This document appears to be the first two pages of a mathematics exam for HSSC-II students. It contains 20 multiple choice questions in Section A to be completed in 25 minutes. The questions cover topics in functions, limits, derivatives, integrals, vectors, and lines/curves. Students are instructed to answer directly on the question paper and that deleting or overwriting answers is not allowed. Scoring information is provided at the bottom to track the student's total and obtained marks for the section.
APEX INSTITUTE was conceptualized in May 2008, keeping in view the dreams of young students by the vision & toil of Er. Shahid Iqbal. We had a very humble beginning as an institute for IIT-JEE / Medical, with a vision to provide an ideal launch pad for serious JEE students . We actually started to make a difference in the way students think and approach problems.
APEX INSTITUTE was conceptualized in May 2008, keeping in view the dreams of young students by the vision & toil of Er. Shahid Iqbal. We had a very humble beginning as an institute for IIT-JEE / Medical, with a vision to provide an ideal launch pad for serious JEE students . We actually started to make a difference in the way students think and approach problems.
x
y
2.5 3.0 3.5
-1.0 6 7 8
1.0 0 1 2
3.0 -6 -5 -4
MATH 223
FINAL EXAM REVIEW PACKET ANSWERS
(Fall 2012)
1. (a) increasing (b) decreasing
2. (a) 2 2( 3) 25y z− + = This is a cylinder parallel to the x-axis with radius 5.
(b) 3x = , 3x = − . These are vertical planes parallel to the yz-plane.
(c) 2 2 2z x y= + . This is a cone (one opening up and one opening down) centered on the z-axis.
3. There are many possible answers.
(a) 0x = produces the curve 23y z= − .
(b) 1y = produces the curves 23 cosz x= − and 23 cosz x= − − .
(c)
2
x
π
= produces the curves 3z = and 3z = − .
4. (a) (b) (i) 1 (ii) Increase (iii) Decrease
5. (a) Paraboloids centered on the x-axis, opening up in the positive x direction. 2 2x y z c= + +
(b) Spheres centered at the origin with radius 1 ln c− for 0 c e< ≤ . 2 2 2 1 lnx y z c+ + = −
6. (a) 6 am 11:30 am
(b) Temperature as a function of time at a depth of 20 cm.
(c) Temperature as a function of depth at noon.
7. ( , ) 2 3 2z f x y x y= = − −
8. (a) II, III, IV, VI (b) I (c) I, III, VI (d) VI (e) I, V
9. (a)
12
4 12
5
z x y= − + (b) There are many possible answers.
12
4
5
i j k+ −
(c)
3 569
2
10. (a) iii, vii (b) iv (c) viii (d) ii (e) v, vi (f) i, ix
11. There are many possible answers.
(a) ( )5 4 3
26
i j k− +
or ( )5 4 3
26
i j k− − +
(b) 2 3i j− +
(c)
4
cos
442
θ = , 1.38θ ≈ radians (d) ( )4 4 3
26
i j k− +
(e) 4 11 17i j k− − −
12. (a)
3
5
a = − (b)
1
3
a = (c) 2( 1) ( 2) 3( 3) 0x y z− − + + − = (d)
1 2 , 2 , 3 3x t y t z t= + = − − = +
13. 6 39i
or 6 39i−
14. (a)
( )
2
23 2 2
3 2
3 1
z x y x
x x y x y
∂
= −
∂ + + +
(b)
( )4
10 4 3
5
H
H T
f
H
+ +
=
−
(c)
2
2 2
1 1z
x y y x
∂
= − −
∂ ∂
15. (a) 2 2 24 ( 1) 3 ( 2) 2z e x e y e= − + − + (b) 4( 3) 8( 3) 6( 6) 0x y z− + − + − =
16. (a)
2sin(2 ) cos(2 )
5 5
v v
ds dv d
α α
α= +
(b) The distance s decreases if the angle α increases and the initial speed v remains constant.
(c) 0.0886α∆ ≈ − . The angle decreases by about 0.089 radians.
17. (a) The water is getting shallower.
