The document is a mathematics exam for Form 3 students on the topic of graphs of functions. It contains 35 multiple choice questions testing students' understanding of key concepts like linear functions, independent and dependent variables, interpreting graphs of functions, and the relationship between algebraic equations and their graphs. It also contains 5 short answer questions asking students to explain terms and describe graphs.
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. We started to develop ways to enhance students IQ. We started to leave an indelible mark on the students who have undergone APEX training. That is why APEX INSTITUTE is very well known of its quality of education
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. We started to develop ways to enhance students IQ. We started to leave an indelible mark on the students who have undergone APEX training. That is why APEX INSTITUTE is very well known of its quality of education
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
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
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.
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
2. MODULE 11: GRAPHS OF FUNCTIONS
Arahan:
1. Modul ini mengandungi tiga puluh lima soalan. Semua soalan adalah dalam
bahasa Inggeris.
2. Modul merangkumi tujuh konstruk yang diuji
K1 - Memahami soalan dalam bahasa Inggeris
K3 - Memahami istilah matematik dalam bahasa Inggeris
K5 - Menguasai konstruk pengetahuan
K6 - Menguasai konstruk kefahaman
K7 - Menguasai konstruk kemahiran
K8 - Mengungkapkan idea/informasi dalam bahasa Inggeris
K10 - Memahami pengajaran dan pembelajaran dalam bahasa Inggeris
3. Murid hendaklah menulis maklumat diri dalam kertas jawapan objektif
disediakan. Murid juga perlu memastikan maklumat konstruk, nombor soalan dan
jumlah soalan seperti yang dibaca oleh guru di dalam ruangan disediakan dalam
kertas jawapan objektif sebelum ujian.
4. Bagi soalan objektif, anda perlu menandakan jawapan dengan menghitamkan
pilihan jawapan pada pilihan jawapan A , B , C atau D pada kertas jawapan
objektif.
Contoh:
Antara berikut, yang manakah haiwan?
A. Pokok B. Kambing C. Kereta D. Pen
A B C D E
5. Untuk soalan subjektif, jawapan hendaklah ditulis pada kertas berasingan
yang disediakan oleh guru.
6. Jawab semua soalan.
Modul ini mengandungi 15 halaman bercetak
2
3. 1 When the relationship between two variables is linear, the graph of the function
representing the relationship is a straight line.
Which of the following is not a linear function?
y y
A B
x x
y y
C D
x x
2 In the function y = x + 2, x is the independent variable.
Determine the independent variable in the function y = 3q _ 5
A 3
_
B 5
C p
D q
In an algebraic equation of y = 2x 2 + 5, y is a dependent variable. State the dependent
3
variable in the equation of p = 2m 3 + 5,
A 2
B 6
C m
D p
3
4. 4 The graph of the function y = 5x + 7 intersect the y-axis at 7 as shown below.
y
7
x
0
Which of the following graphs is the function of y = 5x + 10
y y
A B
x
0 x
10 0 5
y y
C D
10 5
x x
0 0
The graph of the function y = x 3 _ 8 intersects the y-axis at ( 0 , _ 8 ), whereas the graph
5
of the function y = x 3 _ 5 intersects the y-axis at
A (0 , 5)
B (0 , 3)
(0 , _ 3)
C
(0 , _ 5)
D
4
5. 6 Which of the following is a linear function?
A y = x3
B y = x2
C 1
y=
x
D y=x
7 Given that y = 2x + 3, which of the following is the independent variable?
A 2
B 3
C x
D y
8 In the function y = 3x, the value of y depends on the value of x. The letter y is called the
A constant
B coefficient
C dependent variable
D independent variable
9 The intersection point of the y-axis and x-axis is known as the
A origin
B distance
C midpoint
D quadrant
5
6. 10 A plane which consists of x-axis and y-axis is called
A Cartesian plane
B horizontal plane
C vertical plane
D coordinate
11 The graph shows the function of y = 2x n + 3.
y
x
0
What is the value of n ?
_
A 1
B 1
C 2
D 3
6
7. 12 Which of the following represents the graph of y = ax 3 + b ?
y y
A B
x
0
x
0
y
y
C D
x
x 0
0
13 The diagram shows a graph of a function.
y
2
x
Which of the following is the equation of the graph ?
y = _x + 2
A
B y = _x 2 + 2
C 1
y= +2
x
D y = x3 + 2
7
8. 14 Which of the functions does not represent a straight line ?
A y = 3x 2
y = _2x + 3
B
C y = 2x + 3
y = 3x _ 2
D
15 Which of the following can be used to describe a relationship between two variables?
I Ratio
II Equation
III Ordered pair
IV Table of values
A I, II, III
B I, III, IV
C II, III, IV
D I, II, III, IV
16 Which of the following is true for the function y = 2x 2 + 4 when x = _3 ?
A y=2(9)+4
B y=2(6)+4
y = 2 ( _6 ) + 4
C
y = 2 ( _9 ) + 4
D
8
9. 17 The Cartesian plane shows a graph of a straight line.
y
4
3
•
2
1
x
0 1234
What is the value of x when y = 2 ?
