The document discusses the differences and relationships between quadratic functions and quadratic equations. It notes that quadratic functions can take any real number as an input, while quadratic equations only have two solutions. The roots of a quadratic equation are also the x-intercepts of the graph of the corresponding quadratic function. The remainder theorem states that the value of a polynomial when a number is substituted for the variable is equal to the remainder when the polynomial is divided by the linear factor corresponding to that number. This connects the roots of quadratic equations to factors of quadratic functions. A quadratic can only have two distinct roots, as having three would mean it has an infinite number of roots.
This is about linear equations. It contains the definition of a linear equation, some examples of linear equations and how to simplify linear equations
This is about linear equations. It contains the definition of a linear equation, some examples of linear equations and how to simplify linear equations
AN EQUATION WHICH CAN BE WRITTEN IN THE FORM OF ax+by+c=0 WHERE a,b and c ARE REAL NUMBERS.
YOU WILL GET TO KNOW HOW TO REPRESENT THE EQUATIONS IN A GRAPH.
This lecture notes were written as part of the course "Pattern Recognition and Machine Learning" taught by Prof. Dinesh Garg at IIT Gandhinagar. This lecture notes deals with Linear Regression.
Linear equations in two variables- By- PragyanPragyan Poudyal
Β
This is a power point presentation on linear equations in two variables for class 10th. I have spent 3 hours on making this and all the equations you will see are written by me.
Students learn to define and identify linear equations. They also learn the definition of Standard Form of a linear equation.
Students also learn to graph linear equations using x and y intercepts.
A Probabilistic Algorithm for Computation of Polynomial Greatest Common with ...mathsjournal
Β
In the earlier work, Knuth present an algorithm to decrease the coefficient growth in the Euclidean algorithm of polynomials called subresultant algorithm. However, the output polynomials may have a small factor which can be removed. Then later, Brown of Bell Telephone Laboratories showed the subresultant in another way by adding a variant called π and gave a way to compute the variant. Nevertheless, the way failed to determine every π correctly.
In this paper, we will give a probabilistic algorithm to determine the variant π correctly in most cases by adding a few steps instead of computing π‘(π₯) when given π(π₯) andπ(π₯) β β€[π₯], where π‘(π₯) satisfies that π (π₯)π(π₯) + π‘(π₯)π(π₯) = π(π₯), here π‘(π₯), π (π₯) β β€[π₯]
AN EQUATION WHICH CAN BE WRITTEN IN THE FORM OF ax+by+c=0 WHERE a,b and c ARE REAL NUMBERS.
YOU WILL GET TO KNOW HOW TO REPRESENT THE EQUATIONS IN A GRAPH.
This lecture notes were written as part of the course "Pattern Recognition and Machine Learning" taught by Prof. Dinesh Garg at IIT Gandhinagar. This lecture notes deals with Linear Regression.
Linear equations in two variables- By- PragyanPragyan Poudyal
Β
This is a power point presentation on linear equations in two variables for class 10th. I have spent 3 hours on making this and all the equations you will see are written by me.
Students learn to define and identify linear equations. They also learn the definition of Standard Form of a linear equation.
Students also learn to graph linear equations using x and y intercepts.
A Probabilistic Algorithm for Computation of Polynomial Greatest Common with ...mathsjournal
Β
In the earlier work, Knuth present an algorithm to decrease the coefficient growth in the Euclidean algorithm of polynomials called subresultant algorithm. However, the output polynomials may have a small factor which can be removed. Then later, Brown of Bell Telephone Laboratories showed the subresultant in another way by adding a variant called π and gave a way to compute the variant. Nevertheless, the way failed to determine every π correctly.
In this paper, we will give a probabilistic algorithm to determine the variant π correctly in most cases by adding a few steps instead of computing π‘(π₯) when given π(π₯) andπ(π₯) β β€[π₯], where π‘(π₯) satisfies that π (π₯)π(π₯) + π‘(π₯)π(π₯) = π(π₯), here π‘(π₯), π (π₯) β β€[π₯]
Lecture 5.1.5 graphs of quadratic equationsnarayana dash
Β
Graphs of quadratic equations. The graphs of quadratic functions like y= ax^2 +bx+c or any variant of thereof may be cast into the graph of y = x^2 only. So this you may call parent graph.
Helmholtz equation (Motivations and Solutions)Hassaan Saleem
Β
Solutions of Helmholtz equation in cartesian, cylindrical and spherical coordinates are discussed and the applications to the problem of a quantum mechanical particle in a cubical box is discussed.
