This document provides information about a science project for 1st year high school students studying sciences and technical subjects at the Colegio de Bachillerato "Ciudad de Portovelo" in Portovelo, Ecuador. The project objectives are to produce, communicate, and generalize information through writing, speaking, symbols, graphics, and technology using mathematical knowledge and responsible use of data sources to understand other disciplines and make socially responsible decisions. The document outlines activities for weeks 1 through 4 on topics like properties of integer exponents, square roots, and operations involving roots like multiplication, division, and exponents of roots.
Rational expressions and rational equationsarvin efriani
rational expressions and rational functions, addition, substraction, multipications and division of rational expression, rational equations, application of rational equation and properties
Rational expressions and rational equationsarvin efriani
rational expressions and rational functions, addition, substraction, multipications and division of rational expression, rational equations, application of rational equation and properties
30
2
37
-
-
K
K
30
2
37
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K
K
� EMBED Equation.3 ���-5
� EMBED Equation.3 ���5
Sum=b
0
Product=a x c
1x (-25)
x2+0x-25=0 substitute the value of bx to facilitate factorization
The denominator is a constant term
(x2+5x)(-5x-25)=0
x (x+5)-5(x+5)=0
(x+5)(x-5) are the factors for the domain
All values of x in the expression are included as dividing by the domain will yield a solution
Thus D=� EMBED Equation.3 ���
� EMBED Equation.3 ���The Domain is Integer 2 which divides any factor in the numerator. We factorize the Numerator to obtain the factors.
� EMBED Equation.3 ���-6
� EMBED Equation.3 ���5
Sum=b
-1
Product=a x c
1x (-30)
k2+5k-6k-30=0 substitute the value of bx to facilitate factorization
(k2+5k)(-6k-30)=0
k (k+5)-6(k+5)=0
(k+5)(k-6) are the factors for the domain
k=-5 and k=6 are the excluded values in the expression since they will equal 0 in any range of values.
Thus D={K:K� EMBED Equation.3 ���� EMBED Equation.3 ���,K� EMBED Equation.3 ���(-5) ,k� EMBED Equation.3 ���6}
L
� EMBED Equation.3 ���Factorizing the domain in the form we find factors:
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2
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INSTRUCTOR GUIDANCE EXAMPLE: Week One Discussion
Domains of Rational Expressions
Students, you are perfectly welcome to format your math work just as I have done in
these examples. However, the written parts of the assignment MUST be done about
your own thoughts and in your own words. You are NOT to simply copy this wording
into your posts!
Here are my given rational expressions oh which to base my work.
25x2 – 4
67
5 – 9w
9w2 – 4
The domain of a rational expression is the set of all numbers which are allowed to
substitute for the variable in the expression. It is possible that some numbers will not be
allowed depending on what the denominator has in it.
In our Real Number System division by zero cannot be done. There is no number (or
any other object) which can be the answer to division by zero so we must simply call the
attempt “undefined.” A denominator cannot be zero because in a rational number or
expression the denominator divides the numerator.
In my first expression, the denominator is a constant term, meaning there is no variable
present. Since it is impossible for 67 to equal zero, there are no excluded values for the
domain. We can say the domain (D) is the set of all Real Numbers, written in set
notation that would look like this:
D = {x| x ∈ ℜ} or even more simply as D = ℜ.
For my second expression, I need to set the denominator equal to zero to find my
excluded values for w.
9w2 – 4 = 0 I notice this is a difference of squares which I can factor.
(3w – 2)(3w + 2) = 0 Set each factor equal to zero.
3w – 2 = 0 or 3w + 2 = 0 Add or subtract 2 from both sides.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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.
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.
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.
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Model Attribute Check Company Auto PropertyCeline George
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1. COLEGIO DE BACHILLERATO ‘‘CIUDAD DE PORTOVELO’’
PORTOVELO – EL ORO - ECUADOR
AMIE: 07H01005
EMAIL: colciudadportovelo@hotmail.com
PROYECTO CIENTÍFICO 5
BACHILLERATO- 1EROS CURSOS CIENCIAS Y TECNICO
CICLO COSTA - GALÁPAGOS
AÑO LECTIVO 2021-2022
Objetivo específico:
Producir, comunicar y generalizar información de manera escrita, verbal, simbólica, gráfica y/o tecnológica
mediante laaplicaciónde conocimientosmatemáticosyel manejoorganizado,responsable yhonestode las
fuentes de datos para comprender otras disciplinas, entender las necesidadesy potencialidades de nuestro
país y tomar decisiones con responsabilidad social.
Desarrollar la curiosidad y la creatividad en el uso de herramientas matemáticas al momento de enfrentar y
solucionar problemas de la realidad nacional demostrando actitudes de orden, perseverancia y capacidades
de investigación.
