1. The document derives formulas for the nth derivative of several standard functions:
- y = xm yields Dn xm = m!/(m-n)! xm-n
- y = ax + bm yields Dn(ax + bm) = m!/(m-n)! an ax + bm-n
- y = 1/(ax + b) yields Dn 1/(ax + b) = (-1)n n! an/(ax + b)n+1
2. It also provides the nth derivatives of more complex functions like logarithmic and fractional functions by using the above formulas.
3. Several problems are worked out as examples to find the nth derivative of various fractional functions.
Applications of system of linear equations.pptEdrin Jay Morta
Word problems involving systems of linear equations in two variables. Solving simultaneous equation problems by elimination and substitution. Application of simultaneous equations.
Disclaimer: Some parts of the presentation are obtained from various sources. Credit to the rightful owners.
How to handle Initial Value Problems using numerical techniques?
#WikiCourses
https://wikicourses.wikispaces.com/Topic+Initial+Value+Problems
https://eau-esa.wikispaces.com/Topic+Initial+Value+Problems
Applications of system of linear equations.pptEdrin Jay Morta
Word problems involving systems of linear equations in two variables. Solving simultaneous equation problems by elimination and substitution. Application of simultaneous equations.
Disclaimer: Some parts of the presentation are obtained from various sources. Credit to the rightful owners.
How to handle Initial Value Problems using numerical techniques?
#WikiCourses
https://wikicourses.wikispaces.com/Topic+Initial+Value+Problems
https://eau-esa.wikispaces.com/Topic+Initial+Value+Problems
Different analytical and numerical methods are commonly used to solve transient heat conduction problems. In this problem, the use of Alternating Direct Implicit scheme (ADI) was adopted to solve temperature variation within an infinitesimal long bar of a square cross-section. The bottom right quadrant of the square cross-section of the bar was selected. The surface of the bar was maintained at constant temperature and temperature variation within the bar was evaluated within a time frame. The Laplace equation governing the 2-dimesional heat conduction was solved by iterative schemes as a result of the time variation. The modelled problem using COMSOL-MULTIPHYSICS software validated the result of the ADI analysis. On comparing the Modelled results from COMSOL MULTIPHYSICS and the results from ADI iterative scheme graphically, there was an high level of agreement between both results.
FINITE DIFFERENCE MODELLING FOR HEAT TRANSFER PROBLEMSroymeister007
This report provides a practical overview of numerical solutions to the heat equation using the finite difference method (FDM). The forward time, centered space (FTCS), the backward time, centered space (BTCS), and Crank-Nicolson schemes are developed, and applied to a simple problem in1volving the one-dimensional heat equation. Complete, working Matlab and FORTRAN codes for each program are presented. The results of running the codes on finer (one-dimensional) meshes, and with smaller time steps are demonstrated. These sample calculations show that the schemes realize theoretical predictions of how their truncation errors depend on mesh spacing and time step. The Matlab codes are straightforward and allow us to see the differences in implementation between explicit method (FTCS) and implicit methods (BTCS). The codes also allow us to experiment with the stability limit of the FTCS scheme.
Partial differentiation, total differentiation, Jacobian, Taylor's expansion, stationary points,maxima & minima (Extreme values),constraint maxima & minima ( Lagrangian multiplier), differentiation of implicit functions.
Different analytical and numerical methods are commonly used to solve transient heat conduction problems. In this problem, the use of Alternating Direct Implicit scheme (ADI) was adopted to solve temperature variation within an infinitesimal long bar of a square cross-section. The bottom right quadrant of the square cross-section of the bar was selected. The surface of the bar was maintained at constant temperature and temperature variation within the bar was evaluated within a time frame. The Laplace equation governing the 2-dimesional heat conduction was solved by iterative schemes as a result of the time variation. The modelled problem using COMSOL-MULTIPHYSICS software validated the result of the ADI analysis. On comparing the Modelled results from COMSOL MULTIPHYSICS and the results from ADI iterative scheme graphically, there was an high level of agreement between both results.
