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Pedagogy of Mathematics - Part II (Numbers and Sequence - Ex 2.4), Numbers and Sequence, Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, sequences, definitions of sequences, sequence as a function,
IIT JAM MATH 2019 Question Paper | Sourav Sir's ClassesSOURAV DAS
IIT JAM Preparation Strategy
IIT JAM Math Previous Year Question Paper
IIT JAM Math 2019 Question Paper
For full solutions contact us.
Call - 9836793076
IIT JAM MATH 2018 Question Paper | Sourav Sir's ClassesSOURAV DAS
IIT JAM Math Previous Year Question Paper
IIT JAM Math 2018 Question Paper
IIT JAM Preparation Strategy
For full solutions contact us.
Call - 9836793076
Pedagogy of Mathematics - Part II (Numbers and Sequence - Ex 2.4), Numbers and Sequence, Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, sequences, definitions of sequences, sequence as a function,
IIT JAM MATH 2019 Question Paper | Sourav Sir's ClassesSOURAV DAS
IIT JAM Preparation Strategy
IIT JAM Math Previous Year Question Paper
IIT JAM Math 2019 Question Paper
For full solutions contact us.
Call - 9836793076
IIT JAM MATH 2018 Question Paper | Sourav Sir's ClassesSOURAV DAS
IIT JAM Math Previous Year Question Paper
IIT JAM Math 2018 Question Paper
IIT JAM Preparation Strategy
For full solutions contact us.
Call - 9836793076
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.
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.
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
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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.
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. Page 1 of 9
Name: ………………………………………….
Student Sys Id.: ………….…………….…
Printed Pages:01
School of Engineering and Technology
Department of Computer Science and Engineering
Mid Term Examination (MTE), Sept-2020, Session :2020-21
[Programme] [Semester:] [Batch:]
Course Title: ………………………………………
Course Code: ………………………………………
Max Marks: 40
Instructions: 1. All questions are compulsory in Section A and Section B
Assume missing data suitably if any
CO1
CO2
Section A (1X20=20Marks)
All Questions are Compulsory
Sl. No Questions Marks CO
1.
The first derivative of 𝑦 = (1 − 𝑥/7)−7
at x=7 is
a.) 1
b.) 0
c.) ∞
d.) None of these
Correct option: (c)
1
CO1
2.
lim
𝑥→0
𝑒𝑡𝑎𝑛 𝑥
− 𝑒𝑥
𝑡𝑎𝑛 𝑥 − 𝑥
a.) 0
b.) 1
c.) ∞
d.) None of these
Correct option: (b)
1
3.
If 𝑥 = 𝑡 − 𝑠𝑖𝑛 𝑡 , 𝑦 = 1 − 𝑐𝑜𝑠 𝑡, value of 𝑑𝑦/𝑑𝑥 at 𝑡 = 𝜋/2 will be:
a) 0
b) 1
c) 𝜋
d) ∞
Correct option: (b)
1
2. Page 2 of 9
4.
If 𝑦 = 𝑙𝑜𝑔 𝑥 /𝑥, then
𝑑2𝑦
𝑑𝑥2 is given by
a)
2 𝑙𝑜𝑔 𝑥−3
𝑥3
b)
2(𝑙𝑜𝑔 𝑥−3)
𝑥3
c)
𝑙𝑜𝑔 𝑥−6
𝑥2
d) None of these
Correct answer: (a)
1
5.
If 𝑐𝑜𝑠 𝑥 = 𝑎0 + 𝑎1𝑥 + 𝑎2𝑥2
+ 𝑎3𝑥3
+ ⋯ , 𝑡ℎ𝑒𝑛 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 a3 =
a) 0
b) −1
c) 1
d)
1
3!
Correct answer: (a)
1
6.
𝑓(𝑥) = 𝑙𝑜𝑔 𝑥 can be expanded in powers of 𝑥 − 1 by using
a) Maclaurin’s theorem
b) Taylor’s theorem
c) Leibnitz theorem
d) Gregory’s theorem
Correct answer: (b)
1
7.
The maximum value of 𝑠𝑖𝑛 𝑥 + 𝑐𝑜𝑠 𝑥 is
a) 2
b) √2
c) 1
d) 1 + √2
Correct answer: (b)
1
8.
The function 𝑓(𝑥) = 𝑥3
− 6𝑥2
+ 24𝑥 + 4 has:
a) A maximum value at 𝑥 = 2
b) A minimum value at 𝑥 = 2
c) A maximum value at 𝑥 = 4 and a minimum at 𝑥 = 6
d) Neither maximum nor minimum at any point
Correct answer: (d)
1
9.
