Followup activities for Module 1A
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Followup activities for GVSU MTH 201 (Calculus) Module 1A -- these are actually deployed and submitted on ClassKick
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Divide&Conquer & Dynamic Programming
The document discusses three fundamental algorithms paradigms: recursion, divide-and-conquer, and dynamic programming. Recursion uses method calls to break down problems into simpler subproblems. Divide-and-conquer divides problems into independent subproblems, solves each, and combines solutions. Dynamic programming breaks problems into overlapping subproblems and builds up solutions, storing results of subproblems to avoid recomputing them. Examples like mergesort and calculating Fibonacci numbers are provided to illustrate the approaches.
Notes 3-3
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Daa unit 1
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M11GM-Q1Module9.pdf
1. The document discusses logarithmic functions, including graphing logarithmic functions, determining their domain and range, and finding intercepts, zeros, and asymptotes.
2. It provides an example of graphing the function y = log2x and discusses key features of logarithmic graphs like being defined only for positive x-values and having a vertical asymptote at x = 0.
3. Determining the domain of a logarithmic function involves setting the argument greater than 0 and solving the inequality to find the domain interval. The range of a logarithmic function is all real numbers.
M11GM-Q1Module9.pdf
Here are the answers to the drill questions:
1. y = log2 X ; if x = 2
Given: x = 2
To find: y
Using the definition of logarithm: logb x is the power to which the base b must be raised to produce the value x.
Since 2 = 20, y = 0
2. y = log1/2 X
Given: No value of x is given
To find: y
Using the definition of logarithm: logb x is the power to which the base b must be raised to produce the value x.
Since the base is 1/2, which is less than 1, there is no value of x that can satisfy this
Oer fc activity_constructor1
1. The document outlines the design of a flipped classroom activity on digital multimeters for electronics engineering students.
2. The out-of-class segment involves students watching two videos totaling 13 minutes that cover electronic instruments and the blocks of a DMM. Students are assessed through two questions to be completed in 25 minutes.
3. The in-class segment focuses on drawing and understanding the DMM block diagram, listing specifications, and solving problems using think-pair-share and peer instruction activities over 27 minutes.
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Notes 3-3
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2. It defines an algorithm as a set of steps to solve a problem and discusses the major components of algorithms - input, processing, and output. Properties of algorithms like finiteness, definiteness, effectiveness, and generality are also outlined.
3. The role of algorithms in problem solving is described as helping to evaluate if a problem can be solved using a computer and identifying the steps, decisions, and variables needed for the problem.
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M11GM-Q1Module9.pdf
1. The document discusses logarithmic functions, including graphing logarithmic functions, determining their domain and range, and finding intercepts, zeros, and asymptotes.
2. It provides an example of graphing the function y = log2x and discusses key features of logarithmic graphs like being defined only for positive x-values and having a vertical asymptote at x = 0.
3. Determining the domain of a logarithmic function involves setting the argument greater than 0 and solving the inequality to find the domain interval. The range of a logarithmic function is all real numbers.
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Here are the answers to the drill questions:
1. y = log2 X ; if x = 2
Given: x = 2
To find: y
Using the definition of logarithm: logb x is the power to which the base b must be raised to produce the value x.
Since 2 = 20, y = 0
2. y = log1/2 X
Given: No value of x is given
To find: y
Using the definition of logarithm: logb x is the power to which the base b must be raised to produce the value x.
Since the base is 1/2, which is less than 1, there is no value of x that can satisfy this
Oer fc activity_constructor1
1. The document outlines the design of a flipped classroom activity on digital multimeters for electronics engineering students.
2. The out-of-class segment involves students watching two videos totaling 13 minutes that cover electronic instruments and the blocks of a DMM. Students are assessed through two questions to be completed in 25 minutes.
3. The in-class segment focuses on drawing and understanding the DMM block diagram, listing specifications, and solving problems using think-pair-share and peer instruction activities over 27 minutes.
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1. The document discusses representing real-life situations using functions, including piecewise functions. It provides examples of relations that are and are not functions based on the definition that a function matches each input to only one output.
2. An activity is included to determine if given relations are functions or not based on checking for repeated inputs. The document also gives an example of deriving a piecewise function to represent a circle equation.
3. In summary, the document introduces representing real-life situations with functions through examples of functional and non-functional relations. It also provides an activity for students to practice identifying functions.
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This document provides information about a module on key concepts of functions for grade 11 general mathematics students. It includes an introductory message for teachers and learners, outlines what students are expected to learn, and provides some reminders for using the module. The module is divided into four lessons covering different topics related to functions, including representing real-life situations with functions, evaluating functions, operations on functions, and problem solving with functions.
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- Functions and function notation. Key points are that a function assigns a single output to each input, and function notation (e.g. f(x)) represents the output of a function given a specific input.
- Finding roots of functions by setting the function equal to zero and solving.
- Composition of functions, where the output of one function becomes the input of another. The order of functions in composition matters.
