This document contains 19 multiple choice questions from an exam on various math topics, including functions, inequalities, geometry, vectors, matrices, and limits. The questions cover finding minimum values of functions, determining intervals for variables, properties of functions, volumes of solids of revolution, solutions to inequalities, relationships between line and circle segments, determinants, limits, and symmetries of points across planes. The document also provides a key with the correct answer for each question labeled 1 through 19.
Evaluation of integrals of the given functions along the unit circle on the complex plane. Application of the parametrization method. Evaluation of the integral of an odd function.
The Newton polytope of the resultant, or resultant polytope, characterizes the resultant polynomial more precisely than total degree. The combinatorics of resultant polytopes are known in the Sylvester case [Gelfand et al.90] and up to dimension 3 [Sturmfels 94]. We extend this work by studying the combinatorial characterization of 4-dimensional resultant polytopes, which show a greater diversity and involve computational and combinatorial challenges. In particular, our experiments, based on software respol for computing resultant polytopes, establish lower bounds on the maximal number of faces. By studying mixed subdivisions, we obtain tight upper bounds on the maximal number of facets and ridges, thus arriving at the following maximal f-vector: (22,66,66,22), i.e. vector of face cardinalities. Certain general features emerge, such as the symmetry of the maximal f-vector, which are intriguing but still under investigation. We establish a result of independent interest, namely that the f-vector is maximized when the input supports are sufficiently generic, namely full dimensional and without parallel edges. Lastly, we offer a classification result of all possible 4-dimensional resultant polytopes.
Evaluation of integrals of the given functions along the unit circle on the complex plane. Application of the parametrization method. Evaluation of the integral of an odd function.
The Newton polytope of the resultant, or resultant polytope, characterizes the resultant polynomial more precisely than total degree. The combinatorics of resultant polytopes are known in the Sylvester case [Gelfand et al.90] and up to dimension 3 [Sturmfels 94]. We extend this work by studying the combinatorial characterization of 4-dimensional resultant polytopes, which show a greater diversity and involve computational and combinatorial challenges. In particular, our experiments, based on software respol for computing resultant polytopes, establish lower bounds on the maximal number of faces. By studying mixed subdivisions, we obtain tight upper bounds on the maximal number of facets and ridges, thus arriving at the following maximal f-vector: (22,66,66,22), i.e. vector of face cardinalities. Certain general features emerge, such as the symmetry of the maximal f-vector, which are intriguing but still under investigation. We establish a result of independent interest, namely that the f-vector is maximized when the input supports are sufficiently generic, namely full dimensional and without parallel edges. Lastly, we offer a classification result of all possible 4-dimensional resultant polytopes.
Embracing GenAI - A Strategic ImperativePeter 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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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!
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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
1. EFOOM 2020
1
01. (Efomm 2020) Sejam as funções reais f e g definidas por 4 3 2
f(x) x 10x 32x 38x 15
= − + − + e
3 2
g(x) x 8x 18x 16.
=
− + − + O menor valor de | f(x) g(x) |
− no intervalo [1; 3] é
a) 1
b) 2
c) 4
d) 5
e) 7
02. (Efomm 2020) Seja a função 𝑓𝑓: [𝑡𝑡; +∞] → ℝ, definida por 3 2
f(x) x 3x 1.
= − + O menor valor de t, para que a função
seja injetiva, é
a) 1
−
b) 0
c) 1
d) 2
e) 3
03. (Efomm 2020) Seja 𝑓𝑓: ℕ → ℕ uma função tal que f(m n) n f(m) m f(n)
⋅ = ⋅ + ⋅ para todos os naturais m e n. Se
f(20) 3, f(14) 1,25
= = e f(35) 4,
= o valor de f(8) é
a) 1
b) 2
c) 3
d) 4
e) 5
04. (Efomm 2020) Quantos são os anagramas da palavra MERCANTE que possuem a letra M na 1ª posição (no caso, a
posição de origem), ou a letra E na 2ª posição, ou a letra R na 3ª posição?
a) 60
b) 120
c) 10920
d) 12600
e) 15120
2. EFOOM 2020
2
05. (Efomm 2020) Assinale a alternativa que apresenta o termo independente de x na expansão binomial
8
2
6
1
x .
x
+
a) 1
b) 8
c) 28
d) 56
e) 70
06. (Efomm 2020) Considere um recipiente cúbico W de aresta 2. Suponha que possamos colocar 8 esferas de raio R
e uma de raio 2R dentro de W dispostas do seguinte modo: a esfera de raio 2R tem seu centro coincidindo com o centro
de W e cada uma das demais esferas são tangentes a três faces e à esfera maior. Assinale a opção que apresenta o
intervalo ao qual R pertença.