We disclose a simple and straightforward method of solving single-order linear partial differential equations. The advantage of the method is that it is applicable to any orders and the big disadvantage is that it is restricted to a single order at a time. As it is very easy compared to classical methods, it has didactic value.
Dual Spaces of Generalized Cesaro Sequence Space and Related Matrix Mappinginventionjournals
Β
In this paper we define the generalized Cesaro sequence spaces ννν (ν, ν, ν ). We prove the space ννν (ν, ν, ν ) is a complete paranorm space. In section-2 we determine its Kothe-Toeplitz dual. In section-3 we establish necessary and sufficient conditions for a matrix A to map ννν ν, ν, ν to νβ and ννν (ν, ν, ν ) to c, where νβ is the space of all bounded sequences and c is the space of all convergent sequences. We also get some known and unknown results as remarks.
Some Common Fixed Point Results for Expansive Mappings in a Cone Metric SpaceIOSR Journals
Β
The purpose of this work is to extend and generalize some common fixed point theorems for Expansive type mappings in complete cone metric spaces. We are attempting to generalize the several well- known recent results. Mathematical subject classification; 54H25, 47H10
Lecture 2.1 shortest derivation of equation of ellipse and meaning of eccentr...narayana dash
Β
Shortest derivation of equation of ellipse and meaning of eccentricity. Just change the scale down y-axis by a factor b/a and immediately get the equation of the ellipse. This is a one liner derivation of equation of ellipse in coordinate geometry whereas text books give derivations running into many pages. Yet it has no deficit of rigour. In addition, it gves a valid meaning of eccentricity; the two directices pull apart the circle and the center is split into two foci dfriven apart distances ae and - ae from th center in both sides,yet the sum of focal distances still remains the diameter of the original circle now becoming the major axis of the ellipse. The square of eccentricity is given by 1 - b^2/a^2 and just see how it is related to the compression factor of the y-coordinate, b/a.
Is ellipse really a section of cone. The question intrigued me for 20 odd years after leaving high school. Finally got the proof on a cremation ground. Only thereafter I came to know of Dandelin spheres. But this proof uses only bare basics within the scope of high school course of Analytical geometry.
Lecture 2.1.1 Hyperbola is really a section of a conenarayana dash
Β
Hyperbola is really a section of a cone. In early years of student life we were taught that the circle, ellipse, parabola and hyperbola are orbits of planet and satellites and comets. Nobody proved us how. 20 years later, I found the proof in a cremation ground where one of my mothers in law was being cremated. Cremation grounds and burial places are great places for concentration.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Β
Andreas Schleicher presents at the OECD webinar βDigital devices in schools: detrimental distraction or secret to success?β on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus βManaging screen time: How to protect and equip students against distractionβ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective βStudents, digital devices and successβ can be found here - https://oe.cd/il/5yV
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
Β
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.
How to Create Map Views in the Odoo 17 ERPCeline George
Β
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.
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
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
Β
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Operation βBlue Starβ 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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
Β
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.
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.
1.4 modern child centered education - mahatma gandhi-2.pptx
Β
Lecture 1.2 quadratic functions
1. QUADRATIC FUNCTIONS
The equation π(π₯) = π¦ = ππ₯2
+ ππ₯ + πβ¦β¦β¦β¦β¦β¦..(A)
Is called quadratic function. What is the difference between the
quadratic equation ππ₯2
+ ππ₯ + π = 0 and the quadratic function
π(π₯) = π¦ = ππ₯2
+ ππ₯ + π ? The quadratic equation (A) is valid
for only two values of the variable x, the two roots of the equation πΌ, π½
for which the value of the expression is 0. But for other values of x,
π(π₯) = π¦ β 0.The independent variable x can take any value from
-β to β in this case. The interval ] β β, β[ is called domain of the
function and the range (or codomain of function) is the set of values y
can take, which depends upon the coefficients a, b and c; here it is a
smaller set ,not interval ] β β, β[ . Obviously the roots πΌ, π½ depend
upon the coefficients and vice versa.
We could write the above quadratic function like
ππ₯2
+ ππ₯ + (π β π¦) = 0,or, ππ₯2
+ ππ₯ + πΆ = 0,where
πΆ = π β π¦; so that for each value of the dependent variable π the
quadratic function is a new quadratic equation.
For a particular set of values of a, b and c ( say 5, β 6 and 1 for
example) we can write π(π₯) = π¦ = π(π₯ β πΌ)(π₯ β π½)β¦β¦..(B)
(in the particular case π(π₯) = π¦ = 5 (π₯ β
1
5
) (π₯ β 1)).