4
( 1, 2)
17
uh − = −
(b) There are many possible answers. 3i j+
(c) 72 ft/min
18. (a)
( )
2 2 2
22 2 22
2 2
1 1 11
yz xyz z yz
grad i j k
x x xx
= − + + + + + +
(b) ( ) ( ) ( )( )2 2 2 2curl x y z i y z j xz k i zj yk+ + − + + = + −
(c) ( ) ( ) ( )( )2 3 3cos sec 2 cos sin sec tan 3z zdiv x i x y j e k x x x y y e+ + = − + +
(d)
37
3
(e) ( , , ) sin zg x y z xy e c= + +
19. ( , ) 4 3vG a b = −
20. (a) positive (b) negative (c) negative (d) negative (e) positive (f) zero
21. (a)
(.
This is the entrance exam paper for ISI MSQE Entrance Exam for the year 2008. Much more information on the ISI MSQE Entrance Exam and ISI MSQE Entrance preparation help available on http://crackdse.com
This is the entrance exam paper for ISI MSQE Entrance Exam for the year 2004. Much more information on the ISI MSQE Entrance Exam and ISI MSQE Entrance preparation help available on http://crackdse.com
MATH 107 FINAL EXAMINATIONMULTIPLE CHOICE1. Deter.docxTatianaMajor22
MATH 107 FINAL EXAMINATION
MULTIPLE CHOICE
1. Determine the domain and range of the piecewise function.
A. Domain [–2, 2];
B. Domain [–1, 1];
C. Domain [–1, 3];
D. Domain [–3/2, –1/2];
2. Solve:
A. 3
B. 3,7
C. 9
D. No solution
3. Determine the interval(s) on which the function is increasing.
A. (−1.3, 1.3)
B. (1, 3)
C. (−∞,−1)and (3,∞)
D. (−2.5, 1)and (4.5,∞)
4. Determine whether the graph of y = 2|x| + 1 is symmetric with respect to the origin,
the x-axis, or the y-axis.
A. symmetric with respect to the origin only
B. symmetric with respect to the x-axis only
C. symmetric with respect to the y-axis only
D. not symmetric with respect to the origin, not symmetric with respect to the x-axis, and
not symmetric with respect to the y-axis
5. Solve, and express the answer in interval notation: | 9 – 7x | ≤ 12.
A. (–∞, –3/7]
B. (–∞, −3/7] ∪ [3, ∞) C. [–3, 3/7]
D. [–3/7, 3]
6. Which of the following represents the graph of 7x + 2y = 14 ?
A. B.
C. D.
7. Write a slope-intercept equation for a line parallel to the line x – 2y = 6 which passes through the point (10, – 4).
A.
B.
C.
D.
8. Which of the following best describes the graph?
A. It is the graph of a function and it is one-to-one.
B. It is the graph of a function and it is not one-to-one.
C. It is not the graph of a function and it is one-to-one.
D. It is not the graph of a function and it is not one-to-one.
9. Express as a single logarithm: log x + log 1 – 6 log (y + 4)
A.
B.
C.
D.
10. Which of the functions corresponds to the graph?
A.
B.
C.
D.
11. Suppose that a function f has exactly one x-intercept.
Which of the following statements MUST be true?
A. f is a linear function.
B. f (x) ≥ 0 for all x in the domain of f.
C. The equation f(x) = 0 has exactly one real-number solution.
D. f is an invertible function.
12. The graph of y = f(x) is shown at the left and the graph of y = g(x) is shown at the right. (No formulas are given.) What is the relationship between g(x) and f(x)?
y = f (x) y = g(x)
A. g(x) = f (x – 3) + 1
B. g(x) = f (x – 1) + 3
C. g(x) = f (x + 3) – 1
D. g(x) = f (x + 1) .
This is the entrance exam paper for ISI MSQE Entrance Exam for the year 2010. Much more information on the ISI MSQE Entrance Exam and ISI MSQE Entrance preparation help available on http://crackdse.com
This is the entrance exam paper for ISI MSQE Entrance Exam for the year 2013. Much more information on the ISI MSQE Entrance Exam and ISI MSQE Entrance preparation help available on http://crackdse.com
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!