Maximum value of
𝑙𝑜𝑔 𝑥
𝑥
is
a) 𝑒
b)
1
𝑒
c) 0
d) 1
Correct answer: (b)
1
3. Page 3 of 9
10.
lim
𝑥→∞
𝑥 𝑡𝑎𝑛(1/𝑥) is:
a) 0
b) ∞
c) 1
d) −1
Correct answer: (c)
1
11.
If 𝑓(𝑥, 𝑦) = 𝑐, then
𝜕𝑦
𝜕𝑥
is:
a)
𝜕𝑓
𝜕𝑥
b)
𝜕𝑓
𝜕𝑦
c) −
𝜕𝑓
𝜕𝑥
𝜕𝑓
𝜕𝑦
d) −
𝜕𝑓
𝜕𝑦
𝜕𝑓
𝜕𝑥
Correct answer: (c)
1
12
If 𝑧 = 𝑐𝑜𝑠(𝑥𝑦3), then 𝜕2
𝑧/𝜕𝑥𝜕𝑦 =
a) −3𝑦2
𝑠𝑖𝑛(𝑥𝑦3) − 3𝑥𝑦5
𝑐𝑜𝑠(𝑥𝑦3)
b) 6𝑥𝑦 𝑠𝑖𝑛(𝑥𝑦3) − 9𝑥2
𝑦4
𝑐𝑜𝑠(𝑥𝑦3)
c) −6𝑥𝑦 𝑠𝑖𝑛(𝑥𝑦3) + 9𝑥2
𝑦4
𝑐𝑜𝑠(𝑥𝑦3)
d) 6𝑥𝑦 𝑠𝑖𝑛(𝑥𝑦3) + 9𝑥2
𝑦4
𝑐𝑜𝑠(𝑥𝑦3)
Correct answer: (a)
1
13
If 𝑧 = 𝑥𝑦𝑓(𝑥/𝑦), then 𝑥
𝜕𝑧
𝜕𝑥
+ 𝑦
𝜕𝑧
𝜕𝑦
=
a) 𝑧
b) 0
c) 1/𝑧
d) 2𝑧
Correct answer: (d)
1
14
If 𝑓(𝑥, 𝑦, 𝑧) = (𝑥2
+ 𝑦2
+ 𝑧2)−1/2
, then 𝑓𝑥𝑥 + 𝑓𝑦𝑦 + 𝑓𝑧𝑧 =
a) 0
b) 1
c) −1
d) None of these
Correct option: (b)
1
15
If 𝑢 = 𝑥2
− 𝑦2
, 𝑥 = 2𝑟 − 3𝑠 + 4, 𝑦 = −𝑟 + 8𝑠 − 5, then, 𝜕𝑢/𝜕𝑟 =
a) 4𝑥 + 2𝑦
b) 4𝑥 − 2𝑦
c) 8𝑥 − 6𝑦
d) 2𝑥 − 4𝑦
1
4. Page 4 of 9
Correct option: (a)
16
A function 𝑓(𝑥) has maximum value at 𝑥 = 𝑐 if:
a) 𝑓′(𝑐) = 0 and 𝑓′′(𝑐) > 0
b) 𝑓′(𝑐) = 0 and 𝑓′′(𝑐) < 0
c) 𝑓′(𝑐) = 0 and 𝑓′′(𝑐) ≠ 0
d) 𝑓′(𝑐) ≠ 0 and 𝑓′′(𝑐) < 0
Correct option: (b)
1
17
The critical point of 𝑓(𝑥, 𝑦) = 𝑥2
+ 𝑦2
+ 6𝑥 + 12 is
a) (−2,0)
b) (0, −3)
c) (3,0)
d) (−3,0)
Correct option: (d)
1
18
Conditions for 𝑓(𝑥, 𝑦) to the maximum are
a) 𝑓𝑥 = 0 = 𝑓𝑦; 𝑓𝑥𝑥𝑓
𝑦𝑦 < 𝑓𝑦𝑦
2
, 𝑓𝑥𝑥 < 0
b) 𝑓𝑥 = 0 = 𝑓𝑦; 𝑓𝑥𝑥𝑓
𝑦𝑦 > 𝑓𝑦𝑦
2
, 𝑓𝑥𝑥 < 0
c) 𝑓𝑥 = 0 = 𝑓𝑦; 𝑓𝑥𝑥𝑓
𝑦𝑦 > 𝑓𝑦𝑦
2
, 𝑓𝑥𝑥 > 0
d) 𝑓𝑥 = 0 = 𝑓𝑦; 𝑓𝑥𝑥𝑓
𝑦𝑦 = 𝑓𝑦𝑦
2
, 𝑓𝑥𝑥 < 0
Correct option: (b)
1
19
If 𝑓(𝑥) = 𝑐𝑜𝑠(𝑙𝑜𝑔 𝑥), then 𝑓(𝑥)𝑓(𝑦) −
1
2
[𝑓 (
𝑥
𝑦
) + 𝑓(𝑥𝑦)] has the value
a) −1
b)
1
2
c) −2