The graph of quadratic function is a βcurveβ in the x-y Cartesian plane
whereas the quadratic equation stands for only two points in the
plane (πΌ, 0) and (π½, 0), when we put π¦ = 0 in the quadratic function.
These two points are the points where the graph of the quadratic
function cuts the X-axis (interception of the curve with X-axis).
2. A geogebra graph is given below for
π¦ = 5π₯2
β 6π₯ + 1 = 5(π₯ β 1
5
) (π₯ β 1).
The graph cuts the X-axis where y = 0. The points are A(1/5,0) and
B(1,0), precisely show the roots of the quadratic equation, 1/5 and 1.
Only the two roots of the quadratic equation, πΆ, π·, determine its
coefficients a, b and c and the cofficients determine the whole graph of
the functon π(π) = π = π(π β πΆ)(π β π·).
This is an example of βfactor theoremβ; if Ξ± is a root of the quadratic
equation then as π₯ = πΌ or, π₯ β πΌ =0, So π₯ β πΌ is a factor of the
quadratic equation ππ₯2
+ ππ₯ + π = 0 and hence it is a factor of the
quadratic function π(π₯) = π¦ = ππ₯2
+ ππ₯ + π. Similar
statement may be made about the other root and the which gives the
Graph of π¦ = 5π₯2
β 6π₯ + 1
Roots are at A(1/5,0), B(1,0)
3. other factor. The fact shall be further clarified from βremainder
theoremβ.
The remainder theorem (Euclidean polynomial remainder theorem)
says that if a polynomial function π(π₯) is divided by a linear
polynomial βπ , the remainder is π(π); i.e., the function value when x
is replaced by r. Not only quadratic polynomials, this is valid for
polynomials of any positive integer degree. Observe the following:
π(π₯)
π₯ β π
=
ππ₯2
+ ππ₯ + π
π₯ β π
=
ππ₯2
β πππ₯ + πππ₯ + ππ₯ + π
π₯ β π
=
ππ₯(π₯βπ)+π₯(π+ππ)+π
π₯βπ
= ππ₯ +
(π₯βπ)(π+ππ)+π(π+ππ)+π
π₯βπ
=ππ₯ + π + ππ +
ππ2+ππ+π
π₯βπ
= ππ₯ + π + ππ +
π(π)
π₯βπ
Evidently ππ2
+ ππ + π = π(π), is the value of π(π) when x is
replaced by r. And ππ2
+ ππ + π = π(π), is also the remainder
when π(π₯) is divided by π₯ β π. The things will be more vivid if ππ₯2
+
ππ₯ + π is divided by π₯ β π in long division process. This is not only
true of quadratic polynomials but all polynomials of higher integer
degrees.
Let π(π₯) be a polynomial of any integer higher degree. Let the
quotient be π(π₯) when it is divided by π₯ β π and R be the remainder.
We can write π(π) = πΈ(π)(π β π) + πΉ. This is division algorithm.
4. The general statement of the division algorithm is
Let π(π₯) be a polynomial of any integer higher degree. Let the
quotient be π(π₯) when it is divided by π(π₯), where degree of π(π₯) is
less than degree of π(π₯) and π (π₯) be the remainder and degree
of π (π₯) is less than that of π(π₯) . We can write π(π) = πΈ(π)π(π) +
πΉ(π).
If π(π₯) divides (π₯) , we et get π(π) = π(π). 0 + π
The factor theorem reduces to be a particular case of the remainder
theorem; π(π₯) = 0 if π₯ = π and in any quadratic equation.
This finally explains the difference and similarity between the
quadratic function and quadratic equation. We can calculate the value
of sayπ(3), for π₯ = 3 without any tedious calculation or without
undertaking the actual long division process.
This would be π(3) = π. 32
+ π. 3 + π without actually calculating
it.
Roots of the quadratic function or quadratic equation
The roots πΌ, π½ of the quadratic equation ππ₯2
+ ππ₯ + π = 0 are also
called the roots of the quadratic function π¦ = π(π₯) = ππ₯2
+ ππ₯ + π.
As per Fundamental theorem of algebra every polynomial equation
has a root.
If πΌ is a root of π(π₯) = ππ₯2
+ ππ₯ + π, then π₯ β πΌ is a factor of the
function π(π₯) = ππ₯2
+ ππ₯ + π. Now divide this by π₯ β πΌ by long
5. division process and get π(π₯) = (ππ₯ + ππΌ + π)(π₯ β πΌ) + π , where
π(πΌ) = π = 0 by remainder theorem, putting π₯ = πΌ throughout.
