The document provides information about Shahina Akter and her background in mathematics. It then outlines topics in linear algebra including systems of linear equations, matrix algebra, and objectives. It introduces concepts such as the augmented matrix, row echelon form, homogeneous systems, and solving systems using Gaussian elimination and back substitution. The document offers examples and step-by-step explanations of solving systems with unique solutions, no solutions, and infinite solutions.
7.6 Solving Systems with Gaussian Eliminationsmiller5
* Write the augmented matrix of a system of equations.
* Write the system of equations from an augmented matrix.
* Perform row operations on a matrix.
* Solve a system of linear equations using matrices.
9.3 Solving Systems With Gaussian Eliminationsmiller5
Write the augmented matrix of a system of equations.
Write the system of equations from an augmented matrix.
Perform row operations on a matrix.
Solve a system of linear equations using matrices.
Simultaneous equations in two variables. Finding solution to systems of linear equations by graphing. Solving systems of linear equations by elimination and substitution method.
Disclaimer: Some parts of the presentation are obtained from various sources. Credit to the rightful owners.
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.
7.6 Solving Systems with Gaussian Eliminationsmiller5
* Write the augmented matrix of a system of equations.
* Write the system of equations from an augmented matrix.
* Perform row operations on a matrix.
* Solve a system of linear equations using matrices.
9.3 Solving Systems With Gaussian Eliminationsmiller5
Write the augmented matrix of a system of equations.
Write the system of equations from an augmented matrix.
Perform row operations on a matrix.
Solve a system of linear equations using matrices.
Simultaneous equations in two variables. Finding solution to systems of linear equations by graphing. Solving systems of linear equations by elimination and substitution method.
Disclaimer: Some parts of the presentation are obtained from various sources. Credit to the rightful owners.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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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.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Biological screening of herbal drugs: Introduction and Need for
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for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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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.
2. Linear Algebra
Systems of Linear Equations
• Introduction to Systems of Linear Equations
• Gaussian Elimination and Gauss-Jordan Elimination
• Applications of Systems of Linear Equations
Matrix Algebra
• Matrices and Matrix Operations
• Linear systems and Invertible Matrices
6/6/2023 2
3. Objectives
Recognize, graph, and solve a system of linear equations in n unknowns.
Use back substitution to solve a system of linear equations.
Determine whether a system is consistent or inconsistent.
Determine if a matrix is in row-echelon form or reduced row-echelon form.
Use element row operations with back substitution to solve a system in row-echelon form.
Use elimination to rewrite a system in row-echelon form.
Write an augmented or coefficient matrix from a system of linear equations, or translate a
matrix into a system of linear equations.
Solve a system of linear equations using Gaussian Elimination.
Solve a homogeneous system of linear equations.
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4. Introduction
An equation in two or more variables is linear if it contains no products or powers of the variables.
Linear Equations in two variables: 𝑎𝑥 + 𝑏𝑦 = 𝑐
Linear Equations in n variables: 𝑎1𝑥1 + 𝑎2𝑥2 + ⋯ + 𝑎𝑛𝑥𝑛 = 𝑏
• Coefficients: 𝑎1, 𝑎2, … 𝑎𝑛 ⟹ real number
• Constant term: b ⟹ real number
• Leading Coefficient: 𝑎1
• Leading Variable: 𝑥1
• Homogenous linear equation: 𝑏 = 0
• Non-homogeneous linear equation: 𝑏 ≠ 0
Linear equations have no products or roots of variables and no variables involved in trigonometric,
exponential or logarithmic functions.
Variables only appear to the first degree.
6/6/2023 4
5. Systems of Linear Equations
A system of m linear equations in n variables is a set of m linear equations:
𝑎11𝑥1 + 𝑎12𝑥2 + ⋯ + 𝑎1𝑛𝑥𝑛 = 𝑏1
𝑎21𝑥1 + 𝑎22𝑥2 + ⋯ + 𝑎2𝑛𝑥𝑛 = 𝑏2
… … …
𝑎𝑚1𝑥1 + 𝑎𝑚2𝑥2 + ⋯ + 𝑎𝑚𝑛𝑥𝑛 = 𝑏𝑚
𝑎𝑖𝑗 is the coefficient of 𝑥𝑗 in the 𝑖th equation.
A system of linear equations has exactly one solution, an infinite number of solutions, or no
solution.
A system of linear equations is consistent if it has at least one solution and inconsistent if it has no
solution.
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6. Systems of Linear Equations
Inconsistent Consistent
No Solution
Unique Solution More than one
solution
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7. Systems With Two Unknowns
Solution of system of two linear equations in two variables:
𝑎1𝑥 + 𝑏1𝑦 = 𝑐1
𝑎2𝑥 + 𝑏2𝑦 = 𝑐2
6/6/2023 7
8. Solving a System of Linear Equations
Row-echelon form follows a stair-step pattern and has leading coefficient of 1.
Using substitution to solve a system in row-echelon form.
