1) The inverse of the matrix [[1, 2], [3, 4]] is [[0.25, -0.5], [-0.75, 1]].
2) The inverse of the matrix [[5, -1], [0, 3]] is [[0.2, 0.0333], [0, 0.3333]].
3) The inverse of the matrix [[1, 2, 0], [0, 3, 0], [0, 0, 5]] is [[1, -0.6667, 0], [0, 0.3333, 0], [0, 0, 0.
Numerical Methods was a core subject for Electrical & Electronics Engineering, Based On Anna University Syllabus. The Whole Subject was there in this document.
Share with it ur friends & Follow me for more updates.!
Numerical Methods was a core subject for Electrical & Electronics Engineering, Based On Anna University Syllabus. The Whole Subject was there in this document.
Share with it ur friends & Follow me for more updates.!
Please contact me to download this pres.A comprehensive presentation on the field of Parallel Computing.It's applications are only growing exponentially day by days.A useful seminar covering basics,its classification and implementation thoroughly.
Visit www.ameyawaghmare.wordpress.com for more info
Brian Covello: Review on Cycloidal Pathways Using Differential EquationsBrian Covello
Brian Covello uses differential equations to provide an avenue for bridging the tautochrone and brachistochrone. The tautochrone problem, the attempt to identify this curve, was solved by Christiaan Huygens in 1659. He proved geometrically in his Horologium Oscillatorium, originally published in 1673, that the curve was a cycloid.
On a cycloid whose axis is erected on the perpendicular and whose vertex is located at the bottom, the times of descent, in which a body arrives at the lowest point at the vertex after having departed from any point on the cycloid, are equal to each other...[1]
Huygens also proved that the time of descent is equal to the time a body takes to fall vertically the same distance as the diameter of the circle which generates the cycloid, multiplied by π⁄2. In modern terms, this means that the time of descent is , where r is the radius of the circle which generates the cycloid and g is the gravity of Earth.
This solution was later used to attack the problem of the brachistochrone curve. Jakob Bernoulli solved the problem using calculus in a paper (Acta Eruditorum, 1690) that saw the first published use of the term integral.[2]
Schematic of a cycloidal pendulum.
The tautochrone problem was studied more closely when it was realized that a pendulum, which follows a circular path, was not isochronous and thus his pendulum clock would keep different time depending on how far the pendulum swung. After determining the correct path, Christiaan Huygens attempted to create pendulum clocks that used a string to suspend the bob and curb cheeks near the top of the string to change the path to the tautochrone curve. These attempts proved to not be useful for a number of reasons. First, the bending of the string causes friction, changing the timing. Second, there were much more significant sources of timing errors that overwhelmed any theoretical improvements that traveling on the tautochrone curve helps. Finally, the "circular error" of a pendulum decreases as length of the swing decreases, so better clock escapements could greatly reduce this source of inaccuracy.
Later, the mathematicians Joseph Louis Lagrange and Leonhard Euler provided an analytical solution to the problem.
A brachistochrone curve (Gr. βράχιστος, brachistos - the shortest, χρόνος, chronos - time) or curve of fastest descent, is the path that will carry a point-like body from one place to another in the least amount of time. The body is released at rest from the starting point and is constrained to move without friction along the curve to the end point, while under the action of constant gravity. The brachistochrone curve is the same as the tautochrone curve for a given starting point.
Given two points A and B, with A not lower than B, only one upside down cycloid passes through both points, has a vertical tangent line at A, and has no maximum points between A and B: the brachistochrone curve.
Primary Programs Framework - Curriculum Integration: Making ConnectionsSarah Sue Calbio
Alberta Education,. (2007). Primary Programs Framework - Curriculum Integration: Making Connections. Alberta, Canada: Alberta Education. Retrieved from https://education.alberta.ca/media/563581/guidingprinc_curr2007.pdf
Planning Resources for Teachers in small high schools. Summer 2003Sarah Sue Calbio
Small Schools Project,. (2003). Planning Resources for teachers in small high schools: Adapting Classroom Practice, Teaching for Equity and Integrating Curriculum. Seattle, WA. Retrieved from http://edvintranet.viadesto.com/media/EDocs/summer_2003.pdf
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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!
