This document contains an unsolved mathematics paper from the 2007 IIT JEE exam. It has 4 sections - multiple choice questions, assertion-reason questions, linked comprehension questions, and matrix-match questions. The multiple choice section contains 9 questions on topics like hyperbolas, tangents to curves, vectors, conditional probabilities, and solutions to systems of equations. The assertion-reason section has 4 questions testing the relationship between pairs of statements. The linked comprehension section provides 2 paragraphs followed by 3 questions each testing understanding of the content. The final matrix-match section asks the test taker to match items in two columns.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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!
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
1. IIT JEE –Past papers MATHEMATICS- UNSOLVED PAPER - 2007
2. SECTION – I Single Correct Answer Type This section contains 9 multiple choice questions numbered 1 to 9. Each question has 4 choices (A), (B), (C) and (D), out of which only one is correct.
3. 01 Problem A hyperbola, having the transverse axis of length 2 sinθ, is confocal with the ellipse 3x2 + 4y2 = 12. Then its equation is x2 cosec2θ − y2 sec2θ = 1 x2 sec2θ − y2 cosec2θ = 1 x2 sin2θ − y2 cos2θ = 1 x2 cos2θ − y2 sin2θ = 1
4. Problem 02 The tangent to the curve y = ex drawn at the point (c, ec) intersects the line joining the points (c − 1, ec−1) and (c + 1, ec+1) on the left of x = c on the right of x = c at no point at all points
5. Problem 03 A man walks a distance of 3 units from the origin towards the north-east (N 45° E) direction. From there, he walks a distance of 4 units towards the north-west (N 45° W) direction to reach a point P. Then the position of P in the Arg and plane is 3eiπ/4 + 4i (3 − 4i) eiπ/4 (4 + 3i) eiπ/4 (3 + 4i) eiπ/4
6. Problem 04 Let f(x) be differentiable on the interval (0,∞) such that f(1) = 1, and for each x > 0. Then f(x) is a. b. c. d.
7. Problem 05 The number of solutions of the pair of equations 2 sin2θ − cos2θ = 0 2 cos2θ − 3 sinθ = 0 in the interval [0, 2π] is zero one two four
8. Problem 06 Let α, β be the roots of the equation x2 − px + r = 0 and α/2 , 2β be the roots of the equation x2 − qx + r = 0. Then the value of r is 2/9 (p-q)(2q-p) 2/9 (q-p)(2p-q) 2/9 (q-2p)(2q-p) 2 /9(2p-q)(2q-p)
9. Problem 07 The number of distinct real values of λ, for which the vectors are coplanar, is Zero one two three
10. 08 Problem One Indian and four American men and their wives are to be seated randomly around a circular table. Then the conditional probability that the Indian man is seated adjacent to his wife given that each American man is seated adjacent to his wife is 1/2 1/3 2/5 1/5
12. SECTION – II Assertion - Reason Type This section contains 4 questions numbered 10 to 13. Each question contains STATEMENT-1 (Assertion) and STATEMENT-2 (Reason). Each question has 4 choices (A), (B), (C) and (D) out of which ONLY ONE is correct.
13. Problem 10 Let the vectors represent the sides of a regular hexagon. STATEMENT -1 : because STATEMENT -2 : and a. Statement -1 is True, Statement -2 is True; Statement-2 is a correct explanation for Statement-1 b. Statement -1 is True, Statement -2 is True; Statement-2 is NOT a correct explanation for Statement-1 c. Statement -1 is True, Statement -2 is False d. Statement -1 is False, Statement -2 is True
14. Problem 11 Let F(x) be an indefinite integral of sin2x. STATEMENT -1 : The function F(x) satisfies F(x + π) = F(x) for all real x. because STATEMENT -2 : sin2(x + π) = sin2x for all real x. a. Statement -1 is True, Statement -2 is True; Statement-2 is a correct explanation for Statement-1 b. Statement -1 is True, Statement -2 is True; Statement-2 is NOT a correct explanation for Statement-1 c. Statement -1 is True, Statement -2 is False d. Statement -1 is False, Statement -2 is True
15. 12 Problem Let H1, H2, …, Hn be mutually exclusive and exhaustive events with P(Hi) > 0, i = 1, 2, …, n. Let E be any other even with STATEMENT -1 : P(Hi | E) > P(E | Hi) . P(Hi) for i = 1, 2, …, n because STATEMENT -2 : a. Statement -1 is True, Statement -2 is true; Statement-2 is a correct explanation for Statement-1 b. Statement -1 is True, Statement -2 is True; Statement-2 is NOT a correct explanation for Statement-1 c. Statement -1 is True, Statement -2 is False d. Statement -1 is False, Statement -2 is True
16. Problem 13 Tangents are drawn from the point (17, 7) to the circle x2 + y2 = 169. STATEMENT -1 : The tangents are mutually perpendicular. because STATEMENT -2 : The locus of the points from which mutually perpendicular tangents can be drawn to the given circle is x2 + y2 = 338 a. Statement -1 is True, Statement -2 is true; Statement-2 is a correct explanation for Statement-1 b. Statement -1 is True, Statement -2 is true; Statement-2 is NOT a correct explanation for Statement-1 c. Statement -1 is True, Statement -2 is False d. Statement -1 is False, Statement -2 is True
17. SECTION – III Linked Comprehension Type This section contains 2 paragraphs P14-16 and P17-19. Based upon each paragraph, 3 multiple choice questions have to be answered. Each question has 4 choices (A), (B), (C) and (D), out of which ONLY ONE is correct.