SEMANA 1
ctividad diferenciada grado 3
Propiedades fundamentales de los exponentes enteros
1 Cualquiernúmero elevadoal exponente 1esel mismonúmero :
2 Cualquiernúmero elevadoala potencia0 es1:
Nota: La expresión esunaformaindeterminada.Esdecir,noestádefinida.
3 El resultadode elevarcualquiernúmero enunapotencia par,es positivo.Esdecir,
sí para algún .
Nota: estose puede recordarmás fácil viendolasiguiente expresión:
que significaque cualquiernúmero(positivoonegativo)elevadoapotenciaparda comoresultadounnúmero
positivo.
4 El resultadode elevarcualquiernúmero enunapotencia impar,tiene el mismosignoque .Es
decir,
y
2. sí para algún .
Nota: estapropiedadse puede recordarconla siguiente expresión:
5 Los exponentesnegativoscumplenlasiguiente propiedad(para ):
esdecir,esigual al recíproco de la base elevadoalapotenciapositiva.
Ejemplos
Consideremoslossiguientesejemplos:
1 , ,
2 ,
3 ya que 6 esun númeronatural par. Asimismo,
4 ya que y 3 esun númeroimpar.Similarmente,
ya que
5
Las siguientesleyesse cumplenparacualesquiera ycualquiera .Notemosque,en
algunoscasos,utilizar nospuedaconducira indeterminaciones.
1 El productode dos potenciasconlamismabase es igual a labase elevadaalasuma de losexponentes:
2 La divisiónde dospotenciasconlamismabase esigual a la base elevadaala restade los exponentes:
3 Elevarunapotenciaa otra potenciaesigual a elevarlabase al producto de losexponentes:
3. Nota: prestaatencióna losparéntesisde laexpresiónanterior.Primerose realizalaoperación yluegose
elevaala potencia .Esto es diferente alasiguiente operación:
y casi nuncason iguales,esdecir,
Ejemplos
Consideralossiguientesejemplos:
1
2
3
Operaciones con potencias con el mismo exponente
Las siguientesleyesse cumplenparacualesquiera ycualquiera y .
1 El productode dos potenciasconel mismoexponente esigual al productode lasbaseselevadosal exponente.
Es decir,
2 La divisiónde dospotenciasconmismoexponente esigual aladivisiónde lasbaseselevadasal exponente:
Ejemplos
Consideralossiguientesejemplos:
1
2
Actividades
1 Escribe las siguientes operaciones como una única potencia. Es decir, de la forma :
a
4. b
c
d
2 Escribe las siguientes operaciones como una única potencia. Es decir, de la forma :
a
b
c
d
3 Escribe las siguientes operaciones como una única potencia. Es decir, de la forma :
a
b
c
d
4 Escribe las siguientes operaciones como una única potencia. Es decir, de la forma :
a
b
c
d
5 Realiza por completo las siguientes operaciones con potencias:
a
b
c
5. d
6 Realiza por completo las siguientes operaciones con potencias:
a
b
c
SEMANA 2
Actividad diferenciada grado 3
Tema: raíz cuadrada exacta y entera
Actividades:
Raíz cuadrada exacta
La raíz cuadrada de un número, a,es exacta cuandoencontramos un número,b, que elevadoal
cuadrado esigual al radicando: b2
= a.
Cuadrados perfectos
Son losnúmerosque poseen raícescuadradas exactas.
1, 4, 9, 16, 25, 36, 49, 64, 81, 100, 121, 144, 169, ...
Raíz cuadrada de unnúmeroentero
La raíz cuadrada de un númeroenteropositivoesel valorpositivoque elevadoal cuadradoesigual a dicho
número.
Ejemplo:
El radicandoessiempre unnúmero positivooigual acero,ya que todonúmeroal cuadradoes positivo.
Ejemplo:
La radicacióneslaoperacióninversaala potenciación.Consiste en:dadosdosnúmeros,llamadosradicandoe
índice,hallaruntercero,llamadoraíz, tal que,elevadoal índice,seaigual al radicando.
(Raíz)índice
= Radicando
En la raíz cuadradael índice es 2, aunque eneste caso se omite.Consistiríaenhallarunnúmeroconocidosu
cuadrado.
6. (Raíz)²= Radicando
Raíz cuadrada exacta
La raíz cuadrada de un número"a" esexactacuando encontramosunnúmero"b"que elevadoal cuadradoes
igual al radicando:b² = a.
Ejemplo:
La raíz cuadrada exactatiene de resto0.
Ejemplo:
Otros ejemplos:
Cuadradosperfectos:
Son losnúmerosque poseen raícescuadradasexactas.
Algunosde esosnúmerosson:
1, 4, 9, 16, 25, 36, 49, 64, 81, 100, 121, 144, 169, ...
Raíz cuadrada entera
La raíz cuadrada esentera,siempre que el radicandonoseauncuadrado perfecto.Si unnúmeronoescuadrado
perfectosuraíz es entera.