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
1. A matrix is singu-
lar if and only if its
determinant is 0.
Since lAl - 0, we have
2x-8-0
x:4
A matrtxAis non-singular if and only if lAl + O.
EXAMPLE 27
SOLUTION
Find the set of values of aforwhich the matrix
^: li ])
i, ,,or-rinS.rlar.
Since A is non-singular, we have lAl * 0.
lAl: (a)(3) - (2)(3)
:3a-6
Since lAl * O,wehave 3a - 6 + 0
3a*6
a*2
EXAMPLE 28
SOLUTION
Determine whether the matrix
If the matrix is singular then its determinant is 0. Let us find the determinant of the
matrix.
1 2 1
-1 2 Alissingular.
2121
,li
"l-24;
;l+'l-
"l
L(4- 3) -2(-2 6) + 1(-1 - 4)-1+ L6- s:12
1l +o the matrix is not singular.
2l
12
-1 2
21
Since
1l
3l -2l
:
12
-1 2
21
SoLvi ng equations
(Cramer's ruLe)
using determinants
Solve the simultaneous equations
artx * ap/ : bL
arrx * azz/ : b2
Equation [1] multiplied by o^ gives
azta ttx * aztatz/ : aztb,
Equation [2] multiplied by orr Bives
arrarrx * arra22/ : o
rrb,
tll
l2l
t3l
l4l
335
2. Equation [a]
ottazz/ -
:. y(altazz
- equation [3] gives
aztatz/ : atrbr* orrbr,
aztatz) - orr,b,- arrb,
EXAMP
SOLUTI(
{4 5i
s -ei
tfre coefl
matrix.
Try thes
lon bl
lo, brl
^, -
orrbr- orrb,
/-
Similarly, we get
lb, arr.l
lr, o,,lA':
rv
lan anl
lo^ orrl
lan anl
lo^ orrl
The coefficient matrix is the matrix formed from the coefficients
of xand y inthe equatiol'ls. For the equations
oltx * orzy,: ,bt
aztx*o22y=bz
the coefficient matrix o(Z:', Z:)
Notice that for both the r-value and the y-value, the denominator is the determinant
of the coefficient matrix.
In the numerator for the x-value, the first column of the matrix consists of the values
on the right-hand side of the coefficient equations and the second colu'mn the coef-
ficients of7.
For tfuey-value, the first column of the numerator consists of the coefficients of x and
the second column contains the values on the right-hand side.
This result is known as Cramer's rule.
The cod
matrix b
lan o'
lo^ az
4gr 03
EXAMPLE 29
SOLUTION
Solve these simultaneous equations using Cramer's rule.
2xty-3
3x-2y:1
13 1l
lr -zl -Jv
12 1l
l: -21
12 3l
tl 1l
./ 12 1l
lr -zl
-4 - 3
2-9 _
-4-3
^-a -^-r-r- - ,- 12 1
The coefficient matrix'r (5 _2).
.'. The denominator of xand y it
lS -ll
For the numerator of x replace the
first column of the coefficient matrix
with (?).
For the numerator of y rep:lace the
second column of the coefficient
matrix with (?
)
-6-L_-7_
-7
-7_
-7
EXAIvT I
336
Hencex*L,/:1.
3. EXAMPLE 30
SOLUTION
(i ?)
,'
the coefficient
matrix.
I 10 sl
I -s -+l _ -40 - (-40)
Use Cramer's rule to solve the simultaneous equations
4x*5y:10
-014 s l
l: -+l
-L6 - 15 -31 Forthe n$merator of x replace
the first column of the coefficient
matrix with (i3)
For the numerator of y replace the
second columnof the coefficient
matrix with ( jg).
-ul
refficients
14 101
^, la -8 I
- -32 - (30) _,62 1
/-A 5l- -16-15 --31 -L
Ir -41
Hencex-0,y:2.