FINITE DIFFERENCE MODELLING FOR HEAT TRANSFER PROBLEMSroymeister007
This report provides a practical overview of numerical solutions to the heat equation using the finite difference method (FDM). The forward time, centered space (FTCS), the backward time, centered space (BTCS), and Crank-Nicolson schemes are developed, and applied to a simple problem in1volving the one-dimensional heat equation. Complete, working Matlab and FORTRAN codes for each program are presented. The results of running the codes on finer (one-dimensional) meshes, and with smaller time steps are demonstrated. These sample calculations show that the schemes realize theoretical predictions of how their truncation errors depend on mesh spacing and time step. The Matlab codes are straightforward and allow us to see the differences in implementation between explicit method (FTCS) and implicit methods (BTCS). The codes also allow us to experiment with the stability limit of the FTCS scheme.
Partial differentiation, total differentiation, Jacobian, Taylor's expansion, stationary points,maxima & minima (Extreme values),constraint maxima & minima ( Lagrangian multiplier), differentiation of implicit functions.
Basic concepts of integration, definite and indefinite integrals,properties of definite integral, problem based on properties,method of integration, substitution, partial fraction, rational , irrational function integration, integration by parts, reduction formula, improper integral, convergent and divergent of integration
How do you calculate the particular integral of linear differential equations?
Learn this and much more by watching this video. Here, we learn how the inverse differential operator is used to find the particular integral of trigonometric, exponential, polynomial and inverse hyperbolic functions. Problems are explained with the relevant formulae.
This is useful for graduate students and engineering students learning Mathematics. For more videos, visit my page
https://www.mathmadeeasy.co/about-4
Subscribe to my channel for more videos.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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
Embracing GenAI - A Strategic ImperativePeter 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.
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.
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!
4. Thus if 𝑦 = 𝑥𝑚, m is a positive integer and 𝑛 ≤ 𝑚, then
𝑦𝑛 =
𝑚!
𝑚−𝑛 !
𝑥𝑚−𝑛.
Note:
1. If 𝑦 = 𝑥𝑚, m is a positive integer and 𝑛 = 𝑚, then
𝑦𝑛 = 𝑛!
2. If 𝑦 = 𝑥𝑚
, m is a positive integer and 𝑛 > 𝑚, then
𝑦𝑛 = 0
5. II. Derivation for the nth derivative of 𝑦 = 𝑎𝑥 + 𝑏 𝑚
; where m is a positive
integer.
Proof:-
Let 𝑦 = 𝑎𝑥 + 𝑏 𝑚
𝑦1 = 𝑚 𝑎 𝑎𝑥 + 𝑏 𝑚−1.
𝑦2 = 𝑚(𝑚 − 1) 𝑎2 𝑎𝑥 + 𝑏 𝑚−2.
𝑦3 = 𝑚(𝑚 − 1)(𝑚 − 2) 𝑎3 𝑎𝑥 + 𝑏 𝑚−3.
………………………………………………………………………..
𝑦𝑛 = 𝑚 𝑚 − 1 𝑚 − 2 … (𝑚 − 𝑛 − 1 ) 𝑎𝑛 𝑎𝑥 + 𝑏 𝑚−𝑛.
7. Thus if 𝑦 = 𝑎𝑥 + 𝑏 𝑚, m is a positive integer and 𝑛 ≤ 𝑚, then
𝑦𝑛 =
𝑚!
𝑚−𝑛 !
𝑎𝑛 𝑎𝑥 + 𝑏 𝑚−𝑛.
Note:
1. If 𝑦 = 𝑎𝑥 + 𝑏 𝑚, m is a positive integer and 𝑛 = 𝑚, then
𝑦𝑛 = 𝑛! 𝑎𝑛
2. If 𝑦 = 𝑎𝑥 + 𝑏 𝑚
, m is a positive integer and 𝑛 > 𝑚, then
𝑦𝑛 = 0