Dados: 2 1.4, 3 1.7
= = e 5 2.2
=
a)
1 1
R
6 4
< <
b)
1 2
R
3 5
< <
c)
3 1
R
7 2
< <
d)
2 4
R
3 5
< <
e)
4 9
R
5 10
< <
07. (Efomm 2020) Seja a esfera de raio R inscrita na pirâmide quadrangular regular de aresta base 2 cm e aresta lateral
38 cm. Sabendo-se que a esfera tangencia todas as faces da pirâmide, o valor de R, em cm, é
a)
37 1
6
+
b)
39 1
38
−
c)
6 38 12
17
+
d)
37 1
6
−
e)
6 38 12
17
−
3. EFOOM 2020
3
08. (Efomm 2020) A inequação | x | | 2x 8 | | x 8 |
+ − ≤ + é satisfeita por um número de valores inteiros de x igual a
a) 5
b) 6
c) 7
d) 8
e) 9
09. (Efomm 2020) Considere a inequação ( )
7 4 2 2
x x x 1 x 4x 3 x 7x 54 0.
− + − − + − − ≤ Seja I o conjunto dos números
inteiros que satisfaz a desigualdade e n a quantidade de elementos de I. Com relação a n, podemos afirmar que
a) n é um número primo.
b) n é divisível por 7.
c) n não divide 53904.
d) n é um quadrado perfeito.
e) n é divisível por 6.
10. (Efomm 2020) Seja ABC um triângulo inscrito em uma circunferência de centro O. Sejam O' e E o incentro do
triângulo ABC e o ponto médio do arco BC que não contém o ponto A, respectivamente. Assinale a opção que apresenta
a relação entre os segmentos EB, EO' e EC.
a) EB EO' EC
= =
b) EB EO' EC
< =
c) EB EO' EC
> >
d) EB EO' EC
= >
e) EB EO' EC
< <
11. (Efomm 2020) Sejam a circunferência 1
C , com centro em A e raio 1, e a circunferência 2
C , que passa por A, com
centro em B e raio 2. Sabendo-se que D é o ponto médio do segmento AB, E é um dos pontos de interseção entre 1
C
e 2
C , e F é a interseção da reta ED com a circunferência 2
C , o valor da área do triângulo AEF, em unidades de área é
a)
15
2
8
+
b)
15
1
4
+
c)
3 15
8
d)
15
4
e)
5 15
8
4. EFOOM 2020
4
12. (Efomm 2020) Seja o somatório
2020
j
j 0
S i
=
= ∑ , onde i é a unidade imaginária. Sobre o valor de S, é correto afirmar que
a) S 1 i
= −
b) S 1 i
= +
c) S 1
=
d) S i
=
e) 3
S i
=
13. (Efomm 2020) Seja a matriz A
1 1 1 1 1
1 2 3 4 5
1 4 9 16 25
1 8 27 64 125
1 16 81 256 625
. Qual é o valor do determinante da matriz A?
a) 96
b) 98
c) 100
d) 144
e) 288
14. (Efomm 2020) Sejam os números reais a e b tais que
3
x 0
ax b 2 7
lim
x 12
→
+ −
= . O valor do produto a b
⋅ é
a) 52
b) 56
c) 63
d) 70
e) 84
5. EFOOM 2020
5
15. (Efomm 2020) Seja f uma função real definida por
2
x ; se x 2
f(x) ax b; se 2 x 2
2x 6; se 2 x
≤ −
= + − < <
− ≤
, com 𝑎𝑎, 𝑏𝑏 ∈ ℝ. Sabendo que os limites
x 2
lim f(x)
→+
e
x 2
lim f(x)
→−
existem, assinale a opção que apresenta | a b | .
+
a)
1
6
b)
1
5
c)
1
4
d)
1
3
e)
1
2
16. (Efomm 2020) A trombeta de Gabriel é um sólido matemático formado pela rotação da curva
1
y
x
= em torno do eixo
x.
O volume desse sólido no intervalo 1 x 10
≤ ≤ é
a) V ln(10)
=
b)
9
V
10
π
=
c)
9
V
5
π
=
d) V ln(10)
π
=
e) V 8π
=
6. EFOOM 2020
6
17. (Efomm 2020) Uma parte do gráfico da função f está representado na figura abaixo. Assinale a alternativa que pode
representar f(x).
a) f(x) sen(x ) 1
π
= − +
b) f(x) 2sen x 1
2
π
= − +
c) f(x) sen 2x 2
6
π
= − +
d) f(x) 2sen(2x) 1
= +
e) f(x) 2sen 2x 1
6
π
= − +
18. (Efomm 2020) Sejam u, v
e w
vetores do ℝ3
. Sabe-se que u v w 0,
+ + =
1
| v | ,
2
=
3
| u |
2
=
e | w | 2.
=
Assinale a opção
que apresenta o valor de u v v w u w.
⋅ + ⋅ + ⋅
a)
3
7
b)
13
4
−
c)
7
16
−
d)
5
8
e)
4
7
7. EFOOM 2020
7
19. (Efomm 2020) Sejam o plano : 6x 4y 4z 9 0,
α − − + = os pontos A ( 1; 3; 2)
= − e B (m; n; p).
= Sabendo-se que o ponto
B é simétrico ao ponto A, em relação ao plano ,
α o valor da soma m n p
+ + é
a) 2
−
b) 0
c)
1
4
d)
7
4
e) 3
8. EFOOM 2020
8
GABARITO
1 - A 2 - D 3 - A 4 - ANULADA 5 - C
6 - B 7 - D 8 - E 9 - D 10 - A
11 - C 12 - C 13 - E 14 - B 15 - E
16 - B 17 - E 18 - B 19 - E