d) 0
Correct option: (d)
1
20
The 2𝑛𝑑 derivative of 𝑒𝑥
𝑐𝑜𝑠(𝑥) is
a) 2𝑒𝑥
𝑐𝑜𝑠 (𝑥 +
𝜋
2
)
b) 4𝑒𝑥
𝑐𝑜𝑠 (𝑥 +
𝜋
4
)
c) 𝑒𝑥
𝑐𝑜𝑠 (𝑥 +
𝑛𝜋
4
)
d) None of these
Correct option: (a)
1
Section B (1X20=20 Marks)
All Questions are Compulsory
21 1
5. Page 5 of 9
If ∫ 𝑔(𝑥)𝑑𝑥 = 𝑓(𝑥), then ∫ 𝑓(𝑥)𝑔(𝑥)𝑑𝑥 is equal to
a) 𝑙𝑜𝑔|𝑓(𝑥)|
b)
1
2
[𝑔(𝑥)]2
c)
1
2
[𝑓(𝑥)]2
d) None of these
Correct option: (c)
CO2
22
∫ 3𝑥√1 − 2𝑥2 𝑑𝑥 =
a) −
1
2
(1 − 2𝑥2)3/2
+ 𝐶
b) −(1 − 2𝑥2)3/2
c) (1 − 2𝑥2)3/2
+ 𝐶
d) None of these
Correct option: (a)
1
23
∫ 𝑠𝑒𝑐 𝑥 𝑑𝑥 =
a) 𝑙𝑛|𝑠𝑒𝑐 𝑥| + 𝐶
b) 𝑙𝑛|𝑠𝑒𝑐 𝑥 + 𝑡𝑎𝑛 𝑥| + 𝐶
c) 𝑙𝑛|𝑡𝑎𝑛 𝑥| + 𝐶
d) 𝑁𝑜𝑛𝑒 𝑜𝑓 𝑡ℎ𝑒𝑠𝑒
Correct option: (b)
1
24
∫
1
𝑥2 − 4
𝑑𝑥 =
a)
1
4
𝑙𝑛 |
𝑥−2
𝑥+2
| + 𝐶
b)
1
4
𝑙𝑛 |
𝑥+2
𝑥−2
| + 𝐶
c) 𝑙𝑛 |
𝑥−2
𝑥+2
| + 𝐶
d) None of these
Correct option: (a)
1
25
∫ 𝑒𝑥
𝑠𝑖𝑛 𝑥 𝑑𝑥
a) 𝑒𝑥(𝑠𝑖𝑛 𝑥 − 𝑐𝑜𝑠 𝑥) + 𝐶
b)
𝑒𝑥
2
(𝑠𝑖𝑛 𝑥 + 𝑐𝑜𝑠 𝑥) + 𝐶
c) 𝑒𝑥(𝑠𝑖𝑛 𝑥 − 𝑐𝑜𝑠 𝑥)
d)
𝑒𝑥
2
(𝑠𝑖𝑛 𝑥 − 𝑐𝑜𝑠 𝑥) + 𝐶
Correct option: (d)
1
26 1
6. Page 6 of 9
∫
1
√1 − (𝑥 + 1)2
𝑑𝑥 =
a)
1
2
sin−1
𝑥
b) sin−1
𝑥
c) 2 sin−1
𝑥
d) None of these
27
The integration of ∫ 𝑓(𝑥)𝑔(𝑥)𝑑𝑥 using by parts is given by
a) 𝑓(𝑥) ∫ 𝑔(𝑥)𝑑𝑥 − ∫
𝑑𝑓(𝑥)
𝑑𝑥
(∫ 𝑔(𝑥)𝑑𝑥)𝑑𝑥
b) 𝑓(𝑥) ∫ 𝑔(𝑥)𝑑𝑥 + ∫
𝑑𝑓(𝑥)
𝑑𝑥
(∫ 𝑔(𝑥)𝑑𝑥)𝑑𝑥
c) 𝑓(𝑥) ∫ 𝑔(𝑥)𝑑𝑥 − ∫
𝑑𝑔(𝑥)
𝑑𝑥
(∫ 𝑓(𝑥)𝑑𝑥)𝑑𝑥
d) 𝑓(𝑥) ∫ 𝑔(𝑥)𝑑𝑥 + ∫ (
𝑑𝑔(𝑥)
𝑑𝑥
∫ 𝑓(𝑥)𝑑𝑥) 𝑑𝑥
Correct option: (a)
1
28 1
29
∫ √(𝑥2 + 𝑎2) 𝑑𝑥 =
a)
1
2
𝑥√𝑥2 + 𝑎2 +
𝑎2
2
𝑙𝑜𝑔|𝑥 + √𝑥2 + 𝑎2| + 𝐶
b) −
𝑎2
2
𝑙𝑜𝑔|𝑥 + √𝑥2 + 𝑎2| + 𝐶
c)
1
2
𝑥√𝑥2 + 𝑎2 + 𝐶
d) None of these
Correct option: (a)
1
30 1
31
Which of the following is false?
