
tentukan titik persilangan daripada graf.
2. Penyelesaian persamaan serentak
dengan menggunakan
Titik persilangan bagi dua garis lurus boleh ditentukan dengan kaedah-kaedah berikut:
(a) kaedah
penggantian
(b) kaedah
penghapusan
4. (A) KAEDAH PENGGANTIAN
Tentukan titik persilangan bagi garis lurus 2𝑥 + 𝑦 = 5 dan garis lurus 𝑥 + 2𝑦 = 1
Contoh 16,m/s 240
penyelesaian
1. Tuliskan persamaan bagi dua garis tersebut.
2. Pilih salah satu persamaan, dan jadikan persamaan
tersebut dengan pekali bagi pemboleh ubah=1
(membentuk persamaan ketiga)
alihkan
3. Gantikan persamaan ke-3 dalam persamaan ke-2
𝑥 + 2(5 – 2𝑥) = 1
Selesaikan, cari nilai pemboleh
ubah
𝑥 + 10 – 4𝑥 = 1
𝑥 – 4𝑥 = 1 – 10
– 3𝑥 = – 9
𝑥 = 3
alihkan
5. 4. Gantikan nilai pemboleh ubah di langkah 3 (𝑥) ke
dalam persamaan ke-3
𝑥 = 3
𝑦 = 5 – 2 3
𝑦 = 5 – 6
𝑦 = – 1
5. Nyatakan titik persilangan (x,y)
𝑥, 𝑦
(3, −1)
6. 1. Tentukan titik persilangan bagi pasangan garis lurus berikut dengan kaedah penggantian.
(d) 2x + y = 3, 3x – 2y = 8
Latihan 9.1h, m/s 244
penyelesaian
1. Tuliskan persamaan bagi dua garis tersebut.
2. Pilih salah satu persamaan, dan jadikan persamaan
tersebut dengan pekali bagi pemboleh ubah=1
(membentuk persamaan ketiga)
3. Gantikan persamaan ke-3 dalam persamaan ke-2
7. 4. Gantikan nilai pemboleh ubah di langkah 3 (𝑥) ke
dalam persamaan ke-3
8. (A) KAEDAH PENGHAPUSAN
Tentukan titik persilangan bagi garis lurus 2𝑥 + 𝑦 = 5 dan garis lurus 𝑥 + 2𝑦 = 1
Contoh 16,m/s 240
penyelesaian
1. Tuliskan persamaan bagi dua garis tersebut.
2. Pilih pemboleh ubah yang ingin dihapuskan dan
pastikan pekali nya sama. Jika tidak lakukan
pendaraban.
3. Hapuskan pembolehubah tersebut
• Jika pemboleh ubah sama sifat (positif-positif @
negative-negative) : operasi tolak –
• Jika pemboleh ubah berbeza sifat (positif-negatif @
negative-positif) : operasi tambah +
× 2
Samakan pekali
−
/
/
9. 4. Gantikan x = 3 dalam persamaan ke-1
(Cari nilai pembolehubah yang lagi satu)
2𝑥 + 𝑦 = 5
alihkan
5. Nyatakan titik persilangan (x,y)
𝑥, 𝑦
(3, −1)
10. m/s 244, 9.1h (soalan 1 dan 2, semua)
KERJA RUMAH