A 4
B 3
C 2
D 1
18 The graph of the function y = x 3 _ 8 intersects the y-axis at
(0 , _8)
A
B (0 , 8)
C (8 , 0)
(_8 , 0)
D
9
10. 19 The diagram shows the graph of the function y = – 2x – 6 on a Cartesian plane.
y
x
0
k
Find the value of k.
A 6
B 2
_
C 2
_
D 6
20 The diagram shows the graph of the function y = 2x + 4.
y
4
x
_
20
What are the coordinates of the point where the graph intersect with x-axis ?
A (0, -2)
B (-2, 0)
C (0, 4)
D (4, 0)
10
11. 21 Given the function y = x 2 − 12 , find the value of y when x = – 3.
_
A 3
_
B 6
_
C 18
_
D 21
22 The point (2, 4) satisfies the function
= 2x + 1
y
A
= 3 − 2x
y
B
= 3x − 2
y
C
= 4x + 5
y
D
23 Given (k, 0) lies on the graph of function y = 4 x − 8. The value of k is
_
A 8
_
B 2
C 2
D 4
24 Which of the following points does not lie on the straight line y = 2 − 3 x.
A (1, -1)
B (2, 4)
C (0, 2)
D (-3, -7)
25 Which of the following represents y = −3 x + 9?
y
A C y
3 3
x
x 0 6
0 6
y
B D
y
9
9
x
x 6
0
3
0
11
12. All questions from number 26 to number 30 must be answered in words.
26 Explain what is the meaning of function.
27 Explain how to draw the graph of a function.
28 What is the meaning of variable?
29 What is a dependent variable?
12
13. 30 Describe the shape of the graph for the function y = x − 8
From Question 31 – 35, the teacher reads the questions to the students. Students choose
the correct answer.
31
A 11
B 10
C 0
D -1
32
y = 2x − 1
A
y = x −1
B
C
y = 3x 2
y = −2 x + 1
D
13
14. 33
y
A C y
x
x 0
0
B D
y y
x
0
x
0
34
_
2 1
x
y r q
_
A 14
_
B 6
C 6
D 14
14
15. 35
p = 4+ x
A
p = 4−x
B
C 4
p=
x
p = 4x
D
END OF QUESTION PAPER
15
16. KEMENTERIAN PELAJARAN MALAYSIA
KERTAS JAWAPAN OBJEKTIF
Ujian Diagnostik
Nama Pelajar:
Tahun/ Tingkatan : 3 Mata Pelajaran: MATEMATIK
Modul: 11
Nama Sekolah:
GUNAKAN PENSIL 2B ATAU BB SAHAJA.
TENTUKAN TIAP-TIAP TANDA ITU HITAM DAN MEMENUHI KESELURUHAN RUANG.
PADAMKAN HINGGA HABIS MANA-MANA TANDA YANG ANDA UBAH
SILA HITAMKAN JAWAPAN DI BAWAH MENGIKUT HURUF JAWAPAN YANG ANDA PILIH
A A A
B C D E B C D E B C D E
1 31 46
A A A
2 32 47
B C D E B C D E B C D E
A A A
B C D E B C D E B C D E
3 33 48
A A A
B C D E B C D E B C D E
4 34 49
A A A
B C D E B C D E B C D E
5 35 50
A A
B C D E B C D E
6 36 51
A B C D E
A A
7 37 52
B C D E B C D E
A B C D E
A A
B C D E B C D E
A
8 38 53
B C D E
A A
B C D E B C D E
A
9 39 54
B C D E
A A
B C D E B C D E
10 40 55
A B C D E
A A
B C D E B C D E
41 56
A B C D E
11
A A
42 57
B C D E B C D E
A
12 B C D E
A A
B C D E B C D E
A 43 58
B C D E
13
A A
B C D E B C D E
A 44 59
B C D E
14
A A
B C D E B C D E
45 60
A B C D E
15
Jumlah Bilangan Soalan
Konstruk No. Soalan Kegunaan Guru
A B C D E
16
Soalan Gagal Dijawab
A
17 B C D E
A K1 1-5 5
B C D E 1
18
A B C D E
19
K3 6-10 5
2
A B C D E
20
K5 11-15 5
3
A B C D E
21
K6 16-20 5
4
A
22 B C D E
A B C D E
23
K7 21-25 5
5
A B C D E
24
A B C D E
25 26-30 5
K8
6
31-35 5
K10
7
A B C D E
26
A
27 B C D E
8
A B C D E
28
A B C D E 9
29
A B C D E
30
10