- Other topics like inverse functions, trigonometric functions, exponentials and logarithms are also reviewed at a high level.
The document
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Jhs slm-1-q2-math-grade-10-32pages
Here are the answers to the questions in the "What I Know" section:
1. D
2. D
3. B
4. A
5. A
6. C
7. Graph C
8. y = (x + 3)(x - 1)
9. A
10. A
11. Graph B
12. C
13. a = 2, n = 2
14. B
15. B
16. A
17. B
18. A
19. B
20. C
21. B
22. B
23. C
24. A
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Software engineering Fundamentals is a hybrid project based course where the group project plays a major role in building student capabilities. It requires you to analyse the requirements of various stakeholders as a team and resolve any conflicts (or vague requirements) with the tutor acting as the product owner, before synthesising your solution iteratively, applying the software engineering principles taught. One major goal of this software engineering assignment is to facilitate teamwork and you will be expected to use techniques such as CRC cards to effectively distribute responsibilities across classes and individual team members. Your team and technical experience in this project will help to meet the course and the program level objectives as well as act as a cornerstone project. The milestone and face-to-face sessions are designed to improve your communication skills. You will also be exposed to tools common in the industry (Git, Trello, LucidChart, JUnit) that foster teamwork and individual accountability.
Overview of Project and Assessment
You will get both formative (continuous) and summative (final) assessments as part of this project and this section briefly explains the assessment structure and the role it plays in building your capabilities.
Assessment
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Marks
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Weekly progress marks
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The document provides information about a General Mathematics module for Grade 11 on the topic of evaluating functions. It includes details such as the publication information, writers and reviewers involved in developing the module, and policies regarding copyright and use of borrowed materials. It also outlines the structure and components that will be included in the module to guide learners.
M11GM-Q1Module1.pdf
1. The document discusses representing real-life situations using functions, including piecewise functions. It provides examples of relations that are and are not functions based on the definition that a function matches each input to only one output.
2. An activity is included to determine if given relations are functions or not based on checking for repeated inputs. The document also gives an example of deriving a piecewise function to represent a circle equation.
3. In summary, the document introduces representing real-life situations with functions through examples of functional and non-functional relations. It also provides an activity for students to practice identifying functions.
M11GM-Q1Module1.pdf
This document provides information about a module on key concepts of functions for grade 11 general mathematics students. It includes an introductory message for teachers and learners, outlines what students are expected to learn, and provides some reminders for using the module. The module is divided into four lessons covering different topics related to functions, including representing real-life situations with functions, evaluating functions, operations on functions, and problem solving with functions.
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Training of agile project management with scrum king leong lo (100188178)
The document outlines an agenda and training objectives for teaching IT employees at a company about applying Scrum methodology to project management, including defining key roles like Product Owner and Scrum Master, explaining processes like sprint planning and daily stand-ups, and demonstrating tools used in Scrum like product backlogs, burn-down charts, and task boards. It also provides examples of how the client company can implement these Scrum practices with their Product Owner, Scrum Master, and development team.
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How to 2D plots in Matlab. Easy steps to graph mathematical functions.
You have to define your interval of interest and consider a step in your independent vector, then you have to define your function and use an appropriate 2D built-in function.
More information and examples:
http://matrixlab-examples.com/matlab-plot-2tier.html
Lagrangian Relaxation And Danzig Wolfe Scheduling Problem
My term project report for my Applied Optimization course. I proposed to examine the application of Lagrangian Relaxation and Danzig-Wolfe Decomposition techniques to the Generalized Assignment Problem. I both presented the formulations and compared the different methods in terms of the solve time metric for cases of varying complexity.
The Generalized Assignment Problem is a mixed-integer problem and a superset of the Scheduling Problem.
Training of agile project management with scrum king leong lo (100188178)
This document outlines an agenda for training employees in Agile project management using Scrum methodology. It introduces key Scrum concepts and roles including the product backlog, sprint backlog, daily stand-up meetings, and retrospective meetings. Tools that are discussed for tracking progress include task boards, burn-down charts and burn-up charts. The target of the training is for all IT employees to apply Scrum practices to maximize productivity and add value through iterative progress reviews. A case example is provided of how the presented concepts could be applied at a client organization consisting of an owner, ScrumMaster, and development team.
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The document discusses the greedy method algorithmic approach. It provides an overview of greedy algorithms including that they make locally optimal choices at each step to find a global optimal solution. The document also provides examples of problems that can be solved using greedy methods like job sequencing, the knapsack problem, finding minimum spanning trees, and single source shortest paths. It summarizes control flow and applications of greedy algorithms.
graphs of tangent and cotangent function
This document provides a lesson on graphs of tangent and cotangent functions. It includes topics on graphs of y=tanx and y=cotx, as well as transformed graphs involving amplitude, period, phase shift, and vertical shift. The lesson involves engagement activities illustrating tangent and cotangent using the unit circle, and an interactive small group discussion. It provides steps for sketching general tangent and cotangent graphs and assigns problem-based tasks for student groups to explore and present solutions. The lesson concludes with questions to elaborate on properties of these graphs and relate them to real-life situations, as well as an evaluation and assignment.