6/6/2023 8
𝑥 − 2𝑦 + 3𝑧 = 9 Eq.1
𝑦 − 3𝑧 = 5 Eq.2
𝑧 = 2 Eq.3
𝑧 = 2 is known from Eq.3.
Substitute 𝑧 = 2 in Eq.2 to obtain 𝑦 = −1.
Substitute 𝑧 = 2 and 𝑦 = −1 in Eq.1 to obtain 𝑥 = 1.
9. Gaussian Elimination and Gauss-Jordan Elimination
Definition of Matrix:
A matrix is a rectangular array of numbers (real or complex) arranged in rows and columns.
𝑎11 𝑎12 ⋯ 𝑎1𝑛
𝑎21 𝑎22 ⋯ 𝑎2𝑛
⋮ ⋮ ⋱ ⋮
𝑎𝑚1 𝑎𝑚2 ⋯ 𝑎𝑚𝑛
A matrix with m rows and n columns is said to be of size 𝑚 × 𝑛.
The entry 𝑎𝑖𝑗 is located in the 𝑖th row and 𝑗th column.
If 𝑚 = 𝑛, the matrix is called a square matrix of order 𝑛.
The entries 𝑎𝑖𝑗, 𝑖 = 𝑗 are called diagonal entries.
6/6/2023 9
10. Augmented/Coefficient Matrix
The matrix derived from the coefficients and constant terms of a system of linear equations is
called the augmented matrix of the system.
The matrix containing only the coefficients of the system is called the coefficient matrix of the
system.
System Augmented Matrix Coefficient Matrix
𝑥 − 2𝑦 + 3𝑧 = 9
−𝑥 + 3𝑦 = −4
2𝑥 − 5𝑦 + 5𝑧 = 17
6/6/2023 10
1 −2 3 9
−1 3 0 −4
2 −5 5 17
1 −2 3
−1 3 0
2 −5 5
11. Elementary Row Operation
Interchange two rows.
Multiply a row by a nonzero constant.
Add a multiple of a row to another row. 1 3
2 5 𝑅2+(−2)𝑅1→𝑅2
−2 −6
0 −1
Two matrices are said to be row equivalent if one can be obtained from another by a finite
sequence of elementary row operations.
6/6/2023 11
1 3
2 5 𝑅1↔𝑅2
2 5
1 3
1 3
2 5 (−2)𝑅1→𝑅1
−2 −6
2 5
13. Row-Echelon form of a Matrix
A matrix in row-echelon form has the following properties:
• Rows of all zeros are at the bottom of the matrix.
• For each row that does not consist all of zeros, the first nonzero entry is 1 (called a
leading 1).
• Staircase pattern of first nonzero entries of each row (nonzero entries in each row are to
the right of the one above).
A matrix in row-echelon form is in reduced echelon form if every column that has a leading 1 has
zeros in every position above and below its leading 1.
Row-Echelon Form Not In Row-Echelon Form Reduced Row-Echelon Form
1 −3 5 2
0 1 3 −5
0 0 1 4
0 0 0 0
1 2 −3 4
0 2 1 −1
0 0 1 4
0 0 1 −3
1 0 0 −1
0 1 0 2
0 0 1 3
6/6/2023 13
14. Gaussian Elimination with Back -Substation
Write the augmented matrix of the system of linear equations.
Use elementary row operations to rewrite the augmented matrix in row-echelon form.
Write the system of linear equations corresponding to the matrix in row-echelon form, and use
back substitution to find the solution.
6/6/2023 14
18. Gauss-Gordan Elimination
6/6/2023 18
𝑥 − 2𝑦 + 3𝑧 = 9
−𝑥 + 3𝑦 = −4
2𝑥 − 5𝑦 + 5𝑧 = 17
⟹
𝑥 = 1
𝑦 = −1
𝑧 = 2
• Continues the reduction process until the reduced row-echelon form is obtained.
• Use Gauss-Jordan elimination to solve the system
1 −2 3 9
−1 3 0 −4
2 −5 5 17
𝑅1+2𝑅2→𝑅1
1 0 9 19
0 1 3 5
0 0 1 2
𝑅1+ −9 𝑅3→𝑅1
𝑅2+(−3)𝑅3→𝑅2
1 0 0 1
0 1 0 −1
0 0 1 2
Row-echelon form
19. Homogeneous System of Linear Equations
A system of linear equations is said to be homogenous if all the constant terms are zero.
𝑎11𝑥1 + 𝑎12𝑥2 + ⋯ + 𝑎1𝑛𝑥𝑛 = 0
𝑎21𝑥1 + 𝑎22𝑥2 + ⋯ + 𝑎2𝑛𝑥𝑛 = 0
… … …
𝑎𝑚1𝑥1 + 𝑎𝑚2𝑥2 + ⋯ + 𝑎𝑚𝑛𝑥𝑛 = 0
Every homogeneous system of linear equations is consistent.
Trivial Solution: All variables in a homogeneous system have the value zero, then each of the
equation must be satisfied.
If the system has fewer equations than unknowns, then it must have an infinite number of
solutions.
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