B.Sc (Pass) Nautical & Engineering Model Question 2 Mathematics Second Paper
(Differential Calculus, Integral Calculus, Two-dimensional & Three- dimensional Geometry)
Pre-calculus 1, 2 and Calculus I (exam notes)William Faber
Notes I typed using Microsoft Word for pre-calculus and calculus exams. Most of the images were also created by me. I shared them with other students in my class to increase their chance of success as well. Upon completion of the courses I donated them to the math center to help other math students.
Level # 1 51
Level # 2 30
Level # 3 24
Level # 4 12
Total no. of questions 117
LEVEL-1
Equation and properties of the ellipse
Q.1 The equation to the ellipse (referred to its axes as the axes of x and y respectively) whose foci are(± 2,0) and eccentricity1/2,is-
Q.9 The equation of the ellipse (referred to its axes as the axes of x and y respectively) which passes through the point (– 3, 1) and has eccentricity
2
5 , is-
(A) 3x2 + 6y2 = 33 (B) 5x2 + 3y2 = 48
x 2 y2
x 2 y2
(C) 3x2 + 5y2 –32 = 0 (D) None of these
(A) 12 16 = 1 (B) 16
x 2 y2
12 = 1
Q.10 Latus rectum of ellipse
4x2 + 9 y2 – 8x – 36 y + 4 = 0 is-
(C) 16 8 = 1 (D) None of these 5
Q.2 The eccentricity of the ellipse
(A) 8/3 (B) 4/3 (C) 3
(D) 16/3
9x2 + 5y2 – 30 y = 0 is-
(A) 1/3 (B) 2/3
(C) 3/4 (D) None of these
Q.3 If the latus rectum of an ellipse be equal to half of its minor axis, then its eccentricity is-
(A) 3/2 (B) 3 /2
(C) 2/3 (D) 2 /3
Q.4 If distance between the directrices be thrice the distance between the foci, then eccentricity of ellipse is-
(A) 1/2 (B) 2/3
Q.11 The latus rectum of an ellipse is 10 and the minor axis is equal to the distance between the foci. The equation of the ellipse is-
(A) x2 + 2y2 = 100 (B) x2 + 2 y2 =10
(C) x2 – 2y2 = 100 (D) None of these
Q.12 If the distance between the foci of an ellipse be equal to its minor axis, then its eccentricity is-
(A) 1/2 (B) 1/ (C) 1/3 (D) 1/
Q.13 The equation 2x2 + 3y2 = 30 represents-
(A) A circle (B) An ellipse
(C) 1/
(D) 4/5
(C) A hyperbola (D) A parabola
Q.5 The equation ax2 + 2hxy + by2 + 2gx + 2fy + c = 0 represents an ellipse if-
(A) = 0, h2 < ab (B) 0, h2 < ab
(C) 0, h2 > ab (D) 0, h2 = ab
Q.14 The equation of the ellipse whose centre is (2,– 3), one of the foci is (3,– 3) and the corresponding vertex is (4,– 3) is-
Q.6 Equation of the ellipse whose focus is (6,7) directrix is x + y + 2 = 0 and e = 1/ 3 is-
(A) 5x2 + 2xy + 5y2 – 76x – 88y + 506 = 0 (B) 5x2 – 2xy + 5y2 – 76x – 88y + 506 = 0 (C) 5x2 – 2xy + 5y2 + 76x + 88y – 506 = 0
(x 2)2
(A) 3
(x 2)2
(B)
4
(y 3)2
+ = 1
4
(y 3) 2
+ 3 = 1
(D) None of these
Q.7 The eccentricity of an ellipse
x2
a 2 +
y2
b2 = 1 whose
x 2
(C) 3
+ y = 1
4
latus rectum is half of its major axis is-
1
(D) None of these
Q.15 Eccentricity of the ellipse
(A) 2
(B)
4x2 +y2 – 8x + 2y+ 1= 0 is-
(C)
3 (D) None of these
2
(A) 1/ 3 (B) 3/2
(C) 1/2 (D) None of these
Q.8 The equation of the ellipse whose centre is at origin and which passes through the points (– 3,1) and (2,–2) is-
(A) 5x2 + 3y2 = 32 (B)3x2 + 5y2 = 32
(C) 5x2 – 3y2 = 32 (D) 3x2 + 5y2 + 32= 0
Q.16 The equation of ellipse whose distance between the foci is equal to 8 and distance between the directrix is 18, is-
(A) 5x2 – 9y2 = 180 (B) 9x2 + 5y2 = 180
(C) x2 + 9y2 =180 (D) 5x2 + 9y2 = 180
Solution of Differential Equations in Power Series by Employing Frobenius MethodDr. Mehar Chand
In this tutorial, we discuss about the solution of the differential equations in terms of power series. All the cases associated with this attachment has been discussed
https://youtu.be/HVB2LbeBmLU
لايف جديد وهاااااام للغاية لكافة الباحثين بمصر والعالم العربي
ويسعدنا دوما تلقي كافة استفساراتكم ومتابعتكم الكريمة خلال اللايف هنا.
يسعدنا ويشرفنا ان يكون ضيفنا الكريم :
Prof . Dr Khaled Hussainey
Professor of Accounting and Financial Management at Portsmouth University
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|Teaching Assistant |Accounting |Blockchain Technology Researcher
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Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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!
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
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.
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.
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.
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.
5. Can be drawn straight 1 and the straight 2:
3- The joint solution, an area ( A B C D ) shaded.
The objective function is tested at these points, ( A B C D )
8. (1) Transfer restrictions to equation as follows:
The straight (1) 2 X1 +3 X2 =24
The straight (2) 2 X1 + X2 =16
The straight (3) X1 =7
The straight (4) X2 =6