18. Paragraph for Question Nos. 1 4 to 16 Consider the circle x2 + y2 = 9 and the parabola y2 = 8x. They intersect at P and Q in the first and the fourth quadrants, respectively. Tangents to the circle at P and Q intersect the x-axis at R and tangents to the parabola at P and Q intersect the x-axis at S.
19. Problem 14 The ratio of the areas of the triangles PQS and PQR is 1 : 2 1 : 2 1 : 4 1 : 8
20. Problem 15 The radius of the circumcircle of the triangle PRS is 5 3 3 2
21. Problem 16 The radius of the incircle of the triangle PQR is 4 3 8/3 2
22. Paragraph for Question Nos. 17 and 19 Let Vr denote the sum of the first r terms of an arithmetic progression (A.P.) whose first term is r and the common difference is (2r − 1). Let Tr = Vr+1 − Vr − 2 and Qr = Tr+1 − Tr for r = 1, 2, …
23. 17 Problem The sum V1 + V2 + … + Vn is 1/12 n (n 1)(3n2-n+1) 1/12 n (n 1)(3n2 +n+ 2) 1/2 n (2n2 –n+ 1) 1/3 (2n3 -2n +3)
24. Problem 18 Tr is always an odd number an even number a prime number a composite number
25. Problem 19 Which one of the following is a correct statement? Q1, Q2, Q3, … are in A.P. with common difference 5 Q1, Q2, Q3, … are in A.P. with common difference 6 Q1, Q2, Q3, … are in A.P. with common difference 11 Q1 = Q2 = Q3 = …
26. SECTION – IV Matrix-Match Type This section contains 3 questions. Each question contains statements given in two columns which have to be matched. Statements (A, B, C, D) in column I have to be matched with statements (p, q, r, s) in column II. The answers to these questions have to be appropriately bubbled as illustrated in the following example. If the correct match are A-p, A-s, B-r, C-p, C-q and D-s, then the correctly bubbled 4 × 4 matrix should be as follows:
27. Problem 20 Consider the following linear equations ax + by + cz = 0 bx + cy + az = 0 cx + ay + bz = 0 Match the conditions / expressions in Column I with statements in Column II and indicate your answers by darkening the appropriate bubbles in 4 × 4 matrix given in the ORS.
28. Column I Column II (A) a + b + c ≠ 0 and a2 + b2 + c2 = ab + bc + ca (p) the equations represent planes meeting only at a single point. (B) a + b + c = 0 and a2 + b2 + c2 ≠ ab + bc + ca (q) the equations represent the line x = y = z. (C) a + b + c ≠ 0 and a2 + b2 + c2 ≠ ab + bc + ca (r) the equations represent identical planes. (D) a + b + c = 0 and a2 + b2 + c2= ab + bc + ca (s) the equations represent the whole of the three dimensional space.
29. Problem 21 Match the integrals in Column I with the values in Column II and indicate your answer by darkening the appropriate bubbles in the 4 × 4 matrix given in the ORS. Column I Column II (A) (p) (B) (q) (C) (r) (D) (s)
30. Problem 22 In the following [x] denotes the greatest integer less than or equal to x. Match the functions in Column I with the properties Column II and indicate your answer by darkening the appropriate bubbles in the 4 × 4 matrix given in the ORS. Column I Column II (A) x |x| (p) continuous in (−1, 1) (B) X (q) differentiable in (−1, 1) (C) x + [x] (r) strictly increasing in (−1, 1) (D) |x − 1| + |x + 1| (s) not differentiable at least at one point in (−1, 1)