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The document discusses algorithms design and complexity analysis. It defines an algorithm as a well-defined sequence of steps to solve a problem and notes that algorithms always take inputs and produce outputs. It discusses different approaches to designing algorithms like greedy, divide and conquer, and dynamic programming. It also covers analyzing algorithm complexity using asymptotic analysis by counting the number of basic operations and deriving the time complexity function in terms of input size.
Training of agile project management with scrum king leong lo (100188178)
The IT leader can draw a burn-down chart to:
- Track the actual progress of completing tasks versus the ideal progress
- Compare the actual progress (red line) to the desired progress (blue line)
- Determine if the team is on schedule or behind schedule
- Take action if behind schedule, such as reducing scope or increasing velocity
The burn-down chart allows the team to monitor their progress towards completing the sprint backlog.
IRJET- Syllabus and Timetable Generation System
The document describes a proposed system called the Syllabus and Timetable Generation System that aims to automatically generate timetables and syllabi for educational institutions. It uses an algorithm that takes inputs like number of classes, subjects, days in a week, and lectures per day to randomly generate timetables for multiple classes without clashes. The algorithm employs recursion to prevent clashes across class timetables. It also includes a static faculty assignment method. The proposed system was able to automatically generate timetables and syllabi for 4 classes with 10 subjects, demonstrating the effectiveness of the algorithm in solving the complex task of timetable scheduling.
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This document provides an overview and review of key concepts in precalculus that are important for success in Calculus I, including:
- Functions and function notation. Key points are that a function assigns a single output to each input, and function notation (e.g. f(x)) represents the output of a function given a specific input.
- Finding roots of functions by setting the function equal to zero and solving.
- Composition of functions, where the output of one function becomes the input of another. The order of functions in composition matters.
- Other topics like inverse functions, trigonometric functions, exponentials and logarithms are also reviewed at a high level.
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Training of agile project management with scrum king leong lo (100188178)
This document provides an agenda and overview for a training on Agile Project Management with Scrum. The training objectives are outlined, along with an introduction to Agile PM and the Scrum process. Key roles in Scrum PM including the Product Owner, ScrumMaster, and Team are defined. The document discusses tools used in Scrum like product backlogs, sprint backlogs, daily scrums, retrospectives, burn-down charts, and task boards. Examples are given and it discusses how the concepts could be applied by the client, an IT company.
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Jhs slm-1-q2-math-grade-10-32pages
Here are the answers to the questions in the "What I Know" section:
1. D
2. D
3. B
4. A
5. A
6. C
7. Graph C
8. y = (x + 3)(x - 1)
9. A
10. A
11. Graph B
12. C
13. a = 2, n = 2
14. B
15. B
16. A
17. B
18. A
19. B
20. C
21. B
22. B
23. C
24. A
Training of agile project management with scrum king leong lo (100188178)
This document provides an agenda and overview for a training on Agile project management using Scrum methodology. The training objectives are for IT employees to maximize productivity by applying Scrum. The agenda covers topics such as the Scrum process, roles, product backlogs, prioritization, sprint backlogs, daily scrums, and tools like task boards, burn-down charts. It also provides examples of how these concepts could be applied at a company consisting of an owner, IT leader, and two IT employees.
Approaches to teaching primary computing
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Followup activities for Module 1A
- 1. MTH 201: Calculus Module 1A: Followup activities Prof. Talbert GVSU July 22, 2020
- 2. Reminders: Post-class activities are to be worked out in ClassKick. These are not optional! They contain key concepts that you will be tested on later. There is nothing to turn in — your work is saved automatically on ClassKick. They are graded check/x on the basis of completeness and effort, like Daily Prep activities. A check counts as 1 engagement credit. You can work freely with others on these, but please for your own benefit, don’t just copy work. If you need help or want Prof. Talbert to check your work, use the ”raise hand” feature on ClassKick.
- 3. 1: Average velocity, alternate take The position function for a falling ball is s(t) = 64 − 16(t − 1)2, with t in seconds and s in feet. Calculate an expression for the average velocity of the ball on the interval [2, 2 + h]. Do algebra to completely simplify the resulting expression. Show your work below (or in a picture you upload and embed here).
- 4. 2: Using the average velocity expression Take the simplified expression you came up with and use it to find the average velocity of the ball on the interval [2, 2.5]. Show your work. Spoiler: The answer is −40 feet per second. If you come up with something else, debug your work on the previous slide as well as on this one.
- 5. 3: Getting to instantaneous velocity Use the expression from part 1 of this activity to find the instantaneous velocity of the ball at t = 2. Explain your reasoning. Hint: Think about what you should do with the variable h.
- 6. Reflecting Overall, how comfortable do you feel with the concepts of this lesson? What questions, comments, or concerns do you have about Module 1A so far?