Try these 16.6 Solve the following pairs of simultaneous equations using Cramer's rule.
(a) x*3y:5
4x*y-9
(b) 2x-4y:2
3x - 7Y : 4
:terminant
'the
values
the coef-
rts oi x and
The coefficient
matrix is
lon on are
lo^ azz aztl
ol otz oztl
Using Cramer's rule to solve three equations in three unknowns
For the set ofequations
arrx * an/ * arrz: b,
arrx * az,z/ * arrz: b,
arrx * an/ * arrz: b,
using Crarn-er's rule, we have
x-
lb, atz orrl
l', azz orrl
lb, atz arrl
lo, b| an
lo^ bz azz
lo, b3 an
lan an an|
lo^ azz orrl
lou, atz orrl
lo, arz u
tl
lo^ azz brl
lo, azz brl
lan an arcl
lo^ azz
'rrl
lat atz anl
-
lat atz anl'
lo^ azz azzl
lo, atz arrl
v:
Note the positions of b,b, b, in the numerators of x, y andz.lnthe value of x,
b,b2,b3replaces the coeficient of I and similarly for y and z.T.he denominator is the
determinant of the coefficient matrix.
lI
'[3 -ll
ilte
ltfiix
ilE
nt
EXAMPLE 31 Use Cramer's rule to solve the following simultaneous equations.
x*2y+32:1
2x-y+z-2
x*2y+z-1
337
4. SOLUTION By Cramer's rule
,l-; ll -,?, ll + ,li -';
'l-l ll -,?, ll+,1? -Ll 1(-3) -2(L) +3(s)
10 1
I
10 r
11 1 3l
12 2 1l
lr 1 rl o
Y:ffi-ft-0
lz-1 rl
Ir 2 rl
N ote
columns'igte.i
the,,mffi[fi,xhe
numerator, the
determinant is 0.
11 2 1l
12 -1 2l
lr 2 rllr-m
lz -1 rl
tl 2 lt
...x:Lry:0rZ
:*-0
EXAMPI
SOLUTIO
:0.
1 23
2 -1 I
1 21
| 23
2 -1 1
1 21
EXAMPLE 32
SOLUTION
Solve these simultaneous equations.
2x*y+32:1
4x-3y+z-7
x*2y+z-5
Using Cramer's rule, we have
11 1 3l
lt -3 1l
ls 2 1l
JY
12 1 3I
l+ -3 rl
lr I 1l
,l-3 1l 14
'l z 1l lr
,l-i 1l ll ll + ,1" -31
21 1( - s) (2) + 3(2e) B0
EXAMPI
SOLUTIO
For oti
'frw,
o2
on
-31 2(-s) (3)+3(11) 20
2l
12 1 3l
l+ z tl "17
1l_14 1l-,14 7l
Ir s rl 'ls rl lr rl''lr sl 2(2)-(3)+3(13) _40_ ^/ la r ,l I I rl lt il l, .l
^/
F /^ ,
^/r<
12 1 1l
l+ -3 7l
tl 2 st
H 12 1 3l
l+ -3 1l
11 2 1l
2l-3 7l 14 7l +
I 2 st tl st
2l-3 1l _ t4 lt 314 -31
t z lt lr llr n 2t
ll + ,11
li -l ?l 4-i ll- li ll . ,li -il 2(-s) - (3) + 3(11) 20
l1 2 |
14 -31
lr 2l _2e2, (13) + (11)
-60 _ .J
2(-s) (3) + 3(11) 20
Hence x- 4,y:2,2- -3.
Use Cramer's rule to solve the followirg simultaneous equations.