a) ∫ 𝑓(𝑥)𝑑𝑥
𝑏
𝑎
= ∫ 𝑓(𝑡)𝑑𝑡
𝑏
𝑎
b) ∫ 𝑓(𝑥)𝑑𝑥
𝑎
𝑏
= ∫ 𝑓(𝑡)𝑑𝑡
𝑏
𝑎
c) ∫ 𝑓(𝑥)𝑑𝑥
𝑏
𝑎
+ ∫ 𝑓(𝑥)𝑑𝑥 = ∫ 𝑓(𝑥)𝑑𝑥
𝑐
𝑎
𝑐
𝑏
d) None of these
Correct option: (b)
1
7. Page 7 of 9
32 1
33
The value of the double integral ∫ ∫ 𝑑𝑦𝑑𝑥
𝑒𝑥
1
2
0
is:
a) 𝑒2
+ 3
b) 𝑒2
− 3
c) 𝑒2
+ 12
d) 𝑒2
− 12
Correct option: (b)
1
34
After changing the order of integration, the integral ∫ ∫ 𝑑𝑦𝑑𝑥
𝑒𝑥
1
2
0
,
reduces to which of the following form:
(1) ∫ ∫ 𝑑𝑥𝑑𝑦
𝑒𝑥
1
2
0
(2) ∫ ∫ 𝑑𝑥𝑑𝑦
2
log 𝑦
𝑒2
1
(3) ∫ ∫ 𝑑𝑥𝑑𝑦
log 𝑥
1
𝑒
1
(4) ∫ ∫ 𝑑𝑥𝑑𝑦
𝑒𝑥
2
log𝑦
0
Correct answer: (b)
1
35
Maclaurin’s series of 𝑐𝑜𝑠 𝑥 is given as
a)𝑥 −
𝑥3
3
+
𝑥5
5
− − − − −
b) 1 −
𝑥2
2
+
𝑥4
4
− − − − −
c) 𝑥 −
𝑥2
2!
+
𝑥4
4!
− − − − −
d) 1 −
𝑥2
2!
+
𝑥4
4!
− − − − −
Answer: d
1
36
Minimum value of 2 sin𝑥 is given by
a) -1
b 1
c -2
d) 0
Answer : c
1
8. Page 8 of 9
Instructions:
i. There are Two section consist of 40 Questions in MTE Question paper.
ii. All questions are compulsory.
iii. The two tables (given below) must be filled by the paper setter.
iv. Paper setter must see the COs of the courses described in syllabus to frame the questions in
alignment with expected COs and Blooms taxonomy
Table1: Distribution of question & marks among the Units of syllabus
Unit Questions Numbers Total Marks
1 1to 20 20
2 21 to 40 20
37
If R is the region bounded by 𝑥𝑦 = 16, 𝑥 = 0, 𝑦 = 0 and 𝑥 = 8, then the
value of the double integral ∬ 𝑥2
𝑑𝑥𝑑𝑦
.
𝑅
is:
(1) 256 (2) 512 (3) 324 (4) 128
Correct option: (b)
1
38
If 𝑢 =
𝑥3+𝑦3
√𝑥+√𝑦
then 𝑢 is a
a) Homogeneous function of degree 5/2
b) Homogeneous function of degree 3/2
c) Non-Homogeneous function of Degree 5/2
d) None of these
Answer : a
1
39
The stationary point of the function 𝑓(𝑥, 𝑦) = 𝑥3
𝑦2
(1 − 𝑥 − 𝑦) for
extreme values is:
a) (1/2, 1/3)
b) (1/3, 1/2)
c) (2/3, 3/2)
d) None of these
Correct answer: (a)
1
40
The expansion of 𝑐𝑜𝑠(𝑥) in ascending powers of 𝑥 −
𝜋
4
is obtained by using
a) Maclaurin’s theorem
b) Taylor’s Theorem
c) Euler’ Theorem
d) Leibnitz theorem
Correct option: (b)
1
9. Page 9 of 9
Table 2: Mapping between COs and questions
(Number of COs may vary from course to course)
COs
Knowledge level
(Blooms taxonomy, K1,
K2. ..)
Questions Numbers Total Marks
CO1 K1,K2,K3 1to 20 20
CO2 K1,K2,K3 20 to 40 20
…. ….
(Name of Question paper setter)
Contact No:
* You may type the questions into this template and RENAME THE FILE with the subject code
Example: ECE223.
* Unit/chapter number can be considered for the syllabus if the same are not in modular form.
* Font to be used for ETE is “Times New Roman” and the text size is 11.