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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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. Page 1 of 2 (MATHEMATICS – HSSC-II)
FAZAIA SCHOOLS & COLLEGES
SEND-UP EXAM: MATHEMATICS HSSC-II
(Session 2017 – 18) A1
Roll No. Answer Sheet No.
Name of Candidate Sig. of Invigilator.
SECTION – A
Time Allowed : 25 Minutes Marks: 20
NOTE: Section – A is compulsory and comprises pages 1-2. All parts of this section are to be answered on the
question paper itself. It should be completed in the first 25 minutes and handed over to the Centre
Superintendent. Deleting/overwriting is not allowed. Do not use lead pencil.
Q. 1 Encircle the correct option i.e. A / B / C / D. Each part carries one mark.
(i) A function of the form f ( x, y) = 0 is called function.
A. Parametric B. Implicit
C. Explicit D. Identity
(ii) Range of the function f ( x) = x
2
+ 1 is .
(iii)
A. (−∞, ∞)
C. [1, ∞)
Li m
(e
x
) = .
B. (0, ∞)
D. (∞ − ∞)
x → −∞
A. ∞ B. − ∞
C. 1 D. 0
(iv) The parametric equations x = a cosθ , y = b
sinθ
represent equation of .
A. Parabola B. Hyperbola
C. Ellipse D. Circle
d −
(v) tan
1
1
=
_________.
dx x
A. −
1
1 + x
2
x
C.
1 + x2
1
B.
1 + x
2
− x
D.
1 + x
2
(vi) 1 + x +
x2
+ .......... .... is expansion of_ .
2!
A. sin x
C. n(1 + x)
B. cos x
D. e x
(vii) f ( x) = cos
x
is increasing function in .
π
A. to π
2
B. π to 3
π
2
C. 0 to π D. − π to 0
(viii) The slope of the tangent line to the graph of f at ( x, f ( x)) is .
A. f ′( x) B. f ( x)
2. Page 2 of 2 (MATHEMATICS – HSSC-II)
C. y D. f ′ ( x)
3. 1
(ix) ∫ (nx).
x
dx = ____________ .
2
A. (nx)
2
+ c B.
(nx)
x
C.
(nx) 2
+ C
x
2 D.
1
(nx )
2
+ C
2
(x)
∫
cosec
2
x
cot x
dx = ____________ .
A. n cot x + c B. tan x + c
C. − n cot x + c
2
1 .
D. cot x + c
(xi) ∫ 4 + x
2
dx = ___________
π
A. 1 B.
2
π π
C. D.
4 8
(xii) The area bounded by the x –axis and graph of Sin function from −
π
A. 0 B. 1
C. 2 D. 4
(xiii) The slope of the line 2 x + 3 y = 7 is
.
to π is .
2 1
A. B.
3 3
− 2 − 1
C. D.
3 2
(xiv) The equation ax
2
+ 2hxy + by
2
= 0 represents two real and distinct straight lines if .
A. h
2
> ab
C. h
2
= ab
B. h
2
< ab
D. h = 0
(xv) Equation of a straight line parallel to y − axis and through (1,2) is .
A. x = 0
C. x = 1
B. y = 0
D. y = 2
(xvi) Slope intercept form of equation 5x -12y + 39 = 0 is .
x
A. +
− 39 / 5
y
= 1
39 / 12
5 39
B. y = X +
12 12
5 x
C.
− 13
12 y
+ = 3
13
5
D. y − o =
12
39
( X + )
5
(xvii) (2i.3j) x k is .
A. 2i – j B. 2i – 3k
C. 0 D. k
(xviii) If vectors a, b, and c are there position vectors of sides of a triangle, then .
A. a − b − c = 0
C. a = b − c
B. a = b = c
D. a + b + c = 0
(xix) If a × b = 0 and a.b = 0 then .
A. a and b are parallel B. Either a = 0 or b = 0
C. a and b are perpendicular
D.
a ≠ 0, b ≠ 0
(xx) Which of the following can be the direction angles of a single vector?
A. 45
O
,45
O
,
60
O
B. 30
O
,45
O
,60
O