Cofactor r
, lozt o
-lo* o
FOro.oz
l$lia Qe
lor, %
al h
Cofactorr
laz. o
- l'rr o
(a) 3x*ay-zz-e
5x*y-z-6
2xty-32-0
(b) 4x-5y+22-6
x*y+z-2
7x*2y-22:5
338
Try these 16.7
5. of matricesAppLications
EXAMPLE 6S
SOLUTION
The supply function for a commodity is given by Q
s(
x) : a* * bx 'l c, where a, b
and c are constants. When x: l,the quantity supplied is 5; when x : Z,the quantity
supplied is 12; when x : 3,the quantity supplied is 23. use a matrix method to find
thevalues ofa,bandc.
q'(1) : a(l)2 + b(1) + c: 5
q'(2): a(2)2 + b(z) + c: 12
q'(3): a(3)2 + b(3) + c:23
We get three equations to solve simultaneously:
a*b*c:5
4a-f2b*c:12
9a* 3b * c:23
Writing the equations in matrix form
tr 1 1/4 /5
t; i')!):il,)
):(} 1il
',(l?)ta
r
l1
l4
le
lr 1
l+z9 3
tu:
1 1l: l" ll
Matrix of cofactors -
Hence a: 2,b : l, c - 2
The equation is q'(x) - 2x2 t, x * 2
14 1l+14 2l:_1+s 6__2
le 1l le 3l
i-l 5 -6i
I z -8 6l
-r 3 -21
EXAMPLE 61 A 160/o solution, a 22o/o solution and a 360/o solution of an acid are to be mixed to
get 300 ml of a 247o solution. If the volume of acid from the 16%o solution equals
half the volume of acid from the other two solutions, write down three equations
satisfying the conditions given and solve the equations to find how much of each
is needed.
Let.r be the volume of 160/o solution, T be the volume of 22o/o solution and z be the
volume of 360/o solution needed.
SOLUTION
6. Now x * y : z - 300 since the total volume is 300 ml.
0.16x * 0.22y + 0.36 z - ffiX 300 : 72
and o.t6x - *$.22y
* 0.362) - o
Therefore the equations are
x*y+z-300
0.L6x*0.22y+0.362-72
0.I6x - 0.LLy - 0.182 - 0
Writing the equations in matrix form, we have
I L 1 1 tx /300
lo.ro o.2z 0.36 llyl:lnl0.16 -0.11 -0.181zl 0/
Forming the augmented matrix, w€ get
I | 1 I 1300
I 0.16 o.2z 0.36 I zzl
o.ro -0.11 -o.1gl o/
Rr+ R,
R, +R,
300
0.06 0.20 I 24
-0.27 -0.341 -49
SOLUTII
- 0.16R1
- 0.16R1
1
ffi
R, -+ 0.06R3+ 0.27R2
lt '1 I 1300
lo 0.06 o.zo I z+l
o o o.o::ol aol
lt 1 1 /.r /300
lo 0.06 o.2o llyl:l z+l
0 0 0.03361zl 3.6/
0.03362:3.6+z:107.14
0.06y + 0.202:24
0.06y + 0.20(to7.t4) :24
y: 42.86
x*y*z:300
x * 42.86 + 107.14: 300
x: 150
Hence 150 ml of the 167o solution, 42.86mlof the22o/o solution andl07.l4ml of the
367o solution are needed.
A popular carnival band sells three types of costumes. The costumes are made at the
Mas-camp in Port-of-Spain. The owner of the band makes cheap costumes, medium-
priced costumes and expensive costumes. The making of the costumes involves
EXAMPTE 62
7. SOTUTION
fabric, labour, buttons and machine time. The following table shows the units of
input required per costume for each type of costume.
The owner makes the three types of costumes and uses 270 units of fabric, 1050 units
of labour and790 buttons. How many of each type of costume does the owner make?
What is the corresponding machine time used?
Let r be the number of cheap costumes made, y the number of medium-priced
costumes made, zthe number of expensive costumes made.