Then π(π₯) = (ππ₯ + ππΌ + π)(π₯ β πΌ), which is also 0
when ππ₯ + ππΌ + π = 0. This gives π₯ β (βπΌ β
π
π
) = 0.
Thus βπΌ β
π
π
is another root of the function π(π₯) = ππ₯2
+ ππ₯ + π.
So, observe that βπΌ β
π
π
= π½, the other root of the equation the
quadratic equation must have two roots, for πΌ + π½ = β
π
π
, as we
already know. In some special case to be discussed later, both the
roots may be equal or coincident. In this way it could be shown that
a polynomial equation of degree n shall have n roots i.e. it may be
decomposed into product of n linear factors
What the fundamental theorem of algebra means is this. We may
multiply any two factors π₯ β πΌ, and π₯ β π½ for any two arbitrary
numbers πΌ and π½ and their product
(π₯ β πΌ)(π₯ β π½) = π₯2
β (πΌ + π½)π₯ + πΌπ½ is a quadratic expression.
Fundamental theorem of algebra tells us just the reverse. Given any
quadratic expression ππ₯2
+ ππ₯ + π, p, q, r being numbers
whatsoever, this expression can be expressed as multiplication of
two linear π β πΈ and π β πΉsuch as π(π β πΈ)(π β πΉ), but the
theorem does not tell us anything about how these factors may be
found out, nor the theorem tells us about the nature of these roots;
what kinds of numbers they may be. This theorem was first proved
by Gauss three times in his life time in different ways, although it
was known much earlier. This is one of the important proofs of the
millennium.
6. In this manner we may show that a polynomial of degree n must
have at least one root, by fundamental theorem of algebra, and
eventually must have n roots, whether distinct or not.
We doubly emphasize this point, a quadratic equation cannot have
more than two distinct roots, and in the same vein, a polynomial of
degree n cannot have more than n distinct roots. If not, see the
consequence.
If possible, let the quadratic equation ππ₯2
+ ππ₯ + π = 0 have 3
distinct roots, πΌ, π½, πΎ such that πΌ β π½ β πΎ. So we have,
ππΌ2
+ ππΌ + π = 0β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦..(a)
ππ½2
+ ππ½ + π = 0β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦..(b)
ππΎ2
+ ππΎ + π = 0β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦..(c)
Subtracting (b) from (a), π(πΌ2
β π½2) + π(πΌ β π½) = 0
Or, (πΌ β π½)(ππΌ + ππ½ + π) = 0
Or, ππΌ + ππ½ + π = 0 since πΌ β π½β¦β¦β¦β¦β¦β¦β¦(d)
Subtracting (c) from (a), π(πΌ2
β πΎ2) + π(πΌ β πΎ) = 0
In the same way we get ππΌ + ππΎ + π = 0 since πΌ β πΎβ¦β¦β¦(e)
Subtracting (e) from (d), we get, π(π½ β πΎ) = 0β¦β¦β¦β¦β¦β¦..(f)
If π½ β πΎ, we have to accept that a = 0, Similarly we can show that b
=0 and c = 0. Thus ππ₯2
+ ππ₯ + π = 0 becomes 0.π₯2
+ 0π₯ + 0 = 0,
which is no more a quadratic equation, even it is not an equation. It
is true for any value of x, πΌ, π½, πΎ, πΏ, π, β¦, anything . We call this is an
identity, which is true for every value of the variable. In other words,
if a quadratic equation has three distinct roots, it has infinite
number of different roots.
7. Example 1
Show that
π2βπ₯2
(πβπ)(πβπ)
+
π2βπ₯2
(πβπ)(πβπ)
+
π2βπ₯2
(πβπ)(πβπ)
β 1 = 0 is
an identity.
Solution:, Put x = a in the expression and see that it reduces to 0. So
a is a root of the equation. Similarly show that b and c are also roots
of the equation. Since we have not assumed π = π = π, they are
different from each other and the quadratic equation has 3 different
roots. So it must be identically 0.
Example 2
Show that
π2(π₯βπ)(π₯βπ)
(πβπ)(πβπ)
+
π2(π₯βπ)(π₯βπ)
(πβπ)(πβπ)
+
π2(π₯βπ)(π₯βπ)
(πβπ)(πβπ)
β π₯2
= 0 is an identity.
Solution:, Put x = a in the expression and see that it reduces to 0. So
a is a root of the equation. Similarly show that b and c are also roots
of the equation. Since we have not assumed π = π = π, they are
different from each other and the quadratic equation has 3 different
roots. So it must be identically 0.