Ejemplo:
La raíz enterade un númeroenteroesel mayorenterocuyocuadradoes menorque dichonúmero.
El restoesla diferenciaentre el radicandoyel cuadradode la raíz entera.
Resto= Radicando− Raíz²
Ejemplo:
7. Resto= 17 − 4² = 1
Actividades
Elige laopcióncorrecta:
1
Es un cuadrado perfecto
Es una raíz cuadradaexacta
2
Es un cuadrado perfecto
Es una raíz exacta
3El valor enla expresión es...
el radicando
la raíz
el índice
4El restoque resultaal resolver
es...
0 porque laraíz esexacta.
porque el cuadradoperfectoinmediatamente inferiora es .
porque el cuadradoperfectoinmediatamente superiora es .
5El restoque resultade hacer una raíz exacta...
siempre es
depende de laraíz encuestión
siempre es
6El índice de es...
No tiene
7El resultadode laexpresióndel ejercicio es...
8. 8 es...
una raíz exacta
una raíz enteracon resto
una expresión que notiene sentido
SEMANA 3
Actividad diferenciada grado 3
Tema: producto, divisióny potenciade raíces
Actividades:
Multiplicaciónde Radicalesdel mismoíndice
Para multiplicarradicales con el mismo índice se multiplicanlos radicandos y se deja el mismo índice.
Ejemplode multiplicaciónde radicales
Cuandoterminemosde realizarunaoperación extraeremosfactoresdel radical,si esposible.
Reducciónde Radicalesde distintoíndice
Primerohallamosel mínimocomúnmúltiplode losíndices,que seráel común índice
Dividimosel común índice por cada uno de losíndices y cada resultadoobtenido se multiplicaporsus
exponentescorrespondientes.
Primerose reducenacomún índice y luego se multiplican.
Ejemplosde reducciónde radicalesde distintoíndice
1
Descomponemosenfactoreslosradicandos
Reducimos acomún índice porlo que tenemosque calcularel mínimocomúnmúltiplode losíndices,que seráel
comúníndice.
Dividimosel comúníndice porcada unode losíndices y cada resultadoobtenidose multiplica
por susexponentescorrespondientes
Realizamosel productode potenciasconlamismabase enel radicandoy extraemosfactoresdel radicando
9. 2
Calculamosel mínimocomúnmúltiplode losíndices
Dividimosel comúníndice porcada unode losíndices y cada resultadoobtenidose elevaalos
radicandoscorrespondientes
Descomponemosenfactores y ,realizamoslasoperacionesconlaspotenciasy extraemosfactores
Divisiónde radicalesconel mismoíndice
Para dividirradicalesconel mismoíndice se dividenlosradicandosy se deja el mismoíndice.
Ejemplo:Realizarladivisiónde radicales
1 Comolosdos radicalestienenel mismoíndice loponemostodoenunradical con el mismoíndice
2 Descomponemosenfactores,hacemosladivisiónde potenciasconlamismabase
3 Simplificamosel radical dividiendoel índice yel exponente del radicandopor
Divisiónde radicalescondistintoíndice
Primerose reducenaíndice común y luegose dividenlos radicandosyse dejael mismoíndice.
Ejemplo:Realizarladivisiónde radicales
10. 1 El comúníndice esel de losíndices
2 Dividimosel comúníndice porcada unode los índicesycada resultadoobtenidose multiplicaporsus
exponentes correspondientes
3 Descomponemos enfactoresyrealizamoslasoperacionesconpotencias
4 Cuandoterminemosde realizarunaoperación simplificaremosel radical,si esposible.
Ejemplo:Realizarladivisiónde radicales
1 El comúníndice esel de losíndices
2 Dividimosel comúníndice porcada unode los índicesycada resultadoobtenidose multiplicaporsus
exponentescorrespondientes
3 Descomponemos y enfactoresy realizamoslasoperacionesconpotencias
11. 4 Simplificamosel radical dividiendopor2el índice y el exponente delradicando,yporúltimo extraemosfactores
ACTIVIDADES
Realizarlosproductos:
1
2
3
Efectúalas divisionesde radicales:
1
2
3
SEMANA 4
Actividad diferenciada grado 3
Tema: producto, división y potencia de raíces
Actividades:
Potencia
12. Para elevar un radical a una potencia, se eleva a dicha potencia el radicando y se deja el mismo índice.
Ejemplo:
1
Elevamos el radicando al cuadrado, descomponemos 18 en factores y los elevamos al cuadrado y por
último extraemos factores
2
Elevamos los radicandos a la cuarta, descomponemos en factores los radicandos y extraemos el 18 del
radical
En los radicandos realizamos las operaciones con potencias y ponemos a común índice para poder
efectuar la división
Simplificamos el radical dividiendo por 2 el índice y los exponentes del radicando y realizamos una
división de potencias con el mismo exponente