Since 270 units of fabrics are used we have
5x*6y+82:270
For labout we have
20x+25y*302:1050
For buttons,
L5x+20y*222-790
Writing the equations in matrix form, we have
ls 6 B /.r 1270
lzo zs aoll.zl-llosoI
15 20 221 zl 7901
Forming the augmented matrix and reducing gives:
ls 6 8
lzo 2s 30
rs zo 22
270
10s0 I
Tsol
R, -+ R,
Rr+R,
ls 6
lo 1
o z
R, -+R,
- 4R,
- 3R,
B
-2
-2
270
-30 I
-20lmlof$e
ilca 6c
modium-
lJCs
- 2R,
ls 6 8
lo 1 -2
o o 2
270
-30 I
40l
Fabric
Labour
Buttons
Machine time
8. We nowhave
t5 6 8 /r t270
tB [ -')lr):-lt)
The equations are
2z: 40
- z: 20
/-22: -30-y- 40: -30+y:10
5x -f 6y * 8z: 270
5x * 60 + 160 :270
x:10
Hence the owner made 10 cheap costumes, 10 medium-priced costumes and
20 expensive costumes.
Machinetimeused:7 X 10 + 9 X 10 + L2y.20:400units.
EXERCISE 1 6 B
In questions l-5, find the inverse of each matrix.
r11 ? 2F20 -Ll 3 5)
3 rt _t) n (:^ l)
s(64'I3 3l
In questions 6-10, (a) find the determinant of each matrix, (b) find the matrix of
cofactors and hence find the inverse of each matrix.
lr 1 0
6 lz 1 -rle 1 zl
14 5 -1
8 la -2 zl
e 1-il
lL 2 1
7 lo 1 rl
o o zl
14 3 -1elz 4 +l
3 2 tl
lL 0 5
10 l+ 1 ol
23+l
In questions 11-15, find the inverse of each matrix by row reduction.
I 3 1 2 t r 4 1
11 l-r 1 ol tz I z I rl
1 3 | -2 3 tl
It 0 s t2 1 s
13 l+ I ol t4 14 i ol
234t Z3Zl
l-L 2 1
15 | I I rl
-2 1 7t
16 Solve the equation
x12l
xz 1+l
x;3 1 sl
370
:0.
9. t7
l8
19
23,
T,}tuk
33
24
Solve the equati
"rlhlxu
Solve the equatio, |
*
-,
lx*
Solve the equatio, I .1
lx
x2 1l
x 1l:0.
x3 1l
1 1 x*11
1 1 l:0.
1 1 x-11
x x* 1
11x
x*l 1
-0.
It 1 1
2S Findthevalues of asatisfyirgthe equation I a a * 1 a - 1
lo-1 2a a*1
-0.
Sanjeev pays TT$300 for 4 shirts and 2 pairs of trousers while Saleem pays
TT$700 for 2 shirts and 5 pairs oftrousers. If x and y represent the price ofa
shirt and a pair of trousers respectively, write a system of linear equation in
matrix form based on this information. Determine the price of a shirt and a
pair oftrousers.
Michael feeds his dogZentwith different mixtures of three types of food, A, B
and C. A scoop of each food contains the following nutrients.
Food A: 15 g of protein, 10 g carbohydrates and 20 g vitamins
Food B: 20 g of protein, 15 g carbohydrates and 10 g vitamins
Food C: 20g of protein, 10g carbohydrates and 20g vitamins
Assume that dogs require 160g of protein, 110g of carbohydrates and 150g of
vitamins. Find how many scoops of each food Michael should feed his dog daily
to satisfy their nutrient requirements.
Deanne has TT$50 000 and wishes to invest this for her retirement. She puts all
the money in a fixed deposit, trust fund and a money market fund. The amount
she puts in the money market fund is TT$10 000 more than that in the trust
fund. After one year, she receives a profit totalling TT$3000. The fixed deposit
pays 5o/o interest annually, the trust fund pays 67o annually and the money
market fund pays 7Vo ann:ually.
By denoting the amount of money invested in the fixed deposit, trust fund
and the money market fund as x, y andz respectively, form a system of linear
equations based on the information given.
Write the system of linear equations in matrix form.
Find the amount of money invested in each category of the fund.
Show that the equations
x*5y*42:19
2x-4y*z:-4
4x+6y*72:30
have a unique solution and hence find the solution by row reducing the
augmented matrix to echelon form.
rix of
371